Say hello to Cathy Puett Miller, who is an established author, passionate literacy advocate and all-around impressive educatior. She was kind enough to share her thoughts about a fascinating educational experiment she is exploring. Read on to learn more about Cathy’s pioneering into the land of literacy…
I’m conducting an experiment this fall. I have been teaching writing classes (composition) for a variety of age levels at a local home school cover school here in my hometown of Huntsville, AL for several years with great success. I’m up to about 45 students a semester, from 2nd to 8th grade.
I began doing this because I saw such a need for authentic writing experiences among the home schooling community and sometimes saw parents waiting until their child reached the middle of the elementary school years or beyond before introducing composing in print to them. Having been a writer since I was 7, I find that appalling.
My experiment will be a K/1 class in which at least one parent is required to come to every class. Children will be practicing their printing and spelling a little, especially the 1st graders, but I also want them to be able to compose without the restriction of having to print well or worry about spelling (the parents will take dictation from time to time).
This started me thinking about my own experiences with writing and how important it is to turn children on to writing just as we aim to do with reading. These two disciplines are really two sides of the same coin.
Here are a few ideas I use in my classes that you can use in yours too:
1) I always start the writing portion of a class by sharing great writing. In the beginning, it’s writing I choose to share – sometimes one of my favorite children’s authors like Maurice Sendak (a master at using a few words to say a lot), Karma Wilson (I love her word choice), or Jane Yolan. I may also share a piece written by a student in previous years without revealing his/her identity. Later in the year, I encourage children to bring great writing to share (their own or something they’ve read). The trick is that we don’t stop there: I ask the children to tell me why they think it is (or isn’t) great writing. What techniques did the author use that we’ve been talking about in class? I use the 6+1 Traits framework and common language like “word choice” or “sentence fluency” in my questions.
2) I use my students’ writing to drive instruction. Almost always when I am looking over drafts or works in progress, I’ll see some common areas of challenge for my students or a “hole” in what they know. That means that’s a topic for a mini-lesson. I also keep my state’s writing standards nearby and notice if I need to teach a mini-lesson on something that relates to one of them.
3) I speak with the voice of an authentic, real writer. Children today want to write and be done with it (just as when they are texting and instant messaging). When I tell them that I have been writing for 46 years and I’m not the best writer I will ever be, it takes them aback. But it also says, better than me just telling them “you need to write with a process”, that it does take effort to write well and that no one gets it right the first time. Friends who write children’s books often tell me it takes as many as 15 revisions to get their final product. I want my students to experience going from the raw, gem of an idea to a beautifully crafted story — they are always so proud.
I also write when they do. If I give a writing assignment in class, when they are writing, I am writing. We also do a lot of group writing together on a white or smart board or even an overhead projector or set of laptops. This modeling is just as important as letting students see us read when they are assigned reading. I have to be able to answer to my students when they ask “why should I write anyway?”
I’d love to hear tips about how you inspire young writers. Are you a writer yourself? Or do you find yourself just delivering the curriculum and then wondering why students aren’t interested or do just enough to get by.
One final tip: when my students ask how long a piece has to be, I respond: “As long as it needs to be to say what you have to say well”. Happy writing.
Learn more about Cathy’s experiment and her philosophy of authentic learning at her own blogs, 
http://parentsandkidsreadingtogether.blogspot.com and http://lightthesparkofliteracy.blogspot.com. Her company, The Literacy Ambassador (TLA), is also doing some pretty amazing stuff (http://www.readingisforeveryone.org/)
Letter Learning 
