Solving Writing Challenges in Title School
Solving
Writing
Challenges
in
Title
I
Schools
School administrators in Title I schools face the difficult challenge of creating a strong curriculum that had as its main priority a focus on reading skills to comply with Federal funding guidelines. In this report, we illustrate the usefulness of a flexible teaching method that institutes writing as a building block to learning and comprehension as well as creates writing activities across all grade levels and all curriculum including math and science. The goal of this report is to illustrate the benefits of implementing proven methods of writing instruction to stimulate writing skill development and create a positive attitude towards writing.
1
Introduction
Educators have long known that children and young people are capable of learning in a variety of creative ways, ways that go beyond traditional methods of rote and lecture. Writing has emerged as a method for encouraging creative learning. Writing can facilitate more creative, more active learning of course content. It can also help students learn more about negotiating the social situations relevant to the content. The problem at hand is that many teachers are facing a variety of challenges when teaching writing. Current Climate A 2007 national public opinion survey by the National Assessment for Educational Projects (NAEP) reported that the American public wants writing to be taught early and often in schools. This message comes from survey participants of all income and education levels and all geographic regions. Three‐quarters of those surveyed believe there is a greater need now to be able to write well than there was 20 years ago. And 98 percent say they think learning to write well is important to learning how to communicate effectively. The survey reveals that a clear majority of the American public strongly agrees that learning to write well helps students perform in all subjects, and
School administrators in Title I schools face the difficult challenge of creating a strong curriculum that had as its main priority a focus on reading skills to comply with Federal funding guidelines. In this report, we illustrate the usefulness of a flexible teaching method that institutes writing as a building block to learning and comprehension as well as creates writing activities across all grade levels and all curriculum including math and science. The goal of this report is to illustrate the benefits of implementing proven methods of writing instruction to stimulate writing skill development and create a positive attitude towards writing.
1
Introduction
Educators have long known that children and young people are capable of learning in a variety of creative ways, ways that go beyond traditional methods of rote and lecture. Writing has emerged as a method for encouraging creative learning. Writing can facilitate more creative, more active learning of course content. It can also help students learn more about negotiating the social situations relevant to the content. The problem at hand is that many teachers are facing a variety of challenges when teaching writing. Current Climate A 2007 national public opinion survey by the National Assessment for Educational Projects (NAEP) reported that the American public wants writing to be taught early and often in schools. This message comes from survey participants of all income and education levels and all geographic regions. Three‐quarters of those surveyed believe there is a greater need now to be able to write well than there was 20 years ago. And 98 percent say they think learning to write well is important to learning how to communicate effectively. The survey reveals that a clear majority of the American public strongly agrees that learning to write well helps students perform in all subjects, and
Bibliography: (2006) Intervening (2008) Journaling (1981) Making