100%(7)7 out of 7 people found this document helpful
This preview shows page 1 - 2 out of 2 pages.
I am the teacher of twenty-six fifth-grade students whose abilities range from first-grade to eighth-grade equivalents for literacy development. Twenty percent of my class have IEPS supporting their literacy instruction. Throughout the year, my students will have an opportunity to write a narrative piece using two structures; personal narrative and memoir, a persuasive essay,and an information research paper. According to the Common Core, all are appropriate types of writing for literacy development for fifth-grade students (Reutzel & Cooter, 2015). However, ourprimary focus is on developing narrative pieces of writing. During a typical week, I devote three one-hour sessions for writer’s workshop. Which would be at least two hours short of the recommend one hour a day, according to Graham and Bollinger (Reutzel & Cooter, 2015). For this reason, I consciously incorporate writing into other subjects. I also find value in connecting what I am doing in writing to what I am teaching in reading and vice versa. Students are also aware of this connections and will often say, ‘Hey, this