Final/Sem. Exam Sample Cake (Fudge Flavor)

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8 thoughts on “Final/Sem. Exam Sample Cake (Fudge Flavor)”

  1. As a calming activity yesterday, we did a “Reading Comprehension Summative Assesment.” It was completely unannounced. I literally decided on this about 5 mins before class, because I was on the verge of an anxiety attack.

    So 1) I used the 10 min before class to practice yoga nidra to get back to my body and calm myself. I have lunch right before my most challenging group, so I often stay in my room and nap or meditate or organize the space.

    2) I pulled up a Martina Bex reading that I had downloaded in the fall. It was in a slide format, so each slide only contained a few sentences and some images.

    3) Kids came in, grabbed a pen, paper and whiteboard and sat quietly. This takes a while because I can only let in 3-4 at a time so they can get settled calmly and quietly.

    4) Since we ususally do reading assessments individually (they get a paper copy and read on their own) I explained the process: I will read out loud, you follow along with your eyes, then summarize wha you understand. Give me the gist. There may be some slides where you have no clue. You can take a guess or just let that one go. Who remembers how you are graded on these? Kid raises hand: “Its totally on effort, just trying.” YES!

    5) We did a few slides this way: I read out loud, they wrote down what they understood (L1), then we went over the meaning right there and then. Then went to the next slide. They drew a star or check if they got the gist, and we moved on to the next section.

    6) Partway through I thought to myself “Hm, I forgot this was kinda long. I think I will break it up.” So for a few of the slides I said “we’re gonna take a few breaks here and there. For the next slide you will read along as usual, but instead of writing you will turn and talk to your neighbor to see what yall understand.” Much laughter ensued because this was a crazy story. For the last few slides I switched up the comprehension check with some higher order questions. In English I asked yes/no questions and then asked them to write down the evidence (in Spanish from the text) to back up their opinion.

    This was a fun and relaxing day; it ate up a lot of minutes. Students were engaged. They all got 100% for trying.

    1. Hi Jen,
      Would you mind sharing which Martina Bex reading this lesson was based on? I have relied on a few of her lessons to help my students when the free form of NT work was too much for them. Anyways, I have had to ease up on asking stories because it requires skill that I am still learning. I think if I were to start the year over, I would have eased into story asking because it was so different than what my students were used to last year. Thanks for sharing your lesson plan. Looks awesome.

      1. Jeff, it is “La Correcaca.” It came out in the fall and was based on an actual news story. It’s funny if you have middle school humor like me and like poop stories. Although, it turns out that the person likely had mental health issues. That is not funny. But in the story as we read it yesterday I sort of micromanaged the “Why?” toward “well, she was clearly training for a long race, maybe a marathon or maybe the Leadville 100. ”

        This will be a great segue into next week’s reading about “El Tio de Nadal!”

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