Ohio

Writing Curriculum


The Simplify Writing¬ģ Curriculum is aligned to Ohio's Learning Standards for English Language Arts. It creates¬†a bridge from direct, explicit writing to approved reading programs¬†that¬†follow the Science of Reading (SoR).

YOUR STUDENTS DESERVE QUALITY LESSONS

Why Simplify Writing¬ģ is the Best Choice for¬†Ohio¬†Students

Systematic,
Explicit Lessons

We provide teachers with flexible writing lessons that can be used in both universal and intervention settings.

SoR-Aligned Encoding

Our lessons support the relationships between sounds and words as students learn to spell.

Supports Individual Learning Plans

We provide tools and training to help teachers provide interventions and modifications to support students with learning disabilities, ELLs, and gifted children.

Includes Professional Development

Each teacher goes through a rigorous 8-hour writing training on using evidence-based practices in their literacy block.

Ohio Literacy Curriculum
Criteria & Evidence

K-2 Program

Indicator

Evidence

3.1. Materials include opportunities to practice writing words introduced in reading instruction and use them to write in response to what students have read. [EL practice guide, Rec. 1].

K-2 Simplify Writing¬ģ units incorporate phonemic awareness and application of spelling skills as students learn to encode words that align with the phonetic scope and sequence typically covered in these grades. Mini-lessons model the process to map words and sentences using knowledge of phonics, with additional intervention resources to support the encoding process.


3.2. Materials are designed with activities for students to write about what they read in both literary and informational text (for example, summaries, reactions, analysis or interpretation of text, notes, and ask/answer questions) [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

The Simplify Writing¬ģ curriculum incorporates writing across the content areas, with units at each grade level that focus on science, social studies, and literature-related topics. Students will respond to both literary and informational text, with reference texts or paired passages related to content areas provided in many units as a source for building background knowledge. These skills are modeled explicitly using a mentor text, with opportunities for the student to apply the skill in their own writing.


3.3. Materials include opportunities and prompts for students to write opinions, information/explanations, or narratives in response to texts read [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Every writing genre is covered throughout the Simplify Writing¬ģ program, with units on narrative, informational, explanatory, and opinion writing. Students will produce both simple and extended writing pieces, using oral storytelling and illustrations to support and scaffold their written work.

Download This Evidence

3-5 Program

Indicator

Evidence

3.1. Materials include extensive practice with short, focused research projects that allow students to have multiple experiences with the research process throughout the year and facilitate development of the ability to conduct research independently [EL practice guide, Rec. 3; Writing practice guide, Rec. 2a and 2b].

Throughout the Simplify Writing¬ģ units, students will learn research skills, incorporating evidence from outside texts to support their thinking in writing. Reference texts or paired passages related to content areas are provided in many units as a source for building background knowledge, as well as citing evidence through quotes or paraphrasing. These skills are modeled explicitly using a mentor text, with opportunities for the student to apply the skill in their own writing. Supplemental units for teaching the research process are provided, including lessons on quoting and paraphrasing text, finding credible sources, and writing bibliographies.


3.2. Materials include activities that require students to analyze and synthesize text sources and present the analysis using welldefended claims and clear information [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Text-dependent writing is a cornerstone of the Simplify Writing¬ģ program. Every informational and opinion unit includes text-based tasks, with students incorporating evidence from outside sources to support their ideas in writing. Students will also analyze literary texts with opportunities to respond to synthesize multiple texts in one writing piece.


3.3. Materials provide instruction in different text structures (for example, sequence, comparison, contrast, and cause/effect) and place a focus on argument and informative writing based on texts with these structures [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Every writing genre is covered throughout the Simplify Writing¬ģ program, with multiple units on narrative, informational, explanatory, and opinion/argumentative writing. Organizers are provided for students to outline their ideas using various text structures, such as sequencing events or comparing and contrasting.


3.4. Materials include activities that provide opportunities to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences [EL practice guide, Rec. 3; Writing practice guide, Rec. 1 and 2b].

Every Simplify Writing¬ģ unit covers the writing process from brainstorming to publishing, with mini-lessons that guide students through each step. Students will produce both simple and extended writing pieces, learning to complete the writing process over a period of days or weeks, as well as in a condensed time frame as might be required in a testing environment. Mini-lessons that focus on the purpose for writing and pinpointing a unique audience are included throughout the grade level units.

Download This Evidence

Ohio Early Literacy Curriculum
Criteria & Evidence

K-2 Program

3.1. Materials include opportunities to practice writing words introduced in reading instruction and use them to write in response to what students have read. [EL practice guide, Rec. 1].

K-2 Simplify Writing¬ģ units incorporate phonemic awareness and application of spelling skills as students learn to encode words that align with the phonetic scope and sequence typically covered in these grades. Mini-lessons model the process to map words and sentences using knowledge of phonics, with additional intervention resources to support the encoding process.


3.2. Materials are designed with activities for students to write about what 1 they read in both literary and informational text (for example, summaries, reactions, analysis or interpretation of text, notes, and ask/answer questions) [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

The Simplify Writing¬ģ curriculum incorporates writing across the content areas, with units at each grade level that focus on science, social studies, and literature-related topics. Students will respond to both literary and informational text, with reference texts or paired passages related to content areas provided in many units as a source for building background knowledge. These skills are modeled explicitly using a mentor text, with opportunities for the student to apply the skill in their own writing.


3.3. Materials include opportunities and prompts for students to write opinions, information/explanations, or narratives in response to texts read [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Every writing genre is covered throughout the Simplify Writing¬ģ program, with units on narrative, informational, explanatory, and opinion writing. Students will produce both simple and extended writing pieces, using oral storytelling and illustrations to support and scaffold their written work.

Download This Evidence

Wisconsin Early Literacy Curriculum
Criteria & Evidence

3-5 Program

3.1. Materials include extensive practice with short, focused research projects that allow students to have multiple experiences with the research process throughout the year and facilitate development of the ability to conduct research independently [EL practice guide, Rec. 3; Writing practice guide, Rec. 2a and 2b].

Throughout the Simplify Writing¬ģ units, students will learn research skills, incorporating evidence from outside texts to support their thinking in writing. Reference texts or paired passages related to content areas are provided in many units as a source for building background knowledge, as well as citing evidence through quotes or paraphrasing. These skills are modeled explicitly using a mentor text, with opportunities for the student to apply the skill in their own writing. Supplemental units for teaching the research process are provided, including lessons on quoting and paraphrasing text, finding credible sources, and writing bibliographies.


3.2. Materials include activities that require students to analyze and synthesize text sources and present the analysis using welldefended claims and clear information [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Text-dependent writing is a cornerstone of the Simplify Writing¬ģ program. Every informational and opinion unit includes text-based tasks, with students incorporating evidence from outside sources to support their ideas in writing. Students will also analyze literary texts with opportunities to respond to synthesize multiple texts in one writing piece.


3.3. Materials provide instruction in different text structures (for example, sequence, comparison, contrast, and cause/effect) and place a focus on argument and informative writing based on texts with these structures [EL practice guide, Rec. 3; Writing practice guide, Rec. 2b].

Every writing genre is covered throughout the Simplify Writing¬ģ program, with multiple units on narrative, informational, explanatory, and opinion/argumentative writing. Organizers are provided for students to outline their ideas using various text structures, such as sequencing events or comparing and contrasting.


3.4. Materials include activities that provide opportunities to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences [EL practice guide, Rec. 3; Writing practice guide, Rec. 1 and 2b].

Every Simplify Writing¬ģ unit covers the writing process from brainstorming to publishing, with mini-lessons that guide students through each step. Students will produce both simple and extended writing pieces, learning to complete the writing process over a period of days or weeks, as well as in a condensed time frame as might be required in a testing environment. Mini-lessons that focus on the purpose for writing and pinpointing a unique audience are included throughout the gradelevel units.

Download This Evidence
THE OHIO TEACHER EXPERIENCE

"The growth I saw in them over the year was truly amazing."

‚ÄúIn the year prior to implementing Simplify Writing, I had about 30% of my students pass the ELA state test. The year I implemented Simplify Writing, my passing percentage went up to 58%. I can say very confidently that their writing was the reason for this.‚ÄĚ

 Courtney Mays

Ohio Teacher

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