Examining the use of writing instructional strategies at Y Elementary.

摘要

Currently, students are not performing at proficient levels on the 4 th grade, writing state test. Students need to be equipped with the necessary tools to achieve at an adequate level of writing success. Consistency across grade levels regarding instructional strategies and the time dedicated for mastery are variables that can interfere with the development of writing. This study examines writing instructional strategies and time allotments to teach writing consistently throughout grade levels. The study finds that only a small percentage of teachers use the writing process and reader's writer's workshop as strategies for writing instruction. Also, teachers work together within their grade level to share instructional strategies. However, there is no communication flowing across grade levels about best teaching practices for writing. Additionally, teachers do not devote the same number of instructional minutes to teach writing. These findings suggest that if schools do not implement the entire spectrum of the writing curriculum, as a consequence, students will not score at proficient levels on the writing test mandated by the state.