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GOAL: During the 2012-2013 school year, a
variety of critical writing experiences in all fourth grade subject areas
will be implemented and evaluated to increase student achievement in
composition writing. Subjects will include: reading, writing, math, science,
and social studies. Intervention strategies will also be applied and
monitored for effectiveness.
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Action Step(s)
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Person(s)
Responsible
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Timeline: Start/End
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Needed Resources
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Evaluation
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Conference with participating teachers
about writing experiences they can incorporate in their classrooms. Discuss
implementation of a writing log for students to complete each six weeks.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: October 30, 2012
End: November 2, 2012
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-Lesson plans
-CSCOPE curriculum (District-adopted)
-Pens
-Textbooks
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-Lesson plans and lists of writing
experiences
-Writing Log
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Score writing pieces using CSCOPE,
STAAR, and teacher-created
rubrics.
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-Elizabeth Haviland
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Start: August 27, 2012
End: May 30, 2013
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-STAAR written composition rubrics
-CSCOPE rubrics
-Teacher-created rubrics
-Student writing pieces
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-Rubrics with students’ scores and
anecdotal notes
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Conference with participating teachers
about the baseline writing data. Discuss strategies for incorporating more
writing experiences.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: October 30, 2012
End: November 2, 2012
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-Student writing pieces
-Anecdotal notes for each student targeting
weak areas
-STAAR,CSCOPE, and teacher-created rubrics
-Lesson plans
-CSCOPE curriculum
-Textbooks
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-Students’ scores and anecdotal notes
-Lesson plans
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Conduct writing conferences with individual
students to discuss areas for improvement.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: October 31, 2012
End: May 30, 2013
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-Student writing pieces
-Student writing conference logs
-Anecdotal notes
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-Student writing pieces
-Student rubrics
-Anecdotal notes
-Student writing conference logs
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Inform parents and students of our vision
for improving student achievement in composition writing.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: November 5, 2012
End: May 30, 2013
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-Informational note to parents
-Computer
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-Signed and returned informational letter
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Implement a writing log that includes
cross-curricular writing activities for students to complete each six
weeks.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: November 12, 2012
End: May 30, 2013
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-Writing Log with activities
-Pencils
-Paper
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-Parent-signed writing log
-Completed writing assignments
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Hold an “Author Appreciation” luncheon each
six weeks for students who completed the writing log.
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-Elizabeth Haviland
-Participating fourth grade teachers
-Principal and Assistant Principal
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Start: November 12, 2013
End: May 30, 2013
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-Students who completed the writing log
-Rewards
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-Completed logs
-Completed writing assignments
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Engage students in a variety of writing
experiences.
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: August 27, 2012
End: May 30, 2013
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-Paper
-Pencils
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-Rubric-scored pieces
-Writing assignments
-Lesson plans
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Administer District Common Assessments
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: September 26, 2012
End: May 30, 2013
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-Writing prompts
-Pencils
-Paper
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-Scored writing compositions
-Assessment Data from all subjects
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Administer District Benchmarks
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-Elizabeth Haviland
-Participating fourth grade teachers
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Start: September 26, 2012
End: May 30, 2013
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-Writing prompts
-Pencils
-Paper
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-Scored writing compositions
-Assessment data from all subjects
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Analyze data from District Common
Assessments and Benchmarks.
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-Elizabeth Haviland
-Participating fourth grade teachers
-Principal and Assistant Principal
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Start: September 26, 2012
End: May 30, 2013
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-STAAR written composition rubrics
-CSCOPE rubrics
-Teacher-created rubrics
-Student writing pieces
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-Scored writing compositions
-Assessment data from all subjects
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Being a writing teacher myself, I am very interested in your action research. I agree that students should be given opportunities to write across all contents. We are implementing that at my school. One additional step that I do suggest in order to forsee issues, is that all teachers receive some time of professional development on the basics and expectations for student writing including examples, topics, and resources such as graphic organizers. Many teachers from other content areas feel intimidated to have students write because they are not sure if they are doing things right themselves. If the math, choir, P.E., etc... teachers feel confident about what they are doing, they are more likely to participate. Also, at my school, all teachers need to have students write something at least once or twice every nine weeks and student writing across all contents are posted on a huge bulletin board in the front lobby. Students love to have their work displayed. I personally reward them if their writing ends up in the bulletin board. Hope my suggestions help.
ReplyDeleteIf you are interested in improving student engagement in the classroom, visit my blog and leave your comments. http://hazelvalverde.blogspot.com/
Hazel,
ReplyDeleteThank you so much for your insight-this has given me an opportunity to revise my plan. I totally agree about giving teachers some professional development on the basics and expectations for the student writing. I also agree that this is one reason teachers are intimidated. I like your idea of posting the writing. I think this will give kids a "kudos" and make them feel more successful in their writing. Please continue to share your thoughts and suggestions!