Writing and Representing in the Classroom -- focus: grade four

“Young children bring to school a vast store of knowledge about language and how it is used” (Bainbridge, Heydon, & Malicky, 2009)   

It is helpful for teachers to know that students’ prior knowledge can be used as a building block for further learning.  Students spend their lives immersed in a language rich society.  Our job is not to create worksheets, tests and quizzes that coerce them into rote memorization; they already practice and repeat grammar in their day to day lives.  As teachers our job is to challenge students to expand on the communication and expression skills they have already developed.

The ideal grade four classroom is one in which children are exposed to a wide variety of literature and representation which is accessible for their level.   In showing students quality writing, a teacher has the opportunity to capture the attention of her students.  A blend of fiction and nonfiction, and a variety of topics allows for students to be immersed in information which is of interest to them.   From these works students will learn, explore and hopefully become inspired.

Variety should also be reflected in the mediums and styles as well; narratives, stories, theatrical plays, historical novels, scientific literature, poetry, film, podcasts, books on tape, and much more can offer students a variety of options for further exploration.  These works will exemplify different writing styles and techniques that can be brought to the students’ attention and later practiced in their own writing. 

In one of our class readings on Assessment, the author wrote about a music teacher who had his class listen to and critique Rock and Roll music.  “When you can hear (or see) where you’re headed, it’s easier to get there,” said the teacher.  He and his students talked about what it was that made different pieces so wonderful; together they worked to replicate those qualities.  By showing students literature and having them consider what made it great, or to the contrary what perhaps weakened it, students will learn to utilize the exemplified writing techniques in their own writing.     

Students may be ready to start writing at an early point, but others may need more time.  Author and teacher Robin Stevenson has spent time as an Author-on-sight at Braefoot Elementary school; she recommends that students take part in the creative process of creation using a variety of methods.  Perhaps for some this means through dramatic play or production.  The use of drawing or painting representation could also be utilized in story creation.  Representing involves students in the act of creation and ensures that they are engaged with the materials without the use of writing.

When children do write they should be given opportunity to develop a variety of writing styles.  As a teacher I hope to encourage my students to use their literary skills for a variety of purposes.

-Daily journalling could be used to help children express their feelings, set goals, and reflect on their experiences.  Furthermore journalling could be a great opportunity for students to practice their skills for less formal use.  This would allow students to write raw material that does not come with the responsibility of editing and sharing.
-Writing letters to the government or community would allow for students to be proactive members of their community, while helping them to see how valuable it is to be an effective communicator.
-Exploring poetry could help students share their experiences and feelings in a more artistic way.  A great way to get children involved in poetry at the grade 3-4 level would be to introduce them to a book of poems.  Love that Dog is a short book of poems about a student who learns to be confident in his writing ability and enjoy writing poetry.
-Use writing workshops to focus on creative writing.  Character and plot development can be encouraged through an array of activities.  Writing workshops are a great opportunity for students to work with their peers for group editing.

Editing is a valuable part of teaching grammar and techniques.  Having Children work in groups to share their writing with their peers allows students to receive and give productive feedback.  The peer audience will encourage students to take charge of their learning.  Furthermore, giving students sufficient time to work on editing and enhancing their work, will teach them to value editing as an integral part of the writing process.  Best of all, taking the time to reflect on professional writing, their peers writing, and their own writing, will enhance students’ individual work. 

Fortunately, working interactively in this manor fulfills a variety of the Prescribed Learning Outcomes from the British Columbia Board of Education’s Integrated Resource Package (IRP) as well.  The IRP is very progressive in its emphasis on group work and collaborative thinking.  It notes that “we use talk, dialogue, and discussion to develop, synthesize and clarify ideas”.  By working together students can give voice to their thoughts and explore what other students did with the assignment they are working on.

Constructing Meaning provides a great sample of a self evaluation method which further encourages students to take responsibility for their own writing/learning.  The questions can be changed depending on the grammar, spelling or techniques the class is focusing on at the time.  Here is an example of the one they used:

o   My piece of writing has capital letters in the correct places.

o   My piece has correct spelling.

o   My piece has periods in the right places.

o   My piece is legible and easy for others to read.   (Bainbridge, Heydon, & Malicky, 2009)   

The use of a list like this one could be used both for self-evaluation and as a check-list to be used while editing.  Both uses would encourage students to take charge of their own learning and examine their own writing. 

Spelling and grammar are an important part of editing and teachers should use this time to encourage the use of proper conventions.  By having the children create personal word banks students can focus on the words they find most troubling.  Having easily accessible dictionaries and teaching students how to use them is also an important part of the process.  A teacher can then use the words most often spelled wrong by the students to provide spelling lessons on the overhead projector and to encourage children to practice spelling these words correctly in their writing.  Having a word wall with these words can also assist children in their writing.

As a teacher who needs to work on my own spelling, I will act as a good example to my students by keeping my own word bank.  I also intend to take part in the writing processes with my students.  By exploring writing and creation I will discover new ways to get creative and teach writing while demonstrating to the students that I too value writing, representing, and communication.

To further give value to the children’s work, a teacher can have them perform or present their works to an audience, perhaps of parents, students, the community, or maybe for an online audience, by using a blog or a pod-cast.   Children can also publish their work and put it in a school library for others to see.

As a teacher I intend to have high but attainable expectations for my students and I intend for my students to have the same expectations for themselves.  I believe that in writing and representing it is important for students to have their own input, and to work with topics that interest them.  The resources in the room should inspire learning and creation.  Using the methods represented in this blog I hope that I can facilitate classes in which every student will work at his/her own level, to develop writing or representing that he/she values.