| Connecting Learning to Professional Standards |
| Foundational Knowledge |
| Instructional Strategies & Curriculum Materials |
| For this research alert project I trace the foundations of writing assessment to interdepency of writing,language and learning founded in pyschological, sociological and linguistic domains of a child's development. (IRA 1.1) To support these foundational ideas, I designed a graphic to illustrate interplay between oral language, written language and the child in a social context. (TExES 001 Oral Language) I note the stable pattern of language development and language processes across cultures by comparing Texas writing standards with published standards for Britain and New Zealand. (IRA 1.2) Using this knowledge as a foundational base, I propose instructional principles to encourage development of the written language process that are effective throughout a child's development. (TExES 008 Written Language) |
| Effective literacy instruction for developing lifelong writers grows out of child-centered instruction to nurture full engagement in the writing process to both do good writing and become a good writer. This research project highlights how appropriate assessment informs effective instruction for children across developmental and linguistic levels. (TexES 010 Instructional Methods & Resources, 011 ELL), 012 Diverse Learners) In this project, I emphasize direct teaching of the writing process through conferencing between peers, between student and teacher, and in small groups. I also suggest ways that computer technology can be tapped to provide instructional options for children schooling in isolated settings (IRA 2.1). These techniques emphasize socially constructed knowledge, and supporting the variety of linguistic, cultural, and developmental levels that might exist in any group of childen, but particularly so overseas (IRA 2.2). In the case of process writing instruction, a child's life experience and the reading that s/he does form part of the curriculum. The child-centered nature of this currculum element ensures diversity and variety relative to the individual child. (IRA 2.3) |
| In my research I cite two key principles that define effective writing assessment and drive effective writing instruction: 1- use multiple assessments throughout the writing process that are relevant to the writing product and proces and, 2- use assessment to inform instruction. (IRA 3.1, IRA 3.3) (TExES 009 Assessment) I also outline the effect of different purposes of assessment for various audiences. In doing so, I acknowledge the legitimate and important role that standardized testing has in providing public accountability. (IRA 3.4 ) |
| Direct teaching in writing process involves creating an environment -- where writing grows out of the child's experience -- where writing is happening every day, -- where writing is a community affair, and -- where writing and writers are celebrated I advocate this type of teaching througout my research project, Thus, at it's core, my research about writing evaluation is about creating a literate environment that supports writing development. (IRA 4.1) This type of child-centered, experience based instruction is proven to be motiviating and relevant to the child regardless of background. During this project I learned more about what it means to be a writer through writing and reflecting on the writing strategies that I used. A writing stance is essential for teaching children that writers work hard, writers are rewarded, and that writing is about more than just school. (IRA 4.3, 4.4) (TExES 008 Written Language) I sprinkled quotes from children's literature throughout the pages of this website. In addition to building interest, this technique models the practice of connecting literature to life; another way of creating a literate environment. |
| I extended the paramters of this project beyond the limitations of the criteria because of my interest in learning and meeting real needs with the information. The extension of learning included learning about my own use of the writing process and development as a writer. These actions demonstrates my continued pursuit of personal enrichment for professional purposes, and a display of positive dispositions realated to reading and the teaching of reading/writing. (IRA 5.1, 5.2) I have shared my website with peers in graduate school and with a dozen teaching parents around the world so that they can contribute toward making this a useful resource for professional development. And before initiating this project, I surveyed a number of my peers in the consulting organization I work with to get a feel for what needs they saw that I could try and address in a website for teaching parents. (IRA 5.3) I have plans to take my learning from this project and use it to design a workshop for families about writing using the internet. This workshop will contribute to their professional development. (IRA 5.4) (IRA 5.2) All of these actions involve collaborating and communicating with educational stakeholders for the purpose of designing, implementing and evaluating in professional development. (TExES 014) |
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| IRA: Reading Specialist |
| TExES: Reading Teacher Master Reading Teacher |
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| Creating a Literate Environment |
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| Assessment, Diagnosis, & Evaluation |
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| Professional Development |
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