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SLES Writing Plan

Writing Plan

South Livingston Elementary Writing Plan

 

Types of Writing

 

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

Writing to Learn

Writing to learn shall include such items as journals, quick writes, graphic organizers, etc.  These types of writings shall be documented in lesson plans across content areas at the following frequency:

 

1 per week

 

 

2 per week

 

3 per week

 

4 per week

 

5 per week

 

5 per week

 

5 per week

Writing to Demonstrate Learning

Writing to demonstrate learning shall include items such as open/constructed responses, On-Demand Writings, Poems, Stories, etc.

Distinguished open/constructed responses & Proficient/Distinguished On-Demand writings shall be placed in the writing portfolio each quarter for each content area listed below.

 

Reading

Math

 

 

Reading

Math

 

 

Reading

Math

 

 

Reading

Math

 

 

Reading

Math

Science

 

 

Reading

Math

S. Studies

On-Demand

 

 

Reading

Math

On-Demand

Writing for Publication

All students shall keep a writing portfolio.  The portfolio shall contain pieces that have been edited and revised.  The published pieces shall follow the guidelines set forth in the KCAS.  The portfolio shall be passed to the next grade level at the end of each year, with the 6th grade portfolio being sent to the middle school.

 

Each grade shall complete:

  • One opinion piece
  • One informative/explanatory piece
  • One narrative piece

 

 

Writing Skills

Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

6th Grade

Handwriting

 Write uppercase and lowercase letters.

Write complete sentences using appropriate formation, capitalization, and spacing.

Write a complete paragraph using cursive formation, capitalization, and correct spacing.

Write a 3 paragraph piece using cursive formation, capitalization, indention, and correct spacing.

Write a 3 paragraph piece using cursive formation, capitalization, indention, and correct spacing.

Write a 5 paragraph piece using cursive formation, capitalization, indention, and correct spacing

Write a 5 paragraph piece using cursive formation, capitalization, indention, and correct spacing.

Transition/

Linking

Tell about events in the order in which they occur.

Use temporal words to signal event order.

Use temporal words to signal event order.

Use linking words and phrases and temporal words and phrases.

Use a variety of transitional words and phrases.

Use a variety of transitional words and phrases.

Use a variety of appropriate transitions.

Writing Format

Use a combination of drawing, dictation, and writing to compose pieces.

Introduce a topic or event, include reasons, details, or temporal words; and provide some sense of closure.

Introduction:  introduce topic or event.

Body:  support with opinions, linking words, facts, definitions, and elaboration

Closing:  Use a concluding statement or section

Introduction:  introduce the topic by stating an opinion, establish a situation, introduce a narrator, or organize an event sequence.

Body:  support with reasons, linking words and phrases, facts, definitions, details, dialogue, descriptions, and temporal words

Clear Introduction:  introduce the topic by stating an opinion, establishing a situation, and orient the reader.

Body:  support with organization, reasons, facts, details, linking words, quotations, precise language, vocabulary, and sensory details.

Conclusion:  provide a statement or section

Clear Introduction: introduce the topic by stating an opinion, establishing a situation, and orient the reader.

Body:  support with organization, reasons, facts, details, linking words, quotations, precise language, vocabulary, and sensory details.

Conclusion:  provide a statement or section

Clear Introduction:  introduce a topic; introduce a claim; engage and orient the reader; organize an event sequence

Body:  support with reasons, evidence, facts, definitions, details, quotations, and narrative techniques

Conclusion:  provide a statement or section

Sentence structure

 

Use simple sentences and begin to use compound sentences.

Use simple and compound sentences.  Begin to use complex sentences.

Use simple and compound sentences.  Extend the use of complex sentences.

 

 

 

 

Extend the use simple, compound, and complex sentences.

Use a variety of simple, compound, and complex sentences.

Use a variety of simple, compound, and complex sentences.

Writing process

Self-assess with guidance, modeling and support from adults, recall information or gather information; explore digital tools.

Self-assess with guidance, modeling and support from adults, recall information or gather information; use variety digital tools.

Self-assess with guidance, modeling and support from adults, recall information or gather information; use variety digital tools, including in collaboration with peers

Self-assess with some guidance, modeling and support from peers and adults, develop and strengthen writing through planning, revision, and editing; with guidance and support from adults, use technology.

Begin keyboarding skills.

Self-assess with some guidance, modeling and support from peers and adults, develop/ strengthen writing through planning, revision, and editing; with guidance and support from adults, use technology, interact/collaborate with others

Type a minimum of 1 page in 1 setting.

Self-assess with some guidance, modeling and support from peers and adults, develop/ strengthen writing through planning, revision, and editing; with guidance and support from adults, use technology, interact/collaborate with others

Type a minimum of 2 pages in 1 setting.

Self-assess with some guidance, modeling and support from peers and adults, develop and strengthen writing through planning, revision, and editing; use technology; interact/collaborate with others

Type a minimum of 3 pages in 1 setting.

Feedback

Use descriptive, verbal feedback to help identify what students are doing right and what they need to work on next.

Use descriptive, verbal and written feedback to help identify what students are doing right and what they need to work on next.

Use descriptive, written feedback to help identify what students are doing right and what they need to work on next.

Use descriptive, written feedback and rubrics to help identify what students are doing right and what they need to work on next.

Use descriptive, written feedback and rubrics to help identify what students are doing right and what they need to work on next.

Students shall evaluate their own work and work of others.

Use descriptive, written feedback and rubrics to help identify what students are doing right and what they need to work on next.

Students shall evaluate their own work and work of others.

Use descriptive, written feedback and rubrics to help identify what students are doing right and what they need to work on next.

Students shall evaluate their own work and work of others.

 

Once a month, teachers will discuss writing in grade level meetings to include open/constructed responses or writings for publication.  Teachers should bring writing prompt and at least 2-3 student work samples (below Proficiency) to analyze with group looking for ways to improve student writing.

Contact Information
South Livingston Elementary 850 Cutoff Rd.
Smithland, KY 42081
(270) 928-3500 (270) 928-3530 Regina Durard Web AdministratorRegina.durard@livingston.kyschools.us
Victor Zimmerman, Superintendent 127 East Adair Street Smithland, Ky. 42081 Phone: (270) 928-2111 Fax: (270) 928-2112