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

2. 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

3. 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.

4. 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

5. 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.

6. 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…

7. 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.

8. Personal Dictionaries

9. Positive reinforcement Charts
3rd Grader
1st Grader

10. 1st grade writing samples & use of check list

11. 3rd grade writing samples
Use of Check Lists and
Self-Assessments

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

13. 1st graders DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 3 20-Feb 21-FebDK 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

14. 1st Graders DK SS TC SD 10-Feb 1 2 11-Feb 18-Feb / 20-Feb 3 21-FebDK 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

15. 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

16. 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

17. DK DATA: 1st Grader DK 10-Feb 1 11-Feb 18-Feb 2 20-Feb 21-Feb 3 24-FebDK
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

18. 3rd Graders RN SC NB AS 10-Feb 1 2 3 11-Feb 18-Feb 21-Feb 24-FebRN 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

19. 3rd Graders RN SC NB AS 10-Feb 2 3 11-Feb 1 4 18-Feb 21-Feb 24-FebRN 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

20. 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

21. 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

22. RN Data: 3rd Grader RN 10-Feb 1 11-Feb 18-Feb 2 21-Feb 24-Feb 3 25-FebRN
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

23. 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) 

24. 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

25. 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.