Writing Plan

Actions

Teachers will take the following actions to achieve measureable writing goals that meet the needs of students at Meadow View Elementary School:

 

  • Utilize the researched-based Write Steps writing program at all grade levels to fidelity

 

  • Teach and practice RUN the RACE strategy for responding to short answer/extended response items

 

  • Teach and practice SPAT strategy for responding to On Demand writing prompts

 

  • Monitor student growth in the area of writing through formative and summative assessments, including writer's notebooks, no less than three published pieces, and On Demand

 

  • Celebrate proficient and distinguished writing through recognition on the Writing Wall of Fame

 

Instruction/Implementation

Writing instruction is aligned with the Kentucky Common Core Standards. Each grade level will schedule a writing block. Students will write routinely over extended time frames and for shorter time frames. Additionally, writing will be integrated across all content areas when applicable. Students will experience writing for three purposes (narrative, opinion, informative/explanatory), and will develop and strengthen writing as needed by planning, revising and editing. This will be accomplished through the implementation of the Write Steps program and district-wide initiatives.

 

First Grade WriteSteps Curriculum

 

 Narrative Writing

  • Beginning
  • Middle (two or more sequential events, temporal words)
  • End

Opinion Writing

  • Topic
  • Stated opinion
  • Reason for opinion
  • Closure

 

Informative/Explanatory Writing

  • Topic
  • Two or three facts to support
  • Closure

Response Writing—Shared writing

  • Read with purpose and understanding.
  • Read and comprehend literary and informational texts.
  • Be able to cite specific textual evidence when writing
  • Develop topics with facts and definitions

 

Writing On Demand—Shared writing

  • SPAT (Situation, Purpose, Audience, Task)
  • S stands for SITUATION – What is in the background information?
  • P stands for PURPOSE – Why are you writing? ….to inform, narrate (entertain/express), or persuade?                                                                                 
  • A stands for AUDIENCE – To whom are you writing?
  • T stands for TASK – What form are you supposed to use – letter or article?
  • Paragraph (Write Steps organizer that includes introduction, central ideas with details, and conclusion)
  • Demonstrate command of the conventions of standard English

 

Friendly Letter

  • All 5 parts (heading, greeting, body, closing, signature)
  • Body should consist of introduction statement or section, 1 paragraph (reasons/information), conclusion statement or section

 

 

Second Grade WriteSteps Curriculum

 

Getting Ready for Core Writing

  • 6 Traits (Organization, Ideas, Sentence Fluency, Word Choice, Voice, Conventions)

 

Narrative Writing (5 Ws and H and Realistic Fiction)

  • Include a clear beginning, middle and end
  • Use details to describe actions, thoughts, and feelings
  • Use temporal words to signal event order
  • Provide a sense of closure
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Paragraph Writing with Informational Topics

  • Introduce a topic or text clearly
  • Develop the topic with facts and definitions
  • Concluding statement or section
  • Demonstrate command of the conventions of standard English.

 

 

Informative/Explanatory Writing

  • Introduce a topic
  • Develop the topic with facts and definitions
  • Provide a concluding statement or section
  • Demonstrate command of the conventions of standard English.

 

Opinion Writing

  • Focus on a topic
  • State an opinion
  • Provide reasons to support the opinion
  • Provide a concluding statement or section
  • Demonstrate command of the conventions of standard English.

 

Research Writing

  • Know and use various text features to locate facts/key information
  • Participate in shared research and writing projects
  • Recall information from experiences or gather information from provided sources to answer a question
  • Introduce a topic clearly
  • Develop the topic with facts and definitions
  • Provide a concluding statement or section
  • Demonstrate command of the conventions of standard English.

 

Response Writing—should be shared writing at beginning to mid year; may be attempted independently toward end of year

  • Read with purpose and understanding.
  • Read and comprehend literary and informational texts.
  • Be able to cite specific textual evidence when writing
  • Develop topics with facts and definitions

 

Writing On Demand—may be shared writing at this level

  • SPAT (Situation, Purpose, Audience, Task)
  • S stands for SITUATION – What is in the background information?
  • P stands for PURPOSE – Why are you writing? ….to inform, narrate (entertain/express), or persuade?                                                                                
  • A stands for AUDIENCE – To whom are you writing?
  • T stands for TASK – What form are you supposed to use – letter or article?
  • Paragraph (Write Steps organizer that includes introduction, central ideas with details, and conclusion)
  • Demonstrate command of the conventions of standard English

 

Friendly Letter

  • All 5 parts (heading, greeting, body, closing, signature)
  • Body should consist of introduction, 1-2 paragraphs (reasons/information), conclusion statement or section

 

 

Third Grade WriteSteps Curriculum

 

Getting Ready for Core Writing

  • 6 Traits (Organization, Ideas, Sentence Fluency, Word Choice, Voice, Conventions)

 

5 Square Paragraph Writing

  • Introduce a topic or text clearly
  • Develop the topic with facts, definitions, and details
  • Transitional words
  • Concluding statement
  • Produce clear and coherent writing
  • Write informative/explanatory and opinion texts
  • Demonstrate command of the conventions of standard English.

 

Real and Imagined Narrative Writing

  • Establish a situation and introduce a narrator and/or characters
  • Organize an event sequence that unfolds naturally
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
  • Use temporal words and phrases to signal event order
  • Choose words and phrases for effect
  • Provide a sense of closure
  • Demonstrate command of the conventions of standard English.

 

Informative/Explanatory Writing

  • Conduct short research projects that build knowledge about a topic
  • Introduce a topic
  • Group related information together
  • Develop the topic with facts, definitions, and details
  • Provide a concluding statement or section
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English.

 

Opinion Writing

  • Introduce topic or text clearly
  • State an opinion
  • Creates organizational structure that lists reasons
  • Provide reasons to support the opinion
  • Provide a concluding statement or section
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English.

 

Research Writing

  • Introduce a topic clearly.
  • Develop the topic with facts, definitions, and details
  • Conduct short research projects that build knowledge about a topic
  • Recall information from experiences or gather information from print and digital sources
  • Take brief notes on sources and sort evidence into provided categories
  • Summarize or paraphrase information from research
  • Provide a concluding statement.
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Response Writing

  • Read with purpose and understanding.
  • Read and comprehend literary and informational texts.
  • Be able to cite specific textual evidence when writing
  • Develop topics with facts, definitions, and details

 

Writing On Demand

  • SPAT (Situation, Purpose, Audience, Task)
  • S stands for SITUATION – What is in the background information?
  • P stands for PURPOSE – Why are you writing? ….to inform, narrate (entertain/express), or persuade?                                                                                
  • A stands for AUDIENCE – To whom are you writing?
  • T stands for TASK – What form are you supposed to use – letter or article?
  • 5 Square Paragraph writing (introduction, three central ideas with details, and conclusion) – organizer from WriteSteps.
  • Includes an introduction.
  • Develops a body paragraph to include topic sentence, details, and transition words.
  • Includes developed ideas, organization, and variety of sentence types.
  • Demonstrate command of the conventions of standard English: punctuation, spelling, and capitalization.
  • Provides a conclusion

 

Friendly Letter

  • All 5 parts (heading, greeting, body, closing, signature)
  • Body should consist of introduction, 1-2 paragraphs (reasons/information), and conclusion statement or section

 

 

Fourth Grade WriteSteps Curriculum

 

Getting Ready for Core Writing

  • 6 Traits (Organization, Ideas, Sentence Fluency, Word Choice, Voice, Conventions)
  • Determine the meaning of unknown and multiple-meaning words and phrases
  • Demonstrate independence in gathering vocabulary knowledge

 

5 Square Paragraph Writing

  • Introduce a topic or text clearly
  • Develop the topic with facts, definitions, and details
  • Transitional words
  • Concluding statement
  • Produce clear and coherent writing
  • Write informative/explanatory and opinion texts
  • Demonstrate command of the conventions of standard English.

 

Real and Imagined Narrative Writing

  • Establish a situation and introduce a narrator and/or characters
  • Organize an event sequence that unfolds naturally
  • Explain major differences between poems, drama, and prose
  • Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations
  • Use temporal words and phrases to signal event order
  • Produce coherent writing appropriate for task, purpose, and audience
  • Provide a sense of closure
  • Demonstrate command of the conventions of standard English.

 

Informative/Explanatory Writing

  • Introduce a topic
  • Group related information together
  • Develop the topic with facts, definitions, and details
  • Link ideas within categories of information using words and phrases
  • Provide a concluding statement or section
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English

 

Opinion Writing

  • Introduce topic or text clearly.
  • States an opinion.
  • Creates organizational structure that lists reasons
  • Provide reasons to support the opinion
  • Provide a concluding statement or section
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English

 

Research Writing

  • Introduce a topic clearly.
  • Develop the topic with facts, definitions, and details
  • Conduct short research projects that build knowledge about a topic
  • Recall information from experiences or gather information from print and digital sources
  • Take brief notes on sources and sort evidence into provided categories
  • Summarize or paraphrase information from research
  • Write arguments to support claims
  • Site sources
  • Provide a concluding statement.
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English

 

Response Writing

  • Read with purpose and understanding.
  • Read and comprehend literary and informational texts.
  • Determine a theme of a story, drama, or poem
  • Explain how an author uses reasons and evidence to support points in a text
  • Analyze how individuals, events, and ideas develop over the course of the text
  • Compare and contrast a firsthand and secondhand account of the same topic
  • Be able to cite specific textual evidence when writing
  • Develop topics with facts, definitions, and details

 

Writing On Demand

  • SPAT (Situation, Purpose, Audience, Task)
  • S stands for SITUATION – What is in the background information?
  • P stands for PURPOSE – Why are you writing? ….to inform, narrate (entertain/express), or persuade?                                                                                
  • A stands for AUDIENCE – To whom are you writing?
  • T stands for TASK – What form are you supposed to use – letter or article?
  • 5 Square Paragraph writing (introduction, three central ideas with details, and conclusion) – organizer from WriteSteps.
  • Includes an introduction.
  • Develops a body paragraphs to include topic sentence, details, and transition words.
  • Includes developed ideas, organization, and variety of sentence types.
  • Demonstrate command of the conventions of standard English: punctuation, spelling, and capitalization.
  • Provides a conclusion

 

Friendly Letter

  • All 5 parts (heading, greeting, body, closing, signature)
  • Body should consist of introduction, 2-3 paragraphs (reasons/information), and a conclusion section

 

 

Fifth Grade WriteSteps Curriculum

 

 

Getting Ready for Core Writing

  • Meaning of Words including figurative language
  • Introduce and develop a topic
  • Support the writer’s purpose
  • Concluding statements
  • Use a variety of transitional words, phrases, and clauses
  • Write informative/explanatory texts
  • Write narratives
  • Write routinely over extended time frames
  • Conventions of standard English

 

Narrative Writing

  • Write narratives to develop real or imagined experiences.
  • Orient the reader by establishing a situation and introducing a narrator/characters.
  • Organize an event sequence that unfolds naturally.
  • Use narrative techniques, such as dialogue, description, and pacing.
  • Use a variety of transitional words and phrases.
  • Use concrete words and phrases and sensory details.
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Imagined Narrative Writing: Historical Fiction

  • Introduce a topic or text clearly.
  • Use narrative techniques, such as dialogue, description, and pacing.
  • Develop the topic with facts, definitions, details, quotations, and examples.
  • Compare/contrast two or more characters, settings, or events in a story or drama.
  • Draw on information from print and digital sources to locate answers to questions.
  • Determine central ideas or themes of a text; summarize key supporting details/ideas.
  • Cite specific textual evidence when writing/speaking.
  • Link opinion and reasons using words, phrases, and clauses.
  • Provide a concluding statement
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Response Writing

  • Quote accurately from a text.
  • Read with purpose and understanding.
  • Read and comprehend literary, dramas, poetry, and informational texts.
  • Be able to cite specific textual evidence when writing or speaking.
  • Develop topics with facts, definitions, concrete details, other information and examples

 

5 Square Paragraph Writing

  • Introduce a topic or text clearly
  • Develop the topic with facts, definitions, details, quotations, and examples.
  • Transitional words, phrases, and clauses
  • Concluding statement
  • Produce clear and coherent writing
  • Write arguments to support claims
  • Write informative/explanatory texts
  • Demonstrate command of the conventions of standard English.

 

Informative/Explanatory Writing

  • Introduce a topic clearly with a focus
  • Group related information logically to include headings, illustrations, and multimedia
  • Develop the topic with facts, definitions, concrete details, quotations or other information/examples
  • Link ideas within and across categories of information using words, phrases, and clauses
  • Use precise language and domain-specific vocabulary to inform/explain.
  • Draw evidence from informational texts to support analysis, reflection, and research.
  • Provide a concluding statement
  • Produce clear and coherent writing
  • Demonstrate command of the conventions of standard English.

 

Opinion Writing

  • Introduce topic or text clearly.
  • States an opinion.
  • Creates organizational structure in which ideas are group to support the writer’s purpose.
  • Provide logically ordered reasons supported by facts and details.
  • Link opinion and reasons using words, phrases and clauses.
  • Use precise language and domain-specific vocabulary to inform/explain.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Provide a concluding statement.
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Research Writing

  • Introduce a topic clearly.
  • Provide a general observation and focus and group related information logically.
  • Include formatting: headings, illustrations, and multimedia.
  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples.
  • Recall relevant information from experiences or gather relevant information from print and digital sources.
  • Summarize or paraphrase information from research.
  • Site sources.
  • Link ideas using academic and domain-specific words, phrases, and clauses.
  • Provide a concluding statement.
  • Produce clear and coherent writing.
  • Demonstrate command of the conventions of standard English.

 

Writing on Demand

  • SPAT (Situation, Purpose, Audience, Task)
  • S stands for SITUATION – What is in the background information?
  • P stands for PURPOSE – Why are you writing? ….to inform, narrate (entertain/express), or persuade?                                                                                
  • A stands for AUDIENCE – To whom are you writing?
  • T stands for TASK – What form are you supposed to use – letter or article?
  • 5 Square Paragraph writing (introduction, three central ideas with details, and conclusion) – organizer from WriteSteps.
  • Includes an introduction.
  • Develops  3 body paragraphs to include topic sentence, details, transition words, phrases, clauses.
  • Includes developed ideas, organization, and variety of sentences and structures.
  • Demonstrate command of the conventions of standard English: punctuation, spelling, and capitalization.
  • Conclusion

 

Friendly Letter

  • All 5 parts (heading, greeting, body, closing, signature)
  • Body should consist of introduction, 2-3 paragraphs (reasons/information), and a conclusion section

 

 

Date Adopted: ___11-30-16                                      Chairperson:  AH