Event Title

Encouraging Writing Development

Presenter Information

Stephanie Randolph
Hope Todd

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Tampa

Mentor Information

Jolyn Blank

Description

Young writers frequently need guided practice in order to make connections between teachers' demonstrations and their own writing. Previous research has found that emerging writers' show growth when teachers engage in collaborative discussions with them about their writing, targeting and modelling specific strategies in the context of their own work. In this teacher inquiry, we explored the question: How can support our student's writing development? Data were collected in two first grade classrooms. Data sources included anecdotal records developed from observation of children's classroom writing experiences, audio-recordings of writing discussions, student writing samples, and informal interviews with students pertaining to their writing experiences. We expect to find that providing targeted support in the context of student's writing, including providing them with opportunities to talk about their writing with peers and assess their own writing, will both improve their writing skills and increase their independence as writers. This study is important because it provides insights into what the processes of teaching and learning to write look like and identifies specific strategies teachers can use to provide a supportive context for writing development in early childhood classrooms.

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Encouraging Writing Development

Young writers frequently need guided practice in order to make connections between teachers' demonstrations and their own writing. Previous research has found that emerging writers' show growth when teachers engage in collaborative discussions with them about their writing, targeting and modelling specific strategies in the context of their own work. In this teacher inquiry, we explored the question: How can support our student's writing development? Data were collected in two first grade classrooms. Data sources included anecdotal records developed from observation of children's classroom writing experiences, audio-recordings of writing discussions, student writing samples, and informal interviews with students pertaining to their writing experiences. We expect to find that providing targeted support in the context of student's writing, including providing them with opportunities to talk about their writing with peers and assess their own writing, will both improve their writing skills and increase their independence as writers. This study is important because it provides insights into what the processes of teaching and learning to write look like and identifies specific strategies teachers can use to provide a supportive context for writing development in early childhood classrooms.