How do I model writing in Kindergarten?

Ms. Dorothy -
I am supposed to write in front of my students every day and model what I expect to see them trying to do. However, in Kindergarten most of my students are just learning the sounds that letters make, and usually write the first letter in each word. Do you think I should be writing with beginning letters, or writing complete words? I'm not comfortable spelling words wrong just for them to see how to sound them out, but I'm not sure if that is what I am supposed to do. What do you do?
- Kindergarten Teacher

This really is an important question when it comes to kindergarten students. They do need to see a demonstration of what they are capable of. They also need to see accurate writing so they can begin to recognize words and correct spelling.

Generally, what I do is write the way I expect to see them writing. "I w to go to the s w my f " and then I go back and fill in the missing letters. "I want to go to the store with my family." This way, what remains on my chart is something that they can read back and build their reading vocabulary.

Sometimes I have a student or two in the class who can read and write at a much more advanced level than the others. These children can get very distressed when I demonstrate inaccurate writing, but they are great at helping me fill in the missing letters.

The important thing to remember is that everyone knows you are the best writer, the best reader, and the best speller in the room. You should be, you've had more practice than anyone else! As long as you don't try to pretend that you don't know how the words are spelled, you can always demonstrate credibly what they should do.

How do I know if my child needs special help?

Ms. Dorothy -

I have a child that struggles from day to day with literacy. Some days he writes great big letters and fidgets, moving the book close and then far away from his face. Then other days he writes between the lines nearly perfectly and reads with ease. On the days he struggles, he retains nothing and always feels down about it. Have you any advice or insight as to what the problem may be? Does he need special help? What solutions would you suggest?

- Mom of a 3rd grader

What a challenge it must be for him to face days like that! Feeling down seems like a very appropriate response to that kind of struggle.

I wonder if there is anything else consistent about the days he cannot focus. Sometimes changes in routines can have an impact on the ability to concentrate. Being aware of his sleeping, eating and other daily routines might give you some insight into his difficulty retaining what he is supposed to be learning in school.

Any kind of dramatic change in his life, or reasons he may be depressed should be considered as well. Be sure to check with his teachers and have him monitored in case something is happening at school that is leading to his struggles.

Those concerns aside, it might be a good idea just to have his eyes checked. It is rare that a child makes it all the way to 3rd grade without a vision screening catching something, but it happens. I would recommend taking him to an eye doctor for a full eye exam.

It would be a shame to have him waste any more learning time in discouragement if what he needs is a pair of glasses!

How can I organize peer critique in 1st grade?

Ms. Dorothy -
I have been having students share their writing at the end of author's workshop. The other children all want to comment, but they don't say much more than "I liked it." I have been trying to get them to be more specific and say what they liked about it. Any thoughts?
- Student Teacher

Do you keep a sign up sheet for students who want to share? Many students do better with teacher feedback and questions than with peer input, so making it optional is supportive of either preference.

After children read their writing, or share their research, you can have them ask the class if there are any questions or comments. You can limit the time spent on each student's work by asking them to call on a specific number of people to comment.

One thing that will enrich the dialogue is to have the kids say "I noticed" instead of "I like." It helps to keep the conversation focused on something specific and removes the judgment from the feedback.

Using "I wonder..." as a sentence starter can really change the direction of the peer critique as well.

How serious is stranger danger in school?

Ms. Dorothy,
Our daughter _______ came home one day saying one of the “old men” that worked at her school told her he loved her and hugged her. It made her EXTREMELY uncomfortable. I'm sure it wasn't anything to be worried about, but I don't want to ignore it either. I'm not sure how I should handle it. What would you suggest?
- Mom of a 1st Grader

You are probably right that there isn't anything to worry about, but you are also right to take it seriously.

Sometimes we can over-sensitize our children when we teach them to be aware of strangers, and they end up afraid of everyone they don't know. While this can keep them out of trouble, it can also leave them feeling fearful of situations that are actually harmless.

It is important to let your daughter know that you will take what she says seriously, but it is also important to try and assess the real significance of the situation.

Going to the school with her, and introducing yourself to the "old man" that gave her a hug is the best place to start. You can explain to him that she is very shy and sensitive and prefers not to be approached when she is without you. This will let her know that you will protect her and take her seriously, and it may diffuse some of the stranger fear she is feeling about him.

Background checks are required of all school employees, so the benefit of the doubt isn't out of order. Even so, if it feels at all wrong to you, go straight to the administrator and report the situation.

Most of all, make sure that she knows who she can go to in the school if she ever feels that her safety is in question.

How do I get Show and Tell back in my day?

Ms. Dorothy,
My school frowns on having "show and tell" time with children in 1st and 2nd grade, but the kids really like it. Do you have any suggestions for incorporating show and tell in an academic way in my class?
- 2nd grade teacher

You are right about how much children love to share their treasures! I think finding a way to let them personalize their learning can really support engagement in school.

Coming up with ideas for writing is always a challenge at some point in the school year. Having children bring in treasures for inspiration can really help get past this hurdle.

Try having your students bring in a collection of items that have some meaning to them. Little trinkets, photos, even pictures from magazines can be story starter ideas. Then children can share the important personal stuff in their writing.

Show and Tell can be fun and educational at the same time!