When it comes to cultivation of student skills, I usually hear, “That’s too difficult for students,” or “They should already know how to do this!” Does anyone else see the gap in logic here? For example, transitions words and phrases are an elusive component to writing that add impressive sophistication to any piece. In our research, we’ve concluded that most high scoring pieces contain about a transition word or phrase per sentence.
As part of Writing with Design, we begin teaching transitions words in kindergarten! In kindergarten! Why? Well, why not? Writing is a development of skills, skills that contain a spectrum of sophistication. Certainly, the transitions we expose kindergarteners and 1st graders to are more concrete and straightforward than the transitions we expose 4th or 9th graders to. However, the key is they are exposed to transitions. They experiment with them. They learn how to bring transitions into their writing. And guess what? Their writing sounds even more amazing!
By seeing every skill within writing as a part of every grade level’s focus, just at different points on the spectrum, the gap in logic between “that’s too difficult” and “they should already know this” is eliminated. The focus, rather, becomes “Where are they on the spectrum? What’s the next step?”