1. I need help getting a student to feel comfortable with transitioning from drawing pictures to labeling them, then writing words.  How do I get a student to feel more comfortable?

Always start with where the student is and take small steps.  Have the student pick one word to tell about the picture, write it in the child’s personal dictionary and have him copy it beneath the picture. The personal dictionary will in no time have a running list of the words the child uses.  He can then refer to them.  The next step is to use the word in a small sentence.  
This is a _____________.

2. What do you do with a child who can tell you a story from start to finish with details, but he can’t write anything down?

Use this child’s strengths.  You have a couple of ways to go with this.

1. He can dictate into a tape recorder and have it transcribed by another child.  This can be read, illustrated and formed into a book.  The child can pick a couple of words each week that he will use in 2 – 3 word sentences.
2. Child makes a story web with pictures depicting his ideas.  He then generates one word for each picture.  You then give the child a sequence to use:
3. First _______. 
   Next _______. 
   Next _______.
   Last _______. 
           Or
   First_______. 
   Second______.
   Last _______.
4. This can be extended with a two-word sentence for each step. 
   First he played. 
   Next he ate.
   Last he left. 
5. As the child gains confidence with this format he can add an object to his sentences.
6. Have the child develop a personal dictionary he can add to each day with the words he uses to be referred to as needed.
   

3. What do you do with a child who writes the same thing all the time no matter what the topic?  Ex:  I love my mom.  I like my cat.

How about using a sentence strip with a typical sentence that the child uses?  Have child brainstorm and write on card words to substitute in each slot.  Start with one word and then add two words.  For example:

I ____________ my mom. ( brainstorm all types of words to put in the blank)

I ________ my _________.  ( continue brainstorming adding the object)
_____ likes ______ cat.  (brainstorm names and or pronouns)

Then add a descriptor.

I ___________ my ____________ mom. (brainstorm descriptors)

As the child expands his vocabulary, he should write his sentences (just a couple) and then go back and make changes by expanding word choice.

4. My child has letter/sound connections but will not use them in writing.  He makes little attempt to write. 

Have this child draw pictures and dictate a sentence for each picture.  Child can then copy the sentence. This gets him in practice of using his oral language to make written language.

5. How do you move children from just writing strings of letters to using letters to make sounds and/or sight words?

They need the background knowledge to be able to do this and it can come from the child’s oral language and pictures.  This can be done through a whole class language experience story or through an individual story.  Pick out a word from the story, cover it up and the children try to spell it on their white board.  They can work in pairs.  They can then spell the word with letter tiles, mix them up and spell the word again.  Practice with letter tiles can help bridge the gap between oral language and using a pencil.  Regular practice should lead to independence and initiation of writing.

6. How to effectively incorporate poetry and writing into first grade.

Talk about what poetry is by looking at things differently.  How do things feel?  What does detail look like?  What does it look like to look at things from far away?  What do things sound like?  What do things feel like?  Brainstorm words that pop.  Children can write a group poem around a theme.  Such modeling can then lead to shared and individual poetry.

7. How can I motivate my lowest readers to write more?

Making it simple.  Using pictures first, then branching the pictures out to a one-word description then a two-word sentence.  Use sentence models.  See #3 above. 

8. How do you encourage students to just try to write something down?  They can copy what I have written then just sit there. 

Do they have the skills to write?  If they don’t, generating a word bank from their oral dictation can help.  Using very basic graphic organizers can help them get their ideas out simply.  Using a good visual to spark oral language can lead to ideas.  Working with another student, one writes one line, the other writes the next line and so on can also motivate.

9. How do you move a child to start to use sounds to letters to write when they have an “I can’t do this attitude”?  I always say, “We never say can’t.”

Playing with letters and words is always helpful.  Consider a basic word making activity using a slotter.  Invite him to see how many words he can make with consonant plus a vc.  Ex:  c + at, b + at, f + at.  See how many he can make up in 60 seconds.  Do it again for the next few days. 

10. Do you think that the more children read the better the writer they become?  Or can children be good writers even if they are not good readers?

I think they are connected. Practicing anything makes perfect.  The more you read the better you read.  The more your write the better you write.  The important part is making sure you instruct the child where they are so they can progress.

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