k-2 lesson 26 Writing Rubric

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					              Writers Workshop Model Lesson Plan Grades K-2
Lesson 26: Using a Rubric
Introduction:                Signal for students to gather at the meeting area for Writers Workshop. After
                             students come to the meeting area say the Writing Workshop chant.

                             This will be the first time your students have created a writing rubric in Writers
                             Workshop this year (possibly the first time ever). It’s important to explain the
                             purpose of a writing rubric. Students need to be involved in creating the rubric in
                             some way.

                             Start the lesson by having students raise their hands if they’ve ever had a
                             chocolate chip cookie. Ask them if any one has ever had a really good chocolate
                             chip cookie. Ask, “What made it so good? Was it soft, large, gooey?” Then ask if
                             anyone has ever had a bad chocolate chip cookie before. Ask, “What made it a
                             bad cookie? Was it burned, hard, uncooked?”

                             As a class come up with a rubric to grade chocolate chip cookies. Tell them you
                             want them to think about the attributes of a chocolate chip cookie (color, taste,
                             number of chocolate chips, and texture of a chocolate chip cookie). (You can let
                             them pick the categories or following is an example of a rubric with categories
                             chosen for you. For younger students you may want to stick to 2-3 categories)

                                                 Chocolate Chip Cookie Rubric Example

                             Sample Chart (some teachers choose not to attach numbers to the categories on the
                                           Delicious             Good                                         Poor
                                               4                  3                                            1

                              Number     Chocolate chip                           Chocolate chips in      Barely any
                                                           Chips in most bites
                              of Chips    in every bite                              some bites         chocolate chips

                                                            Chewy in middle,                           Texture resembles
                              Texture       Chewy                                  Crispy/Crunchy
                                                             crisp on edges                              a dog biscuit

                                                           Either light from      Either dark brown
                                                          overcooking or light   from overcooking or
                               Color     Golden brown                                                       Burned
                                                           from being a little        light from
                                                                  raw                undercooking

                                         Home-baked       Quality store-bought
                               Taste                                                  Tasteless        Stale, hard, chalky
                                           taste                  taste

*For this lesson you will    *Once you’ve made a rubric, give each student a baggie with several different
need different types of      chocolate chip cookies- CHECK FOR FOOD ALLERGIES before this lesson.
chocolate chip cookies. Be   (have cookies range from a small hard cookie to a much larger, soft, full of
sure to check for food       chocolate chips cookie). Have students focus on one cookie at a time. Go through
allergies before using       the rubric and have students rank the cookies in each category. Start with
cookies with this lesson.    number of chips. Have students grade (give a 1,2,3, or 4) the cookie based on
                             the number of chocolate chips it contains. Have them look at the rubric, read
                             each section beside # of chips and have students hold up the number of fingers
                             for the grade they’d like to give that cookie. (1 being the poorest score, 4 being
            the best). Say, “On the count of three hold up the number of fingers to show
            what grade you’d give this one cookie just grading its chocolate chips.” Draw
            attention to the fact that some students held up different scores. Ask, “Is that
            okay? Do we all have to agree and have the exact same opinion of the cookie?”
            Next, grade the texture, color, and lastly the taste of each cookie. At the end of
            this activity, have students give each cookie an overall score of 1,2,3, or 4.

            Through this activity emphasize that everyone has their own opinion of what
            makes a great cookie. Some people like them crunchy and thin, while others like
            them soft, thick, and gooey. Say, “Today we were grading cookies based on your
            opinion. As a class we came up with what we thought made a good cookie, but
            each person has their own idea of what makes a cookie the best. It was hard to
            grade each cookie because we all have different opinions.” Let students know
            that today as a class you will create a rubric that will help everyone understand
            better what makes writing good. The rubric will not be based on our opinions; it
            will be based on our grade level’s expectations.

Guided      Tell students that they have learned a lot about drawing and telling stories. Ask
            them to think about what they have learned that makes a piece of writing good.
Practice:   (This list should reflect the lessons you have taught and story elements you have
            discussed. Include more than writing conventions.)

            An example list:
            -My story includes an illustration.
            -My story/drawing includes details.
            -My drawing shows the setting.

            Pass out four pieces of leveled writing: (Do not use writing examples from
            students of the current year. Use examples from previous years, mark out
            names, or use examples from the shared drive)
            -One piece should represent “needs substantial instruction”
            -One should represent “needs revisions”
            -One should represent “meets standard”
            -One should represent “going above and beyond meeting standard”

            *Put students in groups (3-4 students per group).
            *Have them read each piece of writing and then order them from what they
            think is the poorest piece of writing to the best piece of writing. (Remind them
            that the longest piece does not always mean it is the best piece of writing.)
            *Give each group several sticky notes and have them write what they notice
            about each piece of writing on a sticky note and then place the sticky note below
            each paper. (For example, if the best piece of writing contains many examples of
            sensory details write “sensory details” on the sticky note and place it below that
            paper. If the poorest piece of writing does not have spaces between the words
            and lacks sequence, have them write those two thoughts on two separate sticky
            notes and place them below that piece of writing.)

            Come back together as a group and combine these thoughts on a class chart. Let
            students know that you are going to assign a number 1-4 for the pieces of
            writing. “1” stands for the lowest/poorest piece of writing and “2” stands for
            needs improvement. The “3” represents strong, on grade level writing, and “4”
            represents going above and beyond “good”. (You may want to associate the
            pieces of writing with letters or symbols if your students are not ready for the
            connection of numbers to the rubric.
                               Explain to the class what a rubric is, how it is used, and how your class will use
                               one on their completed work.

                               On chart paper, as a class create a rubric of what each number represents in the
                               sample writing. Again, move beyond conventions (punctuation, spelling,
                               capitalization. These are important and should be included, but the rubric should
                               represent all facets of writing.) The 3 should represent what students are held
                               accountable for at grade level.

                                                               Rubric for Stories

                                    4                      3                                         1
                                -Includes sensory     -Good details         -Some details       -No details
                                details               -Strong beginning     -Beginning and      -No beginning
                                -Strong               -Included             middle, but no      -Out of sequence
                                beginning, middle     beginning,            end.                -Poor spacing
                                and end               middle, and end       -Repeats the        -No punctuation
                                -Contains sound       -Capitalized the      same ideas over
                                words                 start of              and over.
                                                      sentences.            -Lists events in
                                                      -In order             story

                               Say, “We created this rubric today so that each person knows what they are held
                               accountable for in their writing. If it’s been taught then I expect to see it in your
                               writing.” (Keep a chart posted of all mini lessons taught. Add to this mini lesson
                               chart as new lessons, skills, and concepts are taught throughout the year.)

                               Call students to retrieve writing notebooks before returning to their seats to
                               begin writing.

 Independent                   Have students carefully look at their piece of writing they are currently working
                               to publish. Ask them to compare their writing with the rubric created today.
 Practice:                     Allow students to add to their work at this time. Direct them to use the rubric to
                               measure their work and help them make decisions about improvement.

                               After the students have had time to write, use a signal to call the students back
                               to the carpet for closure.

                               Close with a discussion of the process of writing that they have learned so far.
                               Reinforce the concept of writers looking at their work, reflecting on what has
                               been written well, and making decisions on how to make their writing better.

                               At the end of Writers Workshop have students return the notebooks to the
                               special location where they will be kept in the classroom.

Writers Workshop Lessons: The First 30 Days. Washington, DC: America’s Choice, Inc., 2005.

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