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Proven Sequence – School & District

A proven sequence for school or district implementation

Overview

This guide outlines how to effectively utilize?W2Win‘s systematic writing solutions in a school or district setting. If you are a teacher or administrator working in a public school or other traditional educational environment, then this guide is for you! We also have guides available for homeschoolers (TODO:Link)

Implementation Timeline

Year one

At some point during the year, school or district leaders

  • Attend the W2Win Leaders Workshop in Athens, Georgia to understand the power of the 3 W2Win solutions – Frequent Writing on Demand – Applied Grammar online – Paired Texts Packets <https://form.jotform.com/91474878871172>

? or ?

  • Schedule a W2Win Leaders Workshop in your district or region
  • Create a plan with a W2Win trainer to setup model classrooms with teachers for the 1st 9 weeks. These classrooms will be used for training other teachers in the next 9-weeks.

In launching the model classrooms, a W2Win trainer demonstrates the key practices of each solution onsite or online in 4 model classrooms in the morning and observes each teacher duplicate the demon?stration with another student group. The trainer guides building leaders is using obser?va?tion checklists to provide immediate feedback to the model-classroom teachers and all teachers later on.

Implementation timeline – Yr 1

9-weeksSchool/district leadersWriting2Win team
1st
  • Announce to the faculty your (school’s / district’s) commitment to W2Win solutions.
  • Present the plan for embedding the W2Win solution(s) into your existing curriculum and long-range plan.
  • Schedule each faculty member to observe a model-class¬room routine to emulate.
  • Train faculty on designated W2Win solutions with model-classroom teachers.
  • Observe / coach model-classroom teachers in week 5.
2nd
  • Conduct a productive schedule of visits to model classrooms for all teachers
  • Recognize students who exceed expectations in each W2Win solution on a weekly, monthly, or quarterly schedule.
  • On week 2-3 observe / coach teachers from the remaining faculty on a schedule determine with building leaders.
  • Help building leaders recognize exemplary of students, teachers, and classrooms.
3rd
  • Continue a productive schedule of visits to model classrooms for teachers who need help to meet expectations.
  • Recognize students who exceed expectations in each W2Win solution on a weekly, monthly, or quarterly schedule.
  • Conduct the 1st schoolwide review of Literacy team members for each W2Win solution.
4th
  • Review student work and test performance for year-end report.
  • Plan schoolwide implementation of W2Win solutions in the coming schoolyear with modifications that address needs of specific students and teachers.
  • Review and analyze the correlation of teacher practices with student achievement to report to the district.

Example model classrooms*

Elementary school
Instructional SolutionGradePaceTeacher
Frequent Writing on Demand – Daily Writing to Learn the Curriculum1 & 33 20-min lesson activators / closes weeklyany level of experience
Applied Grammar Online – Sentence Building2 or 32 30-min lessons weeklyany level of experience
2 Paired Texts Packets – reading com¬-prehension in the writing process4 or 53 30-min sessions/week for 3 weeksveteran teacher
Middle / high school

Instructional SolutionSubject AreaPaceTeacher
Frequent Writing on Demand – Daily Writing to Learn the Curriculummath, science, social studies, or elective3 15-min lesson activators / closes weeklyany level of experience
Applied Grammar Online – Sentence BuildingELA or ESOL2 30-min lessons weeklyany level of experience
2 Paired Texts Packets – reading com¬-prehension in the writing processELA, science, or social studies3 30-min sessions/week for 3 weeksveteran teacher
*These example are proven model-classroom setups. Configuration for your school / district will vary.

Teachers in the model classrooms access the W2Win helpline for questions they have. They

  • are entitled to all webinar tutorials
  • schedule GoToMeeting webinars for assistance in working through the pacing guide.

Teachers share student work with a W2Win trainer every 2 weeks to assure that their instructional routines become as effective as possible.

The building / district leader and W2Win trainer schedule an onsite visit in week 5 or 6 of the model?-classroom launch for teachers to demonstrate use of each W2Win solution. Demonstrations are videotaped for use with future W2Win Professional Development. At the conclusion, the building / district leader and W2Win trainer map out the plan to bring the remaining teachers into the implementation.

Pacing Calendar
WeekTimeMondayTuesdayWednesdayThursdayFriday
120 min*WOD pretestWOD
30 min*AGO pretest*PTP pretestAGOPTP Word families
2-420 minWODWODWOD
30 minPTP - session 1AGOPTP - session 2AGOPTP - session 3
5-920 minWODAGOWODAGOWOD
30 minBased on student performance on the PTP, customize small-group reading-writing projects / tasks.
*AGO - Applied Grammar Online, PTP - Paired Texts Packets, WOD - Writing on Demand

Year Two and following

Implementation Timeline – Yr 2

9-weeksSchool/district leadersWriting2Win team
1st
  • Re-emphasize your (school’s / district’s) commitment to W2Win solutions with the faculty.
  • Present the revised plan for embedding the W2Win solution(s) into the existing curriculum and long-range plans.
  • Schedule each faculty member to observe appropriate model classrooms.
  • Coach model-classroom teachers in demonstrate a re-launch of their W2Win solutions.
  • Observe / coach model-classroom teachers in week 5.
2nd
  • Conduct a productive schedule of visits to model classrooms for all teachers
  • Recognize students who exceed expectations in each W2Win solution on a weekly, monthly, or quarterly schedule.
  • On week 3-4 observe / coach teachers from the remaining faculty on a schedule determine with building leaders.
  • Coach building leaders on the specifics of recognition of students, teachers, and classrooms.
3rd
  • Continue a productive schedule of visits to model classrooms for teachers who need help to meet expectations.
  • Recognize students who exceed expectations in each W2Win solution on a weekly, monthly, or quarterly schedule.
  • Conduct the 1st schoolwide review of Literacy team members for each W2Win solution.
4th
  • Review student work and test performance for year-end report.
  • Plan schoolwide implementation of W2Win solutions in the coming schoolyear with modifications that address needs of specific students and teachers.
  • Review and analyze the correlation of teacher practices with student achievement to report to the district.

Annual review of teacher practices, student work, and student achievement

The building or district and W2Win trainer lead teachers in the review of student work, academic performance, and achievement on state tests. They use that review to assess and revise the distribution of the 3 instructional solutions among teachers. The building leaders make the agreed changes for the coming school year.

W2Win integrated reading-writing solutions

A partnership between building or district leaders and a W2Win trainer supports a 3-year implementation of the 3 W2Win solutions. In Year 1, the Pilot for Setup of Model Classrooms occurs. In Years 2-3, teachers drive the 3 solutions with the directions of their building or district leader(s) and a W2Win trainer. The W2Win team will keep in touch with you in Year 4 to maintain the productive level of support for materials and online / onsite training.

Frequent Writing on Demand

public/private school

Applied Grammar Online

public/private school

Paired Texts

Paired Text Packets

public/private school

Frequent Writing on Demand

Frequent Writing on Demand: writing for content knowledge

This writing solution goes beyond quick writes, free-writing responses, or open-ended reflections. W2Win Frequent Writing on Demand does not assume that students already possess productive habits of responding to new knowledge. Instead, teachers prompt their students to write using 1 of 22 proven critical-thinking strategies. They also provide key terms for students to use in their writing.

These instructional tools for teachers and students make mastering core content standards possible and simple.

Examples:

Student Workbooks

Teacher Manuals

Daily Writing to Learn the Curriculum helps students move new knowledge out of short-term memory into long-term memory. It prompts them to think about new material in different ways, not just hear it and forget it.
S. Bjornson, South Dakota

Faithful use of Frequent Writing on Demand impacts student achievement significantly in the first year of use. Over 3 years, it becomes a fully nurturing embedded instructional routine. In these 3 consecutive school years, commit with your students to write at least 3 times a week as part of your ELA, math, science, or social studies curriculum. Work your way through the writing strategies one at a time, using a strategy at least 3 times to reinforce the strategy before moving to a second strategy. Start with Strategy G – Copy and Continue. It prompts students to explain the main idea from a lesson such as

The life cycle of a frog moves through 4 different stages.

Students copy this main idea that kickstarts their recall of the lesson. They then continue explaining in their own words the stages in the life cycle of the frog. They include an expected number of key terms in their explanation. Once they self-assess their writing with a rubric, they read it aloud to a PAL who responds with a PAL’s response strategy.

Move on to strategies E, B, C, and L. These strategies best build student?s academic and content vocabulary and give them confidence in writing thought at DOK2-4 <hyperlink to Depth of Knowledge>.

Characteristics and Strengths

Characteristics
  • one draft
  • short 4-8 sentences
  • frequent (minimum of 3 entries/week)
  • critical-thinking writing strategies
  • unedited
  • focus on content.
Strengths
  • quantified teacher expectations
  • systematic vocabulary building
  • engaging bell ringers / activators
  • effective closes
  • self-assessment and PAL’s rubric
  • strategies that ensure critical thinking
  • teacher commentary feature (online)
  • progress logs for parents, administrators.

Remember with Frequent Writing on Demand, the focus is on the content of the curriculum. We suggest students keep a Log of Entries in notebooks for several of their core subjects – computer science, ELA, geography, government, history, math, or science. Give each notebook a name like My science journal, My learning log for math, or My social studies notebook. We call them journals.

By year?s end students will have Writing on Demand entries in more than one journal that documents what they have learned piecemeal. They will become a collage of well over 100 entries of what they now know! We would love for you to share your successes with Frequent Writing on Demand with us at [email protected]. Feel free to include pictures of your students writing with a PAL or working in groups with you.

After a year of W2Win Frequent Writing on Demand, students will be critical thinkers and fluent writers about many important subjects, events, issues, and beliefs that you know they need to understand.

Applied Grammar Online

Applied Grammar focuses on writing maturity and style. For students who experience Applied Grammar online, they have the additional benefit of precision keyboarding.

Applied Grammar: acquiring mature sentence variety

This system of teaching the sentence patterns of Standard American English improves the quality of students? independent writing. With the help of whiteboard videos and video tutorials, students learn how to put sentences together in a variety of mature sentence patterns. W2Win Applied Grammar assures mastery of each pattern in 3 steps: 1) 6 to 10-minute oral-kinesthetic mini lesson, 2) written practice work session with a PAL online or in print, and 3) closing discussion of the grammatical pattern practiced. The instructional tools include

Examples:

Sentence Building Student Workbooks

Sentence Building Teacher Manuals

Sentence Building presents 10 levels of maturity. In 30-45 lessons per level, students achieve mastery of all core language standards. Each lesson contains puzzles of short simple sentences with signals that prompt students to create variations on the sentence pattern of the lesson. When students reach a level of automaticity in creating a sentence pattern, they start using the pattern in their independent writing.

There are no error-ridden sentences for students to correct. They meet only acceptable sentences of Standard Written American English.

My 6th graders love solving the puzzles in W2Win Applied Grammar. Their oral-kinesthetic cheers get pretty exciting. When they migrated to the keyboard, some of the best writers became impatient with keyboarding. I let them return to the student books which helped them work carefully in pencil. One by one, they started returning to try keyboarding again, this time with success. They are seeing the sentence patterns that they practice creating show up in their writing.
P. Hunt, Tennessee

Faithful use of Applied Grammar in print or online impacts student achievement significantly in the first year of use. Over the next 2 years, it becomes a fully nurturing embedded instructional routine. In these 3 consecutive school years, commit with your students to complete 2-3 Sentence Building lessons per week. Make sure your students solve the puzzles in each lesson with ease in oral-kinesthetic practice before allowing them to work through the written practice.

To begin, print out a copy of Lesson 1 – Pretest Rewrite Passage – and let your students complete it with pencil and paper. Store it in a folder to compare it with their rewrite of the Posttest Rewrite Passage at the end of the school year. Be sure to coach students through the first few lessons. If you are working one-on-one with a student, you become PAL-A, and the student assumes the role of PAL-B as described in the Sentence Building teacher manual. Let students complete the Written Assessments at the end of each session unassisted. Allow them to self-assess the acceptability of each Combined sentence and mark the acceptable ones with a ?.

Characteristics and Strengths

Characteristics
  • 29-36 lessons sentence-combining puzzles
  • 10 levels of lessons
  • 6-10 Written Assessments
  • 18 and 30-wk scope and sequence
  • oral-kinesthetic mini-lessons
  • student-led written practice
  • RTI (Response to Intervention) guide
  • Combining Sentences revision strategy
  • recognition of ?Sentence Builders? of the week
  • student, teacher, and administrator software portal
  • records and reports of student progress
Strengths
  • game-like quality of puzzles
  • immediate, positive feedback
  • positive impact on tests of written expression
  • increased scores on ELA tests
  • increases scores of reading comprehension
  • teaches grammar terms so students remember
  • the puzzles engage students
  • puzzles teach problem solving
  • students use sentence patterns in independent writing
  • suggested practices that excite students
  • reaches non-English speakers
  • energizes growth in gifted writers.

Note The pages in the appendix help you track your students’ progress through the Written Assessments and compare the pretest and posttest rewrite passages. There is enough support for you to monitor and assemble reports of your students’ progress quite accurately. Enjoy helping your students work through the challenges and have fun solving increasingly difficult Sentence Building puzzles.

After a year of W2Win Applied Grammar online, your students will perform on end-of-year tests of written expression with significantly better-quality writing. We would love for you to share your successes with Applied Grammar with us at [email protected]. Feel free to include pictures of your students working in a group mini-lesson or with a PAL at a computer.

Paired Texts Packets

Set aside 3 weeks in September, November, January, and March to guide students through a Paired Texts Packet.

Paired Texts Packets: an integrated reading-writing solution

This system provides concrete and practical guidance for students in comprehending content-rich reading texts and writing thoughtful responses. 4 Writing Modules in your teacher’s manual ensure students? growth as readers and writers – setup, prewriting, revision, and evaluation.

A pacing guide in your teacher’s manual helps you lead your students through 3 30-minute sessions each of the 3 weeks. In each session, students work with PALs to practice intentional reading, writing, listening, and speaking tasks.

Paired Texts Packets are available in packets of 4 for each grade level, 3-12. Informational texts are based on power standards of science or social studies. Narrative texts reinforce ELA standards of informational reading. Throughout the 4 packets, students practice writing in argument/opinion, informational, and narrative genres. <hyperlink to master list of 12 paired texts for 3-5, 6-8, and 9-12>

Examples:

W2Win Paired Texts Packet, for students

W2Win Paired Texts Packet, teacher editions

The paired texts are challenging and engaging, just what I was looking for. My students met the challenge, embraced the PALs system, and helped each other think through the reading tasks. It?s great how the format for the reading and writing tasks are consistent from packet to packet. My students are the best prepared for end-of-grade tests that I have ever seen in the last 6 years.
P. Williams, Georgia

Faithful use of Paired Texts Packets impacts student achievement significantly in the first year of use. Over the next 2 years, they become a fully nurturing embedded instructional routine. Make sure students work through each packet with a different PAL to develop an authentic sense of audience.

The first time through a Paired Texts Packet you may take longer than 30 minutes to complete each session. If there are an odd number of students in class, let the outlier student be PAL-B and you assume the role of PAL-A as described in the teacher manual.

Characteristics and Strengths

Characteristics
  • age-appropriate, upper Lexile reading level
  • 14 key academic or content terms
  • 4 differentiated reading comprehension tasks to meet the needs of students of all levels
  • selected-response assessments
  • constructed writing response tasks
  • extended writing response
  • steps of the writing process
  • argument/opinion, informational, and narrative genres.
Strengths
  • content-rich texts
  • student-friendly vocabulary of voice, pictures, and flow<hyperlink to voice, pictures, and flow defined>
  • structured reading comprehension tasks
  • models of teacher writing for each task
  • writing modules (setup, prewriting, revision, and evaluation)
  • student-centered pacing guide
  • proven impact on tests of written expression.

Remember with Paired Texts Packets, the focus is on empowering students to work and learn with and coach their PALs. Together they analyze reading texts thoroughly and help each other move through the steps of the writing process in crafting insightful responses to those texts.

After four 3-week studies of W2Win Paired Texts Packets, students comprehend texts above their grade-level expectations and write extended responses with ideas supported by evidence from reading texts.

By year?s end your students will be proud of 4 extended responses to paired texts and other extended reports on science, social studies, or math projects. We would love for you and your students to share their successes with Paired Texts Packets [email protected]. Feel free to include pictures of your students, their writing, or both!

Annual Summer Wrap Up

In the summer,

Promote students to the next grade level on w2win.online for Frequent Writing on Demand

All subject areas in Georgia

Common Core math and ELA for other states

Move exemplary Frequent Writing on Demand student journals to nextyear teachers in ELA, math, science, or social studies.

Provide professional development training for any new teachers, using the W2Win instructional resources. Call 706-850-5854 or email [email protected] for help in organizing and delivering your professional development sessions.

Teachers help their students move into step to re-establish the positive momentum they experienced through the 3 years of the proven W2Win launch.

If you are managing all 3 W2Win integrated reading-writing solutions consider this timing for re-launching them. In the first days of school, teachers re-launch

Frequent Writing on Demand (M, W, F)

Applied Grammar (T, H).

Then agree with teachers on which 3 weeks in each 9 weeks students move through the Paired Texts Packets. Two proven choices:

Weeks 1-3 – when Paired Texts Packets provide the foundation of your writing program and allow teachers week 4-8 to move students into small-group reading-writing tasks based on their performance on the Paired Texts Packet.

Weeks 4-6 – when Paired Texts Packets supplement an existing writing program.

With conscientious leadership, all students renew the writing practices with ease; students new to the school fall in step; it is, after all, the surest way for them to learn.