The past two weeks, we've added to our repertoire of ideas from which to write ("Moments that Matter"), and we will use these throughout the year. I heard one student say, "I used to not like writing, but I like to write about this." The more we can get scholars writing, the better! We also began writing in response to nonfiction (our article of the week). We are writing consistently throughout each week, and students can (usually) choose which pieces to submit for feedback on specific writing skills and grammar.
We've read articles about standardized testing and urban farms, and also narratives from Langston Hughes and Richard Wright. (As always, our work is linked to students' notes here.) We've been annotating, questioning, discussing, and writing to analyze and understand these pieces of text better.
We've read articles about standardized testing and urban farms, and also narratives from Langston Hughes and Richard Wright. (As always, our work is linked to students' notes here.) We've been annotating, questioning, discussing, and writing to analyze and understand these pieces of text better.
Our further reading this week comes from valuable parent questions:
FAQs about Feedback in Lieu of Grades (includes a video about how to interpret Edline reports)
FAQs about Feedback in Lieu of Grades (includes a video about how to interpret Edline reports)