Based on my research and discussion with my peers, I will keep formative assessment 2 and 3 as is but modify assessment 1 by:

1. Reading the sentence out loud when writing it on the board to reach my auditory and special education learners.
   1. Ask students how many think the sentence is correct to raise their hands.
   1. Have those who think the sentence is incorrect work with a partner to write down how the sentence should look.
   1. Call on a few students to share their sentences and write them on the board.
   1. Correct and reveal the correct sentence as a class.

Receiving peer feedback made me go deeper into how this formative assessment could be extended. My original proposal was to just write the sentence on the board, give them a minute to think about it and then call on one student to say the right answer. But I am now realizing that doing it this way doesn’t really tell me anything about students existing knowledge or ability to spot the error. Furthermore, it doesn’t really force everyone to think about the error. By asking students how many think it is correct, and asking those who think it is incorrect to write  down the correct version, I am requiring students to actively participate by raising their hands and writing which in turn requires them to think about the sentence more closely versus just relying on that one student in the class to do the work for everyone.

The second formative assessment is given after I have explained the difference between four different conditionals. I will have a question pop up on the projector and expect students to use their response clicker to identify which conditional the sentence corresponds to. Brian suggested I use Socrative to do this as it would have the students more engaged. I don’t really see the difference between the response clicker and Socrative, but I will certainly look into it to see if I can enhance student’s engagement to get a quick check for understanding. Finally, as an exit ticket, I will have my students match four different sentences to the different conditional to gauge how many students need to review the content. This is a quick check prior to them leaving the class. I will collect their papers and since this is a matching exercise, it will be quick to correct. If they made mistakes, I have them go back to their seat and try again. Special ed students can work with a partner to complete this exit ticket.

For the next class, I could have students not only identify the correct conditional as I did in the previous class, but now I could have them write their own sentences. For example: I could ask them to use the 3^rd conditional to write a sentence. I could then have them read their sentences and turn it into a game by having students guess which conditional it is. This would be an extension of the previous lesson and at the same time serve as formative assessment.

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