Progression of Success Criteria for (STAAR) Informative Writing

Kendall Wright, Jamie Brigman, and I were working on assessment capable learners (Fisher, Hattie, Frey, ) . After a baseline writing prompt and a comparison of sample essays, Kendall wanted students to be able to determine where their essay fit in the progression of papers and to evaluate where they were in their own progression of learning. After doing so, she wanted students to be able to set goals. 

Yet, she felt that leaving them open to crafting their own goals might be too vague and might drift from the unit goals and expectations. We brainstormed some statements, organized them into a progression, and then created this document as a resource. (Kendall will be using the blog post referenced here as her lesson progression and approach to the writing assessment.) 

The draft of the document we created is below: 

Progression of Success Criteria for Informative Writing

 

The Journey of Emma's Personal Narrative

 Emma began writing in her journal based on ideas she wrote in her Quicklist. 

Add picture of journal here. The pink sticky notes are her original Prove-It's. 

She decided to type her essay into google using text to speech. (We are having spatial and vision issues with the keyboard.) 

 

 We realized that she needed to remember the lessons we taught when juxtaposing the genres of essay writing. We created this lesson. 

Then we decided that she needed to learn how to divide the topics in the body of her essay by topic with this lesson. 

We thought she might not see the subdivisions of topics, so we created this one too. She didn't end up needing it. We also created a paper version in case she decided she wanted to be more hands on. 

This was the mock up that we prepared: 

 

She successfully used Looping and Prove It to add development to anorexic paragraphs. We haven't taken it through the editing process yet, but look at the growth!