Improving Confidence And Motivating Children To Write By: Pam Aubuchon Kindergarten Teacher

1. Improving Confidence And Motivating Children To Write By: Pam Aubuchon Kindergarten Teacher Clyde Campbell Elementary School

2. Children in kindergarten seem to be self-conscious about their writing ability. Students seem to struggle with writing phonemic sounds.

3. Research • Emergent Writing in the Classroom by Elizabeth Sulzby, William H. Teale and George Kamberelis • Children should have the opportunity to write freely without formal instruction. • In good classroom instruction, young children need to be encouraged but not pushed or pressured. • Children give evidence of deriving pleasure from their creations and of expecting others to take pleasure in them as well.

4. Questions How do I get kindergarten children to feel more confident with their writing ability? What topics are kindergarten children motivated to write about? Do they enjoy one style of writing more so than others?

5. Participants My class is made up of 23 children. I have one EC student as well as one ELL student. My other students entered kindergarten at various academic levels. Many children were unable to write any letters when entering school while others were writing their names and beginning to write words.

6. My Research Plan • The children are going to complete the following writing assignments: • Writer’s workshop • Journals • Cloze sentences • Poems • The research will take place over a six week period.

7. Monday, February 23, 2009 – Journal Writing Topic – What did you do over the weekend? The children were to complete this journal assignment after finishing their morning work. This lesson was done without me doing any type of modeling on the board. The children were writing on unlined paper. The children shared (read) what they wrote to the class. They really seemed to enjoy sharing and taking ownership of their work.

8. Wednesday, February 25, 2009 – Writers Workshop Topic – George Washington We wrote about George Washington. We read stories about George Washington (2 non-fiction books) and we wrote an I am poem together. I made a list of facts about George Washington on chart paper. The children came up with the list of facts. The children were allowed to use one of these sentences or come up with their own. The children wrote on the writers workshop draft paper. The children shared (read) what they wrote to the class. They enjoy sharing. Our lesson began at 9:15 and ended around 10:00 am.

9. Thursday, February 26, 2009 – Writers Workshop Topic – George Washington We wrote about George Washington again today. I did it differently today. I did not hang up the list of facts. The children had to come up with the sentence completely on their own. They struggled more. When I posed the question which day of writing did you enjoy more the majority said they liked day one of writers workshop better because they had the chart to refer to. This lesson was completed from 9:30 – 10:00am.

10. Friday, February 27, 2009 – Writers Workshop Topic – George Washington Today was the last day we wrote about George Washington. The children were struggling with facts to write about. They completed the lesson though and did a great job. Time frame 9:30 – 10:00.

11. Friday, March 6, 2009 – Cloze Sentence Topic – I like to eat ___________________ This assignment was given first thing in the morning as their morning work assignment. The children simply had to complete the sentence “I like to eat ______________.” None of the children complained and completed the sentence without any trouble. We did not share this lesson with the class.

12. Monday, March 9, 2009 – Writers Workshop Topic – I wish We started this lesson by discussing if we could wish for anything what would it be. Each child shared what they would like to wish for and then I modeled for the class what I wished for. The children helped me sound out the words in my sentence and helped me with the mechanics of writing my sentence. I also drew a picture to go along with my two sentences. The children were invited to write at least 2 sentences. The first sentence was to tell what they were wishing for and the second sentence was to explain why. The only words I left up for the children from my example were “I wish.” The children were given 25 minutes to work on the lesson. They really did a great job and seemed excited about the topic. I only had a few students who seemed to freeze under the pressure. Mrs. Klecha and I encouraged these students and they completed their lesson. The children shared their sentence with the class and seemed very proud of their work. After we shared I asked the children the following question: Did you like writing more than 1 sentence? 18 out of my 20 said yes and all 20 of my students in class said they liked the topic we were writing about. We wrote from 9:15 – 10:00 am.

13. Tuesday, March 10, 2009 – Writers Workshop Topic – I wish day 2 I opened up the lesson by reminding the children of some of the things they wished for yesterday and I explained that they would need to wish for something new today. The children didn’t seem to have a trouble thinking of something new to wish for. Just like yesterday I modeled what I would wish for and why. The children had to write 2 sentences. In sentence one they make their wish and in the second sentence tell why they want this item. The children seem eager to write. I didn’t have a single child complain when they were told they had to write more than one sentence. The only problem I am running into is that the children are trying to start their second sentence with the word because.

14. Wednesday, March 11, 2009 – Writers Workshop Topic – I wish day 3 The children completed the lesson without any assistance. Pat and I did not help the children sound out or write their sentences. I only had one student to get up and start walking around. He did not want to complete his lesson. After completing our draft copies I conference with each child. The children and I correct their papers and they rewrite their sentences on published paper.

15. Tuesday, March 17, 2009 – Cloze Sentence Leprechauns _________________ We have been reading about Leprechauns in class. The children enjoyed learning about the legend of Leprechauns. On St. Patrick’s day the children were to complete the cloze sentence Leprechauns ____________________. They could tell me anything they wanted about Leprechauns. The children had a great time with this lesson. I was proud of how well the children worked on their own without complaining. They were truly interested in the subject. Information included that Leprechauns wear green, live in Ireland, are little people, and that they love to play tricks. I was impressed with their wealth of information. The children couldn’t wait to share their writing with the class. I was so proud of their work I displayed it on the wall outside of our class.

17. Wednesday, March 18, 2009 – Journal Topic What do you like about school? This lesson was assigned after the children completed their morning work. I have found that the children are writing much better first thing in the morning. They are not as quick to complain about having to write. The children wrote multiple sentences on this topic. They didn’t want to stop writing, they continued with this lesson until it was time to go to specials. When the children returned from specials the children read their sentences to the class. They did an excellent job. The children were able to read their sentences. I have quickly discovered how much the children take pride in their work and enjoy sharing with the class.

18. Wednesday, March 25, 2009 – Cloze Sentences I see ______________ We had the best time with this lesson. I took the children out for a walk in search of spring. The children were looking for signs such as flowers, trees blooming, birds, nest, etc. They had so much fun. After the pictures were developed they wrote about what they were seeing in the picture. I worked with the children one-on-one with this writing lesson. They had to complete the sentence I see____________. I noticed that when I was sitting one-on-one with the kids they were more dependent on me. They wanted me to help them sound out the words. I did however use this lesson as a great opportunity to remind the children not to use capital letters randomly. The lesson went really well and the children really enjoyed writing about their photograph.

19. Thursday, March 26, 2009 – Journal Anything Thursday The children wrote in their journal after completing their morning work. They were told to write at least 2 sentences about anything they wanted. They love this type of lesson. I have found they will write without complaining when writing about themselves. They also do not complain about not being able to sound out the words. They truly stay engaged and try their best. When the children returned from specials they shared their sentences with the class.

20. Monday, March 30 – Acrostic Poems My Name I introduced acrostic poetry to the class today. I began by explaining the definition of an acrostic poem. I continued by modeling how to do an acrostic poem with the letters of my name. The children and I brainstormed words and phrases that describe me. The children did a great job and we decided to let them try to write an acrostic poem of their own using the letters in their name. Below are two examples of my student’s work: Zebra lover Smart A boy A dreamer Nice Makes toys  Enjoys soccer A big girl Nice Tall Happy Angel I was quite pleased with how well they did with this lesson. I thought they would struggle, but all of my students at least attempted to do this poem. Some struggled, but some of the children did a really great job.

21. Monday March 30 – Friday April 3 Acrostic Poems Spring I worked with a small group each day during center time. I decided to have the children write an acrostic poem about spring using the descriptions and words that we brainstormed together as a class. Each student in my group would get a sheet of construction paper with one of the letters of spring on it. They would then choose which description they wanted to use in their poem and they copied it onto their paper. I worked with students each day during center time for a week. The children enjoyed writing their acrostic poem about spring and really tried their hardest with this lesson. Listed below are two samples of how our spring poems turned out: Sun is closer to earth Smile a lot Purple flowers grow Pours down the rain Roses bloom Rabbits hop It is pretty It is windy Nice warm days Nights are shorter Go to the park Gorgeous

22. Data Collection I interviewed the children together as a class after completing lessons. Each child completed a writing survey. I used a variety of teaching styles and writing styles as part of my research. Reviewed the writing samples. Data Analysis I used a notebook to collect my data. I logged what each child read to me as well as their actual sentence. I later transferred all of the information to excel in order to make graphs. I also used the notebook to log what I observed as the children wrote.

23. Results Which Writers Workshop Did The Class Enjoy More?

24. Reasons why students selected the topic - 3 wishes: It was fun. The wishes might come true. I wrote more sentences. People would know what I wanted, and maybe they would get it for me. Wishes are fun to write about. You get everything you want. You learn about people’s wishes. You can write about something you want. Everyone found out about my wishes. I wanted stuff. Reasons why students selected the topic - George Washington: I liked him. He was in battles. He was a soldier. I learned about George Washington. He was nice. I wrote facts about him.

25. Results Which Journal Topic Did The Class Enjoy More?

26. Reasons why students selected the topic - Tell me anything you want : I can tell you anything I want. You get to learn what I do. I get to write. You get to write about whatever. You can learn things about me you didn’t know. It is fun. Reasons why students selected the topic - What do you like about school? : School is fun. My teachers and friends are nice. I like it when we learn. Other people will know how important school is. It is fun to write about school. I like to write about playing at school. I like school. Reasons why students selected the topic - What did you do over the weekend? : We get to share with the class. I like writing about what I did over the weekend. I get to tell you (Mrs. Aubuchon) what I did over the weekend.

27. Results Which Cloze Sentence Topic Did The Class Enjoy More?

28. Reasons why students selected the topic Leprechauns _________________: Lucky the Leprechaun came to visit our class. Everyone got to share their Leprechaun work. I like green. Leprechauns are tiny and one was in the room. We learned they have gold. I got to draw and write about a tiny leprechaun. Leprechauns are sweet. I like leprechauns. Reasons why students selected the topic – I see _________________: I wrote about flowers. I could tell you about spring. We went outside to look for things about spring. We learned about things outside. I liked the pink flowers. We learned about spring.

29. Results Which Acrostic Poem Topic Did The Class Enjoy More?

30. Reasons why students selected the topic – Your name: I wrote about me. I liked using my name. I used the letters in my name. I like my name. I like writing about myself. Reasons why students selected the topic – Spring: Spring is beautiful. I love spring. We wrote together at center time. Spring is pretty. I like that we wrote about spring together. Spring is fun. Other people can learn what I like about spring. It was easy because we wrote together. I got to show my mom.

31. Favorite Type of Writing:

33. What does all of this mean: How do I get kindergarten children to feel more confident with their writing ability? Children need to be praised when writing. Children like to write about themselves. Children like to share what they write with others. I need to model and conference with children about their writing, but not with each lesson. I have to learn to back away from the children when they are writing, and give them the opportunity to write on their own. Display everyone’s work. I need to encourage and remind children to write down the sounds that they hear and to use the word wall and other word charts in the class. What topics are kindergarten children motivated to write about? Children like to write about themselves. Children like to write about subjects they are interested in. Do they enjoy one style of writing more so than others? 35% of my class selected journal writing, but I believe after doing this research that as long as they enjoy and understand the topic they will write.

34. Future Plans Try out some of the suggestions made by my class. Let the children write more using topics of their own choice. I am going to let my class begin writing in a journal earlier in the school year.

35. Resources: • Google Search Articles Include: • Emergent Writing in the Classroom by Elizabeth Sulzby, William H. Teal and George Kamberelis. This was an excellent article which compares children’s writing in two different settings. Writing at home and at school. After the research was complete it was concluded that children who had frequent opportunities to read and write are more likely to enter conventional literacy as confident, risk taking readers and writers. • The Emergence of Visible Language: Interrelationships Between Drawing and Early Writing by Anne Haas Dyson. This article points out with younger children so much of their writing is done through their illustrations. How they may only write one word but when telling you about the picture they explain the whole story. This was a great article to use as support that kindergarten children enjoy drawing pictures when doing a writing lesson. • The Effects of an Adapted Interactive Writing Intervention on Kindergarten Children’s Phonological Awareness, Spelling, and Early Reading Development by Sharon A. Craig. This article offers many different techniques for teaching writing. Article suggest to teach writing by sharing the pen, differentiating instruction, and to encourage invented spelling. • Teaching Writing Using The Four Blocks Literacy Model – article by Mrs. Nelson. This article offers many suggestions on how to teach writing. Mrs. Nelson uses the four blocks literacy model. She suggested that children practice writing each day, interactive writing, independent writing, as well as a morning message.