Writing Learning Walks West Vincent May, 2014
Introduction • Learning walkthroughs were conducted to assess the level of implementation for
the Calkins Units of Study in Writing in order to inform next steps in professional development.
• Regardless of the “numbers” that follow, there is a collective strength across WV classroom that promotes an authentic and meaning approach to the teaching of writing grades K-6!
• The information that follows should be used for PD in the 2014-15 school year. • The WV staff should be commended for their efforts to learn the new program and to implement such quality writing instruction!
Writing Mini-Lesson Components 100
95
100
100
90 76
80
76
76
80
67
70 60
Jan-14 May-14
50 40 30 20 10 0 Connection
Teaching Point
Active Engagement
Link
Writing Expectations, Objectives, & Resources 100 90 80 70 60 50 40 30 20 10 0
100
95 93
95 100
100
87
71 57 45
27
Objective Explicitly Stated
29
Expectations Students Write Students Use Students Use Graphic Meet Grade for a Real Word Taught Skill in Organizers are Level Purpose Wall/Spelling Notebooks Consistent Expectations Resource Across Grade Level
Jan-14 May-14
Summary of Feedback Strengths • Growth in the teaching of the mini-lesson. • Application of writing lesson in notebooks. • Only 1 observation noted expectations did not meet grade level expectations.
• Consistency of lessons across grade level.
Summary of Feedback Next Steps • Active engagement should get students started on how they can use the learning right away.
• The link needs to be clear to students in having them state what they will try in the workshop “today” through turn and talk (this is not explicit in Calkins, but until students become more used to the Units we should implement each mini-lesson.
• Personal word walls should be part of every notebook and reinforced consistently as a tool.