Knowledge and Skills Statement
Considere trabajar juntas las expectativas estudiantiles 4.12.D y 4.11.A y enseñarlas al mismo tiempo. En la expectativa estudiantil 4.12.D, los estudiantes elaboran correspondencia para solicitar información. Asígneles a los estudiantes la tarea de redactar una carta dirigida a un inventor acerca de una invención que ellos están interesados en conocer mejor. Mientras los estudiantes inician el proceso de escritura, dígales que seleccionen un tópico y un propósito de la razón de su indagación. Ellos deben usar la lluvia de ideas, la escritura libre y la elaboración de esquemas para organizar sus pensamientos.
El borrador de los estudiantes debe incluir:
- Una idea central
- Una organización clara
- Desarrollo de ideas
- Uso apropiado de lenguaje y convenciones que corresponden al grado escolar, como una elección intencionada de palabras
- Oraciones variadas y bien escritas
Further Explanation
Esta expectativa estudiantil requiere que los estudiantes demuestren su conocimiento del proceso de escritura conforme planifican su trabajo. Los estudiantes determinarán el tópico, la razón para discutir ese tópico y la audiencia para quien su mensaje está dirigido. Una vez que los estudiantes hayan tomado esas determinaciones, ellos tienen que organizar sus ideas usando distintas estrategias, como la lluvia de ideas, la escritura libre y la elaboración de esquemas para organizar sus pensamientos.
Research
1. Miller, M., Berg, H., & Cox, D. (2016). "Basically, you have to teach them to love what they are writing about": Perceptions of fourth grade writing teachers. National Teacher Education Journal, 9(1). Retrieved from https://www.researchgate.net/profile/Donna_Cox3/publication/309600692_Basically_You_Have_to_Teach_Them_to_Love_What_They_Are_Writing_About_Perceptions_of_Fourth_Grade_Writing_Teachers/links/5819311808ae50812f5de66a.pdf
Summary: This paper is based upon focus groups held with fourth grade Texas teachers from classrooms identified as exemplary by the Texas Education Agency. The purpose was to determine the methods of writing instruction that teachers felt were successful with their students, and process writing strategies were identified as central. These strategies were developed in the classroom through the teacher serving as the guide in the writing process, students as authors, and mini-lessons.
2. Cruickshank, B. (2011). Supporting children during the prewriting stage: Developing an author's understanding of purpose and audience using interviews. Practically Primary, 16(3), 25+. Retrieved from https://link.galegroup.com/apps/doc/A269690189/PROF?u=tea&sid=PROF&xid=96dbbf1b
Summary: Students were challenged to create their own children's literature. As part of the writing process, the students conducted an audience interview for their written stories. That audience was composed of peers. The process enabled students to develop a real sense of what their audience wanted. Students saw that their books had a real purpose and better understood the importance of audience.
3. Grünke, M. (2018). The effects of a peer-delivered writing planning intervention for struggling fifth graders. World Journal of Education, 8(6), 157–164. doi:10.5430/wje.v8n6p157.
Summary: The article is focused on mapping strategies to help students plan their writing. Peer tutors were used to help students brainstorm and organize their thoughts before writing.