Writing Instruction(Innovation Configuration Map)
NOVICE (1)
• I teach writing
Writing Workshop and Writing Process
primarily through whole-group
assignments, after which
students work independently; I
provide writing time once or
twice a week; otherwise writing
is integrated throughout the
day and focuses mostly on
other content areas; I
determine writing topics and/or
provide story starters,
formulas, or writing prompts; I
am the primary audience for
student writing; as students
write, I usually work at my
desk; student writing is
completed as a draft that is
copied neatly into a final draft
with little or no revision; I
display little student writing in
my classroom or hallway
Units of Study
•
My individual lessons may
or may not be connected
with one another or to a
specific genre or unit; I may
provide some genre study;
my writing instruction often
focuses on grammar,
spelling, and penmanship
APPRENTICE (2)
PRACTITIONER (3)
LEADER (4)
•
I am beginning to incorporate
writing workshop with some
instruction and minilessons; I
teach writing 2 – 3 x week for 35
– 45 min a day; I direct the
writing and occasionally allow
students to choose topics or give
students free rein during writing
workshop; I monitor student
writing during writing workshop;
students occasionally share their
writing with peers student writing
is taken through the writing
process and published a few
times during the year, often for a
writing contest, class book,
bulletin board display, or
celebration; I display some
student writing in the classroom
and hallway
•
I have implemented writing workshop with
minilessons, independent writing,
conferences, some small group instruction
and some sharing; I also teach writing
through some modeled, shared, and
interactive (K – 1) writing; I teach writing
with a predictable schedule 3 – 4 days a
week for 50 - 60 minutes a day; students
write independently, often on topics they
have chosen themselves; students write in
a variety of genres and text types; students
regularly share their writing with peers and
begin to share in writing partnerships;
student writing is taken through the writing
process and published and shared often
during the year; I display a variety of
student writing in my classroom and
hallway and change it for each unit of study
•
I have implemented writing workshop with clear
components (minilessons, independent writing, conferences,
and some short (10–12 min.), focused small group
instruction and sharing; I also teach writing through modeled,
shared, and interactive (K – 1) writing; I teach writing with a
predictable schedule for 50 – 60 min a day 4 – 5 x week, as
well as across the curriculum; students write independently
on topics they choose themselves, often within a unit of
study; at times they choose their own genres or text types;
students share their writing with writing partners, in writing
groups, with peers, and with authentic audiences outside the
classroom in planned writing celebrations; I foster a risktaking environment in which students are comfortable giving
and receiving feedback from me and their peers; student
writing is taken through the writing process and published
and shared frequently and consistently, often in connection
with units of study; I display student writing in my classroom
and hallway that reflects range, variety, and the steps in the
writing process
•
I provide a sequence of skills and
writing activities that may or may
not be part of a genre study; my
minilessons are based primarily
on the 6+1 traits or on a
predetermined structure
(formulaic writing)
•
I use the grade level curricular calendar of
units of study to guide instruction; I read
the overview of the unit before I begin the
unit to get a big picture of the unit and to
begin preparing my own writing samples; I
am beginning to reflect with team members
on implementing the units
•
I use the grade level curricular calendar of units of study
within a schoolwide plan; I modify lessons to address student
needs; I read the overview as well as the gist of each lesson
before I begin the unit and prepare my own writing samples; I
consistently reflect with my team members on successes,
challenges, and ways to change the unit in the future and
document that information
Adapted by Carrie Ekey, May, 2016 from the Teacher Rubric for Writing Instruction in The Next Step Guide to Enhancing Writing Instruction by Bonnie C. Hill and Carrie Ekey
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Conferences
Writing Instruction
LEADER (4)
PRACTITIONER (3)
LEADER (4)
• My instruction focuses on
•
I provide instruction about writing
strategies and the writing
process, yet not on a consistent,
regular basis; my students keep
writing journals; I am beginning
to explore the use of mentor
texts; I am beginning to explore a
system for students to keep their
writing and resources organized.
•
I explore the writing process and writer’s
craft, as well as teach revision and editing
strategies through minilessons; I am
beginning to modify my instruction for ELLs
and learners with special needs; I use
mentor texts to teach writer’s craft; my
students keep writing folders (K–5) and
writer’s notebooks (3–5) ; I provide some
explanation of writing instruction and writing
workshop to parents at Open House,
curriculum night and/or newsletters
• I often sit at my desk grading
•
I occasionally confer with
individual students; my student
conferences focus primarily on
editing and conventions; I
sometimes an unsure what to
focus on during conferring, but
am beginning to connect to
revision
•
• I hold focused individual writing conferences using Lucy
I regularly hold individual conferences in
Calkins’ research, decide, compliment and teach format; I use
which I often teach a new strategy; I
the information I gather and record to guide my individual and
usually direct the conversation during
whole-class instruction; students know themselves as writers
conferences; my conferences focus on
and help direct the conferences; my conferences focus on
revision, a review of a recent minilesson,
process, writer’s craft, initiative, specific writing strategies, and
and editing; my conferences are also
student self-reflection; I implement effective writing partnerships
beginning to focus on process and writer’s
(K–5) and peer conferences (3–5)
craft; I use writing partnerships (K–5) and
peer conferences (3–5)
• I grade student writing after it is
•
I use a rubric focused mostly on
6+1 Traits, other criteria, and/or
conventions and grammar; I
occasionally use that rubric to
guide some student conferences;
I am beginning to gather some
anecdotal notes; I evaluate
student writing only at the end of
the unit
• I administer a pre on demand before most
conventions rather than on
writing strategies and the
writing process; I often assign
rather than teach writing
papers, completing
administrative paperwork, or
checking email while students
write; I correct completed
student papers and mark errors
completed focusing mostly on
conventions and grammar
Assessment
APPRENTICE (2)
units and scan student work to determine
strengths and needs to guide my instruction;
I often gather anecdotal notes during
conferences and review them to determine
next steps for individual, small group, and
large group instruction; I am beginning to
engage students in self-evaluation using a
checklist; I evaluate published writing with
the rubric; I administer a post on demand
after most units and evaluate students’
proficiency in all areas with the rubric
•
I provide intentional, focused minilessons (5 - 10 minutes) about
the writing process, writer’s craft, and revision and editing
strategies based on my planned curriculum, as well as on
assessed student needs; I use engagement strategies like “turn
and talk”; I modify my instruction for ELLs and learners with
special needs; I use published mentor texts as well as my own
writing to teach writer’s craft; I teach students to read like
writers; my students keep writing folders (K–5) and writer’s
notebooks (3–5) and choose pieces to keep in a portfolio; I
provide clear, ongoing communication with parents about how I
teach writing and what they can do to support writers at home
• I administer a pre on demand before all units & scan student
work to record strengths & needs to guide my instruction; I
consistently gather anecdotal notes during conferences and
use them to plan for individual, small group, and large group
instruction; I have an organized, manageable, effective
anecdotal note taking system; I routinely review student work
outside of the workshop to determine next steps; during the
unit I use protocols and regularly analyze student writing with
my team; I use “on the spot” observation to quickly teach
small group instruction; I engage students in self-evaluation
routinely throughout each unit with a checklist; I evaluate
published writing with the rubric; I administer a post on
demand after all units, evaluate student proficiency in all areas
with the rubric, and take note of specific needs to work on in
the next unit; students (3-5) write a self-reflection after each
unit; I use the Writing Process Learning Progression to monitor
student progress
Adapted by Carrie Ekey, May, 2016 from the Teacher Rubric for Writing Instruction in The Next Step Guide to Enhancing Writing Instruction by Bonnie C. Hill and Carrie Ekey
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