Writing About Nature: Enhancing English Learner Students’ Writing Skills

1. Writing About Nature: Enhancing English Learner Students’ Writing Skills Presented by: Deb Kralovetz Action Research Project: Earth Partnership for Schools May, 2012

2. History of the Denmark Nature Center • In June, 2000 and July, 2001-- a group of Denmark teachers participated in the Earth Partnership for schools program at UW Arboretum • Grants were obtained to restore an area of land behind the Elementary School for development of a Nature Center • September-November, 2001– teachers, staff and community members worked to plan and develop the Nature Center.

3. ELL Students • English Language Learners’ English Proficiency is measured using levels 1(little to no English proficiency)-6 (fully English proficient) • English proficiency is assessed annually in the areas of listening, speaking, reading and writing. • Typically, English proficiency in listening is the first to develop, while writing proficiency is the last to develop. • Denmark ELL students’ writing proficiencies range from 1-5. • Teachers often request guidance on how to support ELL students with writing—both idea development and mechanics.

4. Action Research Question How would using the Denmark Nature Center as a writing environment influence my ELL students’ attitudes about writing and their progress toward English language proficiency in writing?

5. Data Collection Tools • District Student Writing Assessment: administered to all students in March and May to assess students’ writing progress, reported with a total score using 6 traits of writing • Organization, ideas, sentence fluency, word choice, voice and conventions • Individual Writing Survey: 3 point scale administered to each student prior to and at close of research project to determine students’ attitudes about writing and topics they enjoy writing about. Also included are 2 open-ended questions regarding where students like to write and what they view as their strengths in writing. • Nature Journal Writing Rubric: 4 point rubric used weekly to assess students’ writing progress throughout the research process using in 4 areas • Ideas, vocabulary, entry length/stamina and conventions

7. Activities • Mini lessons on journal writing to teach each skill area addressed on writing rubric. For example: • Looking for details in our observations-created a micro nature trail, examined objects along the way. • Looked for details and noted changes that occurred from day to day, after a rain, etc. • Life cycle of a frog • To develop vocabulary-verb lesson-listed actions that take place in Nature Center, explored and noted actions, journaled about them. • Poetry lesson-demonstrate poetry writing about object in nature, students sat, observed, and wrote their poetry.

8. Sample Journal Page

9. Data Analysis and Findings • Student Results on District Writing Assessment

10. Data Analysis and Findings Individual Student Survey Results 1=agree/often 2=so-so/sometimes 3=disagree/rarely

11. Data Analysis and Findings • Individual writing survey open-ended responses: • The place I like best to do my writing: • At my desk • In my tree house • Where it is not crowded • I don’t know • On the floor • Rocking chair • Anywhere • Inside

12. Data Analysis and Findings • Student responses to open-ended question: The best thing about my writing is: • It’s my idea • My hand-writing • Having fun • That I enjoy it • I don’t know • That I make my own decisions on it • I am the author • Neatness • I put a lot of detail in it • No one else writes what I write

13. Data Analysis and Findings • Student Results on Nature Journal Writing Rubric

14. Data Analysis and Findings • District Writing Assessment March results showed 79% of students scored >2; 36% of students scored >3 • Lowest scores were obtained in the following traits: ideas, sentence fluency, conventions. • One half of the students indicated they usually enjoy writing; most like to write stories and about nature. • All students enjoy being outdoors. • From week 1 to week 3, 2 students’ journal rubric scores have decreased; 2 students’ journal scores have remained the same. • Overall, students’ conventions scores in their journals have remained consistent throughout their entries. • I have not taught or stressed conventions in my lessons on journal writing.

15. Observations Students…. • were very excited about learning throughout this project. • asked daily if we would return to the Nature Center the next day. • who are normally quiet and shy seemed more open, talkative and excited when in the Nature Center. • energy levels and engagement in the lessons increased when we learned in the Nature Center. • noted our Nature Center needed some attention such as picking up litter and fixing broken bird houses

16. Problems • Time constraints/schedule changes • Some days I felt the students needed more time for writing • Students’ poetry were not the quality I expected. (May need to spend more time on this, introduce to many different types of poetry) • Students loved exploring-more difficult to get them to sit down to write

17. Scenes from our Nature Center

18. Action Plan • Continue using Nature Center as an environment for teaching writing. • Share research results with classroom teachers and offer to team teach writing lessons in the Nature Center. • Explore other curricular areas and lessons that can be taught using Nature Center. • Utilize the Nature Center for our school’s Project Based Learning initiative. • Scaffold poetry lessons to lead to better understanding and student success. • Include lessons on conventions, maybe to involve self and peer editing of journal entries-taking some to publishing. • Allow more time for each lesson--exploring and writing. • Add oral language component-have students share writing with other classes.

19. In Conclusion • According to preliminary results, this project was successful in changing ELL • students’ attitudes and self-confidence • about their writing. • It was rewarding observing students as they • explored the outdoors and discovered the • wonders of nature. • The advantages to students • involved in this project extended • beyond their progress with writing • skills.

20. Bibliography Cordell, H. K. (2010). Trends in Viewing and Photographing Wildlife, Birds, Trees and Scenery. Internet Research Information Series, Part I and II. Harr, N., Lee, R.E. & Jr. (2010). Nature Detectives. Science and Children, 48(6), 34-39. Schultz, M. M. (2009). Effective Writing Assessment and Instruction for Young English Language Learners. Early Childhood Education Journal, 37(1), 57-62. Westervelt, M. (2007). Schoolyard Inquiry for English Language Learners. Science Teacher, 74(3), 47-51.