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. 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

7. Individual Writing Survey • 3 point rating 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.

8. Writing Survey Agree So-So Disagree • I enjoy writing 2. I can usually think of ideas to write about. 3. I like to write stories. 4. I like to write poetry. 5. I like to write about nature. • I like to be outside. 7. The place I like best to do my writing is…. 8. The best thing about my writing is……

9. Nature Journal Rubric • Ongoing assessment tool • Used 4 times during the six week project • 4 point rubric • Scores reported as composite scores

11. 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.

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

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

14. The place I like best to do my writing is…….(N=14)

15. The best thing about my writing is…….(N=14)

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

17. 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. • In March, most students indicated they enjoyed writing at various locations inside. At the conclusion of the project four of the 14 students indicated they enjoyed writing in the nature center or outdoors. • All students enjoy being outdoors. • Composite scores increased for eleven of fourteen students, or 79%, from entry one to entry four. • 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.

18. 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

19. 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

20. Scenes from our Nature Center

21. 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.

22. 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.

23. Bibliography Asch, Frank. (1994). The Earth and I. New York, NY: Scholastic. Cordell, H. K. (2010). Trends in Viewing and Photographing Wildlife, Birds, Trees and Scenery. Internet Research Information Series, Part I and II. Cormell, J. & Ivey, T. (2012). Nature Journaling: Enhancing Students’ Connections to the Environment through Writing. Science Scope, 35(5), 38-43. Coyle, K. J. (2010). Back to School: Back Outside! Create High Performing Students. National Wildlife Federation, 2-8. Denmark Nature Center Home Page. Retrieved from: http://www.denmark.k12.wi.us/faculty/dnc09/index.cfm. 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. Tatarchuk, S. & Eick, C. (2011). Outdoor Integration: Looking to Nature to Accentuate Science and Language Arts Connections. Science and Children, 48(6), 35-39. Westervelt, M. (2007). Schoolyard Inquiry for English Language Learners. Science Teacher, 74(3), 47-51. Wisconsin Department of Public Instruction. Public School Enrollment Data. (2011). Retrieved from http://www.dpi.wisconsin.gov/lbstat/xls/pedr11.xls.