How do you grade writing for third graders? I have to put a grade on their report cards for writing. I am a special education so these are students who have trouble writing. I am reporting on their goals, but as for a number grade, how do you get that? Any ideas.
On 7/27/11, Mark Pennington wrote: > Excellent question. Here's my thought. We should grade based > upon how well students have met our instructional objectives. > Because each writer is at a different place, we begin at that > place and evaluate the degree to which the student has learned > and applied that learning, in terms of effort and > achievement.
Well, of course. Particularly in Special Ed. This would be the working on their goals mentioned by the OP. > > For example, here my be an effective procedure: > > 1. Diagnostically assess all students' writing abilities vis a > vis a *writing sample that addresses the Common Core State > Standard writing task. An on-demand writing task would > suffice. Grade on an analytical rubric tied to that content > standard and the complementary writing process standards. No > holistic rubric-teachers need to isolate the diagnostic > variables. Share this data with students and parents. Set > goals. Record the scores on a class recording matrix. > > *Note: One size does not fit all, so each content standard > would necessitate a separate diagnostic assessment.
Yeah. Different assessments for each writing standard for Special Ed 3rd graders is not likely. I'd probably give a simple writing assignment, such as "Describe your right shoe." That would be kept as the baseline for this year. For kids in 3rd grade, I'd accept any writing that included anything about shoe, or color, or shape, whatever as proof that an attempt was made to complete the assignment, which would equal a 100.
> > 2. Select a writing task similar to the diagnostic assessment > and teach (whole class)the key writing content and skills > necessitated by the writing task. Brainstorming, > accessing/building prior knowledge (some KWL, anticipation > guides, class discussion, video clips), and modeled > pre-writing would make sense. >
My guess is that your kids need help with actual handwriting, as well as spelling and mechanics and conventions. Spelling is probably addressed in your reading program, but some work on handwriting (or keyboard skills, if you have access to computers) is in order. If the assignment is to legibly write 10 letters, anybody who gets 7 or more written correctly gets a passing grade.
For mechanics and conventions, I'd begin with the 4 elements every sentence must have: begin with a capital letter, include a subject noun, contain a predicate verb, and end with a stop. Then, if the assignment was to write 5 sentences, there are 20 possible points to be earned, and they're worth 5 points each. The sentences could just be 2 words, such as,"Birds fly." so they can be quick to grade.
> 3.Plan differentiated instruction in terms of the writing > task/expectations for each student by analyzing the data on > the class recording matrix. For example, modify the writing > prompt, require fewer sentences/body paragraphs, require > fewer direct quotes, require fewer citations. Obviously, > these modifications will vary according to grade level. > Implement differentiated instruction in targeted skill groups > based upon the data on the class recording matrix.
Citations? I'd settle for getting them to restate the question in their opening sentence! Example: How is a horse like a cow? "A horse is like a cow because ..." Seriously, I sometimes grade based just on whether or not the question was restated.
> > 3. The students complete their rough draft with concurrent > student-teacher mini-conferences a la Writer's Workshop. Re- > teaching via mini-lessons.
Yep. Every day.
> > 4. Upon completion, respond to the rough drafts with specific > e-comments. Whether the students are composing on the computer > or on paper, it makes sense for the teacher to use cut and > paste comments to direct student writing revision. On > computers, Microsoft Word bubble comments are great. On paper, > printing the comments for each student works well. The link > below offers a free download of 438 writing comments, > appropriate for teachers of fourth graders on up. Your third > graders may benefit, as well. The comments tell students what > and why they need to revise with definitions of terms and > examples. Save time and do a better job with writing response > by using this tool.
Not likely. If they could read the comments they probably wouldn't be in 3rd grade. Revision guidelines would be done in conference.
> > 4. The students complete their tasked revisions (per the e- > comments) with concurrent student-teacher mini-conferences ala > writer's workshop.
Yep.
> > 5. Either end the writing task after the revision stage or > move on to the editing stage to the final draft. Of course, > provide culminating publishing opportunities at this > unfinished or finished stage.
Publishing opportunities, like a shape book, minibook, whatever. These are great to do a couple of times a semester.
> > 6. Grade the revised or final draft as a formative assessment > on the same analytical rubric as that of the diagnostic > assessment and enter the data on the class recording matrix.
Yep.
> > 7. Assign the final grade (or points) based upon two measures: > first, the degree to which the student revised the rough > draft according to your e-comment responses (effort); second, > the improvement in scores from the diagnostic to the > formative assessment (achievement), as indicated on the class > recording matrix. Both are certainly quantifiable, for > example 9/10 adequate revisions and a net gain of say 8 > points from a 48 diagnostic to a 56 formative assessment > score. Or why not just give them all A's? With this kind of > instruction, they will all have earned top scores.
Like the part about why not just give them all A's!
I hate grades and hate gradi...See MoreOn 7/25/11, Joan wrote: > How do you grade writing for third graders? I have to put a > grade on their report cards for writing. I am a special > education so these are students who have trouble writing. I > am reporting on their goals, but as for a number grade, how > do you get that? Any ideas.
I hate grades and hate grading and I think the need to give grades especially to young and special ed. students does mostly harm. Did they meet their goals? Give an A or a B.
The question is - what message do you want to send to the kids and their parents? Do you want to reward and encourage the kids?
In some schools, they encourage teachers to give very good grades to the spec. ed kids but they put a 'Special Ed.' stamp on the report card. My own son was spec. ed and he would try SO hard but his writing is a mess because he's special ed and his best efforts would get him a C-. By 11th grade, he was depressed after years of getting beaten up by grades and truly trying as hard as he could.
Sorry for sharing. I see the issue from all sides.
The book teaches a falsehood- that butterflies come from cocoons. They do not. Butterflies emerge from chrysalises. I had to correct many students who believed that butterflies come from cocoons only because of this misleading book.
Hello, I am a 7th grade Language Arts/Literature teacher. I just want to share my new FB page regarding the use of Interactive Notebooks. I love them. If you are interested in know what they are or just want to share your ideas, please click on my link below. I promise it is not spam. Just a link to my new page. :)
Thanks for the si...See MoreCool site, Delilah. I browsed it, and it seems you are already aware of incorporating Foldables with interactive notebooks. Each year, I set new goals for myself as a professional. One goal this year - taking on Notebook Foldables Zike-style. It'll be a big change for my instruction, but the payoff is potentially greater.
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Beginning to note punctuation (CP&F).
Does anyone know what the C, P, W S, F would mean after the strategies? These strategies are suggested to go along with reading levels.
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On 7/27/11, Mark Pennington wrote: > Excellent question. Here's my thought. We should grade based > upon how well students have met our instructional...See More