Everyone’s An Experienced Writer At Sandy Hook School

By Larissa Lytwyn

 Adam Oelberg likes to carry a small pad with him everywhere he goes.

 “So, if I get an idea in my head, I can write it down,” Adam, a third grader at Sandy Hook Elementary School, explained. “I’m always thinking about what I can write about.”

Adam’s experiences are typical of a student at Sandy Hook School.

“Everyone publishes at least one book a year,” noted reading consultant Judy Mitten.

The school has housed a publishing center for at least the last six years in various locations of the building.

“We have a very strong and dedicated contingent of parent volunteers who have really helped make our publishing center a key component of our writing program,” said Ms Mitten.

The publishing center is equipped with binding machines and a laminator.

While some of the equipment was purchased through private donors and the PTA, other funds used for maintaining the center was allocated through the school budget, said Ms Mitten.

PTA Publishing Center Chair Rhonda Cullins first became involved with the publishing center when her son, now a seventh grader, was in third grade.

She organized a group of parents to work at the publishing center on alternating shifts.

“It’s always exciting after I’ve laminated and bound a classes’ journals or books and drop them off in their classroom,” said Ms Cullins, smiling warmly at the thought. “The students get very happy — ‘Oh Ms Cullins is here, Ms Cullins is here!’ It’s a great feeling.”

“The work the parents do is a mix of students’ pieces and teacher materials,” said Ms Mitten. “The publishing center is a great resource for everyone.”

Another notable part of the school’s reading and writing program is a special teachers’ room filled with high-caliber children’s literature, referred to as “touchstone books.”

“We use these books in lieu of textbooks,” said Ms Mitten. Teachers meet and collaborate in the room, using its touchstone books as vital material.

Students learn more about both writing styles and various authors, from Jan Brett to Jane Yolen.

“Every student has a ‘writing mentor’ whose style is similar to his or hers,” said Ms Mitten.

In addition, the touchstone book room, as well as classrooms, each have “Hopes and Dreams” jars.

“In the beginning of the year, or of a unit, teachers or students write what they hope to accomplish in the months ahead,” said Ms Mitten. “It helps keep everyone motivated and on task.”

Students first produce written work in kindergarten; by third and fourth grade they can see how far they have progressed.

“During their early [grade school] years, they learn how to structure their books in a beginning, middle, and end format,” said Ms Mitten. “They emulate distinctive parts of the authorship — such as the dedication page and illustrations. They learn how illustrating helps explain and describe the story. They can serve as their own writer and illustrator.”

Part of each student’s developing portfolio, consisting of pieces ranging from memoir to prose to poetry, are two pieces representing a student’s work at the beginning and end of the school year.

“We call it ‘First Grade Magic,’ ‘Third Grade Sparkle,’ names such as that; each student can see firsthand the ‘magical’ way their writing abilities have grown over the course of the school year,” said Ms Mitten.

Other components of the portfolio include a research piece.

“There is the statement that writers should consider writing about what they know,” said Ms Mitten. “We ask students what they are an ‘expert’ in. They can research it further or select a topic that interests them and learn more about it.”

As part of Newtown’s districtwide model, writing is integrated into every classroom subject, from science to history.

Since writing became a larger part of her schooling, third grader Ashlyn Walker said she has become more comfortable with the process.

“I’ve learned how to stick with what I am writing to really [develop] it,” she said. “I like to write a lot.”

A final, crucial component of the process is sharing work with peers and families.

Each class in each grade level periodically holds festive “teas” for family, friends, or peers in which students can share their writing with one another.

“It’s a wonderful way of bringing the whole process together,” said Ms Mitten.