| Research Question. In what ways do students writing change over time as they engage in the writing of memoirs that include continuous building of the writing process through peer review and mini lessons on adjectives?;Research Activities. This research explores how family plays a motivational role in writing descriptive family memoirs. This was done through the use of direct instruction on adjectives, modeled interviewing, peer review, pair share, home interviews, and independent writing. Context. The study took place in a second grade classroom, during a thirty to sixty minute writing block. The research focused on one Hispanic, CELDT 2, ELL student, as classified by the California English Language Development Test, and two English-only students. One student was identified advanced, one proficient, and one below proficiency in language arts according to the California Standards Test, as well as in-class assessments. Methods and Data. This was a continuous intervention throughout the year and utilized teacher modeled interviewing and peer review, group brainstorming, student-led interviews in class for practice, as well as at home interviews of family members. Data sets include pre intervention writing samples, surveys, student work, observations, and student interviews. Results. Results showed that modeling, discussion, peer review, and familial motivation enabled students to write more descriptively and thoroughly. Students became more detailed and confident in their writing, and thus created family memoirs that portrayed an understanding of the importance of adjectives.;Grade Level. Second Grade;Data Collection Methods. Observation-Field Notes, Student Survey---Attitudinal, Interviews, Writing Samples;Curriculum Areas. English Language Arts, Writing;Instructional Approaches. Teacher Modeling, Group Discussions, Partner share, Parent engagement, Note-taking, Writing---Audience, Choice, Descriptions, Explicit instruction, Peer response/feedback, Teacher response/feedback, Graphic organizers... |
