SELECTING A WRITER'S NOTEBOOK

BECAUSE EMOTIONAL ATTACHMENT MATTERS!

I always enjoy selecting my own writer’s notebook and find I am quite picky with the selection process.  So picky, in fact, that if the book doesn’t feel just right, my writing seems stifled. My notebook is the single most important writing tool I have (followed by literature), so I know there is more to offer students than a composition book with an option to decorate it. Creating life-long writers is not an easy task, but just making students aware of self-selection for a notebook is a great step to increasing the desire to really write and take ownership.

Characteristics to Consider

Here are some characteristics to think about and share with your class before a writer’s notebook is purchased:

• The Cover- Does it help you?
• The Binding- spiral book or hard-bound? Spiral may give it a school-like feel, but it just varies from writer to writer.
• Pockets- many writers are also collectors and write about things they have collected
• Paper- lined, unlined, various colors
• Size- Limitations and suggestions. Slim notebooks make writing difficult for me and many other writers. A general tip is that if the pages can lie flat down, it is too small.
• Tabs- Do you need them or not? Do you want to make your own?
• A method for Order- ties, locks, latches, etc.
• Price- I do this through my own collection by sharing price range (from 2.75- 20.00).

Features You Can Model

• It’s not perfect- A sample notebook is shown. It is a little messy with crossed out areas and notes on the side, but you can clearly see I cared about my writing. 
• Dates-I date all of my entries. I find this helpful as a writer when I revisit my notebook for ideas. It’s also recorded my history, which is nice to revisit.
• Drawings/Labels-I have tiny sketches throughout my notebook, with some coming before, during, or after my writing piece. This mimics real-life and helps me understand the value of drawing.
• Representation-I have a representation of different genres throughout my writing.
• Organization-I had broken my book into 3 parts: every day writing, lists, and re-writings/manuscript. There are other methods to consider as well.
• Writers can be collectors- A worn out leaf sits with my notations in a front pocket, as well as small items such as tickets, odd stickers, and my cat’s hair (don’t ask).
• Writing about old topics in new and interesting ways- I also mention a recurring theme in my notebook, which helps me identify with students who want to write about the same topic over and over again. I model how I took this subject and found new ways to write about it (e.g. for dogs- poetry, nonfiction, how-to, fiction stories, etc. on the same topic).

I also provide a printed version of these features and ask students to take notes on their preferences. A separate letter goes out to parents on our notebook selection at the beginning of the year. If a book is not selected I provide the marble covered composition books available at Walmart. Students can decorate the covers to give a sense of ownership.

Once a Notebook is Selected…

You will never look at writer’s notebooks the same way after reading A Writer's Notebook: Unlocking the Writer Within by Fletcher.  This is a must-read for any 3-6 grade teacher of writers, as it is written for the upper grade audience.  The book is only 6.99 and the chapters can be read in less than 10 minutes.  Go buy the book today and take your writer’s notebooks to the next level! His first few chapters are particularly important in helping students figure out organization plans and notebook basics.

The Benefits of Self-Selection

I feel good about giving guidance to the students who decide to purchase their own notebooks, and I am extremely happy with the results.  Unequivocally, the students that select their own notebook have more focus, care, and higher quality of writing than those who select the free composition book.   And I can’t remember the last time I saw a self-selected notebook thrown on the floor or crammed in a desk. Ownership is a powerful method to making the most of your student’s writing.

TIPS AND MINI-LESSONS THAT SUPPORT INDEPENDENT WRITING

Heart Map

What is it in your life that you never want to forget? After reading Mem Fox’s, Wilfrid Gordon McDonald Partridge I model a memory/heart map from the story.  I draw a heart and include quick drawings and notations of memories that make me laugh, cry, feel warm inside, think of long ago, and are as precious as gold.  I then invite my students to do the same by creating their very own heart map.  This map becomes the student’s personal resource, as each memory is a story to share. This can be helpful when a student is struggling with a topic.  “Is this your cat? What’s the story behind this picture?”

What Are You Writing About Chart

It only takes one student for this to work.  Post a blank chart on the wall with the following title- What We Are Writing About. Leave a sharpie nearby, and you are done.  It only takes one student to get it started, and I always find the chart fills up quickly.  What a wonderful resource to learn from each other.  You can use this chart 3 ways:

• Use it as a resource for your struggling writers that can’t think of a writing topic. You can say, “Go look at our chart and see what others are writing about. It may give you an idea.”
• Use it as a share time wrap-up to demonstrate the many genres available for us to write about.
• Determine what units of study you will need to focus on for the future.  Are your kids avoiding certain genres or is it heavily geared to one type of writing? Use this information as a springboard to future mini-lessons.

What Are You Going to Write About Today?

One of the ways I support struggling writers at the beginning of the year is I have students turn to a partner and share what they think they are going to be writing about for the day shortly before the workshop time begins. This is followed by the statement, “If you know what you are going to write about today, go find a spot to write.” This naturally leaves a small group of 3-5 students on the carpet to work with.  I prefer doing this upfront versus discovering these students during the workshop time, and it allows me time to find out what these students are interested in. Sometimes it’s just a simple conversation that works, sometimes more (and that’s okay). If they can say it, they can write it!

Talk

Each day we have five students share something they are writing with the class. From confidence building to fluency practice, another benefit of share time is helping students hear new topics to write about. When one student writes about the time they broke their arm, you can be sure any other student that has ever had a broken body part will write about it sometime that week.  This is especially important for struggling writers that need to believe, “Oh, I can do that too!”  Having motivation from your peers is a very powerful tool!

Time is on Your Side

With no exceptions in my career, I always have that one student that takes a little longer to get started.  They may even be the student that says they just don’t like to write. And yet, with no exceptions at all, these are my students that end up showing incredible growth each and every year.  We can’t forget the concept of time when breaking misconceptions about writing and writing habits.  Just don’t give up or believe that some students just can’t or don’t like to write! Case in point:

For my one student last year, she refused to write anything but her 10 favorite TV shows at the beginning of the year (for 2 whole weeks!). She also declined any opportunities to share her pieces in class, but I didn’t push her knowing a subtle approach would work best. It was about one month into school when this student brought me a story written at home. I was blown away by the care, detail, and thought put into it. With a publication to our website, the “Karen Series” collection was born and developed throughout the school year. She also happened to be one of my strongest writers that school year.  I am so thankful I didn’t squish her capabilities by demanding more than she was ready to give us during those first two weeks of school! Don’t underestimate the importance of time.