2013-14 Kenton County Middle Schools Writing Continuum-Springboard

Characteristics of Effective Writing
(CCR WR 6-8: 4, 5, 9, and10) / ·  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
·  With guidance and support, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience have been addressed.
·  Draw evidence from literary or informational texts to support analysis, reflection, and research.
·  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language Arts

Text Type and Purpose / 6th Grade / 7th Grade / 8th Grade
Informational/ Explanatory
(CCR WR 6-8: 2) / Expository Research Article (Unit 2) / Literary Analysis (Unit 3) / Explanatory Essay (Unit 1)
Argumentative
(CCR WR 6-8: 1) / Media Essay (Unit 2.5) / Editorial (Unit 2) / Documented Research Essay (Unit 2)
Narrative
(CCR WR 6-8: 3) / Personal Narrative (Unit 1) / On-Demand (Activity 1.11) / n/a

Social Studies

Argumentative AND
Informational/Explanatory / Two Standards-based Content Pieces
Per Course / Two Standards-based Content Pieces
Per Course / Two Standards-based Content Pieces
Per Course

Science

Argumentative OR
Informational/Explanatory / One Standards-based Content Piece and Science Notebook Per Course / One Standards-based Content Piece and Science Notebook Per Course / One Standards-based Content Piece and Science Notebook Per Course

On-Demand Writing (Language Arts)

Argumentative Informational/Explanatory Narrative / Passage-Based Info/Exp (Unit 2) Live- Score
Stand-Alone Argumentative (Unit 2.5) / Passage-Based Argumentative (Unit 2)
Live-Score / Stand-Alone Info/Exp (Unit 2) Live-Score
Passage-Based Argumentative (Unit 4)

Language Standards (CCR L 6-8: 1, 2, 3 and 6)

·  Demonstrate command of the conventions of standard English grammar and usage when writing.
·  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
·  Use strategies to improve expression in conventional language.
·  Vary sentence patterns for meaning, reader/listener interest, and style.
·  Maintain consistency in style and tone.
·  Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
·  Use accurately grade-appropriate general academic and domain-specific words and phrases.
See more specific grade level language standards on page 52-53 of the common core standards @ http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

All process pieces archived in student folders must include students’ developmental draft with teacher influential comments and a scored (CCR Standards-based Rubric) final draft. All on-demand pieces archived in student folders must include the given prompt and scored (CCR Standards-based Rubric) student response.

Kenton County Writing Continuum

Notes and Resources

Purpose: The Kenton County Writing Continuum is designed to provide a structure for continuous writing skill development and to meet the requirements of the Kentucky Writing Program Review. For each grade level (K-12), the Kenton County Writing Continuum identifies required student pieces to be produced over extended time frames (time for research, reflection, and revision) and in shorter time frames (a single sitting) for a range of tasks, purposes, and audiences. Teachers will provide influential feedback and scoring information to all students for each required writing piece they produce, and scored student work will be archived at each school in order to gauge overall student strengths and needs. Analysis of these student writing artifacts in each school will guide the development of effective instructional practices for improvement.

Notes for Implementation: Schools have many choices within the Kenton County Writing Continuum:

·  Teachers/principals determine when designated pieces will be produced within grade level curriculum maps, how instruction will be structured to yield quality pieces, and what specific pieces students will write within the identified general categories on the continuum. For example, teachers may require a letter of complaint, a letter to the editor, or a letter to parent in order to satisfy the Persuasive Letter requirement at grade 9.

·  Students should be offered many choices within the required categories of writing (Argumentative, Informational/Explanatory, Narrative) so they may select audiences and purposes that reflect their interests, experiences and content understanding.

·  Teachers/principals determine instructional practices for building on demand writing skills and developing prompts to generate quality student writing.

To be most effective, each school’s plan for implementing the Kenton County Writing Continuum should reflect the specific needs of students within the school’s unique instructional program.

Resources:

Writing Program Review:

(http://www.education.ky.gov/NR/rdonlyres/B2B5FF6E-F162-44D3-A220-D5AD85EB822A/0/WritingProgramReviewRevisedAug2010.pdf)

KDE Writing Resources:

http://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/

Kentucky Core Academic Standards for Writing:

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Exemplar Student Writing Samples:

http://www.corestandards.org/assets/Appendix_C.pdf