One of the greatest things about participating in the National Writing Project is the FOOD!!!!!!!!! 🙂
Our celebration picnic was today. Lots of conversation and laughter. I’m gonna miss these girls.
Most of our time this week (since it’s our last) has been spent catching up on assignments and working on the anthology which will hold all of our creations.
I finished up Jeff Anderson’s Mechanically Inclined just in time to add it to my collection of annotated bibliographies. If you’re interested in reading about the teaching of grammar within writing then his books are for you! I’ve read Everyday Editing and now this one. Next up is 10 Things Every Writer Should Know, which he recommended when I asked him about the CCSS and informational/argumentative writing. Have I mentioned that HEART twitter?
Our Round Table discussion was giving feedback to students and peer editing. I’m definitely incorporating response groups into my classroom for peer editing/feedback purposes. Of course, I asked the question that had been burning in my mind-How is it effective for students to let other students edit their work if the other students don’t know any more than them? 🙂
SOLUTION-give students a checklist as a guide-preferably one they helped to create (ownership)
One of the teacher fellows described her procedures for her response groups:
1. Each response group would get a folder with papers in it. These papers would be from the students in ANOTHER response group. This frees them up to be honest in their feedback instead of being scared of hurting someone’s feelings in THEIR group.
2. Each student would have 3 sticky notes to put on each paper for feedback. So when a student got THEIR paper back it might have 12 sticky notes full of feedback!! Genius!
PQP-PRAISE, QUESTION, PERFECT
Also, might want to keep a checklist on each student throughout the grading period. Like a plus/minus checklist. All of these go toward final grade. Writing should be about the process, the improvement, the progress. NOT labeling someone as a C writer or A writer from the very beginning. Makes sense doesn’t it? Still trying to muddle through that for my classroom.
We are on a 6 week grading period. Progress reports (number grades) go out during 3rd week. We have to have 6 total grades by end for each subject. Hmm….
Should my students be publishing 1 piece each 6 weeks? 2? Lots to think about.
Two things that were discussed heavily and have been throughout this NWP are:
1. The use of model/mentor texts. Close reading of them. Read like a writer. Reading and writing go hand in hand.
2. Students need to write ALL THE TIME. Don’t let the “teaching’ of writing interfere with the writing.
I hope I have given you lots to think about. I want your brain to be sizzling and popping just like mine. 🙂
What are your thoughts on giving feedback to student writers?