Peggy Moates

September
   1. Describe your approach to composition.  I teach Math, Science, and Social Studies. I try to write something every day. I believe you are able to assess what students know more closely by asking them to explain an idea, concept, or math problem. In my approach to composition, I usually give them a focus topic, or I ask them to explain a series of steps to accomplish a problem.

2. How often do your students attempt to write each week?  I try to attempt some kind of writing with the students like entering journal entries daily on one of the three subjects in regards to their understanding of a concept or problem. This usually consists of several sentences to a paragraph.

3. How have you integrated technology into instruction in the past?  I use technology daily as a teaching tool for science or social studies. One way I integrate technology into instruction is by asking the students to find other facts related to topics of discussion in or class or looking for interactive sites that will help us to practice what we have learned. I let the students find additional information instead of me always looking for sites of interest. This gives the students a chance to identify focus words that we may have discussed in class in another way.

4. What do you hope to gain from participation in this project?  I would like to find ways of involving the students with the development of some of the materials we use as a class during reinforcement, remediation, or reflection. I would like to develop some interactive project in order for the students to work collaboratively with others on a global issue that involves the sciences and technology and the use of communication tools (Reading, Writing, Listening, and Speaking). I would like to connect with others on a project based activity on-line.
October
 

1. Describe your class’ positive experience(s) with Four Square writing this past month.

I team teach with Gail MacLennan at Talbott. She worked with Write-On last year. This year I am learning to use the writing process, and Gail is tutoring me…We have had a fantastic time. My students and I have it easy because Gail has built the framework for us. My students even help me, so I am having lots of fun using this method. I assigned a PowerPoint presentation for my students to work on this month on Explorers. The had to decide, as a group, how to start their research and write a group report. One student wanted to jump right in and start on the computer…of course. One little girl said, “I think we need to make a 4 Square.” She started doing her planning and the little guy came back and said, I think you are right.” “WE do need to make a 4 Square, first.” They truly depend on the structure of the method after they are comfortable using it. I am lucky because I get to see the reward end of the process while I am learning, this year.

2. How far did your students get with the Four Square method? (4 Square, 4 Square to paper, 4+1, 4+3) Why?

My students have worked with Gail on the foundation writing. I worked with the students on incorporating the biography of an explorer into their preparation for the writing of their autobiography. They were able to take the information I worked with them on in and the information in Language that they worked on with Gail and write a 4 Square+3+C this time. Remember, I am still learning the process, and my students are helping me. This is the way to learn something new…I’ll tell you

3. Have you experienced any problems through your participation in this project this past month? Describe.

I am finding that the writing process takes a tremendous amount of time. I work with the students that Gail has helped get started working through the process. Then, the students are able to reinforce their skills by helping me through the process. I do think I would have been as success if I had not been teaming with someone who had previously trained with Write-On. For school enhancement of the method, a team approach is definitely a recipe for success.

4. What suggestions would you have for making this project more beneficial to you and your students?

I do not have any suggestions. I think the Write-On Program is a wonderful experience, and I am happy that I have a chance to be a part of it.

November

December

1. Describe positive experience(s) with Four Square writing this past month.

This month has been very positive. We are writing essays each month as a school project. Each grade, from K-5 participates. Every grade has something special to write about. I can tell that 4Square is working in our school, even in the 1st grade. They have complete sentences, and they are sticking to the subject. This month, our theme was I am thankful for… The fifth grade wrote on I am thankful for my community, my country, and my world. One team had difficulty writing a complete sentence to begin each square. We had to start that group over on the 4Square process. The other group enjoys writing more, and wrote some wonderful pieces.

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?

One group is able to do a very comprehensive 4+3. This group has a higher writing ability level, and enjoys writing more. They enjoy writing little journal entries on their own. Some of this group enjoys creating comic books. The other group did not feel comfortable with the 4Square process, so starting from scratch again is helping them.

3. Discuss the Sentence Stretcher experience.

We did not have time to do Sentence Stretchers this month, but we will try them next time. They spent most of the writing time on their I am thankful for…essays.

4. Were you able to complete a Colonial America writing activity? Discuss the success/problems.

We are finishing up on PowerPoint presentations on Colonial America. They need to do group oral reports, and then, they will be finished. They divided into groups of 4 and researched New England, Middle, and Southern colonies. They use a “Think Sheet” for gathering facts as they researched. We used many of the sites you had made, when we were creating our presentations. They will have some work to post next time. We drew the presentation out before starting. Each slide was set up like a paragraph to a “mini” 4Square. They enjoyed being able to write about their research in an orderly fashion.

5. Were you able to successfully download a file from the Write On site this month? Tell about any problems you encountered.

I did not have any problems with downloading. It is wonderful to have so many sources for information at one spot. Our county page is a model for other systems to follow. Your work is very professional, and I appreciate the great care you put into the projects you prepare for us to take part in.

6. What problems are your students encountering with their participation in this project?

Fifth grade at Talbott love working with you. Believe it or not, they consider it a treat, every time you visit our class. They enjoy being able to “publish” their work where everyone has a chance to look at what they do.

7. What problems are you experiencing?

I am finding that as the work becomes more intensive, more time is needed to complete each project. The students are noticing a difference in their work, and they are taking more pride in the pieces they turn in. The amount of project work is smaller in number, but the quality of work is much more detailed in thought and quality.

8. What suggestions would you have for making this project more beneficial to you and your students?

I can not think of anything at this time. We are having a great time working through each month’s activities. We are a little behind at this time, but we will catch ourselves up, because we love taking part in Write On.

January

1. Describe positive experience(s) with Four Square writing this past month.

I think the most positive experience I have had with Four Square is the impression that organization has made on the children. Before they begin anything associated with writing, they organize their thoughts in some kind of Four Square fashion. Now, this does not include everyone, but approximately 1/3 of the children use the process naturally. It is a nice surprise to see some reflective thought occurring in the classroom.

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?

We started some of the students all over again with the Four Square process. This, of course, takes away time, but I do think the students will be stronger because of this. With one team we did make it to 4+3+C+V. This team is very creative.

3. Discuss the Miss Take’s Challenge experience.

The students were able to find, correct, and extend with the “Challenge”, but transferring the practice to “real-writing” is occurring slowly. I believe that the more modalities of practice they receive, the better the rate of transfer to writing practices, so we try everything you create that will help.

4. Was Mr. Indent or The Hook helpful to your students? If so, in what way. If not, why?

The Hook was helpful to the students, this month. With the fifth grade, Mr. Indent was less challenging; therefore, we did not use that activity but one time.

5. Discuss your students’ experiences with a practice prompt activity.

The practice prompts are most useful. We have decided to get maximum use of the time we have left before the assessment test, we practice together. At 1:40 each day, both teams meet in the lunch room. They are given a prompt, 35 minutes to write, and the same instructions that are used with the assessment test. The following morning, from 8:00-8:30, the writing is discussed. Three or four examples, of all levels of writing, are transferred to transparencies and the whole group critiques these examples together. We hope this will make a difference.

6. What problems are your students encountering with their participation in this project?

They have enjoyed everything, to this point, but the process is slow with some and most enjoyable with others.

7. What problems are you experiencing?

This is my first year using “Four Square.” I am amazed at the quality of work some children produce, as a result of this method. I am lucky because I have a mentor working with me throughout the writing activities. If I were on my own, I am sure the process would be struggling at times.

8. What suggestions would you have for making this project more beneficial to you and your students?

I can not think of anything at this time. I love the program.

February

1. Describe positive experience(s) with Four Square writing this past month.

The students are using the Four Square faithfully, now. They feel secure with the process, but they just need practice, practice, and more practice. It is rewarding to see the students thinking of a way to organize things when they begin to write in Math, Social Studies, and Science. I need to write more often in these subjects each day. This is my goal for the rest of the year, in Write-on.

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?

The students are working with 4Square+3+C+V, and they are spending more time on the introductory paragraph making sure to include the who, what, when, where, and why. Again, daily practice is essential. I think the idea of writing something organized each day and not finish everything all of the time helps me and the students feel some success.

3. Discuss the Goof’s activity.

We did not have much time for the Goof’s activity, but we did try several at the computers individually, during lab time. They enjoyed working in pairs at the computers on these.

4. What problems are your students encountering with their participation in this project?

Truly, the largest problems occur because of lack of time. With the TerraNova around the corner, all extra time is spent on review of basic skills.

5. What is the biggest problem you are experiencing in composition instruction with your students?

Again, the problems that arise stem from a poorly constructed 4Square. As long as they have this foundation in good shape, the writing process comes naturally. Training them to recognize the importance of that 4Square, and using the plans during writing will just take lots of practice.

6. What activity through Write On has been most beneficial to your students?

The ability to see the importance of a prewriting plan and experiencing the ease of writing after the plan is complete, is a reward that I can see in their faces after they finish writing a story that they are especially proud of.

7. What suggestions would you have for making this project more beneficial to you and your students?

The participation in this project has been a growing experience for my students and me. Confidence in writing usually develops over an extensive period of time, but I see students who love writing, now. As a teacher, the ability to have a step by step process for writing that “really works” creates a safe zone for me. I enjoy reading their papers understanding that I do not have to grade everything, and the students do not have to create a finished product every time the write therefore, everyone enjoys the writing process.

Grade 5 Teachers Please discuss:

After administering the Writing Assessment test recently to my students I felt …I will need to jump right into writing that first week of school, next year. The students at Talbott are using the writing process throughout K-5. Since they are familiar with the process, the notion of writing everyday is an expectation, now.

March

1. Describe your class’ experience with Four Square writing this past month.

This month, Four Square was used with review of important topic notes. I used the Social Studies and Science Four Square format and this organization helped with picking out topic sentences and main ideas. I thought the students had a much easier time outlining their study notes. Since they are comfortable with Four Square, the writing across Social Studies and Science was a breeze.

2. Did your students participate in a science cross curriculum writing activity? If so, describe its successes/weaknesses.

As I commented in the first question, organizing their notes and creating new notes for study was easier for them to understand. The Four Square method is becoming a “tool” for the students and a natural pre-writing process. I also see the writing across the curriculum as a valuable “tool” for organizing study.

3. Other than time restraints, what is your biggest problem in composition instruction?

The students are at the point where they seem to understand the process of organization. The more advanced students will use this method naturally, now. For those students who struggle, the secret for success is practice, practice, and more practice. If this method is continued from grade level to grade level, the end results will reveal successful academic growth, in my opinion.

4. What positive effects can you see in your students through the participation in the Four Square method of composition?

I think that one of the most difficult skills for any student to comprehend is the ability to read a passage in a content area and write a reflection of what they think they have read. I do believe that if a student is to the level of thinking in which organization of thoughts come naturally, then communication improves. This communication involves reading, writing, listening, and speaking and not just the writing process. This is definitely a positive effect of students participating in the Four Square method.

5. Have you been able to share experiences or activities addressed through this project with any other educators? What was the result?

I do work with my team partner. She took part in “Write-on” last year. I have not had time to talk with others, at this time.

6. What changes will you make in your approach to composition in the upcoming school year?

I will start the writing process from “Day 1”, next year. My Journal Writing will change to writing across the curriculum in Math, Social Studies, and Science. The students will expect writing everyday in every subject in some way. They will “write a little and write a lot.” This will allow them practice, practice, and more practice…the secret to success.

May

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?

I am very pleased with the knowledge that I take away from this experience. My students use the material as an extender for the materials they research when writing a descriptive paragraph or a compare and contrast research activity. Not only am I more confident in going first to the resources and the planning templates, but I am able to encourage the students to use the same resources to help help each other enhance and extend collaborative learning activities. If I say anything about the use of the resource materials designed during the Write-on experience, I must address the user-friendly format the curriculum designer created to reach the targeted audience. The materials created during this project provide a bank of resources for composition skill building from year-to-year. I feel my students will go back to the site and use it as their writing skills continue to grow.

List ways your participation in this project has positively affected the writing skills of the students in your classroom.

Each month, I would go home and review the sites discussed and presented by the technology curriculum designer. The following week, I worked with the students on the computers. We discussed, tried skills together, and worked independently with the materials. The relayed to me the skills they still had problems with, and those that needed a bit more explanation. Next, the class Four Square developed through group interaction. The sharing of ideas in a non-threatening environment resulted in positive reinforcement of writing. They actually enjoyed writing!

How did your participation in this project positively affect your instructional strategies?

I enjoyed the teacher to teacher sharing process; and I had fun with the students, as we worked through each month's tasks. Stretching ideas, working with adjectives and adverbs using "the senses", and depending on the concrete Four Square became a technique that was painful at first; and then, vital as the maturity of their writing developed. I do not think that the knowledge involved with this writing method would have been as user-friendly, if I had not been involved with this project. Thank-you, for the opportunity.

How has your approach to writing composition changed through your participation in this project from that of previous years?

NUMBER ONE...writing became enjoyable, a strategic way to communicate emerged, and a different way of observing students' writing process evolved. I intend to start writing the very first day of school, next year. Each student will share some kind of written thought every day.

What other curriculum areas would you like to see implemented in a professional development technology integration project?

As a professional, I feel it is very important to address all core areas, core being Language Arts, Math, Science, and Social Studies, in grades K-8. I feel the next area to address must be Math, according to TCAP analysis. Social Studies and Science needs to continually integrate each developing core project. So, Language Arts...then Math with Social Studies and Science as the integrative leveling ingredient. Finally,core curriculum focus, the integration of all four. This should be carried through the middle grades, then divide into extended studies of the disciplines at the high school level. We have a wonderful technology department, very skilled and up-to-date with the latest professional development ideas in instructional technology. I am very proud to have been a part of the "birth of technology" in Jefferson County, and the continuing growth and integration of technology.