Writing child study - Employment

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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
ut also be very difficult and frustrating for others. One way to start off with thinking about a topic would be to have the students write a list of things they like a lot or think they are experts on in their writing journals. Buckner proposes, “This is an easy, reasonable task even for students who struggle as writers. It is a strategy that can be used again and again for generating idea topics” (2007, p. 19). Buckner also explains that this can be a strategy that can be used to think deeper about the topic in the revision stage. The next phase of the writing process would be to draft! This is where they will write their first draft of their story. I will encourage them to use invented spelling so they don’t concentrate on how to spell words because I know that takes away from the fluency of their writing and might cause them to forget some of the ideas they have in their heads. The next thing I would do with my students would be to work on character development. Fletcher & Portalupi has several fantastic ways to work on developing characters. They say, “Perhaps the easiest way for young writers to begin developing the characters in their writing is to attend to the physical traits of those characters” (2007, p. 46). I would read them a story and have them make a list of the physical traits that come to mind from the story. Then, by looking at how detailed the list they made about the story I read to them was have them try to write a very descriptive paragraph about their character/characters that they can include into their story. My next mini lesson would be to incorporate Buckner’s exercise for writing strong grabber leads. I would have them write 5-10 different ways to say the first sentence of the story that they think will grab the reader’s attention. Then, they would pick the one they like the best. The next mini lesson I would do would be to help my students understand how stories have a beginning, middle, and an end. Fletcher & Portalupi explain that a good story had a beginning, middle, and an end. To explain this concept, I would read a story to them and have them try to guess what the beginning was, the middle, and the end. Then, I would have them write their own beginning, middle, and end for their stories. I realize this might be a tough concept for younger students to grasp and if they don’t seem to be getting it, I would do separate mini lessons on each the beginning, middle, and end. The next stage would be conferencing. This would take place with me or with peers. They would meet with me for around 7-10 minutes (or however much time works within our writing time). While I’m conferencing with students they will be conferencing with peers. Every time I change students they will too. They will switch 3 times and then continue on with silent reading. For the revision stage I would concentrate on adding detail. I agree with Fletcher & Portalupi when they suggest, “Young students often draw the main elements of their stories without situating them in a larger context” (2007, p. 43). For instance, a student’s story is about someone who broke their leg and they draw a picture of a person with a broken leg. From this drawn person, we see nothing but the main character and an empty landscape. I would sculpt my mini lesson about using details to describe setting a little differently than Fletcher & Portalupi do. I would use my hypothetic student’s example of a person who broke their leg and draw a picture of just that student with a broken leg. Then draw another picture of that same students and his/her broken leg but put them lying beneath monkey bars on the playground. Then I would ask the student how the second picture tells them more about what’s happening in the picture. After that, I would have them each draw a picture of something happening to their main character and tell them to make a strong background scene. After they have a picture, I would have them write a paragraph about their picture explaining what is happening and then they can include it into their story. This will also come in handy when their work gets published in the room and they already have artwork to go along with their story. The next thing I would have them work on would be adding dialogue to their writing. Using Fletcher & Portalupi’s lesson on getting your characters talking, I would have them listen to me read an excerpt of dialogue and have them make a chart. On one side it would be what they learned about the character and the other side would show what piece of dialogue showed them that. By seeing this side by side comparison it will really help them see how dialogue strengthens a story. Then I will have them work on adding dialogue into their own stories. Conferencing again. The nest stage is the editing stage. To address spelling I will do a strategy from Buckner that has to do with reading backwards. I will have them read their stories backwards and circle the words they think are spelled wrong or think are spelled wrong. Then I will have a spelling workshop they would use different ways to find the correct spellings. One would be to use books they have in their desks and have them try to find that same word in the text to find the correct spelling for it (Buckner, 2005). Another thing I would do would have them keep personal dictionaries like I had in grade school along with a word wall I would have posted in the classroom. This personal dictionary will have words they have previously spelled wrong in pieces of writing, word wall words, or any other word we as a class
Page 1 and 2: Child’s pseudonym: Nadjib Child
Page 3 and 4: Knowledge about genres and function
Page 5 and 6: Use of writing process: during writ
Page 7 and 8: Recommendations on the writer, and
Page 9: I also noticed that when I have Nad
Page 13: Works Cited Bukner, A. (2005). Note

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