WRITING POLICY 8.1
Owen County Elementary School
SBDM Council
Policy Number: 8.1
Policy Area: Instructional practices
Policy Title: AS PER SB1 OWEN COUNTY ELEMENTARY WRITING AND COMMUNICATION POLICY
STUDENTS’ WRITING EXPERIENCES
In order to provide multiple opportunities to develop complex communication skills for a variety of purposes
and use a variety of language resources, we will make sure students:

Engage in three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and
writing for publication.

Experience authentic, meaningful writing at all grade levels:
o
Writing for a variety of purposes:

Argumentative writing to support claims.

Informative/explanatory texts.

Narrative to develop real or imagined experiences or events.
o
Writing for a variety of audiences.
o
Experiences that reveal ownership and independent thinking.
o
Writing in which students draw on their own experiences, learning, reading, and inquiry to complete
writing tasks.

Experience the writing process at all grade levels: planning, drafting, revising, editing, publishing, and
reflecting upon writing.

Experience writing in both on-demand and writing over time situations.

Write as a natural outcome of the content being studied in all curriculum areas.

Read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3 D), photographs,
electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary,
informational, and practical/workplace materials. Use readings as models for student writing.

Learn about and use appropriate resources for writing (e.g., personal interviews, observations, print materials,
and technology) driven by different instructional purposes with different audiences for the student to consider.

Apply appropriate writing skills to oral communication.

Engage in real world and creative communication appropriate for meeting Kentucky Core Academic
Standards.
INSTRUCTIONAL WRITING STRATEGIES GUIDELINES
To provide multiple opportunities for students to develop complex communication skills for a variety of purposes,
teachers will:

Teach higher-order thinking skills.

Assign three categories of writing: writing to learn, writing to demonstrate learning to the teacher, and writing
for publication.
Owen Elementary
Writing policy
Page 1
WRITING POLICY 8.1

Provide authentic, meaningful writing at all grade levels:
o
Writing for a variety of purposes:

Argumentative writing to support claims.

Informative/explanatory texts.

Narrative to develop real or imagined experiences or events.
o
Writing for a variety of audiences.
o
Writing about experiences that reveal ownership and independent thinking.
o
Writing in which students draw on their own experiences, learning, reading, and inquiry to complete
writing tasks.

Teach the writing process at all grade levels: planning, drafting, revising, editing, publishing, and reflecting
upon writing.

Provide both on-demand and writing over time assignments.

Incorporate writing as a natural outcome of the content being studied in all curriculum areas.

Assign students to read and analyze a variety of print and non-print materials (e.g., artwork (2D and 3 D),
photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive,
literary, informational, and practical/workplace materials. Use readings as models for student writing.

Provide appropriate resources for writing (e.g., personal interviews, observations, print materials, and
technology) driven by different instructional purposes with different audiences for the student to consider.

Allow student choice and exploration.

Provide experiences for students to apply appropriate writing skills to oral communication skills.

Provide real world and creative communication experiences appropriate for meeting Kentucky Core Academic
Standards.
In order to comply with the above standards, the following writing experiences will be implemented at
each grade level.
Grade Level
3
4
Types of Writing Tools
3 Extended Response Questions from reading and math as a group
2 short answers
3.5 paragraph
On demand: 2 graphic organizers
3 Journal Questions from reading and math
2 pieces: 1 transactive and 1 literary
2 each Open Response Questions from reading, science and math
3 Journal Questions from reading, science and math (one example from
each)
3.5 Theme
1 personal or transactive piece
2 On Demand Writing pieces with emphasis on (SPAM) graphic
organizers, one article and one letter
Owen Elementary
Writing policy
Page 2
WRITING POLICY 8.1
Program
Review
Writing is a part of the ongoing work of program reviews. The writing
program will be evaluated twice per year, once in December and once in
April. An evaluation score card will be kept and presented to staff,
SBDM, and district coordinator. During the review we will be looking for
strengths and weaknesses of program and evidence of each. SBDM will
be updated as to the results of each program review requiring discussion
and possible changes that need be made due to data results.
SCHOOL-WIDE STRUCTURES AND MONITORING
To ensure every student has a writing portfolio that includes samples of work that shows interests and growth
over time, follows the student from grade to grade, and follows the student to any school he/she attends, the
principal will:

Ensure curriculum is aligned to Kentucky Core Academic Standards

Assign a literacy team such as vertical and horizontal PLCs not to exclude SBDM committees to develop a
written plan for implementing and monitoring writing portfolios.

Ensure the plan includes guidelines for incorporating student and teacher use of technology tools such as
SmartBoards, projectors, desktop computers, laptop computers, and future developed and purchased
technology.

Ensure the implementation of the writing plan.

Ensure that the council annually reviews, revises (if necessary), and approves the writing plan by March each
school year.

Ensure teachers receive professional development needed to improve writing instruction.
REFLECTION, ASSESSMENT, AND FEEDBACK
To ensure the writing process includes reflection, assessment, and feedback, the writing plan will incorporate:

Active participation of students in decision making about contents of the portfolio.

The use of the portfolio for determining student performance in communication.

The procedures for reviewing the portfolio in order to determine strengths and weaknesses in student
writing and the overall writing program:
1. Students will review their working folders twice a year for the purpose of self-assessment and reflection.
They will choose 2 items from their folders that show evidence of their growth as a communicator. The
documentation of the students’ reflection and analysis as a writer will travel with the student as a part of their
Owen Elementary
Writing policy
Page 3
WRITING POLICY 8.1
working folder. This documentation could be written by the student or could be scribed by the teacher (at this
level) to satisfy this requirement.
2. All students shall maintain a working writing/communications portfolio. This portfolio will consist of a
collection of different types of writing using various types of media. A portfolio checklist, along with a rubric for
teacher and student self-assessment will also accompany each working portfolio.
3. Teachers will assess students’ work using a rubric designed specifically for the type of writing presented.
Feedback will be provided to students that is focused on the quality of the work and that will assist students in
understanding the strengths and weaknesses of their communication and where to go from there. This
feedback will occur in writing, as well as through teacher/student and peer conferences. Care will be taken to
be sure that the feedback is supportive and focuses on the students’ performance as a communicator. The
teachers’ feedback will be descriptive and given to students during and after the lesson. They will include
models and exemplars so that students might apply that feedback in such a way that they grow as
writers/communicators. The feedback will be evident in the working folder.

Guidelines for providing students descriptive feedback on the portfolio such as, but not limited to:
Peer Conferencing, Self-Assessment, Teacher-Student conference

Opportunities for students to improve their writing and communication skills based on portfolio feedback
as discussed in the last bullet.
POLICY EVALUATION
We will evaluate the effectiveness of this policy through our School Improvement Planning Process.
Date of first reading:
Date Adopted:_____________
Date reviewed or Revised: _______________
Council Chairperson’s Initials _______
Date reviewed or Revised: _______________
Council Chairperson’s Initials _______
Owen Elementary
Writing policy
Page 4