Examining and improving K-2 teachers' writing instruction
Date
2021
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Publisher
University of Delaware
Abstract
The purpose of this Executive Position Paper is to examine the ways in which K-2 teachers implement writing practices in their classrooms at Oceanview Elementary School, an urban school located in Baltimore City. Specifically, there are three key objectives guiding this work : (1) determine what curricular materials and resources teachers in grades K-2 utilize in their writing instruction; (2) examine what types of instructional practices teachers in grades K-2 utilize in their writing instruction; and (3) identify professional development needs teachers have to support writing instruction that meets expectations associated with Common Core State Standards. During this study, data was collected through classroom walk-throughs and teacher interviews. Findings indicated that students are only receiving instruction in foundational skills, the school lacks a complete writing curriculum, and teachers feel unprepared to teach writing in ways that responds to the needs of all students, especially English language learners. It is recommended that Oceanview Elementary School administrators and teachers work together to identify and adopt a comprehensive writing curriculum that aligns with Common Core State Standards. Additionally, Oceanview Elementary School administrators should provide high quality professional development that helps teachers implement evidence based writing practices that support the needs of all students.
Description
Keywords
K-2 teachers, Writing practices, Oceanview Elementary School, Baltimore, English language learners