CTE Literacy Support
Session 3
Using Templates for Scaffolding Student Writing
Feedback and evaluation of student writing
Section Objective:
Topic: Teacher and Student Writing templates
Do: Create writing tasks using Task Templates
Select or create templates for student writing tasks
Level of Thinking: Applying
Using Teacher Writing Task
Templates to produce quality
writing assignments
Take a look at your Argumentation and
Informational/Explanatory Template Tasks
Using Student Writing Templates to
produce quality writing assignments
Using Student Writing/Reading Templates
Create a Close Read Lesson
Identify complex text
Identify the focus question or core understanding
Write text dependent questions
Create a writing task using one of the LDC Templates
Choose a student writing template to use for writing
task
Time to work!!
Take 30 minutes to get going on this
We will do the final section after a break
Create the actual assignment related to the article using
two templates –
• the task template (to provide student instructions)
• critical reading template for students to use for their
writing (one of the eight choices)
Section objective:
Topic: Feedback and evaluation
Do: Discuss grading rubrics and editing checklists
LOT: Understanding
Feedback is critical!
Students must know in advance how
they will be assessed!
Provide the students with a rubric
prior to giving the assignment.
2 Rubrics for your use –
Please edit to meet your needs
The 2 tools are very similar
YOUR TASK:
Take a look at both and highlight the text in the
first column that is not identical in both
evaluation tools
Let’s look at the criteria being
evaluated:
Comprehension and meaning
Does the writing:
Demonstrate that the student
understands both the clearly
explained concepts as well as
those inferred?
Let’s look at the criteria being
evaluated:
Development and Elaboration
Does the writing:
•
•
•
•
Introduce topic or claim clearly and explicitly?
Develop claim and counterclaim (argumentative)
or develop the topic (explanatory) sufficiently?
Provide reasoning (for argumentative)
Develop the writing in a clear and coherent way
that is appropriate to task, purpose, and
audience
Let’s look at the criteria being
evaluated:
Organization and Focus
Does the writing:
•
•
•
•
Include a clear introduction that frames the topic
clearly and provides information about what it to
follow
Flow well; sentences “make sense,” connections, and
distinctions are made
Include a distinct conclusion, and reflects information
covered in the writing
Have formatting appropriate for the task, and visuals
included if needed to enhance writing
Let’s look at the criteria being
evaluated:
Language and Clarity
Does the writing:
•
•
•
Use vocabulary that is precise and domain-specific
Use a tone that is formal and objective and
appropriate for the audience and task
Use appropriate transitions (linking words) to make
sentences flow and concepts connect
Let’s look at the criteria being
evaluated:
Conventions
Does the writing:
•
•
•
Demonstrate a general command of grammar
Have few spelling and punctuation errors
Include citations of evidence
The writing process is time consuming
If students are not provided with
constructive feedback
that time is not well spent
Best case scenario –
Students are given the opportunity to revise and resubmit
writing
Peer Feedback
Asking students to “peer edit” will not work without
specific expectations, guidelines, and procedures –
but if provided, it is a great first step in the revision
process!
Take a look at the Editing Checklist
Literacy lesson checklist
Time to work!!
Using the form sent to you in a Google
Drive folder, take the remaining time to
use your complex text to create a
literacy integration assignment.
Certificates will be issued when we have the completed assignment
turned in to the Google Drive. If you do not finish today, be sure to
send Ann or Judy an email saying that you’re done!
For ADE Credit
Contact Ann or Judy to come watch you in
action!
We need to see you two times – both lessons
must include reading or writing