In what ways will implementing writers workshop impact the writing development of first graders?

Alison Conely


Seminar Title


In what ways will implementing writers workshop impact the writing development of first graders?


Concept/Strategy

Focus of the Research


Writers Workshop


Grade Level

Research Was Applied


1st Grade


Relevant Grade Level

Connections


Elementary


Discipline

Where Research Was Applied


Writing


Additional Discipline Areas

I see Application to


Language Arts


Invitation/Commercial


I dont know what to write about. How do you spell the word because? Not more writing! Have you ever heard one of these statements from your students? Well I have, so I decided to do something about it and that is when I found writers workshop! By implementing writers workshop in my classroom, I suddenly have students that are excited about writing time. We have great discussions about stories, how to make our stories more interesting and how to read books like authors. Now I have students who are choosing to write during quiet time and Friday free choice! Small groups and individuals are writing books and submitting them to our school publishing center. Best of all, when I say it is time for writers workshop, I hear my kids say Yeah! instead of groaning. If you are interested in helping your students become better writers and develop a love of writing, then this is the session for you!


Abstract


The purpose of this research is to investigate how daily writers workshop instruction can improve the writing skills of first graders. Through my research I have reaffirmed my belief that building a supportive environment and relationships between teacher and students, providing choice and independence, and using authentic writing assessments are key components to improving my students writing skills. As a result of may review of literature I made some key changes to my writing instruction. First, I formatted instruction to include a mini lesson, writing time and time to share our writing. This structure is known as writer's workshop. Using a writers workshop format allowed my students to work on their writing stamina as well as have choice over what they were going to write about. Second, I used conferencing time to help my students progress as writers and didnt grade their writing. When I did want to evaluate their writing progress, I used a rubric to point out things they were doing well and areas they could work on. In order to implement my action research I used a writers workshop lesson format created by DeeDee Wills and DeAnna Jump. These were complete mini lessons on simple drawing and writing techniques that helped my students progress from drawing pictures to telling their own stories. I gathered baseline data on my students interests and feelings about writing through a student survey. I assessed my students written vocabulary by measuring how many words they could write correctly in ten minutes. I also gathered conferencing notes on my students strengths and weaknesses and used it to direct instruction for what my students needed next. I found that many of my students didnt initially see themselves as writers and struggled to find things to write about. I also noted that students who had a stronger written vocabulary were among my stronger writers. As students learned more sight words and spelling rules throughout the year, and their written vocabulary grew, so did their ability to write complete sentences and tell interesting stories. Through my survey I learned that one area that remained a struggle for many of my students all year was coming up with ideas for their stories. We did spend a lot of time brainstorming ideas to help us generate wring topics but perhaps this is a difficulty for all authors, even seasoned ones. I believe the benefits of writers workshop have been significant not only for my students but also for me delivering better quality writing instruction. Because of this, I am excited to continue using writers workshop with my first graders.