Storytelling and imagination in a social justice writing project in a first grade classroom

Dominique Herard, Calderwood Teacher Fellow 2015, will present the results of a study she conducted within her elementary grade classroom. The objective was to look at the use of oral storytelling and imagination to enhance written composition skills. The research originated from a need to positively engage students in writing activities that were meaningful to them as young learners and not just part of a mandate. She will present how explicit imaginative and talk-based activities played a vital role in engaging student learners and increasing interest in written composition for her first graders, particularly through the lens of a social justice writing project. It also allowed various forms of storytelling to be honored in the classroom space, which allowed writing times to be more equitable. The research continues to impact her practice through the same activities, the use of social media, and the concentration on diverse literature, all of which can contribute to creating a culturally responsive classroom.