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Writing Tips from Kate DiCamillo | Part 1

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Second-grade students can find deeper engagement in writing when they know their work has an audience beyond the teacher.

My co-teacher often says, "We cannot start to teach them until they are in the room." I interpret this to mean that if my students are not present and engaged during instruction, nothing I can do will help them learn. The saying took on new meaning for me this year, because my second-grade class had a challenge: writing time. Instead of writing being a joyful time for self-expression and sharing, it was turning into a time of big behaviors and classroom management challenges. This prompted me to ask: What could I do to get my second graders back in the room during writing?

I started doing research into student engagement during writing, which helped me appreciate the power of multimodal writing choices. The definition of what we consider to be writing is rapidly evolving as advances in technology make it possible for even our youngest learners to use video, mix text with audio, and even write code to share their thinking. Kids are more engaged when they know that they have real-life reasons for writing and when they can choose the modality that works for them. This year, I came up with ways to make these strategies work for my young learners.

3 Multimodal Ideas

1. Put them to work. The co-construction of essential materials for the classroom is a straightforward way to lend authentic purpose to student work. To do this, I recruited my class to make something that we genuinely needed: a substitute binder.

They each wrote a paragraph explaining what they thought the guest teacher should know about how they learned and the way our classroom functioned. Using the format of a shared PowerPoint, I took a picture of their physical writing and added an embedded video of the student reading their paragraph. My second graders rechecked their work to make revisions so that their writing would be understandable and useful to the substitute.

The urgency and importance that the students felt when they were writing about how their classroom should be run came through in the quantity and quality of their work. They knew that their work would be tested on my first day out of the classroom with a guest teacher. It turned out to be one of my easiest sub days ever!

2. Go national (or even global). Another powerful way to add authentic purpose to student work is to collaborate with classrooms around the country or even the world. This year we participated in a national postcard exchange to integrate writing with our study of geography. For this project, we used digital tools for the planning stage of writing. Using Seesaw, my students made voice recordings, sketches, and videos sharing what they knew about their favorite local land forms and why they were important to our community. This Seesaw activity served as an oral rehearsal, helping them to write postcards about the geography and culture of where we live.

They were motivated and excited by the fact that second-grade peers from other states would be reading their work. You can find other classrooms to collaborate with by joining Postcard Exchange groups on Facebook or Twitter or investigating established collaboration platforms such as PenPal Schools or iEARN.

3. Write outside the box. Finally, it can be useful to allow as much choice as possible during writing. As a class, we brainstormed a list of things that they could do to share their learning with others. I was able to leverage students' preferred modes of expression by having them create a digital museum about how our community has changed over time. They chose the modality that best fit what they wanted to present.

As long as their project included the necessary elements from our rubric (a title, dates, expert words), they were free to choose the format. Some created posters, some wrote books, and one group even created a Lego model of a 19th-century lumber mill.

In addition, each group had to write a script that they would use to explain their project. I recruited parent volunteers to help my students make videos of their informational writing projects to share their learning about local history. After displaying and sharing our projects in an in-class museum, we used ThingLink to make the video presentations shareable to families and to our local history museum.

The Impact of Multimodal Writing

In each of these examples, I noticed positive shifts in the level of focus and engagement that my students showed during writing. My students knew that they were writing for a reason. They were more willing to tolerate frustration and see their work through to the end. They were also motivated to go back to revise to make their writing better.

Second graders love being useful to others. They knew that their work needed to be understandable in order to be helpful. They felt a sense of pride and accomplishment when their writing helped a guest teacher to follow our class routines. They knew that they were contributing something important to other second graders' understanding of our country with their postcards about our local geography. And when they presented their museum projects, they took on the role of curators, choosing what they felt was important for their families and peers about our local history.

I also learned very quickly that I could not predict the outcome or impact that their work would have on others. It was necessary to let go of control, but it was worth it. This experiment has had the effect of increasing not only my students' engagement but mine as well. This process has helped me to understand that the goal is less about getting students in the room with me and more about joining my students to view writing as an adventure that we embark on together.

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3 Authentic Multimodal Projects for Young Writers

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Second-grade students can find deeper engagement in writing when they know their work has an audience beyond the teacher. My co-teacher often says, "We cannot start to teach them until they are in the room." I interpret this to mean that if my students are not present and engaged during instruction, nothing I can do will help them learn.

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FEATURE. First publishedMarch 2022 (Book Links).

One of the best early childhood teaching tools I have encountered is the long-reach stapler. For those of you not familiar with this treasure of a tool, you can fold any standard-sized paper, staple the spine, and presto!-a book! In addition to teaching full-day kindergarten, I quickly became a part-time bookbinder; I created hundreds of blank books of every size, shape, and color. My writing center was always fully stocked, and my students became prolific author-illustrators, jamming their mailboxes with books to share.

Though the writing process is clearly much more complicated than this anecdote would indicate, it is important to emphasize that these students saw themselves as authors and illustrators. In school, children learn skills, strategies, and steps to assist them in the writing process, but writing is also a personal and artistic journey filled with trial and error and requiring tremendous personal resilience. If professional writers struggle with the writing process, then clearly children need as much guidance and cheerleading as possible for this multifaceted task.

The following picture books are meant to assist teachers in demystifying the process for their students. These books encourage risk-taking, routine building, collaboration, and problem-solving-all essential components of writing. Each title offers practical suggestions while affirming the uniqueness of creation for each person. After all, who better to guide children through the writing process than actual authors and illustrators?

Arthur Writes a Story. By Marc Brown. Illus. by the author. 1996. 32p. Little, Brown, o.p. PreS-Gr. 3.

Arthur has a writing assignment for homework, so he eagerly writes a true story about his puppy. When he asks for feedback from his sister and friends, he begins to rewrite his story to include everyone's ideas. Once confident, Arthur now begins to doubt himself and his story. Eventually, Arthur shares both stories with his class, and it is clear which is the best.

The Best Story. By Eileen Spinelli. Illus. by Anne Wilsdorf. 2008. 32p. Dial (9780803730557). K-Gr. 3.

A young girl struggles to write a story to enter in the library writing contest. Each member of her family insists that they know what makes the best story. Action! Humor! Drama! Romance! The girl writes and rewrites her story to ultimately accommodate all of their suggestions, but the story is preposterous. Finally, wise Mama says, "I think that the best stories come from the heart. Your own heart." With this sage advice, the young girl is inspired!

Fern and Otto: A Story about Two Best Friends. By Stephanie Graegin. Illus. by the author. 2020. 40p. Random/Schwartz & Wade (9780593121306). PreS-Gr. 1.

Fern the bear is in the midst of writing a story about her life with Otto the cat. The story highlights such events as eating lunch, listening to music, and taking naps. Otto thinks Fern's story needs more pizzazz, so Fern and Otto take a walk in the enchanted woods where they look for inspiration. While nothing inspires Otto, Fern comes home to blend her old ideas with new ideas and finishes her book. Otto loves it, of course.

How to Write a Story. By Kate Messner. Illus. by Mark Siegel. 2020. 36p. Chronicle (9781452156668). K-Gr. 3. 808.3.

In this 10-step procedural book, we follow a young author as she walks us through her writing process. She seeks out an idea, crafts her story, and then shares her completed book. Keep a lookout for the curious squirrel!

Inside This Book (Are Three Books). By Barney Saltzberg. Illus. by the author. 2015. 40p. Abrams/Appleseed (9781419714870). PreS-Gr. 2.

Mom makes blank books for Seymour, Fiona, and Wilbur. Seymour's big book is filled with his observations and includes a graphic novel, while Fiona's poetic words dance across the pages of her medium-sized book. In the little book, Wilbur draws pictures and dictates words about his favorite things-his family and a dinosaur. The three books are then assembled into one, hence the title!

Library Mouse. By Daniel Kirk. Illus. by the author. 2007. 32p. Abrams (9780810993464). K-Gr. 3.

Sam the mouse lives in a bustling library. He is a voracious reader and soon becomes a popular yet reclusive author. His first book is an autobiography, but Sam soon branches off into other genres. The librarian writes a note to Sam requesting his appearance at a "Meet the Author Day." Sam is unsure about attending a human function, so he creatively conjures up a unique display to engage and encourage potential young writers. Don't miss the other books in the series: A Friend's Tale (2009), A World to Explore (2010), A Museum Adventure (2012), and Home Sweet Home (2013).

Look! I Wrote a Book! (And You Can Too!). By Sally Lloyd-Jones. Illus. by Neal Layton. 2019. 40p. Random/Schwartz & Wade (9780399558184). K-Gr. 3. 808.3.

An enthusiastic, if somewhat untethered, young author shares helpful suggestions and her process for writing a book. Uniquely, this author offers humorous examples of what not to do.

Nothing Ever Happens on 90th Street. By Roni Schotter. Illus. by Kyrsten Brooker. 1997. 32p. Scholastic/Orchard, o.p. PreS-Gr. 2.

Eva has a writing assignment, so she sits on her stoop on 90th Street hopelessly looking for inspiration. Neighbors begin to pass Eva and offer different pieces of advice for writing and life. These neighbors soon turn into a cast of characters in a chain of events that become a wonderful story for Eva and an opportunity for everyone to become friends-and even business partners.

Once upon a Baby Brother. By Sarah Sullivan. Illus. by Tricia Tusa. 2010. 32p. Farrar (9780374346355). K-Gr. 3.

Lizzie is a natural-born storyteller. With her Princess Merriweather pencil, she writes fantastical stories with ease. She is undistracted and laser-focused until her baby brother Marvin arrives on the scene. Marvin is a giant distraction and annoyance but ultimately the perfect inspiration for what Lizzie needs to complete her writing assignment for school-a comic book featuring Marvin!

Ralph Tells a Story. By Abby Hanlon. Illus. by the author. 2012. 40p. Amazon/Two Lions (9780761461807). Gr. 1-3.

Ralph's teacher proclaims that "stories are everywhere!" but Ralph is not buying it. He's looked everywhere-no stories. Ultimately, though, Ralph does come up with the tiniest of ideas about the tiniest of creatures: an inchworm. With the help of his classmates' probing questions and Ralph's imagination, he begins to see that he does have a big story to tell after all.

Rocket Writes a Story. By Tad Hills. Illus. by the author. 2012. 40p. Random/Schwartz & Wade (9780375870866). K-Gr. 2.

Rocket loves words. He has a lovely word tree and a kind and patient teacher in a little yellow bird. Rocket's new goal is to write a story, but he is befuddled as to how to actually find a subject to write about. Rocket soon finds inspiration in an owl nesting at the top of a tree. Even as his story ends, his friendship with Owl begins.

Rufus the Writer. By Elizabeth Bram. Illus. by Chuck Groenink. 2015. 40p. Random/Schwartz & Wade (9780385378536). K-Gr. 2.

One summer day, Rufus decides to write and sell stories. He sets up a stand and dons a blazer and a bow tie, and soon curious friends become eager customers. Rufus trades his stories for unique items such as a shell and a kitten. The stories Rufus writes include whimsical plotlines that integrate aspects of his family's and friends' interests.

A Squiggly Story. By Andrew Larsen. Illus. by Mike Lowery. 2016. 32p. Kids Can (9781771380164). PreS-Gr. 1.

An older sister assists her brother with his early writing attempts; she advises, "It's your story. You're the BOSS." The little boy reads the beginning of his story during show-and-tell, where his classmates offer suggestions. The little boy forges on as the boss of his story and creates his own ending and a possible beginning to a sequel. Another Squiggly Story is due out in May 2022.

The Story of a Story. By Deborah Hopkinson. Illus. by Hadley Hooper. 2021. 40p. Holiday/Neal Porter (9780823444915). K-Gr. 2.

What do you do when you are ready to write a story but the story isn't ready to be written? This story addresses the common frustration of no ideas. After exhausting all of his prewriting strategies (including a snack), the author begins to observe a chickadee outside snacking on a homemade pine cone bird feeder. Inspiration has arrived! The last page includes suggested writing prompts for writing your own chickadee story.

Violet and Victor Write the Best-Ever Bookworm Book. By Alice Kuipers. Illus. by Bethanie Deeney Murguia. 2014. 40p. Little, Brown (9780316212007). PreS-Gr. 2.

Violet and Victor are twins. Violet loves to write; Victor, not so much. Violet wants Victor to help her with ideas for a story. Victor wants to play with worms. Ultimately, their combined efforts contribute to creating a mutually loved story about a bookworm. Don't forget the sequel: Violet and Victor Write the Most Fabulous Fairy Tale (2016).

Waiting for the Biblioburro. By Monica Brown. Illus. by John Parra. 2011. 32p. Tricycle (9781582463537). K-Gr. 2.

Ana loves to read, and her head is always full of stories. Fortunately, a librarian with a biblioburro passes near her house. Ana borrows books but wishes there was a story about this moving library, so the librarian suggests that Ana write one. When the librarian returns, Ana shares her story with him. Ana's now an official author as her book is packed away on the biblioburro for other children to read. This bilingual book also offers a Spanish term glossary.

What's the Big Idea, Molly? By Valeri Gorbachev. Illus. by the author. 2010. 32p. Philomel (9780399254284). PreS-Gr. 2.

Turtle's birthday is tomorrow. Fortunately, most of his friends have an idea of what to draw for him; unfortunately, it is the same thing-first a flower and then a tree. Molly loves to write poetry, and with collaboration and creativity as their guiding forces, all of the animals work together to create the perfect gift for appreciative Turtle: a book.

Write! Write! Write! By Amy Ludwig VanDerwater. Illus. by Ryan O'Rourke. 2020. 32p. Astra/Wordsong (9781684373628). Gr. 1-3. 811.

This poetry anthology includes 22 poems that address writing process topics such as finding ideas, revising, and editing. Additionally, poems suggest different types of writing, including thank-you notes, state reports, and of course poetry. A teacher could easily use this book for many days' worth of writing mini-lessons.

Written and Drawn by Henrietta. By Liniers. Art by the author. 2015. 64p. TOON (9781935179900). Gr. 1-3. 741.5.

Henrietta's drawings are so bold and scary that even Henrietta is a bit fearful of them. This shifts back and forth between the story of Henrietta and the story by Henrietta, and the not-before-bedtime book includes a three-headed monster.

You Are a Reader!/You Are a Writer! By April Jones Prince. Illus. by Christine Davenier. 2021. 40p. Holiday/Margaret Ferguson (9780823446254). K-Gr. 2.

In this two-for-one book, we see children of various ages enjoying reading and writing in a variety of ways. This book lends reassurance and offers encouragement to readers and writers of all abilities and interests.
Additional Resources
Kristin Rydholm, a frequent contributor to Book Links, a frequent contributor to Book Links, has worked as a teacher, reading specialist, and school administrator.

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Classroom Connections: The Writing Process, by By Kristin Rydholm. | Booklist Online

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Booklist Online Book Review: Classroom Connections: The Writing Process. By Kristin Rydholm. FEATURE. March 2022 ( Book Links ).Books For Youth - Fiction

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Each unit introduces approximately five or six high-utility academic "focus words" and is designed to offer a variety of texts, word-learning activities, writing tasks, and debate and/or discussion opportunities.

Each unit begins with a video newscast and a "Reader's Theater" that introduces multiple perspectives on a high-interest topic. Students read, discuss, debate, and write about each topic, using the focus words.

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WordGen Elementary: Content Area Literacy Strategies

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Expand your students' background knowledge & academic vocabulary with Wordgen Elementary, SERP's elementary reading, & content area literacy program.

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Personalized, differentiated instruction helps you achieve lasting outcomes by prioritizing higher order thinking over memorization.

Membean is used in more than 2,000 schools in over 30 countries.

at a Glance

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Gives teachers control over each student's goals and objectives.

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Membean is a vocabulary program that builds word consciousness and achieve lasting outcomes by prioritizing higher order thinking over memorization.

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Words of the Day and other teaching resources to learn vocabulary with The New York Times

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The CCBC recommends a wide range of books for children and teens from birth through high-school age, most of which have been selected for various editions of our annual best-of-the-year list, CCBC Choices. Explore books we've recommended using the resources to the right. Finding CCBC-recommended books video tutorial.
Important information about the CCBC-Recommended Book Search:
The CCBC Recommended-Book Search includes titles we have recommended since the 1980 publishing year, when we began our annual CCBC Choices list. Some of the books we've recommended in the past* are no longer in print, and may have limited availability through public and school libraries. We include them for researchers and others interested in our work, which includes ongoing attention to books from mainstream and small and independent publishers focused on diversity. You can use the "Publication Date" filter to limit your search to newer books, or books published in a specific time period.

*The work of adding older Choices books to the recommended books database is ongoing.

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The CCBC recommends a wide range of books for children and teens from birth through high-school age, most of which have been selected for various editions of our annual best-of-the-year list, CCBC Choices . Explore books we've recommended using the resources to the right. Finding CCBC-recommended books video tutorial.

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Students need to see themselves and their peers in the books they read, and to engage with varying viewpoints. How can educators create a safe and nurturing space that inspires young children to explore diversity and ask curious questions?

In Rebellious Read Alouds, author Vera Ahiyya-beloved by educators worldwide as The Tutu Teacher (@thetututeacher and @diversereads on Instagram)-empowers teachers to encourage classroom conversations about important and culturally relevant topics using daily read alouds as an entry point. Presenting a broad range of read aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle "hushed topics" with young children. It includes:

Booklists, tools, and recommendations for building an inclusive classroom library of titles written or illustrated by people in traditionally marginalized populations

Tips and resources for facilitating diversity conversations in a way that's developmentally appropriate - and meets ELA and social justice standards

45 complete lessons plans around children's books, with prompts and recommended stopping points for conversation, and suggestions for inspiring discussion and scaffolding deep thinking

Interviews with educators and parents who offer advice from their experience doing rebellious read alouds

Suggestions for partnering with administration, parents, and colleagues on this important work

Spark the rebellious reader inside you and lead your students toward creating a more just and equitable world.

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Vera Ahiyya, beloved as The Tutu Teacher, empowers educators to spark courageous conversations with children about race, identity, and social justice using read alouds as an entry point.

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Books Come Alive: Reading Aloud and Reading along with Young Children

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This book provides research-based information about the many ways in which teachers can use read alouds to foster children's literacy development;

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What if each page of a picture book was guaranteed to enhance a child's reading and writing tenfold? Would you ramp up your read alouds? In this remarkable resource, Maria Walther shares two-page read aloud experiences for 101 picture books that tune you into what to notice, say, and wonder in order to bolster students' literacy exponentially.

The read alouds in this book will help teachers:

Foster a strong sense of community

Celebrate the written (and illustrated) word

Build a foundation for future reading and learning

Expand vocabulary (with a focus on Tier 2 words)

Support budding writers

Spark collaborative conversations

Encourage perspective-taking, empathy, and a growth mindset

A first grade teacher for decades, Maria is a master of "strategic savoring." Her lesson design efficiently sparks instructional conversations around the cover illustration, enriching vocabulary words, literary language, and the ideas and themes vital to young learners.

Maria arranges the rich fiction and nonfiction titles into chapters that mirror the way primary teachers plan curriculum. Need bookstailor made for building community? Teaching literary elements? Comprehension strategies? Foundational and language skills? Inspiring writers? It's all here and at the ready. Coaching tips on expressive oral reading, strategic seating, uncovering language nuances for EL students, effective questioning and more make the art of sharing books and learning with children do-able for everyone.

Teachers, schools, and districts looking to energize your core reading and writing program, search no further: The Ramped-Up Read Aloud delivers a formula for literacy development and joy in equal parts.

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101 picture book experiences, a thousand ways to savor strategically. This is the book that shows how to use ANY book to teach readers and writers!

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Nancy A. Anderson is a retired professor of literacy studies. She has taught courses in children's literature, literacy, and technology. She completed her bachelor's degree in Elementary Education at New Mexico State University and her master's and doctorate in Curriculum and Instruction at the University of Southern Mississippi.

She has two books in print, Elementary Children's Literature: Infancy through Age 13, 4th ed. (Allyn & Bacon, 2013); and What Should I Read Aloud? A Guide to 200 Best-Selling Picture Books (IRA, 2007). Additionally, she has contributed book chapters in Literacy Assessment for Today's Schools (1995) and Pathways for Literacy: Learners Teach and Teachers Learn (1994), both published by the College Reading Association.

She has published numerous articles on children's literature and reading education in journals such as Bookbird: Journal of International Children's Literature, The Dragon Lode, Journal of Reading Education, Reading Horizons, Reading Research and Instruction, and The Reading Teacher.

She now is a full-time author.

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What Should I Read Aloud? A Guide to 200 Best-selling Picture Books

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What Should I Read Aloud? A Guide to 200 Best-selling Picture Books [Nancy A. Anderson] on Amazon.com. *FREE* shipping on qualifying offers. What Should I Read Aloud? A Guide to 200 Best-selling Picture Books

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A Teacher's Guide for PreK-1

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Sharing high-quality storybooks and nonfiction books not only is enjoyable for young children and teachers-it is also a powerful way to build crucial literacy skills. This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension. Illustrated with rich examples from diverse classrooms, the book takes teachers step by step through planning and setting goals for read-alouds, as well as reflecting on each lesson to inform future instruction. Helpful planning templates can be reproduced for repeated use; the large-size format facilitates photocopying.

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Effective Read-Alouds for Early Literacy: A Teacher's Guide for PreK-1

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Sharing high-quality storybooks and nonfiction books not only is enjoyable for young children and teachers-it is also a powerful way to build crucial literacy skills. This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension.