Butler Literacy Loop

Butler's ELA Literacy Newsletter

Reflective Thoughtful Log Prompt (Optional)

Evidence for 4a of Danielson Framework

The three question below will help you examine your beliefs and practices.


  1. How do I use feedback to keep kids "in the game?"
  2. How do I structure time so that I can tell what students know and need on a daily basis?
  3. How do I document growth over time so that students, administrators, and parents can see achievement?

ACTION NEEDED!

We will be updating and moving the reading cards in the next few weeks. PLEASE MAKE SURE YOUR DIGITAL DATA WALL HAS YOUR WINTER MAP SCORES ON IT. You will also need this information updated in order to make summer school recommendations in the next week.

Thank you for updating your data and for your feedback on the On-Demand Argument Writing!

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Did You Know?

Most of us, if not all, have struggled with getting students to make their writing better. Cris Tovani surveyed 240 kids, asking them, "Why won't you make this better?" The top 3 reasons were:


  1. I'm not sure what you want.
  2. It takes too much time.
  3. It's boring.


The Journal of Adolescent Literacy did a study in which they asked both teachers and students what makes good writing. The top two things that teachers said make good writing are: synthesizing ideas and showing a rich understanding of content. The top two things students said make good writing are: mechanics and formatting.


Why do you think this is so? What common teaching practices do you think may lead students to this belief? Why do you think there is such a disconnect?


Teacher moves that can help with this:


  1. Be crystal clear with learning targets and rubrics.
  2. Feedback, feedback, feedback - both to students and from students. Use what you learn to adjust instruction. Feedback is most powerful when it comes from the students to the teacher.
  3. Live your beliefs in the classroom. Write in front of the students so they can see the messiness of it.
  4. Confer often, collecting and disseminating feedback. By the time students get to the final draft, both you and the student will know the proficiency level of the writing.
  5. Have students self-assess and assess the writing with the student.
  6. Avoid editing summative writing. Errors in writing can become "next steps" for teaching. Write comments but avoid editing. (Doug Fisher)