Product and Prompt Scoring (Product “meets expectations” if it…) Skills Cluster 1: Preparing for the Task Day 1 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. Short Response with Bullets In a quick write, write your first reaction to the task prompt. Add some notes of things you know about this issue. None Link this task to earlier class content. Discuss student responses. Clarify timetable and support plans for the task. Day 1 2. Task analysis Ability to understand and explain the task’s prompt and rubric. Bullets In your own words, what are the important features of a good response to this prompt? None examples of type of text students will produce (either from past students or from professional writers). Identify or invite students to identify key features of examples. Pair students to share and improve their individual bullets. Create a classroom list: Choose one student to share a few ideas on the board, and ask others to add to it. Skills Cluster 2: Reading Process Day 1 1. Text selection Ability to identify appropriate texts. Notes For each text, list the needed bibliographic information. Add bullets on why you think the work is credible and/or worthy of study Identifies author, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). Includes reasonable evidence that work is credible and/or worthy of study. Provide citation guide and discuss why each element of citation is needed. Ask students to brainstorm what makes an author credible and/or worthy of study. Provide access to research sources for students to assess the texts. Note: for an researching” task, add teaching and time for students to select the texts they will use. Day 1 2. Active reading Ability to identify the central point and main supporting elements of a text. Short reflective entry for each text What is the author trying to accomplish? parts of the text show you that? Answers questions with credible response. Invite students to brainstorm ways to figure out any author’s intent. Invite students to share and discuss their answers for each text. After the discussion, allow them to add to their entries.
Days 3 and 4 3. Development Ability to construct an initial draft with an emerging line of thought and structure. Initial draft an initial draft complete with opening, development, and closing; insert and cite textual evidence. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on-track. Days 3 and 4 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Multiple drafts Refine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Model useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each with feedback on those issues. Day 5 5. Editing Ability to proofread and format a to make it more effective. Correct Draft Revise draft to have sound spelling, capitalization, punctuation and grammar. Adjust formatting as needed to provide clear, appealing text. Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other’s texts a second time. Day 5 6. Completion Ability to submit final piece that meets expectations. Final Piece Turn in your complete set of drafts, plus the final version of your piece. Fits the “Meets Expectations” category in the rubric for the teaching task. Materials, references, and supports For Teachers For Students Module D: PH Lit Unit 6 (Are yesterday’s heroes important Fantasy: Writing within Literary Traditions (If…Then…Curriculum, pp. PH Lit Resources (Interactive Digital Path, Unit 6 Resources, Graphic Organizers & Bell Ringers, Professional Development, All-in-One Workbook and Answer Key, Common Core Resources, Reader’s Notebooks, Reading Kit, Assessments, Editable Presentations, Editable Worksheets) Professional Library Resources* Writer’s Notebook PH Lit Resources Pearson Success Net (Home Page Orientation ) Reader’s Notebook Common Core Companion Workbook ** All-in-One Workbook, audio recordings ** English Learner Reader’s Notebook ** Adapted Reader’s Notebook ** Spanish Reader’s Notebook **