#2ndaryELA Archive
#2ndaryELA is a group of middle and high school English Language Arts teachers looking to share ideas and best practices. We chat every Tuesday night at 8 pm EST using #2ndaryELA. We'd love for you to join us!
Tuesday September 20, 2016
Welcome to tonight’s chat! Please introduce yourself. Tell what & where you teach. Share your blog link if you have one.
Hi everyone! I do journalism, yearbook and World Lit at a private school. I'm actually in a night class now, so I'll reply later
Hi all! I'm Erin a high school sped/English teacher from NYS
Don't forget: use on responses & replies to others, label your responses w/A1, A2, & follow anyone chatting with us
Hi , Language Arts/ Juvenile detention.
Hi ! Julie in KS, links in profile. Excited to chat tonight!
A1 Actual graded work is fairly rare. We have SBG, so most things are practice w/feedback and CCSS assessments are graded
I'm Brynn Allison, chat co-host. 8 yrs teaching HS English & reading interventions in Philly. Blog: https://t.co/cyx1WlfdS8
Paula here Dodge City High
check out our FB group to continue the conversation all week long. 1,200+ members & growing! https://t.co/yK6MKOUmJ1
Hi there! I'm starting yr 20 & teach all juniors this year. Joining chat from Tidewater, VA
Hi! I'm Chasity, I teach 9th, 11th, and 12th grade English, Speech and Journalism at a small private school.
Q1: What student work is graded in your classroom? What isn’t?
A1 Actual graded work is fairly rare. We have SBG, so most things are practice w/feedback and CCSS assessments are graded
A1 (cont): Here's a sample ISN rubric my Ss get at the start of unit. Clear expectations and easy grading! https://t.co/HVXWocwD8b
A1: The most important grading routine I have is to always give Ss the rubric at the beginning of the project. Time & life saver!
A1: I grade 3 types of writing: provisional (quick writes) for completion, readable writing (on-demand), and polished writing
A1) I equate it to sports. Practice is completion grades. The big game is a "grade grade."
A1: 1-2 writings/week I stamp a lot and give credit for effort
A1cont Grade come graphic organizers and discussions for literary analysis but only w/ advance notice to students
A1: I grade essays & speeches but focus more on frequent real-time feedback (using GAFE + Seesaw) than on grades/grading.
A1cont Participation is also big for me. 30% of total grade. Use a schoolwide rubric to give daily grade
A1 Encouraging the teachers I work with to just grade more of just the big stuff
A1 vocabulary quizzes, Literature tests, Article of the Week, writing assignments are graded.
A1 quizzes and tests over stories, formative and summative writing assessments
A1 Grading only summative assessments is more fair to students and less work for teachers. You can't grade everything
A1 I grade most of the work - either for completion (practice) or final draft.
A1: Hard to grade every piece of writing and all the small stuff... I'd rather give more quality feedback than quantity
Writing with Design team, checking in!
Leslie from Ca. Sorry I'm late 😊 A1: I only grade assignments that practice essential targets. Everything else is filling gaps
A1 The writer's workshop and conferring session lessen my grading BIG TIME!
A1 I also grade their interactive notebooks 1x/quarter, but spot check often.
A1: Formative assessments are 10% of overall; summative 90%
Q2: How do you hold students accountable for implementing your feedback? Do students do any revisions/reflections after grading?
A2 I give quizzes almost every day on comprehension of reading and the homework usually ties into that days classwork
A2 This yr I'm going to try having Ss summarize the feedback 1st before implementing so they process & own it. Fingers crossed!
A1 Majority of independent reading isn't (no grand projects, book reports, etc). Big grades are usually essays-final & process
A1 part 2: I grade a lot on completion and proficiency I pick specific questions or assignments But I don't tell them in advance
90% of our Ss grade is summative, so that's what really matters. All else doesn't really change much
A2 I'm working on this! I'm going to steal from and keep a notebook for conferences so I can refer back w/ students
mine is similar 80% practice 20% assessments
A2 I think students shouldn't be forced to revise, but reflection is crucial to the learning process
A2 accountability comes from knowing their grade will improve once they have revised work
A2: Much conferencing spent w students; look at progress from draft 1 to final. Students reflect & at times design own rubrics
A2 - this is a goal of mine for this year. I try more to give Ss time to read over my feedback, ask questions, think about it.
A2 I just started using Laura Randazzo's essay coding system,students must correct essays using feedback
A1: Essays are graded for sure! Practice work usually is not. https://t.co/bB16Kch7Cn
Q1: What student work is graded in your classroom? What isn’t?
A2: I usually add 'evidence of revision' to any rubric/grading criteria to help hold Ss accountable for applying feedback.
A2: students reflect on performance, retest options, and preparedness after each assessment
A2: my students are required to make corrections and show them. https://t.co/1zeT38qizH
Q2: How do you hold students accountable for implementing your feedback? Do students do any revisions/reflections after grading?
A2 I sometimes return papers w/o a grade, just with feedback. Don't grade until they've reviewed and made changes.
Finishing tomorrow's plans, participating in chat, and watching
Its a busy evening on my couch!
A2 cont.- I also conference with students and they need to explain changes.
A2: making assessments worth 80% helps because when they do poorly Ss know they can revise/retest after proving extra practice
A2: when using writing process, I ask Ss to reflect & write at least 3 content/style changes from 1st draft
Q3: Some schools are moving towards standard based grading. Thoughts? Experiences?
A2 Quick example is requiring Ss to do focused revision on one area of writing when drafts are returned or after conferencing
A3 I like the concept but I think it would need some adaptation. I have seen that some students get a "grade" for late work etc
A3 We have SBG and it's mostly great. Some growing pains at 1st for all, but it really helps to focus teaching/learning
A2: always loved 1-on-1 meetings to engage & craft revision plan together
A2 A couple times last year I did a revision grade w/o telling students which assignment so they had to keep on their toes
On the "learning" essays this is what I do https://t.co/zzLSBQdmSR
A2 I sometimes return papers w/o a grade, just with feedback. Don't grade until they've reviewed and made changes.
Yes! And those conversations are much more meaningful than a grade or written feedback
A2 GDocs is great for that - love the revision comments and kids have to reply back. Middle schoolers aren't big on revising
A3 My district is talking about this now. LOTS of excitement at the thought, lots of concerns about how it looks in reality.
A3: 1st year moving to SBG in my own classroom and I love it focuses my instruction and their learning to what is important
A2 cont. Ss will have essays returned this week & will rewrite intros after mini lesson on strong leads using 2
A3: we are moving towards SBG, but high schools aren't. Will be a big adjustment to our parent community.
Hi! I'm Therese and I teach 6-8th ELA in Mid-Michigan
Would you show example of what is recorded in grade book ? https://t.co/PcXMwSBOwq
A3 We have SBG and it's mostly great. Some growing pains at 1st for all, but it really helps to focus teaching/learning
A3 I'm piloting a modified SBG this year for ELA. Only two weeks in so I'll have to give better feedback later in the year!
A3: I have been using Standards based grading my whole career. We only use a Level system, no points.
A3: here is my learning target board to connect practice, targets, and assessments for me, admin, and Ss https://t.co/t2Nod3i8eA
A1: Formative assessments like Do Nows and exit tickets
A3: also changed my grading to 4 or scale so 1/4 = D not an F. Hard to get used to for Ss and parents
I don't think I intro'd! Too excited to be free to attend. Shyra from CA; 6 ELA, 6-8 Social Studies
A3 In Iowa, we have the Iowa Core, and all my lessons and assessments start (and end) with the standard in mind
A3 In writing assessing the skill/standard allows students choice in topic/format. Feels liberating to us all!
I'm very curious how this works and can't imagine using it. Our Ss care so much about grades!
Q4: Some schools are moving toward students grading themselves. Thoughts? Experiences?
A$ Stts grade themselves on a rubric & compare it to my "final" grade Their selfgrading tells me as much as errors / strengths
A2: reflecting on writing and ss have to say how they incorporated feedback and identify the sections in paper
A4 Sounds interesting. I'm curious, but would be nervous implementing in middle school with rollercoaster emotions & self-esteem
A4: I grade in big chunks of time, like one prep a week with no errands (I plan this!). This keeps me focused and efficient.
I mark almost everything using a rubric or success criteria. Level 1 -4 - that's it.
A2 I never correct errors in S writing; I do mark them, but Ss are accountable for fixing. Got idea from yrs ago.
A3: It's good because ss can demonstrate mastery in specific areas and experience success
A4: I love the concept of Ss 'defending' their grade/their work against the rubric; think it could make for some great convos.
A4: I always like having my Ss fill out a rubric for big assignments. It helps them recognize if they've completed all pieces
A3: In my district/state, thou, we have less standardization of lessons. Interesting to compare. Wish more teachers had autonomy
A5: have not used self grading except in reflection or "grade" your group members' participation
A4 Sometimes I have Ss grade themselves, usually on big projects. Always interesting.
A4 I would consider student grading as a factor in the final grade, especially in a portfolio assessment
A4: It's a good idea but it has to be modeled for them and they have to be mature and invested
A4) Such an applicable life skill! I do student led conf at end of year where they evaluate themselves and their work.
A4: My Ss give themselves the highest possible score or the lowest possible so stopped trying But should work it more into conf.
Q4: Last year team had menu of writing rubric standards. Students would select/add more each draft to "design own rubric"
A4 I usually have Ss grade their papers b4 giving them to me. They're usually very honest. Good self-reflection.
Q5: What tricks have you learned to help manage the marking load?
A5 SBG honestly helps a lot with this through giving targeted feedback on certain skills rather than all things at all times
A5 I'm ALL ABOUT feedback, but it doesn't need to be directly from me. Self, peer, computer generated. Don't make it all on you
A4: I always have Ss grade and correct their own grammar and vocabulary practice. It's the process that helps them learn.
A4 I can't see full self assessment working in my school, but I agree it's important for Ss to self assess & be part of process
A5 I struggle w/this. As ELA feedback is so crucial. How do we not read, mark, conference? Scantron tests just don't cut it!
A4: Also love writer's commentaries (like movie director voiceovers) with final pieces re: revisions
digital marking is still so hard for me!
A5 - I struggle with this! Sometimes I will just zone in on a particular skill to help. https://t.co/8jPlLEunMh
Q5: What tricks have you learned to help manage the marking load?
Q4 cont-giving Ss rubric you'll use to assess and having them self assess is beneficial. Rubric shouldn't be surprise anyway
A5: weekly writing conferences with my Ss have helped because I know where their areas of growth are, makes marking faster
Yes! All abt making a connection with them. https://t.co/K8USQ49whx
A5 I'm ALL ABOUT feedback, but it doesn't need to be directly from me. Self, peer, computer generated. Don't make it all on you
A5 Stop marking essays and start conferring with students
A5)Have a baby or something else really amazing & time consuming. Suddenly your grading gets done @ school! All about perspective
A5 Simplify points. No need to use a 100 pt scale when it could be smaller. HW is 0-2 pt (its done, partially done, or not)
A5 Ask students to read each others' works so they are not limited to receiving teacher feedback on their writing
& this way you can discuss the ideas w the structure all in one go https://t.co/37BzyFsnk2
A5 Stop marking essays and start conferring with students
A5: Google Classroom/GAFE apps + Seesaw make feedback/grading a breeze. Make sure your Ss know the digital workflow.
Thanks for chatting with us tonight. Next week's chat: & workshop. See you on 9/27 at 8pm EST
A5: Long story short (I admit, though, not really a tip)--stop grading everything & let Ss know that from day 1. We're only human
Thanks for the chat ! Have a great day tomorrow.
We need 2teach Ss to give meaningful feedback. They need to know HOW to speak about their work. I struggle w/ this
Thanks so much for hosting a quick & helpful chat!
Hey ! Do any of you blog with your students? Let me know! I'd love to get our Ss together over the year!!
Not yet, but I just started class Twitter-for Ss to tweet daily happenings. Would love Ss/Ts to follow!
