Our Equity Based Research Question:How do we grade with an equity mindset for our diverse group of students, meeting students where they are at and encouraging academic risk?
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Our Equity Based Research Theme:How do provide feedback and grading that is helpful to develop articulate and expressive writers with a growth mindset?
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Prior Learning Standards:9-10 W.3: Write narratives to develop real or imagined experiences or events using effective technique. well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation. b. Use narrative techniques, such as dialogue. pacing. description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to
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Learning Standards for this Unit:9-10 L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb. adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative. adverbial) to convey specific meanings and add variety and interest to writing or presentations.
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Intro to College Essay Writing Lesson:
This study focused on assessing students' writing skills through fair and consistent grading practices. Students were tasked with applying their narrative writing skills to create a personal statement for college applications. They received guidance on how to effectively combine sentences to craft a compelling college application.
Through self-evaluation and assessment using a standardized rubric, students had the opportunity to identify areas for improvement in their writing. Additionally, teachers provided feedback based on the same rubric, allowing for students to select one specific criteria for focused evaluation to enhance their second draft. During the lesson, students demonstrated their understanding of the rubric by analyzing and providing critiques on sample writings. They then engaged in brainstorming activities to generate ideas for their personal narratives, while considering the rubric as a guide for achieving success. |
Lesson Study Slides |
Student Engagment: |
Reflection:The students actively participated in the activity. They had the opportunity to analyze multiple writing samples alongside the rubric, providing them with clear and concise expectations for their own writing. This exercise served as a helpful preparatory technique for all students, particularly in terms of preparing for college essay applications.
One student demonstrated a keen understanding of the importance of writing in the first person and emphasizing the positive aspects of their life. Additionally, students were able to effectively combine sentences to improve the flow of their writing. Furthermore, students appreciated the inclusion of a "student goal" section on the rubric, allowing them to identify areas where they needed more guidance to enhance their writing. The rubric was designed to support each student's unique writing journey and was tailored to meet them at their individual level, making the grading process more personalized and effective. |
Next Steps:As an elementary educator, I am committed to incorporating rubrics into our writing process to enhance student learning. My goal is to implement a simple rubric that the class can become familiar with, allowing students to set personal writing improvement goals. As students become more acquainted with rubrics, I plan to facilitate a collaborative effort in creating them, as this will give students a better understanding of writing expectations. By involving students in the rubric creation process, I hope to improve their writing structure while increasing engagement and motivation. I am eager to move forward with this initiative and see the positive impact it will have on student growth.
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