Mary, I think the way you assess and grade sounds wonderful! I have had a very frustrating year trying to get my students to understand the writing process. We've used templates/graphic organizers, finished examples to refer to, specific rubrics, checklists, etc. They still want to go right to the computers without brainstorming or following the steps. Or worse, they sit there, having no idea how to get started, and not even knowing what kind of help to ask for! I know many LA teachers use the term, "writer's workshop," to get the kids into the mode of knowing there are steps to follow, and it is a work in progress. As a professional writer, I think your classroom recreates the setting needed to help kids write. If kids know this is what sports writers, food critics, news reporters, and entertainment writers do, I think it makes it more real. As a special ed. teacher, and one who has to get kids to pass our state's LA assessment, it is crucial to teach them the steps necessary to respond to an "open response question." I think when we focus on Differentiated Instruction; we need to try different approaches as you and your colleagues did. I truly believe kids need to know we are trying different strategies to help them, but they must commit to the process also. I understand Rick's point of view about grading how well kids met the standards and the goals of the teaching objectives, but I also believe as you do, that we must look at the big picture. Are the kids, as you so perfectly put it, "actively engaged in the day's writing lesson, applying it or other mini-lessons to their writing that day"? I think it is totally fair to grade according to these goals and standards. As a special ed. teacher my job is to complete a required progress report, stating in narrative form, how well the child is achieving the goals of their IEP. This is a separate from the report card, and is also in addition to the progress reports my colleagues and I complete to let the parents know if the kids are doing the work, passing, etc. I think as educators we must constantly question one another, even speakers, to help us do what is best for the kids. Laurie Wasserman, NBCT/TLN Grade 6 Special Needs Teacher Medford, Massachusetts [EMAIL PROTECTED]
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