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English Language Arts Department Program Review
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Recommendation #5: Writing Strategies: K-12 Scope & Sequence for Skill Progression & Assessment /
Development and Assessment of Metacognition & Critical Thinking
1. Refine a scope and sequence of ​K-12 writing qualities (i.e. structures of writing, types of writing,
collaborative writing, writing endurance, common rubric, grammar concepts/benchmarks, style guide).

2. Engage students in development of ​metacognitive and reflective thinking skills to help them utilize
self-monitoring strategies for comprehension and writing, identify their own opportunities for growth, and
encourage transfer of learned skills across content areas (e.g. not isolated to one class or genre) and
ultimately the “real world”.

FINDINGS:

Internal Analysis
● Ensure consistent language and strategies are used for the development of writing and feedback of writing
that is developmentally appropriate (rubric) by writing type (narrative, informative, persuasive) (PRSD
Vertical Team, 2019; Student Voice-Grade 6/High School, 2020).
● Establish consistent terminology to be used for both reading and writing across K-12 both intra- and inter-
departmentally ​ (PRSD Vertical Team, 2019).
● Provide opportunities for writing in a variety of settings and for multiple purposes ​(PRSD Vertical Team,
2019).
● Develop a way to communicate expectations for grammar and mechanics with students, parents, and all
teachers across content areas (PRSD Vertical Team, 2019).
● Utilize portfolio assessments across reading, writing, speaking, and listening to help students engage in
reflective practices and set goals around specific competencies, also informed by teachers’ and peers’
specific feedback to them (PRSD Vertical Team, 2019).
● Establish consistent expectations for writing experiences across all grade levels (PRSD Vertical Team,
2019).
● Activities such as journaling, annotating, and intentionally teaching note-taking strategies have helped
students grow as writers and readers (Student Voice-Grade 6/High School, 2020).
● Students are having very different writing experiences. There is a need for consistency in amount and
types of writing (Town Hall, 2020; Student Voice - Grade 6, 2020).

External Analysis
● “​Resolved that the National Council of Teachers of English (2019):
● promote pedagogy and scholarly curricula in English and related subjects that instruct students in
civic and critical literacy, going beyond basic reading comprehension to the thinking skills that
enable students to analyze and evaluate sophisticated persuasive techniques in all texts, genres,
and types of media, current and yet to be imagined;
● support classroom practices that examine and question uses of language in order to discern
inhumane, misinformative, or dishonest discourse and arguments;
● prioritize research and pedagogies that encourage students to become “critical thinkers,
consumers, and creators who advocate for and actively contribute to a better world” ;
● provide resources to mitigate the effect of new technologies and platforms that accelerate and
destabilize our information environment;
● support the integration of reliable, balanced, and credible news sources within classroom
practices at all levels of education;

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