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After completing the argumentative paper on competitive sports students looked at the comments and the rubric that was scored by myself.  They were asked to write down something they did well on their paper and two improvements they could make.  I looked over their comments to see if they matched what they had done incorrectly with my scoring.  Their scores were divided into three categories:

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This group of students were not given the "in other words" and needed to use their comprehension of the story to fill in this part.  The story was "The Highwayman."

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Grades 6-12

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Plot

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These students had few corrections to make and we looked at the ways they could enhance elaboration or including additional quotes and citations.  They wrote these items down and used them for the next paper.

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Grades 6-12

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This group of students were given a modified back that included part of the "in other words" but students had to use their comprehension of the story to complete the missing parts.

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These students conferenced with me and we discussed some of the corrections and then they made these on their own.  It was also counted as a second homework assignment and noted when writing the second paper.

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Plot

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These students conferenced with me about the corrections needed.  We completed a few of the corrections together and they completed the rest of the corrections on their own.  This was counted as a homework assignment.  These corrections were noted and checked as the second paper was written to ensure the mistakes from before weren’t repeated.

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It is expected that IEP students in the green group are to choose a theme from a list. We expect them to properly restate, pull 2 pieces of evidence from the text and explain each quote in detail in the RACE+C model. These students are good at identifying the quotes and backing up their answers with support and details verbally. But when it comes to physically writing it all out, information gets lost. That’s why they will be given this rubric format but they will not have the sentence starters for C+E part of the model. We want to just remind them of the parts that needed in those sections. If they are struggling then they will be given the rubric with all the sentence starters

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Yellow Student Sample

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It is expected that IEP students in the yellow group are to use the theme given to them. We expect them to properly pull 2 pieces of textual evidence correctly and to explain at least 1 quote they chose in detail. These students can usually identify one piece of evidence and explain it. But they struggle to find another solid piece of evidence and usually they can’t explain why they chose it very well so they will completely ignore finding the second piece of evidence. To assist them they will be given this rubric with no modifications. We want them to see that they need to find that second piece of textual information so they will attempt it instead of skipping over it.

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When papers were collected and graded by the teacher, they were sorted into GREEN, YELLOW, or RED. GREEN would be all Exceeding expectations and/or one proficient category marked. YELLOW would be all proficient categories marked.(The idea of course to grow the accelerated students to all GREEN) and the RED students have at least one developing category marked.

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The teacher held individual conferences with the YELLOW and RED students. The GREEN students moved on with their reading and the next literature circle assignment as we conferenced with the other students. The comments with each of these students varied based on their individual need. The students completed corrections and resubmitted their responses.

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This is the 7th grade TBT form. We also meet often with 8th grade so they are also apart of this form. Typically, we copy and paste from this form to the 8th grade form.

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Graphic organizer for RACE responses

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All students used the Depth of Knowledge chart to complete an INFERENCE activity with our novel AND THEN THERE WERE NONE. Students used post it notes to track a character's motivation, actions and dialogue.(This is the first bullet point on the level 3 column DOK chart)  The purpose was to build evidence to determine whether the character was guilty of the crime for which they were accused.  Post it notes were sorted on a t-chart in the left hand column and in the right hand column, the students made inferences regarding the character's guilt or innocence.  This was followed up with a writing assignment.  (See photos at the end of this column of the writing prompt and rubric)

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Informational essay- Gen Ed. Green student work

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Informational essay- Gen Ed. Green student work

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It is expected that IEP students in the red group are to use the theme given to them. We expect them to properly restate, and pull 2 pieces of text evidence correctly. We are expecting them to try and explain their quotes but are looking for more effort. These students struggle to even know where to start when they go to write and struggle to find the information in the text. They will be given this rubric to help them start each sentence when writing. They will also be told to find 1 quote they want to use in their writing and then they will get in a small group and share the quotes they are using. This will help them find their second quote easier and more effectively.

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This group of students were given a packet that included the "in other words" in order to aid their comprehension of the text.

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This is the rubric that was used to score the writing prompt.  The students self-evaluated and also had a peer edit before turning into the teacher.  Their initials were placed in the chosen score box.

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This would help students organize the information that is important from the text and to pull out evidence and explain why that evidence is important or relevant.

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The 7th grade language arts teachers have been working to incorporate test-like questions into all assessments. The midterm is the most recent example.

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Resource room

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As of Monday, October 24, content that was on TweenTribune.com will now be available here on our new educational resources page and on our learning pages. While much of the content that you enjoyed will still exist, educators will unfortunately no longer be able to assign content to students.

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CommonLit is a comprehensive literacy program with thousands of reading lessons, full-year ELA curriculum, benchmark assessments, and standards-based data for teachers.

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Articles of the Week are setup with 2 part questions that are similar to what students might see on the Ohio State Tests

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Red student's work on plot

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Tons of resources

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This rubric was used for both IEP and Gen. Ed. students when they completed their Aschenputtel RACE response.

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Assessing Writing About Reading Teacher copy.pdf

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In order to get our groups for the RACE response, we evaluated a few things. We looked at STAR testing results, bellringers dealing with theme, and a 2 part question based on students' comprehension of a previous story called "Monsters are Due on Maple Street." The graph below shows that most students are able to answer the Part A but then struggle to choose the correct evidence to support their answer.

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After completing parts of an informational essay together and scaffolding students' understanding of this type of writing, they were asked to complete an On-Demand assessment. Then, students' papers were separated into 3 categories.

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This student pulled out a few pieces of textual evidence but did not cite properly. Plus, the essay was not long enough, did not have a 5-paragraph format, was missing a thesis, and missing reasons that connect to a thesis.

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This student provided textual evidence to support the reasons but struggled to elaborate and fully explain. This student also had some issues with the structure of an informational essay, using informal tone, and not having a clear thesis.

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This student had a clear thesis, included evidence, cited evidence properly, elaborated on evidence, had an organized paper, and had few issues with mechanics.

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