How Students Can Self-Assess Their Writing

In my previous blog post, I described how our primary grade students completed a 10-page report primarily in their own words on mud and soil. Our team then completed a Mud Report Student Evaluation for each student that highlighted their abilities to complete their mud report.

Five Mud Report Components

Listed below are the five questions that were used to evaluate each student with comments on each student’s report:

1. Did the student research and copy text on the internet and from books with ease?
2. Did the student write the report from multiple sources and combine information without help?
3. Did the student blend information from various sources and apply what was read to personal life experiences and other experiences?
4. Did the student work diligently with ease on the project?
5. Is the report’s content, spelling, punction, and printing easy to read?

Student Levels of Accomplishment

We them rated these skills at the following four levels of accomplishment on each report component with comments based on the common core standards for primary grade students:

Level 1 Learning Basics: Student researched and copied nonfiction text on a topic in books and on the internet with lots of help. Student wrote the report with difficulty and help. Content, spelling, punctuation, and printing were hard to read.

Level 2 Demonstrates Understanding: Student researched and copied nonfiction text on a topic in books and on the internet with some help. Student wrote the report and blended some information with some difficulty and help. Content, spelling, punctuation, and printing were sometimes hard to read.

Level 3 Modifying Basics: Student researched and copied nonfiction text on a topic in books and on the internet without help. Student wrote the report from multiple sources and blended and applied some information in the report. Student worked diligently with ease. Content, spelling, punctuation, and printing were easy to read.

Level 4 Emerging Expert: Student researched and copied nonfiction text on a topic in books and on the internet with ease. Student wrote the report from multiple sources and extensively blended and applied information in the report. Student worked diligently with ease. Content, spelling, punctuation, and printing were easy to read.

Students’ Responses to Their Evaluation Comments

As we completed a rating for each student, we qualified the rating with personalized comments that focused on specific skills achieved when completing various report assignments. Students were very excited when we described specific behaviors and skill building attributes to specific examples captured in their 10-page reports.

Most were shocked that we actually read their reports and took the time to show them how to punctuate their reports correctly. Many are still learning how to self-edit their work and are surprised that we observed this amount of detail in our review of their work. Other students could not believe that they were working beyond their grade level in writing. We explained that the more they were able to synthesize their work and apply their writing to daily experiences and observations, the higher level writing they were able to create independently.

Challenged students were very excited that they were able to complete this very demanding assignment regardless of how much help we provided them. They want to slow down, print more carefully, and learn to self-edit. I encouraged these students to read parts of a story or nonfiction information daily and practice rewriting small passages daily in a journal. Through practice, these students will become self-confident writers. The more students expose themselves to difficult articles and books, the more confident they will become when completing challenging assignments.

What We Learned

We have been using this assignment and customized rubric for three years with multiple classes. Each year we become more successful in increasing students’ skill levels at a faster pace than previous years. I think we just keep learning how to teach better and more confidently as we coach students to integrate nonfiction informational writing with daily life experiences and observations.

We Are Here to Help

If you and your students or children want to learn how to evaluate writing assignments, you may be interested in reading Student-Engaged Assessment: Strategies to Empower All Learners by Laura Greenstein and Mary Ann Burke. Our team is available to provide trainings to your schools and teachers. You can contact us on our blog site under the comments section on the lower part of the blog page. Also, if you are interested in a simplified approach to teaching students about mud at the first or second grade level, we have posted an online book link on Magnificent Magical Mud by Mary Ann Burke at the bottom of our blog site. This online book includes simple writing assignments for students and children. Much success in the great adventure of student led learning through self-assessment.

Kids Learn to Express Themselves Through Writing

During the last weeks of school, our primary grade students learned about various types of soil and mud when planting flowers, studying the uses of mud, and learning how to use computers for research in 10-page reports.

What the Students Researched

1. Learning how to write an introduction to the report
2. Writing about descriptions and uses for clay soil, loamy soil, and sandy soil
3. Planting a flower and writing about the type of soil used for planting
4. Listing the steps completed to make mud and plant a flower
5. Learning how to calculate how much water is needed for making mud in different quantities
6. Completing a soil and mud research checklist for added research in books and on the computer
7. Writing a book report on mud and soil uses
8. Writing a computer report on mud and soil uses
9. Completing a reflection questionnaire of what was learned
10. Creating a glossary of new vocabulary words used in the report

How Students Learned to Use Their Own Words

Throughout this project, students were encouraged to summarize what they read in their own words. Most students were successful in completing this task without teacher assistance:

1. When listing the steps to make mud and planting a flower
2. Completing a research checklist
3. Writing a report introduction
4. Writing a reflection of what they learned
5. Completing a glossary of new vocabulary words

When writing about various types of soil, most students preferred to copy the technical information. Many students did not copy every word in the informational text. Book reports were completed by students on a topic they wanted to learn more about. Various nonfiction reading level books were available for student use.

The computer report was the most challenging for students to complete. Most students had never summarized online technical resources and articles. Many started the assignment by copying text. As the students became more familiar with the online content, many were able to apply what they read to everyday life.

How to Support Challenged Students

When some students were very frustrated with an assignment, we used very basic reading samples and had students copy a couple of sentences. Next, we interviewed them and asked them how they might use this knowledge in their daily lives. We also created sentence frames. Sentence frames are very simple sentences that students can complete in their own words. For example, a sentence frame might state that clay soil is comprised of very fine mineral particles and is sticky. Then students can complete a sentence frame that says clay soil will ___________. We then ask students if they think clay soil will make a puddle or will soak into the ground. Students typically responded that clay soil makes a puddle because they experienced that result when making clay mud. Once students were able to talk about a challenging topic in their own words, they slowly became more confident in writing simple sentences about what they  learned. We also had capable students tutor and assist their more challenged peers. This one-on-one tutoring support was incredibly helpful as students could share more personalized help with their peers.

Student Led Evaluations

My next blog post will describe how we constructed a Mud Report Student Evaluation for each student that highlighted their competencies in five different areas. Nearly 53% of the students in our project received a Level 4 Emerging Expert Evaluation overall rating because they were able to complete work independently and wrote their report using their own words on several assigned pages.

Help for Struggling Students

As a K–3 special education teacher, I’ve learned that some of our students struggle loudly—and some struggle quietly. And sometimes, they struggle in that in-between space: big enough behaviors that everyone notices… but not yet formally supported by a Tier 2 or Tier 3 plan.

If you’re a parent or teacher seeing behaviors that clearly need more than just reminders and redirection—but there’s no formal intervention plan in place yet—this post is for you.

Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

First, Let’s Ground Ourselves in MTSS

In a Multi-Tiered System of Supports (MTSS), Tier 1 is what all students receive: clear expectations, consistent routines, and positive reinforcement. Tier 2 provides targeted, small-group or structured supports. Tier 3 is individualized and intensive. But here’s the reality: sometimes there’s a lag between recognizing a need and having a formal Tier 2 or Tier 3 plan written and implemented. During that gap, kids still need support. And we can give it.

Step 1: Shift from “Why are they doing this?” to “What is this behavior communicating?”

Behavior is communication. A child who refuses work may be saying:

“This feels too hard.”

“I don’t know how to start.”

“I’m overwhelmed.”

A child who disrupts may be saying:

“I need attention.”

“I need movement.”

“I feel out of control.”

Instead of reacting to the surface behavior, we respond to the unmet need underneath it.

Step 2: Increase Structure Immediately.

Students who likely need Tier 2 or 3 supports almost always benefit from more structure—not more consequences.

Try:

• Visual schedules (even simple sticky note checklists)
• First/Then language (“First math, then drawing.”)
• Clear start and finish markers
• Breaking work into smaller chunks
• Timers for both work and breaks

Structure lowers anxiety. Lower anxiety lowers behavior.

Step 3: Pre-Teach Expectations.

Many of our students who struggle behaviorally don’t lack motivation—they lack clarity. Before a known trigger (recess, transitions, group work), preview expectations:

“When we line up, our hands stay by our sides.”

“During centers, we use quiet voices.”

“If you feel frustrated, you can raise your hand or use your break card.”

Role-play it. Practice it. Reinforce it immediately when you see it.

Step 4: Increase Positive Feedback (More Than Feels Natural).

If a student is likely headed toward Tier 2 or 3, they are often hearing more corrections than praise.

Flip the ratio.

Catch:

• The 30 seconds they stayed in their seat.
• The one safe choice they made.
• The moment they tried again.

Specific praise builds replacement behaviors:

“I noticed you started even though it felt hard.”

“You kept your hands safe.”

“You asked for help instead of shutting down.”

We grow what we notice.

Step 5: Offer Regulated Breaks Before Escalation

If you wait until the meltdown, you’re too late. Build proactive regulation:

• Scheduled movement breaks
• Sensory tools
• Calm-down corners
• Short “jobs” that reset the nervous system

At home, this might look like:

• Heavy work (carrying laundry, pushing a vacuum)
• Outside time
• A quiet reset space
• Regulation first. Instruction second.

Step 6: Start Simple Data Collection

Even without a formal plan, start noticing patterns:

• When does it happen?
• What happens right before?
• What happens right after?

You don’t need fancy charts. Sticky notes work. This information helps teams move toward Tier 2 or Tier 3 supports faster—and more effectively.

For Parents: You’re Not “Behind.”

If your child doesn’t yet have a formal behavior plan but clearly needs more support, you are not failing. Schools move through processes. Sometimes they move slowly. Ask:

“What Tier 2 supports can we try?”

“Can we start Check-In/Check-Out?”

“Can we monitor behavior for a few weeks?”

Advocacy doesn’t have to be confrontational. It can be collaborative. Some behaviors don’t quite fit into “typical classroom challenges,” but they also don’t yet have a formal Tier 2 or Tier 3 plan attached to them. As parents and teachers, that in-between space can feel frustrating and uncertain. We know a child needs more support—but we’re still waiting on meetings, data, or next steps. The good news? We don’t have to wait for paperwork to begin helping. There are practical, proactive strategies we can start right away to support students who need more structure, regulation, and skill-building.

Helping English Learners Succeed

When a child walks into school brand new to English, they are doing something incredibly brave. They’re learning new routines, new friendships, new expectations and a whole new language at the same time. That’s a lot for anyone. The good news? With the right support at home and at school, multilingual kids can absolutely thrive.

First, let’s start here: being multilingual is a gift. Research shared by Colorín Colorado and the National Association for the Education of Young Children shows that speaking more than one language strengthens thinking skills, problem-solving, and flexibility. So instead of seeing English as something a child is “behind” in, it helps to see all the language they already have as a huge strength.

Keep the Home Language Strong

Parents, keep speaking your strongest language at home. Tell stories. Ask questions. Laugh. Read together. A strong foundation in a child’s first language actually helps them learn English faster. You are not “confusing” them—you are building their brain.

Teachers, use their name correctly. Invite families to share traditions or favorite books. Even small efforts show children that who they are matters.

Make Things Visual and Clear

When kids are learning English, they understand more when they can see what’s happening. Pictures, gestures, modeling, and clear examples make a big difference.

At school, that might mean showing what to do instead of only explaining it. At home, it might look like previewing new topics. If your child is learning about weather, talk about rain, snow, or sunshine in your home language first. When they hear those ideas again in English, they’ll connect the dots more easily.

Be Patient with Talking

Many children go through a “silent period” when learning a new language. They may listen carefully but say very little. That’s normal. They are absorbing everything.

Instead of pushing them to speak before they’re ready, focus on helping them feel safe. Smile. Offer encouragement. Celebrate effort. Confidence grows when children feel accepted, not corrected at every turn. Social language comes more easily than academic language. It all takes time.

Support “School Words”

Kids often learn playground English faster than classroom English. They might chat easily with friends but struggle with words like “compare,” “predict,” or “explain.”

Parents can help by asking open-ended questions like, “Tell me what you learned today,” or “Why do you think that happened?” It’s okay if they answer in your home language—that thinking still counts. Teachers can help by modeling sentence starters like, “I think ___ because ___.”

Stay Connected

Clear, kind communication between home and school matters so much. If something is confusing, ask questions. Schools want families involved, even if language feels like a barrier. Translation tools and apps can help bridge gaps. Most importantly, remember this: learning a new language takes time. It’s not a race. With patience, encouragement, and teamwork, multilingual children don’t just “catch up.” They grow into confident, capable learners with a powerful skill that will serve them for life.

Strengths While Building Access

When we lead with patience, clear instruction, visual supports, and genuine connection, we create classrooms where language development and confidence grow together. With the right scaffolds and a belief in their potential, our multilingual learners don’t just adjust—they thrive.

Kids Celebrate Legendary Heroes

It is the dead of winter and many students learn and celebrate legendary heroes in daily curriculum assignments. Key themes may focus on Black History Month, presidents’ birthdays, and women’s contributions to history. Three primary grade classes partnered together to learn more about a specific leader’s contributions during a Black History Month project.

Researching, Reading, Writing, and Discussing Legendary Leaders

Summarized below are the various activities students completed on this two-day project:

• Students read and discussed each assigned hero’s contributions to history with classmates in a group setting.
• They then researched biographical information about the leader in published books and through teacher generated online articles and wrote reports about their assigned leader.
• Third grade students researched added information about their assigned hero by using online AI search applications that linked to originally published online articles.
• After 2 hours of reading, writing, and researching, small groups of students met together to complete a biographical information template on the same assigned leader.
• Academically challenged students worked in a teacher led small group to complete their project.
• The teacher then presented a sample completed biographical template on each assigned legendary leader to the small groups for checking the accuracy of their gathered information.
• After completing the written report and the biographical information sheet, students met as a class to share what they learned about each assigned leader. Second-grade students completed research on five leaders. Third grade students completed a comprehensive study on three legendary leaders.
• After further discussion, students assembled their reports and created a poster with a significant fact or quote about their assigned legendary leader. They would use these posters about their assigned hero for a gallery walk with three classes on 8 legendary leaders the next week of school.

The Gallery Walk

On the assigned day, 73 students met in the cafeteria to learn about two different legendary historical leaders. We also wanted to support students in their collaborations through cooperative participation. We clustered and set up chairs for each assigned legendary leader. The reporting second grade students stood by a chair of their assigned leader cluster. The observing third grade students walked around and approached one group of reporting students. Each reporting student held up their sign to educate the observing student. Then the reporting student helped the observing student complete a simplified notetaking form about their assigned leader. After 15 minutes, the third-grade students left the first cluster and approached a second cluster of second grade students of a legendary leader. This process was repeated two more times with the third-grade students acting as reporters and the second-grade students acting as observers.

What We Learned

We must limit the size of the group to only two classes at a time with one class reporting and the other observing and taking notes. This will allow more time for pairing and sharing with a designated leader. It is also suggested that second grade students teach first grade students and third grade students teach second grade students. The younger students learn so much more when interviewing their older peers. We also need to give students more time and guidance to complete their posters of facts and quotes. Some posters were redundant and others could not be read. The poster activity was valued as an incredible learning tool when thoughtfully completed. At the end of the day, the students were thrilled with their leadership and contributions in this project-based learning activity. They were proud of their work as many of these projects were featured in the school’s hallways.