Writing Instructional Plan 2014-2015

Writing Instructional Plan K-52014-2015Seminole County Public SchoolsDepartment of Teaching and Learning

Seminole County Public Schools Elementary Writing Website

The purpose of this presentation is to give teachers an opportunity to become familiar with the 2014-2015 District Writing Instructional Plan. This district writing plan was developed by a group of Seminole County teachers and is considered a live document. As decisions are made by the state and district, changes to the document will occur. We recommend teachers regularly check the Seminole County Public Schools Elementary Writing Website at scpswriting.weebly.com for updates and current versions of the plan.Elementary Language Arts and Writing Mission Statement Seminole County Public SchoolsTo ensure that each student in the SCPS elementary grades, armed with research-based strategies and skills, writes effectively to express his/her ideas in a variety of situations and genres.

The mission statement for the District elementary Language Arts and Writing curriculum states that each student in the SCPS elementary grades, will be armed with research-based strategies and skills, to write effectively and to express his/her ideas in a variety of situations and genres.2Important Dates to Remember

http://www.fsassessments.org/The Florida Department of Education has released the testing schedule for the 2014-2015 school year. The writing test will be administered to all 4th and 5th grade students between March 2-13, 2015. Fourth graders will be using paper pencil for the last time for this test and fifth graders will be using a computer based test for writing their essay.

All students in grades 3-4 will be assessed with open response items on the ELA test to be administered March 23- April 10, 2015.All students in grade 5 will be assess with open response items on the ELA test to be administered April 13- May 8, 2015.

Teachers are encouraged to answer the questions from the sample English Language Arts Assessment and writing assessment found at www.fsassessments.org. You can assess the website by clicking the link New Florida Assessments found on this page.3DOE Guidelines Essay Writing Test

At the present time the Department of Education has issued the following guidelines for the Text based Writing Stimulus Essay Portion of the Assessment. It appears at this time that the essay will be either informative or opinion based. Students will be asked to consider a minimum of two texts (word, audio, video, drawing, etc). For the informative/explanatory writing prompt, the students will be required to synthesize and analyze ideas from the stimuli text to develop and support a controlling idea. For the opinion writing students will be required to review a minimum of two texts again word, audio, video, drawing etc, and then synthesize and analyze ideas and evidence and the present and support an opinion.

4DOE Open Response Test Items

Open Response items will be used in the assessments for Grades 3-5. Students will need to read text and then respond to the text. The lessons in the Instructional Writing Plan that focus on Text Dependent Questions will be used for instruction to assist students in developing proficiency with the open response items.

Grade Level Writing Genres and Products Grade K-1Kindergarten

Writers WorkshopNarrative WritingPersonal NarrativeInformational/Expository WritingPattern BooksHow To BooksResearch ReportOpinion WritingFavoritesLetter WritingText Based QuestionsGrade 1

Writers WorkshopNarrative WritingSmall Moment Personal NarrativeInformational/Expository WritingAll About NonfictionResearch ReportHow To Book (optional)Opinion WritingFavoritesLetter WritingText Based Questions

In creating this Instructional Writing Plan developers considered the three different genres of writing assessed with the new Language Arts Florida Standards as well as the Reading Standards for both Literary and Informational Text when determining what writing pieces students should create.

Here are the writing pieces students in Grades K and 2 will be developing. Please take a moment to read this slide.Grade Level Writing Genres and Products Grade 2-3Grade 2

Narrative WritingImplementing Writers WorkshopPersonal NarrativeFairy TaleFolk TaleInformational/Expository WritingResearch ReportCompare/Contrast EssayOpinion WritingLiterary Analysis Essay Opinion Favorite CharacterOpinion Letter WritingText Based QuestionsGrade 3

Narrative WritingInformational/Expository WritingOpinion WritingText Based QuestionsGrade 3

Narrative WritingImplementing Writers WorkshopSmall Moment Personal NarrativeWriting a FableWriting a Tall TaleInformational/Expository WritingInformational ArticleResearch ReportCause Effect EssayOpinion WritingOpinion EssayOpinion Character Traits EssayOpinion Problem-Solution EssayText Based Questions

In creating this Instructional Writing Plan developers considered the three different genres of writing assessed with the new Language Arts Florida Standards as well as the Reading Standards for both Literary and Informational Text when determining what writing pieces students should create.

Here are the writing pieces students in Grades 2 and 3 will be developing. Please take a moment to read this slide.Grade Level Writing Genres and Products Grade 4-5Grade 4

Narrative WritingImplementing Writers WorkshopPersonal NarrativeHistorical FictionInformational/Expository WritingInformational ArticleLiterary Analysis Essay ThemeResearch ReportOpinion WritingOpinion EssayOpinion LetterCause Effect EssayText Based QuestionsGrade 5

Narrative WritingInformational/Expository WritingOpinion WritingText Based QuestionsGrade 5

Narrative WritingImplementing Writers WorkshopPersonal NarrativeTall TaleFolktaleInformational/Expository WritingInformational ArticleResearch ReportCause/Effect EssayOpinion WritingOpinion EssayOpinion Literary AnalysisText Based Questions

As we look at the requirements for the writing essay issued by the Florida Department of Education it appears that the students in Grade 4 and 5 will be addressing essay writing with either informational/expository writing or opinion writing. This Writing Instructional Plan was already written with Narrative Writing being the first genre addressed. It appears that narrative writing will not be addressed as heavily in the state assessments as the other genres of writing, however, it is still a writing standard and the instructional plan encourages narrative writing instruction to be included as the Writers Workshop structure is introduced.

Teachers can introduce the Writers Workshop structure with the first Personal Narrative and then move into Informational/Expository Writing. Once the Assessment period is over, the teachers can complete the other Narrative Writing Products.

Here are the writing pieces students in Grades 4 and 5 will be developing. Please take a moment to read this slide.

Key Components of the Instructional Writing PlanFlorida Language Arts StandardsDistrict Writing CalendarWriters WorkshopLearning GoalsLesson PlansInstructional ResourcesPacing GuideAssessmentsRubricsLesson Plans Text Dependent Questions

The Key Components of the District Instructional Writing Plan are as follows: District Writing Calendar, Florida Language Arts Standards, Writers Workshop, Learning Goals, Lesson Plans, Lesson Plans Text Dependent Questions, Instructional Resources, Pacing Guide, Assessments and Rubrics. Each of these items will be addressed on its own in a slide to follow.District Writing Calendar Grades 2-5

Note the different genres and the amount of time spent writing in each genre

The year long District Writing calendar for Instructional Writing has been set for Grades 2-5. The year will begin with narrative writing (color coded blue) and the introduction and implementation of the Writers Workshop structure for writing. This will be followed by the Informational/Expository writing (color coded in gray) and finally the opinion writing (color coded in green).

.At the present time the PMA assessments are noted with a red box, but the district has not finalized the format, structures and implementation of the PMAs.

The final weeks of writing (color coded in yellow) will allow the teacher an opportunity to practice the genre of writing where students need the most reinforcement.

District Writing Calendar Kindergarten

The Kindergarten District Writing Calendar is divided into slightly different to account for the developmental growth of Kindergarten writers. This calendar begins with a two week period that focuses on establishing the routines of Writers Workshop as well as focusing on oral language development. This is followed by periods of approximately 4-6 weeks of writing see sawing between narrative and informational writing as well as writing answers to text dependent questions. The year will end with a comprehensive study of the genre of opinion writing.

District First Grade Calendar

The First Grade District Writing Calendar is divided into slightly different to account for the developmental growth of Primary writers. This calendar begins with a five week period that focuses on establishing the routines of Writers Workshop as well as focusing on personal narratives. This is followed by periods of approximately 4-6 weeks of writing see sawing between narrative and informational writing as well as writing answers to text dependent questions. The year will end with a comprehensive study of the genre of opinion writing as well as review of the other two writing genres.District Expository Graphic Organizers

Grade 3-5Grade KGrade 2Grade 1

It is imperative for teachers to follow the writing plan for their particular grade level as skills and instruction have been scaffolded for students to ensure a natural progression of the development of writing skills in our students.

The use of the district organizers is strongly encouraged to ensure smooth writing instruction for students including those with a high mobility rate within the Seminole County Public schools.

Teachers may want to begin expository writing instruction using the previous grades graphic organizer. (i.e First Grade would begin expository writing instruction using the Kindergarten expository graphic organizer)

District Narrative Graphic Organizers

Grade K

Grade 2Grade 1

Grade 3-5

The use of the district narrative graphic organizers is strongly suggested as well to ensure smooth writing instruction for students including those with a high mobility rate within the Seminole County Public schools.

Teachers may want to begin narrative writing instruction using the previous grades graphic organizer. (i.e First Grade would begin narrative writing instruction using the Kindergarten narrative graphic organizer)Florida Language Arts Standards

Each section of the writing instructional plan includes the standards for the particular genre of writing (narrative, informational expository and opinion)as well as related language standards and reading standards for answering text dependent questions.

It is imperative for teachers to follow the writing plan for their particular grade level as skills and instruction have been scaffolded for students to ensure a natural progression of the development of writing skills in our students.

The use of the district organizers is strongly suggested to ensure smooth writing instruction for students including those with a high mobility rate within the Seminole County Public schools.

Completion of Instructional Plans Grades K, 1, and 4

For Kindergarten, First and Fourth Grade the Instructional Writing Plans are partially completed. Updates and a completed plan will be available on the Seminole County Public Schools Elementary Writing Website found at www.scpswriting.weebly.com. Please remember to check back often for the status of the plans.End of year writing instruction - Grades 2, 3 and 5 4/27-5/28 Teachers can use lessons from either Informational/Expository Writing or Opinion Writing to help students reach proficiency in writing.

Please note at the end of the pacing calendar for opinion writing in Grades 2, 3, and 5 it is noted that teachers can use lessons from either Informational/Expository Writing or Opinion Writing to help students reach proficiency in writing. Consider further instruction on responding to Text Dependent Questions in addition to the three modes of writing.Writers WorkshopLucy Calkins Writing Workshop follows a predictable pattern.

Mini-Lesson (5-15 minutes) Independent Writing (20-35 minutes) Conferring (during independent writing time) Sharing (5-10 minutes)

Students will have a Writing Folder and a Writers Notebook

The District Instructional Writing Plan uses the structure of the Writers Workshop based on the work of Lucy Calkins. This structure includes a brief Mini Lesson which focuses on a writing skill, writing craft or procedure for the implementation of the Writers Workshop. This Mini Lesson should not be longer than 15 minutes. This is followed by an independent writing time when students can work on writing they have already started or practice the focus of the mini lesson. During this independent writing time the teacher will confer with individual students or small groups of students. The Writing Workshop concludes with a sharing time. The TOTAL time for the Writing Workshop is about 40 minutes.

As part of the Writers Workshop structure students will each have a Writing Folder which will house the writing pieces the students are working on and a Writing Notebook which will house student practice of concepts from Mini-Lessons as well as notes students have written down from the Mini Lessons. Teachers will determine a format for both of these items that is conducive for their classes.ConferencingConferencing

It is important to remember that the purpose of a conference is not to resolve the problem, but to identify it, suggesting resources and ways to proceed.

Lucy Calkins

Lucy Calkins reminds teachers that (here read quote). Student growth in writing can be measured through documentation of conferences and goal setting for each individual student in writing. There are several examples of ifthen scenarios for student writers available at the writing website for Seminole county.www.scpswriting.weebly.com (make a hyperlink). There teachers can find guidance for ways to conference with students to help them grow as writers.

It will be important for teachers to secure some kind of documentation for conferences with students to ensure that all students are growing in their writing skills.Modeling

As teachers use the Writing Instructional Plan they will note that the lessons include opportunities for the teachers to model different crafts, skills and procedures. Modeling can include actual writing as well as Think Alouds to show the students how writers think when they are drafting, planning and producing their writing.Learning Goals

Learning Goals have been listed in the District Instructional Writing Plans which can be used by classroom teachers.Lesson Plans

Column #1Column #2Column #3Column #4

This slide shows an explanation of the parts of a lesson plan in the Writing Instructional Plan. All of the lesson plans are divided into four columns. Column #1 lists the part of the writing process that students are working on. (Generating Ideas, Planning and Drafting, Revising, Editing and or Publishing). Column #2 lists the actual lesson the teachers are instructing. Lessons are numbered in sequential order. Narrative Lessons begin with the number 1, Informational Expository Lessons begin with the number 2 and Opinion Writing lessons begin with the number 3. Column #3 lists what the students are doing during the lesson and Column #4 lists all of the instructional resources that are available for the teacher for that particular lesson.

Lesson PlansText Dependent Questions

This slide is a snapshot of the part of the lesson plan that shows instruction for teaching how to respond to text dependent questions. These lessons for responding to text dependent questions can be repeated on an as needed basis, making sure that students are secure in knowing how to answer text dependent questions. These lessons for teaching text dependent questions are included in the Writing Instructional Plan for all grades.

Instructional Resources

Each of the items shown in the Instructional Resources column (#4) can be accessed simply by clicking on that item and the document should open.

Pacing Guide

At the end of each particular genre of writing a Pacing Guide for instruction has been included. This will guide teachers to be sure that all of the required instruction takes place. Flex days have been included in the plan to allow for unexpected interruptions in instruction.

Once the lessons are introduced teachers need to continue instruction with writing answers to text dependent questions Text Dependent Instruction may be listed on the pacing guide on a specific day of the week however, this instruction should occur within the natural flow of reading and writing instruction. Teachers may make adjustments to the specific day or date of instruction for Text Dependent Questions on an as needed basis.

Assessments

District PMAs

The district has not finalized the format, structures and implementation of the PMAs and or rubrics for the 2014-2015 school year.

Formative Assessments can and should be administered by teachers at any time. Using the District graphic organizer for text dependent questions student writing can be assessed using editing and revising checklists as well as rubrics. Paragraphs for student essays can also be formatively assessed using the District Graphic Organizer for expository/informational writing. Within the Instructional Plan there are links as well as suggestions for writing formative assessments.Please rememberTo err is human, to forgive, divine.

- Alexander Pope, An Essay on Criticism

As previously stated the Writing Instructional Plan are live documents. While these documents have been reviewed by many, we realize that mistakes are inevitable. Please focus on the content of the plan. We look forward to gathering your feedback after you have had an opportunity to implement the plan.QuestionsIf you have any questions please feel free to contact eitherShannon_Cadden@scps.k12.fl.us407-320-0158Patricia_Goldman@scps.k12.fl.us407-320-0586

If you have any questions please feel free to contact either Shannon Cadden or Pat Goldman at the links and phone numbers listed on the slide.