“Look over your writing. Come to the rug ready to share something you’re proud of.”
The third graders began eyeing their writing. Some chatted with those around them about their work. My eye was on Fletcher. Would he have something to share? He hasn’t been writing much. We worked together on a plan and he still didn’t get much done. “He has great ideas,” I thought to myself.
As the kids gathered on the rug, ready to share, Fletcher hung back. “Do you want to keep working?” I asked. “Or do you want to join us for share?” I offered him an out. He came to the rug.
“You might share something you wrote that you’re proud of. Maybe you’ll share about how much you wrote today. Some of you wrote a lot….” (Volume is something we’ve been working on.) I caught Fletcher’s eye. “Or maybe you’ll share about something that worked well for you today, like making a plan.” I threw that one in for him. I wanted him to feel proud. I wanted to lift him up.
“Ok. Turn and share with your partner.” The room erupted in a buzz of writerly talk. Partners took turns sharing and listening. They’ve been working hard. They have a lot to celebrate. I was happy to see them noticing that themselves.
As the chatter began to fizzle out, I said, “Who can share what they heard their partner say?” We’ve also been working on listening. A few hands shot up. Kids shared things like “My partner wrote a lot today.,” and “My partner added an introduction to their essay.”
Then Fletcher’s partner raised his hand to share. “I’m proud-” he began and I jumped in.
“Remember, we’re sharing what we heard our partner say.”
“I know,” Fletcher’s partner continued. “Fletcher shared about how he used post-its to make a plan. I’m also proud of him. It’s impressive.”
Fletcher’s face stretched into a tight grin.
Writing partners can lift each other up. We are also working on that.