RMSE-LA 3 marking papers

The teacher corrects students’ papers before the second day with the story.

They use a letter code that becomes more elaborate as the students progress through the program. In the beginning of the program, the students check only three features. By then end of the program, they check eight features.

CP
sentence lacks capitals or full stops.

DID
sentences that are not in the past tense and therefore do not tell what somebody did.

M
sentences that do not tell the main thing characters did.

RO
run-on sentences.

WH
passage that does not give a clear picture of what happened. Most commonly a sentence that tells an important detail is missing.

Q
sentences with quotes that are not punctuated correctly.

COM
failure to use commas properly.

W1
passage does not have one or two required sentences that begin with a part that tells when

W2
passage does not have one or two required sentences that begin with a part that tells when

P
failure to indent to indicate beginning of new paragraph.

Procedures

Students need feedback on what they write. It does not take time for the teacher to process each paper, but it is a good idea to write comments and respond to spelling and grammar.

Some procedures that work well are:

1. The teacher corrects improper grammar by writing the correct words above the incorrect ones.

2. The teacher does not penalise students students for all spelling mistakes. Only words that appear in the vocabulary box for each assignment should be spelled correctly. The teacher can write S or SP above words that are misspelled.

Turn to page 24 in RMSE-LA 3 Teacher’s Guide to review marking papers and efficient paper marking procedures.