Nonfiction Writing Innovation Configuration
Text Types and
Purposes
Level 1
Key purpose of writing is to communicate clearly to an external,
sometimes unfamiliar audience, and begin to adapt the form and
content of their writing to accomplish a particular task and purpose.
Level 2
Level 3
Level 4
Random lessons not based on
BYOC, student needs, or SOS
Lessons are loosely based on
BYOC, student needs, or SOS
Lessons are consistently
based on BYOC, student
needs, or SOS
Instruction reflects findings
from conferences, assessment
tools, SOS, and BYOC
No scoring guide
Scoring guide used at end of
writing project
Scoring guide introduced at
beginning of writing project
Project based on scoring
guide or assessment tool and
developed with student input
(i.e. Smarter Balance
performance tasks)
Writing is only from existing
schema in all writing genres
Occasionally use
Consistently use
Always uses research,
research/stimuli in all writing research/stimuli in all writing including multiple stimuli, in
genres
genres
all writing genres
Write only small moment
narratives without a focus on
sequencing, few details, and
are hard to follow
Write small moment
Write narratives with focus
narratives with weak focus on on sequencing, details, and
sequencing and details
structure
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
Write narratives to develop
real or imagined experiences
or events using effective
techniques (Touchstone
texts), well-chosen details,
and well-structured event
sequences
1
1.30.14
Nonfiction Writing Innovation Configuration
Narratives are written in
isolation with no followthrough
Narratives are sometimes
used to springboard writing
into other genres
Narratives are consistently
used to springboard writing
into other genres
Narratives are always written
as a springboard into other
genres
Write only personal
narratives (small moments)
Write in a few narrative
formats
Write in several narrative
formats
Write in a variety of narrative
formats: fairy tale, folktale,
tall tale, personal narrative,
historical fiction, letter, poem,
comic strip, etc.
Write informative/expository
text that is simple and hard to
follow
Write informative/expository
texts with weak organization
and simple ideas
Write informative/expository
texts with focus on clear
communication of
organization and analysis of
content
Write informative/expository
texts to examine and convey
complex ideas and
information clearly and
accurately through the
effective selection,
organization, and analysis of
content
Informative/expository
writing uses only existing
schema (All About Books)
with no information from
outside sources
Informative/expository
writing shows occasional use
of credible primary and
secondary sources through
the use of relevant examples,
facts, and details
Informative/expository
writing shows consistent use
of credible primary and
secondary sources through
the use of relevant examples,
facts, and details
Informative/expository
writing always shows use of
credible primary and
secondary sources through
the use of relevant examples,
facts, and details
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
2
1.30.14
Nonfiction Writing Innovation Configuration
Write essays or reports only
Write in a few
informative/expository
formats
Write in several
informative/expository
formats
Writing in a variety of
informative/expository
formats: biographies,
brochure, magazine, ad
Write an argument using only
schema, no facts or reasoning
Write arguments with invalid
reasoning or insufficient
evidence
Write arguments to support
claims using reasoning and
evidence
Write arguments to support
claims in an analysis of
substantial topics or texts,
using valid reasoning and
relevant and sufficient
evidence
Arguments only written in
essay form
Write in a few argumentative
formats
Write in several
argumentative formats
Write in a variety of
argumentative formats: essay,
letter, editorial, speech
Writing projects are
unconnected with no teacher
support to build
independence in writing
Writing projects are
occasionally connected with
some teacher support to build
independence in writing
Writing projects are
consistently connected with
appropriate teacher support
to build independence in
writing
Writing projects are
connected through the
writing cycle (connecting
narrative, informative,
opinion) and teacher provides
more scaffolding to support
student thinking from
concrete to abstract and build
independence in writing
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
3
1.30.14
Nonfiction Writing Innovation Configuration
Production and
Distribution of
Writing
Level 1
Use appropriate style and organization through the writing process to
convey complex ideas and information through a variety of mediums
Level 2
Level 3
Level 4
No evidence of balanced
literacy writing components.
The teacher will use balanced
instruction of only a few
writing components.
The teacher will use balanced
instruction of most writing
components.
The teacher will use balanced
instruction of all writing
components:
 Independent Writing
 Shared Writing
 Write Aloud
 Interactive Writing
 Share Time
No evidence of GUM.
Teacher incorporates GUM
inconsistently throughout the
process from drafting to
publishing.
Teacher incorporates GUM
consistently throughout some
components of the writing
process.
Teachers will incorporate
GUM (grammar, usage,
mechanics) throughout the
process from drafting to
publishing:
 Prewrite
 Draft
 Revise
 Edit
 Publish
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
4
1.30.14
Nonfiction Writing Innovation Configuration
No evidence of assessment.
Teachers will use assessment
in the final product.
Teacher will use ongoing
assessment before, during, or
after student writing.
Teachers will use ongoing
assessment before, during,
and after student writing
using:
 conferencing
 samples
 grade level IC
 BYOC scoring guides
 strong/weak work
No integration.
Teachers implement reading,
writing, and reflection as
side-by-side instruction.
Teachers will implement a
curriculum that uses reading,
writing, and reflection as
separate components.
Teachers will implement a
braided curriculum to
integrate reading, writing and
reflection.
No technology is
incorporated.
Teachers inconsistently
incorporated technology
within the writing process.
Teacher planning displays
consistent incorporation and
meaningful use of technology.
Teachers will incorporate a
variety of meaningful,
available technologies.
No craft instruction.
Teachers inconsistently
immerse students in the craft
of writing.
Teachers will immerse
students in the craft of
writing to identify themselves
as writers.
Teachers will immerse
students in the craft of
writing to identify themselves
as writers to prepare writing
for specific audiences.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
5
1.30.14
Nonfiction Writing Innovation Configuration
Teachers do not facilitate
engagement amongst peers.
Teachers inconsistently
engage students in peer
evaluation, conferencing, and
analysis of student work.
Teachers will engage students
in peer evaluation,
conferencing, and analysis of
student work as they clearly
communicate complex ideas
for their audience.
Teachers will continually
engage students in peer
evaluation, conferencing, and
analysis of student work as
they clearly communicate
complex ideas for their
audience.
 Analyze strong/weak
work
No participation in multi level
teams.
Teacher displays occasional
participation in multi level
teams.
Teachers will consistently
participate in multi level
teams to analyze the
reading/writing progressions.
Teachers will participate in
multi level teams engaging in
collaborative activities as a
resource to analyze the
reading/writing progressions
and improve results.
No evidence of
implementation of BYOC.
Teacher implementation
displays occasional evidence
of BYOC.
Teacher implementation
displays consistent evidence
of BYOC.
Teacher uses skillful
integration of instruction
based on BYOC curriculum.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
6
1.30.14
Nonfiction Writing Innovation Configuration
Research to Build
and Present
Knowledge
Level 1
Develop the capacity to build knowledge through research projects and
respond analytically to literary and informational sources.
Level 2
Level 3
Level 4
The “Big 6” research process has
not been followed by the teacher or
student.
Teacher introduces the “Big 6”
process, but does not hold the
students accountable for
implementation.
Most of the components of the “Big
6” research process have been
followed. Teacher has introduced
the process.
Teacher requires students to take a
systematic approach to the Big 6
research process--all components
have been included to create the
final product.
No evaluation through the writing
process by teacher or student.
Evaluation by teacher, without
input from the student.
Teacher uses conferencing for
evaluation with the student, but
student has not engaged in selfreflection.
Continuous evaluation by teacher to
hold students accountable to the
“Big 6” process. Student engages in
goal setting and self-assessment.
No technology has been used by the
student for research; student uses
outdated printed material for
research.
Limited technology, with students
accessing unreliable sources.
Teacher does not require the
students to determine the
credibility of the sources used.
Student can use technology to
access pre-determined, reliable,
credible sources for the students,
but does not require the student to
locate the sources.
Technology is used by the student
to locate credible sources through
the SJSD portal search engines.
Students are using the TARP
method to evaluate sources. (BYOC)
Students do not take notes.
Students take notes, but do not use
a strategy to do so.
Students rely on one or two notetaking methods.
Students use a variety of notetaking methods, including Cornell
Notes, 4-Square, Mind Map, Step-Up
To Writing, Double Entry, and RAN.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
7
1.30.14
Nonfiction Writing Innovation Configuration
Evidence is unclear, irrelevant, or
plagiarized.
Students have a limited use of
resources, but have not used the
evidence to support their writing.
Students use a variety sources, but
primarily rely on the author’s
quotations to communicate
information.
Students synthesize information
from a variety of sources. Students
have a strong command of evidence
and can clearly communicate the
information by paraphrasing and
summarizing.
Students do not collaborate.
Students have minimal
collaboration, focusing only on
grammar and conventions.
Student collaboration focuses on a
final product, instead of the “Big 6”
process.
Students collaborate with fellow
students and the teacher
throughout the “Big 6” research
process. Student engages in peerevaluation and peer-conferencing.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
8
1.30.14
Nonfiction Writing Innovation Configuration
Range of Writing
Devote significant time and effort to writing, producing numerous
pieces over short and extended time frames throughout the year.
Level 1
Level 2
Level 3
Students have little or no
exposure to nonfiction
writing opportunities and fail
to attend to the needs of the
audience, purpose or form
across reading and writing.
Students are routinely
exposed to nonfiction writing
opportunities however they
fail to attend to the needs of
the audience, purpose or form
across reading and writing.
The student will read and
write non-fiction for the
purposes of delivering
information, explain, argue
and/or demonstrate. The
student will attend to the
needs of the audience,
purpose and form across
reading and writing.
The student will read and
write non-fiction for the
purposes of delivering
information, explain, argue
and/or demonstrate. The
student can analyze the
specific needs of the given
audiences, compare purpose
and form across multiple
sources of reading and
writing.
Students fail to use a variety
of digital tools to produce a
writing piece and the writing
is done in isolation without
use of collaboration with their
peers.
Students’ use limited digital
tools to produce a writing
piece and the writing is done
with limited opportunities to
collaborate with their peers.
Students use a variety of
digital tools to produce and
publish writing, including in
collaboration with peers.
Students select the
appropriate digital tools to
produce and publish writing,
including in collaboration
with peers.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
Level 4
9
1.30.14
Nonfiction Writing Innovation Configuration
Student will fail to evaluate
their writing through various
instructional vehicles.
Students occasionally
evaluate their writing
through limited instructional
vehicles with minimal
improvements to their
personal writing.
Students will evaluate their
writing through various
vehicles resulting substantial
improvements to their
personal writing.
Students will evaluate their
writing through instructional
vehicles including a
saturation of literature,
analysis of mentor text,
conferencing, peer editing
and self-assessment.
Students have no voice,
choice, or direction and are
unengaged in the non-fiction
writing process.
Students have limited
amounts of choice and
directions resulting in
minimal engagement of
nonfiction writing.
Students will be provided a
reasonable amount of choice
and direction as a way to
increase engagement in nonfiction writing.
Students will initiate a
substantial amount of choice
and direction as a way to
increase engagement in nonfiction writing.
Teachers fail to provide
opportunities for students to
Quick Write or participate in
author share. Teachers
display minimal evidence of
student refection before,
during, or after writing.
Occasionally, Quick Writes
and Author Share are used to
develop writing fluency, to
build the habit of reflection
into a learning experience,
and to informally assess
student thinking.
Routinely, Quick Writes and
Author Share are used to
develop writing fluency, to
build the habit of reflection
into a learning experience,
and to informally assess
student thinking.
Daily, Quick Writes and
Author Share are used to
develop writing fluency, to
build the habit of reflection
into a learning experience,
and to informally assess
student thinking before,
during, or after writing.
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
10
1.30.14
Nonfiction Writing Innovation Configuration
The writer fails to establish
the proper register and tone
of writing. The norms and
conventions of the discipline
are not appropriate to the
BYOC grade level
expectations.
The writer inconsistently
establishes the proper
register and tone of writing.
The norms and conventions
of the discipline are
inconsistent to the BYOC
grade level expectations.
The writer establishes and
maintains a formal style and
objective tone while
attending to the norms and
conventions of the discipline
and appropriate to the BYOC
grade level expectations.
The writer establishes and
maintains a formal style and
objective tone while
attending to the norms and
conventions across multiple
disciplines. The writing is
consistently appropriate to
the BYOC grade level
expectations.
Mentor Text
Notice & Note, K. Beers and R. Probst
Nonfiction Mentor Texts, L. Dorfman & R. Cappelli
Pathways to the Common Core, L. Calkins, M. Ehrenworth, & C. Lehman
Common Core Appendix A
Common Core Appendix C Writing Samples
Common Core Standards
Units of Study in Opinion, Information, and Narrative Writing, Grade K L. Calkins
BYOC Grade Level Writing Cycles, SJSD
Bloom’s Cognitive Taxonomy, K. Anderson (2001)
IC Authors: Jerri Fischer, Amy Sheeley, Danielle Dierenfeldt, Tabitha Blevins,
Kim Roesle, Connie Weidmaier, Julie Gaddie and Jaimee Lawrence
11
1.30.14