EDEL 4160
Case Study of a Writer Book: (70 total points) → DUE dates vary according to chapter. Refer to the Case Study Overview on Canvas or CLICK HERE for complete instructions on how to complete each chapter of the case study of a writer book, and when each chapter is due.
When we study one student closely we gain insights into how to study and learn from all students. You will observe one student closely as the student writes, learns about writing, and talks about their writing and learning. You will collect writing samples from this student throughout the process to help you better understand the students’ strengths and next steps for instruction. In your analysis of student work, you will always use an assets/readiness lens (rather than a deficit lens). This lens is critical to providing effective writing instruction and supporting student growth. Your case study will incorporate the fieldwork assignments and the class readings and discussions.
HERE ARE THE BASIC STEPS:
Identify a student: Choose a 3rd, 4th, 5th, or 6th grade elementary school student who interests and intrigues you, one who raises questions for you and the classroom teacher. Be sure to choose an English Language Learner, preferably an Expanding or Bridging student. To protect the student’s privacy, make sure to use a pseudonym so that their real name does not appear on any of the data submitted. Use the Fieldwork Verification Form to record your visits, time and mentor teacher’s signature. A school seal/stamp will need to be included with final submission of the verification form.
Observe the student in the classroom: Observe this student during writing instruction and follow up activities to discover how the student approaches activities or lessons dealing with writing, listening, and speaking. Jot down what you notice about the student. Do you observe any patterns? Try to be objective and write down what you are seeing, as well as your personal reaction to what you are seeing. Have multiple conversations with the teacher to get their insight about being a teacher of writing and information about the case study student. Ask the teacher for specific examples that will give you more information about the child’s writing performance as well. You will write your notes using the Environment Walkthrough Form and Observation Notes Form.
Interview the student: Once your case study student is identified, you will want to build rapport. Talk with the student to get a sense of how they feel about being a writer. Do they like writing? Is it hard or easy for them? How is their writing environment designed to support them? Again, your observations will be recorded using the Environment Walkthrough Form and Observation Notes Form.
Investigate and analyze the student’s writing: You will need to collect samples of the student’s writing since the beginning of school. Notebook writing, journal writing, content area writing, stories, or letters are good sources of writing across domains. Make sure you collect both narrative and expository (information and/or opinion/argument) writing samples. You will select a genre and analyze the writing sample(s) to identify what the student already knows how to do and what the student is ready to learn next. You will use assets/readiness language – not deficit language – in your analysis. To analyze multiple samples across time, you will want to identify your student and start collecting samples as soon as possible.
Design a writing workshop minilesson: Using the information you have collected you will design a minilesson in response to what the student is ready to perform in their writing.
Reflect on your experience: Here you will reflect on your fieldwork experience. You may share your challenges, successes and overall thoughts of what you experienced.
