Writing
Write From the Beginning is a developmental writing program our school has implemented for students in Kindergarten through 5th grade. The focus of the program is on early training in those criteria that are necessary for successful writing achievement beyond the primary years. Teachers within a school develop a common, targeted focus and shared accountability for school wide writing performance.
The purpose for implementing Write From the Beginning is to give both students and teachers knowledge and skills necessary for age-appropriate writing instruction and achievement. Teachers are instructed in writing expectations for their particular grade levels as well as for the total continuum. As teachers build upon and extend the instruction of the previous grade level by using Improvement Rubrics and focused mini-lessons, students are establishing a solid foundation in the writing process and high writing achievement becomes the expectation.
Write From the Beginning incorporates Thinking Maps: Tools for Learning, which our school adopted last year. Thinking Maps assist children in organizing their thoughts and ideas utilizing the various graphic organizers.
Success in writing achievement is determined at the individual student level through the use of an Improvement Rubric to evaluate overall student progress. The Improvement Rubrics use a 20 point scale to assess both skill of conventions and content proficiency. The goal is for students to score a minimum of 16 points.
Communication skills including grammar, speaking and written composition will be emphasized this year. In written composition there are four stages to the writing process.
Pre-writing: An activity or period of time devoted to preparing the children for writing. This may include a story read aloud, a class discussion, or any kind of activity that will spark the students’ imagination. From this, the students will put their ideas on paper by filling out a story web, character sheet, setting sheet, etc.
Composing: Children will write their first drafts. Attention is focused on CONTENT (word choice, flow of ideas, form, and structure) rather than on mechanics.
Assessment: Children examine their rough drafts to delete, elaborate, revise, and correct their work. Then, revisions and corrections may be made on a one-to-one basis with the teacher or through the use of peer-response groups. Finally, a second draft is written.
Evaluation/Publication: Many types of evaluation will be utilized including peer evaluation, self evaluation and teacher evaluation. Grades will be assigned for content and language mechanics (the six traits).
An important thought to keep in mind: Not every piece of writing will be developed through all stages of the process. There may be papers coming home that have not been edited or revised. This does not imply that we have not seen the work and are unaware of the errors. Writing is largely experimenting with thoughts and ideas. The most important element of writing is getting thoughts down on paper. Grading, at times, may inhibit the child’s desire to write.
The purpose for implementing Write From the Beginning is to give both students and teachers knowledge and skills necessary for age-appropriate writing instruction and achievement. Teachers are instructed in writing expectations for their particular grade levels as well as for the total continuum. As teachers build upon and extend the instruction of the previous grade level by using Improvement Rubrics and focused mini-lessons, students are establishing a solid foundation in the writing process and high writing achievement becomes the expectation.
Write From the Beginning incorporates Thinking Maps: Tools for Learning, which our school adopted last year. Thinking Maps assist children in organizing their thoughts and ideas utilizing the various graphic organizers.
Success in writing achievement is determined at the individual student level through the use of an Improvement Rubric to evaluate overall student progress. The Improvement Rubrics use a 20 point scale to assess both skill of conventions and content proficiency. The goal is for students to score a minimum of 16 points.
Communication skills including grammar, speaking and written composition will be emphasized this year. In written composition there are four stages to the writing process.
Pre-writing: An activity or period of time devoted to preparing the children for writing. This may include a story read aloud, a class discussion, or any kind of activity that will spark the students’ imagination. From this, the students will put their ideas on paper by filling out a story web, character sheet, setting sheet, etc.
Composing: Children will write their first drafts. Attention is focused on CONTENT (word choice, flow of ideas, form, and structure) rather than on mechanics.
Assessment: Children examine their rough drafts to delete, elaborate, revise, and correct their work. Then, revisions and corrections may be made on a one-to-one basis with the teacher or through the use of peer-response groups. Finally, a second draft is written.
Evaluation/Publication: Many types of evaluation will be utilized including peer evaluation, self evaluation and teacher evaluation. Grades will be assigned for content and language mechanics (the six traits).
An important thought to keep in mind: Not every piece of writing will be developed through all stages of the process. There may be papers coming home that have not been edited or revised. This does not imply that we have not seen the work and are unaware of the errors. Writing is largely experimenting with thoughts and ideas. The most important element of writing is getting thoughts down on paper. Grading, at times, may inhibit the child’s desire to write.