Creating vocabulary awareness and promoting its use through prewriting graphic organizers in writers workshop

Abstract

The purpose of this study was to determine the effects that vocabulary focused lessons and the use of vocabulary specific graphic organizers have on third grade student writing. This study was motivated by the the recently adopted English Language Arts Common Core State Standards. A few of the standards I am referencing are CCSS.ELALITERACY. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELALITERACY. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELALITERACY. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Data included ongoing student writing data analysis and observations. Additional data was gathered from six case studies in a regular education third grade classroom noting how the students scored on a CCSS writing rubric. Results demonstrated by scores on the rubric, observations and surveys indicated that the vocabulary focused mini lessons and use of the prewriting graphic organizers did enhance student vocabulary use in their writing.