Session 1 - Writing Leadership - Colleagues in this session will: review the research
addressing writing to improve student improvement; identify a system to collect
data and create goals for writing implementation; identify a system to identify
what is working in writing mplementation; understand the cognitive and teaching
effect of writing; and, examine examples.
Session 2 - Writing process, prompt and best practices - Colleagues in this session will: learn and understand the specific steps and functions of the writing process; select and create effective writing prompts; and, identify best practices that result in increased student achievement.
Session 3 - Creating Scoring Guides - Colleagues in this session will: elements of effective scoring guides; examine the difference between analytical and holistic scoring guides; and, create a scoring guide that is fair, equitable, and specific.
Session 4 - Collaboration - Colleagues in this session will: review the research about collaborative scoring; identify the process of collaborative scoring; participate in an actual collaborative scoring process; and, identify places and times to implement collaborative scoring.
Session 5 - Modes and Genres - Colleagues in this session will: understand the four modes/genres of writing (descriptive, expository, narrative, and persuasive); plan instruction, prompts, and scoring guides for each mode/genre; score student work in each mode/genre.
Session 6 - Content-based writing: Part 1 - Colleagues in this session will: understand how
and why content-based writing is essential to increasing student achievement;
and, content-based writing prompts as formative and summative assessment.
Session 7 - Content-based Writing: Part 2 Colleagues in this session will: identify
strategies for content-based writing; and, create lesson plans incorporating the
strategies.
Session 8 - Feedback for continual improvement - Colleagues in this session will: identify and use peer feedback in improving the implementation of writing instruction; identify and use student feedback in improving the implementation of writing in the classroom.
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