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Can we set up so the work of the semester is worth, say 1% in the grade book and that is what students see until the final when we put in grades for all learning targets in a "final" category that is worth 99%? Would this help with valuing most recent work?

Maybe pair this with a LT tracker excel sheet to look at LT scores over time?

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How do I front-load the idea of only the target grades counting while still emphasizing the learning?

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How do I front-load the idea of only the target grades counting while still emphasizing the learning?

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Deeper look at targets and quicker feedback and target assessment as a starting point. 

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Deeper look at targets and quicker feedback and target assessment as a starting point. 

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Do we need some sort of pre-assessment as a baseline for each target?

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Need to time things so no more than 2 days pass between turn in and feedback.

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Need to time things so no more than 2 days pass between turn in and feedback.

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Need to build in time for looking at feedback

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Need to build in time for looking at feedback

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Includes viewing feedback as well as tracking progress on targets and setting goals.

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Good intro. Would be good to find some way to get a non-fiction text in as a baseline for feedback on LT4.

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Need to look at how Narrative Reading Target and Narrative Writing Target overlap.

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Need to look at how Narrative Reading Target and Narrative Writing Target overlap.

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Need to go back and show how we use the info from DIDLS to support our thinking around an author's decisions and how they help us articulate an answer to a question.

~ think aloud video

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titles and italics vs quotes
author last names

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Best student & parent view in the grade book?

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Best student & parent view in the grade book?

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Pull in note and notice strategies

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Multiple pieces of shorter writing to build a foundation for format.
Feedback loop that includes write, feedback, reflect, set goal, write again.

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Think aloud (plus videos to revisit) followed by student practice and reflection
Annotation journals to guide reading - need to front load this by making sure students know that these are a good way to set an intention for reading that can help with retention and understanding.

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Time for focused self and peer revision
What does good revision look like?
Think aloud videos on revision strategies.
- highlighting thesis, evidence, etc.
- Backwards reading
- Pull out thesis and topic sentences and replicate continuum
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First 10 minutes is a good focus, but cuts lessons really short. Maybe move to just Tuesdays? Or only 5 minutes?

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Need to set up strategies that help students build a habit of reading at home for at least 20 minutes each night.

How do we ensure that they read the anchor texts as well as their independent texts? At least enough for them to talk about and look critically at the novels/plays.

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Need to set up norms for listening and speaking early on. What does it look/sound like? Rapport in small groups.

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Need to do formal small group observation for LT1 and LT2

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linking formative assessment to summative

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linking formative assessment to summative

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Need to be clear which target is being assessed with which assignment.
Clear/consistent in the name of the assignments.
Title with LT and Formative/Summative

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What does reading Tuesday look like for a successful student?

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Start using for all classes to help them start to self-regulate.

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Consistency in where feedback is found.
Make space for students to put feedback in their self-tracker.
Reflect before next assessment as well as after.

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Can we use formative data (narrative from reading day) to help inform engagement with narrative texts? Can we do this in a way that values students reading time while not penalizing based on behavior bias?

Maybe some sort of checkpoint/reflection?

More formative w/ how they learn - distractions, audiobooks, location etc.

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A formative feedback point?

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Routines for what class should look like.