Increased Engagement and Motivation in Writing Action Research Increased Engagement and Motivation in Writing SPU Action Research: Winter 2014 – Amanda Ostrom

Focus and rationale 1st & 3rd graders receiving specially designed instruction in writing at Emily Dickinson Elementary demonstrating significant challenges with engagement and motivation. Observed behaviors: Off task Disinterested Lacking confidence Not retaining previously learned information Not accessing prior knowledge to adapt to new concepts Not independently persevering through tasks Not performing at greatest potential

Present levels of performance THIRD GRADE Using beginning and end sounds but are leaving out vowel sounds when spelling. Students are lacking conventions including beginning capitalization and ending punctuation. Students are writing disorganized paragraphs that lack a topic and conclusion sentence. Students are not using taught strategies such as looking up words in their dictionaries, accessing the word wall, and/or attempting to spell words phonetically. Instead they are defaulting to asking for help before trying independently. These are all skills that have been taught, practiced, and retaught the first semester. FIRST GRADE Using beginning and end sounds but are leaving out vowel sounds when spelling. Students are lacking conventions including beginning capitalization and ending punctuation. Students are not using taught strategies such as looking up words in their dictionaries, accessing the word wall, and/or attempting to spell words phonetically. Instead they are defaulting to asking for help before trying independently. These are all skills that have been taught, practiced, and retaught the first semester.

Possible sources for challenges: POSSIBLE SOLUTIONS FOR CHALLENGES: Lack of motivation due to confidence in writing abilities. Frustration when lacking ideas to write about. Significant spelling challenges. Below grade level reading and writing performance. Some medical disabilities affecting attention and behaviors Increased practice of skills learned at home, through homework. Incorporating the use of technology as a hook to increase engagement. Allow more opportunities for student driven subject interest in writing materials. Behavior management plan to positively reinforce independence of using taught strategies Organizational strategies such as check lists and/or timers

Writer’s Check lists Editing Check List Revision Check List   I used capitals at the beginning of sentences & for names and places! I used correct punctuation. I spelled words correctly using my dictionary or the word wall. Revision Check List   I have a topic sentence. I have three or more details. I have a conclusion sentence.

Positive reinforcement & Self Assessment Name Date   I quickly chose something to write. I used 1 or more strategies from my check list. I wrote the whole time. I shared my work with peers. Self-Reflection Date: Today I earned a because…

rubrics Motivation Engagement Trait Descriptor 1 Not at Standard 2 Approaching Standard 3 At Standard 4 Exceeds Standard Students use writing check lists to independently stay on task and complete work. Student needs frequent reminders and re-teaching to use writers check lists, stay on task and complete work. Student needs frequent reminders to independently use writers check lists, stay on task and complete work. Student needs few reminders to independently use writers check lists, stay on task and complete work. Student rarely needs reminders to independently use writers check lists, stay on task and complete work. Motivation Trait Descriptor 1 Not at Standard 2 Approaching Standard 3 At Standard 4 Exceeds Standard Students share their writing and reflect on their performance independently. Student needs frequent reminders and modeling to share work and self-reflect on daily performance. Student needs frequent reminders to independently share work and self-reflect on daily performance. Student needs few reminders to independently share work and self-reflect on daily performance. Student rarely needs reminders to independently share work and self-reflect on daily performance.

Personal Dictionaries

Positive reinforcement Charts 3rd Grader 1st Grader

1st grade writing samples & use of check list

3rd grade writing samples Use of Check Lists and Self-Assessments

Examples of weekly Writing CBM’s 3rd Grader 1st Grader

1st graders DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 3 20-Feb 21-Feb   DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 3 20-Feb 21-Feb 24-Feb 25-Feb 4 27-Feb 28-Feb 3-Mar 6-Mar 7-Mar

1st Graders DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 20-Feb 3 21-Feb   DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 20-Feb 3 21-Feb 24-Feb 25-Feb 4 27-Feb 28-Feb 3-Mar 6-Mar 7-Mar

AIMS WEB NORMS: Average 1st graders AIMS WEB NORMS: Average Fall: 8 Winter: 14 Spring: 21   10-Feb 21-Feb 28-Feb 7-Mar DK 12 11 13 SS TC 15 7 SD 2 14

AIMS WEB NORMS: Average 1st Graders AIMS WEB NORMS: Average Fall: 3 Winter: 7 Spring: 13   10-Feb 21-Feb 28-Feb 7-Mar DK 2 7 8 SS 4 TC 5 3 SD 1

DK DATA: 1st Grader DK 10-Feb 1 11-Feb 18-Feb 2 20-Feb 21-Feb 3 24-Feb   DK 10-Feb 1 11-Feb 18-Feb 2 20-Feb 21-Feb 3 24-Feb 25-Feb 27-Feb 28-Feb 3-Mar 6-Mar 7-Mar   DK 10-Feb 1 11-Feb 2 18-Feb 20-Feb 21-Feb 3 24-Feb 25-Feb 27-Feb 28-Feb 3-Mar 6-Mar 7-Mar   10-Feb 21-Feb 28-Feb 7-Mar DK 12 11 13   10-Feb 21-Feb 28-Feb 7-Mar DK 2 7 8

3rd Graders RN SC NB AS 10-Feb 1 2 3 11-Feb 18-Feb 21-Feb 24-Feb   RN SC NB AS 10-Feb 1 2 3 11-Feb 18-Feb 21-Feb 24-Feb 25-Feb 27-Feb 28-Feb 3-Mar 4 6-Mar

3rd Graders RN SC NB AS 10-Feb 2 3 11-Feb 1 4 18-Feb 21-Feb 24-Feb   RN SC NB AS 10-Feb 2 3 11-Feb 1 4 18-Feb 21-Feb 24-Feb 25-Feb 27-Feb 28-Feb 3-Mar 6-Mar

AIMS WEB NORMS: Average 3rd Graders AIMS WEB NORMS: Average Fall: 28 Winter: 35 Spring: 40   10-Feb 21-Feb 28-Feb 7-Mar RN 20 31 37 SC 23 43 25 NB 46 41 48 52 AS 57

AIMS WEB NORMS: Average 3rd Graders AIMS WEB NORMS: Average Fall: 20 Winter: 26 Spring: 32   10-Feb 21-Feb 28-Feb 7-Mar RN 15 18 SC 11 26 8 NB 17 20 19 AS 7 23 14 22

RN Data: 3rd Grader RN 10-Feb 1 11-Feb 18-Feb 2 21-Feb 24-Feb 3 25-Feb   RN 10-Feb 1 11-Feb 18-Feb 2 21-Feb 24-Feb 3 25-Feb 27-Feb 28-Feb 3-Mar 6-Mar   RN 10-Feb 2 11-Feb 1 18-Feb 21-Feb 24-Feb 25-Feb 27-Feb 28-Feb 3 3-Mar 6-Mar   10-Feb 21-Feb 28-Feb 7-Mar RN 20 31 37   10-Feb 21-Feb 28-Feb 7-Mar RN 15 18

Variables First graders use editing check list only Mid Winter Break – Routines Modeling/Reteaching Subject/content – interest level Writing to a prompt (copying prompt = increased CWS) Off days (behaviors) 

conclusions 1st Graders 3rd Graders Lack of time Inconsistent Data Increased time on task Perseverance Appropriate use of conventions Applying previously taught strategies for spelling Sharing writing pieces daily 3rd Graders Lack of time Inconsistent dat Increased time on task Perseverance Appropriate use of conventions Applying previously taught strategies for spelling 5 sentence paragraphs include; topic, details, and conclusion Sharing writing pieces daily

Next steps Continued use of positive reinforcements, self reflections, and check lists. Reteach and/or model when needed. Create more opportunities for student choice in writing. Exposure to more genres of writing. Extended time for assignments/writing pieces.