Model useful feedback that balances support for Days 10 4. Revision Multiple drafts Provides complete draft with all strengths and clarity about weaknesses. and 11 parts. Ability to refine text, Refine composition’s analysis, logic, and Assign students to provide each other with feedback including line of thought, organization of ideas/points. Use textual Supports the opening in the on those issues. language usage, and tone evidence carefully, with accurate citations. later sections with evidence and as appropriate to audience Decide what to include and what not to citations. and purpose. include. Improves earlier edition. Day 12 5. Editing Correct Draft Provides draft free from Briefly review selected skills that many students need distracting surface errors. to improve. Ability to proofread and Revise draft to have sound spelling, format a piece to make it capitalization, punctuation and grammar. Teach a short list of proofreading marks. more effective. Adjust formatting as needed to provide Uses format that supports clear, appealing text. purpose. Assign students to proofread each other’s texts a second time. Fits the “Meets Expectations” Day 13 6. Completion Final Piece category in the rubric for the Ability to submit final piece Turn in your complete set of drafts, plus teaching task. that meets expectations. the final version of your piece. Materials, references, and supports For Teachers For Students Section 4: What Results? Student work samples [Include at least two samples of student work at each scoring level.] Classroom Assessment Task (Optional: May be used as Pre-Test or Post-Test) Background to share with students (optional):
Days 10 and 11 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Multiple drafts Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Model useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. Day 12 5. Editing Ability to proofread and format a piece to make it more effective. Correct Draft Revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text. Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other’s texts a second time. Day 13 6. Completion Ability to submit final piece that meets expectations. Final Piece Turn in your complete set of drafts, plus the final version of your piece. Fits the “Meets Expectations” category in the rubric for the teaching task. Materials, references, and supports For Teachers For Students Section 4: What Results? Student work samples [Include at least two samples of student work at each scoring level.] Classroom Assessment Task (Optional: May be used as Pre-Test or Post-Test) Background to share with students (optional):