Class
Article
College
Emma Eccles Jones College of Education and Human Services
Department
School of Teacher Education and Leadership
Faculty Mentor
Amanda Deliman
Presentation Type
Oral Presentation
Abstract
In this qualitative case study, my professor and I examined how my class of third-grade students endeavored to construct meaning around empathy as they cultivated their fluency-centered writing skills. Through the use of empathy-based, culturally-responsive reading lessons, and knowing that reading and writing are intricately connected, the researchers draw upon specific book choices and a well-crafted discussion structure to encourage meaningful, fluent writing. By designing and instituting a simple yet purposeful reading response template, as well as implementing certain classroom practices, the researchers are able to observe the degree to which the text, associated discussion, and classroom practices have an impact on writing fluency. While the results indicate a clear and interesting impact, the researchers deepen the study by carefully examining the ways in which students express themselves and demonstrate empathy through these writing engagements.
Location
Logan, UT
Start Date
4-11-2023 1:30 PM
End Date
4-11-2023 2:30 PM
Included in
Cultivating Fluent and Meaningful Writing Through Empathy-Centered Texts in the Third Grade Classroom
Logan, UT
In this qualitative case study, my professor and I examined how my class of third-grade students endeavored to construct meaning around empathy as they cultivated their fluency-centered writing skills. Through the use of empathy-based, culturally-responsive reading lessons, and knowing that reading and writing are intricately connected, the researchers draw upon specific book choices and a well-crafted discussion structure to encourage meaningful, fluent writing. By designing and instituting a simple yet purposeful reading response template, as well as implementing certain classroom practices, the researchers are able to observe the degree to which the text, associated discussion, and classroom practices have an impact on writing fluency. While the results indicate a clear and interesting impact, the researchers deepen the study by carefully examining the ways in which students express themselves and demonstrate empathy through these writing engagements.