Читать книгу The Common Core Companion: Booster Lessons, Grades 3-5 - Leslie Blauman - Страница 66

The materials:

 Reflections handout

 Editing checklist

 Writing rubric

Present a 5- to 10-minute mini-lesson on editing skills—make it fit your students’ needs, then students edit and finalize their pieces. I often provide an editing checklist to complete as they confer and then double check. Have a class discussion on options of how to make these pieces go public. Do we post in the hall or a bulletin board? Do we create a class book? How would they like their writing displayed so that others might read it? Since this is one of the first opinion or persuasion pieces, I use these as a baseline and have students compare future pieces to these to show growth.

Students reflect and self-assess their writing. I either have them write a short paragraph about what they learned and their process, or I can provide them with a reflection sheet with specific questions such as some of the choices below:

 How did you choose your topic and your opinion?

 Explain your revision process. How did you make sure you included reasons and details? Do you think you supported your opinion well? Why or why not?

 What did you learn about transition words?

 How did you edit your piece? Besides self-editing, did you use other people or tools? Explain how you got your piece “audience ready.”

 What have you learned about writing opinions or persuasive pieces?

At the end of the reflection piece, there is a six-trait writing rubric (available at www.corwin.com/thecommoncorecompanion) divided into two columns—one for the student to self-assess, the second for me to record my scores. This is another informal assessment for me: Does the student view their writing progress with the same lens I do?

I walk the room to celebrate and read each other’s writing!