Samantha Paoletti is an English teacher and Reading Specialist who teaches in a private school on the south side of Chicago. She currently teaches a World Literature class for students with learning difficulties and a public speaking course. Her favorite part of her job is coaching a competitive Speech and Acting Team. Her educational philosophy centers around encouraging students to find what they are passionate about while writing and creating in real world situations.
By Samantha Paoletti
Collaborating with Kindergarteners Made My High School Students Better Writers
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"title": "Collaborating with Kindergarteners Made My High School Students Better Writers",
"headTitle": "Collaborating with Kindergarteners Made My High School Students Better Writers | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n",
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"description": "When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When my school went one-to-one with iPads five years ago, I was most excited about the opportunities it could open up for my students to create for authentic audiences. At the time, I was teaching senior literature, writing courses, and a speech class. I couldn’t wait to see the possibilities this new technology held for my students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This experience turned out to be more like navigating a wide open road that looks thrilling and inviting, but eventually fizzles out in a dead end. My students wrote and created many different products: websites, digital posters, blogs. These projects were easier with the iPad, to be sure. The authentic audience piece, however, was where I found myself hitting that dead end. Websites were viewed only by me. Blogs were viewed by other students in the class, and maybe an interested parent here or there. Often, it felt like we were creating flashier versions of papers and bulletin boards. My students were learning and creating, but they were not reaching the authentic audience I had envisioned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And so, I worked tirelessly to tackle this issue head on and solve it, devoting all my limited free time to finding a solution… yeah, right. Every teacher reading this knows I’m joking. As much as I wanted to solve the “authentic audience” puzzle, I didn’t devote all my spare time to solving it. I moved on and accepted that this was how it would be. At least my students were getting use out of this tool and the administration seemed happy with my teaching. The authentic audience piece was more of a personal goal, so, like many things in my teaching that were not mandated, it was brushed to the side. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then one day, at a baby shower, I was talking with another teacher friend about teaching, which of course thrilled all of our non-teacher friends who swiftly found other subjects to talk about. Left to our own devices, we soon found ourselves discussing our two very different, but in some ways still similar, situations. She was teaching kindergarten at a school about twenty minutes from mine. I was currently teaching sophomores who were struggling readers. It was my first year working with this population and I was struggling to motivate them. My friend was looking to introduce more positive role models into her kindergartners’ lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What if we introduced our classes?” she suggested. “Wouldn’t that be cool?” We agreed that it would be very cool, but what would be the goal? \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I had recently finished my masters degree in reading and literacy, and had often researched, discussed and studied the benefits of writing and reading children’s books, even for high school students. Together, my friend and I decided that it would best fit our curriculum if my students wrote children’s books to her students, who were just learning to read.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531160\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_06.png\" alt=\"\" width=\"800\" height=\"425\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-160x85.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_06-768x408.png 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We took some time to establish the relationship between the two classes by having the students write letters to each other. Then, my students set to work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At this point it was March, in Chicago. It was cold. It was dreary. My sophomores had been struggling with motivation since the beginning of fall semester . This should have been the low point of the year. Only… it wasn’t. The idea of writing for a person, a real live person, had breathed new life into the writing process. Here we were, using the iPad again, but this time with a concrete audience in mind. The students were even able to customize how they created the books: some used apps like \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.google.com/slides/about/\">\u003cspan style=\"font-weight: 400\">Google Slides\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, others used outside websites such as \u003c/span>\u003ca href=\"https://www.mystorybook.com/\">\u003cspan style=\"font-weight: 400\">My Storybook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.storyjumper.com/\">\u003cspan style=\"font-weight: 400\">Story Jumper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://storybird.com/\">\u003cspan style=\"font-weight: 400\">Storybird\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Students were using powerful apps and websites to create beautiful books, but more importantly, they were really thinking about who would read their work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Do you think my student would like this picture?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Would this make sense to a kindergartner?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I can’t wait for my student to read this part!”\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531155\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_03.jpg\" alt=\"\" width=\"750\" height=\"431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_03-160x92.jpg 160w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My favorite experience occurred with two students who were native Spanish speakers. My friend told me she had a student who was shy and embarrassed about her lack of fluency in English. My student, in contrast, was very proud of his ability to fluently speak Spanish and to excel in higher-level Spanish classes. However, English was definitely not his favorite subject. He didn’t love writing. But when I asked if he could write in Spanish for this little girl who was still learning English, his face lit up. He carefully crafted a beautiful book, written all in Spanish, which was a fairytale. I had never seen him work so hard on a piece of writing, and actually enjoy it. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students were thinking critically and carefully considering their audience. As an added bonus, I found that students who pretty much never handed in work worked hard on this assignment and completed it. As it turned out, the image of a heartbroken little kindergartner who didn’t receive a book was much more powerful than the threat of a bad grade. And watching my students act as role models to awestruck kindergartners who were so honored that a cool, older student had written a book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">just for them \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">was one million times more powerful than seeing a comment on a blog.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-531157\" src=\"https://ww2.kqed.org/education/wp-content/uploads/sites/38/2019/02/SP_01.jpg\" alt=\"\" width=\"750\" height=\"416\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01.jpg 750w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/38/2019/02/SP_01-672x372.jpg 672w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The experience was one that will always stay with me as the moment when I realized that the best way to use digital tools was to remember the human element. The internet seemed to hold limitless possibilities for publication to an authentic audience, but it turned out that using digital media as a tool to connect with a real, live person was much more powerful. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"masters-of-scale": {
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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"link": "/radio/program/planet-money",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"order": 5
},
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
"id": "pri-the-world",
"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
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