1. Offer
one lesson at a time/Purpose of comments
a.
now we’re focusing on the introduction,
that’s our main goal. Forget about everything else, well not forget about
everything else but that’s our main to make that introduction something that
people want to read… if my focus is introduction then I’ll read over the
introduction and give them positive and definite feedback on that and then rest
of the paper we will focus on another time…. I am going to give them feedback
specifically because we take the paper in parts
b.
Well
usually we focus, we pick one of the focus areas in the rubric, i might focus
on their opening and closing and really focus and grade them more on that than
everything like their punctuation and spelling. So like today we’re going to
focus on creating exciting beginnings. I’ll really be looking at how they
started their essay… It would be like the mini lessons. If we’re
learning how to use quotation marks that week maybe I’ll specifically be looking
at their use of quotation marks correctly. So i try to focus on one area.
2. Use
of margin comments
a.
B- this is all on a separate piece of paper and I
would be writing it as we were going over it. And then the areas to improve,
the 1st thing, because its so hard for them to do revisions, you know, they
know the editing to look for punctuation and spelling, so I might prompt some
questions to like, if it was part of a story of when they went to school, I
might ask them, what happened before I went to school? Or how did you get
there? Give them a specific target question to kinda get them to add more
detail. And then I would have them, after I had them work on a couple of aread
I’d want them to improve, maybe I might say, add more detail on your last
paragraph or the ending, write a better closing, or change good and find a
better vocabulary word, like I’ll give them specific things to do.
b.
A- students write their own comments as the
conference happens.
3. Varied
styles of commenting
a.
Conferences
i. A
we have conferences, when we start writing they will write their rough draft
and we will conference. We will talk about their writing,
ii. B
When we’re working on a writing
piece, after we’re done with the 1st draft, I would conference with them, and
on a piece of paper I would write their strengths and then the areas that
they’d have to work on for revisions.
b.
Own notes
i. A
during the conference, I comment to them verbally, I don’t write anything down.
c.
Solid plan
i. A
from there then they go on their own and do their final copy,
ii. B
they are reading to me and then
they will go back to their seat with their essay and their revision paper I
gave them with their strenghts and then they could work on that and we
would kind of meet again.
d.
Peer comments
i. B
once
we have gotten through lots of conferencing with me, so maybe towards March or
April, then yeah, I kind of have them confrence with each other. Or sometimes,
I’ve even taken the better writers and have them confrence with another student
and make suggestions, so its cute, I would model what we do, like what I do
with them and then you do it now with your classmates.
4. Resist
Urge
a.
Anything they think is, you know,
repetitive or any grammatical errors that they have or you know if something
doesn’t sound right or if a period is missing in a place… I’ve had students
start reading and they’re like, that doesn’t make any sense, and I look at them
and say, if that doesn’t make sense and you’re reading it imagine how I am
reading it. What it sound like when I am the one who is reading what you wrote that makes no
sense. Its funny. It’s a great way to have them catch themselves. they edit
everything, they can add everything they want, I don’t touch anything on the
paper, I don’t do anything, on the rough draft. I tell them, pretend you’re me
and edit this paper.
5. Rubric
a.
I have a rubric, a writing rubric that
I can give you a copy of, its very specific and then you average out the grade.
The numbers and you give them a score. I also have a student rubric that they
created. And I have them grade their work. A couple ago we got together, the
students, and I told them that we needed to create a classroom rubric that they
could use on their work. It’s a guidline so they can, because something I can
say something until I’m green in the face, it doesn’t matter, they have to do
it, they have to know, they have to take ownership of their work.
b.
So for
the final, it would be attached to the rubric and then on the rubric they would
see, what score they got.
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