Description of Implementation
After I completed Phase 1, there were several data points that began to lead me in a new direction for Phase 2. One aspect that emerged was that I wanted to create tighter boundaries for the students with a little more structure for their independent activities. I knew I needed to construct the independent activities on writing, something the students enjoy and can easily become highly engrossed in doing. Based on student feedback and teacher observations, I discovered that students specifically enjoyed journaling and were most engaged while journaling. Therefore, the focus of Phase Two incorporated journaling, making comic strips, developing sticker stories, writing movie reviews and improving various forms of stylistic writing (i.e. similes). After analyzing the results from Phase One, the intervention was still designed to answer the question: How will student engagement be affected by the addition of writing-based literacy centers during independent work time?
Day 1
On the first day of implementation my time was limited. With the end of the year quickly approaching and assessments being done in the kindergarten classroom, a smaller block of time was left for reading groups and literacy centers. During the first day of implementation, I had a block of 40 minutes. I decided to start with sticker stories. Sticker stories are when students choose a few stickers of their choice and write a story about the stickers they chose. Like a usual reading workshop day, I explained to students when they finished their task, they would choose a center activity. This activity would be slightly different and instead of the group games, independent activities and iPads, they would be selecting a writing center. When I conveyed this information, I heard some students get excited and I also heard groans from a few students who were less enthusiastic about writing. I reassured students that after this week of learning the centers they would have choices amongst the various literacy centers.
I began by explaining to the class what a sticker story was. I told students I would put stickers on their tables and they could put stickers in the picture box and draw a background or scene for the sticker of their choice. Since the class is currently learning about animals, the stickers were animals. Then, I demonstrated how to write a story about the sticker picture. Some students did not like nor did they follow the three sticker maximum rule. After my explanation, students were so eager to get started on their sticker stories that I had to remind them to get started on their seatwork. The task for the day was a compare and contrast-matching sheet about alligators and crocodiles. With the cutting, gluing, coloring, and writing I expected the task to take students about 20 minutes. I monitored when students finished their seatwork and then began their sticker stories. Below is a graph that displays how long students spent on their task on this particular day in comparison to the baseline. As indicated below, students spent more time on their seatwork assignment after this the Phase 1 intervention than they did beforehand when they rushed to begin free play choice
Day 1
On the first day of implementation my time was limited. With the end of the year quickly approaching and assessments being done in the kindergarten classroom, a smaller block of time was left for reading groups and literacy centers. During the first day of implementation, I had a block of 40 minutes. I decided to start with sticker stories. Sticker stories are when students choose a few stickers of their choice and write a story about the stickers they chose. Like a usual reading workshop day, I explained to students when they finished their task, they would choose a center activity. This activity would be slightly different and instead of the group games, independent activities and iPads, they would be selecting a writing center. When I conveyed this information, I heard some students get excited and I also heard groans from a few students who were less enthusiastic about writing. I reassured students that after this week of learning the centers they would have choices amongst the various literacy centers.
I began by explaining to the class what a sticker story was. I told students I would put stickers on their tables and they could put stickers in the picture box and draw a background or scene for the sticker of their choice. Since the class is currently learning about animals, the stickers were animals. Then, I demonstrated how to write a story about the sticker picture. Some students did not like nor did they follow the three sticker maximum rule. After my explanation, students were so eager to get started on their sticker stories that I had to remind them to get started on their seatwork. The task for the day was a compare and contrast-matching sheet about alligators and crocodiles. With the cutting, gluing, coloring, and writing I expected the task to take students about 20 minutes. I monitored when students finished their seatwork and then began their sticker stories. Below is a graph that displays how long students spent on their task on this particular day in comparison to the baseline. As indicated below, students spent more time on their seatwork assignment after this the Phase 1 intervention than they did beforehand when they rushed to begin free play choice
The overall mood during sticker stories was excitement. I had to remind the class to keep their voices down numerous times because of the other reading groups. However, when I listened in to students’ talking, I noticed students were sharing their sticker story, talking about ideas for their story or collaborating with others. Although it was noisy, collaboration amongst kindergarteners was occurring and students were focused on learning. Because of the shortened period of time, not everyone was able to finish the story. However, stories were well constructed, well written and students were engaged in this creative writing task. Students asked if they could finish their stories during free time before turning them in. I noticed after going through the student samples that their stories were detailed and followed the narrative writing pattern.
Day 2
On the second day, I introduced a second literacy center, that of writing similes. I introduced the center by showing a BrainPop video about similes. As a class, we wrote two similes together and drew a picture describing both objects. Then, I had students write their own similes. I gave them paper with four boxes and lines underneath each box. Students drew a picture of the two things they compared and then wrote the simile on the lines.
When students participated at this second writing center, I noticed they were engaged and motivated while writing and drawing their own similes. During teacher observations, I heard several students saying, “This is SO fun!” and “Can I have another paper to write more.” However, it was noticed that for some students, this center was done quickly and they were finished within minutes. Instead of taking their time and thinking of interesting or thoughtful objects to describe, they changed one object from the samples and scribbled down a picture. I also noticed that the skills learned at this literacy center, seemed to transfer to student writing during writer’s workshop. The evidence for this observation is that the following day, students remembered this activity and used similes in their writing.
Below is a graph comparing pre intervention finishing times with day one and now day two. As displayed below, students spent more time on their seatwork assignment on day one than on day two. However, students were not rushing nearly as much as they did before the intervention.
Day 2
On the second day, I introduced a second literacy center, that of writing similes. I introduced the center by showing a BrainPop video about similes. As a class, we wrote two similes together and drew a picture describing both objects. Then, I had students write their own similes. I gave them paper with four boxes and lines underneath each box. Students drew a picture of the two things they compared and then wrote the simile on the lines.
When students participated at this second writing center, I noticed they were engaged and motivated while writing and drawing their own similes. During teacher observations, I heard several students saying, “This is SO fun!” and “Can I have another paper to write more.” However, it was noticed that for some students, this center was done quickly and they were finished within minutes. Instead of taking their time and thinking of interesting or thoughtful objects to describe, they changed one object from the samples and scribbled down a picture. I also noticed that the skills learned at this literacy center, seemed to transfer to student writing during writer’s workshop. The evidence for this observation is that the following day, students remembered this activity and used similes in their writing.
Below is a graph comparing pre intervention finishing times with day one and now day two. As displayed below, students spent more time on their seatwork assignment on day one than on day two. However, students were not rushing nearly as much as they did before the intervention.
Day 3
On day three, I introduced a third type of writing center to the kindergarteners, called quick writes. Quick writes are a type of writing where students write down as much as they can about a specific topic in a designated period of time (i.e. five minutes). I explained to students that normally older kids do quick writes, however because they are such great writers I thought that they could do this. I explained that punctuation, capital letters and spelling were not as important during this particular kind of writing. Instead, quick writes are meant to help them in putting their thoughts and ideas on paper quickly. Students seemed excited to be trying the quick writes because they thought they were doing something that older students did. I began by modeling a quick write with the class. The topic I chose to use was animals because that is the unit we were currently studying. I set a timer for five minutes and told students they could write about their favorite animal, facts about animals, in general, or a story about an animal. When the timer began students began working eagerly and there was absolutely no talking. Two students declared they were finished about four minutes into the writing and stopped completely. I had to prompt them to keep going, but they seemed to be done and did not write anymore. I noticed some students were only able to get a sentence down because they were focusing on making sure the content and spelling were correct.
I noticed that students saw the stopwatch counting down, and they too joined in and began counting down from 10 backwards at the end. When the stopwatch ended they all cheered and started talking loudly. I had to settle the group back down and explain when this is a literacy center it should be done independently and quietly. I showed students where the quick write paper is and inside the tub I also put a mixture of sand timers and kitchen timers for students to take with them to their seats to time them. Because it was the first day and first time students were doing quick writes, I made the decision to have them write about the modeled topic, animals. Below is a graph showing how long students spent on their seatwork assignment the day they began doing quick writes as compared to the baseline from before the intervention when they were able to play after they had finished their reading seatwork task. As the reader will note, students now were consistently spending more time on their center activity instead of rushing to go play with toys.
On day three, I introduced a third type of writing center to the kindergarteners, called quick writes. Quick writes are a type of writing where students write down as much as they can about a specific topic in a designated period of time (i.e. five minutes). I explained to students that normally older kids do quick writes, however because they are such great writers I thought that they could do this. I explained that punctuation, capital letters and spelling were not as important during this particular kind of writing. Instead, quick writes are meant to help them in putting their thoughts and ideas on paper quickly. Students seemed excited to be trying the quick writes because they thought they were doing something that older students did. I began by modeling a quick write with the class. The topic I chose to use was animals because that is the unit we were currently studying. I set a timer for five minutes and told students they could write about their favorite animal, facts about animals, in general, or a story about an animal. When the timer began students began working eagerly and there was absolutely no talking. Two students declared they were finished about four minutes into the writing and stopped completely. I had to prompt them to keep going, but they seemed to be done and did not write anymore. I noticed some students were only able to get a sentence down because they were focusing on making sure the content and spelling were correct.
I noticed that students saw the stopwatch counting down, and they too joined in and began counting down from 10 backwards at the end. When the stopwatch ended they all cheered and started talking loudly. I had to settle the group back down and explain when this is a literacy center it should be done independently and quietly. I showed students where the quick write paper is and inside the tub I also put a mixture of sand timers and kitchen timers for students to take with them to their seats to time them. Because it was the first day and first time students were doing quick writes, I made the decision to have them write about the modeled topic, animals. Below is a graph showing how long students spent on their seatwork assignment the day they began doing quick writes as compared to the baseline from before the intervention when they were able to play after they had finished their reading seatwork task. As the reader will note, students now were consistently spending more time on their center activity instead of rushing to go play with toys.
Day 4
During the fourth day of the intervention, I introduced an opinion writing literacy center. This center aligns with the Common Core State Standards. Frozen, a popular Disney movie was the topic for this particular day. I started by showing the Frozen movie trailer to the whole class and told them that after their seatwork, they would be writing a movie review about the movie. Almost the entire class started cheering and I observed that they could not wait to begin. I told them that I had not seen the movie yet and wanted them to write about the movie and tell me if I should see the movie or not. This topic inspired much discourse amongst the students as it was something they were interested in and at their developmental level.
During the seatwork assignment, I noticed students were eagerly working and talking about Frozen instead of focusing on the task at hand. I heard a group of girls singing Frozen songs together. Students were getting out of their seats during this time. Students finished their seatwork assignment; a book about bears rather quickly as compared to previous days. However, when they started their opinion writing they were focused and engaged with writing. I had three students ask, “Can I do my picture first?” or “I don’t know what to write about.” I prompted them to write about the characters, their favorite part, or if they liked the movie or not. This writing assignment was intended to be fun and to have them practice asserting opinions. Based on their writing samples, I discovered that this center activity absolutely kept them engaged. I observed that over half of the class finished their writing on time, with appropriate content and correct writing.
Below is a graph showing the time it took for students to finish their seatwork assignment for this fourth day of the intervention. As seen below, students rushed through their work to begin writing about the movie Frozen.
During the fourth day of the intervention, I introduced an opinion writing literacy center. This center aligns with the Common Core State Standards. Frozen, a popular Disney movie was the topic for this particular day. I started by showing the Frozen movie trailer to the whole class and told them that after their seatwork, they would be writing a movie review about the movie. Almost the entire class started cheering and I observed that they could not wait to begin. I told them that I had not seen the movie yet and wanted them to write about the movie and tell me if I should see the movie or not. This topic inspired much discourse amongst the students as it was something they were interested in and at their developmental level.
During the seatwork assignment, I noticed students were eagerly working and talking about Frozen instead of focusing on the task at hand. I heard a group of girls singing Frozen songs together. Students were getting out of their seats during this time. Students finished their seatwork assignment; a book about bears rather quickly as compared to previous days. However, when they started their opinion writing they were focused and engaged with writing. I had three students ask, “Can I do my picture first?” or “I don’t know what to write about.” I prompted them to write about the characters, their favorite part, or if they liked the movie or not. This writing assignment was intended to be fun and to have them practice asserting opinions. Based on their writing samples, I discovered that this center activity absolutely kept them engaged. I observed that over half of the class finished their writing on time, with appropriate content and correct writing.
Below is a graph showing the time it took for students to finish their seatwork assignment for this fourth day of the intervention. As seen below, students rushed through their work to begin writing about the movie Frozen.
Day 5
Unfortunately, I only had one day to implement a choice day where students were able to choose their literacy center. I began by reviewing the different writing activities we had done the previous week: sticker stories, making similes, quick writes and movie reviews. Students came up and chose which activity they wanted to do. During this time, I noted how long students spent on their seatwork assignment, which center they chose and how engaged they were during this time. I had students turn in their work from whatever center they chose so I could analyze how they did on their writing. I looked for students who were off-task and their completeness of work. During this time, I had a student come up to me and said, “This is the best day ever!” He was so excited to write a movie review on his favorite superhero movie, X-Man. Another girl, dressed up like Wonder Woman was so excited to write a comic about Wonder Woman saving a cat from a tree.
Below is a graph after all 5 days of the intervention. As the reader will note, activities from day 1-3 (writing similes, sticker stories and quick writes) were days that students did not rush through assignments. I noticed that students were most excited to write about Frozen and rushed to get started on their Frozen movie review. Students also liked having choice amongst activities, but did not rush during their seatwork to get started.
Unfortunately, I only had one day to implement a choice day where students were able to choose their literacy center. I began by reviewing the different writing activities we had done the previous week: sticker stories, making similes, quick writes and movie reviews. Students came up and chose which activity they wanted to do. During this time, I noted how long students spent on their seatwork assignment, which center they chose and how engaged they were during this time. I had students turn in their work from whatever center they chose so I could analyze how they did on their writing. I looked for students who were off-task and their completeness of work. During this time, I had a student come up to me and said, “This is the best day ever!” He was so excited to write a movie review on his favorite superhero movie, X-Man. Another girl, dressed up like Wonder Woman was so excited to write a comic about Wonder Woman saving a cat from a tree.
Below is a graph after all 5 days of the intervention. As the reader will note, activities from day 1-3 (writing similes, sticker stories and quick writes) were days that students did not rush through assignments. I noticed that students were most excited to write about Frozen and rushed to get started on their Frozen movie review. Students also liked having choice amongst activities, but did not rush during their seatwork to get started.
I went through the student work from the various centers on they day they had a choice. I found that students performed best on writing sticker stories or comics. Students’ writing did not show excellence on the days they wrote movie reviews and quick writes. The quick writes tended to be short and lacked content. In terms of movie reviews, students often had little writing, but intricate drawings. On day 5, I kept track of student’s first choice activity. My findings are below. The reader will note that approximately half of students in the class chose to make a comic as their literacy center of choice. Quick writes appeared to be the least popular center. Most students completed one to two centers during the intervention.
Below are samples of student work from this intervention.
Sticker Stories, Quick Writes, Similes, Movie Reviews and Comics
Sticker Stories, Quick Writes, Similes, Movie Reviews and Comics