Discovery_ ED5010
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School
Capella University *
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Course
5010
Subject
English
Date
Apr 3, 2024
Type
Pages
6
Uploaded by MajorHorseMaster1039
Running head: Discovery
Discovery
Samantha Starr
Capella University
ED5010
Running head: Discovery
This paper aims to discover how educators can partner with their students to grow writing skills
using a formalized but engaging writing process. As a teacher of 4th grade students who have
experienced highs and lows when it comes to the public school system I have seen first hand the
deficit students face when it comes to writing. The students I taught this past year were students
who were subjected to a virtual learning environment in Kindergarten. The parents that assisted
these students were learning how to coach their children for the first time in a virtual setting, a
setting that they did not choose but were left to manage. As a result of this virtual experience
most students suffered a major setback when it came to writing skills. Oftentimes, students do
not have the stamina to even write when it comes to standardized tests. Most students without
proper coaching in the writing process will write nothing when it comes to standardized tests like
the PSSA for example. This paper will address students who come from multicultural
backgrounds, diverse economic backgrounds and learning disabilities. To address, “what is,” I
will focus on a series of inquiry questions related to the affirmative topic: How to grow the
writing skills of students. The focus will be on finding the best strategies used to increase student
stamina and interest when it comes to writing.
Writing Development Evaluation and Reflection
When it comes to writing and developing my writing skills I will focus primarily on improving
my APA citation skills. In my undergraduate program I used MLA formatting when it came to
writing. I know using APA will be a stretch for me personally but I am excited to use the Capella
University APA writing guidelines to use proper notations and strengthen my skills.
Running head: Discovery
Abstract
In most inner city public school settings students are constantly being trained on how to become
proficient on standardized tests. The central focus becomes math and reading but oftentimes
writing is overlooked simply because there just is not enough time in the day. In the public
school setting, stakeholder refers to teachers, students, administrators and families. In education
it is critical to think about the multicultural students and families that are represented and how I
adequately teach ELL students as well as English speaking students when it comes to expanding
their writing skills. As a teacher, I constantly dream about what could be when it comes to
students' writing. Using the appreciative inquiry process I can not only dream but later design
what might be for the students I not only teach but love.
Inquiry
How can we grow the writing skills of our students?
Working with 4th grade students, specifically exceptional learning students, I have seen a wide
range of writing skills from students who can barely write their name entering 4th grade to
students who can write 2-3 pages on any given topic. Even though students enter 4th grade on
different base levels the goal is simple, each student should be a better writer leaving 4th grade
then they were entering. As a 4th grade teacher I teach all subjects, therefore, I have the
opportunity to adapt my schedule to meet the needs of my students. Given an 80 minute ELA I
am required to teach English, grammar and writing. I have adapted my schedule to focus on a
single part of the writing process per day. For example, Monday is planning, Tuesday is writing,
Wednesday is revising, Thursday is peer editing and Friday is publishing. By continuing this
process all year I am able to see students grow and learn at their own pace. I have learned as a
teacher that repetition is key to growth. During Responsive Classroom, I’ve created a drill where
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Running head: Discovery
I set a 10 minute timer. Then, I give students a topic and tell them to write as much as they can
without stopping. I am always sure to emphasize that spelling does not count or grammar
because the goal here is to build writing stamina. The students enjoy this exercise because it
takes the pressure off and allows them to enjoy writing.
Affirmative Topic Statement
How can we grow the writing skills of our students?
Inquiry Questions
How do we teach writing to English Language Learners?
What effects does multiculturalism have on writing?
What are the biggest challenges for exceptional learners when it comes to writing?
Inquiry Findings
In my search, I discovered how to best support ELL students in the pre-write process. When
assisting an ELL student in the writing process it is best to help them start by having a
conversation with them. This helps the student to put words and phrases together and activate
prior knowledge. Additionally, it is best to support ELL students by helping them create a word
bank and even adding pictures to remind the student of the words (Coruji,2023). In the classroom
setting I am faced with students from multiple cultures. This includes ELL students and students
from diverse backgrounds. Some of my students even come from different countries. This plays
a big role when it comes to reading and writing levels. In an article titled,
The Benefits of Writing
for Different Languages and Cultures,
it stated how important it is to let students use their
imagination when writing because it will help them connect to the students around them.
Additionally, if a student is trying to grow in a specific language any attempts they get at
practicing writing in that language will increase their skill (Team, 2023). Finally, in a diverse
Running head: Discovery
learning environment where some students might have learning disabilities it's important to be
patient. In an article published by Maslawati Mohamad he talks about students who develop
anxiety because of spelling frustrations. According to this article students should continue to
practice the memorization of frequently used words.
(Sherris & Peyton, 2019)
Running head: Discovery
Reference
Corujo, J. (2023, October 29).
Writing strategies for ELL students
. Houghton Mifflin Harcourt.
https://www.hmhco.com/blog/writing-strategies-for-ell-students
Moses, R. N., & Mohamad, M. (2019, December 4).
Challenges faced by students and teachers
on writing skills in ESL contexts a literature review
. SCIRP.
https://www.scirp.org/journal/paperinformation?paperid=97129
Team, Aic. (2023, March 6).
The Benefits of Writing for Different Languages and Cultures
.
https://aicontentfy.com/en/blog/benefits-of-writing-for-different-languages-and-cultures
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