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SILVER GROVE INDEPENDENT SCHOOLS COMMUNICATION/WRITING PROGRAM

The Silver Grove Independent School System’s Communication/Writing Program is based on the four standards in the Kentucky Department of Education Program Review for Writing. The Program encompasses the Kentucky Core Academic Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects and addresses the communication needs of the 21 st Century learner.

Writing Policy

Senate Bill 1, 2009, says, “Writing means a purposeful act of thinking and expression that uses language to explore ideas and communicate meaning to

others. Writing is a complex multifaceted act of communication.” Sec2(1)(k)

STUDENT WRITING

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Students will have multiple opportunities to experience a variety of language resources, technological tools, and multiple opportunities to develop complex communication skills for a variety of purposes.

  • 1. Students will engage in cross-curricular writing.

  • 2. Students will engage in various means of communication (written, spoken, listening, through media) in a variety of contexts given a choice of topics.

  • 3. Students will engage in the three modes of writing (opinion/persuasive/argument, informational, narrative) and the three kinds of writing (writing to learn, writing to demonstrate learning, and writing for publication).

  • 4. Students will collect communication and writing samples of the three modes of writing and the three kinds of writing in working portfolios at each grade level.

  • 5. Students will compile a Communications Portfolio at each grade level showing their growth over time. This portfolio will move with each student.

  • 6. Students will experience On Demand writing.

  • 7. Students will experience a variety of resources and technology to enhance their communication skills.

  • 8. Students will experience writing process (planning, drafting, revising, editing, publishing) at all grade levels.

TEACHER IMPLEMENTATION

________________________________________________________________________________________________ In order to provide necessary student writing experiences, teachers will:

  • 1. Provide experiences for students to use a variety of technological tools to communicate.

  • 2. Provide a variety of language resources (a variety of print and digital tools) for students to develop communication skills.

  • 3. Provide explicit writing instruction appropriate for each of the three modes of writing and the three kinds of writing.

  • 4. Engage in conferencing and provide feedback focusing on students’ strengths and weaknesses.

  • 5. Provide opportunities for student self-assessment and peer review.

  • 6. Use formal rubrics as appropriate.

  • 7. Engage in instructional practices that are informed by student performance.

  • 8. Engage in instructional practices that foster student critical thinking skills.

  • 9. Plan instruction to incorporate the three modes of writing and the three kinds of writing in each content area and at each grade level.

    • 10. Allow student choice of form and topic.

    • 11. Submit student writing samples for the student grade level Communication Portfolio as indicated by the Writing Committee.

    • 12. Collect student writing and maintain classroom working portfolios.

    • 13. Provide opportunities to engage in On Demand writing.

ADMINISTRATIVE ROLES

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The principal (or principal’s designee) will:

  • 1. Appoint and monitor a Writing Committee to design and revise a Writing Program and a Writing Plan.

  • 2. Ensure that students are engaged in various means of communications in all content areas and in a variety of contexts, as evidenced through lesson plans, observations, and evaluations.

  • 3. Allocate time and resources to implement a writing program.

  • 4. Provide on-going professional development targeted at improving students’ writing practices based on teacher input/evaluation of student work.

  • 5. Plan for Communications Portfolios to move from grade to grade.

  • 6. Conduct an annual portfolio assessment with student feedback.

  • 7. Use analysis of Communications Portfolios to inform grade level and school instruction.

  • 8. Plan and conduct an annual review of the Writing Program.

  • 9. Communicate the status of student writing to the community.

    • 10. Submit an annual review of the Writing Program to the Silver Grove Independent Schools Board of Education.

SILVER GROVE INDEPENDENT SCHOOLS

Appendix A

Three Kinds of Writing in Schools Three Modes of Writing

Appendix B

Teacher Evidence Collection Guide for the Writing Program Review

Appendix C

Bloom’s Taxonomy (Critical Thinking)

Appendix D

Glossary

Glossary

Communication Portfolio

Each student will compile a Communication Portfolio each school year consisting of three pieces of writing. This portfolio will pass to the next grade level with the student and will be used to indicate growth over time.

Elementary: P-5 Narrative writing Informational writing Opinion writing

Grades 6-12 Opinion/Persuasive/Argument writing Informational writing Student choice of a writing piece

Writing Policy the rules and guidelines adopted to oversee the development and on-going implementation of the school’s writing program (e.g. committee structures, required documentation, review of data). (KDE)

Writing Program includes the components that are required for the writing program review: instructional practices, aligned curriculum, formative and summative assessment, professional development, and support services, administrative support and monitoring. (KDE)

Writing Plan – describes the actions to be taken to implement the school’s writing program. (KDE)

Appendix A

Appendix B

Appendix C

Appendix D