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Students may be stalled by other language arts skills, such as vocabulary, penmanship, spelling, or grammar. Sometimes holding a pencil is difficult or actually hurts. These types of skills often get confused with learning to write fiction, non-fiction reports, and creative writing. All the other lessons are important to learn as well, but perhaps at a different time. Kids may learn to like storytelling, character development, and inventing plots with a little encouragement.

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As students approach the elementary and middle school years (ages six to twelve), the Montessori curriculum is integrated to emphasize connections across all subject areas. Language, history, science, math, and the arts are all studied in hands-on, interconnected, project-oriented ways. Students learn through hands-on experiences and are actively engaged in investigation and research; they are not vessels to be "filled" with information. Students direct their own explorations, further emphasizing the development of their independence. Students also take learning outside of the classroom (sometimes referred to "going out" in Montessori) to engage in real-world investigations which build on what they learn in the classroom environment. The result is a confident, independent learner who is ready to succeed in high school and beyond.

Research on the Montessori model has shown that graduates of Montessori schools are prepared well for later life in an academic sense as well as socially and emotionally. Graduates score well on standardized tests and often receive above average rankings on criteria such as attentive listening, showing responsibility, and critical thinking. They are able to adapt to new situations and show a love and enthusiasm for learning.

Here are 5 easy games to teach non-writers to think like writers. Try them with potential writers and get the ideas flowing.

Play a Story-Go-Round Game to Learn Language Plot Skills
Play this little game with two or more players.
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One player starts a story with one sentence. The next adds another sentence. The story keeps building until everyone is laughing hysterically or the story comes to an end. For example:
(1st Person) "Once upon a time a lion was walking along and saw a banana."
(2nd Person) "A monkey was about to leap to grab it, but the lion decided he wanted it more."

2. Improvisation and Skits for Theater Arts Fun to Teach Dialog, Plot, and Characters
Putting on impromptu skits encourages creative thinking in a fun way. This is a common theater arts game. Pick two characters and an item or situation (for instance, a clown, a grumpy man, and a bucket). The kids make up the (imaginary) setting and the dialog and act out a scene. More characters may be added for more students.

3. Read an Unfamiliar Book Aloud to teach Storytelling Skills
Stop at some point and see what the student(s) think might happen next. Encourage thinking up logical and crazy ideas, alike.

4. Make Cool Journals or Blank Books to Encourage Writing
Offer lots of types of paper, stickers, glue, or whatever there is at hand. Having a special book made all on their own may encourage a child to write, draw, or use their imagination in their creative way.

5. Play a Character Inventing Game To Learn Character Skills
This will work with any number of students.
The first person gives the person a trait ("He's a boy.") and each student or turn adds another description ("He has purple hair.") ("He rarely talks to anyone.")... Keep going for a while until a character develops. For extra fun, have each child draw what he or she thinks the character looks like.
For more ideas, see Synonyms for the Word "Said", Teach Writing without Handwriting and Getting Kids Writing Published.

There are many ways to use writing ideas with no writing to help jog story ideas, invent characters for stories, and make up settings where wonderful imaginary things can happen. One just needs to set down the pencil for a few moments and let the mind go free.

Newspaper Story - A great way to get your kids writing is to make use of your daily newspaper.
Find a newspaper article or magazine article that may be of interest to your children. Get them to write more about the characters of the article. What happened to them? What did they do afterwards?
Or try the same thing just using headlines cut from the newspaper.
Cut out some headlines and stick them at the top of blank (or lined) sheets of paper. Keep an eye out for really funny headlines that you think the kids will like.

Ask the children to write a story to go with the headline. And don’t forget that all good newspapers need pictures too!

Cut photographs of people from magazines and ask the children to pick two or three of them.
Write about who the people are, what their lives are like, and how they might know each other. It would also be fun to place the pictures of people in a geographic location and ask the children to write about what they are doing there. A variation on this theme would be to go out to a park or cafe and do some people watching. Pick some people and make quick notes about them - how did they look, what were they wearing. Then write a story about them when you get home.
Comic Books - these are fun to write (remember to let them read lots of comics as research!). There are several online programs for making comic books.

Through my teaching and my informal research, I discovered that the children were more interested and enthusiastic about participating in writing activities that involved dramatizing or writings that would go home. Throughout my student teaching, I tried to support the children’s individual efforts to learn. I provided them answers to their questions about print, while providing them with paper and writing materials. Offering a print-rich environment filled with books and different kinds of writing were a goal of mine throughout the focus on the children.

Since parent involvement is an important approach to language and literacy, I also tried to promote parent support of literacy within the home during the parent teacher conferences. I explained that using reading and writing materials at home, in addition to school, will encourage their children to write at home. Having both environments show 33 the children the value of reading and writing and will reinforces literacy development. When we provide appropriate writing resources and tools for writing, children will progress in their understanding and excitement about literacy learning.

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I hope to be able to use what I have learned from this experience and my review of the research in my own classroom one day. I hope to be able to share, with other teachers and those in the educational field, the importance of bringing writing into the classroom at a young age. I hope others will discover how young children can successfully accomplish this task.

Start a writing club to join together students who already enjoy writing. Don't limit it to "good" writers; open it up to anyone who wants to join. Let students choose their topics on some assignments. Some students may be discouraged or frustrated if they are always told what to write. Bibliography

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