Stage C
Students CAN Edit their NG Writing Zone Paragraphs

One of the most wished for improvements to READ 180 Next Generation is the ability for students to go back and edit their Writing Zone paragraphs.  This year, I realized there is an easy way students can edit and revise them through their school emails, or with its recent improvements, Google Classroom.

For the past several years, I have saved students' Writing Zone paragraphs to show their progress in writing.  I use this progress as my NJ Student Growth Objective (SGO).  Students are taught to respond to their WZ prompts with textual evidence from the RZ passages, citing the paragraph where they found the evidence and writing a 2-part conclusion that explains and extends.  Starting at the beginning of the year, I sit with students when they reach the Writing Zone to teach them my preferred format.  If students are missing major components, they edit and revise the paragraphs, previously in writing.

However, this year, with the addition of student school email accounts, and most recently, Google Classroom's NEWEST addition: Individual Assignments, editing and revising their paragraphs is easier for students.  



AND, with the use of a continuous Writing Zone Google Doc, it is also easy and quick for teachers!  This year, I started to copy/paste students' completed Writing Zone paragraphs into a continuous Google Doc, keeping all Writing Zone compositions in one ongoing document.  My thought was that it would make comparing students' progress easier if they were all in one doc, and I did not have to look back in SAM, or print and file hard copies in yet another binder.  And easier is exactly what this is.

From compiling all students' Writing Zones into a Google Doc, which is a simple copy/paste from  the students' Respond and Write Portfolio submissions in  SAM, I can now email each student via their school email - or, with the recent assignment upgrade, send them via the new Google Classroom feature of assigning to individual students.


A prewritten, editable list of what needs to be revised or edited is added to the student's email or Google Classroom assignment.  Students have a week to make the corrections.  All this takes very little time to complete, once it's set up. 


Is this something you might consider adding to your READ 180 Classroom?  I'd love to hear your feedback!


Stage C READ 180 Educator

Debbie is a READ 180 Stage C teacher based in New Jersey. 

  • Thank you for all of your wonderful ideas. You are inspirational!The sample grade form is definitely something I will use. How often do you expect students to finish a segment? What do you do if a segment is not completed during that time? Grading for report cards is something that I find frustrating and I am excited to try this form.I love the idea of using google classroom/google docs for rewrites. Thank you again

    Thank you for your kind words and support! For my high school students, I expect those in Level 2 to complete 1 every 3 weeks (13-15 days), and Level 3-4 to complete 1 every 4 weeks (18-20 days). These may be a bit longer than the norm because I require students to give me a six-seven sentence paragraph with textual evidence (or video evidence especially for levels 1&2) for each Support 1 and Support 2 and a 2 part conclusion that explains (restated/connects the topic sentence) and extends the conclusion beyond the student to other students/other people or situations throughout the world. For my indecisive writers this is a great opportunity to learn how to push through and write. (We all have those students who just stare at their paper without ever getting anything written down.)As for grading, I Use each WZ and SZ as a test grade. If students are missing key information in their WZ paragraphs, then they get it back to rewrite as noted in my blog. If they have most and have lost only a few points, I do not require a rewrite (usually a WZ 85% and above). The object is to have them get it right within the WZ. Too many rewrites will discourage them. For most, one or two rewrites is all they need to convince them to do it right the first time. I also encourage students to let me know if they need help and find most will discover they can do it on their own after a couple of 1:1 sessions.Also within my gradebook READ 180 category, I use the Grading Report's Comprehension, vocabulary, word, and Spelling grades for each MP. If students complete more segments than expected, I tell them I will replace lower grade segments with the higher grade segment. For my high school students, I hold them accountable and if anyone earns a zero, that is their grade for missing segments (unless there are extenuating circumstances). Please let me know how this works for you. Debbie Dlee@gehrhsd.net


    I like your Sample Grade Form and the use of Google Docs for editing! You have found some creative and technology-based ways to facilitate necessary editing in the writing process!

    Thank you!

    WOW! Awesome information shared! Much food for thought....thank you!

    Thank YOU!