North Laurel Middle School

Writing Plan

In accordance with the Common Core State Standards for English Language Arts,

North Laurel Middle School students will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

·  Writing folders, consisting of samples of individual student work that represent the interests and growth of the students over time are a required part of any writing program. These samples may be on paper and/or stored in digital form.

·  A writing folder and/or digital storage must be maintained for each student and follow each student from grade to grade and passed from school to school.

Language Arts, Reading, Science, and Social Studies teachers must contribute a minimum of 2 writing and/or oral communication samples per 9 weeks grading period. (see chart on page 2 for acceptable entries) This work must include a variety of the three types of writing: writing to learn, writing to demonstrate learning, and authentic writing.

·  Computers may be used to develop PowerPoint presentations, digital storytelling, research, etc.

·  SmartBoard technology may be used as a presentation tool.

·  Video equipment, including flip cameras, may be used to develop and/or record speeches, presentations, plays, etc.

·  PSA equipment may be used to develop oral communication skills.

Specific Entries: (at differing stages of the writing process- to be determined by team)

·  Language Arts: Narrative, Poetry

·  Reading: Short Story

·  Social Studies: Argument

·  Science: Informational/Explanatory

Student Writing Folders Content and Management

Writing Folder Contents:

*Writing to Learn / *Writing to Demonstrate Learning / *Authentic Writing
Examples including but not limited to the following:
o  Learning Log
o  Dialogue Journal
o  Opening Assignments
o  Note Taking
o  Response Journal
o  Admit/Exit Slips
o  PowerPoint
o  Any writing done by the student to enhance learning
Generally, writing-to-learn activities are short, impromptu or otherwise informal writing tasks that help students think through key concepts or ideas presented in a course. Often, these writing tasks are limited to less than five minutes of class time or are assigned as brief, out-of-class assignments. / Examples including but not limited to the following:
o  Essays
o  Speech (may be videotaped)
o  Summaries
o  Research Reports
o  Book Reports
o  Open Response (see pg. 3 for ORQ proficiency plan)
o  Lab Reports
o  On-Demand Writing
o  Any writing assessment of content with teacher as the audience.
The audience for this kind of writing is generally restricted to a single person--the teacher--and the purpose for writing is to demonstrate to the teacher what the author (student) knows. / Any or all of the following:
o  Persuasive (arguments)
o  Informative/Explanatory
o  Literary/Personal (narrative)
Folders must contain evidence of teacher quality/specific feedback and student revision.
o  Prewriting
o  Drafts at different stages of the process
o  Peer and/or Teacher Conferencing
o  Final Drafts
Pieces in this category are intended for an audience and purpose beyond the classroom setting, though tied to the content being studied. The notions of an audience other than the teacher and a purpose other than to receive a grade are what make this sort of writing "authentic." Authors (students) make choices about audience, purpose, and form for these pieces based on their interests.

Language arts teachers will maintain the students’ working folders. Content area teachers must contribute to the working folder routinely. (at least one time per nine weeks grading period)

All forms of writing and oral communication skills may be stored in the students ILP.

*Some writings can be considered more than one of the types depending on where in the learning process the writing is taking place.

North Laurel Middle School

Open Response Proficiency Plan

2011/2012

All Teachers:

(excludes A&H/PLCS and Language Arts teachers on 5 teacher teams)

·  6 open response- written to proficiency

·  Student samples (low-average-high) showing feedback and evidence of student rewrite with grade should be filed in the lesson plan binder for all 6 open response.

·  Samples will be collected and reviewed at Christmas break and Spring break

New/New to NLMS Teachers:

(excludes PLCS teacher)

·  6 open response- written to proficiency

·  Team set turned in to curriculum coach following schedule

·  Individual conferences held to review the quality of question, quality of feedback, consistency in scoring, etc.

o  Individual conferences may be scheduled with curriculum coach prior to due date if help is needed with feedback/scoring.

·  Student samples (low-average-high) showing feedback and evidence of student rewrite with grade should be filed in the lesson plan binder for all 6 open response.

Science / Math/Reading
October 7th / October 14th
November 9th / November 18th
January 20th / January 27th
February 24th / February 29th
March 23rd / March 27th

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ORQ Analysis:

To Be Completed By Curriculum Coach

Teacher:
Date :
Team:

Question:

Type
DOK / 1 / 2 / 3
Core Content
/KCAS
Subdomain #
Blueprint %

Rosters:

# of Students
# of ORs
# of ORs Missing

Average Score:

Period____: First:_____Final:_____

Period____: First:_____Final:_____

Period____: First:_____Final:_____

Period____: First:_____Final:_____

Total Average First Write:______

Total Average Final Write:______

Percent P/D First Write:______

Percent P/D Final Write:______

Blank ORQ: YES NO

Rubric: YES NO

From the set of ORQs

Specific/guiding feedback found:

Non-specific feedback found:

Specific praise found:

Non-specific praise found:

Most Important

Suggestions for Improvement:

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