Greysbranch Elementary



Greysbranch Elementary

Policy # 2.01 E

Greysbranch Elementary

Writing Policy

STUDENTS’ WRITING EXPERIENCES

In order to provide multiple opportunities to develop complex communication skills for a variety of purposes and use a variety of language resources, we will make sure students:

• Engage in three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication.

• Experience authentic, meaningful writing at all grade levels:

o Writing for a variety of purposes:

▪ Argumentative writing to support claims.

▪ Informative/explanatory texts.

▪ Narrative to develop real or imagined experiences or events.

o Writing for a variety of audiences.

o Experiences that reveal ownership and independent thinking.

o Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks.

• Experience the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting upon writing.

• Utilize a variety of graphic organizers including the district on-demand graphic organizer.

• Experience writing on-demand, writing over time situations, and writing short answer/constructed responses.

• Write as a natural outcome of the content being studied in all curriculum areas.

• Read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3D), photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, informational, and practical/workplace materials. Use readings as models for student writing.

• Learn about and use appropriate resources for writing (e.g., personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider.

• Apply appropriate writing skills to oral communication.

• Engage in real world and creative communication appropriate for meeting Kentucky Core Academic Standards.

• Students should be aware that the writing/communications portfolio can contain, but is not limited to: editorials, letters, song lyrics, timelines, individual projects, e-letters, demonstrations, speeches, podcasts, e-mails, power points, recipes, and presentations.

• Students will engage in self-assessment toward meeting their writing and communication goals. Students will conference with peers and teachers in order to improve their writing and communication skills.

INSTRUCTIONAL WRITING STRATEGIES GUIDELINES

To provide multiple opportunities for students to develop complex communication skills for a variety of purposes, teachers will:

• Teach higher-order thinking skills.

• Teach three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing for publication.

• Provide authentic, meaningful writing at all grade levels:

o Writing for a variety of purposes:

▪ Argumentative writing to support claims.

▪ Informative/explanatory texts.

▪ Narrative to develop real or imagined experiences or events.

o Writing for a variety of audiences.

o Writing about experiences that reveal ownership and independent thinking.

o Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks.

• Teach the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting upon writing.

• Teach students to use a variety of graphic organizers including the district on-demand graphic organizer.

• Provide both on-demand writing over time, and short answer and constructed response assignments.

• Incorporate writing as a natural outcome of the content being studied in all curriculum areas.

• Explicitly instruct and develop communication skills by integrating the strands of literacy (reading, writing, speaking, listening, and language use) across content areas.

• Assign students to read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3D), photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, informational, and practical/workplace materials. Use readings as models for student writing.

• Provide appropriate resources for writing (e.g., personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider.

• Allow student choice and exploration.

• Provide experiences for students to apply appropriate writing skills to oral communication skills.

• Provide real world and creative communication experiences appropriate for meeting Kentucky Core Academic Standards.

• Make known that the writing/communications portfolio can contain, but is not limited to: editorials, letters, song lyrics, timelines, individual projects, e-letters, demonstrations, speeches, podcasts, e-mails, power points, recipes, and presentations.

• Provide students with formative assessments to help them develop communication skills.

SCHOOL-WIDE STRUCTURES AND MONITORING

To ensure every student has a writing folder that includes samples of work that shows interests and growth over time, follows the student from year to year, and follows the student to any school he/she attends, the principal will:

• Ensure curriculum is vertically and horizontally aligned to Kentucky Core Academic Standards.

• Assign a ELA PLC team to develop a written plan for implementing and monitoring writing folders.

• Ensure collection of writing folders and movement to the next year will occur on closing day.

• Ensure that a digital expectation is met with each student folder.

• Ensure the plan includes guidelines for incorporating student and teacher use of technology tools.

• Ensure the implementation of the writing policy and plan.

• Ensure that the council reviews, revises (if necessary), and approves the writing policy and plan as needed..

• Ensure teachers receive embedded professional development needed to improve writing instruction.

REFLECTION, ASSESSMENT, AND FEEDBACK

To ensure the writing process includes reflection, assessment, and feedback, the writing plan will incorporate:

• Active participation of students in decision making about contents of the portfolio writing folder.

• The use of the writing folder for determining student performance in communication.

• The procedures for reviewing the writing folder in order to determine strengths and weaknesses in student writing and the overall writing program.

• The procedures for grading the portfolio writing folder including feedback to inform instruction.

• Guidelines for providing students descriptive feedback on the writing folder.

• Opportunities for students to improve their writing and communication skills based on writing folder feedback.

• Opportunities for PLC’s to identify instructional needs and design best practice strategies based upon review of student work.

POLICY EVALUATION

We will evaluate the effectiveness of this policy through our School Improvement Planning Process.

1st Reading: 4/29/2015

2nd Reading:_5/1/2015

Review Date:9/10/2018

SBDM Chair:____________________

Misty Tackett

SBDM Recorder:_________________

Renata Cox

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