[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596437-105":59,"doc-detail-596437-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-longitudinal-case-study-of-curriculum-genres-k-3","A Longitudinal Case Study of Curriculum Genres, K–3","","Marilyn Chapman presents findings from a longitudinal case study tracing one child’s writing from kindergarten through grade 3 across multiple curriculum contexts: mathematics, social studies, science, and music. The analysis documents how textual features in the child’s work shift over time, aligning with Newkirk’s developmental schema for non-narrative writing and extending prior work on emergent genres. Data indicate area-focused writing begins in grade 1, with exposition as the dominant mode, evolving from lists and labels to multi-paragraph reports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-longitudinal-case-study-of-curriculum-genres-k-3/596437/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-longitudinal-case-study-of-curriculum-genres-k-3/596437.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the longitudinal case study?","Question",{"text":112,"@type":113},"The study examines writing produced by a single child across curriculum areas from kindergarten to grade 3, emphasizing the development of genres over time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which curriculum areas are included in the child’s writing samples?",{"text":117,"@type":113},"The writing is considered across subjects including mathematics, social studies, science, and music, as well as other curriculum areas within the school context.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes occur in the child’s genres from kindergarten to grade 3?",{"text":121,"@type":113},"The data show progression toward more complex non-narrative forms, with writing starting as lists and labels and developing into multi-paragraph reports by later grades.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596437,1792389060,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Longitudinal Case Study of Curriculum Genres, K–3  \nMarilyn Chapman  \nI have presented the findings from a longitudinal case study of one child’s writing from kindergarten to grade 3, across different curriculum contexts, with a focus on writing in mathematics, social studies, science, and music. I describe changes in textual features of the child’s writing over time, which support Newkirk’s (1987) developmental schema for non-narrative writing and extend my previous studies of emergent genres (Chapman, 1994, 1995) . The data show that the focal child’s content-area writing began in grade 1 and was, to a great degree, focused on exposition, progressing from simple lists and labels to multi-paragraph reports .  \nKeywords: elementary education, children’s writing, genre, longitudinal research  \nDans cet article, je présente les résultats d’une étude de cas longitudinale portant sur l’écriture chez un enfant, de la maternelle à la 3e année, dans divers contextespédagogiques, notamment en mathématiques, en sciences humaines, en scienceset en musique . Ma description de l’évolution des caractéristiques textuelles correspond au schème de développement de Newkirk (1987) pour l’écriture non narrative et prolonge mes travaux antérieurs sur l’ émergence des genres (Chapman, 1994, 1995) . L’analyse des données écrites suggère que l’écriture axée sur les domaines d’intérêt de l’enfant a commencé en 1 ère année et était centrée, dans une large mesure, sur l’exposition, progressant de simples listes et étiquettes jusqu’à des rapports de plusieurs paragraphes .  \nMots clés : enseignement primaire, écriture chez l’ enfant, genre, recherche longitudinale  \nLearning to write, a part of emergent literacy, involves both the cognitive and social construction of literacy knowledge (Chapman, 1995; Dyson, 1993) . Earlier studies (e.g. , Clay, 1975) provided important insights into children’s acquisition and development of orthography, particularly spelling. More recently, researchers have widened the lens beyond surface features to focus on aspects such as organizational patterns of different genres and the impact of social contexts on students’ texts . Genre research can provide important  \nCANADIAN JOURNAL OF EDUCATION 27, 1 (2002): 21–44  \ninformation about how young children learn to write in different contexts . However, genre research in young children’s writing has been quite limited, focusing to a great extent on narrative, perhaps because, as Christie (1986) and others have noted, it appears to have been more highly valued than non-narrative writing in the primary grades and considered easier to learn (Moffett, 1968) .  \nIn tracing the development of children’s oral narratives, Applebee (1978) described how two basic processes, first centring and then chaining, produce increasingly mature narrative forms, from “heaps”to true narratives . More recent studies (Chapman, 1 994, 1996) demonstrate that chaining and centring can occur at the same time in development. In a key study of non-narrative writing, Newkirk (1987) showed how centring and chaining apply in genres other than narrative . He demonstrated that students develop more complex non-narrative forms from the label (a one-word or one-sentence identification of a picture) and the list (a series of names, dates, facts, etc . , usually not in sentence form) . Few studies have looked longitudinally at children’s development in written genres indifferent curriculum contexts .  \nResearchers of young children’s writing have shown that learning genres is part of their literacy development. My own inquiries into children’s writing during writing workshop have demonstrated that learning genres is an emergent process (Chapman, 1994) . Donovan (1997) found that kindergarten children can write information textsand stories and are aware of how they are different even before they can write with conventional spellings . In a more recent study of writing in one school from kindergarten to grade 5, Don","cbCaibOvbxC4Xbuz","https://ap.wps.com/l/cbCaibOvbxC4Xbuz","pdf",1270404,24,"English","# Purpose of the Study\n## Research Questions","[{\"question\":\"What is the focus of the longitudinal case study?\",\"answer\":\"The study examines writing produced by a single child across curriculum areas from kindergarten to grade 3, emphasizing the development of genres over time.\"},{\"question\":\"Which curriculum areas are included in the child’s writing samples?\",\"answer\":\"The writing is considered across subjects including mathematics, social studies, science, and music, as well as other curriculum areas within the school context.\"},{\"question\":\"What changes occur in the child’s genres from kindergarten to grade 3?\",\"answer\":\"The data show progression toward more complex non-narrative forms, with writing starting as lists and labels and developing into multi-paragraph reports by later grades.\"}]","A Longitudinal Case Study of Curriculum Genres, K–3 | PDF",1792083077]