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  • 1. 13/1/2013INTEGRATIVE WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADEPROJECT II STUDENTS Integrative Proyect II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 2. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Learning activity 1.1 1. Form your group in the first two weeks of the semester and choose an institution in which you will do a project during the whole period. The groups will be formed with at least 2 members up to 4. Write an essay about some policies and rules for working with the group, and draw the project plan.Integrative project members:- María C. Gavilanes- Cristina G. Gómez- Andrea E. Guerrero- Jessica A. TorresInstitution:- Liga High School Application Topic: - “Ways to Improve Writing Skill in 4th grade students”Write an essay about some policies and rules for working with the group,and draw the project plan.Considering the work group, we met and chose certain policies and rules that will makeour group work and effective work well done. People who anticipate transmitted tomembers of the group a great sense of security. These are people who are preparedmeetings, do not improvise, they pose solutions proposals and initiatives.Before taking any decision the group must make contact with others to see how it canaffect or interest them and thus gauge the extent can be truly shared and seconded totake decisions. For that is required, they are defined and known to all, theresponsibilities of each, and the adoption of responsibilities must be based on previouslydemonstrated capabilities for each component, avoiding duplication.In conclusion, the perception that the positive results, personal and group are closelyrelated is important for the smooth running of the group, and when the celebration ismore clear, because celebrating together and group successes means the set are seenas just one. The joy and happiness arise when a goal is reached; the fullness ismeaningless but is shared. Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 3. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS PROJECT PLAN CHAPTER 0NERESEARCH PROBLEMa) Identification of the problem.b) Problem settingc) Variable working outd) Objectives: a. General Objective b. Specific Objectivese) Justification CHAPTER TWOTHEORETICAL FRAMEa) Theoretical and Conceptual Focusb) Structurec) Hypothesis CHAPTER THREEMETHODOLOGICAL DESIGNa) Research type and designb) Size and samplec) Field workd) Instruments for data collectione) Processing and analysis. CHAPTER FOURADMINISTRATIVE FRAMEWORKa) Physical resourcesb) Human resourcesc) Budgetd) Timetable- BIBLIOGRAPHY- GLOSSARY- ANNEX- APPENDIX Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 4. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Learning activity 1.22. Take 2 or 3 pictures of the institution and the group of students you are going to do the research and send them with the guide. Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 5. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTSIntegrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 6. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Learning activity 1.3 3. Design a pretest and apply to the students, collect all the papers in a folder and keep them to present to your tutor at the end of the semester. Send the questionnaire with the guide. LIGA HIGH SCHOOL PRE-TEST EXAMNAME: ________________________________ FOURTH GRADE:________DATE: ________________________________1.- Read and answer. (3 points)2.- Identify where do these fruit come from. (3 points)3.- Look and write what Sammy likes and doesn’t like. (3 points) Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 7. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS3.- Look and write what Sammy likes and doesn’t like. (3 points)4. - True of False. Correct the false sentences. (5 points) Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 8. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS5.- Read and complete (2 points) Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 9. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS6.- Classify the indoor and outdoor activities. (2 points)7.- Choose two hobbies and talk about them. (2 points)Score: 20 points Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 10. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Learning activity 1.4 4. After tabulating the questionnaires, select the main problem that can help you to develop the project. Start writing the problem identification following the next steps: a. Problem formulation b. Variables matrix c. Objectives i. General Objectives ii. Specific Objectives d. JustificationList Skills Total 1 2 3 4 5 6 7POINTS 3 3 3 5 2 2 2 201 Acosta Angeline 3 2.75 3 1 0.58 2 2 14.332 Altamirano José David 0 1.89 3 4 1.45 1.8 2 14.143 Calle Juan David 1 1.08 3 2 0.58 1.8 2 11.464 Campuzano Cristian 3 2.7 3 5 1.74 2 2 19.445 Cevallos Adrián 0.5 1.62 3 3.5 0.58 1.6 2 12.86 Corredor Diego 1.5 2.7 2 5 2 1.8 2 177 De la Torre José Raúl 0.5 1.08 3 2 0.87 1.6 2 11.058 Galeano Abigail 1.5 3 3 4 1.45 2 2 16.959 Herrera Naomi 0.8 2.8 2.8 4.8 2 1.8 2 1510 López Mateo 1 1.08 3 4.6 0.87 2 2 14.5511 Matehu Joaquín 1 1.62 3 2 0.87 2 2 12.4912 Moreira Fernando 1 1.08 2.7 3 0.58 1.6 2 11.9613 Pazmiño Pavlova 1 1.89 3 1 2 1.6 2 12.4914 Porras Martina 2 2.16 3 4 0.58 2 2 15.7415 Quevedo Jean Marco 1.5 1.08 2.8 1 0.87 1,8 2 11.0516 Salazar Julián 3 1.89 3 5 2 2 2 18.89 Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 11. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS17 Salgado Valeria 2.5 3 3 5 1.74 2 2 19.2418 Serrano Marcos 0 1.35 2.8 2 1 1.6 1 9.7519 Terán Daniela 3 2.7 3 4 0.58 2 2 17.28SUM 27.8 37.4 55.1 62.9 22.3 35 37 7 4TABULATION 1.46 1.97 2.9 3,31 1.17 1.8 1.9 14.59 4 4 INDICATORS Q1: Read and answer the questions (Reading and Writing, Grammar) Q2: Identification of the object and their origin (Writing) Q3: Look and write about likes and dislikes (Reading and Writing) Q4: Correct the false sentences. (Reading and Writing, Grammar) Q5: Read and complete. (Reading and Writing, Grammar) Q6: Classify the several activities. (Reading and Writing) Q7: Choose two hobbies and talk about them. (Oral Production) MAIN PROBLEM RESULTS Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar. People who speak the same language are able to communicate because they intuitively know the grammar system of that language—that is, the rules of making meaning. Students who are native speakers of English already know English grammar. They recognize the sounds of English words, the meanings of those words, and the different ways of putting words together to make meaningful sentences. However, while students may be effective speakers of English, they need guidance to become effective writers. They need to learn how to transfer their knowledge of grammatical concepts from oral language to written language. Effective grammar instruction begins with what students already know about grammar, and it helps them use this knowledge as they write. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology so that students can write—and read—with greater competence and confidence. Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 12. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTSProblem formulationGrammar teaching and learning is necessary in foreign language teaching. However, itsfunction and method have been argued for decades. There are problems existing ingrammar teaching in Fourth grade according the results of pre-test, including theinconsistence between the goal of teaching and real classroom teaching, ignorance ofteachers and learners, inappropriate textbooks, and negative learning attitudes.According to the research 19 students in Liga High School, the paper reports someconclusions and implications on grammar teaching in classroom.Variables matrixDependent: English learningIndependent: Grammar teaching-learningObjectivesGeneral Objectives - Teaching the students how to be effective speakers of English, giving to them the necessary effective guidance to become effective writers. Teaching them how to transfer their knowledge of grammatical concepts from oral language to written language.Specific Objectives - First, understanding students’ attitudes due to it is a key factor in teaching. - Second, grammatical rules should be presented and explained implicitly in certain contexts. - Third, students’ involvement needs to be increased. - Finally, more real communicative activities are effective in classJustificationAs teachers of an elementary student, we should not worry too much if your childswriting is not perfect. Write capacity improvement in stages, as children are based onskills learned in previous grades. However, it is recognized that the attempt to simplifyand categorize errors carefully for beginners can ignore what is essentially a complexsystem with overlapping areas and fuzzy boundaries.There remains a need to review and adapt over time to accommodate the approach tothe more complex nature of errors. However, systematic analysis, methodical textual isbeneficial because it focuses not only on the type and nature of the mistake but alsotries to understand the violation or misappropriation of specific grammatical rules by thestudent.But at the same time we should keep an eye in frustration which is also a red flag.Teachers can be empowered to unlock this body of knowledge when sufficiently Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 13. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTSsensitized and aware of the problems that students have in their writing. This awarenessis vital to raise awareness of language teachers of the difficulties faced by children beingtaught.Writing is hard work and can be a chore, but complain and undue delay may indicate abigger problem with writing. If left untreated, eventually writing problems can lead toproblems in other areas and affect the overall academic success.So the exploration of issues relating to grammar writing children essentially reinforcesthe importance of the study of grammar not in isolation but in its location "on the useand creation of contextual meanings" (Carter 1997: 30), which is ultimately morefocused on the needs, problems, focused and student-centered. Learning activity 1.5 5. Find out the basic information to form the theoretical foundation and elaborate using the following steps: a. Theoretical and Conceptual Focus structure.Theoretical and Conceptual Focus structureTheoretical Focus: It purpose is to give a coordinated and coherent investigationsystem of concepts and propositions that will solve the problem. “This is the problem ofintegrating into a specific area where it make sense, incorporating prior knowledgerelating there and arranged to be useful to our task”. The level of competence increasethe students’ skills in the new language obviously this level can be reset and up datedtime to time according with needs and speciation.Conceptual Focus: The relationship between teacher and students must find a delicatebalance: the teacher can change activities, with some strategies that are attractive,practical according with students´ age and their social life.So, the interaction must be every day and every time, to reinforce the knowledge,confidence can help on this point, sometimes students can have questions about newwords but they don’t want to ask just for the lake of confidence, but other importantaspect is the lake of mistakes correction at time, some little mistakes didn’t correct atprevious years and later it will be a big written lake.Nowadays, the communication is a vital part in our lives, increasing the vocabulary in apractical way can help students to share ideas, participate in active way in society andhelp each other to get a fluent communication. Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 14. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Learning activity 2.1 1. Do the methodological design following the next steps:a. Research type and design “Ways to Improve Writing Skill in 4th grade students”For the Purpose: Applied ResearchWriting skill needs being able to write well to be successful. This needs the knowledge ofthe linguistic structures, vocabulary and function. Students of fourth grade of LIGA highschool must be able to develop the several works in a concise and clearly way.As far as, enhancement of the learners own personal experiences as essentialcontributing elements to classroom learning, try to link classroom language learning withlanguage motivation outside the classroom.In our project about ways to improve writing skill, we have to apply research type anddesign, for that reason we have chosen applied research which is an important aspect tofind the project´s purpose due to deal with practical problems, such as low level oflearning in writing skill.b. Population size and sampleThe individuals to be surveyed are the children attending of fourth grades specially thestudents at LIGA High school, who will serve as the basic to diagnose the outstandingvariables that have both positively and negatively influenced in their writing EnglishLanguage Learning skill. Then, a diagnostic test will be administrated in order todetermine their level of knowledge both in writing grammar structure of the Englishlanguage. These students will be prepared for using the teaching materials; and finallytheir new attitudes in the handling and comprehension of the English Language will beevaluated.The total universe of fourth grade has 47 students from each side. For this reason,research was done to all universes and need not calculate a sample. n = sample size N = universe P = positive variability q = negative variation E = maximum allowable error K = constant error correction Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 15. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS N: 19 n: ? p:0.5 q: 0.5 E:0.05 K: 1.96 FORMULA: N (pq) n = ------------------------ (N-1) (E/K)2 + pq 19 (0.25) n = ---------------------------- (18) (0.05/1.96)2 + 0.25 4.75 n = ------------------------------- (18) 0.00065077 + 0.25 4.75 n = ------------------ 0.261713Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 16. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Then: n = 18.14= 18 Sample size calculated for a universe of 19 individuals is equal to 18 units of analysis, the 5% error. c. Field work FIELDING The present research will be applied at LIGA High school, located in la Pampa parish, Pomasqui Country, Pichincha Province, Quito -Ecuador; in fourth grades students of this educational institution between September and January of the year 2012. d. Instruments for data collection Administering written questionnaires The instruments that will be used are the following: A SURVEY: Instrument that will be used to collect information referring to the evaluation of the impact of the previous knowledge of writing English Language skill, and that will be applied to all of the students of fourth grade. EVALUATION TEST: It will be applied to the students of fourth grade at LIGA High school at the beginning of the school period and on the last day of December. e. Data Processing and analysis. In order to continue this research will use the following methods, techniques and instruments. Methods: - Use of the diagnostic test for applying writing exercises - Describe likes and dislikes, indoor and outdoor hobbies - Using activities to identify where the food come from.Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 17. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS Techniques: - Working in pairs/ groups of students. Taking the number of students in our class, divided by the number of students we want per group and the result will be the number students should count to. - Participating in journals, writing story, newspaper school in order to develop their skills. - Resolving activities of the workbook, writing tasks, use of English, grammar structure. Instruments: - Administering written questionnaires - Test of Abilities Learning activity 2.2 1. Do the final part of the project of the second term exam. a. Graphical exposition of results Based on the results of our tabulation we can mention that the Writing Skill is the main problem as it is describes before and this problem on the chart is directly related to the diagnostic test.List Skills Total 1 2 3 4 5 6 7POINTS 3 3 3 5 2 2 2 201 Acosta Angeline 3 2.75 3 1 0.58 2 2 14.332 Altamirano José David 0 1.89 3 4 1.45 1.8 2 14.143 Calle Juan David 1 1.08 3 2 0.58 1.8 2 11.464 Campuzano Cristian 3 2.7 3 5 1.74 2 2 19.445 Cevallos Adrián 0.5 1.62 3 3.5 0.58 1.6 2 12.86 Corredor Diego 1.5 2.7 2 5 2 1.8 2 177 De la Torre José Raúl 0.5 1.08 3 2 0.87 1.6 2 11.058 Galeano Abigail 1.5 3 3 4 1.45 2 2 16.959 Herrera Naomi 0.8 2.8 2.8 4.8 2 1.8 2 15 Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 18. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS10 López Mateo 1 1.08 3 4.6 0.87 2 2 14.5511 Matehu Joaquín 1 1.62 3 2 0.87 2 2 12.4912 Moreira Fernando 1 1.08 2.7 3 0.58 1.6 2 11.9613 Pazmiño Pavlova 1 1.89 3 1 2 1.6 2 12.4914 Porras Martina 2 2.16 3 4 0.58 2 2 15.7415 Quevedo Jean Marco 1.5 1.08 2.8 1 0.87 1,8 2 11.0516 Salazar Julián 3 1.89 3 5 2 2 2 18.8917 Salgado Valeria 2.5 3 3 5 1.74 2 2 19.2418 Serrano Marcos 0 1.35 2.8 2 1 1.6 1 9.7519 Terán Daniela 3 2.7 3 4 0.58 2 2 17.28SUM 27.8 37.4 55.1 62.9 22.3 35 37 7 4TABULATION 1.46 1.97 2.9 3,31 1.17 1.8 1.9 14.59 4 4 b. Analysis of results Mainly results have focused on the interdependent relationship between phonological awareness and reading-writing success. To achieve this success children require increased skills to reflect on the structure of words and their location in the sentence, since greater sensitivity to syntactic organization enables higher performance in reading tasks, especially in our case, writing . c. Conclusions In fourth grade we can see that these students are very collaborative with the project and they put all effort in improve their writing skills. The work with our team is very equilibrating because we participate and collaborate in many aspects of our project. The teachers in the liga’s high school are very collaborative with the development of our project. Finally, through this research we try to establish a link between the domain subtler oral language and writing production of the same. We Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres
  • 19. Integrative Project II WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE STUDENTS consider accounting for these relationships allows bettering observing several alternatives for developing teaching writing. d. Recommendations To use more work sheets for the classroom and home To practice their writing skill through the copied To allows the students improve their knowledge in rehabilitee environmentIntegrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica Torres