Week+3+P4



Once, again, the Implementation sections can be an excellent jumping-off point (beginning on page 121 for narrative, 136 for argument, and 154 for informational writing). You could ask your colleagues to again prioritize and then begin a plan of right-now action. Another excellent way to plan is to develop a system of ongoing assessment, one that yields not just information on student artifacts but helps define clear next steps. Refer to page 122 and the discussion of using the Teachers College Reading and Writing Project’s //K–8 Continuum for Assessing Narrative Writing// (which is fully aligned to the CCSS). You’ll also find separate continua for Assessing Opinion/Argument Writing and Informational Writing on the TCRWP website. You might ask teachers to do step 1 before joining you at this study session—or you could do this yourself with one class and bring the resulting class set of work for participants to interact with. Follow the steps, providing some time during step 2 for your colleagues to get to know the continuum. As an extension, many schools have studied and used this continuum for several years during our initial pilot and research phases. While the current version has been revised to align to the CCSS, schools may wish to develop their ownversions of this document, such as the teachers from Seattle public schools who developed their own continuum for assessing argument writing, which we refer to on page 140. You may decide with your colleagues to perhaps add in your own district-specific student work samples, to develop next-step quick references to use within instructional time, or other useful offshoots.
 * Planning Session 4 | Writing - Narrative, Argument, Informational **