Whenever I am getting ready to assess a student's writing, I use a lens of positivity through which to view his or her work. I look for what the writer is doing well, based on all of the instruction we have offered. I look for evidence of the writer trying the writer's moves we have introduced. I search for possibilities - what is this writer thinking of doing? As Katie Wood Ray states, "'What does this piece of writing show me this child knows about writing?' It's that simple, and it's that complex." (Ray, K. 2004. About the Authors Writing Workshop with Our Youngest Writers. Portsmouth, NH: Heinemann, pg. 121)
So, this week being a week of assessment. I spent the better part of a day of my Spring Break exploring kindergarten writers' notebooks. And it was magical. Not because every story was perfect. Not even close! But because all of our writers showed us what they know about writing.
They showed us WHAT THEY KNOW ABOUT WRITING!!
Remember, the classroom teacher and I did not give the students any direct prompts or starters. We simply gave them time each day to write their own stories.
Here's what they know:
* Stories include characters (who is in the story?)
* Stories have a setting (where does the story take place?)
* Stories include action (what happens in the story?).
They also know that:
* There should be capital letters at the beginnings of sentences and punctuation at the ends.
* There should be spaces between words.
* Writing goes from top to bottom and left to right.
* Illustrations add details to stories.
We taught mini-lessons about all of these things. We read stories, mentor texts, and talked about why and how authors make decisions as they write. And then we let them write. And make decisions.
Here is some of what they wrote, and how I assessed with positivity.
So, this week being a week of assessment. I spent the better part of a day of my Spring Break exploring kindergarten writers' notebooks. And it was magical. Not because every story was perfect. Not even close! But because all of our writers showed us what they know about writing.
They showed us WHAT THEY KNOW ABOUT WRITING!!
Remember, the classroom teacher and I did not give the students any direct prompts or starters. We simply gave them time each day to write their own stories.
Here's what they know:
* Stories include characters (who is in the story?)
* Stories have a setting (where does the story take place?)
* Stories include action (what happens in the story?).
They also know that:
* There should be capital letters at the beginnings of sentences and punctuation at the ends.
* There should be spaces between words.
* Writing goes from top to bottom and left to right.
* Illustrations add details to stories.
We taught mini-lessons about all of these things. We read stories, mentor texts, and talked about why and how authors make decisions as they write. And then we let them write. And make decisions.
Here is some of what they wrote, and how I assessed with positivity.
This writer has two characters, herself and her mom. The story takes place in a park, with a few details in her illustration. There are several events in the story - "I ride my bike.", "My mom came.", "We had a race.", "I won." Her text is spaced correctly and her letters are clear. Those are huge positives! What will I work on with her going forward? Correct letter formation, including upper and lower case use, and end punctuation (only one period for four sentences). What about her writing will I compliment to the moon and back? Her lovely story that had a beginning, middle, and end. Her sweet voice ("We had a race. I won.") Her thinking that led to the successful composition of a story that came from her own life!
Love it!
And I am only assessing that which we have taught. No more. No less.
Love it!
And I am only assessing that which we have taught. No more. No less.
This writer tells us a story about watching a baseball game with his family. There are many characters, brother Brody, his family...and you can see them all sitting in the bleachers on what was assuredly a clear, sunny day! We know where they are, who is there, and what they are doing! Between the text and the illustration, this writer has composed a sweet, if short, story. What would I work on with this writer going forward? Perhaps adding details to his text. We will also work on his letter formation. But his punctuation is correctly placed and his words are nicely spaced!
Our last writer has written a clear and concise story. There are two characters, the author and a dinosaur. The story setting is at the zoo. And as for action, the dinosaur is eating trees! Note the correct upper case and lower case letter formation, end punctuation, and word spacing. This is one of our more advanced writers, and going forward I will encourage him to spend more time in his stories and develop the action with more detail. He is capable of that work, and it is my job to nudge him toward maximizing his potential.
Sometimes when I look with a narrower lens that is without positivity at the work my kindergarten writers have produced, I imagine greater criticism. Or lesser appreciation. I cringe when I think that others will look at this work and see only mistakes or gaps or sloppy words and pictures. I shudder when I think that others will look at this work and not appreciate the absolute dedication and steadfast determination that these authors pulled from within themselves to create stories from their lives. Or the belief in themselves as storytellers that had to exist in order for them to place their pictures and words on blank paper for readers to read.
It is with these youngest writers that our work begins. If we can plant in their writers' hearts the seeds of confidence that their words matter, that their words are beautiful, that their stories count, then, and only then, will we have done our part to ensure that #allkidscanwrite.
Have a great writing week!!
Sometimes when I look with a narrower lens that is without positivity at the work my kindergarten writers have produced, I imagine greater criticism. Or lesser appreciation. I cringe when I think that others will look at this work and see only mistakes or gaps or sloppy words and pictures. I shudder when I think that others will look at this work and not appreciate the absolute dedication and steadfast determination that these authors pulled from within themselves to create stories from their lives. Or the belief in themselves as storytellers that had to exist in order for them to place their pictures and words on blank paper for readers to read.
It is with these youngest writers that our work begins. If we can plant in their writers' hearts the seeds of confidence that their words matter, that their words are beautiful, that their stories count, then, and only then, will we have done our part to ensure that #allkidscanwrite.
Have a great writing week!!
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