I have been unpacking the following third grade Common Core writing standard: W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.B Provide reasons that support the opinion. W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1.D Provide a concluding statement or section. Summative Assessment One summative performance based assessment for this standard would be to have students write an opinion piece on any topic they choose. The prompt would be "Choose a topic you are passionate about. Develop a writing piece (choose your format/structure) that supports your opinion with reasons. Your piece must include a)an introduction b)reasons c)linking words and phrases d)conclusion. They would have the class period to decide what type of opinion piece (i.e. public service announcement, op-ed, petition, etc), do research if needed, and develop the writing. This would be assessed using the Teacher's College opinion writing rubric for third grade. The rubric describes the characteristics of each of these writing components at varying levels (grade 1-4). The assessment looks at specific writing characteristics, measurable (has continuum 1-4th grade), is achievable because they have been taught and practiced these skills prior, relevant to their interests. Formative Assessment I would heavily rely on frequent student conferences. To keep track of my conferences, I would use a writing checklist that describes the writing behaviors/skills. The steps to the conference includes: 1) ask the student to name the objective for the day, 2) ask them how they were practicing the objective, 3) offer a compliment 4) I would then find a teaching point (an improvement needed... "good writers...") 5) then model what it would look like 6) have the student practice it with my feedback 7) have student continue practice independently. I would circulate and complete a conference with as many students as possible. To ensure I have a sense of everyone's progress, I would lead a debrief at the end of the lesson where I would ask students to share the writing skill they practiced and how they applied it. This would be done in a think-pair-share and I would circulate to listen to those I did not confer with during the lesson.
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AuthorDon't judge me for these blog entries. I find these topics important, but teaching and going to school is hard. Archives
February 2018
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