Process Drama, Play and Popstars: Integrating Expository Writing Rehearsal Opportunities across the Day in a Fourth Grade Inclusive Classroom
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| Title: | Process Drama, Play and Popstars: Integrating Expository Writing Rehearsal Opportunities across the Day in a Fourth Grade Inclusive Classroom |
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| Language: | English |
| Authors: | Coakley-Fields, Mary R. |
| Source: | Language and Literacy Spectrum. Jun 2021 31(1). |
| Availability: | New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Dramatic Play, Writing Instruction, Writing Workshops, Expository Writing, Essays, Grade 4, Elementary School Students, Inclusion, Classroom Communication, Discourse Communities, Reading Writing Relationship, Prompting, Popular Culture, Urban Schools |
| Geographic Terms: | New York |
| Abstract: | This article presents a case study of a fourth-grade teacher, Kathy Topaz (all names are pseudonyms), her seventeen students, and the ways that they talked about and rehearsed essay-writing through speech across the school year in an inclusive fourth grade class. With increased focus on informational writing and opinion writing in curriculum and Common Core State Standards (CCSS) across grade levels, Kathy, like most upper elementary teachers, needed to teach her students the five-paragraph essay structure in a grade-appropriate format for upper elementary students. Starting in September of the year of the study, Kathy intentionally facilitated talking prompts and sentence stems, as well as dramatic and playful activities, as ways to rehearse the structure and content for writing in various genres such as personal narrative, poetry, and -- the focus of this article -- expository, or essay-writing. In the present study, Kathy's goal for the students was to explore and practice key concepts of the expository genre and its structure through speech, as rehearsal, before committing their own ideas to paper during independent writing time in Writing Workshop. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | EJ1303483 |
| Database: | ERIC |
| Abstract: | This article presents a case study of a fourth-grade teacher, Kathy Topaz (all names are pseudonyms), her seventeen students, and the ways that they talked about and rehearsed essay-writing through speech across the school year in an inclusive fourth grade class. With increased focus on informational writing and opinion writing in curriculum and Common Core State Standards (CCSS) across grade levels, Kathy, like most upper elementary teachers, needed to teach her students the five-paragraph essay structure in a grade-appropriate format for upper elementary students. Starting in September of the year of the study, Kathy intentionally facilitated talking prompts and sentence stems, as well as dramatic and playful activities, as ways to rehearse the structure and content for writing in various genres such as personal narrative, poetry, and -- the focus of this article -- expository, or essay-writing. In the present study, Kathy's goal for the students was to explore and practice key concepts of the expository genre and its structure through speech, as rehearsal, before committing their own ideas to paper during independent writing time in Writing Workshop. |
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