3. THERE’S NO SPARK
Several students in my class were not motivated to write. I wanted
them to be engaged; I wanted them to love writing! Since motivation
is difficult to measure I decided to look at engagement and stamina.
Goal: 100% of targeted groups will increase their
independent writing stamina to 40 minutes by June.
4. FEELINGS DOCTOR
To start my research, I gave my students a Writing Interest
Survey. The survey asked students to rate their feelings about writing
and the writing process.
5. THE SURVEY SAYS
Students wanted to see more, high quality, mentor texts.
Some students were embarrassed of other students reading their
writing.
Students wanted additional supplies to
use during Writing Workshop.
Most students wanted to use computers.
Students struggled most with, generating
ideas, spelling, punctuation, revising and editing.
6. TIME KEEPS ON TICKIN’
I chose 9 students to focus on during my research. These students
had little to no writing stamina so I conducted a Writing
Engagement Assessment to see what they were doing during
writing.
I monitored their behavoir at 5, 10, 20, and 30 minutes and here is
what I found…
7. ENGAGEMENT: 5 MINUTES
Writing Behaviors
3 Engaged
3 Teacher Assistance
2 Day Dreaming
Other
11. YEAH, SO?
The Engagement Assessment allowed me to look at my students more critically.
Instead of seeing them as, “off task,” I was able to understand why they were off
task. I discovered that:
Some students were unsure how to carry the mini lesson back to their seats.
Some students desired teacher approval at multiple times to motivate
themselves.
A couple students do not ask for helpo when it is needed and will
sit, unproductive, unless they are approached.
12. NOW WHAT!?
Based on the data that I collected from the Interest Survey and the Engagement
Assessment, I knew I had to increase motivation and writing supports. I made the
following changes to Writing Workshop during our realistic fiction unit.
• I posted my daily teaching point in the classroom.
• I gave each writing table a folder with resources.
• Students created their own assignments.
• More mentor texts were available.
• Spelling concerns were addressed by telling students to give a word, “their best
shot,” circle it, then move on.
• Special writing implements were provided. (Fancy Pens!)
• Students mad About the Author Blurbs for the back of their Realistic Fiction
books.
13. 10
8
6
4 Engaged
2 Day Dreaming
0 Talking
Teacher Assistance
Other
14. IF I KNEW THEN WHAT I
KNOW NOW…
If I continue this work next year I would:
• Use the Narrative Continuum
