Third Grade Writing 1

Improving Third Grade Writing Skills Through the Use of Daily Modeling Strategies

Katie Fewchuk

A Capstone Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Curriculum and Instruction

Lake Superior State University Sault Ste. Marie, MI January, 2010

Third Grade Writing 2

ABSTRACT This report describes a program for improving the writing skills of third grade students. The target population consisted of twenty one third grade students in a middle to low SES rural community in the Eastern Upper Peninsula of Michigan. The problems of inadequate writing skills were documented through writing rubrics, attitude surveys and teacher observations. It was proposed to use a variety of instructional strategies in order to increase students writing skills in the specific area of narrative writing. After completing an initial attitude survey, students will first draft a narrative with little to no instruction from the teacher. The following two weeks will be spent modeling the writing process using a variety of methods of instruction. The final two weeks will involve students writing narrative stories at the same time the teacher is writing narrative stories using a document camera in order to project writing to all students. In total, students will draft 5 narratives within a six week span of time and will be assessed using a common third grade writing rubric that measures the 6 + 1 writing traits. The frequency and duration of the writing workshop will remain consistent throughout the study. Post intervention data indicated a significant increase in students' attitude towards writing, however, only showed minimal improvement in overall writing samples.

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Table of Contents Chapter 1 Problem Statement and Context .4 General Statement of the Problem4 Immediate Problem Context.4 Chapter 2 The Solution Strategy ...6 Literature Review .6 Project Objectives and Processes.9 Project Action Plan..10 Methods of Assessment ..11 Chapter 3 Project Results..12 Analysis of Results .12 Conclusions and Results..14. Appendices ..16 Appendix A: Third Grade Writing Rubric ...16 Appendix B: Writing Attitude Survey..17 Appendix C: Student Samples ..18

Third Grade Writing 4

Chapter 1 General Statement of Problem The students of the third grade targeted class exhibit weak writing skills that interfere with their overall writing achievement. Evidence of this problem includes low scores on weekly writing and grammar assignments, poor attitudes about writing and teacher observation.

Immediate Problem Context There are 475 students enrolled throughout grades K-8. The student enrollment ethnic trends do not follow the standard community make up which is 73.2% white nonHispanic, 17.3% American Indian, 6.5 % black, 4.6% two or more races, and 1.9% Hispanic. Approximately 65% of the students enrolled in this school are identified as American Indian. The remaining enrollment, 35%, is white non-Hispanic, with less than 1% consisting of a combination of the other ethnic sub-groups. 56% of the student population qualifies for free or reduced lunch. Theses students are distributed across four kindergarten classes, three each of first, second, third, fourth and fifth grades, and two each of sixth, seventh grades, and eighth grade classes. Enrollment numbers in the kindergarten classes are approximately 18 students each and in grades first through eighth, approximately 20-21 students per class. Class rosters are randomly assigned to teachers with equal distributions across the classes at each grade level of boys and girls, students with IEPs (individual education plans), Title I students, and gifted and talented students. All elementary classes, grades kindergarten through fifth

Third Grade Writing 5 grade have a certified teacher who meets the standards of highly qualified and a highly qualified paraprofessional.

The third grade class in question, has 4 students who have achieved intervention needed, 14 of students who have achieved below average, 3 of students who have achieved average, and 0 students who have achieved above average on the September portion of the GLAD test. Since this is the first year this class has undertaken the standardized MEAP assessment, there are currently no scores available for comparison.

The initial interest survey taken by the third graders shows a low motivation level when it comes to writing.

Third Grade Writing 6 Chapter 2 The Solution Strategy Literature Review

Much research has already been done in the field of writing, and more specifically modeling has been looked upon as being a favorable method of teaching students how to write effectively. The research that will be shared in this paper will refer to the importance of scaffolding as a means to an end, connecting real world experiences to education, viewing the teacher as a writer, and examining methods of modeling that have proven to be successful. In the study done by Whyte et al. (2007), it has been shown that the scaffolded approach has been successful for student learning. This approach includes four important stages: teacher modeling, a joint activity, a scaffolded activity, and finally an independent activity. The child is initially a spectator as the majority of the writing is done by the teacher, then he/she starts to take over some of the writing activity under supervision of the teacher. As time goes on, the child takes on more and more responsibility, while the teacher acts as a guide on the side. Eventually the child assumes full responsibility for the task while the teacher watches as a spectator. ( p.5) When a teacher scaffolds an approach for a child, he/she is essentially working within the students zone of proximal development (Department of Education, Vic., 1998b)

Not only does instruction need to be scaffolded for students so they are learning at their own level, they too need to see and understand what good writing looks like and furthermore conclude that writing [is] not something that adults make students

Third Grade Writing 7 do.(Kowalewski et al., 2002, p. 18) In essence, students need to see how [teachers] planned, changed their mind, confronted problems, weighed options, made decisions, and used conventions to improve their writing (Atwell, 1998). This can only be done successfully when you write in front of your students.

It is clearly not enough to write in front of your students, we need to show children why writing matters in our lives, and how we draw writing ideas from every day events (Kapka and Oberman, 2001, p. 45). In doing so, in demonstrating how writing is connected to wonder, in demonstrating how to choose appropriate, thoughtful details, one begins to answer the toughest question for the child, Why should anyone want to write? (p. 41) Teachers are able to communicate the extremely powerful message to their students that writing is important, through demonstrating that they too, are writers. (p. 45)

The next question arises, when one begins to think about how to model for students effectively. According to Buhrke et al.(2002) research, it was concurred that the use of mini-lessons were an excellent way to differentiate instruction in the writing class(p. 41) It was further stated that when students write with a purpose and have a multi-faceted approach, writing scores will improve. (p. 41) Skillings and Ferrell (2000), also agree with this statement and take it one step further with the importance of providing students with a rubric by which to guide their work:

...using a rubric is beneficial as one models writing Students can see that writing is not always easy, and even adults can become frustratedAs their teacher models how to work through a difficult moment, students will be inspired

Third Grade Writing 8 to persevere.(p. 25) Furthermore, teachers need to model the writing process in small enough increments for students to grasp and assimilate into their own learning. According to Bridge, ComptonHall and Cantrell (1997), students have problems synthesizing writing skills(p. 23) Therefore, the best way to solidify learning for the young writer is to model the writing assignment in small enough chunks for them to internalize the necessary learning.

In order for modeling to be effective, it also needs to be consistent. Much too often, teachers skip modeling due to time constraints and other curriculum obligations that needs to be taught. (Buhrke et al., 2002, p. 22) Large (1997) suggests that a probable cause for lack of student motivation and progress in writing is lack of modeled writing by adults.(p. 22) In order for independent writing to be of quality, texts that they write need to be familiar and clearly arise from what has been demonstrated in modeled writing and composed in guided writing.(Harris et al., 2003, p.62)

When coining the term modeling, many different ideas might surface. Modeling is defined as, a standard or example for imitation or comparison according to dictionary.com. When examining Kowalewski et al (2002), research, a great many of methods were used to demonstrate writing skills. Teachers wrote in their own notebooks while students worked independently on their own writing, all the while the teachers work was projected onto a screen with a document camera. Chart paper was also used for whole group lessons. Students were consequently able to view a piece of writing being created and also edited and revised. Students were not only encouraged to share their own writing

Third Grade Writing 9 with other classmates through the use of the document camera, but they were also encouraged to comment, make suggestions and assess the teachers work. (p.35) From this study, baseline scores showed that 9 out of 25 students wrote at or above grade level, however, 21 out of 25 students scored at or above level is the final assessment piece. (Kowalewski et al., 2002, p.42)

Project Objectives and Processes

Objective The third grade students from the targeted class will increase their writing achievement, as measured by the Third Grade Writing Rubric (Appendix A) after being provided with a wide range of modeling techniques each day for a period of six weeks.

The following processes are necessary for this objective to be accomplished. Administer a pre and post Writing Attitude Survey (Appendix B) Writing rubrics will be used when assessing student writing Baseline data will be collected without the use of modeling Teacher will model writing process in a variety of ways

Third Grade Writing 10 Teachers will suggest writing that is real and meaningful to students Students will journal 5 days a week.

Project Action Plan The researcher will be using narrative writing throughout the six week intervention. The writing process will also be incorporated into daily lessons taught by the teacher. A writers workshop approach will be used. The following agenda will be attended to: Week 1 Administer Pre Writing Attitude Survey (Appendix B) Administer: Student writing prompt Friendship (baseline data = no modeling) Week 2 Model: Third Grade Narrative Plan Students complete Third Grade Narrative Plan Model: Beginning of narrative Students write beginning of their narrative Model: Middle of narrative Students write middle of their narrative Model: End on narrative Students write end of their narrative Model: Editing, Revising, and Publishing Students edit, revise and publish their narrative

Week 3 Model: Third Grade Narrative Plan Students complete Third Grade Narrative Plan Model: Beginning of narrative Students write beginning of their narrative Model: Middle of narrative Students write middle of their narrative Model: End on narrative Students write end of their narrative Model: Editing, Revising, and Publishing

Third Grade Writing 11 Students edit, revise and publish their narrative Week 4 Model while students write: Third Grade Narrative Plan and beginning of narrative Share at the end of the 35 minute session Model while students write: Middle and ending of narrative Share at the end of the 35 minute session Model while students write: Editing and Revising Students publish and share Week 5 Model while students write: Third Grade Narrative Plan and beginning of narrative Share at the end of the 35 minute session Model while students write: Middle and ending of narrative Share at the end of the 35 minute session Model while students write: Editing and Revising Students publish and share Week 6 Administer: Post Writing Attitude Survey (Appendix B) Administer: Student writing prompt Friendship (Final Data = no modeling)

Methods of Assessment A third grade writing rubric (Appendix A) will be used to assess student progress throughout the six week study, including both pre and post writing assignments as well as four additional narratives. In addition, the Pre and Post Writing Attitude Survey (Appendix B) will be administered in a timely manner.

Third Grade Writing 12 Chapter Three -- Project Results

Analysis of Results Through teacher observation, it is obvious that students' attitudes towards writing have increased within the last six week period. A notable change occurred during weeks four and five when students were making such statements as, "I like this kind of writing," and "Can we continue writing this afternoon?" and mostly importantly, "This writing is fun!" Overall, the majority of students improved their narrative writing skills within this study. Eighty percent of the students either maintained their pre- writing score or improved it with their final paper. This eighty percent of successful students, is made up of one hundred percent of the girls and fifty-five percent of the boys in the class. It can also be noted that the female students scored better during weeks four and five when the teacher modeled while the students wrote, where as the boys scored better during weeks two and three when the teacher modeled in smaller chunks and had the full attention of all students. When examining the third grade attitude survey towards writing, it is somewhat difficult as it was an anonymous study. However, when comparing the answers to questions such as "Do you think you are a good writer?" only 28% of students answered yes in the first survey, but 62% answered yes in the final questionnaire. There were similar results to the question, "Do you think writing is important?". At first, only 58% agreed, but at the end of the six weeks, 89% percent were in agreement. On a whole, almost all of the surveys showed an increase in a positive attitude towards writing. Comparison of Male and Female Assessments

Third Grade Writing 13 Female

Model Male Pre Writing Pre Writing Model Post Writing Independent Model Post Writing Independent Independent Independent Model

D C+ C+ C+ C+ BB* * * A+ A+ A+ A+ C+ BB B+ AAD+ B A+ A+ A+ A+ A B B B BB A+ A+ CCC+ AB+ B+ B+ B+ C A+ B B+ B A+ BBA C+ A B+ AABB B C+ B B+ B B BC A+ A A+ B BC+ B B+ B+ * New student entered class during week 4 of the study.

C+ A+ C B+ D+ C F A A+

C+ A+ D+ B+ D B+ BAA-

B A+ D+ A+ DB+ INC A A-

BA+ CA D AINC BB-

B A+ DACB D B B

Average Writing Scores Compiled by Week

100 90 80 70 60 50 40 30 20 10 0

Girls Boys

4
Weeks

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Third Grade Survey Attitudes towards Writing Pretest % YES Posttest % YES 1. Do you like to write? 13 % 57% 3. Do you think most people like to write? 27% 68% 90%

9. Do you like to share your writing with other people? 6% 10. Would you call yourself an author? 10% 12. Do you think you are a good writer? 28% 13. Do you think writing is important? 58% 14. Do you write at home? 5% 25% 73% 62% 89%

Glad Testing

Third Grade Writing 15

14 12 10 8 6 4 2 0
Intervention Below Average Average Above Average

September May

Conclusions and Results Upon completion of this study, it can be concluded that both types of modeling writing for students, A) Modeling while students observe and B) Modeling while students are writing, will prove to be successful for learning. It can also be noted that the female

Third Grade Writing 16 students involved in this study have shown to improve their writing scores through type B modeling while boys were more successful with type A. Thus, leading to the conclusion that both types of teaching are necessary for the learning of all students in the classroom. As a further means of assessment data, students also participated in the year end Glad testing for writing. The following results were achieved: 1 student received a score of Intervention Needed, 3 a score of Below Average, 12 received a score of Average and 5 were noted as Above Average. Thus, showing a great improvement from the beginning of the year when the majority of students fell within the Below Average category. Due to teacher observation and the post survey on students' attitudes towards writing, one can conclude that after a variety of modeling tools were used in the writer's workshop, students' feelings towards themselves as writers have improved for the better. Though this is difficult to measure due to animosity, one can infer with the results of the survey. As a result of this research, the classroom instructor will now incorporate both types of modeling for her students in the Fall. The fact that students' attitudes towards writing have moved to that of excitement and eagerness, is enough to change the teaching practices. The number one goal of educating is to light the candle of life long learning within each child

Bibliography Buhrke, Lynn, Henkels, Lori, Klene, Jennifer & Pfister, Heather. (2002). Improving Fourth Grade Students Writing Skills and Attitudes. (Action Research Project). Saint Xavier University & Skylight Professional Development Field Based

Third Grade Writing 17 Masters Program. Chicago, Illinois.

Davidson, Christina. (2007). Independent Writing in Current Approaches to Writing Instruction: What have we overlooked? English Teaching: Practice and Critique.Vol.6 No.1, 11-24.

Fearn, Leif, Farnan, Nancy. (2007). The Influence of Professional Development on Young Writers Writing Performance. Action in Teacher Education, Vol.29, No.2, 17 28.

Kapka, Dawn, Oberman, Dina A. (2001). Improving Student Writing Skills through the Modeling of the Writing Process. (Dissertation Thesis). Saint Xavier University & Skylight Professional Development Field Based Masters Program. Chicago, Illinois.

Kowalewski, Erin, Murphy, Jill, Sterns, Marilyn. (2002). Improving Student Writing in the Elementary Classroom. (Dissertation Thesis) Saint Xavier University & Skylight Professional Development Field Based Masters Program. Chicago, Illinois. Ma, Xin, Klinger, Don A., (2000). Hierarchial Linear Modeling of Student and School Effects on Academic Achievement. Canadian Journal of Education, Vol.25, No.1 41-55.

Third Grade Writing 18 Saddler, Bruce, Asaro, Kristie. (2007). Increasing Story Quality Through Planning and Revising: Effects on Young Writers with Learning Disabilities. Learning Disability Quarterly, Vol.30, No.4, 223- 234.

Whyte, Alyson, Lazarte, Alejandro, Thompson, Isabelle, Ellis, Nancy, Muse, Amanda & Talbot, Richarde. (2007). The National Writing Project, Teachers Writing Lives, and Student Achievement in Writing. Action in Teacher Education. Vol.29 No.2, 516.

Wray, David. (2001). Developing Factual Writing: An Approach through Scaffolding. University of Warwick, United Kingdom.

Appendix A: Name:_________________________________________

Third Grade Writing Rubric

Third Grade Writing 19

Qualities of Writing Ideas

4 Writing is clearly focused on a topic and supported with appropriate details and/or examples. The writing shows a clear beginning, middle, and end and details are in order. Authors voice/personality engages the reader and/or evokes emotion through effective word choice and varied sentence structure. Sentences are complete, and surface feature errors (spelling, capitalization, grammar, and punctuation) are minimal.

3 Writing is focused on a topic and includes some details/examples. The writing shows an attempt to organize using beginning, middle, and end. Authors voice/personality is evident through the use of descriptive words, as well as, varied sentence structure. Sentences are complete, and surface feature errors (spelling, capitalization, grammar, and punctuation) dont interfere with understanding. Writer attempts to have the best handwriting in most areas of the writing.

2 Topic is presented but not developed; focus may wander. There is an attempt to organize ideas, but writing may lack connections. The writing may show limited vocabulary and/or simple sentence structure.

1 Writing shows minimal focus on topic or is limited in length. The writing shows little direction or organization. Vocabulary is limited, and sentences are simple.

Organization

Voice/Word Choice/Sentence Fluency

Conventions

Sentences may be incomplete and surface feature errors (spelling, capitalization, grammar, and punctuation) may make understanding difficult. Writer lacks effort in some areas of the writing.

Minimal control of surface feature errors (spelling, capitalization, grammar, and punctuation) makes understanding difficult. Writer showed no attempt to use their best handwriting in any area of the writing.

Penmanship

Writer shows a clear attempt to use their best handwriting in all areas of their writing.

Appendix B: Third Grade Survey Attitudes towards Writing

Third Grade Writing 20 1. Do you like to write? _____yes ____no 2. What do you think the purpose of writing is? ____for fun ____to finish an assignment ____to communicate with others ____to share with an audience ____there is no purpose ____to express my feelings ____to learn about the writing process 3. Do you think most people like to write? ___yes ___no 4. What kinds of writing do you like best? ___poetry ___letters ___reports ___stories ___journal writing 5. What do you do when you can't think of something to write? ___ask for help ___try harder to think of something ___give up ___take a break ___write about what I wrote about last time ___come back to it later 6. Who do you usually write for? ___teacher ___self ___family ___community ___friends 7. Do your parents write? ___yes ___no 8. Do you worry about what your teacher will think of your writing? ___yes ___no 9. Do you like to share your writing with other people? ___yes ___no 10. Would you call yourself an author? ___yes ___no 11. What makes a good writer? ___someone who practices a lot ___has neat writing

Third Grade Writing 21 ___uses new words ___writes long stories ___knows about their topic ___makes people laugh ___paints a picture with their words 12. Do you think you are a good writer? ___yes ___no 13. Do you think writing is important? ___yes ___no 14. Do you write at home? ___yes ___no 15. Describe the way you write. Planning ___ Writing the first draft ___ Revising ___ Editing____

Adapted from: Jillian Bettger Shoreline Writing Institute 2007-2008 Puget Sound Writing Project