Text structure: Reviewing the Assessment

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Objective

SWBAT analyze student mistakes and correct them on a previous assessment

Big Idea

We all make mistakes, let's learn from and fix them!

Cue Set

5 minutes

In this lesson, I prioritize reviewing and correcting the Assessment from game day yesterday.  We also review a formative assessment that we gave as a county.  This is important because scholars need to understand WHY they made the mistakes that they made, and they have the opportunity to correct them! 

My paper-passer-outer hands back the assessments and scholars take 4 minutes to review assessments and write down 1 thing that they did well and 1 thing that they need to improve.  They share the thing that they did well and the 1 thing they need to improve (they have 30 seconds to do so).  Here is a sample Student reflection.  Then, I select 2 friends from my cup to share.  I select 2 volunteers to share (to not stifle volunteerism). 

Teaching Strategy

15 minutes

Scholars read the following responses to question number 3 on the county-wide assessment: 

#3. Re-read pages 377-378 from “Mom’s Best Friend”.  Use “Monkey’s on a Mission” and pages 377-378 from “Mom’s Best Friend” to answer the questions below. 

 What are the qualities that make capuchin monkeys well-suited to helping people with special needs? How is this similar to or different from guide dogs like in “Mom’s Best Friend”?  Support your answer with evidence from both reading passages.

RESPONSE 1: 

    Capuchin monkeys are more well-suited because they have hands, when dogs only have paws.  In the text it says, "Here Gizmo gets to place a water bottle in a holder, open it, and insert a straw."  So Gizmo helps Boyle drink and do other things.  So that is how I know Gizmo is not like a guide dog, dogs can't get water and insert a straw. 
    They are both well suited because they can both help injured people.  In the text it says, "Well Ursula stopped perfectly at every ramp."  So that's how Ursula is beneficial.  Also, in "Monkey's on a Mission," Boyle would not be able to do anything.  So that's how I know they are both helpful.
RESPONSE 2:
    A capuchin monkey helps their owner just like a guide dog.  They both can help people get things for them and help them do things.  But a capuchin monkey helps a man named George Boyle because he can not move his arms or legs so he helps him get his thing.  In the text it says he, "need Gizmo to get his water and flip his book pages."  That is how I know they can be the same. 
RESPONSE 3:
    They are the same and different because they are both helpful.  One is a dog and the other one is a monkey.   

Scholars select the response that they think is the strongest and record it on paper.  Then, scholars share with the friend sitting next to them which they believe to be the strongest and why.  I pull 1 friend from my cup and 2 volunteers. 

**The idea here is that scholars develop a stronger vision of what makes a strong response by reading actual scholars' responses.  The responses are real responses created by classmates during the assessment. 

Guided Practice

20 minutes

Scholars view the following responses:

#3. Re-read pages 377-378 from “Mom’s Best Friend”.  Use “Monkey’s on a Mission” and pages 377-378 from “Mom’s Best Friend” to answer the questions below. 

 What are the qualities that make capuchin monkeys well-suited to helping people with special needs? How is this similar to or different from guide dogs like in “Mom’s Best Friend”?  Support your answer with evidence from both reading passages.

RESPONSE 2:

    A capuchin monkey helps their owner just like a guide dog.  They both can help people get things for them and help them do things.  But a capuchin monkey helps a man named George Boyle because he can not move his arms or legs so he helps him get his thing.  In the text it says he, "need Gizmo to get his water and flip his book pages."  That is how I know they can be the same. 
RESPONSE 3:
    They are the same and different because they are both helpful.  One is a dog and the other one is a monkey.   

Based on what we learned qualifies the strongest response (response 1), we make response 2 and response 3 strong.  Scholars pair up in seat groups of 4 or 5 (previously selected by teacher - this is the way in which scholars sit) and re-write the two responses to make them excellent.  Here is a sample of two Students re-writing answers.  Once they have 2 excellent responses, they hold their dry erase boards high in the sky.  I circulate and give on-the-spot feedback to ensure that scholars have the correct response. 

 

**I give scholars this practice so that they can correct responses together before they have to correct responses on their own. 

Independent Practice

50 minutes

Scholars take the feedback they learned and re-write their response to question number 3 on the assessment.  Here is one Student independently correcting her response.  I do this because number three is a PCR (Prose Constructed Response), and this response needs to be well-developed to receive the highest number of points.  Scholars need to practice writing PCR's so that they are able to be successful on future tests and on future essays. 

While scholars are independently correcting their assessments, my ELL teacher and I are pulling small groups according to assessment scores.  We are re-testing and making sure that scholars correct incorrect answers so that they know what is expected on subsequent assessments.  We create small groups based on assessment data.