What’s for Lunch?
by Maureen Slamer
What’s for Lunch?
“Hey Mom, what’s GiGi serving for lunch?” AJ asked.
“Oh nooo, I forgot to call everyone. GiGi gave me two possibilities for lunch and I forgot.”
“What did she say?”
“GiGi has the stuff for mac and cheese or spaghetti. I was to ask what everyone preferred and she would make one or the other, not both. I have an idea. Can you call everyone? You can use my phone. The pictures will help you find everyone’s number. And don’t forget to write it down.”
AJ took her mom’s phone. She scrolled through the contacts looking at the pictures. “Oh, there’s Aunt Krissy. Let’s see what she wants.” AJ placed the call. ”Aunt Krissy, can you FaceTime?”
“Sure, what’s up?” Aunt Krissy’s face filled the screen.
“Mom asked me to call everyone going to GiGi’s for lunch. GiGi needs to know what to fix. She can only fix one thing, either mac and cheese or spaghetti. You know GiGi is really, really, REALLY old!”
Aunt Krissy’s eyes widened. “Hmm…I like spaghetti. I am not sure what Landon or Marley want. I’ll get them.”
Landon’s face filled the screen, “I like mac and cheese. I think Marley wants that too. She only eats mac and cheese. Hey, Mar! Do you want spaghetti or mac and cheese for lunch?” Landon yelled, then waited. “Yup, I’m right, mac and cheese. See ya at GiGi’s, AJ!”
AJ grabbed her draft book. She wrote. She recorded. She called and called.
AJ, age 6
“GiGi, I know what everyone wants!” AJ explained. GiGi listened. “Only four people wanted mac and cheese. Spaghetti won. It got twelve.”
“AJ, thank you for letting me know. I better get started. See you soon!”
Purposeful Everyday Writing
Writing is a life skill. It serves a purpose. Our kiddos need tons and tons of opportunities to write and read their writing in a functional, everyday way. AJ used tally marks to record each individual’s lunch selection. Those tally marks hold the meaning from her conversations so that she could share her findings with others. AJ read her results to her great-grandmother, GiGi. She was able to practice both writing and reading in a natural, purposeful way. To support our young writers, is it possible to consider bringing a writing component into everyday activities? Consider …
• Grocery lists
• Invitations
• Cards
• Thank you notes
• Texting a relative
• Emailing
• Surveys to gather information – (Mac and cheese or Spaghetti)
• Signs for doors
These opportunities will provide a reason to write and read in a purposeful, genuine way.
Literacy Library Bulletin Link:
Tim O’Keefe – Immersion into Language: Speaking and Writing
