How can I improve my work?
Strengthen your work by giving and receiving feedback from a peer or teacher.
Time To Complete
I Can Statements
- With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (6-8.WHST.5)
I will know my use of feedback and revision are of high quality when my draft:
- Incorporates feedback from peers and adults
- Is edited for content, form, and standards of written language
- Meets the requirements for the assignment in terms of content, format, and length
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, first asking them to point out specific revisions they made and explain how they incorporated feedback into their work; later, review their drafts for format and correctness.
- Ask students to use rubrics or checklists to self-assess their work and develop a plan for further revision or editing.
Have students review each other’s drafts using a peer-revision checklist and provide feedback to the author. A time-efficient way to do this is to upload drafts to a class website and have students leave comments to the author as an out-of-class assignment.
Create a sheet that allows students to ask specific questions for feedback to multiple revision partners. The National Writing Project offers this example of a peer review process and checklist for multiple readers: http://goo.gl/TsA2L8
After reviewing drafts you may want to create a specific set of mini-lessons based on student need. These mini-lessons can then become part of the expectations for revising. This article provides a straightforward way of planning and implementing mini-lessons: https://goo.gl/zZGVM5
Review anchor charts and models that you shared with students while introducing the performance task. Use them to collaboratively develop a feedback protocol.