Think Sheet 11-19-13

Think Sheet for Determining a Learning Goal and Refining Routine Data Source

1. What is the focus of your inquiry as you are thinking about it now and why does this matter to you?

My focus is on clarity in writing as it pertains to both conventions and craft. We have switched from narrative writing (true, personal stories) to informational writing (lab reports about science). We're using Lucy Calkins' writing units which focus more on craft than on the conventions my 2nd graders need. This inquiry matters to me because writing is a vital form of communication. I want my students to feel like they can use writing to communicate--like they aren't barred by the conventions. I'm not entirely sure what I'm going to focus on because "writing" is too broad. It has to be a focus that can be a thread through different types of writing (next, is opinion). 

2. What is the student learning goal embedded in your inquiry?

The learning goal is for students to be able to clearly communicate their ideas through writing. 

3. Think back to your student conversation. We encourage you to write specific notes about your individual student.

a) What happened in your conversation? What did your student say?

Here are three conversations I had: 

AZ.:

What do you enjoy about writing?

I enjoy about writing because writing about what happened in our life and I like because you can tell real things and things that are something not real.

What do you not enjoy about writing?

I don’t like about it when…is there anything you don’t like?…shrugs.

When do you use writing?

I use writing when it is time for writing and when the teacher or mom or whoever we do writing. That’s all.

Do you use writing outside of school? How?

No. Sometimes. When I do my homework.

Why do we write?

Because writing is good so you could be a good author.

CB:

What do you enjoy about writing?

I enjoy about writing because you write about yourself or science.

What do you not enjoy about writing?

I do not like about writing because you write for a long time it hurts your hand.

When do you use writing?

I use writing for write about science or things.

Do you use writing outside of school? How?

No.

Why do we write?

Because it’s important to write (why?) because you need to write about science or much things.

OG:

What do you enjoy about writing?

You can get all your thoughts into a paper.

What do you not enjoy about writing?

Kinda tires your hand a little.

When do you use writing?

When I want to write to somebody.

Do you use writing outside of school? How?

Yeah. By writing letters to my sister.

Why do we write?

To help you spell better.

One thing I noticed is that two out of three students didn't talk about writing outside of school (or really, writing time) at all. If I focus only on AZ (one of my higher writers), it seems he sees writing as something that is done either in school or for school. He sees and understands writing as both to make up stories and to write about "real things." When I hear him say that we write so that we can become good authors, it seems that he has internalized the "teacher spiel" that students are authors too and we can write like the authors of our favorite books. I don't seem him articulating that writing is a way for him to communicate thoughts and ideas (which is my goal--is that a realistic goal for 2nd grade?).

After the small group conversation:

I'm thinking that I want to move away from using drafted writing as my data source. If the question is around how to help kids write more clearly, then perhaps the focus could be on responding to reading during reading workshop. The data source would be their reading response journals and the question would be: can students respond clearly through writing to the books that they read independently? 

Another idea: start interactive journals with students  (also used as data source) and ask the question: How do interactive journals help students write more clearly? If this were my question, then I'd have to figure out how I am going to measure success--it can't just be in their interactive journals, I would have to somehow look at it across multiple writing sources and track something specific. For example, I would need to clearly define what "writing clearly" means in 2nd grade. 

I am torn between these two ideas. I'm not exactly sure how to move forward.