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79 Kindergarten Essay Topic Ideas & Examples

🏆 best kindergarten topic ideas & essay examples, 🎓 simple & easy kindergarten essay titles, 📝 good essay topics on kindergarten.

• Lev Vygotsky: Educational Implications of Sociocultural Theory The sociocultural theory is more responsive to the learning process of children with special needs since it argues that ideas and concepts are socially mediated and exist in collectives rather than in individuals.
• A Day’s Outing for Kindergarten Children The client, who is a school, wants the kindergarten children and their children to have a days picnic and outing. The event would help to break the tediousness of regular schoolwork and provide some entertainment […]
• Kindergarten English Language Proficiency Standard 1 It is important to develop an appropriate set of ELP standards for English learners at the kindergarten level in order to create a solid background for basic learning and the linguistic demands that will be […]
• Full-Day Kindergarten Program: Advantages and Disadvantages The educational stakeholders seek to determine the effect of this program to the parents, teachers, and the pupils undertaking it. In this regard, the full-day kindergarten program provides time for the students to practice the […]
• Reading Aloud in Kindergarten: Lesson Plan The approximate age of learners should be four to five years. The group should consist of approximately 15-20 students.
• Kindergarten Classroom Environment Design The design of the classroom environment should reflect the demographic characteristics of learners. The desks of children will be placed right in the center of the room, and at least, four students will sit at […]
• Using Technologies in Kindergarten Classrooms Integrating modern technologies into the educational process in kindergartens helps educators transmit knowledge to the children and influence their emotions and perception of the materials.
• Learning To Read With Rubrics. Assisting Kindergarten Learners To Improve Reading Skills The teacher arranges these levels according to the complexity of the content to be taught and evaluated. At the end of this level, the learners should be able to read simple words from a wall […]
• Vygotsky’s Social-Historical Theory: Towards Facilitating Learning in Kindergarten-Age children It is the object of this paper to demonstrates how Vygotsky’s theory can be used to assist kindergarten students and others with special needs to cope with the learning process It was the perception of […]
• Kindergarten Transition: The Key Difficulties Sheridan et al.offer a good source to explore KT as their study systematically assesses and summarizes almost 250 parents’ practices in the pre-KT and KT periods and such activities’ implications for children’s success.
• Social-Emotional Learning for Kindergarten Education To set adequate goals for social-emotional learning, researchers must quantify and contextualize the behaviors and attitudes of large samples of subjects.
• American Federal Holidays: Essential Knowledge for Kindergarten Their bravery gave a start to the history of our country, as the first European settlers followed Columbus quite soon and established their colonies on American soil. The Fourth of July has become a symbol […]
• Impact of Social Media on Instructional Practices for Kindergarten Teachers General Context of the Problem Despite the increase in the use of social media in teaching, there is still a significant lack of research done on the impact of social media integration in teaching techniques […]
• The Conflicts in Organizations: Experiences in the Kindergartens The conflicts indicate the latent negative processes, the real existence of disagreements, and the tendency to change them. The nature of the conflict was destructive and contributed to the inability to operate in the workplace.
• Pre-Schooling Before Kindergarten Admission The strategy needs the involvement of the student, and the teacher as the pre-schooling students are young and thus delicate to handle.
• Services for Students Who Are Transitioning Into Kindergarten The importance of a transfer program aimed at reducing students’ exposure to challenges associated with communication and learning.
• Weather and Climate for Kindergarten This lesson sequence is the introductory step towards learning the basic concept of weather and climatic changes in the Earth Science curriculum.
• Lead Exposure in Pre-Kindergarten Children Lead poisoning is as a result of accumulation of lead metal in the blood caused by inhalation or ingestion of lead over a period of time.
• Phonemic Awareness and Word Recognition in Kindergarten Blachman and Ball define phonemic awareness as the awareness that spoken words are made up of individual sounds; the ability to identify the individual phonemes of a word.
• Effects of Full-day Kindergarten on Achievement These changes in the American culture and in schooling over the past 2 decades have had their impact on the reputation of full-day, all-day-a-week kindergarten education in a number of communities.
• Grouping at the Kindergarten and Secondary Levels Researchers have established that group or cooperative learning improves the academic grades of students and helps in building high self-esteem, good social skills, and enhanced the comprehensive ability of their content and skills of the […]
• Emergent Writing in Abu Dhabi Kindergartens This major variable will be achieved through a sequential implementation of various interactive writing strategies with an emphasis on play-based learning and an active learning approach.
• Learning for Kindergarten: Five Senses Objective: By the end of the lesson, the students will be able to define the key five sense and explain, which body organ is responsible for sensing a corresponding signal, as well as define the […]
• Reading Unit Plan for Kindergarten Students The aim of the lesson plan is to teach the students to read and write by the end of the course.
• A Pre-Kindergarten Teacher Analysis When speaking about the prestige and relevance of the profession of a pre-kindergarten teacher, it is possible to say that at the national level, this occupation is encouraged, and jobs can be found almost always.
• The Superkids Reading Program in the Kindergarten The purpose of this paper is to overview the program components, evaluate it in terms of advantages and disadvantages, and discuss the details of the program implementation in the classroom setting with the focus on […]
• Pre-Kindergarten Education: Program and Resources The challenge that is proposed to be reviewed within the framework of the current letter is the universalization of pre-K education.
• Kindergarten Business Venture: La Trobe University The staff members and students with kids in the university’s kindergarten will be in a position to put more effort into their studies or roles within the institution.
• Teacher Career: Staff Development in Kindergartens The level of professional development of the teachers at the kindergarten stage plays a key role in the general development of pupils and the quality of education they receive at the end of the day.
• Education: Bilingual Kindergarten A major problem with bilingualism in kindergartens is that it leads to a lack of mastery in either of the languages.
• The Comparison of Montessori Education and a Regular Mathematics Program in Kindergarten Classroom Furthermore, it will compare the strengths and the weaknesses of the Montessori system with a regular mathematics program in order to determine the extent to which it benefits students.
• Student Engagement and Student Motivation in a Reading Classroom for the Kindergarten Level The tasks have to be short and able to stimulate the curiosity and creativity of the children This strategy requires that the tasks offered are short enough to allow the children to complete them.
• Benefits of Bilingualism Among Kindergarten Children The purpose of this report is to show the benefits of learning more than one language among kindergarten children. The purpose of this report is to analyse the benefits of learning two languages among kindergarten […]
• Separate Schooling for the Sexes from Kindergarten to University Level in Saudi Arabia A notable attribute of Saudi Arabia’s education system is that it is highly centralized in nature and the overall supervision is done by the Ministry of Education This ministry is also charged with the training […]
• Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense
• Designing for Human Behavior: The Elementary Kindergarten
• Factors Affecting the School Readiness of Public Kindergarten Pupils
• Elementary vs. Kindergarten Teacher
• Elementary School Ranges From Kindergarten
• Ecological Instability and Children’s Classroom Behavior in Kindergarten
• Pedagogics of the Kindergarten by Friedrich Frobel (1782-1852)
• Computer Science Classes for Students as Early as Kindergarten
• Psychodynamically-Oriented Early Prevention for “Children-at-Risk” in Urban Areas
• Elena Developed Chicken Pox When She Was in Kindergarten
• China Pre-school Education (Kindergarten) Industry Overview 2014
• Children and Home Reading Prior to Kindergarten
• Autobiography: High School and Kindergarten Aged Children
• Early Childhood Education and Kindergarten
• Early Kindergarten, Maternal Labor Supply and Children’s Outcomes: Evidence From Italy
• Does Full-Day Kindergarten Matter? Evidence from the First Two Years of Schooling
• Can Universal Pre-kindergarten Programs Improve Population Health and Longevity? Mechanisms, Evidence, and Policy Implications
• Book: Kindergarten and Bibliographic Citation
• Foreign Language Instruction Should Begin in Kindergarten
• Better Beginnings: The State of Early Learning and Kindergarten Readiness in White Center
• Kindergarten Classroom Observation
• Mathematics Education vs. Kindergarten Education
• Kindergarten Teachers Should Have at Least Basic Degree
• How and Why Does Age at Kindergarten Entry Matter
• Math Kindergarten Standard K-4: 2D and 3D Geometric Shapes and Relative Positions in Space
• Lesson Plan For Kindergarten English Learners
• How Does Your Kindergarten Classroom Affect Your Earnings? Evidence From Project Star
• How Non-Native Speaking Children Learn the Chinese Language in Kindergarten
• Observing the Kindergarten Classroom at Pine Meadow Elementary
• Kindergarten Readiness Skills Promotes Academic Achievement
• Full-Day vs. Half-Day Kindergarten
• Investigation into Developed SABIS Curriculum in Kindergarten
• Preschool and Kindergarten Best Practice Curriculum
• Lesson Plans Kindergarten First Grade
• “A Kindergarten Teacher Like Me”: Social-Emotional Development in Early Childhood Education “A kindergarten teacher like me” focuses on the relationship between racial and ethnic backgrounds of students and teachers in the social-emotional development of children.
• Pre-Kindergarten Impacts Over Time: An Analysis of KIPP Charter Schools
• Kindergarten Duties and Work Place
• Full Day Kindergarten Programs
• Reading Activity For Kindergarten
• Kindergarten Children and Reading Aloud
• High Quality Pre Kindergarten Classroom Look Like
• Personality Psychology Research Topics
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• Social Development Essay Topics
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• Children’s Rights Research Ideas
• Pedagogy Topics
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IvyPanda. (2024, February 28). 79 Kindergarten Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/kindergarten-essay-topics/

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My Kindergarten Experience Essay & paragraphs For Students

Kindergarten is a child’s first step into the world of formal education. It’s a time filled with colorful crayons, ABC’s, and 123’s. This essay will explore my personal kindergarten experience, focusing on the memories that have shaped me into the person I am today.

Table of Contents

Essay On My Kindergarten Experience

Introduction paragraph.

My kindergarten journey began when I was just five years old. I remember feeling a mix of excitement and nervousness as I stepped through the large school gates for the first time. The school appeared colossal, and the playground seemed like an endless sea of opportunities.

The Classroom – A New World

The classroom was a new world to me. It was filled with colorful charts, toys, and a blackboard that our teacher used to introduce us to new letters and numbers. Each day brought something new – a new letter to learn, a new song to sing, or a new game to play.

Friends and Fun – The Heart of Kindergarten

One of the most important aspects of my kindergarten experience was making friends. I met children from various backgrounds, and we bonded over shared toys, lunch boxes, and playground games. These friendships taught me invaluable lessons about sharing, caring, and teamwork.

Teachers – The Guiding Lights

Our teachers played a crucial role in our kindergarten experience. They were patient, kind, and full of creative ways to make learning fun. They introduced us to the world of reading, writing, and arithmetic, setting the foundation for our future educational journey.

Learning through Play

Kindergarten was not just about academics; it was also about learning through play. We learned about shapes by playing with blocks, understood numbers through counting games, and improved our motor skills through arts and crafts activities. This combination of play and learning made my kindergarten experience enjoyable and memorable.

Overcoming Challenges

Like any new experience, kindergarten also had its challenges. There were days when I missed home, struggled with a new concept, or had disagreements with friends. However, these challenges taught me resilience, problem-solving, and conflict resolution – skills that have stayed with me throughout my life.

Conclusion: Reflecting on My Kindergarten Experience

Looking back, my kindergarten experience was not just about learning ABCs and 123s. It was about discovering a new world, making friends, and overcoming challenges. It laid the foundation for my academic journey and shaped my personality. As I reminisce about my time in kindergarten, I realize it was a significant and transformative phase of my life.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Essay Samples on Kindergarten

The factors that influence child's kindergarten experience.

Majority of children in Estonia go to kindergarten. Kindergarten gives them a good opportunity to socialize, play, learn, make friends and life-long memories. As a teachers’ assistant the most important keywords that I value and work by are noticing, listening, caring, supporting, and guiding. People...

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Clear Model for Kindergarten Students and Integrated Subjects 

Introduction and Rationale The C.L.E.A.R. Model was designed to better facilitate kindergarten students’ learning while valuing their emotional state and making them enjoy the process of acquiring knowledge. Many say that educating young minds might be one of the most stressful and tiring jobs anyone...

• Learning Styles

Different Approaches to Kindergarten Education

Abstract In this study the impact of play space organization on the creativity of children it is described. Thought out carefully the dovetailing between the building and the education program not only the general atmosphere of a building for children by it spatial and function....

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The Importance of Play in the Kindergarten

To properly address the concern of the importance of play in the kindergarten classroom, this literature review will focus on the history of kindergarten, the definition of play, and play in the kindergarten classroom. While researching, there was an ample amount of information about the...

Best topics on Kindergarten

1. The Factors That Influence Child’s Kindergarten Experience

2. Clear Model for Kindergarten Students and Integrated Subjects 

3. Different Approaches to Kindergarten Education

4. The Importance of Play in the Kindergarten

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110 Kindergarten Essay Topic Ideas & Examples

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Kindergarten is an important time in a child's education as they begin to learn the basics of reading, writing, and math. One way to help young students develop their writing skills is by assigning them essay topics that are both engaging and age-appropriate. Here are 110 kindergarten essay topic ideas and examples to inspire young writers:

• My favorite animal
• A day at the beach
• My favorite color
• My favorite food
• My best friend
• My favorite toy
• My favorite book
• My favorite movie
• My favorite season
• A day in the park
• My favorite sport
• My favorite holiday
• My favorite superhero
• A day at the zoo
• My favorite cartoon character
• My favorite place to visit
• My favorite subject in school
• My favorite bedtime story
• My favorite game to play
• My favorite thing to do on a rainy day
• My favorite thing to do on a sunny day
• My favorite ice cream flavor
• My favorite fruit
• My favorite vegetable
• My favorite dessert
• My favorite school lunch
• My favorite snack
• My favorite weather
• My favorite type of pet
• My favorite type of plant
• My favorite type of insect
• My favorite type of bird
• My favorite type of fish
• My favorite type of reptile
• My favorite type of mammal
• My favorite type of amphibian
• My favorite type of arachnid
• My favorite type of crustacean
• My favorite type of mollusk
• My favorite type of arthropod
• My favorite type of echinoderm
• My favorite type of cnidarian
• My favorite type of porifera
• My favorite type of protozoa
• My favorite type of bacteria
• My favorite type of virus
• My favorite type of fungi
• My favorite type of algae
• My favorite type of protoctista
• My favorite type of plantae
• My favorite type of animalia
• My favorite type of monera
• My favorite type of archaea
• My favorite type of prokaryote
• My favorite type of eukaryote
• My favorite type of protista
• My favorite type of animal

These kindergarten essay topics are designed to help young students practice their writing skills while also expressing their creativity and imagination. Whether they choose to write about their favorite animal, their family, or a day at the beach, these topics will inspire children to develop their writing skills and create engaging essays. With a little guidance and encouragement, kindergarten students can become confident writers who are able to express themselves through their words.

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100 Best & Fun Kindergarten Writing Prompts for Kids

• Narrative Writing Prompts
• Essay Writing Prompts
• Research Prompts
• Funny Writing Prompts
• Poetry Prompts
• Fiction-Themed Writing Prompts
• Animal Journal Prompts!
• Deep Emotions Prompts
• Journal Writing Prompts
• Descriptive Writing Prompts

The best kindergarten writing prompts are the ones that are thought-provoking, funny, and interesting. They encourage your children to think in different ways by answering questions that are unconventional and engaging.

Your kids can also learn to improve their writing construction, grammar, and understanding of tenses and verbs with the right prompts. They can improve their writing abilities, innate comprehension, and pattern detection when making the right answers to prompts.

SplashLearn: Most Comprehensive Learning Program for PreK-5

SplashLearn inspires lifelong curiosity with its game-based PreK-5 learning program loved by over 40 million children. With over 4,000 fun games and activities, it’s the perfect balance of learning and play for your little one.

Here are more educational resources for your preschooler to master writing!

10 Narrative Writing Prompts

Narrative writing prompts are highly popular among kindergarten kids because it helps them understand how to think deeper about a topic. They can improve their writing and reading abilities while simultaneously collecting their thoughts when they get the right kindergarten narrative writing prompts. You can also get a sense of their innate creative abilities with the right opinion writing prompts kindergarten questions. 

1. If you could get one ability in the whole wide world, what would it be?   

2. If you were asked to make up a new flavor of chocolate, what would it be?    

3. Your mom and dad ask you to plan your next vacation. Where do you go?    

4. Do you have a sibling? Do you love spending time with your sibling?    

5. Do you have a hobby? Why do you enjoy it?    

6. At recess, I like to _.     

7. What’s your favorite subject at school? Why do you like it?

8. Have you ever had a dream that felt real? Describe it.

9. What’s your favorite song? Why do you love that song?   

10. What is your least favorite activity at school? Why do you not like it?

10 Essay Writing Prompts

You can use the right informative kindergarten writing prompts to encourage your kids to write essays that are highly detailed. It’s important to help them write coherently and with purpose when they share their thoughts and opinions within the essay style. 

1. Write about your collection of educational toys . Why do you love your toys? Do you like sharing your toys?     

2. What’s the best way to apologize to someone? When do you say sorry to someone?  

3. Where was your last vacation? What things did you see there?

4. Have you tried a new food that you liked? How did you feel?

5. Why do kids go to school? What do kids learn at school?

6. Is there something new you learned in math ? What was it?

7. Talk about the importance of learning to read better.

8. Do you have a pet? What do you love about your pet?

9. If you could meet Santa, what would you ask him? What presents would you want your friends to get?

10. If you could be a teacher for a day, what would you teach your class?    

10 Research Prompts

You can make the process of improving your kids’ writing by having them research subjects that they love. You can make them research topics such as biology, history, and math, with interesting prompts that get them thinking. The best research-driven kindergarten writing prompts can show your kids the importance of continuous learning. 

1. What’s the largest animal in the world? Why did it become that big? 

2. What is the role of collaboration in our society?

3. Why do we get sick, and how can we prevent it?   

4. Write about the states of matter.

5. What happens when it rains? Where does the water go?

6. Research your family’s history. Where were they from?     

7. What does your family do when you’re at school?   

8. What are the steps that go into making clothes?

9. What is snow? Why does it snow in the winter?

10. How does an animal hibernate?      

10 Funny Writing Prompts

You can pick out the funniest kindergarten writing prompts and have your kids laugh and write at the same time. You can make them chuckle as they write and help them unlock their inner comedian. Funny prompts also alleviate the stress of learning how to write in kindergarten, as it is a more casual writing exercise.

1. Imagine every vegetable you dislike is served to you for dinner. What would be your reaction?

2. What would you do if you were the President of your own country? What would be your first act as President?

3. What if your house was suddenly transformed into a Lego block house? What funny things would you experience?  

4. Write a funny short story about a unicorn and a tiger.  

5. Can you come up with funny, made-up words? What would they sound like?

6. A dolphin swam into the deep ocean and met a shark. What would their conversation be like?

7. Write a funny poem about your favorite cartoon.

8. Write a story about the journey of a talking carrot.

9. Imagine that you walk into a toy store, and every toy has a different accent. What would they talk about?

10. Write a funny story about the adventures of a flying dog.

10 Poetry Prompts

Poetry is an excellent form of self-expression, especially when kids love to rhyme silly words and things. If your kids love singing and dancing, then having them write poetry can be a fruitful endeavor. Poetic kindergarten writing prompts can be great tools to improve grammar, sentence construction, and pattern recognition. 

1. Make a poem about the sun and the stars.  

2. Write about your day in the form of a poem.

3. Write a poem about your favorite color.      

4. Make up a poem in a completely new language. Try and make it rhyme.

5. Write a poem about a frog singing in the water.

6. Can you write a poem about ordering off the kid’s menu?

7. Write a poem about words that rhyme with cow.

8. Create a poem about your favorite breakfast foods.

9. Make up a poem about running in the yard.    

10. Write a poem about your city, talking about its landmarks, history, and fun places to explore. 

10 Fiction-Themed Writing Prompts

Introducing fiction-themed fun writing prompts for kindergarten kids can be helpful in driving more secondary processing writing. They can prepare a range of nuanced answers based on prompts that are specially designed to make them think outside their normal stimuli. 

1. You’re a part of the Peppa Pig universe, and you can talk to Peppa. What would you say to Peppa?

2. You can take a magical vacation anywhere in the world. Where would you go and how would you get there?

3. You’re sitting on a magical boat that can fly across the skies. You suddenly stop at the moon. What do you see? What happens next?

4. You’re in the school bus and stopped at a red light. Suddenly you find that the tires have turned into Swiss cheese. What happens next?   

5. You’ve brought two sandwiches for lunch but your friend forgot to carry his lunchbox. What do you do next?

6. Imagine that you’re a historian and have found the first material of the earth. What do you do?   

7. You’re learning how to swim, and suddenly, the water turns into green jelly. What do you do? Do you continue swimming?   

8. Imagine that you get to design a school from scratch. What new things would you add?   

9. You need to make a completely new flavor of ice-cream. What would it be?   

10. You’re riding a unicorn when suddenly you meet a rabbit. The rabbit asks for a ride to the market. What happens next? 

10 Animal Journal Prompts!

Animal-themed creative writing prompts kindergarten assignments can help your child excel in the domain of imaginative writing. They can also apply many of the grammatical rules they’ve learned when writing about their favorite animals. These prompts are also excellent if your child loves animals naturally. 

1. Why do you love your pet? What are some of its qualities that you love?

2. Imagine that you can now talk to fish. What would you ask them?

3. A caterpillar takes a trip to the mall. What does it see?

4. You spot a cat walking on the edge of a tall building. What does it do next?

5. Is there a cartoon animal that you love? Write about them.  

6. My favorite farm animals are _.

7. A monkey escaped the zoo. Oh no! What happens next?

8. You are riding on top of an elephant in your city. What do you see?

9. Your guinea pig can now fly. Where does it go?

10. Write a story about a tiger losing its stripes. What does it do next? How does it find its stripes? 

10 Deep Emotions Prompts

You can start talking about the emotional complexities of relationships and friendships with the right writing prompts for kindergarten kids. These can also help them focus on their inner thought process when it comes to dealing with emotions.

1. How do you feel when you talk to your friends? Do you feel appreciated?

2. How do you feel when you pet your cat?

3. What are some of the things that make you happy?    

4. How do you feel when you see your friend hurt?  

5. What was your last dream about? How did you feel?

6. What’s your favorite part about being at home?   

7. How do you feel when you are surrounded by your friends?    

8. Talk about the last time you felt sad. What made you feel sad?    

9. Write a letter to someone who made you feel bad. Talk about how they made you feel.

10. What are five things that you are thankful for? Talk about them in detail.     

10 Journal Writing Prompts

The right kindergarten journal prompts can help your little ones excel in improving their writing skills. You can provide the right kindergarten writing prompts and have your kids talk about their thoughts and feelings. The best kindergarten journal prompts are the ones that ask your child to go deeper into their processing side. 

1. What’s your favorite stuffed toy? Talk about your favorite teddy bear.  

2. What do you feel when you get a hug from your parents?

3. Have you made someone feel special? What did you do?

4. I love my family because _.

5. I can make the world a better place by _.  

6. My daily routine involves _.

7. I plan on taking a vacation to _.  

8. I love my dog because _.  

9. When do you feel appreciated by others?

0. Why do you love animals? Talk about how animals make you feel.   

10 Descriptive Writing Prompts

The best part about descriptive writing topics for kindergarteners is that kids can fully express themselves without limitations. They can process complex information from the prompt and write out their thoughts in a cohesive way. Descriptive writing ideas for kindergarten kids also help them organize their sentences better.

1. Describe an interesting place you visited after school.  

2. What is your favorite hobby? Describe it in detail.

3. How do you want the world to be? Talk about what changes you’d like to see.

4. Describe your favorite meal. Why do you love it?

5. Describe your city’s layout. What are the major landmarks?

6. Talk about the things that you are good at.    

7. Why do you love your classroom? Describe the details of the classroom.

8. Talk about where you’d like to go on vacation next. Describe everything you want to see.  

9. Who is your favorite cartoon character? Why do you love them?    

10. What is your favorite holiday? Why do you love that holiday?    

Help Your Kindergartener Become A Better Writer

The most important thing to remember when improving your kindergartener’s writing skills is to help them through different tasks. You can provide them right prompts, worksheets and lessons, but you also need to be there next to them helping them complete these materials.

You can also focus on writing letters, summaries, stories, poems for kids to keep your young ones engaged. You can pick out some interesting kindergarten journal topics and have your kids work on the ones that they love.

You can teach your kids to visualize what they’re about to write prior to starting. They can picture the kindergarten journal prompts in their minds and form a structured approach to completing the question. This can help them introduce more nuanced elements within a formalized framework. 

Conclusion: Let Your Kindergartner Explore All Sides of Their Writing Abilities

The best writing prompts help your kindergartener flourish in the domains of grammar, handwriting, pattern detection, and reading comprehension. You can encourage them to become better at writing different types of answers and responses, which makes them more confident in the English language.Get started today with the 100 kindergarten writing prompts!

Frequently Asked Questions (FAQs)

How do i select the right writing prompts for my kindergarten child.

You can focus on prompts that your child finds interesting.

How do I encourage my child to write prompts regularly?

It’s best to reward them initially and help them get used to writing daily to improve their skills.

How many writing prompts should I have my kindergartener do?

You should start with 5-10 writing prompts that are of different types and genres.

How can my kindergartener improve their handwriting?

You can have your kindergartener practice their writing skills with worksheets, prompts, and journals.

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How to Teach Narrative Writing for Kindergarten and First Grade: Step by Step

Narrative writing is often one of the first forms of writing kindergarten and first grade students do. This is because writing a personal narrative, or writing about our own experiences, is often less challenging than other form of writing. Still, teaching young children how to write narrative pieces can feel overwhelming. Here is how to introduce narrative writing step by step in a first grade or kindergarten classroom from a classroom teacher.

Are Your Students Ready for Narrative Writing?

Are your students ready to dive into narrative writing? Before you begin writing a personal narrative, it’s important to make sure your students are already comfortable with a few other things. Here are the things to teach before you dive into narrative writing.

• Letter sounds – Your students don’t need to know all of their letter sounds, but they need to know enough so they can easily sound out simple words . If your students can’t yet stretch and tap out some words, they are not ready for this type of narrative writing. Instead, it’s more important to focus on strengthening their letter sound, segmenting, and blending skills. This doesn’t mean they can’t draw a picture of a personal experience and have you write a caption for them (which is a valid form of narrative writing), but having them attempt to write their own sentences without a firm letter sound foundation is simply not a great use of time. So, make sure they have a solid letter sound foundation first.
• Illustrations- Although most students are comfortable drawing, we shouldn’t just assume that they are. Instead, it’s very helpful to take some time to discuss the importance of illustrations. (After all, illustrations enhance the story.) You can explore the illustrations in some favorite picture books, and even take some time to practice drawing different objects, people, and animals. The more details students can convey through their pictures, the easier it will be for them to use those illustrations to support their writing.
• Sentences – Lastly, before diving into narrative writing, it’s important to spend time teaching your students the basics of sentence writing . Do yourself (and their future teachers) a favor, and take at least a full week to develop their understanding of sentences. If you’re teaching first grade, you can even go a bit further if they’re ready for it. (Learn how to teach your students about basic sentences and going further with sen tences .)

Step 1: Introduce Beginning, Middle, and End with Mentor Texts

Okay, so now your students are ready to dive into personal narrative writing. The first step is to spend some time reading some mentor texts together. I personally prefer to read realistic fiction texts. Some of my favorites are Jabari Jumps , Jabari Tries , and Anything by Ezra Jack Keats (because who doesn’t love Peter!).

Discuss how every story has a beginning, middle, and end. Make an anchor chart together for students to refer to. Each time you read a story, have students retell the beginning, middle, and end. ( Read why mentor texts matter here. ) Taking the time to show them good narratives makes it so much easier for them to develop their own.

Step 2: Draw It Out

Once we’ve read and retold some narrative stories, it’s time to give it a try. Planning writing is so important, so we start there. First, talk about potential topics. I always tell my students to think about things they do often, such as what they do before and after school, on the weekends, or on special days like birthdays. Then, I model drawing a beginning middle, and end of a personal narrative. I talk through each step and we make sure that the series of events are consecutive and go together. This is where picking something that is routine can be helpful- such as getting ready for school. After I model, I have students draw their beginning middle, and end. If possible, it’s really helpful to allow them to pair up with a partner and tell about their pictures. This helps them find the words for their story.

Step 3: Label It

After they have drawn their beginning, middle, and end, I model labeling each of their pictures. We talk about how, when we label, we only need 1-2 words. This is helpful because typically writing a personal narrative will span over many days, so the picture and the label helps them (and me) remember what they’re writing.

When my students are labeling, I ask them to tap out their words and try their best with spelling. I do not spell words for them. This is because I am able to learn a lot about where they are in their literacy journey and understanding by what they can write on their own and how they can write it. For example, if a student writes “et” for eat versus “ete”, I know that the second child is aware that “et” is a short e so there needs to be something else that makes e say the long e sound.

Step 3. Write a First Draft

Once my students have labeled their pictures, I model how to write a first draft. I model looking at my picture and label and them using it to write a sentence. When we read narrative writing and create our anchor chart, we talk about using transition words like first, next, and last. We use these words when we retell the stories so they are already familiar and comfortable with them. So, we write first and then a sentence about our first picture. For example, “First I put on my shoes.” I model this for the beginning, middle, and end. One important thing is to add some mistakes in your writing. (This is important for step 5.) I tell my students that I am going to make some mistakes, and we don’t have to worry about them yet because this is just the first draft.

To start, I only ask them to write 3 sentences. One for the beginning, middle, and end. Although eventually we’ll work to writing a introduction and closing sentences, at first I keep it simple. I would much rather my students confidently write 3 sentences than push them to do more before they are ready.

Once I’ve modeled, I have my students write their draft. I will write the transition words on the board for them, or encourage them to look at the anchor chart. As they write each part, they check it off so they can make sure they include each one. Drafting typically takes a full day, sometimes too. Again, I do not spell words for my students at this stage. I want to see what they can do on their own. Plus, it is important for the next step.

Step 4: Editing Your Draft

After everyone has written their first draft, I introduce the idea of editing. Together, we create this anchor chart of the different editing marks. Then, we look back together at my first draft. We read each sentence together, and I let my students tell me what mistakes they see . I make sure to have at least one of every common mistake in my writing.

Once we’ve edited my writing, I show them how to rewrite my story to a final draft. We talk about going word by word so we don’t miss any important changes.

Step 4.5: Sit and Edit TOGETHER with Each Student

Once they have helped me edit my writing, I sit with each and every student and help them edit their story. I ask them to read me the story. This is important because I want to make sure they can understand and read what they wrote. After they read the whole thing, I make sure to compliment them on a few things they did really well. Then, we go through sentence by sentence and talk about what things we can fix. I make sure they understand why any changes need to be made. Once we’ve finished, I give them a paper to write their final draft on and they get started right away while it’s fresh in their mind.

If you’re wondering, yes, this takes a long time. Sitting one on one with 25 students takes many days. Sometimes a full week, but this is the most valuable time in the writing process because it gives me a window into where they are, gives me a chance to focus specifically on the areas the student needs, and allows me to encourage them in the areas they’re doing well. Often times, this turns into a one on one mini lesson on capitals, certain spelling patterns, punctuation, etc. It is time well spent, even if it means that it takes 3 full weeks to complete a writing piece.

If you’re also wondering what the other children are doing, that is a great question. It really varies, but typically I meet with students while the rest of the class is working on literacy centers . I also might work on editing writing when they’re working independently on their inquiry work or morning work . Really, any time is fair game. Any time I have a few minutes, I’ll grab a student to edit their writing.

A helpful tip: If your students struggle with tracking when they’re rewriting a rough draft to a final draft, this works like a charm. Cut a piece of construction paper in half, cut a little window, and that’s it! This allows them to only focus on 1-2 words at a time. As time goes on, you can make the window longer, if you want.

Step 5: Publishing and Celebrating

The final step is letting students enjoy the fruits of their labor! After they have all finished their final draft, we take time to share our writing. The first time, I typically have them partner up and share two stars and a wish . Long before we begin narrative writing, I like to share this video about Austin’s Butterfly with my students. It helps them understand the purpose and benefit of getting and giving feedback. We practice giving feedback often, so this is not a new thing for our class. After they share their writing with a partner, I ask willing students to share some of the stars and then some of the wishes they received.

As we continue, sometimes I ask students to share their writing in small groups, with the whole class, or sometimes on Seesaw for their parents. This step is so important, though, because it allows them to feel a great sense of completion and accomplishment.

I typically tape or staple the two drafts together so the students can see the progression of their work. They always love to see what they started with and where they ended up! They also enjoy checking off their self assessment when they’re finished.

Step 6: Going Further

You might be wondering, if or when we make more detailed changes. When I first introduce narrative writing, we stick to 3 sentences and just fixing surface errors. With the next writing piece, I encourage my students to add a topic sentence or more details. Each time we work on adding more and more until they have created a story with an introduction, beginning, middle, end and closing sentence. I also encourage them to expand their sentences and add more details. I would rather my students take it slow and really feel confident than to rush and their teacher next year to have to reteach all of this.

If you’d like the template that I use for personal narrative writing, you can find it in my free resource library for email subscribers . Click the picture below to find it. You can also read more about my year long writing curriculum here .

You might also enjoy:

3 Ways to Build Confidence in Your Developing Writers

Free At Home Parent’s Guide for Supporting Student Writing

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Kindergarten Topic Ideas to Write about & Essay Samples

1. introduction to kindergarten education.

Kindergarten education, which can generally be defined as the first level of basic education, constitutes the initial period when children experience different school-related environments, teachers, and friendships, thereby gaining significant social experiences. In this respect, this process provides experiences important in acquiring several behavioral and emotional attitudes, which become part of the students' personality development. A large but silent transformation experienced in the child after beginning kindergarten education often provides the first evident signs for the parents to perceive themselves. Therefore, developments about kindergartens, which are the first phase of our educational system, become noticeable and measurable. As it is known, during the period from birth to six years, the child's physical, motor, free will, emotional-verbal development takes place and this crucial period is defined as the vital foundation of all gains. It cannot be possible for the physical, motor, social, moral, and intellectual gains of children, who have not begun their first education, to develop without maturing sufficient level. Indeed, children who have not yet begun kinder education constitute an important risk group for experiencing developmental delays. A child must attend kindergarten in order to have an early childhood education that serves the purposes of an education for effective citizenship where the individual honors human rights and freedoms, as well as the information and excitement.

1.1. Historical Overview

Organized teacher preparation for working with young children in the early years of the educational structure began in the late 19th century. A lack of women ready to take on the responsibility and the underestimation of the importance of formal education for young children was at least a partial cause of the lack of quality of early childhood education in the first half of the 20th century. As the US began to focus on the importance of early childhood education, the number of early childhood programs began to rise dramatically. This expansion was complicated by many controversies surrounding teacher roles and appropriate curriculum content for young children. The debate over the role of the teacher has continued ever since, but the main controversy that continued to plague early childhood education is the academic versus play debate. Although the increased work of the National Association for the Education of Young Children and many universities have significantly moved the debate towards helping early childhood teachers to realize the tracks and importance of play in the cognitive development of children, the movement of academic standards and academic assessments in the primary grades has diverted attention away from the direction of early childhood education in the US. This ever-changing situation results in difficulty in defining the key concepts in early childhood education that all will teach those agree with. The pendulum frequently swings too far towards either the academic preparation of young children or the use of natural play and discovery for children. Currently, the tenure focus on primary grade academics has won out.

1.2. Key Goals and Objectives

Key Early Childhood Education Program Goals In addition to noted educational goals, a number of early childhood program goals should be established as well. The goals might include the following: 1. Foster competence and confidence in children's ability to connect with and relate to others. 2. Provide an integrated program of key content areas and developmental tasks that extend children and prepare them for elementary school and later academic learning. 3. Foster a recognition that children need to be visible to adults, have access to resources, and be satisfied, interested, and engaged learners. 4. Embrace and seek to link skills and dispositions related to different knowledge and skills bases. 5. Recognize that children are in charge of making good outcomes occur. To complement the previously mentioned educational goals for young children, it is helpful to establish some specific objectives, such as painting and creative expression, dramatic and conversational skills, physical activity, and participation in a multicultural or gender-integrated group. Task-oriented activity that focuses on goal achievements provides the base for the development of an educational program. In addition, a variety of goals or expected outcomes can be set for each learning area of the curriculum. Summing up, the major goals of early childhood education programs can be seen in setting up environments and situations that spawn curiosity, interest, and enjoyment in children in all learning areas, which should help children live well in the present world and also help them develop into independent adults who have the ability to succeed in the future.

2. The Role of Play in Kindergarten Learning

Historically and theoretically, play has been overlooked or taken for granted in the education of children, and therefore, the complex interactions that play enables have been unnoticed. In recent years, the importance of 'play' as a key medium in children's learning, self-expression, and as inspiration for their creativity has become increasingly popular. In this paper, the author has sought to track what is believed to be children's play and the role of play in their learning in a kindergarten class. Recent Australian government reports into early childhood education have referred to play as a focus of children's development and/or early learning experiences within an integrated framework. These experiences are usually ideally described as hands-on and linked to the immediate world and experiences of the child. High-quality early learning is said to have its roots in the rich soil of human development provided by loving and predictable daily routines, stimulating relationships, and natural play—leading to early childhood education that is engaging, pleasurable, and challenging for young learners.

2.1. Types of Play

One of the oldest theories about the value of play is that of Johann Amos Comenius, a seventeenth-century theologian and educator. He is known for having said, "The pupil must learn everything but with joy." He believed that play was an enjoyable way to learn. However, it was during the nineteenth and early twentieth centuries that educators such as Friedrich Frobel, Maria Montessori, and Jean Piaget took an interest in play. Their research has laid the groundwork for many of the developmentally appropriate practices that childcare educators follow today. Children are born biologically prepared to play. They delight in plastic materials that they can throw, stack, and conceal. They dance, skip, and fold their fingers, imagining those fingers to be people. These activities are seen as more than purely physical play; they are advanced forms of the games that bring delight to children the world over. Early childhood professionals see the games children play as the foundation of educational practices. These games serve as the arena in which children may interact with others, thus facilitating not only social development but other developmental domains as well. Simply stated, play is work in the life of a young child. In trying to organize children's play during the past three or four decades, childcare professionals and researchers have identified several types of play. The terms used to describe various types of childhood play have changed; as showed, this might be due in part to earlier research methods. In an effort to describe types of play that might promote well-rounded development, some researchers have taken a broad interest in the valuable aspects of play in the young child. Such scholars are concerned with the total child and, by examining styles of play with others, represent multidimensional activities encompassing more than a particular developmental domain. Ranging from passivity to language work with peers, children can take a variety of routes through the play domain. Voluntary, unstructured, and a source of satisfaction, play offers an environment in which manageable success serves as a positive state of being. Regardless of race, creed, religion, or gender, all children can be successful in substantial play. Frequent accomplishment associated with play can help consolidate a child's personality. However, as use raised the question of how to best manage and understand play, they also asked what kinds of play can help a four- or five-year-old along the path to mastery.

2.2. Benefits of Play-Based Learning

Play is a fundamental right of all children as it is crucial to the development of children in their formative years. Being a joyful mode of learning, play-based learning is fundamental in early childhood education. It is an exceptional choice for holistic education as it is characterized by children's active involvement. Play can be defined as an active engagement in learning activities through meaningful experiences. The experience of play changes with the developmental stages and the cultural background of a child. Children's ability to play and its form and content also vary with development and their level of experience. There are different types of play forms suitable according to the child's abilities and interests in order to fully optimize the educational goals. Each type of play has its unique role in supporting developmental aspects of children. Some play types that are suitable for early childhood education play-based learning program are functional play, constructive play, dramatic play, sociodramatic play, and games with rules. Play-based learning is characterized by children's active involvement in learning activities that are well thought out by educators. Educators are expected to guide children into using these activities in order to effectively and enthusiastically take part in the learning process. As a result of the various opportunities that occur in play-based learning, children develop a wide range of skills. These skills range from children's developing a range of social skills when they need the cooperation of others to play games, to developing cognitive skills when they solve problems that emerge in their role play and are empowered to expand and develop situations further. With the importance of play guiding the National Curriculum, children's play is seen as a useful tool to encourage significant learning and development in four different, yet interconnected domains.

3. Curriculum Design and Implementation in Kindergarten

Kindergarten is a potentially important setting for many children, as it provides children with a number of educational experiences at the age when, in many countries, there is little or no formal responsibility to participate in formal education. This chapter focuses on the curriculum that is developed for this unique period of learning. The first section of the chapter considers the purposes of the kindergarten curriculum, offering commentary about the kinds of experience that should be central to early childhood education. The second section takes up the question of who is responsible for curriculum design and influence. The third section provides an overview of curriculum models that are utilized across the globe. The structure does not imply that curriculum design is fixed in agenda by anyone but teachers. It is quite the contrary. Curriculum, as a fundamental concept in education, is an area in which all parties have a vested interest. Each perspective is elaborated upon and the chapter concludes with a discussion of the incentives and subsequent opportunities for making teacher knowledge and skill more prominent in educational reform work in the early school years.

3.1. Subject Areas Covered

ECED411 is the introductory general subject relating to all areas of early childhood education. The main focus is on play and learning. ECED412 concentrates on three main areas of the early childhood programme: music, creative activities, and physical education. ZBCHE314 provides teachers with the knowledge of the physical, social, and emotional development of early childhood learners (birth to eight years of age). Specific methods and skills are examined to cater to the educational needs of early childhood learners. ECED413 deals with environmental studies in the earlier years and is directly related to the principles and practice of education of class one. This subject covers understanding and evaluating the environment, the influence of the teacher on the view of the environment, and the development of the total personality through experience in the environment. Early childhood education programmes for Educare, as well as relevant information on aspects of physical, personal, and creative development, are also covered by ECED415. 3.2. Possible fields of work after completion of these programmes.

3.2. Integration of Technology

Over the last three decades, there has been an increasing awareness among young children about the use of technology in their everyday lives. Besides enhancing learning experiences in various subject areas, teachers can choose many benefits from the correct use of technology in early childhood education, including reinforcing their developing skills in problem-solving, supporting social interaction and communication, providing opportunities to understand complex educational and social issues, and allowing for exploration and testing of ideas and places of information. The integration of technology in the early childhood classroom should happen during the whole group, small group, and center time. No matter the use, technology should be perceived as a tool, not a teacher. Also, it requires a carefully designed and managed approach, with many social support elements built into the curriculum. Incorporating technology into routine curriculum activities can be simple by implementing software across curriculum strands, directing children to educational websites that present them with meaningful application activities, monitoring computer time, and scaffolding children's exploration of learning. Also, classrooms should have access to many types of technologies, such as computers, boards, smart tables, document cameras, digital cameras, audio recorders, and television, among others. This ensures that students are able to explore a wide variety of educational lessons that are developmentally appropriate, challenging, and fun. By providing students with multiple opportunities to interact with age-appropriate technologies, educators encourage many kinds of learning, improve readiness for school, motivate students to try in class, and may even raise standardized test scores.

4. Assessment and Evaluation in Kindergarten

Assessment and evaluation of children's early learning can and should take many forms in kindergarten and the early primary years of schooling. There are several reasons for using a variety of assessment techniques with young children. Every child is unique, and each child's talent might be in different areas; hence, a variety of assessment methods is needed to help identify children's strengths and weaknesses in different subject areas. The range of young children's learning activities is extraordinarily broad, and many different forms of pupil performance are worthy of measurement and evaluation. This aspect of learners' diversity means that a variety of assessment techniques is needed to provide an accurate picture of individual children's development and learning. Assessment is a way to acquire a complete picture of the child's present performance level and of any progress the child may be making, and any hindering factors must be identified that may be revealing the child's true potential. Many different elements must be present in a meaningful assessment system. These elements include observation scheduling, teacher training, teamwork, administrative support, and parent involvement. Non-traditional assessment methods or alternative types of assessment must be provided to cater to the diverse needs, interests, and talents of all children, to celebrate pupils' different ways of learning, strength, interests, and creativity, and to encourage maximum participation during task performances. The purpose of assessment is not simply to assign rankings to children nor merely to report about the pupil's academic progress. Rather, it is to determine how well the child is doing as he or she progresses through the educational experience, according to the child's aptitude, achievement, abilities, potential, and areas requiring strengthening. Recall assessment data relating to readiness and learning, including detailed data on each individual child's readiness to learn, learning style, receptive and expressive language, and memory; provide information on the effectiveness of the school program; and ensure that the educational environment is meeting the various needs of the individual children whom it is serving.

4.1. Methods of Assessment

Assessment is the process of gathering information so decisions can be made. When it is used in early childhood programs, assessment takes many forms and is used in many ways. Some purposes are more critical than others. In fact, using assessments and assessment information in any way other than these primary purposes is probably inappropriate. There are perhaps five ways in which assessment can help schools function more effectively for young children: testing to screen children and determine eligibility for special programs or special services; evaluating and improving programs; planning a strategy; monitoring children’s progress, helping students learn; and building relationships among schools, families, and the communities they serve. Each of these areas represents a legitimate use of assessment in early childhood and has its own set of uses that determine what should be assessed and how assessments should be constructed, administered, scored, and interpreted for that purpose. As with any process that is influenced by many different people, assessment can be a political process. The nature and purposes of assessments can change as a result of decisions made at national, state, and local levels. Federal and state legislatures and departments of education often determine which tests will be used and for what purposes. For example, test scores from a particular assessment may be used to determine whether a school will receive a grant. If the test measures skills that are not taught, teachers may find it difficult to justify including those skills in the running of the curriculum. High-stakes tests always run the risk of teachers teaching to the test and not teaching the mathematics that they know will be important for students’ work and life in their mathematical classroom.

4.2. Importance of Observational Assessment

Observed assessment is a widely used procedure in educational and psychological testing, which refers to the systematic gathering of data or information on individuals in the form of observation. If the observation activity is used for the evaluation of children's development and learning, feedback can be expected to be obtained for young children's education and upbringing. Observation for early childhood is an approach to secure valid and relevant data, while respecting the need to provide non-stressed, comfortable experiences for young children in the educational process. Therefore, for children's education, researchers' and educators' usage of the observational technique is quite essential and supported by learning contributors, including for the purpose of zero, even those who are not yet in school. Play, a significant feature of early childhood, can provide a meaningful context for observation. With the development and improvement of observation techniques, it has allowed researchers to approach increasingly exciting secrets in the field of children's development learning, cognitive psychology, behavioral psychology, humanistic psychology, ecological system theory, and systems thinking, as well as other related academic fields. Observation and assessment of the developmental learning condition situation of children continue to offer children's education contributors countless benefits, both practical and applied or theoretically significant. Nevertheless, the use of observational techniques is always affected by numerous restrictive causes, including ethics, efficiency, reliability, and perspectives.

5. Conclusion and Future Directions

Early childhood education is a dynamic field where professionals assume extensive responsibilities to support young children, their families, and communities. The field has witnessed tremendous growth in the sheer numbers of early childhood professionals, research studies, graduate programs of study, salary incentives, and increasing interest and credibility of the work within and across racial, ethnic, and linguistic communities. Throughout this review, we explored the similarities and differences in how five key concepts in early childhood education—curriculum, pedagogy, assessment, family-professional partnerships, and professional development—are being defined, understood, and advanced in the field. We concluded that important definitional work is needed to advance these key concepts, ensure their comprehensiveness and usefulness, and reduce misunderstandings related to inconsistencies in use within and across texts. With respect to curriculum and pedagogy, fundamental definitions assert that the curriculum is intended content, learning experiences, and relationships aimed at achieving intended child outcomes. The intent of the curriculum is to act upon children and give direction to educational practices, although general commentaries have questioned whose curriculum is intended and authored. Similarly, pedagogy is understood as the art and craft of teaching, comprising a wide range of practices through which children derive their knowledge, understanding, and values. A comprehensive early education curriculum, however, features a particular set of pedagogies—beliefs about how children learn, and how early education should be organized and implemented—that are productive in specific ways and suited to young children in ways that may differ from pedagogies operating in other realms of education. We must delve deeper to fully articulate the relationships between curriculum and pedagogy in the field, as these two are inextricably linked, with each informing and influencing the other.

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How to Teach Informative Writing

n this post, I share 5 tips for How to Teach Informative Writing and provide details about my Informational Writing Unit resources for for Kindergarten, 1st and 2nd grade students. Be sure to download 3 FREE Informational Writing Graphic Organizers!

We write for a variety of purposes. The most popular are to inform, entertain, explain, or persuade. While we teach our students to write for each of these different purposes, the ability to effectively write an informative piece of writing is a highly important skill for students to learn. It is one of the most common types of writing we use in our everyday lives.

Today I’m excited to share 5 tips for teaching informational writing, as well as a valuable resource that has everything you need to teach informative writing to your kindergarten , first grade , or second grade students! 

1.  Read Informative Writing Mentor Texts 

As a teacher, you may “Start with the end in mind”  when you plan out your units of study, but it also applies to students learning about different genres of writing.  Before you can ask your students to write in a genre that is new to them, you must first immerse them in it.  

So to begin your informational writing unit, you’ll want to share lots of quality informational texts with your students.  These mentor texts provide students with excellent examples of informational writing. As you read them aloud, highlight the way the author structures their writing and the features they include to help make their writing more clear for the reader.  All of these things will help students better understand what type of writing we are asking them to do.    

When you’re picking informative mentor texts to share with your students there are a few things to consider .  First, do you (the educator) think it is excellent?  Second, is it easy for your students to understand?  And finally, is it relevant to the type of writing you are teaching?  If you answer “Yes!” to all three, then you’re good to go!

To help you out I’ve created a list of excellent mentor texts you can use when teaching Informative Writing to kindergarten, first, or second grade students.  

A List of Informative Writing Mentor Texts:

Gail Gibbons

• The Moon Book
• The Pumpkin Book

Nicola Davies

• One Tiny Turtle
• Big Blue Whale
• Bat Loves the Night
• Surprising Sharks

Jim Arnosky

• Slither and Crawl
• Frozen Wild
• Beachcombing: Exploring the Seashore

Diana Aston

• An Egg is Quiet
• A Beetle is Shy
• A Seed is Sleepy
• A Rock is Lively

I’ve saved all these titles on one board so you can easily take a closer look at these mentor texts. Click here to see this list on Amazon .  

2.   Model Your Own Informational Writing

Never underestimate the importance of modeling!  It’s the most powerful tool in your arsenal.  

When teaching informative writing first model how to choose a topic.  Picking a topic is fun and easy because you get to choose something you already know a lot about!

Remind students that they are already experts in so many areas!!  This can be a big confidence booster for kids who might normally struggle to come up with ideas to write about.  Use think alouds to show them how you brainstorm a list of topics you already know a lot about and show them how you narrow it down to one.  

Next, model how you gather information and organize your ideas.  For informative writing you can show them how you use your prior knowledge, as well as pull important information from outside resources like books and websites. 

Finally, reread your work aloud and show students how you catch silly mistakes such as spelling, capitalization or punctuation errors.  You can also show how you add more details to make your piece more informative for your reader.  

3.  Use Anchor Charts

You want your students to know that when they write an informative piece they are sharing facts, or true information, with their reader. They are not sharing their opinion. It is important to take time to review fact vs. opinion with your students. You can create an anchor chart that clearly defines fact vs. opinion and then practice determining if different statements are facts or opinions.

You will also want to create an anchor chart using the writing you model. This will serve as another example of excellent informative writing. As a class, add labels to identify the topic sentence, supporting facts/details and the closing sentence in your shared writing. 

Post these anchor charts in your writing center so your students can refer back to them and use them as support as they write their own pieces.

4.  Allow students to edit and share their writing

Provide a good writers checklist at your writing center.  For informative writing you’ll want the checklist to include items such,  “Does my writing have a topic sentence?”  “Did I include enough facts?” and “Do I have a closing sentence?”, as well reminders to check for spelling, capitalization, and punctuation errors.  

Give students the opportunity to share their writing with others!  Pair students with partners and let them read their pieces to each other. 

You can teach them to provide each other with a bit of feedback by encouraging them to use sentence starters such as, “I like the way you….:” ,  “I learned that….” or “Your writing made me wonder….”.  Of course, this is also something you’d first want to model. Posting these sentence starters in your writing center provides support and helps to keep students focused and on-task.  

 5. Provide Daily Opportunities for Students to Write

As with all things, writing takes PRACTICE!  Informative writing requires students to do a lot of hard work. It requires that they think carefully about their purpose for writing. Then they must plan what they’ll say and how they’ll say it.

Finally, they’ve got to get it down on the paper in a way that is clear for the reader.   That’s a lot for a young child! 

Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. When you think about your daily instructional schedule, make sure you are giving your students ample opportunities to practice their informational writing through whole group instruction, small groups and/or through independent practice in writing centers. 

Informative Writing Unit For Kindergarten, First, and Second Grade Students

We know informational writing requires a lot from students, but planning these informative writing units is also A LOT of work for you as the teacher!

To help you out I created informative writing units that have the essential resources you need to teach and students to independently practice informational writing!  These units are a perfect addition to your literacy work in writing centers.

Today I’m excited to share with you the details about my Kindergarten Informative , 1st Grade Informative, and my 2nd grade Informative writing units!

These units were developed with standards-based research specific to each grade. They have EVERYTHING you need to give your students ample amounts of practice writing informational pieces. You can use them within whole class or small group lessons, or as a literacy center where students can practice independently!  

What’s Included in these Informative Writing Resources?

The kindergarten , first grade, and the second grade resources all include information to help you teach the unit, as well as mini-lesson to provide your students a review of informative writing.  You’ll get a list of suggested mentor texts and online resources, academic vocabulary posters, a printable fact vs. opinion anchor chart, and graphic organizers appropriate for each grade level.

The kindergarten resource also includes the materials needed for students to create seasonal writing mini-books . Each mini-book comes with traceable sentence stems and a picture supported vocabulary word bank. This helps your young writers brainstorm ideas for what to write about and support their spelling.

You’ll also get an editing checklist that is specific to informative writing but also appropriate for the kindergarten level.

Instead of a seasonal mini-book, the first grade and second grade resource comes with seasonal writing prompts . You’ll get 5 informative writing prompts for each season, so you can practice informative writing all throughout the year. 

The prompts are both PRINTABLE & DIGITAL.  The digital version has been  PRELOADED  for you,  with 1 click add them  to your Google Drive or upload them to SeeSaw.

Each seasonal prompt also comes with publishing paper that includes a story specific vocabulary bank to provide spelling support and help students get ideas for what to write about.  

Finally, you’ll also get a self-editing checklist and rubric that have both been made specifically for informative writing.  This rubric can be used to help guide students as they work on their pieces, and/or as a self-assessment tool.     

I love these resources because they can be used in so many different ways.  They offer opportunities for students to practice informative writing as a whole class, in small groups, as a literacy center activity, for homework, or as a meaningful activity for when you have a substitute teacher!  They provide k-2 students with all the practice they need to master informative writing! 

FREE Informational Writing Graphic Organizers

Are you ready to begin teaching informative writing in your classroom? To help get your students started, I am happy to offer you 3 FREE informational writing graphic organizers! Download them here!

Helping your students to develop their ability to explain their ideas and share information with others is a valuable academic and life skill they will use well beyond the walls of your classroom.  I hope the information and resources I’ve shared today will help to bring stronger informative writing instruction and more meaningful practice to your kindergarten, first and second grade classrooms!

Be on the lookout for my next post that will focus on another genre… Opinion Writing ! I’ll share information and tips for teaching opinion writing, as well as give you details about my Opinion Writing Units for Kindergarten , First and Second grade students!

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25 Fun Kindergarten Writing & Storytelling Prompts (Free Printable!)

To help you get them writing from the get-go.

Most kindergartners are just learning how to put letters and words together, but that doesn’t mean they can’t be writers. What they lack in technical ability, they more than make up for with creativity and imagination. Plus, kindergartners usually have lots to say! Kindergarten writing prompts, often called story starters, help young writers focus on a single topic as they develop writing skills. Topics should be broad enough that every child can easily think of something to write about and interesting enough that they stay engaged. Developing a daily writing routine helps kindergartners develop confidence as they learn to articulate their thoughts in a structured way.

The following writing prompts are designed to spark your kindergartners’ imaginations and get them writing! And they are perfect for in-person or virtual learning.

(Want this entire set in one easy document? Get your free PowerPoint bundle by submitting your email here, so you’ll always have the challenges available!)

1. Tell about your favorite stuffy.

2. Make a list of 3 things you like and 3 things you don’t like.

3. What is your favorite thing to do on a rainy day?

4. I’m really good at …

5. If I could fly …

6. Describe an interesting place you’ve visited.

7. Something I like to do that makes me happy is …

8. Do you prefer to play inside or outside? What do you do there?

9. What is your favorite season and why?

10. The best part of being in kindergarten is …

11. If I were a superhero my superpower would be …

12. When I am 100 years old …

13. When I was a baby …

14. My favorite part of the school day is …

15. Tell about a time you were a good helper.

16. What is one activity you like to do with your family?

17. Tell about your best friend.

18. My mom (or dad) always …

19. My favorite animal is _____ because …

20. Once upon a time …

21. If you made dinner for your family what would you make?

22. What is your favorite color? Name 3 things that are that color.

23. If you had 3 wishes, what would you wish for?

24. What makes you giggle?

25. Tell me about your favorite book.

Get My Kindergarten Writing Prompts

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Video: What a kindergarten essay looks like

By The Understood Team

This might surprise you, but kids in kindergarten can typically write a simple essay. It often includes an introductory sentence and supporting examples. Watch this video from founding partner GreatSchools to see what a kindergarten essay may look like.

Kindergarten writing samples

by: Jessica Kelmon | Updated: June 15, 2024

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For kindergartners, writing means drawing pictures and writing a few words or a sentence to describe their drawing. It’s all about sharing ideas, so don’t worry about spelling. In the first of these real kindergarten writing samples, the child writes “becs” for because, which perfectly illustrates the concept of “ invented spelling ,” which is normal in kindergarten, first, and even second grade. Learn more about your kindergartner’s writing under Common Core .

Kindergarten writing sample #1

Thanks to invented spelling, “Dog is the best because they bark.” is written, “Dog is the BST BeCS tHeY BURc.”

Kindergarten writing sample #2

Saving water

Scarlett draws a picture of her topic sentence and then writes it.

Kindergarten writing sample #3

Using surprisingly clear invented spelling, Ben writes, “tAcAsAOr” for, “Take a shower.”

See more examples of real kids’ writing in different grades: first grade , second grade , third grade , fourth grade , fifth grade .

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Informative Topic Writing: Kindergarten Animal Reports

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I’m so excited to share my latest kindergarten animal reports and printables with you! These templates will make writing informative essays easy and fun for your kindergartners this school year.

Plus, they’re filled with opportunities to build print awareness, handwriting practice, and fine motor skills development.

Check out my tips and tricks for introducing your kindergarten students to informative writing with animal reports and informative topics about animals you can use in the classroom and at home. Plus, discover some of my favorite nonfiction books about animals, documentaries, podcasts, and more to explore these fun informative writing animal resort topics with your kids!

Disclosure: As an Amazon Associate, I may earn commissions from purchases made through links in this post at no cost to you.

Writing Informative Topics About Animals

Primary writing projects give kindergarten students many opportunities to build literacy skills and practice expressing their own ideas. Kindergarten writing assignments help students further develop fine motor skills, build print awareness, and practice phonics.

Engaging and fun informative topic writing gives kids the chance to show what they know and learn more about the topics they’re most interested in exploring.

Kindergarten students can begin organizing their thoughts and learning to write essays with a little help. Informative essays are a great place to begin building these important writing skills with kindergartners because they allow kids to focus on a topic they’re interested in, share what they know, and learn more about it along the way.

So how can you teach your kindergartners to write informative essays?

I like starting by exploring informative topics about animals . Kids can choose their favorite animal or an animal they don’t know very well. If all the students are choosing the same animal, try a decision wheel. 

Decision wheels make choosing your informative essay topic so much more fun!

Just add the name of an animal to each section on the decision wheel and let your students take turns spinning the wheel. Kids can write their informative animal reports on the animal where there spin stops.

Informative Writing Animal Report Steps to Follow

When students begin their informative writing animal reports, they’ll want to start with an interesting or fun fact. Beginning with something interesting about their animal will grab the reader’s attention and help them get started writing too.

To help your kindergarten students begin writing animal reports and informative essays, try learning about the animals together.

Next, help your kindergarten students group the information they learn into topics like diet, habitat, or physical characteristics. Learning to organize the facts they discover will make it easier to complete the informative writing animal reports. 

Finally, organize the topics into the order they will appear in the kindergarten animal reports. You can assign an order for students to follow or let them choose what fits best for their own informative topics about animals.

My new printable kindergarten animal report pages

My new printable kindergarten animal report pages are a great place to begin helping your students gather information, organize their thoughts, and begin writing their own informative writing animal reports.

Here’s what’s included in this bundle:

Easy Reading Passages

I’ve included an easy reading passage for a variety of animals including lions, zebras, pandas, and many more. Each passage is easy enough for kindergarten students to read independently and filled with fun facts about the animals they love.

Fact Collector

Make it extremely simple to collect facts for your next all about animals unit with these nonfiction writing printables .

Simply describe the animal by writing details or drawing a picture in each box.

Sentence Writing Page

In order to help your students get started with their first informative essay topics, I’ve included two sentence writing pages . These pages have an adorable animal picture at the top and blank spaces for kindergartners to share their thoughts on a variety of topics.

Kids will be encouraged to write about what their animal likes, eats, where it lives, and more. There are templates with sentence stems provided and blank primary lines as well.

Each page also includes a checklist to remind students to begin their sentences with capital letters, use space between words, and end in correct punctuation.

There’s a fun printable cover page included for every animal. These pages will make it easy to celebrate your kindergartner’s first informative writing topic! Print and let your students decorate however they’d like!

Book Page Templates

Some of my favorite printables included in this kindergarten animal report bundle are the book page templates . These pages encourage kids to keep writing and make it easier for little hands to form the letters needed for these informative writing animal reports. 

Each page comes with lines to help kindergarteners build fine motor skills and practice handwriting. Plus, there are spaces for students to add their own unique animal drawings to every page. Adding art is a great way to keep kids engaged in writing and sharing their informative essay animal reports.

Hands-On Animal Crafts for Informative Writing Animal Reports

Animals are fascinating! I just know your kindergartners are going to have fun learning about the fun animals featured in these informative writing animal reports.

Plus, they’ll be learning so much and practicing important writing skills too.

Kindergartners can color each of the printable animal report pages and add their own unique animal drawings too. Check out my fun hands-on animal craft activities for even more printable practice that’s easy to incorporate into your lessons and informative topics about animals.

Arctic Animal Crafts

Farm Animal Crafts for Kids

8 Zoo Animal Crafts

Books and Media for Further Research About Animals

Giving your kindergarten students access to a variety of materials to help them gather information for their informative writing animal reports is critical. Consider bringing books from the library to your classroom or purchasing some fun animal facts books to keep in the classroom.

Here are a few of my favorite books and media sources to help you get started:

All About Lions by L.E. Arning

Explore My World: Lions from Nat Geo Kids

The Last Lions by Dereck Joubert

Amazing Animals: Tigers by Valerie Bodden

National Geographic Readers: Lions by Laura Marsh

Tigers Forever by Steve Winter

Wild Kratts “Temple of Tigers” Episode from PBS Kids 

Follow Those Zebras by Sandra Markle

A Zebra’s Day from National Geographic Kids

Lots and Lots of Zebra Stripes by Stephen R. Swinburne

Giraffes for Kids by Tristan Keefer

Save the Giraffes by Anita Sanchez

Giraffes from Penguin Young Readers 

All Creatures Podcast Episode 56: Stick Your Neck out for Giraffes

Our Amazing World: Bears by Kay de Silva

Bears from National Geographic Kids

American Black Bears by Molly Kolpin

Magic Treehouse Fact Tracker: Pandas by Mary Pope Osborne

Nature’s Children: Giant Pandas by Lisa M. Herrington

Panda Kindergarten by Joanne Ryder

Stingray from Curious Kids Press

Stingrays by Martha E. H. Rustad

Facts About the Stingray by Lisa Strattin

Wild Kratts “The Vanishing Stingray” Episode from PBS Kids

Amazing Gorillas by Sarah L. Thomson

Animals with Strength: Gorillas by Julie Murray

The Ultimate Gorilla Book by Jenny Kellett

All Creatures Podcast Episode 73: The Magnificent Mountain Gorilla

Vultures by Melissa Gish

Turkey Vultures by Mary R. Dunn

Vultures of the World by Keith L. Bildstein

Penguins of the World by Wayne Lynch

Passionate About Penguins by Owen Davey

Penguins from National Geographic Kids

All Things Penguins for Kids by Animal Reads

March of the Penguins Documentary

National Geographic Readers: Elephants by Avery Hurt

Discover More Writing Projects for the Kindergarten Classroom

Are you looking for even more fun writing projects to use in your kindergarten classroom or homeschool this year? I’ve got tons more writing template pages and writing crafts available in my shop to encourage your kindergarten students this school year. Check out a few of my favorites below.

Presidents Day Writing Craft

Grandparents Day Writing Activity

Super Dad Writing Craft

All About Bees Writing Activity

New Years Writing Craft

Summer Writing Project

St. Patrick’s Day Writing Prompt

Polar Express Writing Activity

Combining hands-on activities or cut-and-paste craft templates with your kindergarten writing assignments is a great way to encourage your kids to explore writing their own unique stories and essays. 

Stick with fun topics your students are interested in to get the best results. Informative topic writing is easy and fun with my new printable kindergarten animal report templates. Which animals will your kids write about first?

Do you have some fun writing activities and informative topics about animals I forgot to mention? What’s your favorite way to teach kindergarten students about new animals and essay writing? Share your tips and tricks in the comments. I can’t wait to read them!

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Free Printable Essay Writing Worksheets for Kindergarten

Essay Writing made accessible for Kindergarten Reading & Writing teachers! Discover a vast collection of free printable worksheets from Quizizz to enhance your students' skills and spark their creativity.

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Explore printable Essay Writing worksheets for Kindergarten

Essay Writing worksheets for Kindergarten are an essential tool for teachers looking to develop young students' reading and writing skills. These worksheets provide a structured and engaging way for children to practice their writing abilities, focusing on both fiction and nonfiction writing. Teachers can use these resources to help students build a strong foundation in sentence structure, grammar, and vocabulary, all while fostering a love for reading and writing. By incorporating these worksheets into their lesson plans, educators can ensure that their students are well-prepared for the challenges of higher-level writing tasks in the future. With a wide variety of topics and formats available, Essay Writing worksheets for Kindergarten are an invaluable resource for teachers looking to enhance their students' literacy skills.

Quizizz offers a comprehensive collection of resources for teachers, including worksheets that complement Essay Writing worksheets for Kindergarten. This platform provides a diverse range of materials, covering various aspects of reading and writing, as well as other subjects. Teachers can utilize Quizizz's interactive quizzes and games to reinforce the concepts taught through the worksheets, ensuring that students have a well-rounded understanding of the subject matter. Additionally, Quizizz offers tools for tracking student progress and performance, allowing educators to identify areas where students may need additional support or practice. By incorporating Quizizz into their lesson plans, teachers can create a dynamic and engaging learning environment that promotes the development of essential reading and writing skills in their Kindergarten students.

More From Forbes

How not to write your college essay.

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If you are looking for the “secret formula” for writing a “winning” college essay, you have come to the wrong place. The reality is there is no silver bullet or strategy to write your way to an acceptance. There is not one topic or approach that will guarantee a favorable outcome.

At the end of the day, every admission office just wants to know more about you, what you value, and what excites you. They want to hear about your experiences through your own words and in your own voice. As you set out to write your essay, you will no doubt get input (both sought-after and unsolicited) on what to write. But how about what NOT Notcoin to write? There are avoidable blunders that applicants frequently make in drafting their essays. I asked college admission leaders, who have read thousands of submissions, to share their thoughts.

Don’t Go In There

There is wide consensus on this first one, so before you call on your Jedi mind tricks or predictive analytics, listen to the voices of a diverse range of admission deans. Peter Hagan, executive director of admissions at Syracuse University, sums it up best, saying, “I would recommend that students try not to get inside of our heads. He adds, “Too often the focus is on what they think we want.”

Andy Strickler, dean of admission and financial aid at Connecticut College agrees, warning, “Do NOT get caught in the trap of trying to figure out what is going to impress the admission committee. You have NO idea who is going to read your essay and what is going to connect with them. So, don't try to guess that.” Victoria Romero, vice president for enrollment, at Scripps College adds, “Do not write about something you don’t care about.” She says, “I think students try to figure out what an admission officer wants to read, and the reality is the reader begins every next essay with no expectations about the content THEY want to read.” Chrystal Russell, dean of admission at Hampden-Sydney College, agrees, saying, “If you're not interested in writing it, we will not be interested when reading it.” Jay Jacobs, vice provost for enrollment management at the University of Vermont elaborates, advising. “Don’t try to make yourself sound any different than you are.” He says, “The number one goal for admission officers is to better understand the applicant, what they like to do, what they want to do, where they spend the majority of their time, and what makes them tick. If a student stays genuine to that, it will shine through and make an engaging and successful essay.”

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Don’t Be Artificial

The headlines about college admission are dominated by stories about artificial intelligence and the college essay. Let’s set some ground rules–to allow ChatGPT or some other tool to do your work is not only unethical, it is also unintelligent. The only worse mistake you could make is to let another human write your essay for you. Instead of preoccupying yourself with whether or not colleges are using AI detection software (most are not), spend your time focused on how best to express yourself authentically. Rick Clark is the executive director of strategic student success at Georgia Institute of Technology, one of the first institutions to clearly outline their AI policy for applicants. He says, “Much of a college application is devoted to lines, boxes, and numbers. Essays and supplements are the one place to establish connection, personality, and distinction. AI, in its current state, is terrible at all three.” He adds, “My hope is that students will use ChatGPT or other tools for brainstorming and to get started, but then move quickly into crafting an essay that will provide insight and value.”

Don’t Overdo It

Michael Stefanowicz, vice president for enrollment management at Landmark College says, “You can only cover so much detail about yourself in an admission essay, and a lot of students feel pressure to tell their life story or choose their most defining experience to date as an essay topic. Admission professionals know that you’re sharing just one part of your lived experience in the essay.” He adds, “Some of the favorite essays I’ve read have been episodic, reflecting on the way you’ve found meaning in a seemingly ordinary experience, advice you’ve lived out, a mistake you’ve learned from, or a special tradition in your life.” Gary Ross, vice president for admission and financial aid at Colgate University adds, “More than a few applicants each year craft essays that talk about the frustration and struggles they have experienced in identifying a topic for their college application essay. Presenting your college application essay as a smorgasbord of topics that ultimately landed on the cutting room floor does not give us much insight into an applicant.”

Don’t Believe In Magic

Jason Nevinger, senior director of admission at the University of Rochester warns, “Be skeptical of anyone or any company telling you, ‘This is the essay that got me into _____.’ There is no magic topic, approach, sentence structure, or prose that got any student into any institution ever.” Social media is littered with advertisements promising strategic essay help. Don’t waste your time, energy, or money trying to emulate a certain style, topic, or tone. Liz Cheron is chief executive officer for the Coalition for College and former assistant vice president of enrollment & dean of admissions at Northeastern University. She agrees with Nevinger, saying “Don't put pressure on yourself to find the perfect, slam dunk topic. The vast majority of college essays do exactly what they're supposed to do–they are well-written and tell the admission officer more about the student in that student's voice–and that can take many different forms.”

Don’t Over Recycle

Beatrice Atkinson-Myers, associate director of global recruitment at the University of California at Santa Cruz tells students, “Do not use the same response for each university; research and craft your essay to match the program at the university you are interested in studying. Don't waste time telling me things I can read elsewhere in your application. Use your essay to give the admissions officer insights into your motivations, interests, and thinking. Don't make your essay the kitchen sink, focus on one or two examples which demonstrate your depth and creativity.” Her UC colleague, Jim Rawlins, associate vice chancellor of enrollment management at the University of California at San Diego agrees, saying “Answer the question. Not doing so is the surest way we can tell you are simply giving us a snippet of something you actually wrote for a different purpose.”

Don’t Overedit

Emily Roper-Doten, vice president for undergraduate admissions and financial assistance at Clark University warns against “Too many editors!” She says, “Pick a couple of trusted folks to be your sounding board when considering topics and as readers once you have drafts. You don’t want too many voices in your essay to drown you out!” Scripps’ Romero agrees, suggesting, “Ask a good friend, someone you trust and knows you well, to read your essays.” She adds, “The goal is for the admission committee to get to know a little about you and who better to help you create that framework, than a good friend. This may not work for all students because of content but helps them understand it’s important to be themselves.” Whitney Soule, vice provost and dean of admissions at The University of Pennsylvania adds, “Avoid well-meaning editorial interference that might seem to polish your writing but actually takes your own personal ‘shine’ right out of the message.” She says, “As readers, we connect to applicants through their genuine tone and style. Considering editorial advice for flow and message is OK but hold on to the 'you' for what you want to say and how you want to say it.”

Don’t Get Showy

Palmer Muntz, senior regional admissions counselor at the University of Alaska Fairbanks cautions applicants, “Don’t be fancier than you are. You don’t need to put on airs.” He adds, “Yes, proofread your work for grammar and spelling, but be natural. Craft something you’d want to read yourself, which probably means keeping your paragraphs short, using familiar words, and writing in an active voice.” Connecticut College’s Strickler agrees, warning, “Don't try to be someone you are not. If you are not funny, don't try to write a funny essay. If you are not an intellectual, trying to write an intellectual essay is a bad idea.”

Anthony Jones, the vice president of enrollment management at Loyola University New Orleans offers a unique metaphor for thinking about the essay. He says, “In the new world of the hyper-fast college admission process, it's become easy to overlook the essential meaning of the college application. It's meant to reveal Y...O...U, the real you, not some phony digital avatar. Think of the essay as the essence of that voice but in analog. Like the completeness and authenticity captured in a vinyl record, the few lines you're given to explain your view should be a slow walk through unrestrained expression chock full of unapologetic nuances, crevices of emotion, and exactness about how you feel in the moment. Then, and only then, can you give the admissions officer an experience that makes them want to tune in and listen for more.”

Don’t Be A Downer

James Nondorf, vice president and dean of admissions and financial aid at The University of Chicago says, “Don’t be negative about other people, be appreciative of those who have supported you, and be excited about who you are and what you will bring to our campus!” He adds, “While admissions offices want smart students for our classrooms, we also want kind-hearted, caring, and joyous students who will add to our campus communities too.”

Don’t Pattern Match

Alan Ramirez is the dean of admission and financial aid at Sewanee, The University of the South. He explains, “A big concern I have is when students find themselves comparing their writing to other students or past applicants and transform their writing to be more like those individuals as a way to better their chances of offering a more-compelling essay.” He emphasizes that the result is that the “essay is no longer authentic nor the best representation of themselves and the whole point of the essay is lost. Their distinctive voice and viewpoint contribute to the range of voices in the incoming class, enhancing the diversity of perspectives we aim to achieve.” Ramirez simple tells students, “Be yourself, that’s what we want to see, plus there's no one else who can do it better than you!”

Don’t Feel Tied To A Topic

Jessica Ricker is the vice president for enrollment and dean of admissions and financial aid at Skidmore College. She says, “Sometimes students feel they must tell a story of grief or hardship, and then end up reliving that during the essay-writing process in ways that are emotionally detrimental. I encourage students to choose a topic they can reflect upon positively but recommend that if they choose a more challenging experience to write about, they avoid belaboring the details and instead focus on the outcome of that journey.” She adds, "They simply need to name it, frame its impact, and then help us as the reader understand how it has shaped their lens on life and their approach moving forward.”

Landmark College’s Stefanowicz adds, “A lot of students worry about how personal to get in sharing a part of their identity like your race or heritage (recalling last year’s Supreme Court case about race-conscious admissions), a learning difference or other disability, your religious values, LGBTQ identity…the list goes on.” He emphasizes, “This is always your choice, and your essay doesn’t have to be about a defining identity. But I encourage you to be fully yourself as you present yourself to colleges—because the college admission process is about finding a school where your whole self is welcome and you find a setting to flourish!”

Don’t Be Redundant

Hillen Grason Jr., dean of admission at Franklin & Marshall College, advises, “Don't repeat academic or co-curricular information that is easily identifiable within other parts of your application unless the topic is a core tenant of you as an individual.” He adds, “Use your essay, and other parts of your application, wisely. Your essay is the best way to convey who your authentic self is to the schools you apply. If you navigated a situation that led to a dip in your grades or co-curricular involvement, leverage the ‘additional information’ section of the application.

Thomas Marr is a regional manager of admissions for the Americas at The University of St Andrews in Scotland and points out that “Not all international schools use the main college essay as part of their assessment when reviewing student applications.” He says, “At the University of St Andrews, we focus on the supplemental essay and students should avoid the mistake of making the supplemental a repeat of their other essay. The supplemental (called the Personal Statement if using the UCAS application process) is to show the extent of their passion and enthusiasm for the subject/s to which they are applying and we expect about 75% of the content to cover this. They can use the remaining space to mention their interests outside of the classroom. Some students confuse passion for the school with passion for their subject; do not fall into that trap.”

A Few Final Don’ts

Don’t delay. Every college applicant I have ever worked with has wished they had started earlier. You can best avoid the pitfalls above if you give yourself the time and space to write a thoughtful essay and welcome feedback openly but cautiously. Don’t put too much pressure on yourself to be perfect . Do your best, share your voice, and stay true to who you are.

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British Academics Despair as ChatGPT-Written Essays Swamp Grading Season

‘It’s not a machine for cheating; it’s a machine for producing crap,’ says one professor infuriated by the rise of bland essays.

By  Jack Grove for Times Higher Education

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The increased prevalence of students using ChatGPT to write essays should prompt a rethink about whether current policies encouraging “ethical” use of artificial intelligence (AI) are working, scholars have argued.

With marking season in full flow, lecturers have taken to social media in large numbers to complain about AI-generated content found in submitted work.

Telltale signs of ChatGPT use, according to academics, include little-used words such as “delve” and “multifaceted,” summarizing key themes using bullet points and a jarring conversational style using terms such as, “Let’s explore this theme.”

In a more obvious giveaway, one professor said an advertisement for an AI essay company was  buried in a paper’s introduction ; another academic noted how a student had  forgotten to remove a chatbot statement  that the content was AI-generated.

“I had no idea how many would resort to it,” admitted  one U.K. law professor .

Des Fitzgerald, professor of medical humanities and social sciences at  University College Cork , told  Times Higher Education  that student use of AI had “gone totally mainstream” this year.

“Across a batch of essays, you do start to notice the tics of ChatGPT essays, which is partly about repetition of certain words or phrases, but is also just a kind of aura of machinic blandness that’s hard to describe to someone who hasn’t encountered it—an essay with no edges, that does nothing technically wrong or bad, but not much right or good, either,” said Professor Fitzgerald.

Since  ChatGPT’s emergence in late 2022 , some universities have adopted policies to allow the use of AI as long as it is acknowledged, while others have begun using AI content detectors, although  opinion is divided on their effectiveness .

According to the  latest Student Academic Experience Survey , for which Advance HE and the Higher Education Policy Institute polled around 10,000 U.K. undergraduates, 61 percent use AI at least a little each month, “in a way allowed by their institution,” while 31 percent do so every week.

Professor Fitzgerald said that although some colleagues “think we just need to live with this, even that we have a duty to teach students to use it well,” he was “totally against” the use of AI tools for essays.

“ChatGPT is completely antithetical to everything I think I’m doing as a teacher—working with students to engage with texts, thinking through ideas, learning to clarify and express complex thoughts, taking some risks with those thoughts, locating some kind of distinctive inner voice. ChatGPT is total poison for all of this, and we need to simply ban it,” he said.

Steve Fuller, professor of sociology at the  University of Warwick , agreed that AI use had “become more noticeable” this year despite his students signing contracts saying they would not use it to write essays.

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He said he was not opposed to students using it “as long as what they produce sounds smart and on point, and the marker can’t recognize it as simply having been lifted from another source wholesale.”

Those who leaned heavily on the technology should expect a relatively low mark, even though they might pass, said Professor Fuller.

“Students routinely commit errors of fact, reasoning and grammar [without ChatGPT], yet if their text touches enough bases with the assignment, they’re likely to get somewhere in the low- to mid-60s. ChatGPT does a credible job at simulating such mediocrity, and that’s good enough for many of its student users,” he said.

Having to mark such mediocre essays partly generated by AI is, however, a growing complaint among academics. Posting on X,  Lancaster University  economist  Renaud Foucart  said marking AI-generated essays “takes much more time to assess [because] I need to concentrate much more to cut through the amount of seemingly logical statements that are actually full of emptiness.”

“My biggest issue [with AI] is less the moral issue about cheating but more what ChatGPT offers students,” Professor Fitzgerald added. “All it is capable of is [writing] bad essays made up of non-ideas and empty sentences. It’s not a machine for cheating; it’s a machine for producing crap.”

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Guest Essay

Hillary Clinton: I’ve Debated Trump and Biden. Here’s What I’m Watching For.

By Hillary Rodham Clinton

Mrs. Clinton was the Democratic nominee for president in 2016.

Last week I had the time of my life at the Tony Awards introducing a song from “Suffs,” the Broadway musical I co-produced about the suffragists who won women the right to vote. I was thrilled when the show took home the awards for best original score and best book.

From “Suffs” to “Hamilton,” I love theater about politics. But not the other way around. Too often we approach pivotal moments like this week’s debate between President Biden and Donald Trump like drama critics. We’re picking a president, not the best actor.

I am the only person to have debated both men (Mr. Trump in 2016 and, in the 2008 Democratic presidential primary race, Mr. Biden). I know the excruciating pressure of walking onto that stage and that it is nearly impossible to focus on substance when Mr. Trump is involved. In our three debates in 2016, he unleashed a blizzard of interruptions, insults and lies that overwhelmed the moderators and did a disservice to the voters who tuned in to learn about our visions for the country — including a record 84 million viewers for our first debate.

It is a waste of time to try to refute Mr. Trump’s arguments like in a normal debate. It’s nearly impossible to identify what his arguments even are. He starts with nonsense and then digresses into blather. This has gotten only worse in the years since we debated. I was not surprised that after a recent meeting, several chief executives said that Mr. Trump, as one journalist described it, “could not keep a straight thought” and was “all over the map.” Yet expectations for him are so low that if he doesn’t literally light himself on fire on Thursday evening, some will say he was downright presidential.

Mr. Trump may rant and rave in part because he wants to avoid giving straight answers about his unpopular positions, like restrictions on abortion, giving tax breaks to billionaires and selling out our planet to big oil companies in return for campaign donations. He interrupts and bullies — he even stalked me around the stage at one point — because he wants to appear dominant and throw his opponent off balance.

These ploys will fall flat if Mr. Biden is as direct and forceful as he was when engaging Republican hecklers at the State of the Union address in March. The president also has facts and truth on his side. He led America’s comeback from a historic health and economic crisis, with more than 15 million jobs created so far, incomes for working families rising, inflation slowing and investments in clean energy and advanced manufacturing soaring. He’ll win if that story comes through.

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