Picking the "just right" book

At this point we have had many chances to pick out books to read to our children. We know what to look for-- repetative/perdictible text (rhyming is always fun too!), big, beautiful illustrations and characters that your children can connect to. It has to be a story that delves into enough depth, but short enough to keep their interest. And if this wonderful, perfect picture book happens to incorporate a theme that the class is learning about, then you might just have found a book that is acceptable for the day.

But now, oh boy. Now we have to pick a book for the STUDENTS to read! Yikes! This, to me, seems so much more difficult. It's not like a read aloud that you can adapt on the spot to meet the needs of your students. You can't replace big vocabulary words with simple kindergarten words, you can't shorten big chunks of text when students begin to loose interest. When you pick a book for THEM to read it has to be just right. If it's too hard, the student will get fustrated and may begin to shut down. If it's too easy, the assessment is useful and the student will likely become bored with the text. It's a lot of pressure.

I hope that this pressure eases with time and experience. I am sure it's just like any other aspect of teaching. With practice it becomes natural. I just hope that I don't miss judge too many students' capabilities along the way.

Anne Lamott's Bird by Bird is almost like a collection of quotable lines and interesting conversation starters. She has a way of portraying so much of her personality (voice) in her writing in an utmost honest way. Just as her story starts off, good writing begins with telling the truth. Lamott illustrates this within her own writing page after page. She also has a wonderful knack for creating colorful ways of describing her concepts of good writing.

This is particularly true on page 110-111, where Lamott recalls an old Mel Brooks routine where a psychiatrist tells his patients, "Listen to your broccoli, and your broccoli will tell you how to eat it." She continues to explain how she would retell this to her students to help them reclaim the innosence and freedom of the childhood mind. She asks them to listen real closely to hear the faint voice of their character and listen to what they want to do next, what they want their next adventure to be.



I think this is a very important concept for young writers to be aware of. As students attempt to write a fictional story they often ask you as a teacher, "What should come next?" It is important to encourage them to push their minds further-- to continuely think of more detail and creativity. The idea of "listening to your broccoli" is a cute way for students to visualize this concept. By taking the time to stop and really just think about what the character would want to do or how they would do it, our writing takes on a life of its own. It is at this point that writing turns from well writen to wonderfully illustrated prose.


Lamott's ability to take extremely vague concepts and approach them with very concrete images is the ultimate key to being a good teacher. In this way she is able to effectively show her students how good writing is achieved.

Is Writer's Workshop Appropriate for All-Ages?

I am one of the biggest fanatics when it comes to writing. I believe that students should be allowed to write about whatever they are excited to write about. Does it matter if their story is about last week's awesome soccer game or that one time that they got a high score on their favorite video game? In my opinion, if the writing is well done then the student should have the freedom to choose a topic that interests them. So many young boys dread writing-- or should I say, they dread writing 3 pages about Thanksgiving Dinner, using descriptive writing about smells and textures to put the reader right at the dinning room table. But allow them to write about that amazing hiking trip they went on with their dad over the summer and watch the descriptive text form naturally as their excitement leads them to describe just how awesome the hike was.

Writer's Workshop facilitates this freedom. And for that reason, I am a fan of the general concepts involved in Writer's Workshop. However, I feel that maybe too much freedom is being delt out in the wrong places. The program requests an hour of writing, generally speaking 'free-writing' every day. Then each day, the student is introduce to one new concept to incorporate into their story. One day it is "how to make a list" another day it is a new prewrite style. And this is all good... almost.

My biggest problem with Writer's Workshop is it's massive attempt to unify how writing is taught across the board-- across schools, districts and grades. And here inlies my issue. How should a fifth grader and a kindergartener be learning the same thing? Some writing skills are transferable, like pre-writing styles. Others are simply not. Teaching a kindergarten how to edit their story when they cannot even form complete words just is not helpful. I understand the idea is that they will be intoduced to these concepts early on in their education and become more comfortable using them as their skill progesses, but it seems overdone at times. Kindergarteners who have a very pre-emergent writing level (as in "I went to the park" reads "Wt to t pk") usually cannot recall what their story says a week later (as opposed to when you ask them about it when they are in the middle of writing it). Having them return to a piece they wrote a month ago and asking them to edit it, is really in a sense having them make a carbon copy of a carbon copy. They basically retell a story with less memory and detail as the original, and we as teachers are supposed to tell them that that makes them a better writer?

I like Writer's Workshop, I just wish that it was used as a guideline (like in some schools) rather than a god-sent cirriculum like the schools I have been in. It has very good concepts that can be (and should be) easily adapted the proper age group. All in all, I wish districts would trust their teachers enough to offer them the tools and allow them to use them to their discretion.