Supporting Data

Quantitative

When composing contrasting groups for the Analytical Writing Assessment (AWA), 8 of my 23 students were placed in the “barely” or “below” categories on the district rubric
12% of current 5th grade students scored “below standards” on 4th grade NeSA writing
38% of my students scored an average of 77% or lower for their quarter one writing assignments
Qualitative
Within the six traits of writing, the majority of students underperformed in Organization as assessed using the district provided grade level rubric
Anecdotal notes indicated students lacked surety and success in developing ideas for writing

Rationale

Fifth-grade students continue to build the skills necessary for a successful transition to middle school and develop greater ability to think abstractly and solve more complex problems. As I considered my students’ interests and abilities, I noticed a difference in student behaviors and performance when provided writing experiences. Students disengaged when they were asked to respond to writing prompts that were not relevant or meaningful to them in a realm outside of our classroom. As a fifth grade teacher, I felt very passionate about making a difference in the lives of my students and modeling for them ways that they can make an impact in their own world. Anecdotal notes that I have compiled based on writing conferences with students indicate that my students lack excitement when writing only as a “requirement” to turn in a piece to me for a grade. By providing my students with a variety of writing engagement strategies through social justice, I hoped to increase their motivation and determination in writing.

One of the major assessments fifth-grade students complete is the Persuasive Analytical Writing Assessment. When composing contrasting groups for the AWA, nine of my twenty-four students were placed in the “barely” or “below” categories based on their baseline assessment in the persuasive mode. In order to support all of my students in becoming successful and independent writers, I needed to ensure that all twenty-four of them are meeting the fifth grade writing standards. I also wanted to challenge and support my students who excelled in the area of writing by getting them involved in writing activities outside of the classroom and school (writing competitions, pen pals, etc.)

This study was important because it helped my students prepare for their futures as writers. Writing is a skill that every student will need going forward, whichever path they should choose. My goal through this study was to make writing more interactive, interesting, and challenging by providing my students with a real purpose to write. Given this real purpose, my students will approach writing with more motivation knowing that their thoughts and persuasions could have a real and lasting impact on their audience. These factors will in turn increase the strength of my students in the areas of ideas and organization because they will be able to construct a sound argument given a topic that they care about.

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