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Writing About Nature: Enhancing English Learner Students’ Writing Skills . Presented by: Deb Kralovetz Action Research Project: Earth Partnership for Schools May, 2012. History of the Denmark Nature Center. - PowerPoint PPT Presentation
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Writing About Nature: Enhancing English Learner Students’
Writing Skills Presented by: Deb Kralovetz
Action Research Project: Earth Partnership for SchoolsMay, 2012
History of the Denmark Nature CenterIn 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.
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.
Action Research QuestionHow would using the Denmark Nature Center as awriting environment influence my ELL students’ attitudes about writing and their progress towardEnglish language proficiency in writing?
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
School District of Denmark 6 Trait Writing Rubric
Ideas
5 Focused, clear and specific
4 3 Development is basic 2 1 No sense of purpose or theme
Organization
5 Clear, compelling sentences
4 3 Some smooth parts 2 1 Lacks sense of direction
Voice
5 Individual and powerful
4 3 Individuality fades in and out
2 1 Not yet me
Word Choice
5 Clear, visually accurate
4 3 Correct words-not striking
2 1 Confusing, misused words
Sentence Fluency
5 Delightful to read aloud
4 3 Routine and functional 2 1 Needs work
Conventions
5 Correct spelling, grammar
4 3 Halfway home 2 1 Editing not yet under control
Individual Writing Survey1) 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.
2) Also included are 2 open-ended questions regarding where students like to write and what they view as their strengths in writing.
Writing Survey Agree So-So Disagree
1. 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.
6. I like to be outside.
7. The place I like best to do my writing is….8. The best thing about my writing is……
Nature Journal RubricOngoing assessment tool
Used 4 times during the six week project4 point rubricScores reported as composite scores
4 3 2 1Ideas •Ideas are clearly
stated•Many details used to support ideas •Writing stays on topic
•Most ideas are clear•Some main ideas are not supported with details•Writing mostly stays on topic
Entry seems somewhat incomplete
Reader is left with questions about details
Writing has drifted from topic or covers several topics
Entry lacks focus Few or no details
are evident Writing covers
many topics
Vocabulary Words used are appropriate, content-specific
Words used are clear, descriptive, and relate to the senses
Most words relate to content
Most words are clear, descriptive and relate to senses
Many words are ordinary and not related to the topic
Words do not paint a picture in the reader’s mind
Words are unimaginative and plain
Words are not interesting, carefully chosen, or related to the topic
Entry Length/Stamina
Entry is full page or more in length
Student wrote the whole time
½ -3/4 page of writing
Student spent almost the whole time writing
About ½ page of writing
Student spent some time writing, but became distracted and did not write the whole time
Less than ½ page of writing
Student spent less than half of the time writing, became distracted
Conventions Capita letters and end marks are used appropriately in at least 90% of entry
Common words are spelled correctly
Most (70%-90%) sentences have capital letters and appropriate end marks
Most common words are spelled correctly
Some (50%-70%) sentences have appropriate capital letters and end marks
Some common words spelled correctly
Les than ½ of the sentences have appropriate capital letters and end marks
Many words, even common words, misspelled
ActivitiesMini 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 frogTo 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.
Data Analysis and FindingsStudent Results on District Writing
Assessment
S S S S S S S S S S S S S S0
0.51
1.52
2.53
3.54
4.55
March '12May '12
Data Analysis and Findings
I like to…..
Write Think of ideas
Write Stories
Write poetry
Write about nature
Be Outside
Mar 1-50%2-36%3-14%
1-36%2-43%3-21%
1-71%2-14%3-14%
1-7%2-64%3-29%
1-57%2-14%3-29%
1-100%
May 1-57%2-29%3-14%
1-57%2-29%3-14%
1-57%2-29%3-14%
1-29%2-36%3-36%
1-57%2-29%3-14%
1-100%
Individual Student Survey Results
1=agree/often 2=so-so/sometimes 3=disagree/rarely
The place I like best to do my writing is…….(N=14)
March MayAt the spots where it is not crowdedat my desk (x3)in my tree houseI don’t knowOn the floor in my houseOn the carpetOn the bedRocking chairOn my beanbag chair (x2)AnywhereInside
At my desk (x2)By the place we do our book shoppingIn my beanbag chairI don’t knowIn a barnOutside with natureAt school AnywhereOutsideAt a tableIn my tree houseIn the nature center (x2)
The best thing about my writing is…….(N=14)
March MayIt’s my ideaMy handwritingHaving funThat I enjoy itThat it’s funThat I make my own decisions on itPeople enjoy itI am the authorNeatnessI have voice in it and it is neat!NothingI write nicelyNo one else writes what I writeI put a lot of detail
My handwritingIt’s my writing and no one else’sIt comes from me!I don’t knowIt is neatI can make it sound like I’m there talking to youDetails (x3)VoiceIt is really fun (x2)I like to do it
Data Analysis and FindingsStudent Results on Nature Journal Writing
Rubric
S S S S S S S S S S S S S S0
0.51
1.52
2.53
3.54
4.5
entry 1entry 2entry 3week 4
Data Analysis and FindingsDistrict Writing Assessment March results showed 79% of students
scored >2; 36% of students scored >3Lowest 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.
ObservationsStudents….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
ProblemsTime constraints/schedule changesSome days I felt the students needed more
time for writingStudents’ 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
Scenes from our Nature Center
Action PlanContinue 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.
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 extendedbeyond their progress with writingskills.
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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
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Retrieved from http://www.dpi.wisconsin.gov/lbstat/xls/pedr11.xls.