The Strong Child “Reading and Writing Workshop”

"Children Learn What They Live!"  (Caption for Picture!) "Reading and Writing Workshop for Young Children" "Children learn what they live!"  They learn by imitation and..Read More

Class closed for Enrollment!

Grade: K, Pre-K, 1st | Instructor Name: Dee Hogg

Category: Early Learning, Literature | Type: Class 


Class Lessons

  • 0 lessons
  • 0 Quizzes


  • A "Writers' Tool Box": pencils, crayons, markers, scissors, erasers.
  • A writing journal and/or composition book.
  • Books at different levels: Emergent Readers (Yellow Sticker); Early Readers (Red Sticker); Fluent
  • Readers (Green Sticker
  • Children's Literature from various authors


  • Benefits: To become a longer and stronger writer through a gamut of reading and writing tasks.

Class description


“Children Learn What They Live!”  (Caption for Picture!)

“Reading and Writing Workshop for Young Children”

“Children learn what they live!”  They learn by imitation and modeling!  They learn from us: parents, teachers, friends, etc.  Just like baby ducks learn to swim from their mothers, children learn through imitation and modeling defined as imprinting.  From my experiences of teaching young children in classroom and one-on-one tutoring settings (25+years), children can learn to “picture read and write” at an early age.

This class is a “workshop environment”, providing students the freedom and necessary tools to become fluid in reading and writing.  Through the exposure to reading books and writing samples, the students learn to read and write at their comfortable reading and writing abilities.  By using an eclectic approach, language skills are targeted through the use of notable and current curricula.

The main objective of this workshop is to provide a gamut of reading and writing materials whereby the students select materials that address their unique learning capacities. With this goal, students will become “longer and stronger” readers and writers and find joy in this learning process.

In this workshop, we use the learning tools of children’s readers at different levels: emergent readers, early readers, and fluid readers. Each student will also have an individual journal for writing. In creating a “low key”, healthy, learning environment the students learn from “reading buddies”, read-aloud” experiences, Celebrity Readers (adults invited to read-aloud), and creating active listeners. 

At one of my experiences teaching at “The Villa Grade School” in Erie, PA, the students learned from one another using the “British School” model.  This model professes that young children learn best from older children.  I found this process most encouraging and inviting for students to embrace the reading and writing process at an early age.

So…why are you waiting?  Sign up for this class and help your child (student) be the best that he/she can be in reading and writing skills!




What Will I Learn?

  • Children will learn the art of reading and writing using children's literature and writing journals.

Class information

  • Class Length: 1h
  • Teacher Assisted:
    Dee Hogg
  • All Live Classes:

Refund Policy

Class Pack (14 and fewer classes) – 7 days prior to the start of a live class. There are no refunds if you withdraw from a class less than 7 days prior to the start of the class, or if you fail to attend. A processing fee of 20% will be retained on all cancelled classes unless extenuating circumstances arise and a request is made.

About the instructors

Growing up in Pittsburgh and living in a rural area, provided many opportunities to explore the highlights of a big city, yet live in a suburb playing with friends, experiencing great schools, and great teachers. One teacher, in particular, encouraged me to follow my dream of becoming an elementary school teacher. Being especially fond of young children, my studies in college focused on Early Childhood Education. After completing college, I earned a BS in Elementary Education and an MS in Elementary Education. Following my husband's profession in banking, we moved frequently due to bank mergers of the time. This enabled me to teach in several different geographic locations, cultures, and education scenarios. My favorite teaching experience was teaching Kindergarten in an all-girls' school in Philadelphia (The Agnes Irwin School). Using an eclectic approach in language skills, our team developed an all-day Kindergarten curriculum using "Words on the Walls", Whole Language (Big and Little Books), Phonetics, writing journals, learning "Word" on their laptop computers, etc. It was a very busy day, yet our attempt was to incorporate all the language skills into other subject areas: Science, Social Studies, Math, etc. We called this "webbing" at the time. Our main objective was to introduce academics in a playful, healthy environment, where children can explore and discover their inborn interests. After teaching there for 12 years I earned a sabbatical leave for research and health purposes. This sabbatical leave provided a platform for me to recover from my first husband's untimely death and research "The Best Practices in Teaching Kindergarten". In the year 2000, I remarried Jim Hogg (Hoag). Three years later we moved to Hendersonville, NC for a fresh start and to say goodbye to friends, great food, and family in Philly. In August 2003 - 2006, I taught Kindergarten at Veritas Christian Academy. Using the curriculum "The Reading Road to Writing" and "The Spalding Approach", I discovered how easily children learn reading and writing using a multi-sensory approach. Research proves when teaching speech, spelling, writing, and reading; a total language arts program, children thrive with a multi-selection of materials. Using the instructional materials of literature, phonographs, and spelling, the students learn the purpose of every task and discover how speech is connected to print. After my three-year tenure at Veritas, I gravitated toward a part-time teaching posture. I tutored individuals and groups of students in a gamut of subjects. Concentrating mostly on reading and writing skills, I taught at the Biltmore Home School Ministry and Convenient Tutor. Most recently, I am substituting in HCPS and volunteering on a committee affiliated with HCPS, to help "better" prepare children for Kindergarten. My objective in volunteering on this committee is to educate parents and early childhood teachers in support of important strategies and goals of early childhood opportunities. My objective in substituting in HCPS is to gain knowledge and practices of current-day curriculums. As a teacher, parent, and now grandparent, I am convicted that learning is a three-person partnership: parent, child, teacher. With this in mind, I believe children can learn "to be the best that they can be" in any healthy learning environment emphasizing cognitive, social, and emotional development during early childhood years.
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