Grades Pre-assessment Ideas for the Middle School Language Arts Classroom In the middle school language arts classroom, there are many standards and benchmarks. The basic standards or areas are reading and writing. To assess what students know before beginning a lesson will allow the teacher to know where to begin in the lesson.
Use of persuasive structures Beginning writers can benefit from being taught how to use structured scaffolds.
One such scaffold that is commonly used is the five paragraph argument essay. However, when students become more competent, the use of this structure can be limiting.
As writers develop their capabilities they should be encouraged to move away from formulaic structures and to use a variety of different persuasive text types, styles and language features, as appropriate to different topics.
Students are required to write their opinion and to draw on personal knowledge and experience when responding to test topics. Students are not expected to have detailed knowledge about the topic. Students should feel free to use any knowledge that they have on the topic, but should not feel the need to manufacture evidence to support their argument.
In fact, students who do so may undermine the credibility of their argument by making statements that are implausible.
Example persuasive topics and different styles: City or country see example prompt 1. A more capable writer might also choose to take one side and argue for it. However, this topic also lends itself to a comparative style response from a more capable writer. It can be argued there are benefits and limitations to living in the city and living in the country.
A writer could also choose to introduce other options, for example living in a large country town that might have the benefits of city and rural life. Books or TV see example prompt 87KB A beginning writer could write about their opinion of one aspect and give reasons for it.
However, this topic lends itself to a comparative style response from a more capable writer. It can be argued there are benefits and limitations to both books and TV. The reasons for either side of the topic are likely to elicit logical, practical reasons and personal anecdotes based on the writer's experiences of both books and TV.
It is cruel to keep animals in cages and zoos see example prompt KB A beginning writer could take on one side of the topic and give reasons for it.
However, this topic lends itself to be further redefined. For example, a more capable writer might develop the difference between open range zoos and small cages and then argue the merits of one and limitations of the other.
The animal welfare issues raised by this topic are likely to elicit very empathetic and emotive arguments based on the writer's knowledge about zoos and animals.
The portrayal and development of character Setting:W THINK LITERACY: Cross-Curricular Approaches, Grades 98 Generating Ideas: Rapid Writing When students engage in rapid writing at the beginning of a writing assignment, they access their prior knowledge, engage with content, review and reflect, and begin to set direction for writing letters.
The formative assessment ideas for writing in this lesson can be adjusted to meet the needs and levels of your students. Unlock Content Over 75, lessons in all major subjects.
This free KS2 Art assessment grid includes all of the new, statutory National Curriculum objectives, with spaces to record your children's learning. This assessment grid has the new Art National Curriculum objectives for KS2, with spaces to record your assessment of your children's learning throughout the year.
activity cards or writing. Writing Assessments Teachers generally do this at the start of the year for all three kinds of writing. Then, with involvement from the kids themselves, teachers score those pieces of writing against some tools we give them.
Kids and teachers have a variety of tools that make this assessment-based learning possible, including up-the. Year 3 Writing Assessment (Statements)!!!
discussing and recording ideas composing and rehearsing sentences orally (including dialogue), progressively building and developing a varied and rich vocabulary appropriate to the. Art, creative writing, story telling, pretend play, drama, songs, etc.
allow us to practice and develop our powers of imagination. We need to increase the number of ways we teach the development of new ideas for art .