Chimney Hill Elementary 25-26

At the beginning of the year, staff engaged in conversations about the strengths and stretches of our learners, examining year-end proficiency data and FSA results. Analysis of beginning-of-year writing samples indicated that some learners were experiencing challenges in key writing skills, including paragraph organization, descriptive detail and elaboration, and vocabulary use. These patterns prompted important staff discussions and a shared recognition of the need to better support student writers. In response, we initiated a focused inquiry to improve student writing development.

The cohort consisted of Grade 4 and 5 learners. The teachers intentionally selected a diverse group of students representing a wide range of writing proficiencies. This approach ensured that all learners, regardless of their current skill level, were provided with opportunities to develop and strengthen their writing abilities.

Our student learning goals, as connected to the curriculum were: 

• Using language in creative and playful ways helps us understand how language works
• Use language in creative and playful ways to develop style
• Develop and apply expanding word knowledge
• Transform ideas and information to create original texts

To target and guide student's success with the above goals the following learning experiences were used: 

• Read stories and use strategies that highlight sensory details
• Use of story workshop, loose parts, and time in nature to use play to engage senses
• Direct instruction to teach ways to expand sentences
• Using CoPilot to play with language and see how the use of detail is used to create an image

Here's an example of a student learning to add details into CoPilot. To create the first picture the student asked CoPilot to create a picture of the beach. The second time, the student asked CoPilot to include a person playing in the water, a child and dad building a sandcastle, seagulls flying in the air, and a soft blanket on the beach. By learning to give descriptive details into CoPilot will help them understand the importance of putting them in their writing. 

Loose Parts provides students with opportunities to create, explore, and build in open-ended ways. Through this process, they engage in hands-on, imaginative learning that encourages curiosity and problem-solving. As students construct their creations, they are also invited to reflect on and explain their thinking, considering the sensory elements such as texture, shape, colour, and structure of what they have designed. This process supports the development of oral language skills, descriptive vocabulary, and the ability to communicate ideas with greater clarity and detail. Additionally, it fosters creativity, collaboration, and deeper engagement as students make meaning through both their creations and their explanations.

In April, we engaged in a learning sprint focused on improving the quality of student writing, with particular attention to the development of meaning and detail. A learning sprint is a structured, short-term cycle of inquiry in which educators focus on a specific learning goal, implement targeted instructional strategies, collect evidence of student learning, and collaboratively reflect on progress to inform next steps.

Through targeted instruction, students were supported in enhancing their writing by incorporating sensory details to create more vivid and engaging texts. This focus aligns with the BC Performance Standards for Writing, specifically in strengthening students’ ability to develop ideas with clarity, depth, and descriptive language.

The accompanying graph illustrates student performance using proficiency indicators (Emerging, Developing, Proficient, Extending) and demonstrates growth in students’ ability to meet grade-level expectations in writing prior to the initiation of the learning sprint.  

The initial assessment task required students to respond to an image prompt by writing with as much detail as possible. While many students were able to identify and describe what they observed in the image, responses tended to focus on listing visible elements rather than developing rich, descriptive detail. Sensory language was used infrequently, with most writing reflecting surface-level observations rather than deeper description.

During the six week sprint, students worked on engaging with sensory details, building vocabulary of describing words, and understanding how to evoke the senses. Here is one of the samples that show an increase in use of sensory language and description.

"I hear kids crying because the water is too cold."  Student

As a result of the six-week learning sprint, which focused on explicit and intentional writing instruction, measurable improvements were observed across all students, regardless of their initial level of ELA writing proficiency.

Growth was evident across several key areas, including:

• Vocabulary development, particularly an increased use of synonyms to enhance word choice
• Sensory detail, with students producing more engaging and descriptive writing that appeals to the reader’s senses
• Use of figurative language, contributing to more vivid and expressive compositions
• Emotional depth, demonstrated through both the inclusion of feelings and the ability to evoke emotion in the reader

Teachers expressed enthusiasm regarding the progress made and noted a marked increase in student engagement and confidence in writing.

Looking ahead, there is a continued commitment to strengthening writing instruction through clear, measurable goals aligned with the BC Performance Standards for Writing. The school will implement school-wide writing samples three times per year (fall, winter, and spring) to gather evidence of student learning and to monitor growth over time.

A key goal is to support students in moving toward Proficient and Extending levels of performance by focusing on the following areas:

• Meaning and detail: Students will incorporate relevant ideas supported by descriptive and sensory details
• Style and voice: Students will demonstrate increased control of vocabulary, including the purposeful use of varied and precise word choice
• Form and organization: Students will develop clear paragraph structure, including topic sentences, supporting details, and logical sequencing
• Conventions: Students will demonstrate increasing accuracy in grammar, punctuation, and spelling appropriate to their grade level

Staff will collaboratively assess writing samples using a common rubric informed by the BC Performance Standards, engaging in collaborative practices to ensure consistency in assessment. The goal is for the majority of students to demonstrate growth of at least one performance level over the course of the year in one or more aspects of writing.