Rainbow Writing with Kindergarteners

I count myself fortunate.  My busy job includes spending time with kindergarten writers and there is no greater joy than that.  Since September, these novice writers have grown steadily.  First, they drew their stories and told them to each other.  Eventually, they began to write their stories instead of saying them aloud.  They valiantly sounded out each letter until they formed the approximate word.  Most times they could read back what they had written.  When they couldn’t read it back, they looked at their picture and found other words.  Writing in Kindergarten takes a great amount of perseverance and faith. Their stick-to-itiveness is remarkable.  They are a determined lot.

That’s why I was not surprised when I came to my weekly writing workshop on a Monday afternoon in mid-February to see all the kindergarten writers busy working on various steps in the writing process: brainstorming, planning, drafting, conferring with a teacher, and finally creating a cover for publication. When I stepped inside the doorway, several of them immediately called to me. 

“Sit here!” 

“Sit with us!” 

“Come write with us,” one girl called and patted the chair next to her.

It is good to have five-year-old friends who are writers.  They are welcoming and affirming.  I sat down and asked what they were working on.  They readily shared their drawings and stories.  One of them commanded, “Write a story.”

I smiled.  I have been joining them for writing workshop for six months now, and almost every time I make sure that they see me writing.  I have explained to our teachers that writing with your students is as important (and I dare say – more important) that conferring with them.  When children see you write, they better understand the process and can learn how you go about planning, composing, and revising.  This type of showing is so much better than telling.

Though I know writing with children is important, I wasn’t sure that the children had noticed.  However, this past week proved that the children do indeed take notice and that they want adults to join them in the writing process rather than always being the facilitator or editor.  Writing alongside them actually wields more power – makes a greater impact.

So, I steady myself on the kindergarten-sized chair and I ask, “What should I write about?”

“Rainbows,” Charlotte explains.

I chuckle, and think to myself, “Of course, kindergarten girls – rainbows indeed.”

One of them runs off to get me three sheets of paper.  They are learning to write a story in three parts: beginning, middle, and end.  I take the paper and bend my head towards the table.  I do not look up but instead concentrate carefully on what I want to write.  I start with a picture.  I draw two giant clouds and then I get an idea.  I start to draw small cats dropping out of one cloud and small dogs dropping out of the other.

“What is she doing?” whispers one of them.

“Look!” whispers another.

I do not raise my head or say anything.  I keep concentrating.

They begin to giggle.  “Dogs and cats are falling,”  one of them declares.

One of them hops up excitedly, “It’s raining cats and dogs!” she screams.“I know what that means.  I know what that means!”  Julie shouts.

She bends down next to me and tucks her face two inches from mine. I can’t help but stop and look at her.

“It means it is raining very hard,” Julie explains.

I smile and nod my head.  I flip the page and start drawing a giant puddle.

“What’s that?” one of them asks.

“It’s a puddle!’’ another answers.

“I know. I know.  The dogs and cats are going to drop into the puddle!” Julie  predicts.

I have never had so much fun writing a story.  These young writers are thoroughly engaged and engaging.  They continue with their work, and we write together quietly.  Sometimes one of them will offer me an orange pencil so I can color in one of the cats. 

            A shy student who was sitting at another table comes over to me, encouraged by her teacher.  She hands her book to me. 

            “Oh, you finished your story, Olivia!” I say.  She nods her head.

            “I’d like to hear it.  Will you read it to me?”  I ask gently.

            Olivia nods her head again.

She is very shy and tentative.  She speaks softly, and we have spent the year encouraging her and giving her opportunities to speak.  From her drawings and writing, it is clear Olivia has a lot to say.  She has sophisticated thoughts that we might have missed if we didn’t give her and her classmates this time to imagine and create.

Soon, writing workshop time comes to an end, and they gather together in the authors’ circle.  I leave my rainbow story for them to read at another time as Olivia raises her hand to share.