In the midst of telling stories we studied stories. We noticed how writers show who, what, and where. We learned how we can bring our stories to life using labels, speech bubbles, and sound words. These authors and illustrators were our mentors as the children used their developing knowledge to put their stories on paper.
As their writing folders filled with stories the children began the challenging and rich process of publication. They chose one story they wanted to edit and revise to share with an audience.
We welcomed Ms. Shelley back into our classroom with a new kind of book we could build. She taught us how to construct an accordion book. The children's final drafts would live within the pages of their carefully folded and glued book. Ms. Shelley taught us how to fold the pages using mountain folds and valley folds. All of the builders used a familiar tool, a bone folder, to ensure crisp and strong folds.
With the children nestled on the rug they made a pattern of folds; mountain, valley, mountain, valley. We secured pages together with glue and admired how the pages could be opened like a book or stand like a sculpture.
Their first draft was chosen and the home for their stories was built. It was time to edit and revise, but first the children needed to reread their draft again, using the lens of a teacher. I invited them to develop a checklist for writing true stories.
What are the important things our true stories need to have? We compared our narrative writing checklist to our informational writing checklist from earlier this year, noticing that the lists have many of the same things!
I then made small copies of their checklist to use as a tool the following day. I modeled using a highlighter to highlight the evidence in my first draft. For example, I used connecting words like first, next, and then. I put a small check on my list and highlighted those words in my writing.
It was now time to rewrite their stories in the books they built. We rewrote one page at a time, ensuring the young writers took their time and provided careful work. Once their final pages were written in black pen, they added color as another way to bring their stories to life.
We read and reread and reread some more! Our books were missing something; front covers. Again we studied the stories we had been revisiting throughout the unit. We noticed titles and front cover illustrations connect to the important parts in the story. The children used sharpies and watercolor to design a front cover illustration connecting to the important parts in their stories. They wrote their title at the top and By- ________ at the bottom.
This process as been full of rich challenges and colorful moments. When I asked the children what we have learned about stories, they shared that everyone has a story and our stories will live forever.
On the Friday morning before break the children shared their stories with families. They carefully untied a ribbon attached to their books and opened the front cover, touching and reading the details on every page. Their stories are a gift.
As teachers and parents we can provide children with the tools and support for recording, writing and illustrating their words. But perhaps the most important things we can provide are an authentic audience and time; time to stop and listen, time to notice and ask questions, and time to celebrate the sharing of our stories with our community.
What's your story?
