The Co-Constructive Writing Strategy For My Children's Story

You can use a pencil or pen. Drawing tools like crayons, color pencils or markers are often relatively

The artist most often uses a brush to apply the paint. Brushes are made from a variety of fibers to create different effects.

Scribe a child’s story and have the children act it out, ala Vivian Paley. Describe the process.

Pickett's expression beamed brighter with Mirella's compliment. Even though the man believed not a word of what he'd recited, nor in the very existence of the Lord himself, he always experienced a rush of adrenaline when performing for an audience. Even if only of one. "I'm glad you enjoyed, and if it was enough to please Vitrella, it must have been fine indeed."

It happened so fast, faster than the speed of light. His face was contorted in such a way I didn’t know what my reaction should be. He looked terrified but yet pensive, like he was floating almost gliding through the wind like a bird. He hit the water with a BAM! And he didn’t rise to the surface like he normally had the previous times we jumped from the tree. He came back up so I knew Finny wasn’t dead but, he half thrashed half swam over to the shore and I instantly knew something was wrong. When I was finally able to see what happened to him after he fell, his leg looked as if someone took a hammer to it. Thankfully I wasn’t alone. Since we were in the midst of our Super Suicide Society of the Summer Session initiation meeting I was accompanied

    To compose an extremely marvelous narrative in fifth grade involves a lot of effort. I have encountered it and I want to give you three crucial recommendations to write a compelling and memorable story.

The luminescent sun remained motionless in the air, glaring down at the rugged, mountainous terrain. Light creeped up the hill, gale hustled the loose dirt, and the mountain growled. Yet, David, the nine-year-old Australian boy, remained solitary, his eyes surveying the scene.

It was a long, foggy day in the middle of April in 5th grade. After five classes we went out to recess. The whole 5th grade would come out to the grounds of the Blackberry Creek Elementary School. The Playground yard had a row of eight swings on the right side. With a field of grass in the middle of the grounds. There were big playground sets with a squiggly and a straight slide. Underneath the squiggly slide there was an array of small, brown, wood chips everywhere. That was where a group of people were chatting in a circle, So I came over there and asked,

Rita was a black girl, black as ebony, man oh man, the Queen of Africa Pervis found waiting in line for work. He said to her, “You’re on the dodge, aren’cha? You know how to pick this stuff? Don’t matter. You cook?”

This is the last component of “Intake” in the early intervention experience. Although this might take some time in setting up, this step is an optional activity for families to complete. This step provides the family with the opportunity of telling their child’s story and everything that is happened up to this point in time. The coordinator should make sure the family feels comfortable with telling their story. According to McWilliam (2010), “…early interventionists need to remember one rule at all times: acknowledge feelings first, deal with facts second” (p. 24). This means that the coordinator should focus on how the family feels first before stating facts about the problem. For example, if the mother is describing her child’s story, the coordinator should offer support and acknowledge whatever she is feeling during this time. By asking her what she feels, a more comfortable relationship is developed them. Dealing with facts afterwards is important because in some situations the coordinator cannot automatically assume what is going on,

You might think dealing with kids is problematic, and you’re right. Even though most of the time kids don’t listen to what authorities are saying, they still find time to whine about what food they want versus what food they’re given, or when the kid starts to whine about sharing a toy with another peer like the world is coming to an end. Come on, don’t these kids know what’s currently going on? Also, when it couldn’t get any worse, they have a tough time laying down for nap and refuse to sleep, in ten years they’ll be wanting that nap time in 2nd period history class. So, will kids ever change, hopefully because their parents can hardly tolerate them.

The writing process was a little difficult. Brainstorming a list of possible thesis options was the biggest challenge for me. For me most of the time the benefits of brainstorming outweighed the creative output. I found myself getting frustrated looking for times in my life when I struggled to read and write. For the most part remembering how I conquered the challenges was very hard to recall. Though I found out what I was going to write about, I still haven’t stated my thesis on the paper.

For a child that is struggling with writing, one strategy that can be used at home is to have the child keep a journal. Everyday after school, encourage the child to come home and to write down personal events or experiences that happened that day at school. Make sure the journal has notebook lined paper to provide structure for the student. Allow the child to have space while writing their thoughts down. At school often the teacher is looking over them as they write to see if they are spelling words correctly, using correct punctuation, etc. Let the child enjoy the writing process, even if they mess up a bit. Corrections can be made after the child has written down their experiences. Encourage the child to write down fun or silly things from their day. This will shed a positive and enjoyable light on

“The Children’s Story came into being that day. It was then that I really realized how vulnerable my child’s mind was – any mind, for that matter – under controlled circumstances”. In this quote, explaining why he decided to write his children’s story, James Clavell speaks to how capable someone with the resemblance of authority has the power to radically alter peoples’ perceptions of their own reality. His story, while advertised as a children’s story, has quite a powerful lesson for anyone who reads it. Mr. Clavell challenges his readers to think critically – to question everything. Why does one engage in social conventions? Do they understand the reason behind the custom or are they blindly

According to Kelly Gallagher (2006) assigning writing is easy; teaching the actual skills of writing poses far more challenge. In the book, Teaching Adolescent Writers (2012) Gallagher suggests several strategies that would improve students writing and motivate them to write. One strategy would be “Funneling a Writing Territory”. Within this unit, students must write a narrative to develop real or imagined experiences. Furthermore, using funneling writing territory students will be able to narrow their focus; the majority of the time students drench their writing in tiresomeness or irrelevant facts. Another strategy would be passing the portrait. Pass the portrait would be a great writing strategy used to recognize the point of the narrative of view.