1) Thinking About my Reading: This has different questions about the books they've read and the books they like/dislike, etc. I really like it and would use it in my classroom because I think it would help me as the teacher to get to know my students better. I would know what things they did and didn't like reading so I would be able to differentiate my curriculum based on the interests of individual students. I could use this form in other areas as well if I changed the questions. For example, in Social Studies I could find out what each of my students liked or disliked the most, what things they already knew a lot about, etc.
2) 6-Trait Guide to Revision: This paper has a checklist for students to go through as they are revising something. I think a lot of students have a hard time revising a piece of writing because they don't know what they should change. This checklist would give them a good place to start. It asks them if they have a beginning, middle, and end, if their main idea was clear, etc. This would help students at any readiness level because everyone can do something to improve a piece of writing. Based on their understanding of the items on the checklist, they can improve their own piece of writing and make it better. This checklist could be used for any type of writing piece - fiction, non-fiction, etc.
3) Picture of Art Pallet: This asks students to draw a picture of something they liked in the story and write a couple of sentences about it. I really like this because we learned last semester that pictures are a child's first writing. I would use this in my classroom to help get kids thinking and visualizing what they read. Some students learn better by drawing a picture first and then writing about it. By using this I would be differentiating for my students based on the students readiness to write. I could also use this in other subjects such as Social Studies. The students could draw a picture of something we learned that they thought was interesting and then write a sentence or two describing what is happening in their picture.
The way you talked about the first one shows that you recognize how you can use these to determine "where" kids are in their understandings... and that could lead to differentiation. Do you see how the other two could be used that way, as well? Good thinking! 4 points
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