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Thoughts on "mixing" English 11 and English 12 standards?

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How do we address credibility of sources across E 9, 10, 11, 12

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Differences in Constructed Response Rigor?

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Differences in Constructed Response Rigor?

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What's the difference between constructed responses in English 9, Honors 9, English 10, Honors 10, etc. Do we have different goals? Different aspects we would like to emphasize in certain grades/levels? Different types of questions/prompts?

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Can we get one rubric that we all use?

How can we make them "user-firendly" with "measurable" criteria?

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Little creative writing

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I would like to know how much people build/practice skills they assess on these rubrics?

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Could it be helpful to have a more simplified document for each grade level listing major writing assignments and standards met in each? Is that something we will look at as a group?

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Narratives
Constructed Responses

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Can we get writing time to remake assignments/rubrics to include targets and standards?

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Great rubrics from each grade level, but many different styles are used. How do we ensure that we vertically align while also allowing for teacher preference?

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Can we ensure that students get exposure to "creative texts" and  "writing for enjoyment" across grade levels? It seems that it would be easy to skip over these in favor of things that show up on a standardized tests.

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While many of us are teaching similar skills/concepts (eg. quote integration), the language used varies (trigger phrase vs signal phrase).

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We say we're covering all the writing standards but how are we explicitly teaching them, defining proficiency, giving feedback, and assessing? How well do kids feel like they 'own' the standards?

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Rubrics are used in most classes, but they look really different.

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Are the standards placed in the best way for students?

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Rubrics are all over the place. Some have a worded scale like 'pass, almost pass , incomplete'  or 'exceeds, meets, partial.' Some have a numerical scoring system. We are ALL over the place. Should we consider a template and some common scoring if an where possible?

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Everyone does a lot of constructed responses. Are we using them for more than just writing? Does anyone use these as preparation for discussion? For forming an initial thesis and then expanding into an essay? Do students share them with each other in some way and respond?

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Many of us seem to do constructed response. It would be great to have a consistent and articulated rubric across levels

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The rubrics vary widely in number of expectations, proficiency descriptions/definitions, etc. I think creating benchmark-aligned common rubrics would be a very good place to start this work

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In some cases students cannot 'see' how the instruction (learning targets) are matching what they are now being assessed on.

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Everyone uses rubrics but...

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Research is done in all sorts of ways and to varying degrees across the curriculum.

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The need for more PLC time with all my colleagues!

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Many highly engaging assignment and a STRONG reading - writing connection.

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Variation in the amount of writing expected year to year

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A lot of great work for our students.

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We need common terms for the components of constructed responses and essays. (is it a thesis, or a claim? Do I include a "trigger phrase" or "signal phrase" before in-text citations?)

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How we teach research seems all over the map. We might want to talk about what is priority for students to know at what levels and ensure that our assignments (which can totally be different!) meet those priorities.

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Levels 9, 10, and 12 all write Constructed Responses.

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Many classes are doing constructed response writing, which is awesome!  Maybe we should consider aligning more closely with each other and building  expectations for each grade level?

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Lakeville has brilliant ELA teachers.