J E CLARK PREPARATORY ACADEMY 2017 2018 SCHOOLWIDE

J. E. CLARK PREPARATORY ACADEMY 2017 -2018 SCHOOLWIDE WRITING PLAN � In alignment with Detroit Public School Community District’s Office of Literacy’s writing initiatives for the district, J. E. Clark will continue to focus our efforts on K-8 writing across the curriculum. CLARK’S NON-NEGOTIABLES FOR WRITING INCLUDE: � Morning ‘DO NOWs’ will connect to writing and content area deficits. Students are expected to use morning journals to address writing deficits (i. e. correct sentence & paragraph structure, subject/verb agreement, etc. . . ) Attention should also be paid to handwriting as well as cursive writing during morning ‘DO NOWs’. . . � Instructional staff will submit samples of student writing folders biweekly (3 per class one from an above level, at level, and below level student. Be prepared to discuss how each level of student work is being addressed/supported in class). . . � Instructional staff will ensure that all writing samples are labeled with the stage of the genre, the stage of the writing process, as well as the ‘ 6 + 1 focus trait’ for that particular piece of writing. . .

NON-NEGOTIABLES CONT. q Every student will complete morning ‘DO NOW’ in a writing journal. Morning ‘DO NOW’ will be connected to grade level & content area morning writing prompts. q ‘DO NOWs’ MUST be on board & ready for student entry in the a. m. q Instructional teaching staff will conduct weekly journal checks in order to ensure that students are completing morning ‘DO NOW’ assignments. q https: //education. depaul. edu/student-resources/academicsuccess-center/Documents/501 writingprompts. pdf q http: //www. readwritethink. org/files/resources/lesson_images /lesson 820/Math. Prompts. pdf q http: //edtech. canyonsdistrict. org/uploads/8/7/1/9/8719529/u tah_compose_social_studies_prompts. pdf q http: //www. myteacherpages. com/webpages/jgriffin/files/Scie nce%20 Journal%20 Topics. pdf

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN CONTINUED �Instructional staff across the curriculum, will ensure that students are receiving writing instruction appropriate for that particular grade level. Please access the links for the State of Michigan’s Genre Study, Writing Across the Curriculum, as well as other resource materials located on subsequent slides.

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN continued � Refer to the State of Michigan website to support Writing Across the Curriculum in Mathematics: � http: //michigan. gov/documents/mde/Writing_to_ Learn_Mathematics_306722_7. pdf � Writing Across the Curriculum in Science: � http: //michigan. gov/documents/mde/Science_WA C_2_3_264454_7. pdf � Writing Across the Curriculum in Social Studies � http: //www. michigan. gov/documents/mde/SSWA C_225020_7. pdf � Genre Study � http: //www. michigan. gov/documents/mde/Genre _Project_197249_7. pdf

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN continued � Every student will have a portfolio—a purposeful collection of student work that displays student progress and achievement over time. Remember, the portfolio should contain carefully-selected completed pieces of writing. http: //www. ncpublicschools. org/docs/curriculum/worl dlanguages/resources/aaa/porta 7. pdf � Every student will have an active writing folder labeled with the five steps of the writing process and which highlights one of the 6 + 1 Traits of Writing within each composed piece of writing. � Additional support for Writing Across the Curriculum in English Language Arts. http: //www. bcps. org/offices/lis/writing/secondary/doc s/ELA_WAC_263481_7. pdf

�http: //www. bcps. org/offices/lis/writing /secondary/wac. html

SCHOOLWIDE WRITING PLAN CONTINUED �Pieces of writing should move through the folder as moving through the stages of the writing process.

SCHOOLWIDE WRITING PLAN � WRITING ALERT! � Writing happens everyday at Clark in ALL grade levels and subject areas! Continue to create time during your instructional day to see to it that writing is taking shape in your classroom. This writing should also happen in the form of a Quick Write, pre, during, and after writing assignments that connect to your lesson, a graphic organizer that links to the lesson, etc… Remember, we are modeling for students every step of the way using the Gradual Release of Responsibility Model. � Writing conferences must be held individually or in small groups to support students in refining and developing their writing skills.

SCHOOLWIDE WRITING PLAN q q q OR, Minilessons can be used to teach writing, thus conferencing with the entire class. Rather than have multiple conferences about the same topic, teach one minilesson where students will have the opportunity to work on their writing for at least 30 minutes after the minilesson. Survey to find out the writing needs of your students. This can also be accomplished by reviewing/analyzing past writing assignments. List the needs that many of your students have and then make a list of several mini-lessons you could teach to address those needs within the unit of study for writing—thus holding whole class writing conferences. Please note, that there will be those times when an individual or small group conference will be needed. Mini-lessons are not to take the place of providing that individualized instruction and/or conferencing for particular students. Sequencing Mini-lessons Use your list of common needs to design a unit of study

SCHOOLWIDE WRITING PLAN � ü ü � Insight into student writing can be gained by: asking students about when/how/why they write what they think about while writing what they see as difficulties Additional insight can be gained by studying student papers to infer where writers are having difficulty and by observing writers at work. (Plan Mini-lessons from this gained knowledge about your student’s writing challenges, habits, or techniques. Share during PLC’s for your ILC writing data work) MODELING WRITING is an important component to supporting students throughout the writing process. Introducing strategies by modeling them generally means some form of composing out loud in front of students. Writing instructors speak their thoughts while writing, calling particular attention to the strategy they are recommending for students. There are times when students may be asked to contribute to the writing the teacher is doing, to copy the writing for themselves, or to compose a similar piece of writing in connection to the writing the teacher is modeling. As well, teachers also frequently model writing strategies during individual conferences with students.

SCHOOLWIDE WRITING PLAN � Helping students to work toward independent mastery of the strategy through repeated practice and reinforcement means giving them opportunities to use the strategy many times with decreasing amounts of assistance each time. The idea here is that it is better to teach a few key writing strategies well than it is to teach many of them insufficiently. (I do, we do, you do, Gradual Release of Responsibility Model) � Students value and master the things we have them do repeatedly. In a way, this gets back to identifying strategies worth teaching -- look for ones that are crucial to writing processes, such as strategies for planning particular types of writing, or for structuring texts certain ways. Then model, practice and repeat.

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN � Generating ideas is very often difficult for young writers; our job is to provide strategies to help them come up with their own ideas. � TRY providing students with A Bucket List during individual or group writing: Have a bucket (or some other container) filled with items to sit at each group of students. Students choose an item from the bucket and write about it. Small dollar store-type items work well (ball, playing cards, Play-Doh, etc. ) � Free Write: Students write as much as they can in 5 minutes. They cannot stop writing until 5 minutes have passed. � Brainstorm: Jot down all the ideas that come to mind. � Looping: Students complete a free –write about any given topic , write for about 1 minute (pencils moving, eyes on paper!), STOP, take a word from what they have just written and write about that word for 1 minute, STOP, repeat until the students have about 4 or 5 sentence starters, then they reread each and choose 1 of the free-write sentences to compose a piece of writing. After students have generated multiple topics over time, save them, cut the sentences into strips and have them choose from a jar which topic they would like to write about during the next writing lesson. You can save their individual sentence starters or mix all the sentence starters together from the entire class. When students are unable to come up with a topic, they can use the sentence starters in the jar to help them get started writing about a topic.

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN � SCAFFOLDING the learning of a writing strategy means helping students to try the strategy with teacher assistance. This is best done in a writing workshop/conference. The workshop setting is ideal for giving varying degrees of assistance according to individual needs. It is also ideal for conferring with individuals and for setting up partnerships and peer groups so that students can assist each other in the learning of strategies. � Even when a writing workshop/conference is not used, some amount of in-class writing with teacher assistance is necessary to make sure that writers practice using the strategy being taught. � Every classroom should a writing center for students to visit in order to finish pieces of writing or complete writing projects with teacher assistance

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN � Clustering: Like mapping/webbing, students take a topic/idea and write subtopics that branch off the main topic. � Cross Pollination: Students and teacher write a word or phrase in their journal and then travel around the room reading the word or phrase others have written in their journal. Students and teacher write a word or phrase in response to the original word. This activity is done in about 3 -5 minutes. Everyone comes back to their journal, reads the responses and chooses one to write about or writes about a response they might have to their own word or to the response of their classmates. � WARNING: The above activity will get a little noisy due to movement in the classroom. However, we all know that productive noise and movement in the classroom is good when managed properly.

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN � Remember! The difference between writing folders and writing portfolios: � Writing Folders show a writing piece moving from one stage to another within the writing process � Writing Portfolios showcase carefully selected, finished writing pieces that have gone through each of the stages in the writing process and are at a point to be shared with the public. � Most important is the ability to be able to write along with your students! Perhaps participate in the looping activity or other writing lessons with them and share what you have written as well. Writing along with our students also inspires them to write even more and allows them to see the human side of teachers!

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN � To encourage writing among Clark students, instructional teaching staff will grade writing lessons using a variety of writing rubrics that can be found on the following MDE link. � http: //www. michigan. gov/mde/0, 4615, 7 -14022709_70117 -396904 --, 00. html. Once

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN You will find rubrics that cover: Modes of Writing Grade Levels Opinion/Argument Writing Kindergarten-6 Informational/Expository Writing Kindergarten-6 Narrative Writing Kindergarten-6 Argument Writing 7 -12 Informational Writing 7 -12 Narrative Writing 7 -12

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN Graphic Organizers for: � English language Arts: � http: //www. fcrr. org/curriculum/PDF/G 2 -3/2 -3 Comp_1. pdf � http: //www. thinkport. org/technology/template. tp � Interactive: � http: //my. hrw. com/nsmedia/intgos/html/igo. htm � Mathematics: � http: //teacher. depaul. edu/Documents/Math%20 Graphic%20 Or ganizer%20 Guide. pdf � http: //teachelemmath. weebly. com/graphic-organizers. html

J. E. CLARK PREPARATORY ACADEMY SCHOOLWIDE WRITING PLAN Content Area Graphic Organizers continued: � Science: � http: //www. csun. edu/~vceed 002/books/sourcebook/cha pters/9 -graphic-organizers/index. html � http: //www. actedu. in/wpcontent/uploads/2016/03/Science-Graphic. Organizers. pdf � Social Studies: � https: //walch. com/samplepages/050078. pdf � https: //www. robeson. k 12. nc. us/site/handlers/filedownlo ad. ashx? moduleinstanceid=59303&dataid=87207&File Name=Social%20 Studies%20 Graphic%20 Organizers. pdf