Education Commons^™

Boosting Confidence In Kindergarten Writing: How To Assist Kindergarten Emergent Writers Through Developmentally Appropriate Practices In Phonics And Writing, Amy Martin

Culminating Experience Projects

For a kindergarten student, writing can be exhausting and difficult. For a kindergarten student, writing can also be imaginative and fun. Kindergarten students have a lot of stories to tell and words to write, they just need tools in their toolbox in order to do so. Writing, especially in the younger grade levels, often takes a back seat to other subjects. Unfortunately, this leaves many words unwritten, skills unpracticed, and minds unimaginative. This project aims to create a resource for teachers to use within their designated writing time specifically focusing on developmentally appropriate practices and pulling from the intertwined skillset …

Teaching With The Genius In Mind: Enacting Literacy As A Civil Right, Katie Glupker, Pam Gower, Angela Knight

Language Arts Journal of Michigan

Because literacy is a civil right, educators are responsible for designing and implementing literacy education that is designed with the excellence of all students in mind. In order to learn about ways to ensure that literary practices are equitable for all students, the authors joined an educators’ book club to read Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad. Muhammad describes the Black literary societies of the past and challenges educators of today to enhance classrooms by upholding equity and excellence through a five-layered framework: Identity, Skills, Intellect, Criticality, and Joy.

We studied Muhammad’s …

Using Inquiry In Teacher Professional Learning To Build Efficacy For Writing Instruction, Jacqueline B. Koonce, Melissa Brooks-Yip, Kathleen Gibson

Language Arts Journal of Michigan

Whitacre (2019) and Curtis (2017) found that participants’ efficacy impacted their writing instruction and ability to engage students. We share our experiences with a professional development program aimed to improve teacher efficacy and literacy of elementary teachers. In this professional learning network, the Study of Early Literacy (SOEL), a higher percentage of teachers reported to a Hanover Research survey that they felt less confident in teaching writing than other areas of literacy. To address this need, one of the authors developed a subgroup to specifically address the teaching of writing with an inquiry-based action research component. Most of the teachers …