Writing Policy

WRITING POLICY
Lakewood Elementary School

Students’ writing experiences

In order to provide multiple opportunities to develop complex communication skills for a variety of purposes and use a variety of language resources, we will make sure students: 
·         Engage in three categories of writing:  writing to learn, writing to demonstrate learning to the teacher, and writing for publication. 
·         Experience authentic, meaningful writing at all levels:
o   Writing for a variety of purposes:
§  Argumentative writing to support claims
§  Informative/explanatory texts
§  Narrative to develop real or imagined experiences or events
o   Writing for a variety of audiences
o   Experiences that reveal ownership and independent thinking
o   Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks


·         Experience the writing process at all grade levels:  planning, drafting, revising, editing, publishing, and reflecting upon your writing.
·         Experience writing in both on-demand and writing over time situations.
·         Write as a natural outcome of the content being studied in all curriculum areas.
·         Read and analyze a variety of print and nonprint materials (e.g. artwork, photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, informational, and practical/workplace materials.  Use readings as models for student writing.
·         Learn about and use appropriate resources for writing (e.g. personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider.
·         Apply appropriate writing skills to oral communication.
·         Engage in real world and creative communication appropriate for meeting Kentucky Core Academic Standards

Instructional Writing Strategies Guidelines

To provide multiple opportunities for students to develop complex communication skills for a variety of purposes, teachers will:
·         Teach higher-order thinking skills.
·         Assign three categories of writing:  writing to learn, writing to demonstrate learning to the teacher, and writing for publication.
·         Provide authentic, meaningful writing at all grade levels:
o   Writing for a variety of purposes:
§  Argumentative writing to support claims
§  Informative/explanatory texts
§  Narrative to develop real or imagined experiences or events
o   Writing for a variety of audiences
o   Experiences that reveal ownership and independent thinking
o   Writing in which students draw on their own experiences, learning, reading, and inquiry to complete writing tasks
·         Teach the writing process at all grade levels:  planning, drafting, revising, editing, publishing, and reflecting upon writing.
·         Provide both on-demand and writing over time assignments.
·         Incorporate writing as a natural outcome of the content being students in all curriculum areas.
·         Assign students to read and analyze a variety of print and nonprint materials (e.g. artwork, photographs, electronic text, graphics, illustrations, web images, maps, multimedia) including persuasive, literary, informational, and practical/workplace materials.  Use readings as models for student writing.
·         Provide appropriate resources for writing (e.g. personal interviews, observations, print materials, and technology) driven by different instructional purposes with different audiences for the student to consider.
·         Allow student choice and exploration.
·         Provide experiences for students to apply appropriate writing skills to oral communication skills.
·         Provide real world and creative communication experiences appropriate for meeting Kentucky Core Academic Standards.
School-wide structures and monitoring

To ensure every student has a writing portfolio that includes samples of work that show interests and growth over time, follows the student from grade to grade, and follows the student to any school he/she attends, the principal or his/her designee will:

·         Ensure curriculum is aligned to Kentucky Core Academic Standards
·         Assign the Instructional Leadership Team (ILT) to develop a written plan for implementing and monitoring writing portfolios.
·         Ensure the plan includes guidelines for incorporating student and teacher use of technology tools.
·         Ensure the implementation of the writing plan
·         Ensure that the ILT annually reviews, revises (if necessary), and approves the writing plan by September each year.
·         Ensure teachers receive embedded professional development needed to improve writing instruction.
·         Ensure that portfolio folders are passed to each student’s homeroom teacher before the start of the next school year.
·         Ensure that portfolio folders are passed to transitioning schools at the end of fifth grade.
·         Ensure that portfolio folders for students who move to another school are transferred with records.

Reflection, Assessment, and Feedback

To ensure the writing process includes reflection, assessment and feedback, the writing plan will incorporate:
·         Active participation of students in decision making about contents of the portfolio.
·         The use of the portfolio for determining student performance in communication.
·         The procedures for reviewing the portfolio in order to determine strengths and weaknesses in student writing and the overall writing program.
·         The procedures for grading the portfolio including feedback to inform instruction.
·         Guidelines for providing students descriptive feedback on the portfolio.
·         Opportunities for students to improve their writing and communication skills based on portfolio feedback.

Adopted June 2015


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