Writing child study - Employment

has the students write about their class turtle. She has them write a report about turtles which would be made into a big
book and placed in their classroom library for visitors to read (109-118). My spinoff would be to have Nadjib write a
story about a class pet and concentrate on the detail he see’s in real life of that animal. I think this would be a very fun,
exciting, and engaging activity for him that he would enjoy with in return have many educational benefits as well.
Summary Summarize results: describe significant features of text/reading connections; clearly identify strengths; state
final conclusions. Write this section as if you are addressing the child’s parents in a report card.
Dear Parents of Nadjib,
Nadjib is doing very well with writing. I consider him an independent speller because he is writing with 25% invented
spelling which is very good for a second grader considering he isn’t only spelling common words he knows but more
difficult words as well without hesitation. There are two types of strategies he uses when he uses this invented spelling.
He uses transpositional and spelling as it sounds. The reason he is using spelling as it sounds it because he doesn’t quite
understand how to use combination of vowels when they appear in the middle of a word. For an example, he struggles
with words like chair, and speak. He spells them how they sound: char and spek. Vowel concentrations are going to be
our focus for the next couple of weeks. The transpositional spelling strategy he uses isn’t much of a problem because
what he does is mix of the letters in words like hurt/hrut. This just means he is about to internalize the correct spelling of
the word and it is shown throughout some of his stories where he will use the transopsitional spelling and then spell it
correctly in the next sentence. Another thing he struggles with is using punctuation and capital letters when writing a
sentence. He knows that sentences require those two things but has trouble remembering all those components while
trying to get ideas down on paper. The thing I am going to try with him to help this is journaling. Every day I will have
him write in a journal because this will help his fluency while writing, the act of getting ideas down on paper. With
having better fluency in his writing and practicing more it will also build up his confidence as a writer. He completes
writing assignments when asked but I can tell he is struggling with getting ideas from his head to paper. This will all
come easier to him when he develops more fluency. Another thing I noticed he fails to do is use pronouns like he, she,
they, and us. One thing I will do in class is to teach him what pronouns are and how to use them. I will have him write a
story concentrating on using he or she instead of always repeating the full name of the subject of the sentence. I think it
would be beneficial for you to encourage Nadjib to write at home concentrating on sentence level compnants such as the
use capital letters, punctuation, and using pronouns. All in all he is progressing very well as a writer but could use some
help in thinking of himself as a writer that writes for the purpose of other people reading his work. This will all come
with practice!
Sincerely,
Jenny Meis
Classroom Writing Program Description: What structures will you put in place for your writing program? How
will you organize time, choose materials, and work with students? Describe you writing program in detail.
First and foremost I will have a place for writing notebooks in my classroom. I think they are the most valuable thing
to aid in learning to write. It presents a personal reason to write instead of always having the students write for the
teacher. Going hand in hand with this I will also make sure I display the students writing. Displaying it also gives it a
larger audience for the student to write for. Writing in the writing notebook everyday about anything they want helps
them clear their minds about what might be bothering them and also helps with their writing fluency and practicing
getting their thoughts into sentences (Buckner, p. 23).
For going through the writing process in my classroom I would set it up like Fletcher & Portalupi does with some
ideas that jump in from Buckner. I think they do a great job addressing all the different elements in a story and give
many ways to teach each element so if one approach doesn’t seem to be going well I could switch to a different one
the next day. To start off with prewriting, I would have them think of a topic. This will come easy for some students