Constructing a Rubric What does it mean to assess writing? Assessment is the gathering of information about student learning.
Session Two Begin with a review of the activities that students completed in the previous session. Share any general feedback on the topics that students have chosen, based on your review of the Newspaper Article Summary Questionsand pass back the sheets to students. Answer any questions that students have on the project at this point.
Ask the class to share characteristics that they noticed as they read the letters to editor for homework. Record their responses on the board or on chart paper.
If necessary, ask questions such as the following to guide students' observations: What did you notice about the organization of the letters?
How were details used in the letters? What kind of details were used? How do the letters persuade their readers? Which letters seemed best? What is the difference between an acceptable letter and a great letter?
Once the list is fairly complete, review the items, and make any additions or corrections. Ask students to suggest general categories that fit the characteristics e. Arrange the characteristics into these general categories, creating a checklist or rubric for students' letters.
Pass out copies of the Persuasion Map Planning Sheetand use the information to analyze a letter to the editor from one of the newspapers. Demonstrate how to use the Persuasion Map to begin gathering and organizing ideas for students' letters. Allow students the rest of the session to begin planning their papers with the Persuasion Map.
Remind students to refer their Newspaper Article Summary Questions as useful. As students work, circulate through the room, providing feedback and support. If time allows, review the first sentences of several letters from the editor, and ask students point out the similarities between the sentences.
Based on these examples, have students write their own sentences. Review the way to punctuate the titles of articles and the newspapers in these opening sentences.
If desired, point students to one or more of the guidelines for composing letters to the editor listed in the Websites section.
For homework, ask students to compose a first draft of their letters. Explain that the letters will be exchanged for peer review during the next session. Session Three Review the criteria for effective letters to the editor that students created during the previous session, and answer any questions that students have about the project or their drafts.
Arrange students in pairs, and ask partners to exchange and read one another's drafts. After reading the drafts, have them fill out the Letter to the Editor Peer Review Questions to provide feedback.
After students have shared and received feedback, allow time for the students to revise their drafts.Formative Assessment Writing Activities and Research Activities Formative Assessment Activities accurately print letters, to demonstrate letter-sound correlations, and to use appropriate capital Dodge, Judith, 25 Quick Formative Assessments for a Differentiated Classroom.
Scholastic. New York, NY. LETTER TO THE EDITOR Formative versus Summative Assessment Formative assessment not only assesses students’ achievements but it also is a powerful diagnostic tool that enables students to. Assessing Student Writing. What does it mean to assess writing? Suggestions for Assessing Writing; Means of Responding; It can be used for formative purposes−−to adjust instruction−−or summative purposes: to render a judgment about the quality of student work.
One of the major purposes of writing assessment is to provide. Flyers1 3 Formative Assessment -2 Ch. No. Name of the Chapter Activities Time Frame P 3 Poem- The Solitary Reaper Write a letter to the editor on.
Letters to the Editor Canadian Community News, and thereby its subsidiaries, does not necessarily endorse any of the views posted.
Al l letters must be signed and will be published at the discretion of the editor. Suggestions for Assessing Student Writing Be sure to know what you want students to be able to do and why. Good assessment practices start with a pedagogically sound assignment description and learning goals for the writing task at hand.