Writer's workshop continuum
- 1. Priority Goal # 1: All students will be proficient writers. Strategies Level 1/Novice Level 2 Level 3 Level 4 Level 5/Expert Implement the WriteWell Curriculum Attended the workshops about Writer’s Workshop and WriteWell but hasn’t implemented either. Attended the workshops about Writer’s Workshop and WriteWell and has implemented at least one unit of study. Uses elements of writer’s workshop to implement most of the units of study from the WriteWell curriculum. Uses at least one of the assessment components of the curriculum . Uses a predictable structure for writer’s workshop to implement the instructional and assessment components of the WriteWell curriculum to inform instruction resulting in student achievement. Provides high quality writer’s workshop everyday during writing instruction. Uses the instructional and assessment components of the WriteWell curriculum effectively resulting in high levels of student achievement. Deliver Engaging Minilessons and Student Conferences Reads the minilesson provided by WriteWell with few changes. Confers with students when able and results are usually unproductive. Begins to personalize the minilessons provided by WriteWell. Confers with students daily. Uses the minilessons provided as a guide for delivering a personalized minilesson. Knows when to tell students the information and when to engage students in activity. Engages students in minilessons that are less than 10 minutes in length that lead the students through the lesson and results in most students knowing what to do during work time. Engages students in short (6-8 minute) minilessons that smoothly lead the students through the lessons and results in students knowing what to do during work time.
- 2. Confers with at least 3 students daily. Provides a compliment and suggestion at each conference. Confers with a least 3 students daily for about 5 minutes each. The conferences follow the format outlined in WriteWell. Students appear comfortable conferring with the teacher. Confers with 3-5 students daily for about 5 minutes each. The conferences result in increased student productivity or quality of work. Design engaging Notebook and Daily Writing Activities using Cooperative Learning Techniques Invites students to write in their notebooks sporadically. Limits daily writing activities to independent work. Encourages students to write in their notebooks regularly. The whole class engages in brainstorming ideas for writing. Encourages students to write in their notebooks regularly by allowing time for generating ideas individually and exploring those ideas with free writes. Introduces students to cooperative learning and employs this technique Encourages students to write in their notebooks daily by allowing ample time for generating ideas and exploring ideas with free writes. Engages students in a few cooperative learning techniques at regular intervals throughout the year. Inspires students to write in their notebooks daily by using cooperative learning techniques that motivate the students to write for audiences beyond the classroom. Increases the possibilities for engagement in daily writing activities by
- 3. sporadically to generate ideas for writing. teaching students a variety of cooperative learning techniques. Assess and Evaluate Using Score! to Inform Instruction Administers Score! three times a year. Administers Score! three times a year and uses the information to inform class instruction. Administers Score! three times a year and uses the information to inform small group instruction. Administers Score! three times a year and participates in scoring clinics to reliably score papers and evaluate what students know and are able to do to determine the next instructional step. Uses Score! three times a year to gain information to use for differentiating student instruction. Discusses student work with other teachers and is able to reliably score and interpret student work. Looks for next instructional steps that will move the student to higher levels of proficiency. Accommodate Student Needs by Understanding the Principles of UDL and RtI Knows the difference between UDL and RtI and begins to accommodate student needs. Has systems in place to asses and reteach in order to accommodate students’ needs. Begins to incorporate some accommodations into initial instruction. Designs lessons incorporating accommodations to provide for student success. Uses flexible grouping to reteach when necessary. Provides accommodations to students so that they are successful on their first attempts. Assesses, teaches, and monitors the
- 4. learning of targeted students on a daily basis. Support Teachers Only: Provide Interventions to Targeted Students Provides the same interventions to the same groups of students when able to. Assesses Provides interventions after initial assessment to small groups of targeted students. Provides daily interventions to small groups of targeted students. Focuses instruction on handwriting fluency and embedded spelling and grammar instruction. Monitor student progress regularly. Provides daily interventions to targeted students using the handwriting program and instruction in embedded spelling and grammar by using student work. Monitor student achievement closely to guide instruction. Provides daily interventions to multiple and flexible groups of targeted students. Uses the handwriting program flexibly as needed. Provides systematic instruction in embedded spelling and grammar by using student work to guide instruction. Monitors student achievement closely to guide and inform instruction.