Writing The Problem
The Solution The Writing Plan Very Original!
Overview <ul><li>Writing in all content areas </li></ul><ul><li> –  not just English class! </li></ul><ul><li>All writing ...
Inservice <ul><li>Break into collaborative groups </li></ul><ul><ul><li>Receive instruction on the five domain rubric used...
September <ul><li>Students will be given the prompt “cold” to establish a baseline for instruction. </li></ul><ul><li>Teac...
September-January <ul><li>Lessons of instruction will be planned as part of the Language Arts curriculum. </li></ul><ul><l...
Scaffolding  <ul><li>1 st  Grade  – Start with  Focus  and move toward  Content </li></ul><ul><li>2 nd  & 3 rd  Grade – St...
Scaffolding  <ul><li>5 th  Grade  – add  Style   </li></ul><ul><li>Junior and Senior High  – refine domains and add vocabu...
Writing Process  <ul><li>All teachers will use the  writing process  as their model for instruction </li></ul><ul><li>Prim...
January <ul><li>Staff will regroup and give updates </li></ul><ul><li>Assess the fidelity of instruction across levels </l...
January - May <ul><li>Staff will again meet in their collaborative groups to assess strengths/weakness of each student </l...
The Main Challenge <ul><li>Getting the staff members on board </li></ul><ul><ul><li>Working in collaborative groups </li><...
The Pay Off <ul><li>Scaffolding instruction should help students gain skills … </li></ul><ul><ul><li>at a natural pace </l...
The Pay Off <ul><li>Student  anxiety should decrease during PSSA exams </li></ul><ul><li>Staff  at the testing levels anxi...
The Most Important Pay Off <ul><li>Student’s become  confident  and  competent  writer’s ! </li></ul>
 
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  1. 2. Writing The Problem
  2. 3. The Solution The Writing Plan Very Original!
  3. 4. Overview <ul><li>Writing in all content areas </li></ul><ul><li> – not just English class! </li></ul><ul><li>All writing will be evaluated using a rubric based on the 5 domain writing rubric provided by the state </li></ul><ul><li>Three writing samples per year </li></ul>
  4. 5. Inservice <ul><li>Break into collaborative groups </li></ul><ul><ul><li>Receive instruction on the five domain rubric used by the state </li></ul></ul><ul><ul><li>Create a student friendly rubric </li></ul></ul><ul><ul><li>Develop a writing prompt to match an early September unit </li></ul></ul>
  5. 6. September <ul><li>Students will be given the prompt “cold” to establish a baseline for instruction. </li></ul><ul><li>Teachers will meet together to score and establish strengths and weaknesses of each student </li></ul>
  6. 7. September-January <ul><li>Lessons of instruction will be planned as part of the Language Arts curriculum. </li></ul><ul><li>During these lessons students will learn to use the rubric created in the in-service and edit their original work </li></ul>
  7. 8. Scaffolding <ul><li>1 st Grade – Start with Focus and move toward Content </li></ul><ul><li>2 nd & 3 rd Grade – Start with Focus and Content and slowly add organization </li></ul><ul><li>4 th Grade – Focus , Content , Organization and add Conventions </li></ul>
  8. 9. Scaffolding <ul><li>5 th Grade – add Style </li></ul><ul><li>Junior and Senior High – refine domains and add vocabulary </li></ul>
  9. 10. Writing Process <ul><li>All teachers will use the writing process as their model for instruction </li></ul><ul><li>Primary Teachers will mainly focus on narrative mode </li></ul><ul><li>Intermediate will add expository </li></ul><ul><li>Jr. & Sr. High will drop narrative and focus on persuasive & expository </li></ul>
  10. 11. January <ul><li>Staff will regroup and give updates </li></ul><ul><li>Assess the fidelity of instruction across levels </li></ul><ul><li>Create second prompt for district assessment to be given by mid January </li></ul>
  11. 12. January - May <ul><li>Staff will again meet in their collaborative groups to assess strengths/weakness of each student </li></ul><ul><li>The process from earlier in the year is repeated </li></ul><ul><li>The third and final assessment will occur in May </li></ul>
  12. 13. The Main Challenge <ul><li>Getting the staff members on board </li></ul><ul><ul><li>Working in collaborative groups </li></ul></ul><ul><ul><li>Special events such as “Writer’s Night” </li></ul></ul>
  13. 14. The Pay Off <ul><li>Scaffolding instruction should help students gain skills … </li></ul><ul><ul><li>at a natural pace </li></ul></ul><ul><ul><li>receiving continual feedback </li></ul></ul><ul><ul><li>and having multiple opportunities for practice </li></ul></ul>
  14. 15. The Pay Off <ul><li>Student anxiety should decrease during PSSA exams </li></ul><ul><li>Staff at the testing levels anxiety should decrease </li></ul>
  15. 16. The Most Important Pay Off <ul><li>Student’s become confident and competent writer’s ! </li></ul>

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