Modeling Opinion Writing With First And Second Grade Students in Trumbull. Toys! Toys! Toys!

I tapped my inner Zoolander yesterday at Frenchtown Elementary School for 1st and 2nd grade teachers. I told the educators that I was sorry not to be Brad Pitt, but I would try to model to the best of my abilities how to help young writers inform their readers about the worlds they live, with the details they inhabit, and with the transitions expected of the grade.

Lucky for me, teachers in another district recommended The Important Book by Margaret Wise Brown, which is a wonderful narration about spoons, snow, rain and wind that is detailed with important facts that were perfect to get students to think about what it means to offer important details. The students and I began with a co-written argument piece about why their school was the best in the universe: they named their mascot, a 75-year old principal, nice, caring teachers, and the fact that at recess, when they have time to relax, they tend to play school. We used these facts to make the case about their school being awesome.

From there, I asked the young writers what their favorite game and/or toy was. I shared with them that Peter Boy, Jimmy, Bobby, Mike and I used to play wiffleball in Cherry Heights and I drew a picture I drew (1st grade style) of what playing wiffleball used to look like. From there, I modeled a list of important facts about the game and then shared my own composition (and remembered how painful it is to write by hand and then to trace the light markings with darker lead so that it could be read by others!).

From there, I challenged the youngsters to draw their favorite toys and they inked soccer balls, marbles, Mind Craft, Barbies, footballs, and gymnastics. As the kids drew, I walked around and asked questions of what they illustrated. When I shared my composition, they were ready to share theirs. The interesting thing was that we predicted they'd sustain the activity for 30 minutes but they lasted for 65. Also, a teacher predicted resistance and even anger from a few of the boys who hate to write, but for whatever reason, they went to task and, lo and behold, even volunteered to share their writing, to the amazement of many, with their classmates. One of the reluctant writers even heard the feedback from peers and instantly began adding more details and asked if he could, once again, read his prose for the audience.

The 1st and 2nd graders were surrounded by several educators from various Trumbull schools and had all eyes on them! They totally delivered and I suggested they might make a collection of their writing for parents and Santa Claus to possibly read for gifts during the 2015 holiday season.

I repeat these exercises this morning at another Elementary School and I am anxious to see if the work continues the success. I've always worked with high school and college students, so writing with the littlest ones is intimidating. I have to bow down and offer plentiful finger snaps to the sages who work with this age group on a regular basis. There is so much development going on at this time and writing is not an easy task. The kids were still learning vocabulary, verb tenses, phonics, and muscle control. Still, they rocked it and made everyone who worked with them proud.

Wusah, Frenchtown Wolves! You bit into the opinion writing with rigor and poise!