implementing a writer’s club for struggling readers and

Implementing a Writer’s Club for Struggling Readers and ELLs

Andy Routzahn

Research Question

Will small group instruction through a writer’s workshop model increase motivation and performance in writing?

3rd grade writing goal

Students can capitalize, use punctuation, and spell readily available words.

Purpose of Action Research Project

This research project is intended to examine the impact of a writer’s workshop model in third grade.

The student population is seven below level students. Six of the seven students receive Title 1 reading assistance. Four of the seven students receive ESOL services.

In this intervention, I will collect data on how their attitudes towards writing changed after the writer’s workshop.

The intervention will assess their topic sentences, details, and organization based off the county rubrics.

The students will have a month of 3 days a week rotation during reading for 25 minutes including a mini-lesson with strategies to increase depth and quality of writing.

Reliability and Validity

The students in the intervention group took a survey that was created by Chaney (2011).

Chaney implemented this survey into 22 elementary grade classrooms in her 2011 study on writing workshops.

I used the same survey before and after the intervention to examine three categories: attitudes towards writing, growth in knowledge of writing skills and processes, and topics they like to read.

Attitudes Towards Writing

(Pre Survey) (Post Survey)

1. The way I feel about writing is: I love it- 1-0 I like it- 2-0 I don’t know- 4-2 I dislike it- 0-2

2. I approach assignments with: Excitement- 1-0 I’m not sure- 3-1 Fear- 1-1

Boredom- 2-2

Knowledge of Writing Skills and Processes

(Pre Survey) (Post Survey)

1. I know how to gather ideas for writing: Always- 0-2 Sometimes- 3-1 This is hard, but I try- 4-1 Not at all- 0-0

2. When writing, I know what I am good at: Yes- 3-2 No- 0-0 Not Sure- 4-0 (1 no response)

3. When writing, I know where my weaknesses are: Yes- 4-1 No- 2-0 Not Sure- 0-2 (1 no response)

4. I can write a story that is clear and makes sense to a reader: Yes- 0-1 No- 5-1

Not Sure- 2-2

Knowledge of Writing Skills and Processes 1. When I write, I know how to edit:

Yes- 3-2 No- 2-2 Not Sure- 2-0

2. When I write, I know how to revise: Yes- 1-0 No- 2-2 Not Sure- 4-2

3. I know what a writing conference is: Yes- 0-0 No- 4-1 Not Sure- 3-3

4. Writing is important in my life at home: Yes- 0-2 No- 5-0 Not Sure- 2-2

5. Writing is important at school: Yes- 5-4 No- 0-0

Not Sure- 2-0

Data Analysis

The results of my writing intervention are only applicable to this student population.

With the English Language Learners in my classroom, the process going from drawing and discussion to writing with word banks scaffolded the writing process for more accessibility to responding to the question.

I was encouraged by the post survey results of students understanding their strengths and weaknesses in writing because with awareness, improvement can begin.

Writing is never complete or perfect just like my research.

I will continue to research the literature on the topic of writing workshops and make the intervention better with more structure to counter absences from inclement weather.

Further Research

I found an interesting correlation between writing at school and home reflected in student responses on question 10 and 11.

In the post-survey, all four students interviewed responded with “Yes” for at school, but 2 students responded “Yes” for writing is important at home.

With further research and inquiry, I would like to explore how to merge this gap of school to home language experience.

Procedure and Materials

The six actions incorporated into a writing teacher’s lesson plan are Analyze, Ask, Applaud, Assist, Assess, and Advocate (p.7). According to the Reading Specialist of Deep Run Elementary Christy Conklin, Corgill’s “six As” follows a week long plan.

1. Draw

2. Discuss

3. Word Bank

4. Teacher Model

5. Write

6. Revise

7. Present

Student Sample

Limitations

Sample Size, final student sample of 6

High Transfer rate- lost 4 students

School closings and delays due to inclement weather

Student absences

No full week of implementation during intervention

Conclusion

The results of my writing intervention are only applicable to this student population.

Writing is never complete or perfect just like my research.

I will continue to research the literature on the topic of writing workshops and make the intervention better with more structure to counter absences from inclement weather.