K-12 Writing Goal

  • Support students’ development as writers by refining our instructional practices to facilitate high-quality writing across disciplines.

Background

  • Radnor Township School District’s focus on writing during the 2018-2019 school year is a continuation of work that began in response to the most recent English-Language Arts curriculum audit.

    In 2017-18, Dr. Jim Kearney collaborated with teachers, instructional coaches, and administrators from all schools to create two documents that to inform our writing instructional practices. The K-12 Writing Teaching and Learning Principles should guide decisions about writing instruction in classrooms, schools, and across the district. These principles are based on educational research and are broad enough that teachers can be responsive to the individual needs of their students. The RTSD Writing Scope and Sequence identifies where specific elements of writing should be introduced, developed, and secured for students. Classroom teachers can use their understanding of not only what students should learn in the grade-level they teach, but also the grade-levels above and below to facilitate students’ continuous development as writers. During the 2017-18 school year, interested teachers also participated in professional development focused on writing instruction and the writer’s workshop model. This professional development included workshops led by Jennifer Serravallo and Jeff Anderson.

RTSD Writes Logo

Questions

  • Questions about the RTSD Writing Iniative? Contact Assistant Director of Teaching and Learning Dr. Jim Kearney.
     

RTSD K-12 Writing Teaching and Learning Principles

    • Students need explicit instruction in writing and support as individual writers.
    • Instruction in writing should be embedded across disciplines as a tool for learning.
    • Students need opportunities to write every day.
    • Students need ownership and responsibility for their writing by having opportunities to choose their own topics and goals for improvement.
    • Students need opportunities to engage in different types of writing for a variety of real audiences and purposes.
    • Students need to develop into strategic writers, not formulaic writers.
    • Writing is a collaborative process that values students’ ideas and requires social interaction and feedback.
    • Students need to experience, understand, and value the writing process — including planning, drafting, revising, and editing—as they apply to the finished product.
    • Students need to analyze and appreciate texts to understand quality writing.
    • Teachers need to model the writing process for students.
    • Grammar and mechanics should be taught in context, as items are needed, and at the editing stage.
    • Teacher and student feedback on writing must be a reflective process that is constructive, efficient, and focused on growth.