Thesis

Differentiated instruction in a writer's workshop through goal setting and feedback for young writers

The purpose of this study was to examine the efficacy of differentiated instruction in a Writer' Workshop. Differentiated instruction was given through goal setting and feedback in a first grade classroom. Specific goals were individualized in student checklists. The criteria were modified throughout the year to meet the needs of the students as well as grade level expectations. In addition, differentiated instruction was given during writing conferences. Teachers met one-one-one or in small groups with writers. They discussed writings and what goals were focuses for that piece. A mini-lesson would follow-up to target specific skills. A preliminary and post writing assessment were given to determine growth in writing. Students' writing samples were also assessed by their checklists. This determined if students used their checklists to guide their writing. Students demonstrated growth in writing scores and use of writing checklists. The differentiated instruction and conferences gave the students specific and obtainable writing goals. The study demonstrates that students' writing ability and self-confidence improved.

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