Descriptive Feedback TLLP

Category: Grade 7/8

  • Feedback Gr. 7/8 B. Roy & A.Pink

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    Since last meeting, we created a graphic organizer that would help students progress through the success criteria and make sure that they had included all the parts. Graphic Organizer This was helpful to students, but the Level 1, 2 and low 3 students still struggled to understand some of the success criteria–Point, Proof, Explanation and…

  • Students reflecting on Feedback

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    For TLCP 2, we are working on Reading Expectations 1.7 (Analyzing) & 1.8 (Evaluating) and combining them to write about the Author’s Point of View. Students receive feedback for each of their pieces, but I also provide whole class feedback: Whole Class Feedback Notes The Success Criteria for the Author’s Point of View: Success Criteria…

  • Student Led Interviews

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    This week we had our interviews with parents. As a whole school, we did student-led interviews. In the grade 7/8 classes, we had students choose 2 literacy pieces to talk to their parents about. They chose 1 piece they were proud of, and talk about how the piece showed their use of the success criteria,…

  • Providing Feedback using Success Criteria

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    For this Literacy unit, Ben and I had the students write a Relate/Reflect response every 2-3 days. This provided many opportunities for the students to receive feedback and apply the feedback to their next response. Here are some pictures of what that looked like:   We also worked on Writing in Role.  This is the…

  • Mini-Lessons on Success Criteria

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    After our last meeting, we realized that our students were still really struggling with understanding how to use the success criteria to improve their work. As a result, we decided to teach mini-lessons about each success criteria, so that when we use the success criteria to provide feedback, the students would understand how to use…

  • Creating Success Criteria with Student Work

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    The Learning Goals for our Literacy Unit: To create the success criteria, Ben and I put up some work samples from a previous year. We then asked the students to help me find what is good/strong about each piece, and what is missing or needed improvement in each piece. I usually start with a weaker…

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