Temple Middle School Writing Plan

TIGER PRIDE

• Increased rigor in writing standards

• Integration of writing & reading in curriculum (split blocks)

• District & school achievement goals

• Preparation for assessments

• Clear expectations for successful learning school-wide

Why it is needed?

What does rigor mean to you?

• Review curriculum standards, task, and assessments

• Review last year's scores/assessments

• Identify areas of strengths

• Identify areas for growth and set measurable goals

• Align writing curriculum with research-based best practices

Where do we start?

• Collaboration among teachers is required.• Because the curriculum is integrated, we will adopt a block

schedule that incorporates both writing and reading strategies.

• Teachers who share a split block must collaborate effectively and share the same schedule for teaching the content.

• A writer’s workshop will also need to be integrated into the curriculum in order to prepare for the state writing assessment. The workshop will help provide frameworks for state assessments.

Early Realizations!

• Develop clear expectations

• Train all teachers or provide refresher training for best practices

• Utilize district/state writing resources & support

• Create a Flow Map for instruction procedures in ELA (minute by minute)

Preparation:

• Student maintenance of up-to-date writing folder or notebook containing formal and informal samples

• Incorporation of at least 2 writing activities per week related to unit tasks (across the curriculum)

• Writer’s workshop with inclusion of practice prompts for MGWA (8th grade)• Use of MLA format for research• Incorporation of regular mini-lessons • Evidence of student engaging in self-editing and revision • Use of technology to enhance communication • Evidence of informational, persuasive, creative, and research writing • Students modeling writing incorporating the language of the standards • Teacher modeling writing incorporating the language of the standards• Peer response to student writing • Conferences with teacher • Teacher feedback throughout entire writing process; incorporate rubrics • Incorporation of close readings with annotations• Grammar instruction provided through student writing • Scaffolded and differentiated instruction

Expectations for Writing:

It is our goal to provide the best instruction possible by utilizing the best research-based methods available. These methods include but are not limited to the following:

• Marzano’s Effective Vocabulary Strategies: Students focus on vocabulary in reading and writing.

• Traits of Writing: Traits of writing will help us develop the writer’s ideas, organization, voice, sentence fluency, word choice, conventions, and presentation.

• 7 Key Sentences: The 7 key sentences include the following and provide a framework to help support student writing: attention grabber, main idea or thesis with sub-topics, transitions, topic sentences, conclusion, and clincher or closing statement.

• Thinking Maps/Thinking Frames: Graphic aides that are used to develop and organize ideas.

• Close Strategy: This important strategy is an essential element for the analysis of a text. Students annotate or cite evidence as they read so they may utilize the material later as textual evidence. “Analysis” and “evidence” are key words in the new common core writing assessments.

Research Based Methods:

Local resources include the following (re-delivery required for new staff):

• Thinking Maps Handbook/Resource Guide• Professional Learning: Marzano’s Vocabulary • Professional Learning: 7 Key Sentences• Professional Learning: Traits of Writing

District resources include the following:• County-wide Extended Text List • Curriculum Maps - Developed by ELA teachers within the county

and based on state unit plans. • Teaching Learning Center - Developed by county as a resource for

teachers; includes unit resources by grade level.State resources include the following:• ELA WikiSpaces (Georgia Common Core Site), ELA Reporter,• State Maps, Frameworks, Sample Units, Writing Assessment

Updates & Exemplars

Local, District, and State Resources & Support:

• Each grade level is responsible for collaboration and development of a weekly SEATS lesson plan. Writing opportunities must be evident in the plan. A ELA Flow Map demonstrates careful planning to maximize writing instruction in the classroom.

• Teachers create a positive and professional environment where help, support, and sharing of resources is expected. Co-teachers share responsibilities in creating and grading weekly lessons.

Collaboration:

This video is an example of using a Thinking Map to help organize ideas for writing. Thinking Maps can be utilized in

various ways throughout the writing process.

Methods: Thinking Map

This video is a mini-lesson example that walks students through the process of understanding writing prompts. Mini-lessons are an effective way to chunk and teach material before students practice individually.

Methods: Breaking Down The Prompt Mini-Lesson

Common Core• georgia standards.org• commoncoreconversation.com

Prezi by Stacey Wright & Pam Johnson (Instructional Coaches for CCS):

CCGPS Writing: Framework for Integrating Writer’s Workshop & “SICO” Writing

• http://prezi.com/tg4ah8tgvwde/?utm_campaign=share&utm_medium=copy&rc=ex0share

A Few Suggested Sites for

Teachers:

Data will be collected on the following:• 5th Grade State Writing Assessment (Rising 6th graders)• 7th Grade Mock Assessment• 8th Grade State Writing Assessment

Goals will include obtaining measurable progress per student and increasing the percentage of students who meet or exceed by grade level.

Goals will also include areas where we have identified strengths and weaknesses in the state assessment rubric (ideas, organization, style, and conventions).

TMS Writing Data & Goals:

•Building content knowledge through (reading) rich nonfiction •Reading, writing, and speaking grounded in evidence from the text, both literary and informational. •Regular practice with complex text and its academic language.

-Student Achievement Partners

Incorporating Literacy Standards & Writing: 3 Big Shifts

This strategy connects reading and writing when students are gathering textual evidence.

Close Reading:

Tips for Common Core

Common Core, Writing, & Textual Complexity

Many have asked how the MGWA will change with the adoption of the Common Core.

At this time, we are continuing to look for guidance from the State as to how and when the assessment will change. Look for updates and bulletins from the DOE.

In reference to testing, this quote is from the August 2013 ELA Reporter:“We on the DOE ELA team will keep you apprised of news on this issue [state

assessments] as it develops. Watch future newsletters for information. As Dr. Barge stated, rigor expectations will not change.”

Assessment Questions & Final Thoughts: