| Robert Slater Assignment Week 3 Understanding Learning Targets ECOMP 6102 Triplett |
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| Characteristics to be Worked Toward in Writing in Content Areas in Grade 10 Washington State EALR/Frameworks |
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| State Standard: 1. Writes clearly and effectively My rewording: Students will write understandable sentences with proper punctuation in paragraphs that flow. Students List: We will write paragraphs and sentences, with good punctuation that make sense. It shouldn't be too long for the info or too short. It should have details. |
State Standard: 2. Addresses audience, purpose, and form My rewording: Student writes according to who will be reading the work. Student writes with a reason for writing and uses an appropriate format. Students List: We will figure out who we are writing for, why we're writing and how to make it look good. It might be writing letters to an editor, or a resume, or a paper. |
| State Standard: 3. Understands and uses the writing process My rewording: Student will plan, brainstorm, pre-write, write, edit, accept feedback, edit and rewrite their writing. Students List: We will have to go through all the steps. We don't get to just sit down and write it out and turn it in. We might have to do it over a couple times. We'll probably have to critique each others papers. |
State Standard: 4. Analyzes and evaluates writing My rewording: Students will read examples of writing, including their own, other students' and professional writer's, and make judgements relating to the writings, their audience, their understandability and their quality and appropriateness. Students List: We will read lots of peoples writing and decide if we like it. Then we have to say if it's good and why. Six traits? |
| Did your learning targets communicate clearly to the students? I feel that my targets communicated clearly with the students. However, these are the types of goals we talk about in class, so they may also be good at giving back to me what they hear. I think they were able to express the 'gist' of the goals and what they will need to do to achieve them. How closely did their ideas about achieving the target match your own? I think their ideas closely match mine, but give the same caveat as above. We have only 60 students in our whole school and I am the only language arts teacher so they get a full dose of my expectations. Our social studies teacher and I have been working closely together to align our writing goals to the state standards and be consistent between classes. Are there any learning targets that students misunderstood? I didn't think there were any targets/standards that they didn't understand on an intellectual level. However, understanding what is required and producing it are two separate items. Are there language or cultural barriers present in your learning targets that were revealed when your students analyzed them? I didn't feel there were any barriers. I attempted to think in terms of the words and phrasing they might all use or at least feel comfortable reading. How might you revise the learning target to make it clearer and more easily understood by students? I changed "uses an appropriate structure" in my first draft to "uses an appropriate format" after a student suggested that 'format' worked better than either 'form' or structure. Other Comments: I really liked that the word 'critique' came up in their descriptions, as did 'Six trait' writing. The students that I asked these questions of were the ones willing to do something a little extra on the last day of school, so I'm not sure that it is a representative sample, but I think that the messages they've been getting from me are beginning to be recognized, if not yet internalized. |
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