Halfway out the door to the car, Isabelle turned to me and said, “You didn’t talk to me about writing this morning.”
“I know,” I said. “We can talk about it on the way to school if you’d like.”
Once we were settled into the car, Isabelle mentioned the writing center. “You’re coming in today, right?”
“Yes, I’m coming in to work with you and your friends. What are you going to write about?”
“Are you going to write about the walks you and Daddy took in the meadow this weekend? That would make a great story.”
“No,” she said. “I’m going to write about sledding with Sophie.” (Sophie is our neighbor’s daughter.)
“Didn’t you write about that already?” I inquired.
“No! I wrote about sledding with Daddy,” she corrected.
“Oh, okay. Do you want to tell me what happened first, second, and third?”
Isabelle recounted her sledding adventure with minimal details. Unlike last Monday, I didn’t push her to add more. Even though I wanted to get her to say more, I figured it was up to her to add more relevant details. After all, her classmates don’t have someone practicing with them in the car.
I took a more hands-off approach once she came over to the writing center in her classroom. She knew her story. Like every other kid who comes over to work with me, I asked Isabelle to practice telling it aloud, touching each page as she told a different part. Then, I just let her write.
The only thing I did (because I couldn’t help myself) was push her to say a little more on the third page of the story. She said, “And then we went down.”
“What did you go down?” I asked. (I would’ve done that for any kid, not just my own!)
“The snowy hill,” she said.
“What a great description of the hill, Isabelle. You could’ve just said hill, but it was after the blizzard, so snowy helps me get a better idea of what it looked like.”
Granted, her pictures were devoid of trees or hills, but I said nothing. I was trying to be more hands-off today.