1. Being a Writer

2. writing skills across the curriculum.”
Writing Goal
“All students will improve their
writing skills across the curriculum.”

3. Language Arts Council Established Program Criteria
Common Features for consideration of a district- wide Writing Initiative:
The program must:
be research-based and user-friendly
incorporate the 6-Traits and ELA GLCEs
have a sequence that is "do-able"
share a common language
be hands-on and incorporate real-world writing
be able to be used throughout the curriculum

4. Evaluation of available programs
Units of Study
Lucy Calkins
Step Up To Writing
Maureen Aulman  et al.
Being a Writer
The Developmental Studies Center
The Academic Workout
Jim Burke and Timothy Rasinski
Teaching the Qualities of Writing
Ralph Fletcher
The Write Source
The Write Source , Houghton Mifflin Company

5. Narrowing the Field Units of Study Step Up To Writing Being a Writer
Lucy Calkins
Step Up To Writing
Maureen Aulman  et al.
Being a Writer
The Developmental Studies Center

6. Staff Survey Results 215 respondents 3 Questions
Split equally between upper and lower elementary
3 Questions
Choose your top 3 attributes in a comprehensive writing program.
How confident do you feel with the teaching of writing?
How can The Council best support your writing instruction?
Over half of the respondents included an optional comment.

7. The Top 3 Attributes User-friendly – 73%
ease-of-use with all components included and readily available - "pick-up and go“
Utilizes consistent language/vocabulary across grade levels – 54%
Consistency of lessons across grade levels and builds upon prior skills
Includes Traits – 44%
incorporates the usage of Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions and Presentation

8. Being a Writer was chosen based on staff input.
November 2007
Developers: Erik Sharpe (social focus) and Peter Braun (Lucy Calkins)
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a yearlong writing program for grades K–5
combines two decades of research in the areas of writing, motivation, and learning theory

9. Being a Writer The program has two goals:
to develop the creativity and skills of a writer
to develop the social and ethical values of a responsible person.
uses trade books for genre immersion and author studies.
integrates writing instruction with regular community-building elements and guided partner work that develops in students a sense of autonomy, belonging, and competence.
develops writing stamina through the Writer’s Workshop

10. Being a Writer K-2 3-5 Correlates with state requirements
Sequential throughout the year
3-5
Sequential at beginning of the year; genre choice afterwards
Correlates with state requirements
Can be paired with other training that has occurred at buildings

11. Timeline Winter 2007-2008 Evaluate and choose pilot resource
Acquire funding for pilot
Spring 2008
Establish committed volunteer pilot group. 
Members receive resources and training during May 19th in-service.
K-2 am
3-5 pm

12. Timeline Fall/Winter 2008 -2009
Pilot during First and Second Trimester.
Pilot group meets to evaluate and report 3 times (Fall, Winter, Spring) school year.
Suggestions are made regarding program adoption
Winter 2009
Curriculum Proposal

13. Tentative Implementation Timeline
Fall 2009
District-wide adoption of Writing Program K-5
Begin evaluation of Middle School writing program
consistent with elementary program

14. Elementary Pilot Participants
Pilot Group:
28 CVS participants
4-5 teachers from each grade level across district
2-3 teachers from each school
1 lower elementary – 1 upper elementary
2 Special Education teachers
1 “split” class
Balanced and diverse group