Do you ever struggle to know what to write about? Do you have too many ideas? Not enough? Typically in the early childhood years, children do not struggle with ideas of what to write about, but they often need encouragement to branch out and choose new things to write about.
Today, read the story Idea Jar by Adam Lehrhaupt. In this book, the class collects story ideas in a jar. The Viking from the the idea jar wants very much to be part of the story. The students learn that stories can be written, drawn or just told aloud. Stories can be about one thing, or many things. The children use the ideas from the idea jar to create a story together.
Today, begin collecting ideas for your own Story Idea Jar. What could you put inside? What topics would be fun to add to a story. Then pull 2, 3 or even 4 ideas out of the jar and create a fantastical story with those fun ideas.
Hmmm lets see I think I’ll pull “penguin”, “chocolate”, “train” and “happy” out of my jar.
Once there was sad, little penguin. He was sad because he was all alone near the edge of the ocean. He wanted friends. As he started to waddle away he heard a noise. What was that? Toot, Toot, he heard. The penguin looked around, he saw a train. Wait that isn’t just a normal train, it is a chocolate train! Yes, the train is pulling cars full of chocolate. The penguin waddled closer to the train. Not only was he happy to see the train, but the sweet smell of chocolate drew him closer and faster. As he drew closer to the train he noticed something that made him smile. More penguins! The passenger cars were filled with penguins. This made the little penguin a very happy penguin riding on a chocolate train.
This week’s post are all about writing. Often times when people think about writing and the primary aged child, they think about penmanship. There is so much more to writing than forming letters correctly. When I talk about writing with your child, I want you think about story telling. Getting your child to see him/herself as an author. Tell me a story. Write me a story. Spelling, letter formation, sentence structure… that will come with time. But the concept of seeing yourself as an author… you can either make or break this for your child. Tell them they are doing it wrong, they won’t want to do it… praise their efforts and attempts… they will thrive!
Today let’s listen to the story Rocket Writes a Story. by Tad Hills. In the story, Rocket, a dog, works with his teacher, a yellow bird, to write a story. He collects words and puts them on his word tree. Then uses those words to make his story more meaningful. This story goes through the process of picking a topic, learning more about it, and writing then rewriting a story. While children at this age don’t necessarily needs to go through all the steps of editing, it is helpful for them to see you can go back and revisit a story to make it better.
Today, begin creating your own word tree. Find a space in your home and help your child collect words. These words can be written in word form or written in picture form. The key is add words. Add words that make your writing easier, such as high frequency words (a, I, the, in, it, go etc) but also add words that make your writing more interesting (colors, sizes, motions, emotions etc). Encourage your child to look around their world, inside and out. Add words you hear in stories. Add words you see in the store. Add words!
This week we will focus on writing. Listen to the story A Squiggly Story by Andrew Larson. Next, encourage your child to write his/her own story. They can choose to draw a picture and write the story based on the picture or just write the words as the boy does in the story. But, the goal is for your CHILD to do the writing. Just as the sister did not write the words for the boy. Remind your child that he/she is the author and the author decides what the story is about. If they draw the pictures, then they are the author and illustrator! (My example is actually a poem)
There are many ages and stages of writing. Children begin by imitating what it looks like when adults write (some form of squiggly lines typically). Then as they begin to recognize and learn about letters and numbers, they transition to writing random forms that begin to look more and more like letters. Then move into writing beginning sounds, ending sounds and finally words. Once children are able to form words they will typically transition to writing sentences. (read more on my post about stages of writing here)
Often times adults are the reason children do not write. Adults see children “writing” and are quick to jump in and do the writing for the child. They want children to write like an adult, but the goal is for a child to write like a child. You need to encourage your child to write like a child. Call it prek writing or kindergarten writing or child spelling and “correct spelling” is book spelling. Children will learn and recognize that they will transition from child spelling to book spelling and it is a process.
So, what is the adults job? Ask questions. Can you read to me what you wrote? What is going to happen next? Who is your story about? Why did that happen? Where are they going? How does the story end?
And even more important than asking questions… LISTEN! Children love telling stories. Encourage them to tell them through writing.
Yesterday I sat down multiple times to type up a post, but I couldn’t formulate figure out an at home activity that matched the story I wanted to share. I couldn’t make it meaningful. I’ve learned as a teacher that if activities aren’t meaningful, approachable and memorable then they won’t be impactful with children. So, sorry I didn’t share an activity, but here is the link to the story I wanted to share: It’s Okay to be Different by Todd Parr.
Onto today’s stories and activity:
Today I am sharing two stories that deal with the same topic, skin color. Often we hear people talk about skin in terms of black and white. But, I challenge children (and adults) to look again. The first story compares these colors to those of the earth. All the Colors of the Earth by Sheila Hamanaka. The Colors of Us by Karen Katz finds a young girl and her mother walking through the neighborhood looking at all the beautiful shades of brown that she sees on her friends and neighbors. She compares theses shades to foods that are familiar.
From the palest of sand to the darkest of chocolates, shades of browns are beautiful. So, today let’s celebrate that. Make a collage of all shades of brown paper. Draw with multicultural crayons. Blend paints to create shades of brown. Whatever meaningful, approachable and memorable activity would help your child see the beauty of browns. For me… I drew a rainbow, Because together we create a beautiful rainbow of colors
This week we will focus on accepting differences. Today’s story is All Are Welcome by Alexandra Penfold. In this story you will travel through a school day learning that all are welcome and accepted for who they are in the classroom. They learn to treasure differences. My favorite page from the story “We’re part of a community. Our strength is our diversity. A shelter from adversity. All are welcome here.”
This is a great opportunity to talk about acceptance and inclusion. Roll play greeting others as well as asking people to join in. Adults often assume that children know how to join a group, AND that they will naturally ask others in join the fun. But, these are skills that need to be taught. Many children learn from watching others as well as from other people greeting them and asking them to join, but direct instruction of these skills are helpful for many children.
What would you say if you saw a child alone on the playground? How could you help that child feel welcome? How would you feel if you were the one not included?
Let your child ask questions. Take the time to look, listen and learn together.
Have your child draw a picture of him/herself playing with someone who is different from them. This could be someone you know or a character from this or other stories. Discuss the similarities and difference. This could be physical differences as well as habits. Remember that the goal is to celebrate the differences. “Our strength is our diversity” Helping children see that the things that make you different are the things that make you special will help him/her see and appreciate the differences in others and view these differences as assets!
This week we will look at stories and activities that help children appreciate differences and acceptance of the uniqueness of individuals.
Today listen to the story Elmer by David McKee (read by David McKee). Elmer is a patchwork elephant that lives in a herd of all gray elephants. Elmer’s friends love to laugh at Elmer’s humor, but Elmer worries that they are laughing at his patchwork. He finds a way to change his skin to gray to fit in, but then realizes that the herd isn’t the same without Elmer the Patchwork Elephant’s presence.
Elmer and his friends learn a valuable lesson… the things that make you different are the things that make you special. This is a lesson that educators work to instill in their classes. The look that uniqueness is not a thing to be looked down upon, but instead to be seen as assets.
Chat about the things that make your child special. Look at physical, emotional, behavioral and other differences. Discuss likes and dislikes. How to these attributes make you… you?
At the end of the story, all the elephants have one day a year where they decorate themselves to show their own unique differences too. (Elmer paints himself gray on these days, to still stand out in his own way). Have your child draw an elephant, or print one off the web. Write on the top of the page “I am special because I am ME” Then around the elephant write attributes that make you… you!
Finally decorate your elephant to show off these attributes. What makes you different is what makes you special, celebrate these differences.
This would make a great family project. Have each member of the family create their own unique elephants. Show that there are attributes that are similar across the family, and ones that are special and unique to each individual.