Title

Informing Kindergarten Writing Instruction with Funds of Knowledge Theory

Date

5-28-2015 6:30 PM

End Time

28-5-2015 8:00 PM

Location

Education (ED) 217

Department

Teacher Education

Session Chair

Alicia Wenzel

Session Chair

Carmen Cáceda

Session Chair

Holly Eckles

Session Title

MAT / MSEd Poster Session 2

Faculty Sponsor(s)

Tracy Smiles

Presentation Type

Poster session

Abstract

This study examines the potential impact that could be brought to instruction and pedagogy through the lens of the funds of knowledge theory. In Kindergarten, students are expected to perform tasks that are elevated so much so that teachers have to question the task in ways that are developmentally appropriate. In the area of writing, Kindergarten students are faced with a unique challenge of beginning to manipulate and strengthen fine motor skills at the same time learning about genre and basic composition. This study will use a developmentally appropriate practice guided by Matt Glover and Katie Wood Ray while looking for hidden messages communicated by students about how they have come to understand the world using writing. This study will inform educators in the area of writer development, content success, authentic instruction in literacy and ways to build community and relationships with students

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May 28th, 6:30 PM May 28th, 8:00 PM

Informing Kindergarten Writing Instruction with Funds of Knowledge Theory

Education (ED) 217

This study examines the potential impact that could be brought to instruction and pedagogy through the lens of the funds of knowledge theory. In Kindergarten, students are expected to perform tasks that are elevated so much so that teachers have to question the task in ways that are developmentally appropriate. In the area of writing, Kindergarten students are faced with a unique challenge of beginning to manipulate and strengthen fine motor skills at the same time learning about genre and basic composition. This study will use a developmentally appropriate practice guided by Matt Glover and Katie Wood Ray while looking for hidden messages communicated by students about how they have come to understand the world using writing. This study will inform educators in the area of writer development, content success, authentic instruction in literacy and ways to build community and relationships with students