Author to author: extending literacy through letters. (Teaching ideas).

One morning my student Anna (all students' names are pseudonyms) burst into the classroom waving an envelope. A few weeks before, many of my fourth graders had written letters to authors as part of writing workshop. Anna was the first to receive an answer. Her letter came from Kate DiCamillo, the author of Because of Winn-Dixie (2000, Candlewick) and The Tiger Rising (2001, Candlewick). "When it came I was jumping up and down screaming," she reported to the class. She carded the letter around all day, showing it to everyone she came across. I shared the same feeling--I made a photocopy of the letter and carried it around to show all my colleagues. Yet guiding my students through the process of letter writing was even more exciting than the mail they got in return. Writing to published authors deepens students' understanding of children's literature. It gives them greater awareness of authors and the different techniques they use. It also helps students connect their own writing with the work of published authors. When it takes place within the context of a regular writing workshop, it is an effective strategy for literacy growth.

Finding a purpose

Students should write letters to authors only when they have a genuine interest in communicating with them. (Harste & Short with Burke, 1996). I did not make writing to authors an assignment, and not everyone in the class chose to participate in the activity. I also waited for a natural opportunity to introduce the author-to-author strategy. Writing workshop proved to be an excellent time to raise the idea with my students. Because students in writing workshop have learned to consider themselves as authors, they are able to use their own firsthand …