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We would like students to learn how to use an exemplar to support their own editing and peer feedback.

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We want students to be able to use exemplar writing samples to enhance their own work and reflect.

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We wanted to have students to learn the structure of multi-paragraph writing for a given prompt.

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Small group focus and differentiation will support students that do not master the skill right away. Having students practice this step on multiple occasions and with multiple texts will also increase their proficiency.

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how to self-assess and assess their peers. Also, students should learn how to outline their different types of writing before responding.

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We would like for students to incorporate advanced vocabulary in their writing; use a variety of higher-level transitions, and incorporate MLA format.

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Provide scaffolds for structure and analyze a multi-paragraph exemplar to provide an example of expectations.

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Once students are producing strong writing and edits to match rubric, prompt, and exemplar expectations, we will know they have mastered this skill.

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small group instruction is a great way to meet students' individual needs. Also, guided practice.

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Students will learn how to construct a proficient essay including: introduction paragraph (hook & name it/ verb it/ finish it), 3 body paragraphs with textual evidence and elaboration, conclusion paragraph.

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Looking for key, tangible goals--topic and conclusion sentence for every paragraph, evidence for each paragraph, etc.

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Reteaching, small groups, peer editing, with time to develop these skills. Using text connections to encourage understanding with graphic organizers.

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Students should cite evidence in order to support their claims.

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Writing is an ever-growing skill that can easily be differentiated in content, process, or product to help students continue to grow their abilities.

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Adding more depth to it, so making sure the paragraphs are on topic and have a good flow or grammar and spelling are more emphasized.

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If students do not reach proficency, scaffolds will be provided for students to create an accomplished essay: paragraph frames, student exemplars, and self-scoring.

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We will track student progress using monthly (or quarterly) PCRs in the same genre. This will allow the teacher to see one-to-one progress, rather than different genres which may not show true progress.

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if students can meet the expectations on the rubrics and by following the steps we've taught them. Also, by adding more detail and depth to their responses.

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Graphic organizers, specific instruction of academic language/vocabulary, and referring back to the vocabulary.

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We will know if they learned it using a rubric and exemplar writing example for students to grade/review.

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If students are already proficient, the teacher will help the student acheive "advanced" by asking prompts for the grade-level up.

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If students don't learn: We will re-teach; differentiate lessons; place students with like skill deficits in groups, and test be-weekly (progress-monitoring).

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We want students to be able to write a proficient essay based on the prompt. We want students to use graphic organizers correctly, while knowing the parts of an essay to be able to write on demand in an assessment situation.

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Showing students how to compare their own examples to exemplar writing gives them ways to grow in their skills. Also using CMAS examples as a comparison piece allows students to see what is expected and how to adapt their writing.

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Academic vocab (evaluate, synthesize, analyze, determine...) and citing relevant evidence without copying multiple lines/paragraphs

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Extra checklist, where can you combine sentences, grammar, synonyms, and glow ups for words.

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We will know they've learned it when we see proficient and exemplary status based on progress monitoring, and when students are able to take on the task without having each step given to them. We start with graphic organizers, sentence stems, transition sheets and editing pages. Once they're able to complete the task without the aids, they've reach proficient/exemplary status.

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We want students to be able to make inferences given a prompt and support that inference with textual evidence.

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When the students are proficient in their writing, giving them an extended writing piece or activity to grow their learning will continue their expansion in the skill.

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We will continue scaffolding and practicing.

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Scaffolds, frames, small groups

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We would like students to learn writing in specific formats as well as justifying cited text evidence.

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Focus on student exemplars, having students grade student exemplars using the same rubric used for grading their work, small group differentiation, and goal setting.

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We have had much repetition with these particular skills, so they will see it over and over. We will try to identify specifically where they struggle and address that need.

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We want students to be critical thinkers. We also want them to be able to cite evidence directly and according to MLA format, but we also want them to paraphrase their information. We also would like for them to be able to explain, thoroughly, how that evidence supports the claim.

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I want my students to practice RL&RI8.1, using evidence to support an idea or a claim. We've been working on it all year, but they still struggle with providing BOTH the citation and/or the EXPLANATION that FULLY supports why their evidence is the best to prove their point.

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We will know if they learned by conferencing, informal assessment, and ultimately, their final product graded on a rubric.

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Evidence is pulled directly from the text and students are justifying/explaining how/why this quote best supports their claim/answer.

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We will know they've learned it when they meet the criteria on the rubric for citing evidence that correctly supports their claims and providing reasoning.

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Require additional pieces of cited text evidence to provide extension/more of a challenge.

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If they don't get it, we need to provide quick feedback from both peers and teacher as well as have exemplars and outlines for them to use. Keep practicing. Writing every single week.

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We want our students to be able to introduce appropriate textual evidence and explain why the evidence is important. We also want our students to be able to paraphrase what they find in the text thoroughly, showing that they have a good understanding of what they have read.

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Have students work in Kagan's groups of 4 (heterogenous grouping) to allow the students who are proficient opportunities to work with the ones who struggle, Socratic seminars to allow students the accountability piece and to have them see other students do it proficiently, small group instruction for the ones who need the additional TLC<3

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If they already know it, we can have them do a deeper dive into analysis and explain the real-world implications.

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Checklist for high writers to push them, free writing time, creative writing with pictures

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We will know by the rubric.

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Students will learn to compose a text-based, multi-paragraph essay with an introduction, conclusion, and multiple body paragraphs. Students will use complete sentences and paragraphs, and clearly explain the relationship between their answer and their text citations.

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If they are great at this skill, we can focus more on extension and deeper analysis.

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Rubric with mastery criteria, ongoing progress monitoring (2x a month is AOA's current requirement)

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Students are supported through graphic organizers, writer's workshop, and small group support.

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Rubrics, RACECE thinking maps, observation checklists for Socratic Seminars, peer and teacher feedback, self-labeled answers, etc....

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Students co-created a writing checklist of criteria for a successful essay. Students and I can use this checklist to ensure students include all the relevant elements in their writing.

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Once students reach proficient and exemplary level, they will be given higher-level prompts, adding more advanced vocabulary and increasing text-evidence in the writing.

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Extension, deeper analysis, creative alternative or flipped perspective. How would ______ be impacted if ___________. Extend into next grade level standards for mastery standards.

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Put them in leadership positions to provide supports to those who don't know it and/or (let the students pick) they may work on enrichment opportunities (higher level questions, synthesizing information, short research tasks....)

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Students who are becoming proficient and above will focus on improving elements of their writing through an additional checklist, including varying sentences and improving word choice.

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Students will be able to write for a variety of purposes

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Small group focus and differentiation

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Rubric to review student writing

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Provide opportunities for extension. Writers can always improve!