RM Winter 2016 FLIP

Figure 4. Pre-assessment goal sheet.

The next step is to introduce the pre-assessment goal sheet (see Figure 4). Demonstrate how these sheets will be used during writing conferences. Begin by sharing a writing sample of your own and show how you identified a goal that matches a need in your writing. Model how to write a goal on the line under Goal 1. For example, “I will add better word choices to my writing.” Then, model how to select the rating that best represents the current level of performance. Think aloud strategies can be used to model for students. For example, “I feel like I use a few higher-level words in my paper (underline those in the sample being shared), but I could definitely

Individual Writing Conferences After the initial introduction of goal setting, it’s time to begin individual writing conferences using the goal sheets. The following guidelines are arranged by writing unit (which includes working on a piece of writing across the stages of the writing process: pre-writing, drafting, revising, editing, and publishing) and provide a general guide for implementation. These steps may need to be adjusted based on student progress, needs, and instructional focus. Pre-Assessment Goal Sheet

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add more. I will rate myself as a 3, because I can show the skill, but I can improve on it more.” Circle the box marked 3. Then, think of a specific strategy to help improve that goal. Again, model by thinking aloud: “I know I’ve learned to use a thesaurus to find synonyms for boring words, so I will write down that I will underline boring words in my writing and use a thesaurus to replace them with more exciting words.” Ask students to think of specific goals they could work on within their writing (add to the list started as a class, see Figure 2). This list may help spark ideas among the students as they begin developing their own writing goals. Continue to add to this list throughout the year as new goals are developed.

Throughout the writing unit, make time to conference with each student at least once. Some students may need more than one conference, based on how much instructional support they require. Begin the conference by asking the student to share their goal sheet and then read their piece of writing aloud. After, ask them to provide evidence from their writing to support the information on their goal sheet. Many students will need support developing and/or revising their goals, ratings, and strategies. When the conferencing time of the workshop has ended and the class transitions to the sharing portion of the session, select a student who has a clear goal and appropriately matched strategy to share their work, including

Figure 5. Pre-assessment goal sheet.

After meeting as a group, the teacher should distribute the pre- assessment goal sheets. Give students time to draft up to three goals for their next writing conference. Encourage students to look at past writing examples in their writing journals for ideas. Walk around the room to assist as students create goals, rate their skill level, and identify a specific strategy for each goal. Goal sheets should be placed in the front of the student’s writing folder so students can reference them each day during independent writing time. (For reproducible copies of goal sheets for older and younger writers, see the pages immediately following this article). Implementing Goal Setting during

evidence from their writing, with the class. It is important to ask the student’s permission first to be sure they feel comfortable with sharing their goals. Post-Assessment Goal Sheet As students near the end of the writing unit and prepare to publish their work, have the class meet again in the commonmeeting area for a mini-lesson on how to complete the post-assessment goal sheet. Display the post-assessment goal sheet (see Figure 5) on chart paper or the board. Using the same information modeled during the introductory mini-lesson, write the goal created on the Goal 1 line.“I will

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