Chapter 13 – Best Practices in Writing Assessment: I found this chapter interesting. The concept of writing to learn is phenomenal. In 3rd grade just getting the students in the mind set of…. reading to learn is challenging in itself. But having them….writing to learn is even more interesting. Yet, I can see how if whatever they are doing, researching, and/or writing about is real to them…then yes I can see how their final product could be an assessment for the teacher; parent; and student. Scaffolding on the teacher’s part is a continuing process.
Contrasts in Writing-Based Learning – When the student’s learning becomes automatic and evident in their writing, then I agree with the author that the teacher shouldn’t have to grade each and every piece of the student’s work. Like I stated earlier, scaffolding on the teacher’s part is a continuing process. The situation which was given in the book referencing a 3rd grade student who wasn’t that keen on reading; he had poor decoding skills, weak vocabulary, and limited comprehension skills. Well it turned out that the books which were available to him to read just wasn’t interesting to him. Therefore, he wasn’t reading. Once he was asked about a professional NBA team, he perked right up with enthusiasm, he was able to elaborate, and use details as well. I have a similar 3rd grader in my class, except in turns out that the reason he appeared to have poor decoding skills, weak vocabulary, limited comprehension skills and a non interest in reading is because I just find out that he is almost deaf in his left ear and losing hearing in his right. Well to make a long story short. He is now being fitted for a FM device and hearing aides. In the classroom I am mindful where I stand and speak. I make sure he can see my lips and there is always a student on the right side of him, and in front of him. Now that I’ve put these strategies in place in my classroom. He is much more attentative and he chooses to participate in classroom readings and discussions.
