Girl talk and writing voices improving conferencing for middle school students with autism

GIRL TALK AND WRITING VOICES:

IMPROVING CONFERENCING FOR MIDDLE SCHOOL STUDENTS WITH

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Improving conferencing for middle school students with Autism

Marion Piper

Deputy Head of Shelford Girls’ Grammar

Master of Education – Torrens University, Australia



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Improving conferencing for middle school students with Autism

Abstract

Research into the most effective way to teach children with Autism has been widely

written about in academic journals, yet there has been little written about how to conference

with the middle school student identified on the Autism Spectrum. As the teacher-researcher,

this paper reports on the findings of an Action Research project which was conducted involving

the use of graphic organisers when conferencing with students during the writing process. The

research was conducted to verify whether their inclusion would support and improve the

learning of three high-functioning children with Autism in a middle years classroom at an

independent K-12 school for girls in Melbourne, Australia. The study improved the

conferencing and writing processes of middle school students on the Autism spectrum, gained

as a result of including graphic organisers as part of explicit writing sessions. Using both

qualitative and quantifiable data, the study examined how the inclusion of graphic organisers,

tailored to support the writing of specific genre and aligned with individual students’ needs and

goals, contributed to improved conferencing techniques by the teacher. The findings

demonstrate conclusively that including a range of graphic organisers to support middle school

students with Autism as they conference with the teacher has an outcome improving their

writing abilities. This research validates the need for further research into the importance of

conferencing between teacher and middle school learners as an integral part of the writing

process, specifically for those identified on the Autism spectrum.



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Background

As a teacher who is committed to reflective practice, I am constantly striving to gather

information about my students’ funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992)

as a way of gaining further insights into the way they learn. This assists me as I differentiate

and modify the curriculum to improve learning outcomes in the classroom (Piper, 2016). I

currently teach middle school students in an independent K-12 school for girls in Melbourne,

Australia. In order to develop an effective literacy classroom whereby teacher-student

conferencing is “an essential element of the writing process” (Hill, 2014, p. 340), I want to

strive to improve my conferencing with the diverse range of students in my classroom. This is

particularly so for those identified on the Autism spectrum, as these students appear challenged

to me when writing text of different genre, most probably attributed to the ways in which they

process information (Mercer, 2009; Merrifield, 2011). As a result of my quest to improve

conferencing with students, I have updated and completed an Action Research Project (See

Appendix A), allowing me to demonstrate how to plan for, undertake and report on my

approach.

Literature Review

Action research is a systematic 7-Step approach (Walsh, 2014) to improving classroom

practice and pedagogy (Burton & Bartlett, 2005). Undertaking a literature review forms part

of this process as the teacher formulates the intention of the research to identify problems, pose

questions, and consider aims and objectives to drive the research cycle. My Literature Review

(See Appendix B) provided background information, debates, viewpoints, relevant papers and

journal articles relating to the ways in which students with Autism communicate and learn.



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This helped me develop a more informed understanding of the current and relevant issues

related to the project, and were sourced through Google Scholar, EBSCO and several

Education-specific data bases.

All students, including the student on the Autism spectrum, must be able to make use

of their literacy skills and understandings to become effective learners. A clearer definition of

Autism is defined by The Australian Human Rights Commission (n.d.) as “a lifelong

developmental disability characterised by difficulties in social interaction and communication,

restricted and repetitive interests and behaviours, and sensory sensitivities” (p. 1). Students

with learning difficulties, including the student with Asperger’s Syndrome, “deserve to have

teachers who are knowledgeable in their disorder so that students receive the most appropriate

education” (Wagner as cited in Attwood & Grandin, 2006, p. 22). Around 1 in 100 Australians

are on the Autism spectrum. In schools, 82% of students on the spectrum report facing some

sort of difficulty in learning, with 24% of those in mainstream schools not being provided with

any additional or specialised support (Australian Bureau of Statistics, 2009). As children with

Autism are frequently included within mainstream classrooms (Attwood & Grandin, 2016;

Robinson, n.d.), this presents specific challenges to the standard methods of teaching literacy

because of the ways that they process information (Mercer, 2009; Merrifield, 2011).

I was encouraged by the research of Tissot (2003, as cited in Merrifield, 2011) who

argued that: “Visual learners are children that process and retain information better if it is

presented in a format where it is written down and can be seen, as opposed to information that

is primarily heard” (p. 246). I agree with Merrifield (2011) who perceives this as “a direct

reference to the benefits of visual supports for the student with Autism” (p. 30). This resonates

strongly with me as the literature I reviewed emphasised the importance of focusing on



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questioning techniques, revealing the paucity of credible studies directly relating to Autism and

middle years education to research. Through the inclusion of graphic organisers as part of the

writing process, I attempted to improve my own teaching practice and enhance my middle

school students’ ability to conference effectively.

Action Research Question

By examining various educational journals and studies by other authors, I was able to

integrate the relevance of published readings leading me to my action research question: When

conferencing, how can the use of graphic organisers improve the writing of high-functioning

middle school students on the Autism spectrum? I wanted to improve my own practice of

conferencing with students as a way of recognising the potential for improving and developing

effective literacy teaching and instruction. By focusing on questioning techniques through the

use of graphic organisers when conferencing with students on the Autism spectrum, my

intention was to improve my own teaching practice; it would also enhance their abilities to

conference effectively when writing text of different genre, improving their proficiency and

adding to their literacy skills toolbox. This is the purpose, reason and inspiration for my action

research project.

Methodology

My Action Research methodology saw me commence my project by selecting from

within my class three students identified on the Autism spectrum (referred to by the

pseudonyms Edwina, Harriet and Jasmine), and planning a Daily Diary to identify when to

conference with them in preparation for data collection throughout the research cycle (See



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Appendix C, Figure 1). I designed writing surveys as part of my inclusion of quantifiable data.

These were administered before and after the final conferences to enable me to gain the

students’ perspectives of a perceived improvement in attitude towards writing in addition to the

types of genre they enjoyed writing about or sought to improve (See Appendix C, Figure 2).

Personal student goals using the VOICES graphic organisers (Downunderteacher, 2014) aided

in the preparation for explicit literacy writing sessions with my targeted students. Recognising

the potential for my project, I conferred with my colleagues while undertaking my research.

Their encouragement about my findings arising from initial research cycles resulted in them

also displaying classroom goals using the VOICES graphic organisers in each of the middle

school learning clusters (See Appendix C, Figure 3), and requesting to remain informed

throughout the project’s progress about my targeted students’ writing development.

Formal and informal observations throughout the conferencing sessions were recorded

and relevant and significant excerpts annotated (See Appendix C, Figure 4), with writing

samples of different genre also collected as part of qualitative (observations, conferencing

records) and quantifiable (surveys, questionnaires, rubrics) data (See Appendix C, Figures 5-

7) to show what occurred during my research. By using a triangulation method of data

collection, I was able to verify and validate the data I collected (Carter, 2014). This aided me

as I organised my data and identified patterns and themes (See Appendices D and E). Seeking

approval from the school, parents and students prior to my Action Research project

commencing was essential as part of my data collection; identifying the participants through

pseudonyms would safeguard their anonymity and privacy and was reflected in my Parent

Consent Form (see Appendix F). This would ensure the adherence and maintenance of

upholding the teaching standards, guidelines and principles as part of quality research practice

(Australian Institute for Teaching and School Leadership, n.d.), adding to the ethical validity



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of my project (Pine, 2009) and a requirement of government agencies (National Ethics

Approval Form, n.d.; Victoria State Government, Education and Training, 2015).

As the researcher, I was able to clarify, refine my topic and validate the project prior to

it being undertaken as part of an initial research cycle (Burker, n.d; Koshy, 2015). Evaluating

and managing literature which related to my research purpose assisted me as I explored the

claim by Merrifield (2001, p. 50) and echoed by McConkey & Samadi (2011) that

“internationally the prevalence of Autism appears to be rising” (p. 775). A significant

observation of Professor Jordan resonated with me: “the biggest thing you can give to people

with Autism is time” (as cited by Robinson, 2016, p. 42). Through making time to conference

effectively with my students with Autism, it was anticipated that this would help better meet

their writing needs. This impelled me as a teacher to understand how I can ameliorate the needs

of the student with Autism when presented with a diverse range of students in a classroom.

Findings from my literature review suggested that, by focusing on developing specific

tuning-in words (such as ‘think’, ‘remember’ and ‘wonder’) when making the time to

conference with students, I can develop routine back-and-forth conversations with repeated key

words leading to an improved influence and relevance in what I am doing. It was essential that

this language was used consistently throughout each conferencing cycle. I have been teaching

Jasmine for nineteen months, Edwina and Harriet for only seven; knowing what level of

communication each student has enabled me to move forward throughout each cycle of action

when conferencing with them. My familiarity of the students allowed me to recognise small

but significant changes in both their written and verbal communication. These insights helped

determine what strategies to implement during each conferencing opportunity with them



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(Raising Children Network, 2016) whilst allowing me to rework my existing knowledge in

“new and innovative ways” (McNiff, p. 9).

For example, I continued to collect appropriate data, adding it to that which I had

gathered from Cycles 1 and 2. This was in order to maintain student engagement and

motivation. A “7 step” research action cycle (Walsh, 2014) abled me to conduct surveys to

determine the participants’ attitudes to writing, establish goals for writing with them, gather

writing samples, source graphic organisers to be used as a stimulus to enhance the process of

conferencing, document the conferencing process, and review my findings from the eight

cycles of data I was able to collect. Reflecting throughout each cycle allowed me to determine

and guide further action through application of the Action Research process into real practice.

During the course of each research cycle I recognised the potential for conferencing

opportunities beyond the timetabled explicit literacy writing sessions that were scheduled for

my class. Furthermore, in consideration of the writing genre the participants were exploring

across a range of lessons, I was able to source graphic organisers in addition to the VOICES

graphic organiser statements (Downunderteacher, 2014). This allowed me to align the literacy

needs of each student with the potential for observing writing development and improvement

(See Appendix C, Figure 1). Cycles 1 and 2 outlined my initial research study which had been

undertaken; Cycles 3 to 8 provided for the development of a more detailed and thorough study

and analysis of collected data.

Cycle 3 featured the inclusion of graphic organisers relating to information texts: the

students were learning about natural disasters as part of their Humanities studies. Each student

established the questions to which they were seeking answers as part of individual research.



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This then contributed to an overall group PowerPoint or Prezi presentation using methods of

inquiry. In Cycle 4, a Science Report was required as part of an experiment which was

conducted in a Science lesson. The graphic organiser format (predict, reason, observe and

explain) required the students to structure their writing in this way as part of their report; a book

review also provided for writing in report genre. Cycles 5, 6 and 7 followed the students’

progress in composing persuasive writing text related to a workshop incursion in which they

had participated, conducted through the Debaters’ Association of Victoria. As part of follow

up activities to complement the incursion, group debates by all students were arranged. These

were prepared and presented, and culminated in a rubric scoring them on the debating elements

of ‘manner, method and matter’. The rubrics were included as part of the conferencing process,

providing effective feedback to each student. Cycle 8 commenced when term resumed after a

three-week holiday break: data was collected from narrative and recount writing opportunities

in addition to my targeted students participating in a post-writing survey.

Data Analysis

Examination of the completed pre- and post- Writer’s Profile survey, observations,

annotated notes and individual video feedback sessions taken during conferences throughout

my research cycles provided me with a range of data to consider, analyse and interpret.

Reflection of it enabled me to identify patterns and themes. From conferencing and assessing

student work samples, I was able to identify which additional graphic organisers would best

suit the writing needs of my targeted students, in addition to how often the graphic organisers

were used to support writing opportunities (See Appendix D). This allowed me to recognise

how the process of conferencing with students with Autism was enhanced. Dialogue with

Torrens University Australia (TUA) colleagues and critical friends helped shape and guide the



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research questions to which I sought answers. Their ongoing discussions helped me consider

what other graphic organisers could be explored. This led me to sourcing ones specific to each

student participant’s needs.

It was noted from the initial survey that each of my targeted students could be

considered to have a poor approach to writing opportunities. Whilst it was recognised that

Elizabeth, Harriet and Jasmine considered writing to be “okay” - with their reasons indicating

a lack of confidence in ideas, organisation and writing conventions - I was keen to see this

attitude turned around by the conclusion of my study. Knowing what these students were

interested to write about assisted me for future writing sessions: their preferences for writing

in specific genre provided me with a starting point as I sought to improve their motivation and

engagement in writing, essential to durable learning. For example, whilst Jasmine indicated a

willingness to write everyday texts (letters, invitations and email), Elizabeth and Harriet had a

preference to write in genre which included narratives, information reports and recounts.

Harriet also shared that she “sometimes” likes to write responses to her lifeworld experiences.

A plan for writing opportunities was designed which could include the genre preference

for each student where possible. Taken into consideration were some logistical concerns,

including the incursion by the Debaters’ Association of Victoria (booked and confirmed earlier

in the year) and Elizabeth’s participation in an advanced maths class, often timetabled when

conferencing could be scheduled. Similarly, Harriet was involved in attending an external

music competition and performance, precluding her ability to conference with me during Cycle

4. Jasmine was also absent from school due to illness (Cycle 6), which saw her struggle to

effectively complete arguments for her persuasive text. However, a systematic evaluation

procedure allowed conferencing to be maintained with as much consistency as possible



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throughout each cycle, essential for my planning purposes (McNiff, 2002; Baumfield, Wall &

Hall, 2008). It also became apparent that - for writing to be part of the everyday experiences

for a student - other opportunities for learning across a range of other contexts could be, and

would be provided, through Science and Humanities classes. I believe this added depth to my

project and helped to validate my results.

To assist my improvement in the skill of conferencing with students, I noted and

considered the suggestions from the Hanen Centre (2011) which extensively explored what

facilitates the communication development of children with high-functioning Autism for them

to have successful interpersonal relationships with others. Through the inclusion of specific

tuning-in words when conferencing with my targeted students - such as ‘think’, ‘remember’

and ‘wonder’ – I was able to develop back-and-forth conversations between myself and each

student. This saw them participating with enthusiasm, particularly when appropriate and

carefully crafted open-ended questions were incorporated into each session. Additionally,

choosing relevant graphic organiser statements for the specific writing needs of each student

provided a baseline through which to promote rich discussion, assist student engagement and

encourage motivation. As part of the process, it also enabled me to gauge students’ progress,

not just in formal writing sessions in literacy classes, but across a range of learning domains

(Lothian, N.D.), adding strength to my research findings.

The quantitative analysis of the post- Writer’s Profile surveys (See Appendix C) yielded

valuable information and feedback which was very telling: the students’ responses revealed

that including graphic organisers had assisted them in specific areas of learning – not only the

VOICES organisers, but others that had been sourced to provide additional writing support.

All students acknowledged the usefulness of rubrics in their learning. Edwina indicated that



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the vocabulary pyramid and the format for Science reports provided writing support which

allowed her to be more confident when responding to scientific questions. Harriet wrote of an

improved confidence to writing Information reports, with the structure of them assisting her

efforts. Similarly Jasmine’s post-survey saw an overall improved approach to each writing

opportunity, identifying that conferencing was a valuable part of her literacy writing

experiences. Students were also able to articulate what further support they still sought, with

an indication of the types of graphic organisers they considered would assist them, particularly

in the area of writing conventions (grammar, capitals and punctuation).

Results and Discussion

As I reflect on the results of taking action through my research, my findings within

common patterns and recurring themes allow me to confirm that the inclusion of VOICES

(Downunderteacher, 2012) and other selective graphic organisers - such as those published by

Blake Education (1996) - assisted my conferencing with students and, when carefully chosen,

can be used to target specific areas of writing opportunities transferring across a range of

learning domains which can lead to literacy development and improvement. My targeted

students were able to identify the ways in which the graphic organisers assisted them (See

Appendix E). All students indicated that graphic organisers supported them in finding their

‘writing voice’, assisted them when word processing on the computer, and improved their

confidence when writing or conferencing. By addressing the amount of time devoted to

conferencing with each student, the way in which each organiser is presented, and by giving

thought to the phrasing of questions in back-and-forth discussions, I recognised that my

repertoire of conferencing techniques for the students with Autism in my class improved: this



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was the overarching intention of my Action Research project. By considering my intentions

for their writing, it was essential to differentiate the learning experiences for my targeted group.

This means identifying where each student is at in the writing process, providing sufficient time

with each student to discuss their intentions, being mindful of asking the ‘right/write’ questions

when conferencing, and relating the purpose and intention of specific graphic organisers in

order to meet student needs and goals for learning.

My results identify that it is essential that teachers of the student with Autism include a

variety of techniques as part of their teaching repertoire as a way of fostering “people skills”

Hanen Centre (2011). This allows them to connect well with others - both teacher and peers -

in their classrooms: in order to maintain interest and motivation for learning, participating in

effective conferencing sessions with activities related to the intended writing task is also how

the child with Autism will best learn to communicate.

Asperger's syndrome is sometimes described as mild or 'high-functioning' Autism

(Macintosh & Dissanayake, as cited in Connor, 2004). Keen’s (2008) research claims that

students with Autism who receive support for learning earlier, rather than later, “significantly

improve their chances of learning new skills” (p. 3). Including graphic organisers to support

learning has enabled my targeted students to identify and revise goals for learning as part of the

conferencing process. For girls with Autism and identified with Asperger’s Syndrome within

the spectrum, “they can become quite adept at camouflaging their difficulties” (Attwood &

Grandin, 2006, p. 2). Because my current teaching context is within a single-gender (girls only)

school, this finding resonated strongly with me as part of my research; effective conferencing

techniques which included open-ended questions relating to favourite topics allowed my “little

professors” (Attwood & Grandin, 2006, p. 4) to reveal their motivation to learn, particularly



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when the topic they were writing about interested them. Although my targeted students

sometimes have difficulty interpreting social or language cues - indicative of Asperger’s

Syndrome/Autism - their display of advanced language skills for their age sometimes saw them

initiating discussions (Attwood & Grandin, 2006; Raising Children Network, 2016), reminding

me to be actively attending to back-and-forth discussions when conferencing with each student

in order for the process to be effective. This can lead to enhancing meaningful, purposeful and

improved writing engagement.

Summary and Conclusions

A review of literature suggested that students with Autism can improve their writing

ability with appropriate support and direct instruction when scaffolding by the teacher is

provided, teaching approaches and strategies are relevant, and when classroom routines are

consistent and positive (Iovannone, Dunlap, Huber & Kincaid, 2003). I hypothesised that my

targeted students would improve their approach to writing tasks through effective conferencing

with me, as my project reminded me to consider the findings of Stroh, Robinson & Proctor

(2008) and Robinson (2016): focus on what the student can do, rather than what they cannot;

all students are able to participate in a range of everyday activities, regardless of their abilities,

which ensures their inclusion in the classroom (Reid, 2005). Such research has enabled me to

contemplate findings from the perspective of my current practice and how to consider the

inclusion of graphic organisers as a way of providing support and improved communication

when conferencing with students. My middle school students, although indicating a diverse

range of writing ability, are all keen to learn and desire to perform well in their approach to

learning, including the chance to improve and develop their writing skills. Attwood & Grandin

(2006), Mercer (2009), Mede (as cited by Merrifield, 2011) and Merrifield (2011) claim the



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use of graphic organisers can be used specifically to support students and assist the teacher

during the writing process. My results certainly reflect this claim.

I concluded that the quantitative and qualitative data that I gathered showed that, when

conferencing with middle school students with Autism and including graphic organisers as part

of the consultative nature of the process, the development of their writing skills is supported.

These areas include intentionally providing the opportunity for students to write in different

genre (narrative, report, information, persuasive, recount) in order to assist their writing to

evolve, together with the intention of it developing sufficiently to meet the standards expected

of a middle school student. This necessitates the organisation of the students’ writing for an

audience to enable readers to understand what is written, presenting writing which is clear,

focused and interesting, and ensuring that the conventions of writing (proper grammar, capitals

and punctuation) are evident. Including appropriate words - in addition to sentence fluency

(beginnings, length and type) – should also reflect the writing expectations, standards and

benchmarks for middle school students. The positive effects arising from this conclusion is

that the range of graphic organisers which were sourced and included as part of the

conferencing process also helped these students to improve their attitude to writing. This has

significant repercussions: providing time to conference with each student enables them to

become more confident to discuss their writing efforts; effective discussions throughout the

conferencing process, both with students and colleagues, provided deeper insights into their

abilities, encouraging me to peruse which graphic organisers may best suit my intentions and

help meet individual student needs. As there are many factors that can impact conferencing

practices for students with Autism, my strategy for conducting an internet search for

appropriate and relevant graphic organisers enabled me to focus on the specific literacy

requirements each student had, in addition to determining which area of writing development



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they desired to improve upon. This aided me to develop and implement particular strategies,

lending support to the specific learning abilities of each student.

Future Actions and Directions

The Raising Children Network (2016) suggest that knowing what level of

communication the child with Autism has, and how to move forward when communicating,

will determine what strategies to implement during the conferencing process of a writing task:

revisiting the personal VOICES goals of my targeted students they initially identified will also

help me to consider other gains in areas of development, such as behaviour and learning. Such

findings also lend support to similar literature presented by Dickerson & Calhoun (2005) and

Rupley (2009), both cited in Merrifield (2011). Their suggestion is that graphic organisers can

include concept mapping as a way of sequencing ideas, in addition to being used as a reference

for the student, when reflecting on learning. This allows for repetition of key ideas to be

reinforced. They also support “the ability to identify basic story structures for students (using

words or pictures)” (p. 20). Each of these notions could form part of future actions for the

teacher-researcher whose intention it is to add to their own literacy repertoire to enhance the

communication and writing skills of the student with Autism.

Arising from my research are additional findings to be considered from others.

Merrifield (2011) acknowledged previous research (Williams et al, 2002, Basil & Reyes, 2003

as cited in Merrifield, 2011) suggesting Computer Assisted Instruction (CAI) can include

graphic organizers which “provide immediate feedback to students, individualize instruction,

and allow for extensive rehearsal and repetition” (p. 29). Similarly, research conducted by

Smith (as cited by Merrifield, 2011) noted improvement in writing and fluency ability when



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students used technology software as part of regular instruction. Accessing graphic organisers

through CAI is an area which other educators, including myself, might consider. Claims by

Merrifield (2011) and Kamaruzaman, Rani, Nor & Azahari (2016) that positive gains are

achieved from CAI encourages me to consider how conferencing and writing for my targeted

students in this way - rather through the conventional methods of writing or perhaps a

combination of both - may better engage them, leading to an improved approach and more

positive attitude to writing tasks. Basil & Reyes (as cited in Merrifield, 2011) also identified

CAI as “more meaningful and interesting for the students”, with their “ability to construct

sentences enhanced greatly in a short period of time” (p. 29). For this reason, further

investigation of educational interactive software to motivate, support and engage student

learning is warranted and being explored: Blake Education (1999), for example, has a range of

interactive resources to enhance both the primary and secondary literacy development of

diverse students, particularly in the area of writing; collaboration with staff sees this software

being trialled more extensively within my Learning Cluster, with the focus on its effectiveness

for teaching Exposition genre.

When supporting middle school students identified on the Autism spectrum, of further

interest to me is consideration for the way in which Thinking Routines, advocated by Harvard

University researchers Ritchhart & Perkins (2008), can further support effective conferencing

opportunities between teacher and student. This links to my research, as their suggestion is

also to encourage the time for back-and-forth discussions between teacher and student by

including a range of repeated routines embedded as part of classroom culture: such

implementation allows for thoughtful and purposeful conferences to be better promoted,

leading to greater motivation for learning and deeper understanding and engagement in the



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classroom. I would thus anticipate that more meaningful connections could be made to enhance

the writing process.

I recognise that my project could have a significant impact for teachers exploring ways

to support students with Autism in their learning, so I am excited that these considerations will

be discussed and shared further with colleagues in my current school setting as part of

professional learning opportunities: my suggestions can contribute to progressing current

thinking towards girls’ education, with the potential for influencing positive changes to current

literacy practices and pedagogy within our curriculum. By presenting my findings to different

sectors of the school, I am providing further knowledge to help shape 21st century approaches

to education whilst also upholding the teaching standards within my profession (Australian

Institute for Teaching and School Leadership, n.d.; Thompson & Kamler, 2013).

Reflections

My findings support my claim that, when taking the time to conference effectively with

students, using graphic organisers can enhance the literacy toolbox for the student with Autism.

By developing my Teacher Action Research to explore additional ways in which continued

improvement can be made, further research must be completed to determine if conferencing in

this way genuinely affects the enhancement of improved teaching and student learning. By

considering critical questions and values relevant to conferencing practices within my current

teaching context, I was able to explore how to improve the writing abilities of students with

Autism and so improve their chances of learning new literacy skills. I consider my systematic

and rigorous approach to research has produced evidence which validate and support my claims

about improved practice within the classroom (McNiff, 2002).



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I also recognise that my research can be developed further: by conferencing with

students within the same year levels, or in other sectors of the school (lower primary, middle

primary and secondary) to meet the needs of a diverse range of learners, support for a wider

group of learners - which includes both boys and girls as part of the targeted study group - can

lead to enhancing school literacy improvement (Burker, n.d; Koshy, 2015). For this reason, a

larger scale study is recommended. To return again to the research of Tissot (2003, as cited in

Merrifield, 2011) who state that “Visual learners are children that process and retain

information better if it is presented in a format where it is written down and can be seen, as

opposed to information that is primarily heard” (p. 246), I strongly encourage the reflective

practitioner not to undermine the inherent value and benefit that graphic organisers bring as a

visual learning and writing support for the students with Autism which many of us teach in 21st

century classrooms.

The Action Research Project I have conducted has indicated the value of purposeful

graphic organisers as an integral component of conferencing with middle school students with

Autism when included as part of daily writing opportunities. It is hoped that - for the teacher

who takes the time to engage deeply and effectively in the conferencing process across any

learning domain - their inclusion within a literacy writing toolbox are recognised for

contributing successfully to the motivation and engagement of the diverse range of students

with whom they teach and learn, leading to pedagogy and practice which is both enriched and

improved.



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AUTISM 22

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AUTISM 23

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AUTISM 24

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AUTISM 25

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AUTISM 26

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AUTISM 27

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MPiper August 2016



AUTISM 28

Appendix A

EDUC 6004/6014/6018: Capstone Action Research Planning Tool 4 – UPDATED ACTION PLAN FROM

CAPSTONE A

1. What is the problem/issue?

My focus question is: When conferencing, how can graphic organisers assist and improve the writing of

high-functioning students on the Autism spectrum?

The problem I have been addressing is how to improve the effectiveness of conferencing with students,

specifically those whom have been identified on the Autism spectrum (Jasmine, Edwina and Harriet), as they

participate in the Writing process, using the graphic organiser (VOICES).

2. What is one goal (or change) you hope to achieve?

Throughout my initial Action Plan I have been using selective questions/statements from the VOICES graphic

organisers to improve my questioning techniques as I conference with these particular students. These graphic

organisers have enabled me to recognise the potential for improving conferences when including them in

ongoing discussions throughout the writing progress with my targeted students.

3. What do you hope to achieve by solving the problem/addressing the issue? (1 possible solution)

Identification and recommendations/suggestions for specific statements to be selected from the VOICES

graphic organisers when conferencing with students on the Autism Spectrum during the Writing Process.

Edwina, Harriet and Jasmine have each responded well to the VOICES graphic organisers. Edwina and Harriet

are ready for further differentiation to support their learning; Jade still needs to have intervention which

supports her ORGANISATION – she stays on topic but has difficulty with grouping similar thoughts together in

each paragraph.

Edwina has enjoyed the focus on IDEAS, and uses some interesting words when writing. I feel she can be

extended in this area, so am keen to introduce her to more ambitious vocabulary to use when writing

narratives.

For Harriet, who is also responding well to the VOICES graphic organisers which focus on ORGANISATON, we

have discussed the use of including connecting words in her writing so that it is easier for readers to follow and

understand her narrative.



AUTISM 29 Articulating smaller strategies for success…

What will you do to

achieve you

goal/change?

How will you

implement the

action(s) to

achieve the

goal/change?

When will you

implement your

action(s)?

What resources

do you need,

human and

otherwise?

How will you

measure success

or progress?

What data do you

need to collect to

determine

success or

progress?

Where/from

who will you

collect the

data?

For Edwina:

at the brainstorming

stage of the Writing

Process focus on the

need to expand her

vocabulary:

incorporate the

‘ambitious

vocabulary’ pyramid

from Andrell

Education

Present

‘ambitious

vocabulary’

pyramid for

sharing and

discussion as part

of the

conferencing

process

During the

brainstorming

stage so that it

can be referred to

by Edwina

throughout the

Writing Process

‘Ambitious

Vocabulary’

pyramid’ –

include as a

personal copy for

inclusion in her

Writing Book;

Through the

quality of

discussions that

arise when

conferencing with

Edwina

Anecdotal

notes/recorded

discussions;

Evidenced in

completed writing

samples

From

conferences

held with

Edwina;

follow up

discussions

with Edwina

and critical

friend (TUA

colleagues,

parent and

Kim)

For Harriet:

at the brainstorming

stage of the Writing

Process focus on the

need to suggest

using the

‘connectives’

pyramid from

Andrell Education

Collect further

evidence from

Step 2 of the

Writing Process

(Outline) to

further organise

the thoughts

students have

revealed from

brainstorming.

During

conferencing

sessions with

Harriet; ensure

she understands

the purpose of

including

connectives when

writing to

enhance her

thoughts, ideas,

phrases and

sentences.

‘Connectives

pyramid’ –

include as a

personal copy for

inclusion in her

Writing Book ;

Quality of

discussions held

through

conferencing with

Harriet

Anecdotal

notes/recorded

discussions;

Evidenced in

completed writing

samples

From

conferences

held with

Harriet

follow up

discussions

with Harriet,

parent and

critical friend

(TUA

colleagues

and Kim)

For Jasmine:

Continue to

conference with

Jasmine as she

includes relevant

statements from the

VOICES graphic

organisers, targeting

ORGANISATION (I

arrange my writing

so readers can

understand it.)

Provide a list of

general and

specific questions

and instructions

from the

ORGANISATION

planner with

Jasmine

During

conferencing –

this will guide

discussion and

assist Jasmine in

her writing efforts

List of general and

specific questions

focusing on

spelling,

grammar,

paragraph,

sentence length;

Passion, desire

and patience!

Quality of

discussions held

through

conferencing with

Jasmine;

Feedback on

editing required

through

conferencing with

Jasmine

Proofing and

editing as part of

conferencing with

Jasmine

From

conferences

held with

Jasmine;

follow up

discussions

with Jasmine,

parent and

critical friend

(TUA

colleagues

and Kim)


IMPROVING CONFERENCING WITH MIDDLE SCHOOL AUTISTIC STUDENTS 30

Appendix B

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this

research inform your

study?

(AITSL, n.d.)

(Victoria State

Government, Education

and Training, 2015)

(West, 2011)

Ethical validity – all

participants within the

study to remain

anonymous to uphold

privacy;

add to engagement of

professional learning

Author/

Date?

Research

Question(s)?

Action Research

Design?

Results?

Major findings?

How does this


study?

(Boucher, 2009)

(Pittman, 2007)

(Dittrich & Tutt, 2008)

(Robinson, n.d.)

Asperger’s Syndrome

and Literacy

A look at the disorder

and instructional

approach for teachers

Traditional methods of

teaching phonemic

awareness to children

with Autism spectrum

disorders do not work

Students have to

acquire essential

cultural skills if they

are to express

themselves in literate

ways

Consider how best to

scaffold learning for

Asperger’s Syndrome

students using historic

and contemporary

research

(Deoell, 2011)

Use Individual

Education Plans (IEPs)

to monitor progress

Consider inclusion of

IEPs to monitor

progress of project

participants

Author/

Date?

Research

Question(s)?

Action Research

Design?

Results?

Major findings?

How does this


study?



(O’Brien, 2003)

The effects of story

mapping on students

with learning

disabilities

Completion of a story

map with related

questions. Pre-test and

post-test to determine

growth

Data revealed

improvement in growth

Reading intervention

can improve reading

comprehension for

students with learning

disabilities

Further research can

determine if story

mapping genuinely

affects the

comprehension of

students on the Autism

spectrum

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Smith, 2004)

The effect of mini-

lessons in writing

strategies combined

with the assistive

technology program

Write: OutLoud on the

writing fluency skills of

a learning disabled

student

A case study

methodology used for

middle years student

Indication of an

increase in the writing

and fluency ability

An increase in the

writing and fluency

ability of this student as

well as an increase in

the student’s perception

of his writing ability

Exploration of the Test

of Written language

pre- and post-test and

the Writers Self-

Perception Scale pre-

and post-test

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(MacDonell, 2015)

(Jordan as cited in

Robinson, n.d.)

Research exploring the

characteristics of girls

and Asperger’s

syndrome

Consideration from a

range of authors and

studies

Girl with Asperger’s

syndrome who are

included in mainstream

classrooms require

accommodation from

the school

Consider how best to

assist these students to

move forward when

conferencing

The way in which I

effectively conference

with students can

influence how well

their communication

skills develop,

particularly by giving

them “time”.



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Hanen Centre, 2011)

Research developed

from how to improve

communication

development in young

children with Asperger

syndrome

Talkability Progam

Talkability strategies to

teach parents how to

talk to their children so

that they are able to

have successful

conversations

Foster people skills in

students with Autism to

assist their connection

with others in the

classroom. This can be

achieved through

everyday conversations

and activities

Use the Is (include

children’s interests,

ideas and words;

interpret message;

introduce your own

ideas; insist on change

of topic.

Use the cues - comment

and wait; ask a question

and wait; make it easier

to answer your question

and wait; hint and wait;

make a suggestion and

wait; tell the child what

to say or do and wait

Development of

strategies to teach how

to talk to the autistic

child so that they can

learn how to have

successful

conversations

Video recording of

conversations with

Autistic children

What works best when

teaching strategies for

extending

conversations that there

is much opportunity as

possible to learn

Observations from

Video feedback when

attempting to conduct

good discussions with

autistic students to

improve practice



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Raising Children

Network, 2016)

(Jordan as cited in

Robinson, n.d.)

Consideration of how

to support parents and

teachers when

communicating with

autistic children

A range of settings and

experiences as part of

research to provide

specialist knowledge

and support for parents

and practitioners

Sometimes children

with ASD do not seem

to know how to use

language, or how to use

language in the same

ways as typically

developing children

Autistic children can

find it difficult to relate

and communicate with

other people using

language

With help and

understanding, your child

can develop

communication skills

Autistic children might

be slower to develop

language, have no

language at all, or have

significant difficulties

in understanding or

using spoken language

Communication is a two-

way process that uses eye

contact, facial expressions

and gestures as well as

words; How well a child

with ASD communicates

is important for other

areas of development,

such as behaviour and

learning

Assist the student’s

attempts to

communicate by using

strategies

Consider using these

strategies when devoting

TIME to conferencing:

1. use short sentences

2. use less mature

language

3. exaggerate tone of

voice

4. provide

encouragement and

prompting when it

is their turn in a

conversation

5. ask questions that

require a response

6. provide enough

time to respond

7. encourage eye

contact



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study? (Attwood, n.d.)

The central theme

provided by these authors:

the effects of instruction

of graphic organizers in

terms of students’

attitudes towards reading

in English

These researchers were

cited by Merrifield as part

of her literature review

The quality of these

studies were validated in

Merrifield’s studies Graphic organizers can

aid learners’ applications

and have a positive

influence on attitudes

towards reading

Consider how to use

graphic organisers as a

positive way to aid

conferencing and writing

of my target group

(O’Brien, 2003)

(Mede, 2010)

(Mercer, 2009)

(Merrifield, 2011) Descriptive analysis using

data from pre and post

questionnaires, focus

group interviews

Analysis of learners’

attitudes were considered

(Dickerson & Calhoun,

2005)

(Rupley, 2009)

(Montague, Graves &

Leavell, 1991)

Examination of middle

school compositions

through comparative data

Use of data collection

through inclusion of story

grammar cue cards

Significant differences

were no longer apparent

when time and structure

were provided for

planning narratives

Consider identifying and

extracting relevant cue

cards from graphic

organisers when

conferencing

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Burker, n.d.)

Identifying previous

studies helps validate

studies

Consider design process

carefully

Provides helpful

information for Action

Research that is to be

undertaken by putting I

context

Design of project

clarifies, refines topic and

validates research

Teaching/conducting

international research;

Validates project

(Koshy, 2015)

(Fox, Green & Martin,

2007)

Hopkins (2008)

(Lankshear & Nobel,

2004)

(Noffke & Somekh, 2009)

(Pine, 2009)

(Somekh, 2006)

(Whitehead & McNiff,

2006)

(Williams, 2015)



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Attwood, n.d.)

The central theme

provided by these

authors: the effects of

instruction of graphic

organizers in terms of

students’ attitudes

towards reading in

English

These researchers were

cited by Merrifield as

part of her literature

review

The quality of these

studies were validated

in Merrifield’s studies

Graphic organizers can

aid learners’

applications and have a

positive influence on

attitudes towards

reading

Consider how to use

graphic organisers as a

positive way to aid

conferencing and

writing of my target

group

(O’Brien, 2003)

(Mede, 2010)

(Mercer, 2009)

(Merrifield, 2011) Descriptive analysis

using data from pre and

post questionnaires,

focus group interviews

Analysis of learners’

attitudes were

considered

(Dickerson & Calhoun,

2005)

(Rupley, 2009)

(Montague, Graves &

Leavell, 1991)

Examination of middle

school compositions

through comparative

data

Use of data collection

through inclusion of

story grammar cue

cards

Significant differences

were no longer

apparent when time and

structure were provided

for planning narratives

Consider identifying

and extracting relevant

cue cards from graphic

organisers when

conferencing

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Burker, n.d.)

Identifying previous

studies helps validate

studies

Consider design

process carefully

Provides helpful

information for Action

Research that is to be

undertaken by putting I

context

Design of project

clarifies, refines topic

and validates research

Validates project (Koshy, 2015)



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Australian Human Rights

Commission, n.d.)

General information

provided by a range of

authors through websites and

blogs helping to define and

identify characteristics of the

autistic child

A range of authors and

studies considered

Excellent evidence to assist

others in identifying autistic

children

Definition of Autism

Identifies target group,

assisting in research

(Macintosh & Dissanayake,

2004)

Characteristics of Autism (Attwood & Grandin, 2006)

(Steward, 2014)

(Raising Children’s

Network, 2016)

Determine level of Autism in

student behaviour and

learning; identify the stastics

of children in mainstream

schools with Autism and the

level of support they receive

Australian Bureau of

Statistics (2009)

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study? (Mercer, 2009)

Assisting the teacher to

understand the literacy

difficulties autistic children

experience in middle years

classrooms

A review of literature from a

range of author identifying

specific challenges teachers

face in traditional classrooms

when teaching autistic

children

Autistic children process

information differently

This presents challenges for

teaching methods

Consider other teaching

methods, including

technology, to engage and

motivate targeted students as

part of appropriate support

and intervention

(Merrifield, 2011)

(Wagner as cited in Attwood

& Grandin, 2006)

Teachers need to be

knowledgeable about Autism

Pennington & Delano, 2012)

Ensure students are provided

with models of quality

writing, access to word

processing and other

components for writing

productivity

Hanbury (2012)

(Iovannone, Dunlap, Huber,

& Kincaid 2003) Appropriate support and

direct instruction improves

student writing (Reed, 2014)

(Tissot, 2003)

Information is retained if it is

written down and seen rather

than heard



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Attwood, 2011)

What instructional

approaches can be

suggested for teachers?

A review of literature

from other authors

Differentiating

instruction helps to

include the autistic

child in the classroom;

very helpful studies.

Autistic students are

identified/included in

mainstream classrooms

How to differentiate

instruction for

successful inclusion

when meeting needs as

part of curriculum

planning

(Doell, 2011)

(MacDonell, 2015)

(Hanberry, 2012)

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Hanen Centre, 2011)

Central theme: What

can facilitate the

communication

development of

children?

Professional advice

provided through the

website

Expert opinions

provide helpful advice

to those engaging with

autistic children

Fostering people skills

in autistic students

allows them to connect

with others in

classrooms Consider language use

when conferencing

with students. Individual video

feedback sessions when

collecting data

Development of

‘Talkability Program’

focusing on specific

tuning-in words when

conversing with

students

The ‘Talkability

Program’ supports

back-and-forth

discussions when

conversing with autistic

students

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Burton & Bartlett,

2016)

Focusing on how to

conduct the process of

action research cycles

by identifying patterns

in collected data

Providing advice re

undertaking action

research

Valid advice to inform

the researcher

Consider research time-

line; plan in practical

steps

Crucial as part of the

process, as time is

limited for the project (Izzo, 2006)



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Merrifield, 2011) Central theme: How to

enhance reading

comprehension for

students with Autism

with the inclusion of

Computer Assisted

Instruction

Data collected through

student questionnaires,

parent conversations,

classroom observations,

work sessions

Computer Assisted

Instruction (CAI)

includes graphic

organisers and showed

improvement in student

learning

Positive gains in

learning through

including CAI when

teaching autistic

students;

ability of students to

construct sentences

enhanced greatly in a

short period of time

Consider CAI as part of

my research project (Williams et al, 2002)

Research of others

taken into consideration

as part of findings

(Basil & Reyes, 2003)

(Smith, 2004)

(Kamaruzaman, Rani,

Nor & Azahark, 2016)

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Merrifield, 2011)

How to enhance

reading comprehension

for students with

Autism How to

enhance reading

comprehension for

students with Autism The research of others

helped to inform the

details provided

Results of studies both

here and overseas assist

in contributing to

findings and

recommendations

Autism continues to

grow: this has

important implications

from research for others

that follow; use

findings to develop and

improve curriculum

design

Take into account the

research of others as

part of literature review

in preparation for

Action Research

Project; as it is

conducted and

completed, share your

findings to contribute to

current thinking and as

a way of providing

knowledge and

strategies to improve

student learning and

outcomes

(McConkey & Samadi,

2011) The articles were

written to provide

practical advice for the

teacher of autistic

children. (Hutten, 2010)



Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Pine, 2009)

The reason this article was

written: How to build

knowledge within context

through Action Research

Design

The research of others

helped to inform and guide

the design of research to be

undertaken

Insightful information

provided – excellent source

of information for anyone

considering undertaking

Action Research Projects

Access a range of

professional journals, official

government publications,

search engines, internet

sources (including blogs and

websites) when considering

past research

A literature review helps

identify progress that has

already been made and puts

it in context, informs what

needs to be done, helps to

refine focus, identifies

between ideas and practice

and identifies methods to be

used

Author/

Date?

Research

Question(s)?

Action Research

Design

Results?

Major findings?

How does this


study?

(Pennington & Delano,

2012) Education practices of

teachers as they support

autistic children in literacy

tasks and activities

A review of literature from a

range of authors

Assessing and selecting

appropriate interventions for

classroom practice

Limited studies linking

autistic middle school

students to learning

Provides challenges when

conducting a literature

review; recommendations

from my research can add to

current pedagogy and

influence practice (Costley, Clark & Bruck,

2014)

(Keen, 2008)

(Stroh, Robinson & Proctor,

2008)

(Reid, 2005)

How to engage learners with

Autism

Researching knowledge of

factors that impact

engagement of learners with

Autism

How to support autistic

children by engaging them in

learning activities as a result

of intervention

Increased knowledge

regarding how to support

autistic children by engaging

them in learning activities as

a result of intervention

Consideration of educational

programs which can be used

as part of intervention

practice by focusing on what

the student can do as

opposed to what they can’t

do to ensure inclusion

Source that inspired and informed this matrix: Atkinson, Maxine P., Jeremiah B. Wills, and Amy I. McClure. 2008. “The Evidence Matrix: A

Simple Heuristic for Analyzing and Integrating Evidence.” Teaching Sociology 36(3):262-271.



Appendix C: Daily Diary, Writer’s Profiles (pre- and post- surveys), Personal Writing Goals, Wall Display Photographs, Anecdotal Notes/Observations

and Writing Samples

Figure 1 Daily Diary

Week

Beginning: Day Genre

Conference with

Edwina Harriet Jasmine

Critical

Friends

Kim/

TUA C

on

fere

nce

Co

nd

uct

ed

VO

ICES

Gra

ph

ic O

rgan

iser

fo

cus

An

ecd

ota

l no

tes

fro

m c

on

fere

nce

s

Wri

tin

g sa

mp

les

colle

cted

Vid

eo R

eco

rdin

g/D

ocu

men

tati

on

Co

nfe

ren

ce C

on

du

cted

VO

ICES

Gra

ph

ic O

rgan

iser

fo

cus

An

ecd

ota

l no

tes

fro

m c

on

fere

nce

s

Wri

tin

g sa

mp

les

colle

cted

Vid

eo R

eco

rdin

g/D

ocu

men

tati

on

Co

nfe

ren

ce C

on

du

cted

VO

ICES

Gra

ph

ic O

rgan

iser

fo

cus

An

ecd

ota

l no

tes

fro

m c

on

fere

nce

s

Wri

tin

g sa

mp

les

colle

cted

Vid

eo R

eco

rdin

g/D

ocu

men

tati

on

An

ecd

ota

l no

tes

fro

m c

on

fere

nce

s

Mo

nd

ay, M

ay 1

6

Cyc

le 3

Monday

Info

rmat

ion

Tuesday

& a

mb

itio

us

voca

bu

lary

& P

un

ctu

atio

n

pyr

amid

& P

un

ctu

atio

n

pyr

amid

Wednesday



Edwina Harriet Jasmine M

on

day

, May

23

Cyc

le 4

Monday

Rep

ort

(Sc

ien

ce, I

nfo

rmat

ion

an

d

Bo

ok

Rev

iew

)

& a

mb

itio

us

voca

bu

lary

X

Absent from the day (external music

concert and performance)

& P

un

ctu

atio

n

pyr

amid

Tuesday

X

Absent from class (Maths Extension)

& P

un

ctu

atio

n

pyr

amid

Wednesday

& a

mb

itio

us

voca

bu

lary

& C

on

nec

tive

s

pyr

amid

& P

un

ctu

atio

n

pyr

amid

Mo

nd

ay, M

ay 3

0

Cyc

le 5

Monday

Per

suas

ive

& R

epo

rt(S

cien

ce a

nd

Inq

uir

y)

House Debating – Debaters Society, Victoria (Incursion)



Tuesday

& a

mb

itio

us

voca

bu

lary

& C

on

nec

tive

s

pyr

amid

& P

un

ctu

atio

n

pyr

amid

Friday

(Science

lesson)

& R

epo

rt R

ub

ric

& R

epo

rt R

ub

ric

& R

epo

rt R

ub

ric



Edwina Harriet Jasmine M

on

day

, Ju

ne

6

Cyc

le 6

Monday

Per

suas

ive

& a

mb

itio

us

voca

bu

lary

& C

on

nec

tive

s

pyr

amid

X

Absent from school

Tuesday X

Absent from class (Maths)

X

Absent from school

Wednesday

& a

mb

itio

us

voca

bu

lary

& C

on

nec

tive

s

pyr

amid

X

Absent from school

Tues

day

, Ju

ne

14

Cyc

le 7

Queen’s Birthday Holiday

Tuesday

Per

suas

ive

Wednesday &

Debate

Rubric

&

Debate

Rubric

&

Debate

Rubric

TERM BREAK – 3 WEEKS – JUNE 20-JULY 11

Tues

day

, Ju

ly 1

2

Cyc

le 8

Staff Day – Student-Free Day

Tuesday

Nar

rati

ve/R

eco

un

t VOICES Classroom and Individual goals were revisited: my targeted students identified which VOICES statements would be

included as their focus for writing this term, with their genre being identified as Narrative.

Wednesday

& a

mb

itio

us

voca

bu

lary

& C

on

nec

tive

s

pyr

amid

/pu

nct

uat

ion

pyr

amid

& P

un

ctu

atio

n

pyr

amid

Post Writer’s Profile survey completed for targeted students.



Figure 2 Edwina, Harriet and Jasmine’s Writer's Pre- and Post- Profile survey







Figure 3 Classroom Wall Displays in each Learning Cluster indicating ‘essential’ VOICES statements for students



Figure 4 Anecdotal Notes from Conferences and Observations

Week

Beginning: Day Anecdotal Notes from Conferences and Observations

Mo

nd

ay, M

ay 1

Cyc

le 1

Tuesday

Edwina From the ‘Writer’s Profile’ survey, Edwina suggested that she would like to make her stories interest

others. This will form the focus of our conferences next week.

Harriet From the ‘Writer’s Profile’ survey, Harriet has identified that she has difficulties thinking of ideas when

writing. She is also seeking assistance for spelling and punctuation. This will form the focus of our

conferences next week.

Jasmine From the ‘Writer’s Profile’ survey, Jasmine is keen to have assistance when creating interesting stories.

She has also wanting to make her stories interest others. Jasmine’s survey has indicated that she wants

assistance when adding details and when word processing her stories on the computer. This will form the

focus of our conferences next week.

Critical Friends Curious about student responses from survey. Suggestion to select VOICES statements which reflect

their response and have these contained within writing book; Have class grouped to identify classroom

goals for writing – display these on a VOICES wall.

Wednesday

VOICES Existing

Classroom

Goals

VOICES:

I match my voice to the purpose of my writing.

I match my tone to the emotions of the characters.

I write about topics that excite and interest me.

I find MY WAY of saying familiar things.



I’m not afraid to show my feelings in my writing. ORGANISATION:

I hook the reader with a bold beginning.

My writing is sequenced in time or another order.

I finish with an excellent ending that wraps up the story.

I grab the reader’s attention with an engaging title.

I use clear transition words to connect ideas.

I use titles and sub-titles to sequence information writing.

I stay on topic.

I read my writing aloud to check it makes sense.

I add labels, headings, captions and pictures.

I use graphic organizers to plan my writing. IDEAS:

I think and talk about my ideas before I plan or write.

I collect ideas for writing inspiration.

I let my ideas flow – and revise and edit later.

I add specific details to elaborate on my ideas.

I add quality details like who, what, where, when, why, how and my feelings. CONVENTIONS:

I use commas when listing a series of things or events.

I use an exclamation mark (!) to show strong emotion.

I add a question mark (?) at the end of each asking sentence.

I use a caret (^) to insert words or phrases.

I use apostrophes for contractions.

I use apostrophes to show possession.

I add ‘s’, ‘es’ or ‘ies’ for plurals.

I remove details that cause my writing to veer off track. EXCELLENT WORD CHOICE:

I show, not tell, what my character is thinking and feeling.

I choose precise words that say just what I want to say.

I experiment with new and exciting words.



I show emotion with my choice of words that describe actions.

I choose adjectives that paint a picture.

I use a thesaurus to find synonyms for overused words.

I use synonyms instead of repeating the same words.

I try writing with words I’ve read or heard spoken.

I experiment with similes and metaphors.

I use idioms to represent an idea (e.g. feeling under the weather). SENTENCE FLUENCY:

I start my sentences with different words.

I read my writing aloud to check it has a smooth flow.

I vary the length of my sentences.

I use different types of sentences to add interest.

I stretch out simple sentences by adding details.

I slip in some dialogue to vary my sentences.

Edwina Student selection of 3 of each VOICES statements as a way of assisting conferencing:

VOICE: I show my personality in my writing



I’m not afraid to show my feelings in my writing.

ORGANISATION: I arrange my writing so readers can understand it.

The mighty middle of my story holds the reader’s attention.

I hook the reader with a bold beginning.

I grab the reader’s attention with an engaging title. IDEAS: My writing is clear, focused and interesting.

I collect ideas for writing inspiration.

I let my ideas flow – and revise and edit later.

I add specific details to elaborate on my ideas.



CONVENTIONS - My writing has proper grammar, capitals and punctuation so it is easy to read.

I use a caret (^) to insert words or phrases.

I remove details that cause my writing to veer off track.

I use different sizes and colours of text to convey emotion. EXCELLENT WORD CHOICE - I choose words that create pictures in the reader’s mind.

I choose interesting words that paint a picture.

I show, not tell, what my character is thinking and feeling.

I try writing with words I’ve read or heard spoken. SENTENCE FLUENCY - I vary sentence beginnings, length and type.



I stretch out simple sentences by adding details.

Harriet Student selection of 3 of each VOICES statements as a way of assisting conferencing:


I match my voice to my audience.




I arrange my writing so readers can understand it.

I finish with an excellent ending that wraps up the story.

I grab the reader’s attention with an engaging title. IDEAS: My writing is clear, focused and interesting.

I choose a topic I know a lot about.

I draw pictures with lots of detail to flesh out my ideas.



I collect ideas for writing inspiration. CONVENTIONS - My writing has proper grammar, capitals and punctuation so it is easy to read.

I use a capital letter for the names of people.

I use commas when listing a series of things or events..

I use apostrophes to show possession. EXCELLENT WORD CHOICE - I choose words that create pictures in the reader’s mind.

I use vivid words to bring energy to my writing.

I experiment with new and exciting words.

I show emotion with my choice of words that describe actions. SENTENCE FLUENCY - I vary sentence beginnings, length and type.


I use different types of sentences to add interest.

I slip in some dialogue to vary my sentences.

Jasmine Student selection of 3 of each VOICES statements as a way of assisting conferencing:


My writing is fun to read.


I find MY WAY of saying familiar things.


I stay on topic.

I read my writing aloud to check it makes sense.

I use graphic organizers to plan my writing. IDEAS: My writing is clear, focused and interesting.



I choose a topic I know a lot about.

I narrow down information topics to focus my writing.

I use graphic organisers to flesh out my ideas. CONVENTIONS - My writing has proper grammar, capitals and punctuation so it is easy to read.

I add a space between each of my words.

I start each proper noun with a capital letter.

I remove details that cause my writing to veer off track. EXCELLENT WORD CHOICE - I choose words that create pictures in the reader’s mind.


I choose adjectives that paint a picture.

I try writing with words I’ve read or heard spoken. SENTENCE FLUENCY - I vary sentence beginnings, length and type.




Critical Friend As a result of classroom identifying classroom goals, Kim suggested creating and displaying ‘essential’

statements on a VOICES wall (see photograph).

TUA feedback: the focus on what each student will be a real strength of the project; additional strength of this research is for deliberate and purposeful conferencing techniques; actions will grow as plan is refined through finding other avenues of data collection eg/ include samples of student work (in-text diagrams to support explanations/in text as a reference to appendices; be open to new ideas and develop a willingness to move forward with learning along with students; use statements from student observations as a way of forming part of significant discussions; use particular statements for students to work on TUA feedback: survey students on what they think of the VOICES graphic organiser I have selected as a way of engaging and motivating them

TUA feedback: my research is identifying a personal gaol as part of a professional growth opportunity as well as providing benefit for students



TUA feedback: attend to practical aspects of organisation of research: storing work, keeping a log and journal

TUA feedback: colleague observations as part of data collection

TUA feedback: Parent feedback of student participation through survey/interview

Mo

nd

ay, M

ay 9

Cyc

le 2

Monday

Edwina Focus on statement selection during conference when completing draft for recount of Cross Country carnival as part of writing task.

Harriet During conference, in response to discussing draft copy which was submitted: “I still need to focus on my writing conventions, don’t I?” “I think my last sentence showed a good finish to my recount”

“The words that showed excellent word choice were ‘exhausted’, ‘prepare’, ‘announce’, ‘paused’ …oh…and ‘participate’!” “I didn’t need to include any dialogue...I was too busy trying to tell the story of being exhausted!”

Jasmine Focus on statement selection during conference when completing draft for recount of Cross Country carnival as part of writing task.

Critical Friend Kim likes the way I have presented my VOICES classroom statements and is going to conduct the same activity with her Year 6 students (we work as a team and it is important as part of our collaboration that classroom displays reflect this. She is very curious about the way I’m approaching the conferencing process.

Tuesday

Edwina Focus on statement selection during conference when completing edited version for recount of Cross Country carnival as part of writing task.

Harriet

Critical Friend Kim’s suggestion re final recount text (House Cross Country) students have submitted as writing task: Focus on statement selection and responses during conference with each student

Wednesday Edwina “I think I showed my personality…I wrote about my feelings for Cross Country. I really don’t like to run!”



“I had a bold beginning because this showed in my first sentence.”

“I added lots of detail to the way I felt when I was running.” (Edwina agreed with me when we chatted about the use of language she used to convey emotion and her excellent word choice: hope, surpass, frowning, swirling exhausted, ploughed, suffer). We both agreed that her sentence fluency added strength to her finished writing piece.

Jasmine “I liked presenting my final copy in rainbow print…it is showing how my writing can be fun to read!” (We shared ideas how ‘fun’ can also be used in other ways…! Discussion focused on how difficult it was to read Jasmine’s writing and how it detracted from the content and purpose. Jasmine added that she considered this was her way of saying familiar things, and so she was also adding to her ‘VOICE’ statement: I find MY WAY of saying familiar things). She has a valid point…my research indicates Jasmine’s literal responses are very indicative of the trait of an Autistic student. I was particularly pleased how Jasmine stayed on topic: her final copy indicated an improvement in her organisation of thought. Jasmine finds it easier to word process her writing: her spacing between words when drafting ideas or text reveals this is a difficulty for her. “I think the words ‘passed out’ and ‘couldn’t breathe’ and ‘nearly collapsed’ were good words to use. I nearly died!” “I don’t like reading my writing aloud. I don’t want other people to hear it because they’ll think it’s not very good. I just want to try to read it in my head.”

Critical Friend Kim suggested when I take notes that I select the parts of the conferencing that best convey the essential parts of the dialogue. She commented that I was taking too many notes that were irrelevant for the purposes of the conference.



Week Beginning:

Day Anecdotal Notes from Conferences and Observations

Mo

nd

ay, M

ay 1

6

Cyc

le 3

– G

enre

fo

cus:

In

form

ati

on

Rep

ort

Monday

Edwina

MP: I wonder if you can include some other details about the Black Saturday Bushfires, Edwina…perhaps include a map to show the communities which were affected? Edwina: Do I need to write in complete sentences when it is a PowerPoint presentation? MP: No…how else might you punctuate the information when it is a PowerPoint slide? Edwina: with bullet points? MP: I wonder if this word pyramid will help you with adding better meaning to your writing. Edwina: Ambitious vocabulary. Cool! MP: Which words do you think you might like to use? Are there any you could include in your report? Edwina: worst, courage, unfortunate…they’re all about Bushfires.

Harriet MP: Do you remember in your writing survey you indicated that you wanted help with your punctuation? I wonder if you think this punctuation pyramid may help you…

Jasmine MP: I’ve noticed you’ve been forgetting to add details to your writing which includes punctuation. I have a punctuation pyramid which I found on the net. Would you like to have a copy? You can keep it in your writing book and use it when you go to check your work…

Critical Friend

Kim likes the idea of the pyramids I have found on the net. We discussed matching different ones to the specific needs of each student.

Wednesday

Edwina “I used the ambitious vocabulary pyramid to help me with my presentation. Do the words have to be written or can I say them when I present to the class? I used the word ‘tragic’.” “I had trouble putting all the information into my PowerPoint for my first slide. I need to include lots of facts and I’m worried I can’t remember what to say. I was able to use bullet points in my other one (slide #2)”

Jasmine “The punctuation pyramid has been great! See! I remembered to put a full stop at the end of each bullet point! I was even able to use brackets and those dotted things (dotted colons) on my PowerPoint! That’s Level 5, right?”

Critical Friend

Kim has been keen to see how the pyramid organisers have been working this week and is considering using them in her own classroom as part of her literacy wall display.



Mo

nd

ay, M

ay 2

3

Cyc

le 4

– G

enre

fo

cus:

In

form

atio

n R

epo

rt a

nd

Bo

ok

revi

ew

Monday Edwina “I’m trying to make my writing succinct…it’s not easy when there isn’t much space on the circle for my writing.”

Jasmine “I’m not sure where to start my writing…My caterpillar circle doesn’t have any lines, but I have some great ideas for what I want to write about...I’m writing about Miranda books! I’m going to use the punctuation pyramid again. It’s helping me remember which bits I need to include.”

Tuesday Harriet MP: I wonder if you remember when to use the punctuation pyramid? Harriet: Yes…and I have it next to my page when I’m writing…I’m finding it really helpful. MP: I have another pyramid for you today that I thought you may like to use…I found this one on the net too…it’s called a connectives pyramid. Harriet: Ooooh! That’s cool! (pauses) What’s a connective?

Wednesday Edwina “My information report is almost done. I’m going to have to try to find some other words to use as I’ve written the same word (triggered) too many times. I tried to find some words from the pyramid thing, but couldn’t find the word I was looking for…should I use the thesaurus?” “I’m nervous about presenting it (PowerPoint) in front of everyone…I know what to say but it’s just easier to write about it!”

Harriet “The connectives pyramid is good…but it hasn’t helped me much with my PowerPoint as I have to try to keep my writing brief. When I email you my presentation tomorrow can you tell me what you think?”

Jasmine “You’re going to be pretty pleased with me…I used the punctuation pyramid with my writing today and I didn’t need to be reminded!”

Critical Friend

Kim thinks the pyramids are working well for each student. She wants me to think more deeply about when they should be used by students for specific tasks. She agrees with Harriet that the connectives pyramid would be better used for other writing tasks.



Mo

nd

ay, M

ay 3

0

Cyc

le 5

– G

enre

fo

cus:

Per

sua

sive

Wri

tin

g a

nd

Sci

ence

Rep

ort

/In

form

ati

on

Rep

ort

s

Monday House Debating Incursion by Debaters’ Association Victoria– no conferencing conducted

Tuesday Edwina “I’m going to be able to use these words (from the word pyramid) to make my writing more interesting. It’s kind of like a thesaurus, but just as a word list to inspire me!”

Jasmine “I’m having trouble thinking of some arguments for my debate. I’m not sure which ones are the strongest arguments. I’m feeling nervous already about how Mrs W is going to mark me when it’s my turn to talk! When do I have to do it?”

Friday (Science lesson)

Harriet “This graphic organiser helped me with my Science report. I could easily work out what I needed to write in each box.”

Jasmine “Writing a Science report is easy! But I think the boxes need to be bigger so I can draw better pictures!”

Critical Friend

Kim has suggested including the Science report organisers into student portfolios as a way of sharing student abilities across other learning domains.

Mo

nd

ay, J

un

e 6

Cyc

le 6

– G

enre

fo

cus:

Per

sua

sive

Wri

tin

g

Monday Edwina “I like the word pyramid. I’ve been using it for my arguments. There are some good words to choose from if I get stuck for ideas. It’s a little easier to use than a thesaurus.”

Harriet “I didn’t really use the connectives pyramid much and only looked at it a couple of times. I was able to remember some of the words from the other day when I used it then.”

Tuesday Harriet “I think my ideas are coming together well. I’ve got some good arguments and I’ve been able to organise them into the right order I think (using cue cards). I’m just nervous when I have to speak in front of everyone next week!”

Wednesday Edwina “The word pyramid has been good. I have to remember to use a stronger voice when it’s my turn to speak. But I’m soooo nervous, Mrs Piper!”

Harriet “I’m feeling confident. I think! I’m glad I have made cue cards as it will be easier to remember what I have to say when it’s my turn in the debate!”

Critical Friend

Natalie – keen to touch base to consider how VOICES organisers have continued from Cycles 1 and 2: Natalie is interested in using VOICES organisers with an Autistic student (Asperger’s Syndrome0 in Senior Years.



Mo

nd

ay, J

un

e 1

4

Cyc

le 7

- G

enre

fo

cus:

Per

sua

sive

Wri

tin

g

Queen’s Birthday Holiday

Tuesday Edwina “I think I have good ideas but I’m not confident when I have to stand in front of everyone. Everyone is looking at you, even the teachers! It was kind of okay, but I was pleased I had my cards to look at.”

Harriet “Thank goodness you could use cue cards! I’ve never been so nervous!”

Jasmine “I’ve been away from school, so I have found it hard to write very much. Not as much as my friends. I was using the cool connectives that you gave Harriet…she shared them with me!” “I’m still using the punctuation pyramid. I like being on Level 5!”

Wednesday Edwina “I think my scores (as indicated by the rubric) are pretty accurate. I want to be able to have all high marks though!”

Harriet “Hmmmmm. You need a score for your cue cards and to show how nervous you are!”

Jasmine “The debate wasn’t too bad. Look at what Mrs W wrote (on my rubric)! I’m so happy!”

Critical Friend

Kim was very aware about grading students fairly and accurately, as the rubrics will form part of our reporting procedures back to parents when meetings are held with them.



Mo

nd

ay, J

uly

12

Cyc

le 8

- G

enre

fo

cus:

Na

rra

tive

/Rec

ou

nt

Wri

tin

g

Term 3 commences - Staff Day – Student-Free Day

Tuesday VOICES classroom and individual goals were revisited

Edwina “I really don’t like people reading my writing…does it have to be on display?”

Harriet “I think my goals were met by the end of last term, but I don’t think I still like to write.”

Jasmine “Do you think my writing has improved? I think I am more confident as a writer than I was. I want as many pyramids as you can find! Can I use them at home too? I can keep them on my desk or pinboard (in my bedroom). I have one where I put all my important stuff that I have to remember.”

Wednesday Post Writer’s profile survey completed for targeted students

Edwina “I just don’t like writing. I don’t like it when my writing is up (on the wall) for other people to read, particularly my friends. I much prefer going to maths class than when I have to write.”

Harriet “I’ve really enjoyed the graphic organisers. It lets me be more confident with whatever I have to write about. I wrote in my survey about how I can choose topics I am passionate about…I really liked the information report and working with the group to do the PowerPoint presentation with the inquiry report. I could choose what questions I wanted to find out about and I think it made my learning more interesting. I knew what to do and the order to do it in.”

Jasmine “I think my writing is so much better. I think my handwriting has improved too. I like it more when I can use the computer to type because then I don’t have to worry about keeping my writing so neat. The computer also helps me with my spelling because of the red squiggly thing…I’m getting better with punctuation. Level 5. Wow! I never thought I’d get that far!”

Critical Friends

Kim: “Use the post-writing survey to help you search for other organisers for your students. Consider some of the commercially produced packages that we can investigate. Let’s put this on the agenda for our next meeting and make it a priority.” “Are you going to ask your students to go back and revisit their VOICES person goals to consider which ones have been met? Perhaps this is something you can consider further on into the term.” “What about the classroom goals? I’m going to try to do this with my students by mid-term break and see if our goals have remained the same or will change. We can then revisit them as further goals to achieve by the end of the year, in preparation for Year 7.” Natalie: “I think your research has produced some interesting results, Marion. I’m looking forward to your presentation to staff as part of our T2T collaborations with the 5/6 Cluster. I’ll send you an email so we can find a time to discuss further. There are some specific (Asperger’s Syndrome) students in our senior years I think will benefit from the graphic organisers you have been using.”



Figure 5 Work Samples and Graphic Organisers used for Edwina (final copy submitted)

Bookworm Book Review Window display

Book Review

Ambitious Vocabulary word pyramid



Evidence of use of Ambitious Vocabulary pyramid

Information Report: Tsunami

By E , May 2016

A tsunami is a series of waves in a water body caused by the displacement of a large volume of water. A tsunami can occur anywhere, but some places are more prone to tsunamis than others. About 80% of tsunamis occur in the Pacific Ocean. On average, about two tsunamis occur per year. Approximately

every 15 years a destructive, ocean wide tsunami occurs.

A tsunami is a natural disaster that can be caused/triggered by earthquakes. An example includes the 2011 Tohoku earthquake, which triggered a tsunami. Tsunamis can also be caused/triggered by volcano eruptions, other underwater explosions, landslides, glacier calvings, meteorite impacts or other disturbances above or below water that have the potential to generate a tsunami. The waves of a tsunami can surge to a vertical height of 30 metres (100ft) or more, though most tsunamis cause the sea to rise no more than 3 metres (10ft)

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjp7Nnhx7LMAhUi6KYKHbxoC9gQjRwIBw&url=http://s3.amazonaws.com/doomre/tsunami-natural-disaster-2004.html&psig=AFQjCNFkSIQCXLwNohORBwOH_GYb4q_pSQ&ust=1461975077552143



Inquiry Graphic Organiser Science Graphic Organiser



Figure 6 Work Samples and Graphic Organisers used for Harriet (final copy submitted)

Book Review

Sentence Openers word pyramid



Cool Connectives word pyramid Inquiry Graphic Organiser

Cool Co



Figure 7 Work Samples and Graphic Organisers used for Jasmine (final copy submitted)

Book Review Punctuation Pyramid



Graphic organisers used for Persuasive Text



Example of improved punctuation after using the Punctuation pyramid Debate Assessment Rubric used for conferencing to support Jasmine’s Information Report



Appendix D: Frequency of Graphic Organisers used to support writing conferences

8 8 8

1

6

1

5

7

3

6

8 88

2

00

1

2

3

4

5

6

7

8

9

Edwina Harriet Jasmine

Nu

mb

er o

f C

ycle

sFrequency of Graphic Organisers used to support writing conferences

VOICES Sentence Openers Cool Connectives Punctuation Pyramid Ambitious Vocabulary



Appendix E: VOICES Graphic Organisers used to support Voice, Organisation, Ideas, Conventions, Excellent Word Choice and Sentence Fluency

In what ways do you think the graphic organisers assisted your writing tasks?

VOICE

ORGANISATION

IDEAS

CONVENTIONS

EXCELLENT WORD CHOICE

SENTENCE FLUENCY

COMPUTER WORD PROCESSING

IMPROVING WRITING CONFIDENCE

CONFERENCING WITH TEACHERS



Appendix F: Parent Consent Form

April 2016

Dear Parent/Guardian

I am participating in a Torrens University Australia Action Research Project as part of my Master of

Education studies during the months of April to August, 2016. I am learning to document the strategies

for improving writing conferences that can support diverse learners in my classroom.

The purpose of my Action Research is to improve my own conferencing with students when they

participate in the writing process during Literacy sessions, and to discover if my strategies and graphic

organisers I implement are effective.

One of the methods to gather data on this strategy is to distribute a writing survey to students. By

gathering information from their responses, the questions will help determine the types of graphic

organisers I can use with them. The students will submit the surveys anonymously and any data which

is collected when conferencing with your daughter (writing samples, conferencing notes, audio

recordings, wall displays, pre- and post-test surveys/questionnaires) will ensure confidentiality is

maintained at all times: your child and the school will not be identified by me in any way. The Head of

Junior School has approved the Action Research.

Below is a place for you to sign your name informing me that you do not want your child to participate,

to be returned by your child to me. There is no need to return the letter or contact me if there are no

objections.

Kind regards

Marion Piper

I do not grant permission for the use of my child’s survey responses, schoolwork, or words in research

conducted during April to August 2016 by the teacher, Marion Piper. I understand that if I do not grant

this permission, she will not be denied any educational opportunity.

_____________________________________________ __________________________

Child’s name Date

_____________________________________________ __________________________

Parent/Guardian Signature Date

_____________________________________________

Printed Parent/Guardian Name

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