SCCPSS Elementary Writing Plan – Teacher Checklist K-2

An effective writing plan does not isolate the act of writing in the language and literature-rich backdrop the
Balanced Literacy model. Strengthening writing strengthens students’ abilities to interact with and comprehend
text. Implementation of this writing plan should not imply the progress of other aspects of the Balanced Literacy will
be ignored, but will be explored for opportunities to develop student thinking through integrated writing practice.
Goals for Writing The goal of the SCCPSS Writing Plan is to implement an effective Writer’s Workshop model
focused on improving the writing practice of all students, regardless of current abilities, as evidenced through
performance on the Spring Georgia Milestones Assessment System writing tasks.

INSTRUCTION
The district will promote a Writers Workshop model using Traits Writing resources for all elementary classrooms
 A minimum of 120 minutes of instruction will occur daily for grades K-5, with 30-45 minutes being devoted to
writing. A time goal will be 90 minutes daily of uninterrupted, organized time for grades K-5.
 Traits resources: Teacher Guide, mentor texts, teacher & student support materials
 Routine daily writing – protected time devoted to mini-lesson & writing time
 Writing skills will be taught including writing process, spelling, grammar, and handwriting. Georgia Standards of
Excellence for English Language Arts will be taught for each grade level
 Teachers will maintain a record of student progress using a student working portfolio, interactive notebook, or
literacy folder
Key Component/Strategy Teacher Responsibility Evidence
Utilize Traits writing – a 1. State indicators (GSE-ELA) for each grade 1. Formative assessments
writer’s workshop program level are to be taught. based upon the common
that promotes the use of 2. Use the adopted curriculum as the main reading program
mentor text through a reading program, scope and sequence to be 2. Achievement, diagnostic test
gradual release model followed. scores and standardized test
3. Limit use of worksheets; student generated scores.
authentic work is expected. 3. Observation during
administrative walk-
throughs.
4. Lesson plans
The Georgia Standards of 1. Teach grade-level indicators following the 1. Diagnostic tests and
Excellence ELA (GSE-ELA) Standards calendar. achievement test results
Standards will be the
standards used for student
outcomes.
Phonics instruction will be 1. Literacy time will include the teaching of the 1. Assessments
taught as articulated in the phonics scope and sequence found in the 2. Lesson plans/
district-adopted foundational series (Wilson). walkthroughs
foundational series (Wilson 2. Include phonics work in small groups as found
Fundations). necessary by assessments.
All teachers will incorporate 1. Write in all content areas. 1. Student writing samples
writing instruction, writing 2. Encourage students in authentic writing tasks. 2. Lesson plans
process, writing 3. Keep a writing portfolio or collection of
applications, and writing samples.
conventions in Language 4. Support students in the different stages of
Arts and across all content the writing process by conferencing
areas. individually and in small groups.
5. Participate in on-going professional
development.
All teachers will 1. Assess, plan, teach, assess, and then adjust 1. Lesson plans/
demonstrate a conscious and remediate in whole and small group. walkthroughs
and on-going effort to 2. Use a variety of hands-on materials. 2. Observations
systematically teach word 3. Participate in on-going professional 3. Formative assessments
study. (Methods such as: development. based upon the common
word walls, word sorts, 4. Teach vocabulary directly and indirectly. program
reference aids, and visuals
will be used to teach
vocabulary).
ASSESSMENT
A common assessment plan will be followed using GMAS Assessment Guides, Study Guide, and Scoring Samplers test
items using formative and summative measures using district Traits/GMAS aligned rubrics and ALD Student Conferencing
Forms. All teachers will use assessments to plan appropriate intervention strategies.
• The district will monitor success of each school’s reading/writing program through summative data. Summative testing
will include: GMAS and common assessments.
• School and classroom on-going formative assessments will drive instructional decisions. They will include the following:
writing samples, phonemic awareness assessment, running records, reading benchmarks, spelling inventory, and
reading intervention tests.
• A working student literacy folder, interactive notebook, or portfolio will be maintained for all students with their
formative assessments tests (See student folder checklist).
GKIDS (Kindergarten only) 1. Use the data to guide and alter instruction 1. Lesson plans
as needed for students. 2. Parent communication log
2. Use the list identifying the below grade-level
students for making intervention plans.
3. Include parents in forming intervention
plans.
NWEA-MAP 1. Meet as grade level and vertical teams to 1. Data analysis meeting
analyze data. minutes
2. Use the data to guide and alter instruction. 2. Lesson plans
Ongoing collection of 1. Establish and maintain procedure for 1. Student folder/ notebook/
writing samples collection of student work portfolio
2. Plan interventions needed by individuals or
small groups.
3. Analyze writing samples quarterly in PLC.
Foundational series unit 1. Administer the test, score, and record 1. Student folder/ notebook/
assessments (Wilson results portfolio
Fundations) 2. Analyze the results and plan appropriate 2. Teacher records
instruction.
PROFESSIONAL DEVELOPMENT
All teachers, administrators, and district staff will participate in staff development emphasizing research-based best
practices in literacy instruction.
• A district-coordinated program of staff development will insure each teacher access to needed information.
• Staff development will include an on-going component of demonstration teaching provided by district personnel.
• Use of district personnel with reading expertise to provide in-service and classroom support.
District Professional 1. Attend/participate when appropriate. 1. Sign-In/on-line record
Learning Opportunities and 2. Incorporate learned skills and knowledge in 2. Classroom observation
Webinars teaching.
Site-based Professional 1. Attend. 1. Sign-in record
Learning 2. Incorporate learned skills and knowledge in 2. Classroom Observation
teaching.
Professional Learning 1. Attend and actively participate. 1. Sign-in record
Communities (PLC) 2. Incorporate learned skills and knowledge in 2. Classroom Observation
teaching.