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/checklists to self-assess their work and develop a plan for further revision or editing.
Have students read each other’s drafts using a peer-editing checklist (see resources below) and provide feedback to the author.
Have students peer-evaluate the draft based on criteria in the resources below. They can do this by recording and uploading to a class website or YouTube and then watching each other and providing feedback, either by leaving comments or in class.
Create a sheet that allows students to ask specific questions for feedback to multiple revision partners.
After reviewing debaters, 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 resource below) to support students in giving constructive and considerate feedback.
Accountable Talk/Giving Feedback Resources/Fishbowl Resources