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Peer Response for Writing Improvement

Learn how to use strategic instruction in peer response to improve writing skills. Assess student essay examples and provide feedback.

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Peer Response for Writing Improvement

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  1. Peer Response Strategic instruction to improve writing

  2. Goals The teachers will • Know what is required of students on the State MEAP test • Be able to use the strategic instruction approach for peer response • Be able to assess student “peer response” essay examples

  3. Starting with the assessment

  4. Try it!

  5. Take 10 minutesto write your response

  6. Score your own response

  7. Score your own response 1 Respond to the task

  8. Score your own response 1 Respond to the task 2 Includes writing element and some sense that the writer read the student sample

  9. Score your own response 1 Respond to the task 2 Includes writing element and some sense that the writer read the student sample 3 Includes writing elements and details from the student writing sample

  10. Score your own response 1 Respond to the task 2 Includes writing element and some sense that the writer read the student sample 3 Includes writing elements and details from the student writing sample 4 Includes writing elements and Details from the text and Reader awareness ( some sense of why this is important to the reader)

  11. How do I teach this? • What (Elements of writing related to the task) • Where (lifted from the writing sample) • So what (why is this important, reader awareness)

  12. Whole group instruction Model, Model, Model (2 weeks) • Group work (continuously as you move through the traits) rewrite rubric (SFL) • Bell ringer and classroom practice (10 minutes) • Assess weekly, providing feedback as to where learning is falling short of target

  13. Goal Sheet • I can write a response in relationship to the task • Yes I agree • No, I disagree

  14. Goal Sheet • I can write a response in relationship to the task • Yes I agree • No, I disagree • I can identify the writing elements that support my position • The writer used supporting details • The writer used strong verbs

  15. Goal Sheet • I can write a response in relationship to the task • Yes I agree • No, I disagree • I can identify the writing elements that support my position • The writer used supporting details • The writer used strong verbs

  16. Goal Sheet • I can write a response in relationship to the task • Yes I agree • No, I disagree • I can identify the writing elements that support my position • The writer used supporting details • The writer used strong verbs • I can support my claim with details • The writer used details when she wrote “ he kiss slipped down my cheek” and … • I writer used strong verbs like stomped and blurted

  17. Goal Sheet • I can write a response in relationship to the task • Yes I agree • No, I disagree • I can identify the writing elements that support my position • The writer used supporting details • The writer used strong verbs • I can support my claim with details • The writer used details when she wrote “ he kiss slipped down my cheek” and … • I writer used strong verbs like stomped and blurted • I can tell the reader of my essay why this is important to me as a reader • The writer used strong verbs like “stomped through the doorway” and “blurted my secret” to show the reader what it was like to be living with her sister.

  18. Whole group instruction Model, Model, Model (2 weeks) • Group work (continuously as you move through the traits) • Bell ringer and classroom practice (10 minutes) • Assess weekly, providing feedback as to where learning is falling short of target • Have students set goals based on feedback

  19. Setting My Goals • I can do this really well… • I can sometimes do this, but I am still making simple mistakes • I need to still learn

  20. Whole group instruction (2 weeks) • Bell ringer and classroom practice (10 minutes) • Assess weekly, providing feedback as to where learning is falling short of target • Have students set goals based on feedback • Change up questions • Continuously practice and model language of the trait of good writing

  21. Samples (Yes/No questions) • Do you agree that this is a good example of 5th grade writing? • Does this writer stay on topic? • Did you find this story interesting?

  22. Ideas • This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme • The topic is narrow and manageable • Relevant and accurate supporting details • Ideas provide original, thoughtful insight • Writer’s response is thorough and leaves the audience satisfied

  23. Whole group instruction (2 weeks) • Bell ringer and classroom practice (10 minutes) • Assess weekly, providing feedback as to where learning is falling short of target • Have students set goals based on feedback • Change up questions • Continuously practice and model language of the trait of good writing • Keep track of student progress

  24. Peer response (4 point rubric)

  25. Questions Concerns Comments

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