Unit Test on Parts of Speech
Lesson 11 of 12
Objective: SWBAT pass a unit test on parts of speech.
This concludes our unit on parts of speech. Because we had covered so many lesson topics, I wanted quickly review with my students in order to refresh their memories. To just do a brief recap of what we learned, I had scholars to watch a Brainpop video on parts of speech and take the quiz. (I had students to justify their answers and show me their answers using sign language - a, b, c, d.) (Click here to watch video.) They also told me what they learned about each of the lesson topics (See attached Powerpoint resource to display list of topics.) We also completed the Unit 2 Review in the Grammar, Usage, and Mechanics (GUM) workbook by Zaner-Bloser as a whole group prior to them taking the unit test independently.
For the unit test on parts of speech, I used the parts of speech unit assessment in the Grammar, Usage, and Mechanics (G.U.M.) workbook by Zaner-Bloser. I like this assessment because it is in standardized test format. By my scholars having experience taking tests throughout the year in standardized test format, it is preparing them for our annual state assessment which is also in standardized test format. Prior to giving the test, I reviewed a few test-taking strategies with my scholars (i.e., reading the question carefully, eliminating 2 answers they know are incorrect, and underlining key words).
To close this unit on parts of speech, I had students do a quick write to answer the following questions: What did you learn about parts of speech? With what did you struggle? What will you do differently in the future? The initial question just allows my scholars to share what they learned overall during our unit on parts of speech. The second question of "With what did you struggle?" provides my scholars an opportunity to self-assess themselves. They know very well which lesson topics were most challenging for them. During our debrief discussion, I help them to understand why these topics were challenging. For instance, some of my students struggled with identifying prepositional phrases. This was because they struggled with identifying prepositions. What I did to reteach my students in a different way about prepositions was to write the word PRE POSITION on the whiteboard, deliberately separating it. I explained to them that a preposition is a word that is positioned before (pre) another word or phrase and directly relates to that second word. I wrote examples - She ran up the hill. The plane flew over the trees. Relate to the last question of "What will you do differently?," some of my students said they will memorize the meaning of the acronym FANBOYS to help them learn common coordinating conjunctions. Still others said they will remember that proper nouns begin with capital letters.