Laurie and everyone, Don't you wish we could just do away with the notion of grades, period, and substitute written narratives for everyone? I know that Nancie Atwell does that, and it always seemed like the best idea. The thing that I do love about this profession--actually it's a love/hate thing--is the ability to constantly re-assess and refine whatever teaching or grading we're doing, whatever materials we're using, etc. Of course, that's what I often hate about it, too, never being 100 percent sure of anything! Ha! Mary
On 6/27/07 9:45 AM, "Laurie Wasserman" <[EMAIL PROTECTED]> wrote: > 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] > > > > > > > > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
