建立工具箱：小学写作

If you don’t know how to kick a soccer ball, make a waffle, or do a French braid, just ask a 贝博体育 second grader. This year, second grade writers created “how-to” books, breaking down everyday tasks into just four easy-to-follow steps. 在这个过程中，学生们练习了他们的信息写作技巧，并探索了过渡词如何将一列指令变成流畅的描述性散文。

 

Most second graders enter Kath Walton’s classroom able to write simple sentences. 她的目标是让学生们在离开小学时具备写作的毅力和写作技巧。 在这一年里，学生们通过项目依次培养这些技能，为他们未来的道路做好准备。

 

 

这些指南书为二年级学生提供了一个真实的机会来磨练他们的总结技能。 After brainstorming lists of things that they knew how to do, students chose an activity that could be broken down in four simple steps, winnowing broader topics like “how to play soccer” down to specific actions like “how to kick a soccer ball.” Using the transition words “First,” “Next,” “Then,” and “Last,” students wrote and illustrated four-page flip books, with one step per page. Students wrote books on simple topics like how to put on snow pants, as well as activities one might not have previously considered, such as “How to Brush a Cat.” （提示：第二步，找到猫，可能需要一些时间。）

 

 

Writing a great hook to grab the reader’s attention is a nuanced skill that can flummox even the most seasoned writer. 二年级学生在写同学的传记时练习钩式写作。 学生们结对互相采访，了解事实信息以及贝博体育app喜爱的书籍和爱好的细节。

 

采访完成后，挑战在于将事实综合成一个有趣的故事。 “We talked about different ways to question,” says Kath. Some students chose to grab their reader’s attention with descriptive flair: “One night on April 23, 2011, a beautiful girl named Phoebe was born.” Meanwhile, others dove right into the action: “咯咯的叫声! 咯咯的叫声! 那些鸡是谁的？ Meet Amaia, and she LOVES chickens!”

 

 

今年4月，二年级学生以小组形式为日常物品创作自由诗来庆祝全国诗歌月。 “We talked about looking at objects as scientists and then looking at them with a poet’s eye,” Kath explains. 虽然自由诗是最简单的诗歌形式之一，但对于那些倾向于认为描述性语言需要大量单词的小学生来说，这可能是一个挑战。 After brainstorming rich descriptive ideas, Kath helped students pare down to essential words and images to create their poems about objects as mundane as a lemon (“It’s as yellow as cheese/Or a balloon floating in the sky”) or a pinecone (“A hedgehog/Brown, prickly/Named Harold”).

 

 

在冬天，二年级的学生将重点放在说服性写作上，学习说服读者接受特定观点的策略。 在预测会有暴风雪的情况下，学生们写了赞成和反对下雪的文章（赞成下雪的人占了上风）。 后来，学生们将他们的写作与他们对马萨诸塞州为期一年的研究联系起来，写几段话来论证采用某种特定的鸟、树或宝石作为州的象征。

 

Students used graphic organizers to craft compelling arguments, starting with a “big and bold” opinion and adding reasons and supporting details. While the arguments ranged from factual (“The cod should be our state fish because the Pilgrims and Native Americans used the fish for food and fertilizer”) to flavorful (“Boston Cream should be our state doughnut because it is delicious, has chocolate icing, and has ‘Boston’ in the name!”), all of the students began to see the power of language to change people’s perspectives.

 

凯斯指出，小学写作课程的美妙之处在于，写作不仅仅局限于语言艺术时间。 学生们在整个课程中始终如一地写作，记录他们在数学上解决问题的过程，记录他们在科学上的观察和推论，并在社会研究中反思自己的想法。 不管写作的目的是什么，这些年轻的作家都在学习将优秀写作的要素结合起来：大胆的开头，描述性的词汇，清晰而有说服力的语言。

看看接下来会发生什么！ Read about our writing program in the 较低的学校 and 上学校。

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