Introduction

So, let's start here! No matter how I teach writing or with what approach I use, I am accountable to making sure my 2nd graders learn to write based on the common core standards. 





Common Core State Standards for 2nd Grade Students

CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers and provide a sense of closure.
CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers 


First, I will begin cycle 1 explaining what I feel the writer’s workshop approach looks like in a 2nd grade class based on my research readings about the writing workshop. I will then delve into journeys’ idea of a writing workshop based on my research on journeys’ expectations of a writing workshop and how they approach teaching 2nd graders how to write. In this cycle I will look at the similarities about the two teaching approaches and the differences. Even though they share the same name, "writing workshop", I will share how they see this approach working in the classroom. Then, in cycle 2 I will share my research about setting up and developing lessons for the writing workshop and I will share my launch of the workshop in my class and my data on my two students. Next, in Cycle 3 I will implement the use of the writer’s notebook. I will once again share my research about using a notebook for teaching writing, my launching of the notebook in my writing workshop and my data on my two students.  Lastly, I will sum it all up through my final reflections, thoughts and learning’s from my action research. 

As I explained in the first paragraph the action research will be explained across 3 cycles. Each cycle will have an introduction to the cycle, research, reflection, action and an analysis/reflection section.

1. The research section will explain what the children are doing in the writer's workshop during the cycle. The section will also show the data that I collect from my two students.

2. The reflection section will show my next moves based on my research. It will include my own journal entries and comments about the research. I will include how I made sense of the data collected and the analysis I did to get a closer understanding of the research.

3. The action section will be a detailed description of the plan for the next cycle based on artifacts,and the data collected. It will describe the steps I take for the next cycle.

4. The analysis and reflection section will allow me to look at my actions and reflect on the cycle as a whole, all sections. This reflection will lead me bak to the beginning of the research stage as I begin my next cycle of action. This reflection will allow me to sharpen my focus and become skilled on the topic of writer's workshop.