Temple Middle School Writing Plan
TIGER PRIDE
Why it is needed?
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Increased rigor in writing standards
Integration of writing & reading in curriculum (split blocks)
District & school achievement goals
Preparation for assessments
Clear expectations for successful learning school-wide
What does rigor mean to
you?
Where do we start?
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Review curriculum standards, task, and assessments
Review last year's scores/assessments
Identify areas of strengths
Identify areas for growth and set measurable goals
Align writing curriculum with research-based best practices
Early Realizations!
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Collaboration among teachers is required.
Because the curriculum is integrated, we will adopt a block
schedule that incorporates both writing and reading
strategies.
Teachers who share a split block must collaborate
effectively and share the same schedule for teaching the
content.
A writer’s workshop will also need to be integrated into the
curriculum in order to prepare for the state writing
assessment. The workshop will help provide frameworks for
state assessments.
Preparation:
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Develop clear expectations
Train all teachers or provide refresher training for best
practices
Utilize district/state writing resources & support
Create a Flow Map for instruction procedures in ELA (minute
by minute)
Expectations for Writing:
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Student maintenance of up-to-date writing folder or notebook containing formal
and informal samples
Incorporation of at least 2 writing activities per week related to unit tasks (across
the curriculum)
Writer’s workshop with inclusion of practice prompts for MGWA (8th grade)
Use of MLA format for research
Incorporation of regular mini-lessons
Evidence of student engaging in self-editing and revision
Use of technology to enhance communication
Evidence of informational, persuasive, creative, and research writing
Students modeling writing incorporating the language of the standards
Teacher modeling writing incorporating the language of the standards
Peer response to student writing
Conferences with teacher
Teacher feedback throughout entire writing process; incorporate rubrics
Incorporation of close readings with annotations
Grammar instruction provided through student writing
Scaffolded and differentiated instruction
Research Based Methods:
It is our goal to provide the best instruction possible by utilizing the best research-based methods available. These
methods include but are not limited to the following:
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Marzano’s Effective Vocabulary Strategies: Students focus on vocabulary in reading and writing.
Traits of Writing: Traits of writing will help us develop the writer’s ideas, organization, voice, sentence
fluency, word choice, conventions, and presentation.
7 Key Sentences: The 7 key sentences include the following and provide a framework to help support
student writing: attention grabber, main idea or thesis with sub-topics, transitions, topic sentences,
conclusion, and clincher or closing statement.
Thinking Maps/Thinking Frames: Graphic aides that are used to develop and organize ideas.
Close Strategy: This important strategy is an essential element for the analysis of a text. Students annotate
or cite evidence as they read so they may utilize the material later as textual evidence. “Analysis” and
“evidence” are key words in the new common core writing assessments.
Local, District, and State
Resources & Support:
Local resources include the following (re-delivery required for new
staff):
Thinking Maps Handbook/Resource Guide
Professional Learning: Marzano’s Vocabulary
Professional Learning: 7 Key Sentences
Professional Learning: Traits of Writing
District resources include the following:
County-wide Extended Text List
Curriculum Maps - Developed by ELA teachers within the county
and based on state unit plans.
Teaching Learning Center - Developed by county as a resource for
teachers; includes unit resources by grade level.
State resources include the following:
ELA WikiSpaces (Georgia Common Core Site), ELA Reporter,
State Maps, Frameworks, Sample Units, Writing Assessment
Updates & Exemplars
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Collaboration:
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Each grade level is responsible for collaboration and
development of a weekly SEATS lesson plan. Writing
opportunities must be evident in the plan. A ELA Flow Map
demonstrates careful planning to maximize writing
instruction in the classroom.
Teachers create a positive and professional environment
where help, support, and sharing of resources is expected.
Co-teachers share responsibilities in creating and grading
weekly lessons.
Methods: Thinking Map
This video is an example of using a Thinking Map to help
organize ideas for writing. Thinking Maps can be utilized in
various ways throughout the writing process.
Methods: Breaking Down The
Prompt Mini-Lesson
This video is a mini-lesson example that walks students
through the process of understanding writing prompts.
Mini-lessons are an effective way to chunk and teach
material before students practice individually.
A Few Suggested Sites for
Teachers:
Common Core
georgia standards.org
commoncoreconversation.com
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Prezi by Stacey Wright & Pam Johnson (Instructional
Coaches for CCS):
CCGPS Writing: Framework for Integrating Writer’s
Workshop & “SICO” Writing
http://prezi.com/tg4ah8tgvwde/?utm_campaign=share&
utm_medium=copy&rc=ex0share
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TMS Writing Data & Goals:
Data will be collected on the following:
5th Grade State Writing Assessment (Rising 6th graders)
7th Grade Mock Assessment
8th Grade State Writing Assessment
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Goals will include obtaining measurable progress per student
and increasing the percentage of students who meet or
exceed by grade level.
Goals will also include areas where we have identified strengths
and weaknesses in the state assessment rubric (ideas,
organization, style, and conventions).
Incorporating Literacy Standards
& Writing: 3 Big Shifts
•Building content knowledge through (reading)
rich nonfiction
•Reading, writing, and speaking grounded in
evidence from the text, both literary and
informational.
•Regular practice with complex text and its
academic language.
-Student Achievement Partners
Close Reading:
This strategy connects reading and writing when students
are gathering textual evidence.
Common Core, Writing,
& Textual Complexity
Tips for Common Core
Assessment Questions & Final
Thoughts:
Many have asked how the MGWA will change with the adoption of the
Common Core.
At this time, we are continuing to look for guidance from the State as to how
and when the assessment will change. Look for updates and bulletins
from the DOE.
In reference to testing, this quote is from the August 2013 ELA Reporter:
“We on the DOE ELA team will keep you apprised of news on this issue [state
assessments] as it develops. Watch future newsletters for information. As
Dr. Barge stated, rigor expectations will not change.”