Time To Complete
I Can Statements
- I can:
- 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 self-evaluate or peer-evaluate infographic drafts based on criteria in the resources below. They can do this by trading them in class, posting them on the web, and writing comments.
Create a sheet that allows students to ask specific questions for feedback to multiple revision partners.
After reviewing drafts you may want to order a specific set of mini-lessons based on student need. These mini-lessons can then become part of the expectations for revising.
Give modeling and or use fishbowl exercises (see resources below) to support students in giving constructive and considerate feedback.
Rubrics for Infographics
Accountable Talk/Giving Feedback Resources/Fishbowl Resources