Lessons from a Child

by Lucy McCormick Calkins and Lucy Calkins

A story of one child's growth in writing, Lessons from a Child explains how teachers can work with children, helping them to teach themselves and each other. Matters of classroom management, methods for helping children to use the peer conference, and ways mini-lessons can extend children's understanding of good writing are all covered here. Most important, the sequences of writing development and growth are thoroughly discussed.

• Format: Paperback
• Language: English
• ISBN: 043508206X
• ISBN13: 9780435082062
• Release Date: July 1983
• Publisher: Heinemann Educational Books
• Length: 192 Pages
• Weight: 1.20 lbs.
• Dimensions: 0.4" x 5.9" x 8.4"
• Age Range: 13 years and up
• Grade Range: Grade 8

Customer Reviews

Great research into children's needs for effective writing.

Lessons from a Child, provides phenomonal research into the development and achievement of a student's writing. Lucy McCormick Calkins, the author of this book and former elementary education teacher, conducts a research project at Atkinson Elemtary School in Atkinson, New Hamphire. She begins her study in a third grade classroom with her focus on one particular student. The student's name is Susie. Mrs. Calkins finishes her research after following her through the fourth grade. Mrs. Calkins finds that there can be many barriers blocking students creativity when learning to write. Susie was not born with a special talent to write. However, when she was given room to express herself in her writing by using her own ideas and topics and was also, given the freedom from "correctness" when working on her drafts, she became a "craftsman" in her own right. As Mrs Calkins continued to oberve Susie into the fourth grade, she noticed a huge difference from third to fourth grade. Writing had become second nature for Susie. She was practicing new operations of writing and her writing was fluent. Susie had become comfortable with the revolution of her writing. She didn't worry anymore if it looked good or sounded perfect. Susie, also began to think, not only in the here and now, but in the future and past. This was a result of her third and fourth grade teachers allowing their classsroom to become a student-centered classroom. The children were allowed to explore their own ideas to become more confident in their writing, as Susie did. The students became motivated, because of this and the meaning of writing changed forever in Mrs. Howard's third grade classroom and Mrs. Currier's fourth grade classroom. The book, also gives a few support devices for students to become more confident with their writing skill. The first one was student-peer conferences, The students were allowed to help each other. Susie did this, with her best friend, Diane when Diane didn't know what to write about. Susie problem solved with her and as a result, Diane came up with a topic that she was excited to write about. Also, this can be helpful when the student needs some feedback and peer support. The student can read what he or she wrote to one of his peers and then ask what the he or she thinks about it. In addition, the book suggests to giving students guideline questions to ask each other so that this process can be constructive. Questions like, "What is the most important thing you are trying to say?" and "Why did you choose that topic?" and "Do you think you have two stories or one?" The second one is a conference with self. Children are encouraged to read out loud to themselves to hear for themselves, what they wrote. Thirdly, conferences between the student and teacher are conducted in intervals. The book encourages teachers to not let the students become "welfare writers" by becoming dependent on the teachers ideas. An example of al

"Writing is the Act of Giving"

Lesson From a Child: On the Teaching and Learning of Writing Lucy McCormick Calkins in her book, Lessons From a Child, interprets her findings in a 2 year long research study, which centered on the development of elementary school aged students' writing skills. This research study involved 16 students and 7 classrooms at Atkinson Academy in Atkinson, New Hampshire. Calkins' passionate involvement in this project is reflected in her choice of title for her books. She writes, "I have named this book Lesson From a Child because after many drafts I discovered that it is not the story of a child learning to write. It is the story of a researcher learning to teach" (p. 8). Armed with a clipboard and a vision, Calkins step into the third grade classroom of Pat Howard prepared to document the changes that occurred in the students writing process. Lesson From a Child is a journal account, which highlights the writing progress of Susie and her interaction with classmates, teachers and her learning environment. Susie, the focal point of Calkins journal, is introduced to the reader as a soft-spoken third grader with simple tastes who, in the words of her classmates "thinks up good adventures" (p. 17). As readers, we listen as Calkins recounts how Susie's writing transforms from wanting to please her teacher with perfect form and perfect penmanship, to conveying her thoughts to her audience, keeping her adventurous style of writing. Each developmental step is well illustrated and compared to the progress of other students. As readers, we "watch" as Susie grows in confidence and becomes a "master" at her craft. The support of this research project by the involved classroom teachers Pat Howard and Carolyn Currier, and their eagerness to learn how to help their students, also contributes to the success of the students writing experience. Pat Howard willingly abandons her structured 15-minute writing period and created a writer learning environment filled with mini-lessons, discussions groups, and celebrations. Carolyn Currier, the fourth grade teacher, wanting to continue the success of the students, became involved in the research project even before the students finished third grade. Her nurturing style of teaching brings a new dimension to students' writing style as they learn to articulate with a "softer voice". The ability to effectively communicate ideas and emotions in written form is a difficult task. Calkins explanation on the development of the writing process offers insight in creating an environment where students can blossom as writers. When students write about subjects that are personal, teachers model expectations and all writing is celebrated, written communication becomes and art form. Each artist has his or her own style and technique that needs to be recognized and celebrated. Calkins uses a quote Writing with Power (Elbow, P. 1981) on page 111 that I believe summarize the essences of Lessons from a

An insightful look at teaching and learning writing.

Lucy McCormick Calkins, author of Lessons From A Child, provides an account of her journey into Atkinson Academy, an elementary school in Atkinson, New Hampshire. A former teacher, Ms. Calkins, enters Atkinson Academy as a full-time researcher. Her research focuses on the writing processes of students in a third grade classroom and follows them through fourth grade. During her two years of research, Ms. Calkins is researcher, teacher, but most of all student, learning the stories of the children she is following. Ms. Calkins becomes particularly interested in the writing process of third grader, Susie. It is the lessons learned from Susie that she writes about in this book. Susie a bright-eyed, somewhat shy third grader evolves from a writer focused on penmanship, grammar and punctuation, into a creative, competent writer. Meet Susie and follow her transformation. Find out how Susie began to internalize the writing process, blossoming into a creative imaginative writer, free from the bounds of form and function. Meet and learn how Susie's teachers also transformed from teaching writing to teaching writers. Mrs. Howard, Susie's third grade teacher, is a traditional teacher, focused on the conventions of language. Follow her as she journeys through the difficult task of creating student writers. Mrs. Currier, Susie's fourth grade teacher, observes the progress of Mrs. Howard's students. As she anticipates their arrival into her classroom, she begins to observe and collaborate with Mrs. Howard and Ms. Calkins. Follow the continued progress of Susie and her classmates as they further their writing skills in Mrs. Currier's class. Lessons From A Child, provides an in-depth account of teaching writing to elementary students. Teachers will gain insight and knowledge and find the answers to the many questions about teaching writing. How does the classroom structure and environment affect writing? How do children select topics? How do we train teachers and students about the revision and editing process? How do we help children to develop and inspire their creativity? You will find the answers to all these questions in Ms. Calkins book. It is a must read for all students in an Elementary Education program as well as current teachers. It has certainly changed my perspective on the writing process and how it should be taught to children. As I continue my journey down the road to becoming an elementary teacher, I will be sure to reference this book time and time again.

Writing is a gift that must be shared and celebrated.

How assumptive was I to think this book a quick read, when it demands much more from the unsuspecting reader! As I sift through one, and then yet another remarkable insight, the recipe unfolds on how to create the space for the developing writer. Fast and furious, I am jotting down notes in otherwise-forbidden margins. How could you NOT, with such a book! I think to myself, can LESSONS FROM A CHILD possibly get any better? "You need to have all the time you want for a piece of writing," exclaims Susie (the third-grader in this text). I find it true that writing well sets a unique pace of its own. Carefully I choose my words. I am fully responsible for the meaning I wish to convey. Intuitively I seek a rhythm that flows with my own sense of Being. At this sitting, I am without a word processor with just pencil and paper in hand to edit, delete and revise to my heart's content. How perfectly ironic! Harold Rosen quotes, "Every child has a story to tell, the question is, will they tell it to us?" For the pre-service teacher or current educators looking to provide growth in their writing development curriculum, this autobiography is a valuable resource. With inspiration, Lucy McCormick Calkins has modeled effective methods of organizing writing classrooms. I was surprised to learn that the "creative" classroom environment does not always provide children with consistent expectations to support the complex, ever-changing craft of writing. As with the artist or scholar's library, the environment is kep predictable, so that the unpredictable may happen. It is NOT about forcing a subject to write on. Rather, the writer or artist allows the subject to "come to them." Susie said it best, "I know my bird's nest isn't too big a thing, but sometimes I think the little things that are close to you are the most important of all." Susie, you were so right! Writing is a gift that must be shared and celebrated. The essence of one's self is freely given to the listeners, and in doing so, provides the author with an intimate sense of ownership. The sheer delight at being "heard" profoundly affects the child's image as a writer and author. Lucy McCormick Calkins reminds us that more care should be given to incorporate the celebrating rather than only for giving feedback! I wholeheartedly agree! How exciting to watch Susie and her classmates grow from the novice writers they once were, to the skilled writers they are today. They began by writing for an audience and now write for themselves. We, as readers, are able to participate in this process. I was delighted to read how often the students in this study surpassed their supposed developmental expectations. Educators, we must interact with a child's development and continue to change with the needs of the child. Ms. Calkins' research provides us with an excellent example of doing just that! And THAT, is what teaching is to me; I thank Lucy McCormick Calkins for her inspirat

A Lesson for Teachers

The book, "Lessons From a Child" shows all of us how we can learn from the children that we teach. Through sensitivity, a willingness to learn, and the realization that we may be teachers, but we do not know it all, we can guide our students to become writers. McCormick Calkins chose the name for her book,"because after many drafts, I discovered that it is not the story of a child learning to write. It is the story of a researcher learning to teach." (P.8)It was interesting to read how the children grew in their writing abilities, and how McCormick Calkins seem to guide the teachers in making decisions that positively influenced their students' talents. There were adjustments. Children were asked to write about anything they wanted, instead of from a list of topics. Structure was added to the writing workshop, so that the students knew what was expected of them. Editing was left to the final drafts to encourage fluency in writing. This sent the message to the students that they owned their writing. "When people own a place, they look after it. When it belongs to someone else, they couldn't care less." Don Graves (P.23) This encouraged the students to make their writings the best that they could be. Mrs. Currier, Susie's fourth grade teacher, emphasized students helping each other. "There are twenty-six writing teachers in the classroom," she'd tell the children. "Each one of you has to be a writing teacher. You have to help each other because Mrs. Currier is not an expert on writing." (P.114) The children learned to respect each other's writings and opinions, and be a good audience. They learned trust and were not afraid to share their writings and ideas. The children thrived in this environment and grew as writers and as young adults. Their writings show confidence and sensitivity. Mrs. Currier showed wonderful classroom management and McCormick Calkins shares her methods with us by showing examples of students' writings and their interactions. This is valuable insight for all teachers.McCormick Calkins examines the reading-writing connections. She mentions that it is disturbing that there is much more money spent on reading, at all levels of education, than writing. Her research notes showed again and again that writing and reading are inseparable. "Writing gives them a new reason to connect with reading." She examines the old teaching methods of reading programs and realizes her research proves that students have learned through writing to question the texts and writings of books that they read. They examine it as fellow craftsmen, asking, "I wonder if these characters come from the author's life?" or "I wonder why the author chose the lead he did?" (P.157) McCormick Calkins encourages teachers to use the same methods in conferences with reading as was used in writing conferences. These steps offer students a method to examine their readings and help bridge the gap between reading and writing.