Table of Contents

Unit 3: Learning From Students’ Work and Teachers’ Lessons

3.1.1 Analyzing Student Writing Samples

Time to Try

Take a few moments to link to Appendix C. Scroll to your grade level and begin by finding and reading a student example of a text type that is difficult for your students to write. As you read, consider the following questions:

  • Do the annotations help you target some aspects of the writing that you could focus on that would demystify the writing type for your students?
  • Does a specific student sample give you an idea for a writing lesson for which the student writing might serve as a model for your students?
  • Do the writing samples help you see how your students’ writing compares to what is described as adequate performance?

Annotations from the students’ teachers are not included in the writing samples in Appendix C, so there is no information about how they assessed the writing to inform their teaching or their students’ learning. That is not the aim of Appendix C, but it is an important part of CCSS-informed teaching and lesson planning.
 

Assessing Writing to Inform Teaching and Learning

You may have noticed that one part of the lesson planning template that was not addressed in Unit 2 was the box titled, Method(s) for Formative Assessment or Checking for Understanding Along the Way and Plan for Writing Assessment and Feedback.

This will be the focus for the first section of Unit 3. It may be helpful for you to have your copy of the Lesson Planning Template in hand, as well as any of your notes about a lesson you wish to develop for your students.