>Thanks for being awesome… or not

On the back wall of my classroom, I have a “Wall of Awesome.” This is where I post work containing written responses to short answer test questions that reflect my expectations for my students. These responses A. actually answer the question being asked, B. are written in complete sentences, and C. make sense.
These are some of the responses that did not make the cut.

Q. What are two things that Charlie does after the operation that show he is a genius?

A. What are lood think that he show after the operation that show that he a genius he is think and showing his feelts.

A. He approves on his reading.

A. He win to the mouse, and starts to speel right.

A. He proves his writing.

A. He read a book in 4 days. It was a big fatty.

A. He remember and a think.

A. starting to use big words, and

Q. How does Charlie’s understanding of his past cause him to feel sad or ashamed? Use two details from the story to support your response.

A. He feel that he didn’t like he mad good choses because he not starmt it make him fell bad about himself.

A. He rliza how people mad fun off him.

A. He was made fun of hes made fun of when hes a genius.

These answers came from the first few tests I graded. After reading these, however, I had to set the rest aside and not look at any more for a couple of days –I didn’t think my brain could take it. Tonight I plowed through the remaining 70 tests and I am proud to say, that after that first batch, they showed great improvement.


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