Marking a Task

As students grow and develop as writers, it is important for them to understand exactly what a prompt or task is asking them to do. Although each prompt may be different, there are skills that support students’ understanding of how to read and respond to a writing prompt or task. These skills will help them as they progress as readers and writers and are expected to analyze prompts and tasks independently.

Where is this in the Reading Process: Step 1

Explicitly Teach: Explain. Connect. Model. Practice.

Cycle of Independence: I do. We do. They do. You do.

Origin: The marking process as explained here was developed by LiteracyTA. The questions that drive the markings were developed by Dr. Ann Johns, Professor Emeritus San Diego State University.

Need a prompt? Try our Writing Prompt Builder!

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Marking a Task Step-By-Step Process

Plan your lesson Plan your lesson

Planning Journal

Teach the skill Teach the skill

Interactive Lesson

Differentiate and support learning Differentiate and support learning

Reading Rubrics

Assess and track growth Assess and track growth

Teacher Reflection

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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