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We don't see writing in most of the content areas across the board.
We don't see labs which will contribute to the writing process.
At Maxson a science teacher uses the CER method
The writing process is rushed and there is not enough time to focus on writing tasks.
Writing is an after thought.
Teachers are not confident about teaching the writing process.
All too often teachers are focused on reading and not writing.
Everyone writes objective summaries and there was a difference between SS and ELA classes in understanding what an objective summary entails.
SS teachers were requiring students to add textual evidence in objective summaries.
Teachers need to know what R.A.C.E. means and what it is used for.
In math you are asked to show your work and explain, therefore, students don't necessarily need to write in the same format or include as much detail which is required in ELA, SS and Science.

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Teachers are using the RACE acronym even when it is not the best tool for the particular assignment.  For example some teachers use it to teach essays.

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Teachers are using the RACE acronym even when it is not the best tool for the particular assignment.  For example some teachers use it to teach essays.

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Teachers use a "Writing task" in mathematics that are actually performance task. 

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Teachers use a "Writing task" in mathematics that are actually performance task. 

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SS I have seen very short writing prompts. Most of the writing prompts are a maximum of 1 - 2 paragraphs. I have also seen SS teachers have students assign short answer questions that require students to use 2-3 sentences to answer questions. In general high school Social Studies teachers avoid large scale writing assignments like the plague. The general feeling is that writing task/assignments are the task of the ELA teachers. Companion standards skills such as citing textual evidence. 

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SS I have seen very short writing prompts. Most of the writing prompts are a maximum of 1 - 2 paragraphs. I have also seen SS teachers have students assign short answer questions that require students to use 2-3 sentences to answer questions. In general high school Social Studies teachers avoid large scale writing assignments like the plague. The general feeling is that writing task/assignments are the task of the ELA teachers. Companion standards skills such as citing textual evidence. 

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I have seen the CER writing acronym in some science classes.   Claim, Evidence, Reasoning.

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I have seen the CER writing acronym in some science classes.   Claim, Evidence, Reasoning.

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The teachers with experience with writing are not fully using HMH resources but their own.

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Dr. Griffith
Some teachers are using the Stem Scope Journals .Claims Evidence Reasoning  statements are part of these journals.
Argumentation is Science is also encouraged.
Creativity outside of the scope of online or physical journal responses is lacking.

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Teachers want more PD in writing. This includes writing process, conferencing, writer's workshop.

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Social Studies - DBQs. We have had some professional development on using R.A.C.E & citing textual evidence. Teachers have implemented citing textual evidence on some level. We are beginning stages of teachers implementing the companion standards. 

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Social Studies - DBQs. We have had some professional development on using R.A.C.E & citing textual evidence. Teachers have implemented citing textual evidence on some level. We are beginning stages of teachers implementing the companion standards. 

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3rd grade writing is very basic.

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In ELA, the following is detailed in the curriculum pacing guides for longer process pieces:
1. Reading mentor texts
2. Using the writing process: Plan, Draft, Revise, Edit, Publish

For reader's responses, using the RACE format

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Math - some teachers are using C.U.B.E.S to assist students with breaking down a word problem/open ended task. However, this helps with trying to understand a problem, but not with solving or writing about the answer

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Math - some teachers are using C.U.B.E.S to assist students with breaking down a word problem/open ended task. However, this helps with trying to understand a problem, but not with solving or writing about the answer

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tracing letters
copying text
teacher-facilitated (bulletin board writing)
sentence starters
cookie cutter
spelling lists

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Low level single answer questions in order to make connections to historical topics.

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Low level single answer questions in order to make connections to historical topics.

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Using the sandwich analogy for citing evidence and explaining.

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Foundations for writing are lacking. for example, 5th graders not capitalizing "I" or adding periods to the end of the sentence.

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Use of a common rubric for summary writing in ELA and SS.

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Use of genre-specific rubrics for process pieces.

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Teachers need exemplars of good writing for their grade level.

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Students aren't really writing in Math. They don't feel comfortable explaining their thinking in writing. Their written work is not usually a justification of their solution. They usually cannot answer "how do you know?" questions, even if they can successfully complete the work.

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Some ELA teachers use peer editing and revision in their classes.

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Some ELA teachers use peer editing and revision in their classes.

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copying teacher's answer
recording work through drawings
using scrap paper
writing numbers

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Students are unable to write in math.
They wait for the teacher to put written answers on the board to copy.
Those that try to write put words together that do not make sense.
3rd grade writing is basic words
4th and 5th string words together that do not make sense
4th and 5th grades do not answer the question given with justification

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regurgitation of teacher's thoughts
only done through HMH (if related to the current module)

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Cook School is implementing Lucy Calkins Units of Study for Writing and teachers appear comfortable with teaching each writing genre. It will be interesting to analyze scores with students using Calkins versus HMH.

I see third graders published writing that looks like first or second grade work.  Students need foundational skills and conventions.

Modules are 3 weeks long and it's taking teachers longer to complete the process.

I'm not seeing interactive writing in classrooms. Students need modeling.

Spelling is a concern. Word walls are not being utilized.

Teachers completed a survey where they would appreciate professional development in writing.

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One on-demand writing task.

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Students in the early grades are writing with scaffold supports such as writing sentence starters, word walls, and developmental spelling to sound out unfamiliar words.