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Full-Text Articles in Education
A Model For The Integration Of Writing Across Fourth Reading Curriculum, Barbara Mae Truchon
A Model For The Integration Of Writing Across Fourth Reading Curriculum, Barbara Mae Truchon
All Graduate Projects
The evidence from the literature review points to the challenge students of Washington State face today. Reading and writing are the key components in all content areas students are required to learn in today's schools. The challenge for educators is to provide reading and writing instruction that will enable our students to become proficient in the skills they need to pass high stakes assessments like the WASL and become productive members of our ever changing global society. This project presents a model of integrating writing to learn strategies into the reading curriculum. A discussion of the rationale supporting this model …
Instructional Writing Strategies For The Secondary Teacher: A Handbook To Guide Content Area Teachers Implementing Writing Into Curriculum, Cathy S. Thompson
Instructional Writing Strategies For The Secondary Teacher: A Handbook To Guide Content Area Teachers Implementing Writing Into Curriculum, Cathy S. Thompson
All Graduate Projects
Secondary teachers are concerned that their students are having difficulties learning and retaining difficult concepts present in secondary curricula. Additionally, students may not be learning the content at a deep enough knowledge level to pass stringent high-stakes standardized tests required for graduation in the state of Washington. For students to succeed in the competitive global economy they must become self-monitoring critical thinkers. Research supports the use of writing-to-learn and content area writing strategies to facilitate metacognition and boost student learning. This project reviews the research in writing and metacognition, synthesizes the findings, and applies the results in a series of …
The Critical Relationship Of Dramtic Play And Literacy Development: Primary Plays Handbook, Activity Packets And Dramatic Play Kits For The Primary Classrooms, Connie Lewellyn
All Graduate Projects
Dramatic play is a critical element of programs for young children as a means of acquiring literacy. Literacy-enriched play encourages children's exploration of reading and writing in the world around them. Although child-structured dramatic play is widely recognized as being important, few opportunities are provided for primary educators to incorporate this type of drama into their reading curriculums. This project provides a foundation to implement dramatic play activities in the preschool through third grade reading curriculums.
Preventing Plagiarism In The High School, Robin Brooke Rushing
Preventing Plagiarism In The High School, Robin Brooke Rushing
All Graduate Projects
The project provides high school teachers with a handbook to aid their effort in teaching summarization skills and MLA citation format. Because research articles have become easier to obtain over the internet, plagiarism among high school students has evolved and become a problem in American high schools. This handbook is not only a resource for teachers to utilize in their lesson plans, but provides various opportunities for students to practice key writing and research documentation skills.
Integration Of Keyboarding With Fourth Grade Writing, Kevin Russell
Integration Of Keyboarding With Fourth Grade Writing, Kevin Russell
All Graduate Projects
Keyboarding is an enhancing tool in the writing process of elementary school children in grades one through four. Studies show that learning computer keyboarding with appropriate software and instruction in the elementary grade level is a skill that is proactive towards student growth in their own writing skills. The development of supplemental keyboarding and writing activities and assessment rubrics are presented. A total of ten different technologically enhanced writing activities are presented for use in the classroom or a lab setting. The activities are complete with lesson plans, design templates, overviews of materials and assessments. The activities are designed to …
Emergent Writing Practices For A Kindergarten Classroom: A Handbook For Kidergarten Teachers, Tori Lyn Bennan
Emergent Writing Practices For A Kindergarten Classroom: A Handbook For Kidergarten Teachers, Tori Lyn Bennan
All Graduate Projects
A handbook has been developed to aid in the design of a kindergarten writing program and/or to be used as a supplement to any existing kindergarten writing curriculum. The handbook consists of four main content areas of discussion regarding current writing practices used in a kindergarten writing curriculum: Writer's Workshop, journals, partner writing, and parent involvement. Each section consists of a brief definition of the term and five distinctive lesson plans implementing the above practices. Current literature and research regarding the topic of young children's development in writing were explored.
A Supplemental Curriculum To Integrate Reading And Writing With First Grade Science Kits, Shauna Calandra Curtis
A Supplemental Curriculum To Integrate Reading And Writing With First Grade Science Kits, Shauna Calandra Curtis
All Graduate Projects
This project provides a supplemental curriculum to assist teachers in integrating reading and writing with science kits for first grade students. Included is a review of research which discusses what thematic and integrative teaching encompasses, the value of thematic teaching, the development ofreading, writing, and language through thematic units, thematic centers, a rationale for using thematic content area teaching to English as a second language students in the acquisition of the English language, and the importance of science education. The handbook encompasses two main themes: weather and organisms.
Integrating Literature Into The Science And Social Studies Curricula: A Curriculum Guide For Grade Two, Jennifer M. Donald
Integrating Literature Into The Science And Social Studies Curricula: A Curriculum Guide For Grade Two, Jennifer M. Donald
All Graduate Projects
The adoption of the Open Court reading program in conjunction with the Washington Read's Grant was the initial idea for this project. The integration of science and social studies themes was researched, and found to be beneficial in the teaching of those content areas. A handbook for second grade educators was created to integrate the adopted science and social studies topics with the newly adopted reading curriculum at Vale Elementary in Cashmere, Washington. This handbook contains a scope and sequence, literature libraries for three reading achievement levels, the benchmarks and essential learning's for the designated topics, and suggested activities for …
Increasing Third Grade Student Success By The Implementation Of Effective Writing Programs, Jill Evone Mansfield
Increasing Third Grade Student Success By The Implementation Of Effective Writing Programs, Jill Evone Mansfield
All Graduate Projects
To increase student success in writing, different writing curriculums were explored. The purpose was to find a writing curriculum that will benefit students and increase test scores to meet district requirements. Three writing curriculums were researched, Interactive Writing, Writer's Workshop, and Conferencing. Lesson plans were developed for all three areas to implement in a classroom setting.
Determining Best Practices For Supporting The Emergent Writer In Kindergarten And First Grade Classrooms: A Handbook For Educators, Lynn Pearl
All Graduate Projects
Best practices for supporting the emergent writer in kindergarten and first grade were researched. The research suggests ways to assist emergent writers as they move through the developmental stages of writing. A handbook for educators was created to not only compliment existing curriculum, but also to help educators organize a writing workshop in their classrooms. This handbook contains activities already field tested in many classrooms, and organized procedures for conducting a writer's workshop. iii
Curriculum To Help Teachers Support Student's Development Of Writing Strategies, Christine Elizabeth English
Curriculum To Help Teachers Support Student's Development Of Writing Strategies, Christine Elizabeth English
All Graduate Projects
The purpose of this study was to create a curriculum that can be used to support students as they develop writing strategies. Current literature and research on the writing process and writers' workshop is explored. The project describes procedures, methods, and activities used to develop the curriculum. The project makes use of the Washington State Essential Leaming Requirements. The project explores use of the curriculum that was developed and how it can be adapted to meet individual needs.
Daily Journal Writing In The Early Childhood Classroom, Kristin Fisher
Daily Journal Writing In The Early Childhood Classroom, Kristin Fisher
All Graduate Projects
The purpose of this study was to develop a handbook to assist teachers who wish to use daily writing journals as a part of the reading and writing curriculum in a preschool, kindergarten, first, or second grade classroom. The project describes procedures, materials, activities, and routines needed to institute such a program. The Washington State Essential Academic Learning Requirements and assessment methods are addressed. Variations on the journal format that have been used in other early childhood classrooms are mentioned. Current literature and research on the topics of emergent literacy and journal writing is explored.
Assessment Of Seventh Grade Students' Attitudes Towards Writing, Frances Downey Gregory
Assessment Of Seventh Grade Students' Attitudes Towards Writing, Frances Downey Gregory
All Graduate Projects
Eleven students in seventh grade were pretested regarding their attitudes towards writing, using the Knudson Writing Attitude Survey for Children. A writing workshop based on the Nancie Atwell model was implemented for one month with the group. The students took the Knudson Survey again as a post test after the workshop. Results varied, with some of the students' attitudes remaining the same, some improving, and some declining. Suggestions for further research include studying the impact of specific teaching methodologies on writing self-efficacy beliefs, designing surveys to assess only self-efficacy beliefs, and studying the reasons for the drop in self-efficacy beliefs …
Meeting The Academic And Social Needs Of Diverse Mainstreamed Students (K-4): A Series Of Workshops For Mainstream Teachers, Carren Renee Tallman
Meeting The Academic And Social Needs Of Diverse Mainstreamed Students (K-4): A Series Of Workshops For Mainstream Teachers, Carren Renee Tallman
All Graduate Projects
A series of workshop materials was developed to help educators meet the academic and social needs of students at Goldendale Primary School in Goldendale, Washington. The targeted students are those who make insufficient academic and social progress in mainstream classrooms. The materials included in the workshop series consist of assessment training, behavior management strategies, and curriculum adaptation and modification skills that can be used by rural primary mainstream teachers.
A Model Reading And Writing Curriculum For Low-Achieving Eleventh And Twelfth Grade Students, Jeri Goebel
A Model Reading And Writing Curriculum For Low-Achieving Eleventh And Twelfth Grade Students, Jeri Goebel
All Graduate Projects
The purpose of the project was to develop a model reading and writing curriculum for low-achieving eleventh and twelfth grade students that would be named, English 11. To accomplish this purpose, a review of related literature and research was conducted. Additionally, related information and materials from selected secondary level English programs were obtained and analyzed.
Children And Writing: A Handbook Of Effective Writing Practices For A First Grade Classroom, Julie M. Lang
Children And Writing: A Handbook Of Effective Writing Practices For A First Grade Classroom, Julie M. Lang
All Graduate Projects
A handbook has been developed to aid in the design of a first grade writing program and/or to be used as a supplement to any existing first grade writing curriculum. The handbook consists of four main content areas of discussion regarding current strategies used in a first grade writing curriculum: Writer's Workshop, journals, partner writing, and parent involvement. Each section consists of a brief definition of the term and five distinctive lesson plans implementing the aforementioned category. Current literature and research regarding the topic of children's development in writing were explored.
Authenticity In Language Arts For The Average Fouth Graders, Karen Ann Rossman
Authenticity In Language Arts For The Average Fouth Graders, Karen Ann Rossman
All Graduate Projects
The purpose of this study was to develop an integrated Language Arts program based on the Washington State Essential Academic Learning Requirements and which focuses on authentic experiential activities. Research was completed which supported the use of integration of the language arts as well as authenticity in learning. The concluding activity was the writing of an autobiographical story by each student.
Writing Across The Curriculum For Primary Grades, Jenneifer L. Perri
Writing Across The Curriculum For Primary Grades, Jenneifer L. Perri
All Graduate Projects
Writing activities have been developed for the primary classroom to help in the teaching of science and social studies. Both research and observation have shown that writing is a thinking process which has a positive impact on all areas of the curriculum. The project included specific writing activities which can be taught during specific science and social studies themes. A list of writing prompts which can be used when using learning logs has been provided as a way to encourage reflection and interaction with curriculum content.
Elements Of A First Grade Writing Program, Julie Laree Fry
Elements Of A First Grade Writing Program, Julie Laree Fry
All Graduate Projects
Literature regarding the early developmental processes of (1) writing, (2) spelling, and (3) phonemic awareness for children between the ages of five and seven were reviewed. The literature stated that all three of these processes develop simultaneously through a series of very specific stages. Writing in kindergarten and first grade needs to be practiced daily and treated like a free activity without restriction of copious spelling rules. It was further regarded that spelling should be considered a life long evolving skill that should not stifle the early writer. A program to guide teachers as they help first grade children to …
An Inservice Training Manual Of Selected Writing Techniques To Improve Reading Achievement In Primary Grades, Roni L. Rumsey
An Inservice Training Manual Of Selected Writing Techniques To Improve Reading Achievement In Primary Grades, Roni L. Rumsey
All Graduate Projects
The purpose of this project was to design and develop a manual of writing techniques that could be used in kindergarten and first grade classrooms, in order to increase reading achievement. To accomplish this, current research and literature on emergent literacy, reading, writing, and communication was reviewed. Additionally, information and selected materials from selected schools and school districts related to the utilization of writing techniques to improve reading skills was obtained and analyzed.
To Write With Skill: A Writing Program To Meet Washington State's Essential Academic Learnings In Writing, Doris L. Sjoquist
To Write With Skill: A Writing Program To Meet Washington State's Essential Academic Learnings In Writing, Doris L. Sjoquist
All Graduate Projects
A writing program has been developed for intermediate level students to prepare them to meet the benchmarks of the Essential Academic Learning Requirements in Writing for Washington State. Students need daily, meaningful writing practice to contribute to success in their academic and work lives. The project includes daily writing practices, lesson plans for writing experiences that will meet the benchmarks established by the Commission on Student Learning, and a portfolio system for organization and assessment.
Supporting Emergent Writing In Kindergarten, Lynne L. Dufault
Supporting Emergent Writing In Kindergarten, Lynne L. Dufault
All Graduate Projects
The development of emergent writing and the factors which support writing were studied. Five ways that teachers support emergent writing in the classroom were identified and used as the foundation for the developed activities in this project. The activities were designed by the author for use in kindergarten and can be adapted to fit other primary levels. Recommendations for supporting emergent writing in classrooms were given. iii
Writing To Learn Writing, Dawn M. Williams
Writing To Learn Writing, Dawn M. Williams
All Graduate Projects
The literature and research regarding writing to learn writing was explored. Data were presented to support teaching writing in a holistic process approach such as the Writing Workshop. Mini-lessons for use in sixth grade Writing Workshop were developed to use as models for additional lessons created by the author or others. Implications for using a Writing Workshop format were discussed.
Development Of A Portfolio Assessment Process For Evaluating Student Progress In Writing Skill Development In Primary Grades, Roberta M. Bowers
Development Of A Portfolio Assessment Process For Evaluating Student Progress In Writing Skill Development In Primary Grades, Roberta M. Bowers
All Graduate Projects
The purpose of this project was to design and develop a portfolio assessment process to evaluate student progress in writing skill development in the primary grades of Central Elementary School.
An Integrated Program For Teaching Writing And Thinking Skills, Edmund James Ady
An Integrated Program For Teaching Writing And Thinking Skills, Edmund James Ady
All Graduate Projects
The nature and development of thought, the connection between thinking and writing, teaching practices associated with the direct teaching of thinking and writing skills were researched and studied. An integrated program of writing and thinking skills was compiled. This program includes techniques for teaching thinking and writing activities and provides step by step procedures to accomplish the integration of thinking skills with writing skills targeted at producing contrast and comparison essays. A discussion and recommendations regarding the program are included.
The Reading And Writing Connection, Leona G. Morton
The Reading And Writing Connection, Leona G. Morton
All Graduate Projects
Many children are graduating from school lacking skills in writing. This project reviews the literature in order to establish a theoretical justification for improving writing through reading. Using materials from the classroom and library, activities are presented that emphasize writing as well as reading. Some writing activities will be presented before reading and some writing activities will be presented after reading. Thus each activity will reflect the reading/writing connection, and create a basis from which writing should improve.
Activities For Teaching Letter Identification, A. Kristin Seibel
Activities For Teaching Letter Identification, A. Kristin Seibel
All Graduate Projects
The focus of this project was to compile and design research based letter identification activities. Emphasis was placed on the highly confusable letters "b-d", "p-q", and "n-u". The activities were for use in the first grade curriculum. Learning objectives were stated for each activity. The activities, utilizing a variety of materials, were chosen and designed for hands-on application. Needed materials were listed, directions and patterns for construction were included, directions for use were provided, and classroom management was suggested. Use of the activities was divided into three parts: whole group introduction, guided practice, and small group activities.
Take Home Reading/Writing Activity Packets For Kindergartners, Jean Marie Czubin
Take Home Reading/Writing Activity Packets For Kindergartners, Jean Marie Czubin
All Graduate Projects
This project was developed to provide meaningful reading/writing activities which would involve the parents of kindergartners in the reading process. Research studies reviewed in literature supported the theory that kindergartners should be taught basic reading skills and parents need to be involved in the reading process. It is currently recognized that parents can do a great deal to develop reading and writing skills at home. Therefore, the role of the teacher is extended beyond the school into the home.
A Handbook For Teaching Journal Writing, Kindergarten Through Third Grade, Linda Rae Donofrio
A Handbook For Teaching Journal Writing, Kindergarten Through Third Grade, Linda Rae Donofrio
All Graduate Projects
This masters project provided a teachers' manual for use by teachers who want to establish a journal writing program. It was intended for teachers of grades kindergarten through third grade. In addition to the teachers' manual, this project also provided an overview of the literature of journal writing as part of a language arts program. Examples of students' journal entries were also included. The manual itself was prepared for use in a suburban, middle class school district and it contains a step-by-step approach to establishing a journal program.
A Comparative Study Of Student Directed Dialogue Journal Writing And Teacher Directed Dialogue Journal Writing, Yolanda Paez Bailey
A Comparative Study Of Student Directed Dialogue Journal Writing And Teacher Directed Dialogue Journal Writing, Yolanda Paez Bailey
All Graduate Projects
The purpose of this study was to compare student directed dialogue journal writing with teacher directed dialogue journal writing. Eleven students in the student directed group wrote about self-generated topics while 12 students in the teacher directed group wrote on topics selected by the teacher. Data were analyzed in the areas of amount of writing generated, types of language functions, topics and the ability to stay on topic, level of technical improvement, types of questions posed by students and teacher, and attitudes towards writing. The results revealed that both student directed dialogue journal writing and teacher directed dialogue journal writing …