Butler Literacy Loop
Butler's ELA Literacy Newsletter
Reflective Thoughtful Log Prompt (Optional)
The three question below will help you examine your beliefs and practices.
- How do I use feedback to keep kids "in the game?"
- How do I structure time so that I can tell what students know and need on a daily basis?
- How do I document growth over time so that students, administrators, and parents can see achievement?
How Are We Doing with Argument Writing?
Did You Know?
- I'm not sure what you want.
- It takes too much time.
- 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:
- Be crystal clear with learning targets and rubrics.
- 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.
- Live your beliefs in the classroom. Write in front of the students so they can see the messiness of it.
- 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.
- Have students self-assess and assess the writing with the student.
- Avoid editing summative writing. Errors in writing can become "next steps" for teaching. Write comments but avoid editing. (Doug Fisher)