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RATIONALE

I M P O R T A N C E

Implementing this study of and for my students helped me to identify my students’ specific needs in writing. I was able to see their struggles and growth by using a variety of graphic organizers, word work, mini-lessons, and conferencing. Through verbal and written praise, my students gained more motivation to write. Meaningful conferencing with my students created more confidence in themselves as writers. They received one-on-one support to enhance their writing skills altogether. These interventions increased their skills in other areas of content--especially their reading skills. I wanted to focus on writing because this is where I saw a majority of my students lacking in skills. My students will continue to use these strategies and interventions throughout current and future writing.

D E M O G R A P H I C S

GRADE TAUGHT: FIRST

LOCATION: SUBURBAN SCHOOL DISTRICT/MILITARY HOUSING NEIGHBORHOOD

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  • 2-UNIT SCHOOL

  • 321 STUDENTS

  • 41% FREE AND REDUCED LUNCH

  • 38% MINORITY

  • MOBILITY RATE: 34.49%

    • STATE MOBILITY RATE: 10.86%​

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  • 18 STUDENTS IN CLASSROOM

  • 11% ENGLISH LANGUAGE LEARNERS (ELL)

  • 16% INDIVIDUAL EDUCATION PROGRAM (IEP)

    • 2 students were excluded from study due to modified curriculum per IEP​

  • 38% OF STUDENTS RECEIVED ADDITIONAL READING SERVICES

  • ETHNICITIES: (1) ASAIN, (4) HISPANIC, (2) BLACK

  • 66% MILITARY FAMILY

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S C H O O L

C L A S S R O O M

N E E D

After observing my students' writing and collecting data, I saw a high need in writing--specifically idea development and conventions. Based upon observation, I had 10 students who had difficulty following a writing structure and applying basic writing conventions including spelling, spaces, and capital letters. The second data point that demonstrated a need was of the 16 students in my study, only 2 students were successful with demonstrating grade-level writing standards on the weekly reading tests at the beginning of the year. The weekly reading tests include four different sections including high-frequency words, phonics, comprehension, and writing. 

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The third data point that proved a need for writer's workshop was the fact that three of my 16 students were successful with knowing all first quarter sight words. Sight words are words students are unable to sound out (ex: the, who, what. etc.). First graders are expected to know a list of 30 words for each quarter, totaling 120 words for the year. These sight words are words they will often see in most reading texts and are words they need to recognize. Most students struggled with spelling and identifying sight words in their own writing at the beginning of the school year. 

 

Another observation that showed a need for writing instruction was the lack of student understanding of how to utilize a graphic organizer to support their writing. Furthermore, students had difficulty with writing independently. At the beginning of the school year, students became off-task and unsure how to continue their writing without an adult's help. Through observation during the first couple of weeks of the writer's workshop, only four students could complete a piece of writing from start to finish.

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