On the first day of quarantine-school, writing did not go well. It took Isabelle an eternity to brainstorm ideas and even longer to get lackluster writing down on the page. She argued with me, groaned repeatedly, and acted as if someone was hurting her. So, the following day, I moved writing time to the morning immediately following read aloud. While her efforts were still labored, she whined a lot less. As a result, I have kept writing time first-thing in the morning.
Today was day eight of quarantine school and writing was downright enjoyable. After we gathered our notebooks, we watched the fourth Keeping Our Notebooks video, which was “The Story of an Object.” After we watched it, I encouraged Isabelle to gather three to five objects from around the house that she could write a story about. She returned with five! Next, I prompted her to orally rehearse what she might write about each one to help her determine which one she’d select to write about. Two of the stories fell flat. One was mediocre. The other two were good. Ultimately, Isabelle decided to write one of the good ones, which she figured she’d be able to write about using action, thinking, dialogue, and description, something Amy Ludwig VanDerwater reminded about in the video.
I encouraged Isabelle to fill two pages in her 5″ x 7″ notebook. I encouraged her to skip lines so she’d have room to edit once she finished.
Five minutes passed. Then ten. I gave her the fish-eye and noticed she was still writing so I continued to write in my notebook too. By the time she finished, she had filled FOUR 5″ x 7″ notebook pages!
I. Was. Floored.
Eight days ago Isabelle behaved like she was tortured because I was making her write. Today, she seemed to enjoy it. (And she used her personal editing checklist with minimal guidance too!)
Every day will be different in quarantine school. But if things keep improving, then maybe I’ll have a notebooker on my hands by the time she returns to school. (Who knows when that will be?!)