Category Archives: Writing Resources

Connection During Social Isolation

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So we’ve been cooped up at home for quite some time now due to the pandemic. For us adults, the use of technology plays a pertinent role in maintaining our social connection to the outside world. But for the little ones whose main form of socialization stems from the school environment, this can be especially difficult.

Social distancing keeps our children physically safe but how do we ensure they don’t socially wilt during this era of isolation?

Here are some simple ways to help your child stay connected to family and friends and develop important skills while doing so:

  • Phone conversations – This form of communication seems to have gone by the wayside with the increase of smartphones (talking has been traded in for texting) but it can be quite beneficial for our little ones who are still developing their oral communication and social skills.

Talking over the phone helps children learn how to start (and end) conversations, engage in a back and forth dialogue (understand the reciprocity of communication), improve attention span, increase vocabulary, build empathy, give insight into other’s lives, develop oral language skills (speaking, listening, questioning, clarifying, rephrasing) as well as build and maintain friendships.

  • Video chatting (i.e., WhatsApp, Zoom, Meet, Skype) – Just like speaking over the phone, this form of interaction is quite valuable as well. The added bonus here is the ability to see the other person’s expressions and reactions during the conversation. Reading body language is very important in understanding non-verbal communication. Learning to read gestures, tone of voice, posture and facial expressions can tell us a lot about our listeners. Are they attentive, bored, relaxed, happy, excited, confused? This can help young ones navigate the conversation better as they start to understand the give and take of communicating with others.

Video chatting can also allow children to introduce another branch of topics into their conversation. We all know from Show and Tell that children love to talk about their favourite toys and share their work with others. Video chatting allows for this kind of engagement more readily (and gives you a bit of a break).

  • Social Games (Roblox, Fortnite, Mindcraft, Maker 2) – Although you may to limit the amount of time your child spends on video games, certain games can provide your child with the opportunity to interact with friends virtually.

Just as physical exercise helps in improving and strengthening muscles, cognitive games can help with cognitive functions. It can help improve coordination, memory, attention, concentration, as well as problem-solving and social skills.

  • Writing Letters – Despite the prevalence of emails and text messages, everyone has to write letters at some point. Encouraging children to write letters from an early age will improve their communication, social and handwriting skills. It will also teach them how to structure letters. Letters can be valuable keepsakes as well.

Letter-writing does not only help children stay connected, but also reinforces important literacy skills and concepts. Writing letters can also be a lot of fun, especially if you can include different kinds of stationary, writing material, decorative stickers, stamps, and photos. The more creative children can get, the more they will gravitate toward this form of communication.

To introduce my students to the format of letter-writing, I wrote and shared a new poem with them, titled I Wrote a Letter. 

The poem highlights the five elements of a friendly letter in a fun and lyrical way. If you are interested in downloading a copy for your personal use at home or in the classroom, please head over to my TPT store HERE to get the complete package. It includes three letter-writing templates (to accommodate different writing stages) and a sample page with headings.

Everyone loves to get mail, especially a nice note addressed just to them. Introducing this form of communication to your child will open up a new world to them, especially in today’s technological age where this is becoming a rarity.

Be well, stay safe and stay connected!

 

Lora

Creative Commons License
I Wrote a Letter by Lora Rozler is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

I can’t do it – YET!

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Nurturing a Growth Mindset in the Classroom

Hello everyone – happy Monday! I wanted to share my latest poem with you.

Yes, I Can! was inspired by a lot of self-defeating comments I’ve come to hear over the last 18 years teaching. Truthfully, if I had a nickel every time I heard a student say I can’t do it, I’d be off on a yacht somewhere right now (nah, maybe not – I get sea sick). Joking aside, the reality is that none of us are perfect. None of us can do everything. And sometimes, no matter how hard we try, we still don’t master various things – and that’s okay, at least we tried.

It’s when students give up before they even try that it’s NOT OKAY. That’s the point I’ve been trying to make with my students last week. Yes, some things are hard. Some tasks will challenge us. But the attitude we have toward challenges is what determines the outcome. It is this mindset, over time, that will shape and condition our thoughts and beliefs about ourselves. Our mindset consists of our thoughts and attitudes toward ourselves and the world around us. These beliefs shape how we perceive and handle everyday situations. Do we look at challenges as opportunities to grow or do we fall prey to self-defeating thoughts? 

Yes, I Can! is a poem I wrote that celebrates what children can do, as well as embraces that which they cannot, yet, do. Teaching children to have a “Growth Mindset” is crucial in helping them become better learners. After all, in order to succeed at anything, we must persist and push ourselves forward, despite the challenges. Positive self-talk is what helps children persevere and not give up. Yes, I Can! encourages children to adopt positive self-talk. Instead of focusing on ‘I can’t do it!’, it re-frames their thinking, ‘I can’t do it, yet!’

Along with the poem, I created a follow-up worksheet (rehearsing high-frequency word can) and a mini-book that is co-authored with me (my students were thrilled with the idea). It invites students to fill in a missing high-frequency word, as well as add a skill or task they can complete successfully, as well another skill they aspire to learn, reminding them that their mindset is the only thing in the way.

Yes, I Can! by Lora Rozler is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on work found at www.lorarozler.com

In all the excitement to teach children that our mindset is not a fixed state, I created a visual anchor for the classroom. Feel free to download a copy for your personal use by clicking on the image below.

To download a copy of the poem, Yes, I Can!  along with the follow-up activities, click on the image below. 

Wishing you a fabulous week ahead!

Lora

A Book’s Journey

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Going from an idea to a book, Stan Morris shares how Sarah’s Spaceship Adventure came to be.

A Book’s Journey
By Stan Morris

It is late at night, and I am not asleep.  This is not an uncommon occurrence, and neither is what happens next.  A vision forms.  In this instance, it is of a girl/woman, maybe twenty years old, maybe eighteen.  I hope she’s at least seventeen, because she’s not wearing any clothes, and her hands are tied behind her back.  Continue reading →

Writing Picture Books: Tips from the Top

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WRITING PICTURE BOOKS: TIPS FROM THE TOP!
By Susan Hughes

“Oh, you write picture books? I have a great idea for a children’s story. I’m planning to write it one day — and maybe get it published — when I have a little more time.”

What picture book author hasn’t heard these sentiments expressed time and time again? On the one hand, they are a nice reflection of the longing shared by so many people to tell a story, to participate in the creative process, to turn a spark generated by a moment or an image or a feeling into something memorable and lasting.

On the other hand, they seem to underestimate, and under-appreciate, the complex synthesis of effort, inspiration, dedication, skill and delicate reworking required to create the precious, compact world that is a picture book. Ask any of us who do write picture books, and we’ll tell you: It might look easy, but it ain’t!

So what’s the magic formula? How do you write a picture book story that lifts off the page into the world of possibilities? How do you write those words that will be transformed by visuals into a book that captures the imagination of young readers?

Well, it turns out there isn’t actually a magic formula; however, in this month’s column, five well-known authors of award-winning picture books, Dan Bar-El, Ruth Ohi, Hazel Hutchins, Monica Kulling and Cary Fagan, generously share writing tips and suggestions. Hope you learn lots. I know I did!

Continue reading →

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Ten words to cut from your writing
by Shanna Mallon

As Mark Twain famously wrote, “I didn’t have time to write a short letter, so I wrote a long one instead.”

His point? Strong writing is lean writing. When you want to make your writing more powerful, cut out words you don’t need – such as the 10 included in this post:

1. Just: The word “just” is a filler word that weakens your writing. Removing it rarely affects meaning, but rather, the deletion tightens a sentence.

2. Really: Using the word “really” is an example of writing the way you talk. It’s a verbal emphasis that doesn’t translate perfectly into text. In conversation, people use the word frequently, but in written content it’s unnecessary. Think about the difference between saying a rock is “hard” and “really hard,” for example. What does the word add? Better to cut it out to make your message stronger.

3. Very: Everything that applies to “really” applies to “very.” It’s a weak word. Cut it. Continue reading →

Magazine Writing Leads to Book Publishing

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“If you want to publish books, I want to encourage you to take a different course of action. As an editor, I read many other publications and I looked for writers who could also write for me. If I write an article, it reaches many more people than my books. On the average a book may sell 5,000 copies. Certainly some books turn into bestsellers but with more than 50,000 new books a year–many books are fortunate to sell 5,000 copies.

With one article, I have reached millions of people. For a period, I was Associate Editor of a publication which reached 1.8 million people each month. The greatest feedback that I’ve received has been for my magazine writing. I’ve written for more than 50 publications over the last 15 years. Writing for periodicals will build your reputation as a writer with the editors. As you write for magazines, it will give you increased confidence that you can write for publication, meet word limits and deadlines. There are many benefits from writing for magazines.”

 

By Terry Whalin

Read the full article.