Her essay primarily consists of simple sentences with very repetitive structure

Her essay primarily consists of simple sentences with

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conversation style. Her essay primarily consists of simple sentences with very repetitive structure. Her use of vocabulary is adequate but not strong, using the phrase “That is why he is important,” to conclude her writing (Appendix B). There were basic grammar errors, as well as a lack of subject-verb agreement at times. Being that Wongel is not on grade level, I compared her writing to a 3rd-grade student’s essay. She failed to create an organizational structure (using headers) that groups related information together, as well as use linking words and phrases to connect ideas within categories of information (Education Northwest, 2013). Wongel’s essay lacked depth, as it contained simple facts. It shows little effort was put into the writing. The writing shown in Appendix C, demonstrates smooth transitions between ideas and paragraphs, the use of grade-level vocabulary and an overall more advanced and sophisticated level of writing.
7 To support Wongel’s writing instruction, I would begin by discussing and implementing the use of the writing process. By showing Wongel, that writing is a structured process; it will help her add structure and organization to her writing. The five steps: prewriting, drafting, revising, editing, and publishing are essential because they ensure the writer is organizing and processing their thoughts. Since Wongel struggles with organization and structure, it is critical to model, demonstrate, and emphasize the prewriting stage. Prewriting is the most neglected stage in the writing process, as people assume writers have a topic ultimately thought out and ready to flow (Tompkins, 2010). During the prewriting phase, Wongel will establish her purpose for writing, gather her thoughts, and organize her ideas. Dedicating an ample amount of time on the topic and structure in the beginning stages of writing can lead to a more thorough understanding of the topic. A graphic organizer will provide her with the needed support. We currently use the Georgia Standards of Excellence (GaDOE, 2008). These standards are adopted from the Common Core State Standards and provide clear expectations for instruction, assessment, and student work. The English Language Arts standards build upon one another and are rigorous. Each standard contains a combination of Bloom’s Taxonomy verbs, which strives to deepen the student’s overall depth of understanding of content. The standards state students should obtain information and content, and recall relevant information from experiences or gather relevant information from print and digital sources. It is important to include technology into all aspects of literacy. Technology is a vital component of the 21st- century learner’s everyday life. To be fully literate today, our students must “become proficient in the new literacies of 21st-century technologies” (Coskie & Hornof, 2013). Our county currently has an online platform titled “Verge”. Verge provides students with access to online media and text such as interactive and downloadable ebooks, quizzes, and free online word
8 processing programs such as Microsoft Word. There is also a feature where teachers can assign assignments for students to submit for assessment purposes. Verge has allowed me to implement

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