Lisa’s Lingering Questions

Can we please share our MOST helpful “teaching writing” techniques and lesson materials/ideas somewhere? (writing prompts, projects, scaffolding techniques, etc.)

What does praxis writing in early childhood/elementary settings look like? — AND early childhood ENL? — Is it JUST fostering a love and joy for the writing process itself? What does it look like? What is included?

4 thoughts on “Lisa’s Lingering Questions”

  2. In reply to your first question, I think that is an AMAZING idea…and I’m wondering if this blog could be just the place! Perhaps I can set up some space here to dump ideas, practices, etc. Also, keep in mind that when YOU get to design a Teacher Inquiry Workshop, you’ll be able to share a practice with not just us, but with many teachers throughout the Hudson Valley!

    I’m really excited to talk to you more about writing as praxis with younger students. I instinctively feel that this is the most natural place to do this kind of work, as the writing students do at this age is the most natural – the most connected to emergent thoughts and emotions.

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  3. I agree that having a place to put all our techniques and lesson ideas would be wonderful. I certainly agree with Terri that this blog can be one space where we can do that, but it might be prudent to create a shared folder where we can put materials as well. Purely for the sake of potential volume.

    I can’t address Lisa’s second question regarding younger writers given my background is at the high school, however I cannot wait to hear how she works to answer this question as the year progresses.

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  4. I wonder about early childhood too — and your description of your experiences teaching young people of that age made me so curious. What is the role of symbol? Of image? Are letters read as images? What happens when letters are combined? What is the role of images and letters used together? I feel like there are so many different iterations and combinations possible here — but that you really get at the heart of it. Joyful, immersive experiences with language might foster that lifelong love we hope for as teachers.

    So, how can composing for joy and love be a part of the lesson design process? Perhaps even first and foremost? I feel like image, film, and object/artifact work — with a lot of TALK (1:1, small group, full class) — might be great? Group composing with teacher as scribe? What does the scaffold look like? Can you make a map?

    I also wonder about the potential for sketchnoting as a joyful, creative practice of early childhood composing. Let’s talk!

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