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Casework in K–6 Writing Instruction
Connecting Composing Strategies, Digital Literacies, and Disciplinary Content to the Common Core
Series:
Edited By Jenifer Jasinski Schneider
Casework in K–6 Writing Instruction is a collection of teaching cases that feature real teachers, real students, and real examples of K–6 writing instruction. Using student/teacher dialogue and reader-friendly narration, each case author describes a teacher’s use of print and/or media-based tools to teach students how to write for literacy and disciplinary purposes. Rather than focusing on one particular method, this book features multiple methods, such as writing workshop, 6+1 Traits, and balanced literacy, presented through authentic classroom examples. The book includes a view of writing instruction across grade levels, disciplines, and contexts. Current and future classroom teachers will be interested in the practical application and various viewpoints presented throughout the book.
Casework in K–6 Writing Instruction could be used in teacher study groups, professional learning communities, undergraduate courses, Masters courses, and professional development seminars at the local, national, and international levels.
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6. Telling Our Stories: Blogging with Primary English Language Learners (First Grade)
Extract
JACQUELINE HICKEY AND SUSAN CONSTABLE
Abstract
Every Monday, Ms. Hickey’s first-grade students write Weekend News in their journals. For the first eight weeks of the school year, Ms. Hickey’s students approached writing with excitement. They came into her classroom already knowing what they wanted to share. Their accompanying illustrations contained all of the details they could not write in print. However, after the first eight weeks, writing became a chore. In an effort to rekindle their love of writing, Ms. Hickey decided to try digital writing using the Website KidBlog, along with iPads, with the hope that technology would fuel their interest.
Setting
• First grade ESL room
• Title I suburban public school (17% limited English proficient; 37% economically disadvantaged)
• Small group: 2 females, 3 males, all Somali English learners (ELs)
• Two of the EL students are level 1, or emergent across all domains; three of the students are level 2, or beginner in reading and writing, and level 3–4 in the speaking domain
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