This week on the Two Writing Teachers site, I posted about a strategy I tried with my students: Give it a Go. Basically, we look for amazing skill or strategy with writing, then try it out for ourselves to see what will happen.
I introduced the idea to one of my groups of fourth-graders today, so I thought I’d share what I wrote alongside them. After reading a passage from Natalie Babbitt’s Tuck Everlasting, we all focused on creating descriptive writing. Here’s my (admittedly autobiographical) contribution:
She lowered her backpack to the floor, the muffled thud reflecting her general discouragement. Shuffling to the back bedroom, she let her bare feet slide across the wood, picking up the dust and dog hair she meant to vacuum up the day before.
√ Work clothes: OFF
√ Pajamas: ON
√ Fuzzy heart rainbow socks: ON
Over on the nightstand, and on the dusty window-seat behind it, lay an array of books and magazines. Some were arranged neatly like soldiers – spines out, one next to another. Others (the current selections) lay strewn about on the nightstand, sticky notes and gift cards in place of the bookmarks she had a wealth of, but could never seem to find in her time of need.
Casually, she reached down and picked up a cloth-bound novel whose dust jacket (and upper left corner) were gored by Winnie, the wiry-haired Chocolate Labradoodle with an affinity for head scratches and an anxious disposition.
After making herself a steaming mug of chamomile tea and snapping off a few squares of dark chocolate, she brought herself to the worn, sandy-brown sofa in the living room.
That’s as far as I got today. My inspiration was actually the sensation of being snuggled under my favorite blanket while reading, but the writing pulled me elsewhere. Perhaps I’ll get to it, perhaps I won’t. But it WAS fun to give it a try.
Soapbox: The Way I see Things 
I love that you are challenging yourself alongside your students – an excellent way to let them know that we are always growing and learning as writers. Your sensory details are awesome in your writing sample – the image of your socks collecting the dust and dog hairs amplifies that ‘discouragement’ you are feeling so beautifully. Great idea! Great modeling!
Thanks, Maureen! You know, writing alongside my kids has been a game-changer for me. Not just because it models writing for kids, not just because it gives me “street cred” that we’re sharing our struggle – but because it allows me to see, on a personal level, how much COURAGE it takes for my kids to do what they do where it comes to writing. They amaze me!
When writing pulls us we need to go where it nudges us. It is always good to write along with our students. It shows them that we are not just giving them something to do so that we can take a breather. Besides, I believe students enjoy hearing what we write and it encourages them to share their work as well.
You bring up a really good point – the kids see that I’m not just giving them busy work. To build on that, it’s saying I think the exercise is so important that *I* need to do it to. I’m going to have to think on this one a little more.
And I also agree about how kids enjoy seeing our writing, how it helps to create writing community. For SURE.
I love how students react at the beginning of the school year when I write alongside them. It’s so fun. This line here: “Others (the current selections) lay strewn about on the nightstand, sticky notes and gift cards in place of the bookmarks she had a wealth of, but could never seem to find in her time of need.”
Why can I never find one of my five trillion bookmarks?!
Beautifully written!
Thanks, Britt! Yes, writing alongside my kids creates an environment and community that I really enjoy, and hope my students do as well.
As for the bookmarks, I was hoping someone would notice that part. I feel like that phrase (along with the dog hair dust bunnies) was just a slight nod to the level of togetherness I have in life right now…
You lured me in as I was getting comfy on your couch wanting to read more. I always enjoyed writing alongside my students. For some reason, it was always some of my better writing… 🙂
Debbie, I think you have something there. Maybe, for me at least, it’s a release of expectation – like, I feel freer because I’m not pressuring myself to come up with something amazing. Who knows…maybe some folks would feel more “on the spot” writing in front of their kids, but for me, I don’t know. They’re a pretty good bunch. =)
You said it perfectly …writing with students knowing we aren’t writing to publish to our peers, “I feel freer because I’m not pressuring myself to come up with something amazing”