You might give them a topic or allow them to choose the topic. After students write for a few minutes, have them turn to a partner to check their use of author's craft. Have students share a few examples whole class. YOU DO - Have students practice using this strategy or technique in their real writing piece, which at this point does not have to be a structured essay - it can simply be in the genre of informative writing, whether that is expository, persuasive, literary nonfiction, or memoir.
You may want to have them highlight it a certain color so that when you are doing a writing conference with them, you can easily spot their use of the technique and give feedback. This will also give you more of an idea for where students and the class, in general are struggling before waiting until the essay is complete. In this way, you can address misunderstandings much sooner. For example, try the following timeline: Week 1: When you first introduce it, have students draw the 4-square and copy all of the provided notes in each square.
Week 2: Instruct students to draw the 4-square and give them the headers and acronyms. See if they can fill in the rest without help. Week 3: Instruct students to draw the 4-square and only give them the headers. See if they can fill in the acronyms and all the notes. Week 4: Instruct students to draw the 4-square and see if they can fill in the headers, acronyms, and all notes. Week 5: Give them a blank paper right before you have them write an essay.
Since we can provide blank papers on STAAR day, if students have practiced writing the steps over a few weeks, they will know what to do with that blank paper. Use the idea! Making these lessons stick: What supports do students need for each step of this writing process? Can you create folders in a crate or on your wall?
What could you include in an anchor chart - including the bulleted notes and examples - to support each section of the writing process? Are students including notes in their own words, as well as visuals and examples, after your mini-lesson on each step of the writing process in their interactive notebook? See this smore for ideas to build writing anchor charts. You can also use an OER format to have them justify the score they gave it, using "text evidence" directly from their own essay.
Have students refer back to their annotated rubric as you read over the essay aloud. Pre-read and plan what you will point out in the essay to show alignment to the rubric and to justify its overall score. WE DO - In groups of , give students a packet of essays that are labeled by letters. Working together, have them score the essays, using the rubric to inform the score they give. Encourage students to disagree and use the rubric to justify the scores they give.
When the groups come to consensus, have them write the score on the score card. Give a specific timeframe to work on this minutes and give time reminders throughout so that students know to move on to the next essay, if they haven't already. Let the reader know the author is finished and wrap up the essay.
Make copies of an essay and ask students to find the main idea of each paragraph. This should lead them back to the central idea statement, their reasons, and the concluding statement at the end of the paper. Read one 6, one 7, and one 8 paper to students and ask what they think the papers scored. See if students can tell you why one is scoring higher than the other.
Compare the papers to the rubric and point out how the papers scored highly. Let the rubric guide your conversations. Presented at the Texas Assessment Conference, December, So what does this mean for classroom instruction? We must teach our students to write concisely and precisely, including nothing superfluous and stating things clearly.
This is what the TEKS require. We can teach much through comparison and contrast. Consider the following. He grasped the cold doorknob and turned it slowly to the right. He pushed the door inward. The hinges squeaked and cold air rushed past the opening door.
The room was dark. His eyes darted to the right. He pushed the door open a little farther, and slowly moved his right foot into the room. His shoe creaked a bit as it hit the polished hardwood floor. He crept through the door, hoping to be as quiet as a mouse.
I walked into the kitchen and saw my mother holding a skateboard.
Upon opening the gate to our backyard I wondered if there was a surprise in store for me. Working together, have them score the essays, using the rubric to inform the score they give. See this smore for ideas to build writing anchor charts. Resources: Essay sets to practice scoring Follow-up Mini-Lessons can be around the "4" essays - what do students notice about those essays that makes them stand out from the others? We must teach our students to write concisely and precisely, including nothing superfluous and stating things clearly. Allow them to write within a genre, from one topic, or "freewrite.
This should lead them back to the central idea statement, their reasons, and the concluding statement at the end of the paper. Have you ever considered using Twitter to help students narrow down their writing? Now that I am in middle school, I worry about getting all my homework done. Lead students to the AHA moment instead of telling them what to fix. Working together, have them score the essays, using the rubric to inform the score they give.
The character limit per tweet is made for concise and precise writing!
Other editing issues can be handled in writing workshops, where you have grouped students by need, or individually in one-on-one conferences. Teaching Instructions, using Gradual Release: I DO - Based on the text you chose, you should pre-read to select examples of specific writing traits or elements of author's craft you want to point out to students from the piece. Upon opening the gate to our backyard I wondered if there was a surprise in store for me.
He crept through the door, hoping to be as quiet as a mouse. Making these lessons stick: What supports do students need for each step of this writing process? One day is sufficient to work on editing.
One day is sufficient to work on editing.
I recall elementary school as an idyllic time where my biggest worry was who I was going to play with at recess. They can do this in small groups or as a whole class. Give them time to think through how they can fix it before you offer a suggestion. The door slammed behind me as I was greeted by the sweet smell of chocolate cake and my mother. Read the score point 8 papers to your students and ask them what they notice about the essays. Use a Status of the Class SotC activity to decide what students need to be placed in a collaborative writing group or need a teacher conference.