As you can see, micro-progressions work for many developing skills. Write this in a way that shows what you know how to do. Essentially, this is the gist of our tool.
Students can look at their writing side by side this rubric, and they can make decisions as to what column describes their work. Kids and teachers have a variety of tools that make this assessment-based learning possible, including up-the-ladder pieces; for each kind of writing, a single piece of writing has been written to represent each of the ten K-9 levels, aligned to the checklists and the progression.
There are also rubrics available and detailed ways to arrive at specific numbers that represent what the writer can do. For each grade, there are two exemplar pieces that represent very different but equivalent ways for a piece to be at-level.
For any developing skill, it helps to see it done well and understand what has to be done in order to emulate it. I am including a screenshot, and you can access the document here.
You can differentiate your progressions to reflect the abilities of your students. A particularly high level progression I created for a fifth-grade classroom during an information writing unit showed students how to move their writing from just an enumeration of facts to a more reactive, analytical explanation of facts combined with thoughts.
Let me see what is expected for fifth grade," and then revise that lead to make it match those higher expectations. Sometimes, I use three columns, sometimes four, and sometimes even five—it depends how specifically I feel like I can define the skill.
The checklists are written in kid-friendly language and often include examples. Meanwhile, kids are taught to self-assess, to set goals for themselves, to work with deliberateness to improve their writing in ways that are crystal clear for them. Do not worry about perfection!
Keep in mind that if you write the skills as opposed to the samples, you make it a little simpler for students to use. This particular progression has worked really well as a small group inquiry where I challenge students to notice and note the differences between the three writing samples. You name it, and I can create it using a one star to five star model.
There are also many examples of micro-progressions that are showing up on Pinterest. Still, if you were to ask teachers who have taught writing workshop for years what the most exciting new developments have been over the past few years, there is no question but that they would say, "The checklists!
You are also invited to create your own homemade version of this assessment system, as there are extraordinary lessons to be learned from fashioning such a tool together in the company of your colleagues and whatever set of standards you adopt.
Then, with involvement from the kids themselves, teachers score those pieces of writing against some tools we give them. This release brings the assessment system that undergirds standards-based writing workshop instruction to teachers everywhere.
I would bet that if I could have shown my daughters videos of their dives that they could compare to a calibrated series of scored samples, they would have been motivated and quicker to improve, thus giving me more time to read on the side of the pool.The Primary Tools Decimal System: Writing Assessment Process.
The Primary Tools. Decimal Assessment System. has been designed first and foremost with children’s needs at heart, integrating In non -narrative material, use simple organisational devices [for example, headings and sub - headings].
Therefore, I’ve been making many learning progressions that I use in my work within elementary writing classrooms.
Tools for self-assessment and goal-setting ” Stacey Shubitz on Friday April 27, at pm said: I remember reading about this when I read DIY Literacy two years ago.
It is great to have another reminder of how these. Posts about non-narrative writing written by Stacey Shubitz, twtguestauthor, Tara Smith, and Ruth Ayres. Checklists and Rubrics: More Discussion, Resources, & Strategies. Submitted by can serve as non-narrative reading lesson for beginning literacy learners while the more complex versions provide a meaningful challenge for advanced learners; For a sample of writing criteria- you could look at the CASAS formative writing assessment rubric.
Writing that does not give an account of events – for example a set of facts about a subject. Try one of our non-narrative resources today. Animals: Jabberwocky Y5. Non-narrative writing shows commitment/ understanding of topic Integrates engaging word choices Writes with engaging sentence structure Uses and edits conventions including end marks, quotations, semi-colons, commas, and ellipses Uses a variety of writing convention tools such as italics to emphasize, or parentheses to explain further.Download