This winter, and now thank goodness spring, I've been working by videoconference with two classrooms in Missoula, Montana, helping them with their writing projects, through iNK Think Tank's Authors on Call program, posted publicly at http://district1missoula-dorothyhinshawpatent.wikispaces.com/. At Franklin School I'm working with fourth graders, and this month they are sidelined by testing. But the third graders at Lewis and Clark School have finished their project. My book, "When the Wolves Returned: Restoring Nature's Balance in Yellowstone," is their guide to writing well, and they have been working very hard at it.
In our first videoconference, I talked to them about the importance of beginning a story with something mysterious or exciting, with a beginning, middle, and end, just like a little story in itself. Each student is writing about a member of the deer family. Here is Oliver's first paragraph:
"Imagine walking through the woods. You see something with fangs. A lion? A wolf? A sabertooth tiger? No. It is a musk deer, the only deer with fangs."
Another student wrote:
"On an early foggy morning you can hear distant clanking in the air. As the fog clears you can see two kudu. You come closer and can that their horns are interlocking. They are pulling and tugging but can't get separated."
In our second videoconference, students were able to read their beginning paragraphs to me, and I gave them specific advice on how to improve the writing. When an author makes suggestions, the students accept them very easily, while sometimes if it's a parent or teacher making suggestions they aren't as willing to make the changes.
