Journal Writing in Kindergarden
April 08, 2008 06:09 AM EDT
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comments: 62
Debbie G. started a new group called "Growing Young Gatherers" and I thought it would be a fine place to feature some of the journal writers in my class. From the first day of kindergarden in the fall I expect my children to "write" in a journal each day. I explain that their entry must be something about themselves...something that they have done or want to do, something they have seen or heard, or felt. I do not give them a prompt each day...as an adult I don't think I would find my own "voice" if given a daily prompt. Later in the year, when I do give a prompt, we use kindergarten paper...not our journals. Journals are strictly "from what comes from within" their minds. In the beginning the children "illustrate" their idea and then present it at circle. Often it is a crude drawing...but when they explain it at circle, it makes sense what they were thinking. Meanwhile in art I explain the simplicity of drawing...looking for shapes in objects they want to draw and then adding detail. Soon I see a change in their journal illustrations. Meanwhile in phonics we are talking about letters and the sounds they make and in reading we are learning some high frequency words. Soon enough, as if by magic, these lessons transfer into their journals and I start to see some beginning sounds and maybe a high frequency word. Then to cement the deal, in November, when they have enough letter sounds under their belts, I introduce Native American Pictographs and explain these pictographs are merely symbols for thought...or an idea. For the next week or two the children are encouraged to write "stories" with pictographs I have displayed on large charts. We revisit the idea of symbols in January when we learn some Chinese characters and once again the children are encouraged to write stories. Somehow it all seems to connect in their minds and I actually start seeing real writing in their journals. Using invented spelling I might see "Iliketoscat" (I like to skate) or "Iam goin2Brgr Knea" (I am going to Burger King). When my little ones first begin to write they are totally unaware of spaces between words nor do they use punctuation....but through mini-lessons at circle time, I explain the need for both.
Now that I have explained the process, come step into my classroom....perhaps settle down in a chair next to someone and ask them what they are writing about. They love to share their writings and will point to each word as they read.
I love to watch the children as they write...stopping here and stopping there...listening to their conversations as they try to get their ideas down on paper. Some time they are intent on their writing and they never notice a teacher stopping by or taking pictures.
Such concentration....do we all not have a need to find some time to express ourselves.? Hopefully by providing them with the tools, they will become writers. That is my hope.
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Comments: 62
I love your teaching style . . .
"From the first day of kindergarden in the fall I expect my children to "write" in a journal each day. I explain that their entry must be something about themselves...something that they have done or want to do, something they have seen or heard, or felt. . . .
Journals are strictly "from what comes from within" their minds." ~ Elizabeth E.
Very well done!
Blessings ~
Rene
This year I am trying something different. I always believed at this age children had to voice what they were reading. This year, when I take the three reading groups on the rug I give the five children the books and tell them to "take a picture walk" and then to read the text "in their mind" and then I either walk away or silently stay on the rug modeling taking a picture walk and reading silently. When all are finished, they close the reader and look at me. Then I ask a few comprehension questions and then we go back to the text to clarify meaning. Only then do we read the text out loud.
I notice that this has transferred over to their writing and that they are rereading that which they have written and making needed corrections on their own.
Now it's time for me to get dressed and out the door...I have young people waiting to explore the world of written language.
Last weekend I drew a portrait of my 4 year old niece, a simple but immediately recognizable pencil drawing. This is my common practice to entertain kids I get stuck baby-sitting with. Most kids are fascinated with their own image for a good 30 seconds. Then it is discarded for new adventures.
I was pleasantly surprised when I say my niece bent over a piece of paper. She was frustrated because she could not draw a person. I spoke quietly from behind her -- not getting in between her and the paper -- 'Start with a circle. Really look at the person you are drawing. Now draw a nose, add some hair, don't forget ears .....'
Her next several drawings seemed to meet her expectations.
If she keeps at it, she may discover a real talent.
I love this, Bob... one of my favourite things to do has always been to sit down and get wee ones to tell me about their pictures or stories... there is always SO much more in them than one immediately sees on the surface.
I had a teacher in 6th grade that taught way above the grade level, which in actuality it wasn't. It forced us to expand to our potential, and was exciting.
I have an idea of what you're saying here and doing in school.
On every Tuesday afternoon, I take off from work and spend it with the kids in the neighbourhood...about 6 to 9 years old. It's a most wonderful experience.
We talk a lot. We do very simple plays and dances. We go out and collect leaves...but all the time we get back to our sheets of papers.
I keep many of the sheets. Sometimes I show them to their owners and I see the glow in their eyes. They are so aware that they are getting better and better.
They also thrive on the attention
Your photos are outstanding
excellent job Elizabeth... you are a wonderful teacher... Bless you and all your students...
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Better that I teach thirty some odd kids each year and effect a change in them.
Thanks, flit, for your support. I bow to both you and Roy.
Ten stars from me!
Teaching is like fly fishing...you need patience, willing to stand in cold rivers, and the right hook. All kids are eager to learn...to experiment...to take risks...you just need the right hook. My hook is SNACKTIME! Without Work, no Snack! Lol!
I'm glad you are getting all jazzed up. Several years ago my good friend Peggy (from the Commune years) was offered a kindergarden job in Southern California (Lake Elsinore)...she was unsure of whether she had the knowledge or the stamina and so she left her family for a month and came back here and hung out in my classroom. She was hooked...she liked Snacktime!
My kids would love to have a hedgehog as a class pet. Send one to us right away!
It sounds like your Tuesday mornings are quite fun. Someday when I retire I would like to volunteer in maybe a youth center or perhaps teach reading and writing at the prison near by. I think that would be a good use of my time.
I wonder if they have Snack time in Prison? Better check that one out....I love sharing the snacks the kids bring from home...sometimes I think that's why I go to school! Lol!
Reading and writing go hand and hand. Some of my kids have learned to read through their writing; others take the more traditional way...first they are readers and then writers. I am all quite amazed this time of the year with what my kids can do...it's really almost a miracle, I would say!
I am NO angel!
Thanks for posting to All Photo Essays Here!
and thanks , I always enjoy your photo essays
I think though that some children get pushed too hard. You must be a great teacher!
It is SO darned cool, being a grandmama, where snacktime is not chocolate milk and graham crackers. (((smiles)))
Blessings on you, O great teacher, and your junior authors group.
Wilka
GREAT ARTICLE, and quite worthy of a front page feature!
SUPER PHOTOGRAPHS!!!!