Reflection: Quizzes Craft and Structure Station Rotation Day 2 - Section 1: Daily Grammar


When I told my students that Friday's bellwork would be done as a quiz, my different classes reacted very differently.  My honors classes were nonchalant.  My co-taught classes had a mixture of despair and apprehension.  My regular, English 7 class was. . . I don't know what adjective best describes it.

Me: Friday's bellwork will be done as a quiz.

Student 1:  But what if we fail?

Me:  I'm checking to see if you're learning what we've been going over on Monday, Tuesday, and Wednesday.

Student 2:  But you need to teach us this.

Me:  That's what I did on Monday, Tuesday, and Wednesday.

Student 1:  But that's not fair!

Me: What's not fair?

Student 2:  What if we fail?

Me:  Then I know I'll need to pull you in for intervention Thursday so I can teach it to you if you're really not getting it.

Student 1:   But. . .no, you don't need to do that.

Sometimes students don't like to be held accountable for their learning.  But as teachers, we're responsible for holding them accountable.  It's our job to make sure that they're learning, even if they're the kids who "won't" or "can't."  It's not always easy, but formative quizzes can be helpful.

Here's how I graded these to collect a grade as well as use for a formative assessment.

I looked at each individual line for errors.

  • Line 1: start --> started
  • Line 2: none
  • Line 3: may had been --> may have been
  • Line 4: woman --> women
  • Line 5: their--> there
  • Line 6: wait--> weight
  • Line 7: none
  • Line 8: twenty three --> twenty-three
  • Line 9: italy --> Italy and russia --> Russia
  • Line 10: had ever saw--> had ever seen

I marked each line 1/1, 2/2, 0/0, and so forth, counted the total, and put that over nine (the number possible). 

If a student scored 6 or below, that's a 66% and that student will need additional reteaching, possibly on our Intervention Thursdays, during lunch, or after school.

What do I like about using this as a formative assessment?

  • It holds students accountable for what was reviewed earlier in the week. 
  • It's easy for me to grade.
  • It's easy for me to collect data.  It would be easy for me to put the individual errors into a spreadsheet or a Mastery Connect formative assessment to track the type of errors students are making.  I can also see the incorrect corrections that students make to plan next week's paragraph.
  • It doesn't require me to create something new.  (And sometimes, teachers, that matters. It really does.) 
  • It's also in context.  The grammar is in the context of an entire paragraph, not isolated sentences.  The context is within an entire week of paragraph, as well.
  •  I can target individual skills, rather than get bogged down in the horrendous sentence structure some of my students have.  Seriously.  There are some students, when I read their sentences, that I want to cry, bang my head against the wall, and go become a math teacher.  

  Quick Formative Assessment
  Quizzes: Quick Formative Assessment
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Craft and Structure Station Rotation Day 2

Unit 8: Analyzing Ballads, Sonnets, and Popular Music
Lesson 11 of 14

Objective: Students will be able to analyze the craft and structure of a poem of a poem by annotating figurative language, repetitions of sound, rhythm, and rhyme scheme.

Big Idea: The relevance of poetry is found by finding poetic devices and figurative language in the music students listen to everyday.

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snapshot 1 1 19 2014 7 36 pm
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