Every time we teach and do either a formative or summative assessment, we peer or teacher assess.
However, sometimes it is understandbly difficult to create a new set of assessment criteria or success criteria per task - let's face it, there just aren't enough hours in the day or PPA time in the world! So, in an effore to combat this, our Peer Assessment Pack is now available on our TES page. It's a series of five different peer assessment grids: Reading (Comprehension), Reading (Analysis), Essay Writing, Creative Writing (Fiction), Creative Writing (Non-Fiction). It's a simple checklist allowing peers to say yes or no to success criteria as appropriate (just cross out what you don't need!) and then has a summative comment section for What Went Well and Even Better If... Hope they're helpful - every teacher loves a timesaver!
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Stop! Cease and desist! Well, sort of. In stopping pupils and making them reflect, we offer them the opportunity to include more and discard any bad habits. Today, this focuses on punctuation - it's basic but a useful poster or mat to have laminated to remind pupils, at the end of extended writing, to prompt checking and proof-reading. It can be extended to get pupils to give examples of the pictured punctuation before starting writing - in essence, showing you they can before then proving they can (perhaps a stop towards lazy writing!). I should have another mat on capital letters coming soon, but until then...
I love the short film 'Father and Daughter' - it's beautiful and touching without saying a word. And the latter is why it lends itself so well to creative writing - use the music to create brilliant writers. The worksheet attached takes you through step-by-step to make thoughtful responses to the music and the video. It starts by you blocking the images and getting pupils just to listen, then using this as the basis for a story. There's also a handy peer/self assessment grid to guide ideas a little more closely to create considerate writers. I hope you enjoy this as much as I do - it's genuinely one of my favourite activities I do with a group.
There's nothing better than providing your stars with the tools for self-sufficiency, and that's the aim of this set of resources.
The first worksheet is a series of extracts with no punctuation whatsoever, so pupils must add in and vary the punctuation they use. Higher level pupils should be considering colons, semi-colons and hyphens where possible. The second is aimed at varying punctuation for effect, moving from the basics to the complex - this allows all pupils to reach the level of the higher level pupils on the previous activity whilst reinforcing those punctuation types to the higher level pupils. The third is to do with spicing up vocabulary/imagery choices - pupils are given two extracts with boring vocabulary and asked to make it exciting - perhaps a good choice for after teaching about types of imagery and how to use exaggeration and structure for effect. Finally, pupils are given a text that is majorly over the top in terms of imagery and hyperbole, so they must edit it to see where language choices are appropriately made, and where they need deleting or replacing. And step-by-step, you've created the beginnings of young editors! I've left the examples fairly generic to appeal to all and to allow for maximum editing opportunities - do let me know if you think of other ways to use these with your editors-in-training! As it's a bundle this premium resource is available for a nominal cost on my TES homepage. Enjoy - and please contact before modifying :) Things like this are some of my favourite activities to do - it can be used to definitively show how good readers make good writers. The gist is simple: using the resource below, you ask pupils to try and create examples of a type of writing (the example I've provided is for comedy). They cannot look at the rest of the booklet before doing this. Then, ask them to read the examples and consider the stars and wishes - what works well, and what doesn't in the extract. They can annotate and highlight to their heart's contents being happy little critics. Finally, the same grid from the start reappears - having read what they have, what examples can they come out with now? Look at the examples side-by-side; get pupils to self and/or peer assess the changes and (hopefully!) improvements and explore why these are better choices. Fingers crossed, you come out with a classroom full of pupils whose second examples are better than their first, and thus show them that reading more made them better writers. It's also a useful way to introduce them to new reading materials and drag them from same-genre same-author monotony. The texts I've used - 'Demon Dentist', 'The Princess Diaries' and 'Diary of a Wimpy Kid' are perhaps best suited to later KS2 or very early KS3, and of course the same thing can be done with other texts - these are just samples. As always, let me know how you get on, and please refer resources and new users to Literacy Stars - more stars means we shine brighter!
Exciting times - my first literacy share on Literacy Stars! And today, I bring you P.E.E. Mobiles. It sounds weird but it's a brilliant way to keep track of your pupils' understanding of explaining and analysing texts. You copy as many of the below document as you need, plus a few spares (for the ones who love to be neat and the ones who will inevitably need to redo), and chop them up (kids can do the proper cutting, you just need a quick slice!). Only hand out the 'point' mobile. Pupils cannot get the 'evidence' mobile until you've checked their work and signed them off on it - the same goes for moving to the 'explanation' mobile. Then, to top it all off, if pupils have a good explanation sorted, you hole punch the bottom of the 'point', the top and bottom of the 'evidence', and the top of the 'explanation' and give them treasury tags - they've created their mobile! And in a double-header, you've got yourself some lovely display materials acting as reminders for good practice/success criteria. Give it a go - it's something I love doing with year seven, and although it sounds a bit claustrophobic, I promise you won't have 30 kids coming at you together - in fact, differentiate by having the higher level kids assess the P.E.E.s of those still working. Let me know how you get on in the 'Comments', and by all means feedback on your experiences good or bad! Happy P.E.E.ing!
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AuthorLiteracy Stars is the creation of a secondary school English teacher who loves nothing better than a good resource and seeing kids enjoy reading and writing. Archives
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