Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres

13/1/2013

INTEGRATIVE WAYS TO IMPROVE WRITING SKILLS IN FOURTH GRADE
PROJECT II STUDENTS

Integrative Proyect II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero; Jessica
Torres

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. Torres

Institution:

- 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 make
our group work and effective work well done. People who anticipate transmitted to
members of the group a great sense of security. These are people who are prepared
meetings, do not improvise, they pose solutions proposals and initiatives.

Before taking any decision the group must make contact with others to see how it can
affect or interest them and thus gauge the extent can be truly shared and seconded to
take decisions. For that is required, they are defined and known to all, the
responsibilities of each, and the adoption of responsibilities must be based on previously
demonstrated capabilities for each component, avoiding duplication.

In conclusion, the perception that the positive results, personal and group are closely
related is important for the smooth running of the group, and when the celebration is
more clear, because celebrating together and group successes means the set are seen
as just one. The joy and happiness arise when a goal is reached; the fullness is
meaningless but is shared.

Integrative Project II | Maria C. Gavilanes; Cristina Gómez; Andrea Guerrero;
Jessica Torres

PROJECT PLAN

CHAPTER 0NE

RESEARCH PROBLEM

a) Identification of the problem.
b) Problem setting
c) Variable working out
d) Objectives:
a. General Objective
b. Specific Objectives
e) Justification

CHAPTER TWO

THEORETICAL FRAME

a) Theoretical and Conceptual Focus
b) Structure
c) Hypothesis

CHAPTER THREE

METHODOLOGICAL DESIGN

a) Research type and design
b) Size and sample
c) Field work
d) Instruments for data collection
e) Processing and analysis.

CHAPTER FOUR

ADMINISTRATIVE FRAMEWORK

a) Physical resources
b) Human resources
c) Budget
d) Timetable

- BIBLIOGRAPHY
- GLOSSARY
- ANNEX
- APPENDIX

Jessica Torres


2. 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.

Jessica Torres


Jessica Torres


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 EXAM

NAME: ________________________________ 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)

Jessica Torres


3.- Look and write what Sammy likes and doesn’t like. (3 points)

4. - True of False. Correct the false sentences. (5 points)

Jessica Torres


5.- Read and complete (2 points)

Jessica Torres

6.- Classify the indoor and outdoor activities. (2 points)

7.- Choose two hobbies and talk about them. (2 points)

Score: 20 points

Jessica Torres


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. Justification

List Skills Total
1 2 3 4 5 6 7

POINTS 3 3 3 5 2 2 2 20
1 Acosta Angeline 3 2.75 3 1 0.58 2 2 14.33

2 Altamirano José David 0 1.89 3 4 1.45 1.8 2 14.14

3 Calle Juan David 1 1.08 3 2 0.58 1.8 2 11.46

4 Campuzano Cristian 3 2.7 3 5 1.74 2 2 19.44

5 Cevallos Adrián 0.5 1.62 3 3.5 0.58 1.6 2 12.8

6 Corredor Diego 1.5 2.7 2 5 2 1.8 2 17

7 De la Torre José Raúl 0.5 1.08 3 2 0.87 1.6 2 11.05

8 Galeano Abigail 1.5 3 3 4 1.45 2 2 16.95

9 Herrera Naomi 0.8 2.8 2.8 4.8 2 1.8 2 15

10 López Mateo 1 1.08 3 4.6 0.87 2 2 14.55

11 Matehu Joaquín 1 1.62 3 2 0.87 2 2 12.49

12 Moreira Fernando 1 1.08 2.7 3 0.58 1.6 2 11.96

13 Pazmiño Pavlova 1 1.89 3 1 2 1.6 2 12.49

14 Porras Martina 2 2.16 3 4 0.58 2 2 15.74

15 Quevedo Jean Marco 1.5 1.08 2.8 1 0.87 1,8 2 11.05

16 Salazar Julián 3 1.89 3 5 2 2 2 18.89

Jessica Torres

17 Salgado Valeria 2.5 3 3 5 1.74 2 2 19.24

18 Serrano Marcos 0 1.35 2.8 2 1 1.6 1 9.75

19 Terán Daniela 3 2.7 3 4 0.58 2 2 17.28

SUM 27.8 37.4 55.1 62.9 22.3 35 37
7 4
TABULATION 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.

Jessica Torres

Problem formulation

Grammar teaching and learning is necessary in foreign language teaching. However, its
function and method have been argued for decades. There are problems existing in
grammar teaching in Fourth grade according the results of pre-test, including the
inconsistence between the goal of teaching and real classroom teaching, ignorance of
teachers and learners, inappropriate textbooks, and negative learning attitudes.
According to the research 19 students in Liga High School, the paper reports some
conclusions and implications on grammar teaching in classroom.

Variables matrix

Dependent: English learning

Independent: Grammar teaching-learning

Objectives

General 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 class

Justification

As teachers of an elementary student, we should not worry too much if your child's
writing is not perfect. Write capacity improvement in stages, as children are based on
skills learned in previous grades. However, it is recognized that the attempt to simplify
and categorize errors carefully for beginners can ignore what is essentially a complex
system with overlapping areas and fuzzy boundaries.

There remains a need to review and adapt over time to accommodate the approach to
the more complex nature of errors. However, systematic analysis, methodical textual is
beneficial because it focuses not only on the type and nature of the mistake but also
tries to understand the violation or misappropriation of specific grammatical rules by the
student.

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

Jessica Torres

sensitized and aware of the problems that students have in their writing. This awareness
is vital to raise awareness of language teachers of the difficulties faced by children being
taught.

Writing is hard work and can be a chore, but complain and undue delay may indicate a
bigger problem with writing. If left untreated, eventually writing problems can lead to
problems in other areas and affect the overall academic success.

So the exploration of issues relating to grammar writing children essentially reinforces
the importance of the study of grammar not in isolation but in its location "on the use
and creation of contextual meanings" (Carter 1997: 30), which is ultimately more
focused on the needs, problems, focused and student-centered.


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 structure

Theoretical Focus: It purpose is to give a coordinated and coherent investigation
system of concepts and propositions that will solve the problem. “This is the problem of
integrating into a specific area where it make sense, incorporating prior knowledge
relating there and arranged to be useful to our task”. The level of competence increase
the students’ skills in the new language obviously this level can be reset and up dated
time to time according with needs and speciation.

Conceptual Focus: The relationship between teacher and students must find a delicate
balance: 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 new
words but they don’t want to ask just for the lake of confidence, but other important
aspect is the lake of mistakes correction at time, some little mistakes didn’t correct at
previous years and later it will be a big written lake.

Nowadays, the communication is a vital part in our lives, increasing the vocabulary in a
practical way can help students to share ideas, participate in active way in society and
help each other to get a fluent communication.

Jessica Torres


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 Research

Writing skill needs being able to write well to be successful. This needs the knowledge of
the linguistic structures, vocabulary and function. Students of fourth grade of LIGA high
school must be able to develop the several works in a concise and clearly way.

As far as, enhancement of the learner's own personal experiences as essential
contributing elements to classroom learning, try to link classroom language learning with
language motivation outside the classroom.

In our project about ways to improve writing skill, we have to apply research type and
design, for that reason we have chosen applied research which is an important aspect to
find the project´s purpose due to deal with practical problems, such as low level of
learning in writing skill.

b. Population size and sample

The individuals to be surveyed are the children attending of fourth grades specially the
students at LIGA High school, who will serve as the basic to diagnose the outstanding
variables that have both positively and negatively influenced in their writing English
Language Learning skill. Then, a diagnostic test will be administrated in order to
determine their level of knowledge both in writing grammar structure of the English
language. These students will be prepared for using the teaching materials; and finally
their new attitudes in the handling and comprehension of the English Language will be
evaluated.

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

Jessica Torres

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 = ------------------

0.261713

Jessica Torres

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.

Jessica Torres

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


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 7

POINTS 3 3 3 5 2 2 2 20
1 Acosta Angeline 3 2.75 3 1 0.58 2 2 14.33

2 Altamirano José David 0 1.89 3 4 1.45 1.8 2 14.14

3 Calle Juan David 1 1.08 3 2 0.58 1.8 2 11.46

4 Campuzano Cristian 3 2.7 3 5 1.74 2 2 19.44

5 Cevallos Adrián 0.5 1.62 3 3.5 0.58 1.6 2 12.8

6 Corredor Diego 1.5 2.7 2 5 2 1.8 2 17

7 De la Torre José Raúl 0.5 1.08 3 2 0.87 1.6 2 11.05

8 Galeano Abigail 1.5 3 3 4 1.45 2 2 16.95

9 Herrera Naomi 0.8 2.8 2.8 4.8 2 1.8 2 15

Jessica Torres

10 López Mateo 1 1.08 3 4.6 0.87 2 2 14.55

11 Matehu Joaquín 1 1.62 3 2 0.87 2 2 12.49

12 Moreira Fernando 1 1.08 2.7 3 0.58 1.6 2 11.96

13 Pazmiño Pavlova 1 1.89 3 1 2 1.6 2 12.49

14 Porras Martina 2 2.16 3 4 0.58 2 2 15.74

15 Quevedo Jean Marco 1.5 1.08 2.8 1 0.87 1,8 2 11.05

16 Salazar Julián 3 1.89 3 5 2 2 2 18.89

17 Salgado Valeria 2.5 3 3 5 1.74 2 2 19.24

18 Serrano Marcos 0 1.35 2.8 2 1 1.6 1 9.75

19 Terán Daniela 3 2.7 3 4 0.58 2 2 17.28

SUM 27.8 37.4 55.1 62.9 22.3 35 37
7 4
TABULATION 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

Jessica Torres

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
environment

Jessica Torres

Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres

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