PLC Work: Writing Preschool Through Intermediate Grades

Writing Time A schedule must provide time for students to practice and experiment with writing.

Unpacking the Standards Creating Crystal Clear Targets

Tools for Unpacking Standards Insight Publications Websites Templates

PLC Conversation for PreK Iowa Early Learning Standard 11.3: Children engage in early writing experiences Benchmark 3: Uses expressive (speaking) language to share intended meaning or drawing or writing

PLC Conversation for PreK Iowa Early Learning Standard 11.3: Children engage in early writing experiences Benchmark 3: Uses expressive (speaking) language to share intended meaning in drawing or writing I can tell my ideas, and also tell more.

PLC Conversation for Elementary 1.Write opinion pieces on topics or texts, supporting a point of view with reasons. a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b.Provide reasons that support the opinion. c.Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d.Provide a concluding statement or section. (W.3.1.) (DOK 3,4)

PLC Conversation for Elementary 1.Write opinion pieces on topics or texts, supporting a point of view with reasons. I can tell how a point of view leads to an opinion.

Mentor Texts I can tell how a point of view leads to an opinion.

Task, Purpose & Audience Being Intentional

Purposeful Writing PreK ⇒ intended meaning K - 2 ⇒ 3 text types, writing process 3 ⇒ consider task and purpose ⇒ consider task, purpose and audience

Purposeful Writing Standard 11.3, Benchmark 1: Standard 4:...appropriate to task, purpose and audience. Standard 10:...range of discipline-specific tasks, purposes and audiences

PreK Writing Experiences

Task, Purpose and Audience Standards require attention to task, purpose, and audience Standards require a variety of tasks, purposes, and audiences

Gradual Release Scaffolded Writing Instruction and Collaborative Learning Shared Interactive Writing Accountable Independent Writing

Assessing Student Work Using a Writing Continuum

PLC’s at Work We are stronger together! “... collective inquiry to achieve better results for the students they serve.”

Focus Key questions 1. What do we expect students to learn? 2. How do we know they are learning it? 3. How do we respond when they do not learn? 4. How do we respond when they have already learned?

What evidence that students are learning this standard will we accept?

Student Writing Sample

Differentiated Instruction Responding to Student Needs

Large Group Instruction Targeted to the majority of the students’ needs Short ( minutes) of explicit, focused instruction Universal Core instruction often occurs in a large group.

Small Group Instruction Groups are developed based on the needs of a few students Skill development and enrichment can be taught in small groups Groups are flexible and based on assessment data

One on One Instruction One on one instruction is targeted to most discrepant students Students on both ends of the assessment continuum are good candidates for one on one instruction

Classroom Continuum