Timeline

project imple-men-tation ||=  || Arrange 9 classes of third graders - three classes at three schools - each school providing classes with similar student-body makeups (ie. EIP reduced class size, general education, etc.) || * 9 teachers establishing one GoogleDocs document for weekly communication throughout the project for total project updates 1 ||= 1 || Students create baseline writing sample || writing prompt for genre identified for instruction in this 9 week period (recommend 2nd 9 weeks to reduce pressure on Spring CRCT preparation and give students the opportunity to settle into school) || 2 ||= 1 || start 3 different writing instruction interventions 1) writer's workshop 2)writing instruction using minilessons on 6 Traits of writing 3) digital storytelling (DS) instruction || lesson plans for writing instruction on the genre of response to literature over 9 week period for each of the 3 instructional interventions || 3 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist || spreadsheet to compile results || 1) change in writing performance 2) attitude towards writing 3) level of engagement during DS writing instruction - only DS group || data spreadsheets codes to categorize comments on student engagement checklist ||
 * = Time || Step ||= Action ||= Instrument(s) ||
 * Pre-
 * each of the three instructional intervention having its own GoogleDoc for communication.
 * shared scheduled writing instruction time so that each teacher of the 3 teachers at each school will be able to take one of the 3 groups of students for instruction. ||
 * Week
 * ||= 2 || collaboratively score the writing samples using rubric (minimum of 3 teachers blind scoring each writing sample and then collaboratively arriving at scores.) ||< * 3rd grade writing rubric from local school system
 * instructions for collaborative scoring ||
 * ||= 3 || divide students into 3 heterogeneous groups in each class. || scored writing samples, DRA2 Reading Levels, indentification of any special program such as EIP, ESOL, Target, and SPED ||
 * ||= 4 || Conduct pre student attitudinal suvey about writing read questions to students or have them read question out loud with below-grade level reading ability) || on-line questionaire can be completed in class taking turns two classroom computers or as a class in the computer lab (will need to control based on students' reading levels and need for individual reading of questions) ||
 * Week
 * ||= 2 || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week
 * Week 4 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week 5 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week 6 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week 7 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week 8 ||  || DS students - complete student engagement checklist during instruction || student engagement checklist ||
 * Week 9 ||  || Each class complete the final assessment writing prompt. Use the entire week of scheduled writing instruction to ensure every student has adequate time to complete the assignment applying the writing process. || final assessment writing prompt for genre identified for instruction in this 9 week period (suggested genre is response to literature) ||
 * Week 10 ||  || Conduct post student attitudinal survey about writing (read questions to students or have them read question out loud with below-grade level reading ability) || on line student questionnaire (in Googledocs)
 * Week 11 ||  || Compile student results by instructional method