Date of Award
Master of Science in Education (MSEd)
Kathryn Struthers Ahmed
This thesis began out of my curiosity about the ways to set up a classroom to best support growing readers and writers. As my exploration into literacy continued, I decided to create a personal narrative unit with several foundational literacy skills, strategies, and practices for students to develop. With variety, authenticity, and modeling as the key pillars in planning, alignment to skills and standards will be embedded in genuine literacy experiences. The choice to engage in a genre study of personal narrative was due to its developmental appropriateness, potential for community building, and opportunity to share a range of stories. Using resources from The No-Nonsense Guide to Teaching Writing (Davis & Hill, 2003), Classrooms that Work: They Can All Read and Write (Cunningham & Allington, 2016), and The Continuum of Literacy Learning: Grades PreK-8 (Fountas & Pinnell, 2011) as foundations, an adaptable, six-week curriculum is suggested.
Adler, C. (2018). Sharing our Stories: A Personal Narrative Literacy Curriculum for Grades 3-5. New York : Bank Street College of Education. https://educate.bankstreet.edu/independent-studies/200