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.
Try using the STAR revision protocols developed by Kelly Gallagher. (See resources below.)
Give students a mini-lesson where you model taking a piece of feedback and creating a revision in your writing piece. Show them specifically how authors make choices to accept or reject feedback from peers based on their intended goals.
Have students create a revision plan, which addresses the feedback they were given and states their plans for making changes in their drafts.
Give students a mini-lesson on how to insert revisions (or “track changes” if using Microsoft Word), so they can be seen and assessed.
After reviewing the revision plans or the revised drafts, you may want to create specific mini-lessons or guided groups to address deficiencies you see embedded in student work.