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

Katie Fewchuk EDUC 696

General Statement of Problem

Third grade students of the targeted class exhibit weak writing skills that interfere with their overall writing achievement

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School Climate
475 students K-8 65% Native American 35% White Non-Hispanic Less than 1% other ethnic sub-groups 56% Free and Reduced Lunch 20 21 students per classroom Paraprofessional in every K-5 classroom & Special Education classroom

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Target Third Grade Class

21 students Low motivation for writing GLAD test Results (September) Intervention Needed = 4 Below Average = 14 Average = 3 Above Average = 0

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What does the research say?

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Literature Review
Scaffolded approach = success for students 1. Teacher modeling 2. Joint Activity 3. Scaffolded Activity 4. Independent Activity Whyte et al. (2007)

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Literature Review
Students need to see how teachers planned, changes their mind, confronted problems, weighed options, made decisions, and used conventions to improve their writing (Atwell, 1998). WRITING IS NOT SOMETHING THAT ADULTS MAKE KIDS DO! (Kowalewsji et al, 2002)

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Literature Review
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).

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Literature Review
What does the literature say about how to model writing for your students?

Modeling can be defined as, a standard or example for imitation or comparison

(Dictionary.com)

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Buhrke et al. (2002)

Mini-lessons to differentiate instruction Writing for a specific purpose Multi-faceted approach Consistent (daily)

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Skillings and Ferrell (2000)

Use of a writing rubric

As their teacher models how to work through a difficult moment, students will be inspired to persevere. (p.25)

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Bridge et al. (1997)

Model writing assignment in small chunks so they can internalize the necessary learning.

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Kowalewski et al. (2002)

Teacher modeled while students worked independently Students shared their work with classmates Students were encouraged to make suggestions on teachers work

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

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Necessary Elements of the Study

Pre and Post Writing Attitude Survey Consistent rubric Teacher models writing in a variety of ways Teacher will suggest writing that is real and meaningful to students Students will journal 5 days a week

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Project Action Plan

Week 1 Pre-Writing Attitude Survey Student writing prompt: Write a narrative story about the theme of friendship. (Baseline Data = no modeling)

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Week 2 & 3 Teacher models plan Students complete plan Teacher models a paragraph, students write a paragraph Modeling is done in small chunks The entire writing process is modeled from planning to publishing

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Weeks 4 & 5 Teacher models, while students write Students share their work at the end of the session Day 1 Plan and beginning of narrative Day 2 Middle and end of narrative Day 3 Editing and revising Day 4 Publish and share

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Week 6 Post Writing Attitude Survey Student writing prompt: Write a narrative story about the theme of friendship.

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Methods of Assessment
Pre and Post Writing Survey Third Grade Writing Rubric

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Analysis of Results
Student attitudes have increased, especially in weeks 4 and 5 I like this kind of writing. Can we continue writing this afternoon? This writing is fun!

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 80% of students either maintained their prewriting score or improved it with their final paper (100% of the girls; 55% of the boys) Girls scored higher in Weeks 4 & 5 Boys scored higher in Weeks 2 &3

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Female

Pre

Writ ing

Model

Model

Ind.

Ind

Post

Writ ing

Male

Pre

Writ ing

Model

Model

Ind.

Ind.

Post

Writ ing

D * C+ B B CC BBB

C+ * BA+ B C+ A+ A B B-

C+ * B A+ BBB C+ B C

C+ A+ B+ A+ B B+ B+ A C+ A+

C+ A+ AA+ A+ B+ A+ B+ B A

BA+ AA A+ B+ A+ AB+ A+

BA+ D+ B CB+ BAB

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

B+ A+ D+ B+ BB+ BAA-

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

BA+ CA D D INC BB-

B A+ DACC D B B

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Average Writing Scores by Week

00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

G irls B o ys

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Attitude Survey
Pretest --% YES Posttest -- % YES 1. Do you like to write? 13 % 57% 3. Do you think most people like to write? 27% 68% 9. Do you like to share your writing with other people? 6% 90% 10. Would you call yourself an author? 10% 73% 12. Do you think you are a good writer? 28% 62% 13. Do you think writing is important? 58% 89% 14. Do you write at home? 5% 25%

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0 0 0 0 0 0 0 0 0 0 0
Intervention

Glad Test
September May

Below A verage

A verage

A bove A verage

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Conclusions
Both types of modeling proved successful for the two sub-groups Girls = modeling while students write Boys = modeling while students observe Therefore .both types of modeling need to be done in order to reach all students!

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Conclusions
Student attitudes towards writing increased during weeks 4 & 5 Therefore, students not only enjoyed reading/listening to the teachers narratives, but also enjoyed the share time with their peers

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As a result.
The teacher will include both types of modeling within her daily writing workshop routine

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The number one goal of educating is to light the candle of life long learning within each child!

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