Writing Policy

Writing Policy


To equip students with the skills and knowledge needed to communicate in writing effectively, Radcliff Elementary will utilize the Common Core State Standards for writing instruction.  We will:

* provide writing instruction to include mechanics, usage and correctness, for no less than 30 minutes daily, and integrate writing into other curricular areas, as appropriate;

* guide students, as appropriate, in using technology for developing, researching, and publishing writing;   

* utilize a curriculum that incorporates writing in relevant and authentic ways;

* provide students with opportunities to write for a variety of purposes and to a variety of audiences in both real-life and creative forms;  

* provide opportunities for students to write regularly;

* engage students in writing to learn (internalize, think, reflect), writing to demonstrate learning (show what you know), and writing to communicate their ideas/authentic purposes  (wider audience);

* use writing prompts that allow students to write on-demand and over a period of time;

* instruct on the use of the writing process at all grade levels;

* assist students in developing working folders (portfolios) that are updated yearly; 

* provide opportunities for students in selecting pieces for their working folder;

* give students opportunities for reflection, self assessment, peer review and feedback, and specific feedback from school staff; and

* provide students opportunities to orally communicate their writing.


To be in alignment with schools throughout our district, common language and strategies will be used.  

* SPAT (Situation, Purpose, Audience, Task) will be used as a prewriting strategy for on-demand writing

* ARMS (Add, Remove, Move, Substitute) will be used as a revising strategy.

* CUPS (Capitals, Usage, Punctuation, Spelling) will be used as a proofreading strategy.

* RUN (Read, Underline, Number) the RACE (Restate, Answer, Cite, Explain) will be used as a strategy to analyze prompts, then construct answers to short answer and extended response questions.

Students will be provided instruction in paragraph development at each grade level:

1st – 1.4 paragraph (topic sentence, reason, example, conclusion)

2nd – 2.6 paragraph (topic sentence, reason, example, reason example, conclusion)

3rd – 2.6 paragraph (topic sentence, reason, example, reason example, conclusion)

4th – 3.8 paragraph (topic sentence, reason, example, reason example, reason, example, conclusion)

5th - 3.8 paragraph (topic sentence, reason, example, reason example, reason, example, conclusion)

Types of Writing

All students will learn the skills necessary to write the three text types as defined in the Common Core State Standards:

* Argument  (Opinion in Grades K-5),

* Informational/Explanatory Writing, and

* Narrative Writing

Working Folders (Portfolios)

With assistance from school staff, all students will develop working folders that will be updated yearly.  Minimally, these folders will include at least one sample from each of the three text types.  They may also include other writing as deemed appropriate. 

Writing Analysis

Analysis of student work will occur in grade level professional leaning communities (PLCs), and across grade levels, as appropriate using the current Kentucky Writing Rubric. At least once each quarter writing folders will be assessed for inclusion of pieces as determined by each grade level’s instructional calendar. At least once each quarter, all students will participate in completing an on-demand prompt. PLCs and/or vertical groups will analyze these samples to assess writing across the school. PLCs will analyze results to identify trends and set writing goals throughout the year. 

Professional Development

Professional development opportunities to strengthen writing instruction are offered at the district level.    


School administration will ensure that the writing curriculum is designed and implemented in accordance with the Common Core State Standards.  


* Website resources

* College and Career Readiness Anchor Standards for Writing and Writing Standards Grades K-5

* Definitions of the Standards’ Three Types of Writing

* College and Career Readiness Anchor Standards for Writing and Writing Standards Grades K-5 are found at: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

(Pages 18-21)

* Definitions of the standards’ three types of writing are found at: http://www.corestandards.org/assets/Appendix_A.pdf

(Pages 23-25)

* Writing by grade level can be found at: http://www.corestandards.org/the-standards/english-language-arts-standards

* All Common Core State Standards are found at: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

* Appendixes for the Common Core Standards are found at: http://www.corestandards.org/the-standards

* Kentucky Writing Handbook http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Kentucky+Writing+Handbook.htm

* Writing Development Teacher’s Handbook   (no longer used, but still a good resource)  http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/Writing+Development+Teacher+Handbook.htm


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