1

Data Collection Assignment

Nhan Lee Molzahn

UED 495/496

Jenny Sue Flannagan

1-23-23
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Table of Contents

Part 1……………………………………………………………………………………………………Pg. 1

Part 2……………………………………………………………………………………………………Pg. 13

Part 3……………………………………………………………………………………………………Pg. 28
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Part 1

Class Description

Placement – Princess Anne Middle School: 1st placement

Make-up of the class – This class is made up of 31 students. 20 girls and 11 boys. All these

students are in the gifted advancement class. There are 6 Hispanic students, 21 Caucasian, 1 African

American, 2 Asian Americans, and 2 or more Other Ethnicity. This was for 8th grade English class.

Unit Description – This pre-assessment was designed to collect data on the knowledge prior

before going through the unit. This unit is a writing unit, focusing on grammar skills and writing an essay.

Furthermore, the students will work through the steps to revise their drafts of the essay. The students will

provide a central idea, provide embellishment, demonstrate organization, and unify their essay.

SOL Description – 6.8 h, 7.8 b, and 8.8 a, b, g, and h. 6.8 - The student will self- and peer-edit

writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English. 6.8 h –

Use subordinating and coordinating conjunctions. 7.8 - The student will self- and peer-edit writing for

capitalization, punctuation, spelling, sentence structure, paragraphing, and standard English. 7.8 b – Use

pronoun-antecedent agreement to include indefinite pronouns. 8.8 – The student will self- and peer- edit writing

capitalization, punctuation, spelling, sentence structure, paragraphing, and standard English. 8.8 a – Use and

punctuate correctly carried sentence structures to include conjunctions and transition words. 8.8 b – Correctly

use pronouns in prepositional phrases with compound objects. 8.8 g - Use correct spelling for frequently used

words.

Assessment Measurement and Alignment to SOL – This assessment was designed to test the students’

capabilities on various grammar rules. The grammar rules include commas for dates + complex sentences,

mixed skill - possessive vs. plural, pronoun antecedent agreement, commas for compound sentences, pronoun

usage, word choice - revise for clarity, commas for complex sentences, capitalization for proper nouns, mixed

skill - word choice affect vs. effect, and pronoun antecedent agreement. The pre-assessment is closely related to

SOL 6.8 - The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence
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structure, paragraphing, and standard English. 6.8 h – Use subordinating and coordinating conjunctions. SOL

7.8 b – Use pronoun-antecedent agreement to include indefinite pronouns. SOL 8.8 a – Use and punctuate

correctly carried sentence structures to include conjunctions and transition words. 8.8 b – Correctly use

pronouns in prepositional phrases with compound objects.

Pre-assessment description – This pre assessment is a 10-question quiz that tests their knowledge on the

SOLs above. It tests their knowledge on subject-verb agreement, pronoun and antecedent, quotation marks,

appropriate use of adjectives and adverbs, and using subordinating and coordinating conjunctions.

What the students know and can do – One of the skills the students did well was commas for dates and

complex sentences. They were able to properly punctuate in sentences when needed. Furthermore, the students

were able to properly use correct plural and singular nouns based off the date. The students properly inserted

plural nouns that matched with the rest of the sentence. Lastly, another question they answered correctly was

properly using correct word choice when given in option in sentences. For example, effect versus affect, or than

versus then. These are the top questions they did exceptionally well.
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Blank Copy of Assessment –

Name Date Class

English 8 – Writing Quiz/Pre-assessment

DIRECTIONS: Read the following and answer the question:

1. Read the following sentence:

Beginning October 4, 1995 our school will join the Count-your-steps walking program.

In this sentence, how is October 4, 1995 our school correctly written? Circle the correct letter.

A. October 4, 1995, our school

B. October 4, 1995 our school

C. October 4, 1995, our school,

D. As it is

2. Read the following sentence.

The lesson’s vague direction’s resulted in the whole planning team to be unproductive and hesitant.

Which correction should be made to this sentence? Circle the correct letter.

A. Change direction’s to directions.

B. Change resulted to result

C. Change and to yet

D. Change to be to by
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3. Read the following sentence:

Everyone who is interested in the race must complete the application form, pay the fee, and have your bicycle registered.

In this sentence, how is your correctly written? Circle the correct letter.

**Flip over page for options**

A. As it was

B. Our

C. His or her

D. It’s

Read the following sentence.

4. John opened many cereal boxes, but, he never found the prize.

In this sentence, how is boxes, but, never correctly written? Circle the correct answer.

A. boxes but never

B. boxes but, never

C. boxes, but he never

D. As it is

Read the following and answer the question below. Circle the correct answer.

5. When it came to the truth, the principal chose to believe him, her, and me.

In the sentence, how is believe him, her, and me correctly written?

A. believe him, her, and I

B. believe he, she, and I

C. believe he, she, and me

D. As it is

6. Which underlined word is incorrect in the sentence? Circle the correct letter.

My mechanic reassured me the wheel treads on my car were not bear and would last me another year.

A. me

B. my

C. bear

D. and
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7. Read the following sentence:

If only I could get my driver’s license I could go to my friend’s house.

How is this sentence correctly written? Circle the correct answer.

A. If only, I could get my driver’s license I could go to my friend’s house.

B. If only I could get my driver’s license, I could go to my friend’s house.

C. If only I could get my driver’s license I could go, to my friend’s house.

D. As it is

8. Read the following sentence.

In the 1909, The Montgomery family boarded the Titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to

New York.

In this sentence, how is Montgomery family boarded the Titanic with anticipation from the Southampton’s White Star Dock on her maiden

voyage to New York correctly written? Circle the correct answer.

A. Montgomery Family boarded the titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to New York.

B. Montgomery Family boarded the titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to new york.

C. Montgomery family boarded the Titanic with anticipation from the southampton’s white star dock on her maiden voyage to New York.

D. As it is

9. Read the following sentence.

Shakespeare’s art and creativity proved to have an amazing affect in the theater world, and many considered him to be the greatest writer of his

time.

Which correction should be made? Circle the correct answer.

A. Change Shakespeare’s to Shakespeare

B. Change have to had

C. Change affect to effect

D. Change his to their

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Read the following sentence:

10. In fact, the pumpkins produced by the farmers have brought them fame through the local county.

In this sentence, how is them correctly written? Circle the correct answer.

A. It

B. This

C. Our

D. As it is

Answer Key

1. A

2. A

3. C

4. A

5. D

6. C

7. B

8. D

9. C

10. D
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Pre-assessment Data

O – Questions they got right

X – Questions they got wrong

N/A – Absent

Testing Question Topics (Question # tests student knowledge of grammar rule)

1. commas for dates + complex sentences

2. mixed skill - possessive vs. plural

3. pronoun antecedent agreement

4. commas for compound sentences

5. pronoun usage

6. word choice - revise for clarity

7. commas for complex sentences

8. capitalization for proper nouns

9. Mixed skill - word choice affect vs. effect

10. pronoun antecedent agreement

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From the results of the data information chart, one big grammar rule that most of the class incorrectly

answered was about pronoun usage. Specifically, question five challenged the students to correctly use the

pronouns Me vs. I in sentence structure. Out of the 26 students who took the pre-assessment, 8 correctly

answered question five. This is 31% of the class who got it right. 18 students out of the 26 answered

question 5 wrong, which is 69%. Furthermore, another question that a good majority of the class missed was

question 8. This question tested the students’ ability to properly capitalize proper nouns. 46% of the students

answered this question incorrectly, which is 12 students out of the 26 students who took the pre-assessment.

62% of the students answered the questions correctly, which is 16 students out of the 26 students who took

the pre-assessment. Additionally, the third question that was missed the most was question three. This

question tested the students’ ability to properly use pronoun antecedent agreement. 38% of the students

answered this question incorrectly, which is 10 students out of the 26. 69% of the students answered the

question correctly, which is 18 students out of the 26 students. Lastly, question 4 is another one they

answered incorrectly. Although most of the class got it wrong, it was in the top 4 questions out of the 10

they answered incorrectly. Question 4 tested the students’ ability to properly use commas for compound

sentences. 38% of the students answered the question incorrectly, which is 10 of the students. 62% of the

students answered the question correctly, which is 16 of the students. One question that a great majority of

the students answered correctly, only 5 students answered wrong out of the 26, was question number 7. This

question tested the students’ ability to properly use commas for complex sentences.

(Top four) questions answered incorrectly

1. #5 – pronoun usage

2. #8 – capitalization for proper nouns and Possessive and Plural Pronouns

3. #3 – pronoun antecedent agreement

4. #4 – commas for compound sentences

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(Percentages of students) for incorrect responses

Top 4 incorrect response questions

# of Incorrect Responses / 26 Students = Percentage of Incorrect Responses

(Number of students) for incorrect responses

(Top question) students answered correctly

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Question # 7

81%

21 students answered correctly.

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Part 2

Mini Lesson 1 – Pronoun Usage

Lesson Description - In this mini lesson, I taught the students when to use him/her/me and he/she/I.

For the question they had answered incorrectly, I reinstructed the students when to use specifically I

and me. I told the students to use the pronoun “I” when the person speaking is doing the action. In

contrast, use the pronoun “me” when the person speaking is receiving the action of the verb, either

directly or indirectly. Example for “I”: I want to understand the issue at hand. “I” is the one doing

the action. Example for “me”: Can you please toss the ball to either him or me? “Me” is the one who

is receiving the action of the verb. Who is receiving the ball? Him or “Me”. Subject pronouns: he,

she, I. Indirect pronouns: him, her, me. This mini lesson aligned with question 5 that most of the

students answered incorrectly. The SOL for this mini lesson is SOL 8.8 a – Use and punctuate

correctly carried sentence structures to include conjunctions and transition words. 8.8 b – Correctly

use pronouns in prepositional phrases with compound objects.

Differentiation - For struggling students, I provided a 10-question quiz to help them continue their

practice on this skill. Furthermore, for advanced students, I have the students write a paragraph with

full and complete sentences, displaying their work with correct usage of pronouns he/she/I and

him/her/me. For the advanced students, their exercise requires students to write their own sentences

with the inclusion of proper structure of sentences. For the struggling students, their exercise already

has the sentences created. All they need to do is to read the sentence and choose the correct answer.
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Lesson Exercise – Link: I or me?-English (tolearnenglish.com) , I found a 10 question quiz online to

help the students practice their usage for “me” or “I”. It looks like the following:
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Based off the data from the pre-assessment, students failed to successfully use correct pronouns,

specifically with “I” and “me”. This exercise helps them to distinguish which to use during

sentences. During whole group instruction, I taught all the students as a whole class direct

instruction the grammar rules when to use “I” and “me”. I asked during whole group instruction

whether there were any questions about the rules before we moved on to independent work.

Furthermore, during whole group instruction, I gave a few examples to the students when to use “I”

and “me”. I asked the students if those examples made sense before moving on. During the initial

lesson of pronoun usage, students seemed to be understanding the grammar rules. However, during

the initial independent practice, they began to second guess themselves. During the middle

instruction, where I explicitly, slowly, and clearly went over the rules again and gave many
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examples, the students seemed to be more confident about the rules. When it came to the second

independent practice, the results were a lot better, students providing more correct responses for

pronoun usage. During the final assessment, there were barely any incorrect responses for pronoun

usage.

Advanced Student Practice –

I have the students write a paragraph with full and complete sentences, displaying their work with

correct usage of pronouns he/she/I and him/her/me.

Example – My brother has just joined the navy. He has been in school to be a fighter jet pilot. My

parents have asked if my sister or me would like to go help him move to his new apartment. My

sister and I both decided we wanted to go. However, my younger brother wanted to stay home. As a

result, my parents told my sister and me that either one of us would have to stay home and watch

him. I finally decided to stay behind and my brother and me will do something fun while they are

away.

Student work samples -

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Mini Lesson 2 – Possessive and Plural Nouns

Lesson Description – In this mini lesson, and based off the data assessment, possessive and plural

nouns were category questions most of the students had answered incorrectly. During this lesson, I

reinstructed the students about singular possessive nouns, plural possessive nouns, plural nouns,

possessive nouns to ownership, and plural multiple nouns. I created a couple of exercises that

matched with the SOL assignment 8.8 – The student will self- and peer- edit writing capitalization,

punctuation, spelling, sentence structure, paragraphing, and standard English. I included extra

practice for the students who needed more practice. This was an IXL they needed to complete.

During this IXL learning, I went over a lot of the question practice problems with the students,

working with them explicitly to ensure they understand.

The rules are the following:

1. If the noun doesn’t end with an s, add ’s to the end of the noun.

Example: This is Mary and her dog. The dog is Mary’s pet; Mary is not the dog’s pet.

2. But when you have a plural noun that ends in s, add just the apostrophe. This is also true when

you have a proper noun that’s plural.

3.  If a proper name ends with an s, you can add just the apostrophe or an apostrophe with an s. See

the example below for an illustration of this type of possessive noun.

You’re sitting in Chris’ chair.

You’re sitting in Chris’s chair.

4. If you have a compound noun (for example, when you’re talking about two people who jointly

own one thing), change only the last noun to the possessive.

5. If the possessor is a building, an object, or a piece of furniture, you don’t need to add an

apostrophe to show possession. See the example below for reference:

The maid cleaned the hotel’s room. Incorrect

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The maid cleaned the hotel room. Correct

Differentiated instruction -

Lesson Exercise for struggling students – IXL Practice Sheet FF.3 for all the students who need extra practice.

For whole group instruction for this lesson, I went over a few of the IXL problems and displayed it on the

digital board. I had some of the students verbally correct the questions as we went through the problems.

Advanced Students – For the students who seem to already understand this rule, the teacher will have these

students write a short paragraph that interests them demonstrating their use of possessive and plural nouns.
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Example – I like going to my grandparents’ house because I enjoy many things while I’m there. My

grandma’s cooking is especially one of my favorites. When night comes around, my grandma and grandad’s

back deck light up with so many colorful lights. Some nights, my great grandfather’s old tricycle is out to ride

on. Lastly, my grandma’s playful dog likes to chase us around the yard, its fur bounced dramatically in the

wind. I like going to my grandparents’ house for all those reasons.

Student Sample Work –

Before the differentiated instruction took place, I asked the students if they understood this grammar skill. There

were a few students who asked a couple of questions about the grammar rules. I took extra time and extra

practice for this grammar skill. Afterwards, I asked the students again whether they needed more practice or if

they understood it. There was silence among all the students. I asked the students to nod their heads if they

understood it. They all said yes. As a result, I said it they understood it I could pick out random students to

come and demonstrate the skill on the digital board. So, that’s what I did. My intuition was correct because

when I did this, some of the students still did not properly use the grammar question correctly. As a result, I

spent more time on the problem until they were able to master the skill. After the differentiated instruction, the
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students were able to understand it better. The data helped me have a clearer view on what needed to happen for

certain students to understand the grammar problem. After the differentiated instruction, most of all the students

were able to understand the grammar problem. For those who still needed instruction, I helped them one on one.

There were not that many students after the differentiated instruction who needed this, like one to three

students.

Mini lesson 3 – Pronoun Antecedent Agreement

Lesson Description – In this lesson, I instructed the students about pronouns and their antecedents. For example,

I instructed the students about the singular pronouns (I, you, he, she, it) and their antecedents (me, you, him,

her, it) and their possessive pronouns (my, your, his, her, its). I also reinstructed about plural pronouns (we, you,

they) and their antecedents (us, you, them) and their possessive pronouns (our, your, their). I explained the

following rules:

1. A pronoun and its antecedent must agree. They should both be singular, or both be plural.

2. Even though some indefinite pronouns have plural meanings, treat them as grammatically

singular.

3. Treat generic nouns as singular even though they might have a plural meaning. (careful when

you use a, or any, every, or each)

4. Treat collective nouns as singular unless the meaning is clearly plural.

5. Treat most compound antecedents connected by and as a plural.

6. When a compound antecedent is connected by or or nor (or by either…or or neither…nor),

make the pronoun agree with the nearer antecedent.

Link for Instruction: http://www2.hawaii.edu/~gharada/ENG100grammar/PronounAntecedent.htm

Example rules from link.

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For whole group instruction, I carefully went over every rule with the students. I took a few moments

after every rule to make sure the students understood. Furthermore, I also gave example sentences and displayed

them to the students for guidance. Specifically, for the question they had got wrong on the pre-assessment, I

reviewed rule number 2, discussing the rule of indefinite pronouns. I specifically reviewed the pronoun

everyone and the antecedents his and her. For flexible instruction, I had the advanced students out in the

hallway and the think tank. While the advanced students were working on their assignment, I helped the

students who were struggling with more practice with another worksheet that I included. While going over the

problems, I asked the students to circle the answer they thought was correct. Afterwards, I had the students

explain why they thought that answer was correct.

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Before differentiated instruction, the students were struggling with this grammar skill. They were

not able to grasp the concept. As a result, I took the extra time to go over the questions and the skill. Before the

differentiation, while I had the students working on the extra problems, I set aside time where I walked around

and helped the students when they needed assistance. If one of the students had a really good question, I would

address it to the whole class. During the differentiated instruction, I had the struggling students work in pairs so

they could help each other as well. This gave them the opportunity to seek each other’s help. Furthermore, I

would also be available for the pairs if they needed help. For the students who were advanced, I had them work

by themselves at first and then pair up to compare their work with each other. After the differentiated

instruction, the students seemed to be better off as a whole class on this particular grammar skill.

For practice, I provided 10 questions for them to complete. The following are those questions:

EXERCISE 12: Making Pronouns and Antecedents Agree Directions: Circle the pronoun that correctly

completes each sentence. Also, underline the antecedent(s) of the pronoun.

1) When the team scored a touchdown, the crowd threw (its, their) hats in the air.

2) Neither Carmen nor her sisters have bought a gift for (her, their) brother.

3) Scuba divers are taught that (you, they) should check (your, their) equipment.

4) Patrick and Warren will present (his, their) routine before the other gymnasts do.

5) Not one hiker would set out without (his or her, their) compass.

6) Sal and Marcus shop for clothes here because (you, they) can find good bargains.

7) Either Debbie or Melinda will bring (her, their) ice skates.

8) Anyone who wants a job should bring (his or her, their) application to me.

9) Arctic explorers discover that (you, they) cannot expose skin to the icy air.

10) I told everyone in the boys’ choir that (you, he) had to bring a boxed lunch.
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Advanced Students – I provided an IXL. IXL 0.3 which challenges advanced students on revisions on

writing. Furthermore, for the advanced students, I had these students create questions problems, providing

different options, and then providing the correct answer. In this differentiation practice for the students, this

gave the students practice for creating their own questions for this grammar skill. They had to understand the

correct answer and provide it while providing false answers as well. Then needed to be able to discern which is

the correct answer.

Student Sample Work –

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Mini Lesson Number 4 – Commas for Compound Sentences

Lesson Description – Based off the assessment data, one of the questions most of the class had answered

incorrectly was about commas for compound sentences. Therefore, I gave another instructional lesson about

commas for compound sentences. I went over the following rules:

1. Compound Sentences:

 two independent clauses joined by a coordinating conjunction (FANBOYS -for, and, nor, but, or,

yet, so)

 Comma is AFTER the first independent clause –before the FANBOYS

EXAMPLE – Many students enjoy working on computers, so teachers are finding new ways to

use them in the classroom.

2. Complex Sentences

 An independent clause and dependent clause

 If the dependent clause comes at the beginning of a sentence, place a comma AFTER the

dependent clause.

EXAMPLE – After the fold rush, only 700 residents remained in Dawson City.

 If a dependent clause comes at the end of sentence, a comma is usually not needed

EXAMPLE – Suddenly the Yukon area was left with many empty log cabins that were built by

the miners.

For all whole group instruction, I provided a worksheet where they must create one sentence from two

sentences given. During this worksheet, they must practice their commas by combining dependent clauses and

independent clauses. For flexible instruction, I had the advanced students create their own sentences while

including multiple clauses and combing them with complex sentences. For the struggling students, I provided

another practice worksheet for the students to continue to work on the grammar skill. Before the differentiated

instruction, I taught on the grammar instruction above. During this instruction, I wanted to make sure students

understood the concepts and rules of this grammar rule. Unlike the other mini lessons, most of the students
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seemed to understand this concept at first. It wasn’t until during the instruction of the differentiated learning

exercises that the students seemed to be lost. At this point, I divided the students further into the group that they

belonged to help them more explicitly in the instructional rules. After group instruction, the students seemed to

have a better grasp on this mini lesson. They were able to properly use the grammar concepts and skill and

apply them. After the differentiation instruction, the students seemed to understand the skill better than before.

The differentiated instruction really gave the students the opportunity to really challenge their skills to the next

level. During the differentiated instruction, the students seemed to be a little lost though because it was still

something new to them. However, I made myself available to the students if they needed the extra help when

needed. Before the differentiated instruction, it was interesting to find the data on who needed to be where for

this grammar skill. I was able to clearly put students where they needed the extra assistance from those who

were advanced. Before the differentiated instruction, I was able to target the questions they had after the

preassessment.

Link: Complex Sentence Practice.pdf

Sentence Combing #4 work sheet.

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For advanced students – I will have these students create their own multiple-choice questions dealing with

commas with compound and complex sentences.

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Example: Which of the following is the correct way to use commas in the compound sentence?

a. The dog was extremely tired after his walk, yet he was chasing the cat around the tree.

b. The dog, was extremely tired after his walk yet he was chasing the cat, around the tree.

c. The dog was extremely tired, after his walk yet he was chasing the cat around the tree.

d. The dog was extremely tired after his walk yet he was chasing the cat around the tree.

Correct answer: A

This advanced exercise reinforces the students the correct version of use of commas for compound and complex

sentences.

Student Work Samples –

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Part 3

Post-assessment description – the post assessment is the same as the pre-assessment. This

assessment was designed to test the students’ capabilities on various grammar rules. The grammar rules include

commas for dates + complex sentences, mixed skill - possessive vs. plural, pronoun antecedent agreement,

commas for compound sentences, pronoun usage, word choice - revise for clarity, commas for complex

sentences, capitalization for proper nouns, mixed skill - word choice affect vs. effect, and pronoun antecedent

agreement. The pre-assessment is closely related to SOL 6.8 - The student will self- and peer-edit writing for

capitalization, punctuation, spelling, sentence structure, paragraphing, and standard English. 6.8 h – Use

subordinating and coordinating conjunctions. SOL 7.8 b – Use pronoun-antecedent agreement to include

indefinite pronouns. SOL 8.8 a – Use and punctuate correctly caried sentence structures to include conjunctions

and transition words. 8.8 b – Correctly use pronouns in prepositional phrases with compound objects. In this

post assessment, I will take the results and data of the top four grammar questions the students answered

incorrectly and compare it to the pre-assessment results. After giving two data reinstruction lessons on the top

four skills the students needed more work with, and providing tiered work for advanced and struggling students,

I hope to see better results on the post assessment. Although this post assessment will be the same, the students

should be able to recognize most of the questions and feel more confident with the one they were struggling

with.
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Post Assessment

Name Date Class

English 8 – Writing Quiz – pre/post-assessment

DIRECTIONS: Read the following and answer the question:

1. Read the following sentence:

Beginning October 4, 1995our school will join the Count-your-steps walking program.

In this sentence, how is October 4, 1995 our school correctly written? Circle the correct letter.

a. February 4, 1995, our school

b. October 4, 1995 our school

c. October 4, 1995, our school,

d. As it is

2. Read the following sentence.

The lesson’s vague direction’s resulted in the whole planning team to be unproductive and hesitant.

Which correction should be made to this sentence? Circle the correct letter.

a. Change direction’s to directions.

b. Change resulted to result

c. Change and to yet

d. Change to be to by

3. Read the following sentence:

Everyone who is interested in the race must complete the application form, pay the fee, and have your bicycle registered.

In this sentence, how is your correctly written? Circle the correct letter.

a. As it was

b. Our

**Flip page over for more answers**

c. His or her
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d. It’s

Read the following sentence.

4. John opened many cereal boxes, but, he never found the prize.

In this sentence, how is boxes, but, never correctly written? Circle the correct answer.

a. boxes but never

b. boxes but, never

c. boxes, but never

d. As it is

Read the following and answer the question below. Circle the correct answer.

5. When it came to the truth, the principal chose to believe him, her, and me.

In the sentence, how is believe him, her, and me correctly written?

a. believe him, her, and I

b. believe he, she, and I

c. believe he, she, and me

d. As it is

6. Which underlined word is incorrect in the sentence? Circle the correct letter.

My mechanic reassured me the wheel treads on my car were not bear and would last me another year.

a. me

b. my

c. bear

d. and

7. Read the following sentence:

If only I could get my driver’s license I could go to my friend’s house.

How is this sentence correctly written? Circle the correct answer.

a. If only, I could get my driver’s license I could go to my friend’s house.

b. If only I could get my driver’s license, I could go to my friend’s house.

c. If only I could get my driver’s license I could go, to my friend’s house.

d. As it is
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8. Read the following sentence.

In the 1909, The Montgomery family boarded the Titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to

New York.

In this sentence, how is Montgomery family boarded the Titanic with anticipation from the Southampton’s White Star Dock on her maiden

voyage to New York correctly written? Circle the correct answer.

a. Montgomery Family boarded the titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to New York.

b. Montgomery Family boarded the titanic with anticipation from the Southampton’s White Star Dock on her maiden voyage to new york.

c. Montgomery family boarded the Titanic with anticipation from the southampton’s white star dock on her maiden voyage to New York.

d. As it is

9. Read the following sentence.

Shakespeare’s art and creativity proved to have an amazing affect in the theater world, and many considered him to be the greatest writer of his

time.

Which correction should be made? Circle the correct answer.

a. Change Shakespeare’s to Shakespeare

b. Change have to had

c. Change affect to effect

d. Change his to their

Read the following sentence:

10. In fact, the pumpkins produced by the farmers have brought them fame through the local county.

In this sentence, how is them correctly written? Circle the correct answer.

a. It

b. This

c. Our

d. As it is
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Answer Key

1. A

2. A

3. C

4. A

5. D

6. C

7. B

8. D

9. C

10. D
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Data information from the post assessment –

Data Collection Results from Post-assessment

O – Questions they got right

X – Questions they got wrong

N/A – Absent

Testing Question Topics (Question # tests student knowledge of grammar rule)

1. commas for dates + complex sentences

2. mixed skill - possessive vs. plural

3. pronoun antecedent agreement

4. commas for compound sentences

5. pronoun usage

6. word choice - revise for clarity

7. commas for complex sentences

8. capitalization for proper nouns

9. Mixed skill - word choice affect vs. effect

10. pronoun antecedent agreement

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From the results of the data information chart, one big grammar rule that most of the class incorrectly

answered was about pronoun usage. Specifically, question five challenged the students to correctly use the

pronouns Me vs. I in sentence structure. Out of the 26 students who took the pre-assessment, only 4

correctly answered question five. This is 15% of the class who got it right. 22 students out of the 26

answered question 5 wrong, which is 84%. Furthermore, another question that a good majority of the class

missed was question 8. This question tested the students’ ability to properly capitalize proper nouns. 34% of

the students answered this question incorrectly, which is 9 students out of the 26 students who took the

assessment. 65% of the students answered the questions correctly, which is 17 students out of the 26

students who took the assessment. Additionally, the third question that was missed the most was question

three. This question tested the students’ ability to properly use pronoun antecedent agreement. 26% of the

students answered this question incorrectly, which is 7 students out of the 26. 73% of the students answered

the question correctly, which is 19 students out of the 26 students. Lastly, question 4 is another one they

answered incorrectly. Although this wasn’t most of the class who got it wrong, it was in the top 4 questions

out of the 10 they answered incorrectly. Question 4 tested the students’ ability to properly use commas for

compound sentences. 19% of the students answered the question incorrectly, which is 5 of the students. 80%

of the students answered the question correctly, which is 21 of the students. One question that a great

majority of the students answered correctly, only one student answered it wrong out of the 26, was question

number 7. This question tested the students’ ability to properly use commas for complex sentences.

(Top four) questions answered incorrectly

5. #5 – pronoun usage

6. #8 – capitalization for proper nouns and Possessive and Plural Pronouns

7. #3 – pronoun antecedent agreement

8. #4 – commas for compound sentences

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(Percentages of students) for incorrect responses

Top 4 incorrect response questions

# of Incorrect Responses / 26 Students = Percentage of Incorrect Responses

(Number of students) for incorrect responses

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(Top question) students answered correctly

Question # 7

96%

25 students answered correctly.

Pre-assessment and Post-assessment Chart Comparison with Report

Pre-assessment chart

Post-assessment chart
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NUMBER of students for INCORRECT responses (pre and post assessment)

Pre-assessment Post-assessment

PERCENTAGE graphs for INCORRECT answers (pre and post assessments)

In this chart, we have two pie chart graphs. On the left is the pie chart of the pre assessment and on the

right is the pie chart of the post assessment. The four questions I really focused on in this report are the top four

questions the students answered incorrectly. The higher the percentage, the more students answered the question

wrong. For example, in the pre-assessment, 24% of the 26 students answered question 3 incorrectly. In the post-

assessment, only 16% of the 26 students answered the question incorrectly. As the percentage when down from

the pre-assessment to the post-assessment, this showed progress on the students’ behalf. This means less

students answered question 3 incorrectly on the post-assessment. The only question they did worse on was

question 5. In the pre-assessment, 36% of the 26 students answered the question incorrectly. In the post-
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assessment, the percentage of the students who answered the question incorrectly went up to 52%. Question 4

tested the knowledge on the students’ skill for properly using commas in a compound sentence. For question 4,

the students grew the most and improved the best. The percentage in the pre-assessment was 20% and the

percentage in the post-assessment was 11%. So, the percentage of the students who got it wrong went down. In

other words, if you look at the numbers chart above, in the pre-assessment, 10 students answered this question

wrong in the pre-assessment and in the post-assessment, only 5 students answered this question wrong. This

was progress. This shows that the mini lesson I created for commas for compound sentences helped the students

learn the material.

Top questions the students answered correctly (pre and post assessment)

Pre assessment

Question # 7

81%

21 students answered correctly.

Post assessment

Question # 7

96%

25 students answered correctly.

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In the section above, I included the question the students did the best on. Question 7, where it tested the

students’ knowledge on commas for complex sentences, improved slightly as well. In the pre-assessment, 20

students out of the 26 students answered the question correctly. In the post-assessment, 25 students out of the 26

students answered the question correctly. So, from the pre-assessment to the post-assessment, there was a 5-

student increase.

How would I change my future lessons based off the data I collected? From the results from both the

pre-assessment and the post-assessment, the biggest question I would focus on is question 5, which focuses on

pronoun usage, specifically the proper use for I and me. For future lessons for pronoun usage, I would include

more practice exercises for the students to work on. Furthermore, I would also include more engaging strategies

for the students. I would probably add strategies where the students can physically manipulate the pronouns. For

example, I would include paper sentences where the students can manipulate the words and specifically have I

and me and have them use those pronouns properly. Including the kinesthetic strategies really helps reinforce

grammar practice. Additionally, I would most likely include kinesthetic strategies to help with the other

grammar rules as well. Moreover, I would also include some practice tests for pronoun usage and other

grammar rules they were struggling with. Including practice tests provides the students with the practicing

confidence with their answers. I believe from the pre-assessment and the post-assessment; a lot of the students

were second guessing themselves because they were not confident in their answers. I learned a lot from this data

assessment. Not only did I learn what students needed the extra help, but I learned what type of extra practice I

needed to include for their learning growth for both struggling and advanced learners.