We also want to ensure that the student is given an opportunity to write with different pencils – just as we write with different pencils each day. We prefer to use the Developmental Writing Scale through a moderation process – with 2 or more staff rating three or more writing samples from each student. Most importantly it also has accommodations listed for students who use alternative pencils – which is important for most of the students I work with. This scale is so useful as it allows us to track a student’s writing progress from emergent to conventional with a 14 point scale. The Developmental Writing Scale (Sturm et al 2012) is a key part of this. In my last writing blog post, I talked about using writing data walls to keep track of whole school writing progress – and, of course, each and every individual student’s progress as part of this.
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