Reflection: Continuous Assessment Main Ideas and Theme in "Where I'm From" - Section 3: Using Quickwrites to Respond in Writing

 

I've been using quickwrites as formative assessment for awhile now.

 

The Pros of Quickwriting

 

  • I like the flexibility that the standard quickwrite questions give me since they can be adapted so easily to whatever text we're reading.
  • I like that students are writing more.  After the discussion today, half of my eighth hour students wrote three-fourths of a page.  Granted, my eighth hour only has fourteen students, and one was absent, so we're only talking about six students but still.  That's pretty awesome.  And the students who didn't write that much?  They wrote one-fourth of a page without complaining.
  • I can quickly assess whether students are getting the big idea or not.  I don't need a complicated rubric to grade these quickwrites. 
  • I see a balance of what they think being challenged by what they're learning.  I've seen many students write, "At first I thought. . ., but now I see that. . ." or some other similar thing. 
  • It's authentic writing.

 

The Cons of Quickwriting

  • There's a lot of reading to do.  Alas, the life of an English teacher.
  • You have to keep the papers sorted.  Students have to label which quickwrite they're doing (key ideas, craft and structure, integrating ideas) as well as the title of the text or the teacher may not be sure what they're reading.
  • If you're truly using the quickwrites as formative assessment, you have to be able to return papers immediately. 

 

 

 

  The Grading of Quickwrites
  Continuous Assessment: The Grading of Quickwrites
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Main Ideas and Theme in "Where I'm From"

Unit 7: Analyzing and Crafting Original Poems with George Ella Lyon’s “Where I’m From”
Lesson 3 of 8

Objective: Students will be able to cite main ideas in a poem and analyze author's use of figurative and connotative language to interpret the theme.

Big Idea: Jo Carson said, “I want to know when you get to be from a place.”

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