Artifact 2 TE 802 Inquiry Presentation


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Artifact 2 TE 802 Inquiry Presentation

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Artifact 2 TE 802 Inquiry Presentation

  1. 1. Motivating Students to Write Inquiry Presentation By: Amy Warbington
  2. 2. Research Question: “What is the best practice for motivating my students to become quality writers?”
  3. 3. About the class… • This fifth grade class has a full range of academic ability levels, although the majority of the students read “below grade level”. • There are 24 students who represent a wide variety of racial, ethnic, and socio-economic backgrounds. • There are two special education students who were mainstreamed into the classroom. • While only two students receive extra support from an ESL resource person, about 20% of the students come from Spanish-speaking homes. • 30% of the students in the class are new to the school this year.
  4. 4. Where they were… • 3 weeks of MEAP testing, including the Language Arts portion • Weekly writing assignments given which included detailed requirements and extensive proofreading directions. • Same writing format every week. • Excessive MEAP writing practice (Position papers, constructed responses etc.) • Students had a strong distaste for writing and lacked motivation for any type of writing. • Some students rarely turned in writing assignments.
  5. 5. Research • Read a number of resources on the Writer’s Workshop approach to writing such as Writer’s Workshop, by Ralph Fletcher, The Art of Teaching Writing, by Lucy Calkins & 6+1 Traits of Writing, by Ruth Culham • Talked with peers and other teachers for advice and ideas. • Visited a classroom during Writer’s Workshop to observe the process and take notes. • Changing the original research question.
  6. 6. Plan of Attack! • Making it apply to my classroom. • Creating an exciting new approach to writing and establishing new routines. • Celebrating student’s strengths and quality writing during every workshop. • Sharing personal writing & Demonstrating personal disciplines.
  7. 7. The LAUNCH!!! • Had to get the student’s attention and entice them. • Personal passion for writing shared. • Have the students come to their own realizations about the importance of writing. • Invite them on the journey.
  8. 8. Writing Activities • Incorporating a variety of meaningful topics & activities during writer’s workshop • Interactive approach to drafting, revising and editing
  9. 9. Individual Conferences • One-on-one interaction • Opportunity for communication about progress in writing • Allows for the student to set personal goals for improvement • Student accountability
  10. 10. Group Share • A time for students to share their works in progress to receive feedback and encouragement from peers • A time for students to share their finished pieces as a means of publishing their work
  11. 11. Writing as an Expression of Life • Meaningful topics & prompts • Student choice • Supportive environment to learn about one another • Stream of Consciousness • Incorporating photos and stories • Individual voice & style (embarrassing moment)
  12. 12. Where They Are… • Every student turned in at least two of the four writing assignments during Writer’s Workshop. • No moans and groans at the start of writing time. • Student growth and improvement in writing. • Cesar Chavez Essay Writing Contest
  13. 13. Meet the Students • Student F is an ESL student who speaks English, but struggles greatly with reading and writing in English. • He receives assistance from an ESL teacher in the building three times a week. • He had 14 missing writing assignments prior to the Writer’s Workshop and his excuse was that he didn’t like writing at all because he struggles with spelling and grammar. He also mentioned that he felt too much pressure to write “perfectly” before. • He turned in all of the writing assignments during the workshop and continuously improved various aspects in his writing. • “Yes I do like to write. I like to write because these writing assignments are better.” –A quote from his evaluation of the WW
  14. 14. Meet the Students • Student S is a good student who was a strong writer prior to the launching of the Writer’s Workshop. • Her improved greatly by developing her style and voice. • She enjoyed the freedom to explore various elements of language in her writing as well. (See sample work) • She won 1st place in the Cesar Chavez writing contest out of 100 other students in the Greater Lansing Area. • “I enjoyed having the opportunity to write about anything you wanted and express your true feelings in what you write.” – A quote from her evaluation of WW
  15. 15. Meet the Students • Student A is a special education student who needs extra support in the area of literacy. She is dyslexic and greatly struggles with transferring her wonderful ideas on paper. • She rarely completed a writing assignment prior to Writer’s Workshop because she said that it was “too hard to think about the requirements and the ideas and write it all down”. • She wrote and turned in every workshop assignment and her attitude toward writing completely changed. • Read quote from evaluation.
  16. 16. Meet the Students • Student J is an average student who always completes his work and he needs constant confirmation that he is doing an assignment correctly. • Prior to the Writer’s Workshop, he followed requirements of writing rigorously and rarely allowed creativity to enter the picture. • Throughout the workshop he gained confidence and began to take risks in his writing. • V.I.P. poem example • “My favorite was the V.I.P. writing assignment because we got to write about people we care about however we wanted.”
  17. 17. My Best Practice… • to consider the individual strengths and needs of each student and structure the approach to writing accordingly • to allow the students to have the freedom to be creative and express themselves and their experiences through writing • to encourage students to choose one area at a time to improve • to establish a caring and supportive environment for the students to grow and learn about one another