Amanda Ashley
| September | January |
| October | February |
| November | March |
| December | May |
1. Describe your approach to composition. I usually have my students brainstorm about topics or ideas that are of interest to them and we discuss those ideas until the student has chosen a topic that they feel very comfortable with. I then use webbing to create their topic sentences for each paragraph. My students write a “rough draft”. We proofread, edit, and write a final copy. The last thing I ask my students to do is to create a Title Page.
2. How often do your students attempt to write each week? At least twice a week if possible.
3. How have you integrated technology into instruction in the past? Our school has a computer lab and I try to use Orchard, STAR, and available websites to compliment my teaching. In the classroom, I have used several powerpoints with my lessons. I also allow my students to use the CCC program in the classroom.
4. What do you hope to gain from participation in this project? I am hoping to learn how to help my students become better organized with their composition skills and to be more confident that they can be good writers.
1. Describe your class’ positive experience(s) with Four Square writing this past month.
Most of my students had some previous experience with Four Square writing from their 4th grade teacher. I found this quite beneficial as I am just beginning to learn it myself. My students really seem to like this writing method and I find that to be extremely positive.
2. How far did your students get with the Four Square method? (4 Square, 4 Square to paper, 4+1, 4+3) Why?
We accomplished the 4 square +1 to paper. I wanted to stop here to show the students how easy it was to develop one solid paragraph. I also think that I needed more time to study and become more comfortable with it myself before moving on.
3. Have you experienced any problems through your participation in this project this past month? Describe.
The only problem I have run in to is that my students don’t seem to be able to come up with good topic sentences or good wrap up sentences. I have basically had to write these for them.
4. What suggestions would you have for making this project more beneficial to you and your students?
This project has already proven to be beneficial. I think that as I become more comfortable and confident that it will be even more so.
1. Describe positive experience(s) with Four Square writing this past month.
This past month I tried to do several Four Square activities where the students only completed the Four Square, plus three with transition words. We did not spend much time transferring these to notebook paper. I plan to develop this skill more this coming month.
2. How far did your students get with the Four Square method this month? (4 Square, 4 Square to paper, 4+1, 4+3) Why?
My students did 4 Square +3 this month. We also tried to use our transition words. We did not transfer these to notebook paper as I still have several students who struggle with just completing the four square.
3. Discuss the Sentence Stretcher experience.
My students worked through the sentence stretcher that I had developed. Most of them got the general “idea”. A few of them tried to go a bit too far with stretching and I had to explain the importance of not “overdoing” a sentence.
4. Were you able to complete a Colonial America writing activity? Discuss the success/problems.
I was unable to complete this activity this month.
5. Were you able to successfully download a file from the Write On site this month? Tell about any problems you encountered.
I was successful.
6. What problems are your students encountering with their participation in this project?
The only real problem we are experiencing right now is that the students still struggle with coming up with their own topic sentence.
7. What problems are you experiencing?
None at this time.
8. What suggestions would you have for making this project more beneficial to you and your students?
Show parents how to use the Four Square and how to help their child be a better writer.
1. Describe positive experience(s) with Four Square writing this past month.
My students did only a few Four-Squares this month. We did not transfer them to notebook paper. One positive thing that came of this was that I feel my students finally have a grasp on developing the Four-Square. Now, I just need to practice with them on transferring them to paper!
2. How far did your students get with the Four Square method this month? (4 Square, 4 Square to paper, 4+1, 4+3) Why?
Four-Squares only…. Four-Square + 3 + T
3. Discuss the Miss Take’s Challenge experience.
I was able to complete the Miss Take’s Challenge activity with my students. They absolutely loved it. It was quite competitive.
4. Was Mr. Indent or The Hook helpful to your students? If so, in what way. If not, why?
Mr. Indent was a great review for my students. There were, of course, a few students who thought it was not necessary, but I believe they all needed a good review. I was unable to complete the Hook activity with my students this month.
5. Discuss your students experiences with a practice prompt activity.
I had brought several practice prompts back to the classroom. We had a wonderful discussion about each and every one of them. I was surprised that the students actually seemed excited about some of the topics. For example, there was one prompt where the students could pretend they were a grown up for a day. They really enjoyed that one.
6. What problems are your students encountering with their participation in this project?
When my students are asked to work on their own they seem to panic. I nearly always have to help each student with their topic sentence.
7. What problems are you experiencing?
I know the writing test is coming up in less than a month and I am just afraid that my students will not be ready by then.
8. What suggestions would you have for making this project more beneficial to you and your students?
It would be helpful if the state could set the test for later in the spring. This would give teachers and students more time to prepare.
1. Describe positive experience(s) with Four Square writing this past month.
This past month my students actually took the State Writing Test. I was very pleased when I glanced over their writing. Most of my students had a page and a half! I was shocked! Now, I just hope the content was there. I was very pleased that all of my students seemed to give it their very best!
2. How far did your students get with the Four Square method this month? (4 Square, 4 Square to paper, 4+1, 4+3) Why? 4 Square + 3 +T to paper.
3. Discuss the Goof’s activity.
My students absolutely loved the Goof’s activity. We have only done 3 or 4 of them, but they keep asking when we can do another! This activity is great for all of my students.
4. What problems are your students encountering with their participation in this project?
The only problem that I can see at this time is that (even though I teach it), my students still do not use as many sparkle words, adjectives, and adverbs as I would like.
5. What is the biggest problem you are experiencing in composition instruction with your students?
My biggest problem is finding the time to really focus on
writing and prove to them how important it is.
6. What activity through Write On has been most beneficial to your students? I have found the Goof’s and Miss Takes Challenge to be the most beneficial activities for my 5th graders.
7. What suggestions would you have for making this project more beneficial to you and your students?
It would really be helpful if all teachers at a particular school taught writing using the 4 square method. That way, by the time the students reach 5th grade, they would be ready to add sparkle, detail, and emotion to their writing!
Grade 5 Teachers Please discuss:
After administering the Writing Assessment test recently to my students I felt …I felt relieved, in one way, because it was over. On the other hand, I felt anxious to know how well my students did. I can’t wait to see the scores!
1. Describe your class’ experience with Four Square writing this past month.
My class really worked hard this past month on transition words. Before now, I only had a few that acknowledged the fact that they needed to use them. Now, the majority of my class knows what transition words are and how to use them appropriately.
2. Did your students participate in a science cross curriculum writing activity? If so, describe its successes/weaknesses.
My class was unable to complete a science cross curriculum writing activity this past month; however, we hope to accomplish it this upcoming month!
3. Other than time restraints, what is your biggest problem in composition instruction?
Other than time restraints, the biggest problem that I face in composition instruction is meeting the needs of ALL the different abilities of my students. I feel as if I am holding a few back, not pushing the lower students hard enough, and forgetting those students who are somewhere in the middle. Some of my better writers want to learn more about 4 square while my lower students become frustrated with every new idea I introduce.
4. What positive effects can you see in your students through the participation in the Four Square method of composition?
I see better organization and clearer writing. I have also witnessed more creative writing.
5. Have you been able to share experiences or activities addressed through this project with any other educators? What was the result?
I have had the opportunity to share 4 square writing style with another 5th grade teacher as well as one instructional assistant. Both experiences were positive. Both educators expressed the desire to learn more about it.
6. What changes will you make in your approach to composition in the upcoming school year?
I will begin teaching 4 square right away! I will FIND the time for my students to write something every single day. My students will enjoy writing.
This project address the following Tennessee Master Plan Goal: State of the art technology will be used to improve curriculum. Tennessee Report Card Performance Indicators Competency (Composition Skills) How do you feel this project moved toward the goal of improving student composition skills?
Teachers gathered once a month to learn how to better help students improve composition skills. At each and every meeting teachers were introduced to several new ways in which technology could be used to meet the goal. Teachers were even allowed to develop their own materials on the computer to take back for use in the classroom.
List ways your participation in this project has positively affected the writing skills of the students in your classroom.
Learning how to use the Four Square Method has been quite beneficial to my students. It has removed the "fear" from writing for the majority of my students. They see that I am confident in teaching the Four Square and so they feel more confident using it. My students seem to devote more time in their writing to details and grammar.
How did your participation in this project positively affect your instructional strategies?
Before the Write-On Project, I had never been taught how to write so I certainly did not feel comfortable teaching fifth graders how to write! Now that I know how to use the Four Square method and have had practice teaching it, I feel much more confident.
How has your approach to writing composition changed through your participation in this project from that of previous years?
Before my participation in this project, I found myself dreading the thought of asking my students to do any kind of writing composition because I wasn't comfortable with it myself. Now, I actually enjoy writing composition and feel I can better assist my students.
What other curriculum areas would you like to see implemented in a professional development technology integration project?
Reading would be an interesting technology integration project! Especially with the Four-Blocks moving into fifth grade this coming year. Cause and Effect is a very difficult skill for my fifth graders. Some other skills that I could use help with include: plot, authors purpose, multiple meanings, etc.