Secondary Reading and Writing Series January 2015

 A continuum of skills and/ or expectations that are shared with students  Include examples by level  Help students identify and develop goals for themselves and their work routines

Used as summative assessment Looks at multiple categories of skills and expectations Used for grading purposes Used as more formative assessment Isolates ONE skill and or expectation Helps students develop individual goals Provides samples & models TRADITIONAL STUDENT CENTERED

 It helps to know where students are  It helps students to know where to go  It allows students to self-assess  It helps students become more independent.

Needs Work  I read less than 20 minutes for homework.  I did not fill out all parts of my reading log. On-Target  I read 20 minutes for homework.  I filled out all parts of my reading log. Advanced  I read more than 20 minutes for homework.  I filled out all parts of my reading log.

5 th Grade6 th Grade7 th Grade  I wrote an introduction that helps the reader get interested in and understand the subject.  I let the reader know the subtopics that I’ll be developing later  I wrote an introduction that interests readers, perhaps with a quote or significant fact.  I may have included my own ideas about the topic.  I let the reader know the subtopics that I’ll be developing later and how my text will unfold.  I interested the reader in the topic by explaining its significance, or providing a compelling fact, statistic, or anecdote.  I made it clear what parts of this topic this text will tackle, and how the text will unfold. Descriptors from TCRWP “information Writing Continuum” found on their website 1/13/14

Needs WorkOn-TargetAdvanced  I tell what I think will happen next in the story.  I explain how I think it will happen.  I tell two possibilities for what can happen next in the story.  I explain how I think each of these can happen. Example: Example:

 Read through the standards or continuum for the skill you are working on ◦ Literature Reading ◦ Informational Reading ◦ Writing Process ◦ Narrative Writing ◦ Informational Writing ◦ Opinion Writing  Identify the 3 levels (high, medium, low) for your class or grade level  Create rubric and examples

 In grade-level groups, develop student facing rubrics for a skill worked on in your grade level  Possibilities to include: ◦ Example of what the level looks like (invent or use student work) ◦ Criteria or descriptors of what is expected ◦ Questions to guide student inquiry Don’t forget to use “student-friendly” language.

 “Information Writing Continuum.” Teacher’s College Reading and Writing Project. Columbia University. Web. 13 Jan  Luick, Alicia. “Student Facing Rubrics.” Web. 13 Jan 2014.