img_1884-1img_1889  img_1886     

Most people will agree that writing is meant to be heard and shared.  Sharing motivates and drives my young writers to do their best.   I like to have a set writing and sharing time in first grade but this year our schedule does not allow for much whole group writing instruction.  I have to carve out little bits of time each day.  Our sharing time is usually after or during snack.  I am teaching my students what good writers do and what good listeners do.  It is just as important to be a good listener as it is to be a good writer.  I give my students feedback after they share a piece of writing and I model for the students how they could give their classmates feedback.

We have practiced making “I noticed statements”.  A child might say, “I noticed that you used the word magenta instead of just pink.” A child might also say what they “liked” about a classmates writing.  Someone might say, “I really like your drawing of the zoo and I like how you described the zebras.” But the most helpful comments that I have taught my students to make are “I wonder comments”.  A student might say, “I wonder what the characters are going to do now.”  Many first graders do not add details to their writing and their classmates many times will ask questions about the writing that will spark the author to add more detail.  Of course, first graders don’t always use the words “I wonder” or “I notice”.  They may instead say, “I have a question about your story”.
Or they might say, “I think it would be great if you told us what happened next or tell us what the character looks like.”  This kind of dialogue encourages editing and revision.


As a teacher, my goal is to become skilled at guiding my students to produce quality writing while still valuing every piece a child does no matter what writing stage they might be in.  This is tough because the children in my class are developing as writers at different speeds just as children are developing as a reader at different rates.  I think if we are not careful we send the message to kids that their writing is not good enough or not as good as someone else.  I am researching how other writing educator’s conference with children.  I want to continue to give quality feedback to students and to model how they can cheer each other on to better writing.

img_1907          img_1880

Some of my writers are writing two or three sentences about a topic and some of my writers are writing a whole page.


If I was a super hero I would Save the World!!!

…..and some of my writers are just drawing pictures with a caption or one sentence.

I love first grade!




3 thoughts on “Sharing Writing -The First Grade Way!

  1. Giving students time to share and receive feedback from their peers is one of the main staples of teacher’s workshop. I love all your pic of your students and their work! I completely agree with your statement that “while still valuing every piece a child does no matter what writing stage they might be in.” The struggle for our youngest writers is just being able to get the words down on paper so their efforts should be absolutely valued. Their little minds are hard at work thinking about letter sounds, letter formation, remembering how to write known sight words as well as keeping track of what word comes next in their train of thought. I have an issue of time for sharing too. I like your idea of doing it before or after snack. I think I might have to steal this idea and start letting my students share their written work after snack when the school day is winding down. I also like the “I noticed” and “I wonder” comments you are teaching your first-graders. I may have to steal that idea as well. Thanks so much for sharing!


  2. I definitely agree that writing is meant to be heard and shared. My students love to share their writing and I try to let at least one or two share each day. But like you we don’t always have time.
    I really like your idea of making “I noticed…” statements that is definitely something I want to try in my classroom when I get back.


  3. The is a powerful post because it highlights that even though you don’t have TIME for a full workshop every day (or maybe even every week), you are committed to finding little bits of time here and there for children to share their writing. And what’s so clear to readers is that this sharing time isn’t just “for fun” for you and your students, but you have clear instructional goals that are tied to your beliefs and understandings about high quality writing instruction. Certainly part of sharing is about being heard as a writer, but you’re also emphasizing the role of listening and how we can give feedback on things other than spelling, grammar, and punctuation.

    Have you ever seen a child change/revise/add to his/her writing after sharing and getting feedback? Is this important to you? Or is it enough right now to support children in talking about writing with each other? I also think that this whole class sharing time will support you in leading writing conferences one-on-one where children do most of the talking. 🙂


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s