These GRADING HACKS will help you survive the task of quickly and effectively evaluating student work.
We all know the harrowing task of evaluating student work during the school year, and even moreso at the end of it.
We’ve enjoyed the lesson planning and the lesson itself. You’ve reached students that normally do not engage in class, you’ve seen some students’ little lightbulb above their heads turn on during your lesson, your admin has walked in and loved your insightful, student-engaging lesson, but now what?
Grading.
Now, we have to grade the lesson and the mountainous parts or long essay you’ve assigned. Well, here are 4 hacks to make you an even more efficient grader and free up some more of your time to enjoy your life and your students.
young teacher looking frustrated, confused, and worried about grading
These GRADING HACKS will help you survive the task of quickly and effectively evaluating student work.
We all know the harrowing task of evaluating student work during the school year, and even moreso at the end of it.
We’ve enjoyed the lesson planning and the lesson itself. You’ve reached students that normally do not engage in class, you’ve seen some students’ little lightbulb above their heads turn on during your lesson, your admin has walked in and loved your insightful, student-engaging lesson, but now what?
Grading.
Now, we have to grade the lesson and the mountainous parts or long essay you’ve assigned. Well, here are 4 hacks to make you an even more efficient grader and free up some more of your time to enjoy your life and your students.
young teacher looking frustrated, confused, and worried about grading
1. ASSIGN GROUP PROJECTS –
We all know at some point students will need to show what they know individually, whether digitally or on paper. However, during the other points of the year, do not ignore the value of group assignments.
Having students work in groups adds value to a content area because students will remember when they worked in that group, students work on socialization and communication skills, students work together or realize who does not work well in groups, students recognize how much lighter their load is once a group assignment is given.
What do group projects look like? These may be in the form of PowerPoint presentations, chart paper posters, Individual writings compiled as a group, or an oral presentation of a chapter or concept – the possibilities are endless.
2. GRADING AT CHECKPOINTS –
Break up large projects into parts. Check those parts at individual parts of the year/semester. This allows less stress for you. After you’ve graded the individual part, the students compile the smaller parts to make a cohesive project, but you just have the overall completed part left to grade. You’ve already done the smaller segments, so not too much thinking required at the end. Easy peasy!
GRADING BONUS HACK!
Print up your roster for each class, grab your pen and your clipboard! Now, walk around as students work and be prepared to grade.
As you assist in comprehension of the parts of an assignment, as you clarify instructions, as you see how well groups are working, make notes or input grades by student names on the rosters, as you walk around the room. I’ve used this strategy so many times, it has been such a saving grace.
After I’ve observed students completing work and assigned a grade on the roster,
My STANDING PARTIES are great examples of these. Check out the video below.
3. USE SYMBOLS –
Now, for this grading hack, you’ll have had to train your students from the beginning, but it does truly pay off.
In my classes, when students do smaller writing assignments for me, I use typical ELA writing symbols for corrective purposes and then go over them with students. Symbols like a check mark, bullets (suspended full stops/periods, the paragraph symbol, arrows, I circle misspelt parts of words, quotation marks, etc.
Students become familiar with these symbols, so when they get larger writing assignments like essays or research papers and projects, students are already aware of what needs to be done.
Revisions become easy, and when students have to resubmit, you can just check what the original problems were – instead of the entire essay, research paper, math problem, or science experiment. Now, grading is easy peasy! No Re-Reading Required!
4. PARTNER UP –
Pair students up to complete tasks. You may do this organically or you choose their partners.
With that said, students may complete larger works through the individually parts. They can proof each other’s writings, discuss topics, review materials, study concepts, read passages, check answers, so it becomes less harrowing for you – the teacher.
Provide a rubric or time frame or instruction to give students guidance on what is expected and when. This guides their partnered assignment.
Sometimes, I even give grades for the partnering, especially if a discussion was expected. Again, easy stuff.
Yes, these 4 GRADING HACKS have made my life as 20 year language arts teacher easier. Once again, even though at times, you may have to buckle down and read multiple parts Introductions of essays in order to give feedback, or check multiple surveys to make sure students understand the assignment, know that using these hacks will definitely lighten you load.
So we want to get our students thinking critically and intelligently.
Heck! We want them to think!
It would be amazing if after our insightful, in-depth, meticulously planned and executed, creatively fun and engaging lesson, students were chomping at the bit to learn more about or from our stimulating class lesson.
**WE WISH**
I know I’ve sat at the end of the day of a new lesson and wondered “What the heck happened?” “This played out so much better in my head.”
Yes, even the dreaded self-deprecating thought of “It must be me, not them” creeps in.
I’ve been there and never want to go back to beating up on myself while letting my students down.
It was during these reflective moments that I developed the coolest thing ever!
A product that allows students to be creative, think independently, relieve worn-out teachers, and all having fun at the same time.
So we want to get our students thinking critically and intelligently.
Heck! We want them to think!
It would be amazing if after our insightful, in-depth, meticulously planned and executed, creatively fun and engaging lesson, students were chomping at the bit to learn more about or from our stimulating class lesson.
**WE WISH**
I know I’ve sat at the end of the day of a new lesson and wondered “What the heck happened?” “This played out so much better in my head.”
Yes, even the dreaded self-deprecating thought of “It must be me, not them” creeps in.
I’ve been there and never want to go back to beating up on myself while letting my students down.
It was during these reflective moments that I developed the coolest thing ever!
A product that allows students to be creative, think independently, relieve worn-out teachers, and all having fun at the same time.
I’m telling you it has 100 Text-Based questions that apply to every and any type of genre for students to read and comprehend independent of teacher. Talk about Independent study.
20 Plus Task Cards and worksheets for teacher to leave as SUB-PLANS or to spruce and spice up lessons. Take the mundane out of the typical “read passage and answer questions.” Students will love the choices that this product provides.
There are Teacher Notes and Suggested Uses for educators to make this product work for them. They can go back to this product month after month after month. There’s always a new way to engage your students using this same item. It’s great!
Can you imagine? To top it all off, there are 6 projects that teachers can assign.
As the year winds down, this is perfect to keep students engaged and happy! They’re out of your hair as they work on their projects, and you get to keep your hair as the year comes to a close. (*See what I did there?)
Readers are needed in our classrooms, and allowing choice of activity allows students to own and become the readers we want. These fun-filled, creative ways to incorporate reading analysis and critiquing will have you seeing your students focused and soaring in the classroom.
I’m excited to hear how you’ve used this classroom staple ALL-YEAR ROUND!
The end of the school year is looming! Yay! We are almost at the end. I’m so excited for us all.
TpT wants to celebrate you this season, Teacher Appreciation Week, and so do I.
Use the: THANKYOU23 code as you shop for items below or all those in your WISH LIST in The Angry Teacher Store, May 9 and 10th. All day!
Here are some products I’m proud of and want to highlight for you.
Hey, Angry Teachers, sign up for my EMAIL LIST to receive dynamic tips, additional activities for lessons, and more! It’ll be GREAT!
Here’s another plus: I will send out 4 TpT GIFT CARDS randomly to 4 amazing ANGRY TEACHERS who sign up! Let’s get started!
And, as a reminder, whether you buy something or not, enjoy these FREEBIES that YOU deserve and I think you should have, just because you have just taught throughout our testing season:
As always, let’s do this for our students and take care of ourselves as we do!
We know that skilled readers interact with their text. They actively navigate their readings to make it more interesting and it’s been proven to help with the comprehension of the text.
Yes, your students have to read. However, as a teacher, the anxiety and stress that comes from prepping a lesson where you know students will push back, not pay attention, try to catch some Z’s, or not participate is real!
On the other hand, you may have the eager classes or students who want to read ALL the time, bumble over words, misunderstand their readings, highlight everything as a means of annotation, etc.
Active reading strategies are the mental processes that highly effective readers use when approaching reading. These reading strategies require a reader to read critically by focusing on the material to understand and actively engage with the material by being aware of one’s own thought process when
We know that skilled readers interact with their text. They actively navigate their readings to make it more interesting and it’s been proven to help with the comprehension of the text.
Yes, your students have to read. However, as a teacher, the anxiety and stress that comes from prepping a lesson where you know students will push back, not pay attention, try to catch some Z’s, or not participate is real!
On the other hand, you may have the eager classes or students who want to read ALL the time, bumble over words, misunderstand their readings, highlight everything as a means of annotation, etc.
Active reading strategies are the mental processes that highly effective readers use when approaching reading. These reading strategies require a reader to read critically by focusing on the material to understand and actively engage with the material by being aware of one’s own thought process when reading.
As teachers, we’ve all been there – dealing with student readers who either don’t want to read outloud, are easily distracted, or take a longer period of time to read and comprehend text.
I have a resolve for you; check out the following 5 Amazing Active Reading Strategies that will keep your students engaged and involved in your AMZAING lesson!
1. Adjusting Reading Rates –
Readers use a constant rate for most materials they read but learn to use different speeds based on the types of tasks and their purpose for reading (e.g. slowing down to comprehend new information, or speeding up to scan for key words.) Students sometimes speed through their reading when they’re nervous or hope to just get it over with.
However, the rate of their readings need to change, depending on the purpose.
If students are reading for exams, locating textual evidence for answers, or identifying keywords in text, their speeds may need to be faster than a regular class or personal reading for enjoyment. By the same token, if students are reading for comprehension (their first reading of a text), then they must slow down to make sure they comprehend a text.
Remind them of their purpose for reading, so they can adjust their speeds accordingly.
2. Chunking –
To CHUNK is to not bite off too much at once. Breaking information down in small sections allows the reader to comprehend and retain information more easily. This learning strategy makes it easier for students to keep information in their short term memory and has been shown to improve students reading comprehension and fluency.
I normally have COMPREHENSION CHECKS as we read a text as a class. After sections or pages, we’d stop and I’d question what the students understand and where they think the story or text is going? What things will change for a character? and more critical thinking questions.
3. Consulting a Reference –
Students use a dictionary, thesaurus, reference chart or glossary to help find word meanings/pronunciations or background information.
In my class, I allow students to use their handbooks, phone dictionary apps, other texts, previous notes, even each other to help to arrive at answers and comprehend text. This develops their reading skills, research skills, investigative skills, and critical reading skills.
4. Graphic Organizers –
Students use a visual or graphic organizer to construct meaning. These organizers help readers visualize how ideas fit together and help identify strengths and weakness of thought processes. Outlines and concept maps are two ways to organize textual information.
If they’re not filling out a chart, they are isolating parts of the text to make the whole clearer. For example. students will break down literary or rhetorical devices, motifs, style and structure, symbols and more in order to comprehend a text. [See LITERARY ANALYSIS & PARTICIPATION CHART]
5. Identifying Social Commentary or The Human Condition –
When students can read a text and are given time to identify just how the text relates to them, it allows for engagement. If students can see themselves, their families, their communities in their readings, especially archaic texts, then it allows them to connect with the reading.
The reading of texts in school is for students to relate to it, in order to understand it. So, a connection to the human condition – how does this work reflect humanity – is a good thing.
Hearing students discuss Victorian poetry and relate it to their lives today is a very sweet thing.
Let students move around, stop around, and interact with their reading. This process may take some training, but it is worth it. Students want to participate more because they see and feel themselves learning and understanding their readings. Try these out and let me know which ones you like for your classroom readings.
Spring, happiness and celebration because it’s time for POETRY!
Hey Angry Teachers,
Yes, it is April – Spring and Poetry are in the air!
To celebrate this season of change, check out my “HOW TO TEACH POETRY” video. Free to YOU my wonderful followers!
Then, when you want to tackle some wonderful poetry, either for you or your students, check out the poets and activities below.
This week my students and I have been working on Thomas Hardy’s “The Man He Killed” and “Ah, Are You Digging on My Grave.” My students have been having a ball all week, trying to figure out each poem as we use our LITERARY and PARTICIPATION Chart in our classroom discussions! Fun times!
These poems below will also definitely get your classrooms a-buzzing with insightful discussions about poetry and more!
Poets and Poetry to check out this April!
There’s so much more, but I don’t want to overwhelm you because I GO CRAZY OVER POETRY that gets KIDS TALKING ABOUT LIFE AND THEIR WORLD!
Enjoy Spring through Poetry, fellow Angry Teachers!
P.S. Don’t forget to pick up your free E-BOOKthat will make your classroom great!
So Johnny is in the back, yawning and not paying attention to your instruction. Johnny has been here before, and you’ve just chalked it up to “we can’t reach everybody.” As that may be true sometimes, we need to make certain that we’ve attempted all forms of assistance to help Johnny reach his potential in your class.
Some students show lack of interest because of our subject area, our teaching approach, something happened at home this morning; it may be so many things that we may not be privy to.
These 4 problems may give some insight into those students [and Johnny’s lack of energy and seemingly nonchalant, rebellious attitude] in your class, during your lesson. Let’s check ’em out!
LEARNER MAY FEAR SCHOOL –
NERVOUS student in a library
Because school can be intimidating to some students, they may show resistance to you…
So Johnny is in the back, yawning and not paying attention to your instruction. Johnny has been here before, and you’ve just chalked it up to “we can’t reach everybody.” As that may be true sometimes, we need to make certain that we’ve attempted all forms of assistance to help Johnny reach his potential in your class.
Some students show lack of interest because of our subject area, our teaching approach, something happened at home this morning; it may be so many things that we may not be privy to.
These 4 problems may give some insight into those students [and Johnny’s lack of energy and seemingly nonchalant, rebellious attitude] in your class, during your lesson. Let’s check ’em out!
LEARNER MAY FEAR SCHOOL –
NERVOUS student in a library
Because school can be intimidating to some students, they may show resistance to you and your task: teaching them your lesson. It may have nothing to do with your content or you personally; it’s just the whole concept of going to a place that reinforces what they already know – nothing about learning.
Students may fear — and therefore not like school — because of their past interactions with school and education. Maybe they did not learn the foundations, so now they are intimidated and embarrassed.
Here’s how to navigate this:
Try to understand the student: Find out about his/her past. Ask them. For example: this year, I was given a class half way through the year…like in February. I mean…seriously? With that said, I know they hadn’t had a teacher all year, so my expectations were different for that class. I had to do things differently because I knew their past.
Your responses and behaviors: Some students may not respond to the teacher at the chalkboard lectures. Some students may not respond to the teacher giving them treats without them earning it. Some students may not respond to shouting or ridicule. Get to know your students.
Sit with versus standing over your students: Be more conversational rather than instructional. Talk to your students and not at your students. Now, this does not mean that you won’t be stern and “use your teacher voice” at times, but just navigate the space in a way that your students know that your instruction is only to help them, not only to chastise them.
De-emphasize “FORMAL” lesson/education: Yes, I know you have to teach the standards and it seems you’re evaluated daily, but sometimes showing students the “cool” side or “fun” part of your lesson will help them learn more. Making jokes, showing you care about them, more than your content, goes a long way to helping them connect with you.
2. LEARNER MAY HAVE BASIC NEEDS PROBLEMS AT HOME –
Student being bullied because of things other students have heard
We all know all students are not coming to the table with the same opportunities and backgrounds. Even if they grow up in the same neighborhoods, family situations, financial circumstances, and other problems may persist.
Here are some things you can do, if you discover something about your students.
a. Refer the student to services: Some schools and districts have multiple services for students with problems, whether they be financial, abusive, emotional, and more. Reach out to others who are experts, either in the building or not. In some districts, it is your responsibility contractually. If it isn’t and you contact these services for your student, they may appreciate it.
b. Try to help out if you can: I keep bath soap, deodorant, candy, and snacks in my closet at work becuase I know some of my students do not have these things at home. I know that at some time during the day, a student will need a Granola bar or a Honey Bun for nourishment to get them through their next class. See if there is something you can offer that doens’t cross any lines or inconvenieces you, but helps your student attmept to do more or better in your classroom.
c. Make it a Class Assignment: Because you don’t want to make everyone aware of a student’s distressing home life or problem, make it a class assignment and speak in general terms. Everyone has to work on it, and the student you are trying to reach will realize that this is how they can work through their issue – nobody else has to know.
d. Work with them: I’ve had several students who have parttime jobs because they need to help out at home financially. When I am made aware of this, I offer to extend due dates for them; only do 2 questions, instead of all 4; I extend my office hours (maybe an hour or so) if they have questions on an assignment. I realize that every student’s household is different and they’re trying to survive, so I’m there for it!
e. Be THAT person for them: Yes, sometimes it gets overwhleming to have students coming to you to get things off their chest or to just sit with you during lunch, but You my be THAT person for them. They understand that what is said here, stays here (within reason and the law), and that regardless of what’s going on at school or home, they have a champion on their side. Like Rita Pierson says, “Every student needs a Champion!” Are you THAT person?
3. LEARNERS FIND IT DIFFICULT TO PLAN FOR THE FUTURE –
Some students find it hard to brainstorm and plan for their future, even as seniors in high school
Setting goals — long or short — may be problematic for students, so they freeze up and do nothing. So while they know they need English, Social Studies, or Calculus to graduate, because they cannot see where this will take them or how it will impact their future, they do nothing.
Get with your students and help them make a plan. What is going through their minds as it pertains to their futures? Make a supplemental lesson or assignment if you have to.
I relegate anywhere from 1 to 3 weeks of Life After High School lessons for my students because I’ve seen the nervousness and glossy looks every time I mention graduation and what happens afterward.
Help your students find their future. Even if their plans change, at least someone has helped them navigate to this point.
Heck! Adults are still figuring it all out! At least these students would now have a plan of action.
4. LEARNER MAY BE EMBARRASSED OR ASHAMED OF PERFORMANCE –
Student embarrassed at not knowing something
Of course, every student who comes into your room will not remember what they should, do what they should, or even have the skill set to do what they should, but that’s ok.
With the embarrassment, comes the opportunity for you to appeal to their softer side and help them out.
When the student is showing lack of interest in your class lesson because they cannot keep up or they don’t understand what’s going on, talk to them and let them know that they’ll get it eventually, seek assistance from administration or an interventionist, pair them up, group them, sit with them and assist during a lesson. Welcome them into your space, so that they know that they have a chance to catch up and learn at their pace.
So next time, Johnny asks to go to the restroom for the 11th-hundredth time because he has no interest in your lesson, approach the situation from any of these points of view. Johnny may come around and be that exceptional student you know he can be.
The Angry Teacher 