LCMS Across the Curriculum Writing Schedule

2014 – 2015

Writing is an integral part of learning, whether it is writing to learn, writing to demonstrate learning (formative/summative assessment), or writing for realistic purposes and audiences in appropriate forms/modes (writing for publishing)!

Writing is not a genre of learning confined to the curriculum of language arts, although language arts curriculum should take the lead in instructing students in strategies and rules of conventions that support the student’s standard English expression (written and oral) across the curriculum.

Since writing is a huge percentage of the K-PREP assessment as well as a major component of mastery of any content area, it is imperative that all teachers across the curriculum be writing on a regular basis.

Writing should take the form of extended response (formerly known as open response) and definitely on demand in content areas, on demand, and longer length essays that fall within the standards-based genres of narrative, argumentative, and informative/explanatory with embedded research as appropriate.

Below is a schedule for MINIMUM writing across the curriculum for 2014 – 2015. All teachers should fileall types of writing in classroom writingfolders, and turn over these to the writing ELA teachers before Christmas break and after state testing at the end of the year. Each student writing should have a cover sheet attached. Cover sheet templates are in the writing notebook. The teacher should always have a stack of these in a specified place where the students can pick one up, fill it out, and attach it to the writing to be submitted. (Habits of procedure, organization, instruction, and pride/neatness need to be established and expected.) THE FOLDERS SHOULD BE FILED ALPHABETICALLY INSPECIFIC PLACES BY CLASSES FOR RANDOM INSPECTION BY THE PRINCIPAL.

The types of writing to be filed are as follows:

By types

  1. Extended responses
  2. On-demand writings
  3. Process writings (narrative, informative/explanatory, argumentative)
  4. Reflective writings (Templates for these are in the writing notebooks, or students can merely write their own essays.)

By purpose

  1. Writing to learn (occasionally)
  2. Writing to demonstrate learning (formative/summative assessment)
  3. Writing to communicate (writing for publishing)
  4. Writing for self assessment (reflective)

Due/Filing Dates for Student Writings

Things to remember:

All classes across the curriculum do the reflective and the extended response writings.

All classes across the curriculum are to keep writing folders in their classrooms.

All on-demand and process writings are to have cover sheets for proper identification of individual pieces.

For reflective and extended response writings the students should put name, date, class in upper right hand corner.

This schedule is a MINIMUM number of writings. Use a “sense of teaching,” a “sense of the moment” to know when it would be advantageous to do a reflective piece, or another piece of whatever kind, to make a learning more meaningful.

Of course, extended response and on-demand writings will be a part of formative and summative assessments; consequently, there will be more than the schedule lists.

Writing “softens” hard curriculum, makes it palatable in that it becomes the vehicle of interaction.

ALL students are to receive specific, descriptive feedback on their on-demand, extended response, and process writings.

ALL students are to receive conversational, encouraging feedback on their reflective writings.

OCCASIONALLY collect writings to learn AND to demonstrate learning (other than extended responses) for inclusion in the writing folders.

First Quarter

Process Pieces (Informational, Argumentative, Narrative)

Language Arts – 1

Social Studies/ Science – 1 or complete in 2nd quarter

On Demand Writing

Language Arts – 1

Science/Social Studies/Math/Physical Education/Art/Music -1 or complete in 2nd quarter

Extended Response

Science/Social Studies/Math/Physical Education/Art/Music /Reading -1

Reflective Writing-

T.I.L.T. Notebooks should document frequently.

Second Quarter

Process Pieces (Informational, Argumentative, Narrative)

Language Arts – 1

Social Studies/ Science – 1 or complete in 1st quarter

On Demand Writing

Language Arts – 1

Science/Social Studies/Math/Physical Education/Art/Music -1 or complete in 1st quarter

Extended Response

Science/Social Studies/Math/Physical Education/Art/Music /Reading -1

Reflective Writing-

T.I.L.T. Notebooks should document frequently.

Third Quarter

Process Pieces (Informational, Argumentative, Narrative)

Language Arts – 1

Social Studies/ Science – 1 or complete in 4th quarter

On Demand Writing

Language Arts – 1

Science/Social Studies/Math/Physical Education/Art/Music -1 or complete in 4th quarter

Extended Response

Science/Social Studies/Math/Physical Education/Art/Music /Reading -1

Reflective Writing-

T.I.L.T. Notebooks should document frequently.

Fourth Quarter

Process Pieces (Informational, Argumentative, Narrative)

Language Arts – 1

Social Studies/ Science – 1 or complete in 3rd quarter

On Demand Writing

Language Arts – 1

Science/Social Studies/Math/Physical Education/Art/Music -1 or complete in 3rd quarter

Extended Response

Science/Social Studies/Math/Physical Education/Art/Music /Reading -1

Reflective Writing-

T.I.L.T. Notebooks should document frequently.

FINAL PORTFOLIO: The eighth grade language arts teacher should allow time for the eighth grade students to prepare the final portfolio that is to follow them to the high school. The remainder of the “working folders” in the various classrooms should be given to the individual students.

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