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Strategic thinking and reasoning rubrics with educator support
Strategic thinking and reasoning rubrics with educator support
The strategic thinking rubrics are self-assessments designed to help students evaluate their own writing. One is focused on overall understanding of a written response and the other evaluates analysis used in a response. Both are available as documents and could be modified for educator use. They are designed for use in both the humanities and sciences. They could be used to evaluate
Online posts
Paragraph length responses on quizzes
In-class written responses.
Accompanying the rubrics is a document that offers a “crash course” in writing mechanics based on the criteria in the Strategic Thinking and Reasoning Writing Rubrics. The writing mechanics document provides a succinct overview for teachers and students.
Use with Stage 3 writers.
Strategic-thinking-understand.docxEvaluate a response that demonstrates understanding
Evaluate a response that demonstrates understanding
Strategic-thinking-analyze-evaluate.docxEvaluate a response that demonstrates analysis
Evaluate a response that demonstrates analysis
Writing_rubric_support_resources_for_teachers.pdfSupports
Supports
Developmental Writing Scale Emergent to Grade 3.pdfWriting development scale
Writing development scale
The Conventions of Writing developmental scale is used to assess children’s overall early writing. It can also work with adults who are novice and emergent writers. It provides useful details of initial writing development, examples and appropriate developmental instructional guidance.
Use with Stage 0 and Stage 1 writers.
Writing process self-assessment
Writing process self-assessment
This tool is a simple way to assess and teach the writing process (i.e. the steps students go through and strategies they use as they work at writing). How much planning does the student do before he or she writes? Does she have a strategy for organizing ideas? What seem to be the obstacles to getting thoughts down on paper? How does the student attempt to spell words she does not know? Does the student reread what she has written? Does the student talk about or share her work with others as she is writing it? What kind of changes does the student make to her first draft?
The tool can be easily adapated to suit your context.
Use with Stage 2 writers.
Sentence_Variety_Checklist_for_ESL_Writing.pdfSentence variety checklist
Sentence variety checklist
This tool can be used by learners who are learning to use a variety of sentence structures in their writing.
Use with Stage 2 and 3 writers.
BC writing performance standards and examples at grades 4 and 8
BC writing performance standards and examples at grades 4 and 8
We are including examples of easy-to-use performance standards and writing exemplars from the K-12 system for informational purposes. The exemplars are intended as reference points to support understanding and to prompt discussion with colleagues. They are not meant to be used to assign grade-level equivalencies or standards, as these are not relevant to adult learners.
Understanding writing development at gardes 4 and 8 is insightful. Grade 4 is aligned with the end of Stage 1 and beginning of Stage 2 when adults have mastered foundational reading and writing skills. Grade 8 is aligned with the end of Stage 2, when they have further developed these skills and are using their literacy abilities to build on background knowledge and acquire new knowledge.
You will find exemplars demonstrating three types of writing:
Personal views
Communication of ideas and information
Literary writing
Use with Stage 1 and 2 writers.
BC-Performance-Standrads-Writing-Grade4.pdfGrade 4 exemplars
Grade 4 exemplars
Meaning: comes from thoughts, feelings, opinions, memories, and reflections
Style: is generally reflective; demonstrates clarity and some variety in language.
Form: begins with a clear introduction and follows a logical sequence; ideas are connected, although the writing could reflect a “stream of consciousness.”
Conventions: follows standard conventions for basic spelling, punctuation, grammar and sentence structure.
BC-Performance-Standrads-Writing-Grade8.pdfGrade 8 exemplars
Grade 8 exemplars
Meaning: comes from thoughts, feelings, opinions, memories, and reflections.
Style: demonstrates clarity and some variety in language.
Form: begins with a clear introduction and follows a logical sequence through to a conclusion.
Conventions: follows standard conventions for basic spelling, punctuation, grammar, and sentence structure; text has been proofread.
milestones_writing_samples_march_2013.pdfOALCF standards and examples
OALCF standards and examples
Writing samples and performance standards are available in the document Milestones Writing Samples. However, they have a few limitations if they are used with the stages framework:
None of the samples at OALCF Level 1 capture emergent and very beginning writing at Stage 1.
OALCF Level 1 samples are more aligned with Stage 2.
OALCF Level 3 samples are also limited and don't contain the complexity and variety of writing developed at Stage 3 (i.e. secondary level).
Level 2 samples have some alignment with Stage 2 (i.e. grades 4-8).
In addition, scoring explanations that accompany the samples are limited, focused only on a few conventions (i.e. sentence structure, capitalization and punctuation). There are no descriptors for other observable elements such as form, style, tone, vocabulary, decoding, etc.
Use only with with Stage 2 writers.
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