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Home CCSU Theses & Dissertations Narrative Writing Instruction for Primary Grades: A Project in Using Writing Frames, Cue Words...

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Narrative Writing Instruction for Primary Grades: A Project in Using Writing Frames, Cue Words and Sentence Starters

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Identifier	Thesis 1693
Author	Jackson, Annmarie
Title	Narrative Writing Instruction for Primary Grades: A Project in Using Writing Frames, Cue Words and Sentence Starters
Publisher	Central Connecticut State University
Date	2003
Resource Type	Master's Thesis
Notes	The concept of using writing frames for writing instruction has been a popular concern in the area of education. Writing is considered one of the most difficult academic subjects for children because it requires transformation of the spoken words to the written words. Young student writers are usually unable to organize, compose, and use the strategies needed to help in the writing process. On the other hand, skilled writers are able to draw on these strategies as needed. Therefore the teacher will need to provide scaffolding and teach strategies that can bridge the gap between what students already know and what they need to know. Writing frames may be used to help young writers learn the writing process. Specifically, frameworks, sentence starters and cue words may be used to direct students' development of the narrative writing process. Through direct instruction and modeling children can effectively use the writing frames to support their writing until they become independent writers. Tompkins (as cited in Poindexter et al, 1998) agrees that using simple frameworks and activities in stages, can effectively help primary students develop the writing process. Readers should be reminded however that writing frames should be used temporarily and fade as students become independent writers. Writing frames also should be seen as i a form of scaffold and not a final piece of writing. Students therefore will need to include rich elaborations in their final drafts. This study explored the use of writing frames to help students improve their narrative writing. Four incoming second graders with various reading levels were given a writing piece in September to be used as a baseline. Between September and February the students were taught the elements of a narrative in stages. The researcher provided direct instruction by implementing writing frames, sentence starters and cue words to support the development of each element. The students were provided with guided practice of each element. After each element was taught over several weeks, the students were given a prompt to be written in stages over several days. To assess for growth in the students' writing, the researcher used a writing rubric to identify the elements taught in the students' writing pieces. After analyzing the student's writing, the pieces were assessed using a Narrative Writing Rubric with a range of 1-6. The findings from the study show that all the students' writing improved and reflected use of sentence starters and cue words taught during the study. A comparative analysis using a graph showed that the students received two to three points higher in their post-test writing pieces than on their baseline pieces. These results support the idea that students can benefit from use of writing frames. The students were more confident in writing their stories and needed less support over time. The students also were able to incorporate the strategies they learned to write more developed stories with a beginning, middle and ending.
Subject	Narration (Rhetoric) -- Study and teaching (Primary)
Department	Department of Reading and Language Arts
Advisor	O'Brien, Patti Lynn
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734069
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Narrative Writing Instruction for Primary Grades: A Project in Using Writing Frames, Cue Words and Sentence Starters

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