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I would like to set aside time to have conferences with students about their writing more regularly.  While guided writing is helpful I don't feel like they get enough feedback and individual help with moving forward on work done outside of guided writing.

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I would like to take more time to focus on and dissecting model sentences and texts so that students can understand the organization and purpose of writing better.

Action Steps:
1. Gather Anchor Texts
2. Pull out Model Sentences
3. Connect to standards

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Planning meaningful learning activities for students with the end in mind. What is our big picture for our students before we send them to Sherwood?

Action steps:
1. General overview pacing on calendar at the start of the year, with consideration to the the SWP prompt for each genre.
2. Share successes with the team of meaningful prompts, writing experiences, etc. Perhaps a 5 minute quick share at the start of a GLM once a month?

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I would like to teach more sentence structure and grammar.  I think that my students need more time to reflect and improve there writing as well.

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More in-depth quality paragraph writing lessons.

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3. I will spend more time on poetry and poetic elements that they can also use in their narrative writing.

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3. I will spend more time on poetry and poetic elements that they can also use in their narrative writing.

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Writing at GLM could start with looking at student writing with a different colleague each time. Discussions should include specific next steps for struggling writers but also for my entire class. I want to continue to give my students' timely feedback on their writing which takes time but is so important.

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Have kids write more response to text pieces at their reading level.  Action steps:  Each week in Guided Reading students will complete a response to text piece started as guided writing, finished independently.

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I would like to do some one on one conferences with students so they can focus on the things that they need most.

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Slower pace with focus on quality rather than quantity.

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I would like to utilize more time looking closer at model student writing.

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2. I want to add more mini lessons on grammar.

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2. I want to add more mini lessons on grammar.

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Students are able to answer a question and then plan using an organizing structure that they could independently recreate.
They enjoyed writing narrative pieces based on story elements of a text.

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Students were able to follow models for writing and apply techniques to their own work. My students enjoyed writing this year.

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I want more opportunities to look at student writing as a team. It is really helpful to have another set of eyes to identify students' strengths/weaknesses/trends for my entire class to inform instruction. I also want to spend more time going on regular learning walks to see writing in other 4th grade classrooms but also to see writing at different grade levels.

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I'd like to look a bit deeper at the all genres of writing (narrative to include text based essays and narrative essays), letter writing, POV, etc.

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Having to teach all genres each trimester, it's too choppy and you can't get to mastery ever.  Focus on opinion T1, Narrative T2, Informative T3 and response to text throughout the year in reading

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3.  I would like to create a spiraling mini lesson plan for the year.

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3.  I would like to create a spiraling mini lesson plan for the year.

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Measurable student progress within each genre based upon appropriate lessons.

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Students enjoy writing narrative pieces based on literature.

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I thought using the gradual release model in writing went really well. The students benefited from hearing the teacher's "expert" thinking, orally talking through what they notice, and then transitioning to apply the learned skill(s) to their own writing.

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2.  I want to do more mini lessons that are text based - the minis I did based on text were some of the best lessons I did this year.

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2.  I want to do more mini lessons that are text based - the minis I did based on text were some of the best lessons I did this year.

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This year it felt like the narrative writing unit in T2 was well-planned and it felt good to dive deep and go for longer than just 3 weeks. Students were well-prepared for the T2 Point of View Narrative Assessment.

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Students showed understanding on how to show language control and specific vocabulary effectively.

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1.  Students are feeling confident and able to switch between genres and understand the purposes of each genre.

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1.  Students are feeling confident and able to switch between genres and understand the purposes of each genre.

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1.  Mini lessons focused on a particular piece of the writing process.

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1.  Mini lessons focused on a particular piece of the writing process.