Oh, I love this idea. I've read it several times before, but I think it finally clicked for me.
I begin with having my students write a paragraph, either in response to a prompt or their own free writing. Next, students, working in small groups or pairs, evaluate several master texts for the criteria we’re working on. How does the writer use punctuation or voice in a particular text? What similarities are there between texts? Students then compare their own writing with each text. What did they do correctly or well? How does their writing differ and to what effect?
As a class, or in their groups, we analyze the pieces for similarities and differences and group them accordingly. Only then do I introduce the concept of run-on sentences, comma splices, and fragments. Essentially, through this process, my students identify the criteria for good writing. From this, we’re able to co-construct criteria and rubrics for summative assessments.
Oh, I love this idea. I've read it several times before, but I think it finally clicked for me.
"When teachers use culturally relevant books, students understand the books more fully, and, as a result, become more engaged in their reading. When students become engaged in texts, they are motivated to read more."
This is so important--getting to the background knowledge of a student to help them understand the text. "TMDG" is a good one for most of the students at NoGa because they hunt.