Middle School Writing

Middle School Writing 2014-2015

As stated in the Common Core Standards for Writing,…“students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experience and events.”

Plan Organize Implement Monitor Tools Review EOG, MAP & CFA Train all teachers or August 2014 NCDPI Scoring Data from previous year provide refresher  Introduce Rubric (0-4) Administer District Guide training on rubric  Share examples of state- baseline prompt Identify areas of strength scored papers for September 2013 NCDPI Anchor Sets Utilize district writing scoring practice Required Identify areas for growth resources and support (Papers should be Writing Exemplar September 2014 scored and returned Sets Align your supplemental Establish a lead  Share examples of state- to students within a writing materials and for writing to scored papers for week. Data conferences reevaluate based on needs attend workshops and scoring practice should be conducted Writing powerpoints conferences and build  Review, sentences (simple, with students and provided to each Create a process for individual capacity on campus compound, also goal setting.) school on CDs student writing folders for each complex) student in all grades Examine samples of your  Review conventions Writing Lessons for student writing  Journal writing and/or Administer two additional teaching /learning in from state standards and reading response prompts throughout the digital library select examples to use for logs – on-going school year that mirror comparisons and to inform  Review writing process state Writing Task Cards instruction (rubrics, models, formatting October- anchor sets) – ongoing January Writing Portfolios  Teacher models (on going) (Papers should be scored and returned to students within a Writing Portfolio week. Data conferences Criteria Utilize anchor and exemplar October 2014 should be conducted papers from state for scoring  Review expository essays with students and Data Conference and scoring also goal setting.) Forms for 6-12 rubric Administer District  Explain how to read a prompt mid-year prompt  Review pre-writing strategies December 2013 (graphic Required organizer) and essay format (Papers should be  Review transition scored and returned words/phrases to students within a  Study and analyze examples week. Data conferences of state scored should be conducted papers from previous years with students and  Teacher models (on going) also goal setting  Peer editing/revision  Practice writing leads, introductory paragraphs, and conclusions  Teacher models (on going)

November 2014  Review persuasive writing  Share examples of state- scored papers for scoring practice  Peer editing/revision  Review/work on voice in writing  Teacher models (on going) December 2014  Continuing essay writing/scoring  Paragraph elaboration and development  Expanding and elaborating ideas  Teacher models (on going)

January/ February 2015  Continuing essay writing/scoring  Teacher models (on going)

March-May 2015  Continue authentic writing for a variety of purposes across content  Teacher models (on going)

HCS Office of Curriculum and Instruction Mrs. Tyrana B. Battle, Assistant Superintendent High School Writing

As stated in the Common Core Standards for Writing,…“students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experience and events.”

Plan Organize Implement Monitor Tools Review EOG, MAP & CFA Train all teachers or August 2013 NCDPI Scoring Data from previous year provide refresher Guide training on rubric  Share examples of state- Identify areas of strength scored papers for scoring NCDPI Anchor Sets Utilize district writing practice Identify areas for growth resources and support  Review writing process and Writing Exemplar essay format Administer District Sets Align your supplemental Establish a lead  Emphasize outlining and baseline prompt writing materials and for writing to organization September 2013 reevaluate based on needs attend workshops and  Introduce Rubric (0-4) Required Writing powerpoints conferences and build (Papers should be provided to each Create a process for individual capacity on campus September 2013 scored and returned school on CDs student writing folders for each  Share examples of state- to students within a student in all grades Examine samples of your scored papers for week. Data conferences Writing Lessons for student writing scoring practice should be conducted teaching /learning in from state standards and  Writing introductions/ thesis with students and digital library select examples to use for statements also goal setting.) comparisons and to inform  Emphasize expository Writing Task Cards instruction writing  Study and analyze examples Writing Portfolios of state scored papers from previous years  Teacher models (on going) Writing Portfolio Criteria Utilize anchor and exemplar October 2013 Administer two additional papers from state for scoring Sentence elaboration and prompts throughout the Data Conference revision school year that mirror Forms for 6-12  Paragraph elaboration and state development formatting October-  Expanding and elaborating January ideas (Papers should be  Teacher models (on going) scored and returned to students within a week. Data conferences November 2013 should be conducted  Review persuasive writing with students and  Share examples of state- also goal setting.) scored papers for scoring Administer District practice mid-year prompt  Peer editing/revision December 2013  Review/work on voice in Required writing (Papers should be  Teacher models (on going) scored and returned to students within a December 2013 week. Data conferences  Paragraph elaboration and should be conducted development with students and  Expanding and elaborating also goal setting ideas  Emphasize focus/tone/style  Teacher models (on going)

January/ February 2014  Continuing essay writing/scoring  Teacher models (on going)

March-May 2014  Continue authentic writing for a variety of purposes across content  Teacher models (on going)

HCS Office of Curriculum and Instruction Mrs. Tyrana B. Battle, Assistant Superintendent