Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels

Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
Grade 6, TC Argument Writing Feedback Labels - Printable on Avery 5163 Labels
File Type

PDF

(383 KB|5 pages)
Standards
  • Product Description
  • Standards

These argument writing feedback labels were created using the Teachers College Argument Writing Rubric for 6th grade.

What is included?

This product contains FIVE pages of printable feedback and next-step labels for 6th grade argument writing that you can use as a way of streamlining the feedback and goal-setting process in your writing workshop. These labels are designed to make your life as a 6th grade writing teacher easier!

I used all sections of the TC argument writing rubric (wording & all) to create a simple, yet effective feedback label that indicates what the writer may be struggling with and provides several suggestions for next steps!

How do I use these?

Simply print these labels on Avery 5163 shipping labels (do NOT click "fit to page") and you instantly have targeted, grade-level, rubric-based feedback for argument writing and specific "next steps" for students to use as a goal to work towards as they continue to revise.

These took a VERY long time to create AND saved me a TON of time as far as grading and providing feedback to my students: save yourself the trouble & try these out!!

***Try a FREE sample here: Gr. 6, TC Argument Writing Feedback Labels

Let me know what you think!

Log in to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Provide a concluding statement or section that follows from the argument presented.
Establish and maintain a formal style.
Total Pages
5 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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