“So I can be a better writer”: Using graphic organizers to enhance procedural writing through home recipes
Author(s):
Khamnivong, Deuane
Format:
Thesis
Degree granted:
M.A.
Publisher:
Ann Arbor : University of California, Davis, 2009.
Pages:
92
Language:
English
Abstract:
Research Question. How do graphic organizers assist third graders in writing a procedural explanation on how to implement a recipe? How do graphic organizers help students organize information to write procedural explanations? Research Activities. Context. This intervention took place in a self contained 3rd grade classroom composed of 19 students from ethnically and academically diverse backgrounds. The whole class participated in the instructional activities, with additional support given to four English learners (ELs). The four focus students were of Mexican and Hmong background and represented a range of ability on the California English Language Development Test (CELDT). One early advanced, two intermediate and one early intermediate. Focus students were chosen based on CELDT levels and near perfect attendance records. Methods & Data. The intervention occurred in three phases which included recipe activities that mirrored one another. The "hook" was enabling students to create the recipes and eat it in class for two of the three recipes. For the Peanut Butter and Jelly Sandwich phase and "Ants on a Log" phase first students entered information into a graphic organizer, secondly made the recipe, and lastly wrote a procedural paragraph on the recipe. Students obtained a recipe from home or chose a kid friendly recipe from The Taste of Home Cookbook in the second phase, after which they filled out a graphic organizer and wrote a procedural paragraph for their recipe. Scaffolds included a step by step presentation for each recipe, teacher modeling of paragraph structure, and class reflections on each activity. Four focus students received additional tutoring and feedback on their recipes. Graphic organizers were scored using a teacher-created rubric targeting the listing of materials, step by step directions and organization. Procedural paragraphs were also scored with a teacher-created rubric focusing on title, correct paragraph format and organization, use of transitional words, correct spelling, mechanics and grammar. Pre and post intervention attitude surveys were administered that related to the students' outlook on writing and school subjects. Observation notes contributed to understanding students' comfort level with writing and enthusiasm for the topic. Results: Performance was tracked on 12 students with consistent attendance over the course of the intervention for each recipe. Six students' performance improved half or a full point on the rubric scales in their ability to fill out a graphic organizer and write a procedural paragraph while the other half either remained the same or decreased. A similar pattern was seen among the focus students (one student increased a full point, one remained the same but decreased a point on the last recipe, another student fluctuated up and down between half a point and one point, and the last student decreased a full two points). Close analysis of the focus students' recipes over time showed that all made progress in producing key elements of the recipe genre: specifying ingredients, listing step by step procedures in sequence and providing generally replicable recipes despite their rubric based scores. Emergent writer ELs benefited especially from the graphic organizer in maintaining focus in their paragraph writing. After the intervention, three focus students used graphic organizers and scored higher on a district assessment on procedural writing compared to their first assessment as opposed to one focus student who did not and scored lower. Four non-focus students also used graphic organizers on the assessment and scored higher compared to their first writing sample and five who did not use graphic organizers still scored a passing grade. Attitude survey results showed slightly more confidence in one third of the students and no change in the other two thirds of students' ability to write procedural paragraphs. Observation data showed an increase in more than half of the students' willingness to use graphic organizers and to learn other writing genres after the intervention. Grade Level. Elementary, 3rd grade Data Collection Methods. Writing assessment, Writing samples, Survey-Attitude, Observation-Field notes Curriculum Areas. English Language Arts, Writing-Writing in the content areas Instructional Approaches. Writing-Explicit instruction, Expository/Informational text, Graphic organizer/concept map, Writing-Expository, Writing-Organization, Student engagement