PreK-K or Grade 1 or Grade 2 or Grade 3-5 or Grade 6-12
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General Instructions for Write On! Articulation Session of Teacher Excellence Day
- All principals, teachers and specialist choose a level for the articulation time – time set aside for teachers to talk with one another in grade level groups. Our time will be focused on student writing samples.
- To prepare for the articulation time, we ask you to read through the following information for the “Write On!” experience!
In concert with the work of the ELA committee, we would like to promote a “Write On!” experience for the first month of school. What are the details?
- Homeroom teachers give the prompt to their students during the first weeks of September – you decide the date and time. Teachers explain to their students that we are all learning with other teachers about writing and our hopes for them as young writers/authors.
- Specialists, we ask that they attach themselves to a homeroom teacher, actually be with them during the writing time.
- Principals, we ask that you provide time during a staff meeting to score the papers. We hope that specialists sit with the assigned teacher, and help score the papers.
- Teachers and specialists bring all the student papers to the Teacher Excellence Day, and share the experience with one another. What did you learn in the process of writing? scoring? What will you need to work on as a group this year? What do you see in common at each grade level?
- Principals, last request – we ask that you guide this articulation time in your buildings and at Teacher Excellence Day. We will give you guiding questions to ask the participants. We will all learn so much in the process! We will give you additional information to help you lead a meaningful discussion.
- Homeroom teachers select 4 sample papers reflecting the rubric scores 4-3-2-1 and make a copy without names to bring to the articulation time
- Principals will collect the copies of sample papers and turn them in at the reception area to pass on to the ELA Committee.
Why are we doing this?
We learn so much from one another! “Teachers who present work typically find: some of their own impressions about student work are confirmed; they are likely to gain new insights into the thinking of their students; and the strengths and weaknesses of the assignments…(teachers) begin to develop a shared understanding of standards in different domains and the steps students go through to meet them.”
National School Reform Faculty, Harmony Education Center, 2014
Articulation Clarification for Specialists - “Write On!”
High School Teachers and Middle School Specialists: English teachers administer the prompt to their students during the first weeks of September – they decide the date and time. English teachers explain to their students that we are learning with other teachers about writing and our hopes for them as young writers/authors.
Once the papers are completed, principals need to provide time during a staff meeting for all teachers to score the papers. This means that every faculty member will score papers, regardless of the subject they teach.
Teachers will then bring copies of 4 papers that represent the range of your students. What did you learn in the process of writing? scoring? What will you need to work on as a group this year? What do you see in common at each grade level?"
Many thanks to
- Kathleen Fogarty, fifth grade teacher, St. Philomena School for her work assembling the writing tool kits
- Gwen Gievett, Writing Resource Teacher, St. Joseph School Seattle, Catherine Wilson, Fourth Grade Teacher, Our Lady of Guadalupe School, and Molly Mullen, English Teacher Archbishop Murphy High School for their guidance and support of this project!
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