2nd grade coherent writing formative assessment: summary ... · a groundhog likes to dig. it can...
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G O L E T A U N I O N S C H O O L D I S T R I C T
2nd Grade
Coherent Writing Formative Assessment: Summary of Expository
2013-2014
☛ NO T E T O T E A C H E R S : T h i s i s t h e a c t u a l f o r m a t i v e a s s e s s m e n t f o r t h e s c h o o l y e a r 2 0 1 2 -‐ 2 0 1 3 . P l e a s e D o N O T s h o w t h i s t o y o u r s t u d e n t s u n t i l t h e t e s t d a t e .
T ea ch e r D i r e c t i on s Rub r i c , Ma t r i x o f Sk i l l s , S t u d en t D i r e c t i on s , T e x t and Wr i t i n g Pap e r
2 / 1 9 / 1 4
Second Grade Formative Assessment Summary of Expository Text
Teacher Directions
Who to Test: 1. All second grade students are to be assessed in English 2. RSP and SDC students are to be assessed in accordance with their IEPs,
Preparations:
1. The students will need the expository passage, lined paper, sharpened pencils, and erasers.
2. Teachers should copy extra writing sheets to give to students if needed. 3. The teacher will need a copy of the teacher directions, student directions, and rubric
for this assessment. 4. Teacher directed prewriting (vocabulary, identifying text types, questions and partner
reading) can be completed as a class before students write summary. Students may fill in text types and questions on the graphic organizer to use when they write their summary. Prewriting and assessment may be completed over two consecutive days as follows:
✔ Day 1— vocabulary poster/pre-read/create questions/identify text types/ partner read passage
✔ Day 2— students reread passage/completes the graphic organizer with details and big ideas/students write summary independently
5. Students may take as long as they need to finish; however, they must complete the writing in one uninterrupted period.
6. To prevent interruptions during the assessment, place “Do Not Disturb” or “Testing” signs on the door(s).
Administration Guidelines: Teachers MAY:
1. Read aloud the student directions. 2. Use vocabulary poster to review vocabulary. 3. Guide students in writing questions relating to the passage and in identifying text
types. (These may be filled in on the graphic organizer the day before students write the summary.)
4. Guide students in partner reading/choral reading passage. 5. Students may use word books, but no dictionaries.
Teachers MAY NOT: Discuss answers to prewriting questions with students. Students MAY NOT: Ask the teacher spelling or grammatical questions.
Post Writing Instructions: 1. Collect all materials. After you have collected all written work, enter student information on
the reverse side of the student sheet. 2. Scoring will take place in grade level PLCs at the school. Two readers will score each
paper. 3. After scoring, enter the 2 scores and the combined score on the reverse side of the student
sheet and attach the 2 highlighted rubrics.
Second Grade Formative Assessment Summary of Expository Text
Student Directions
Directions:
• Finish completing graphic organizer with details and main ideas. • Write a summary of the expository passage. You may refer to
your graphic organizer to help you.
Scoring: Your writing will be scored on how well you:
• Include only the passage’s main idea(s) and important details • Use correct grammar, spelling, punctuation, and capitalization
A Furry Friend
Groundhogs are also called whistle pigs. If there is danger, they whistle loudly. But groundhogs are not hogs or pigs. They are related to squirrels.
A groundhog likes to dig. It can dig through about 700 pounds of dirt and rocks in one day. It digs its burrow. Its burrow has an entrance, an exit, and three rooms. One room is a nest. Another is the bathroom. The third is for storage.
A groundhog has special ears. Its ears have flaps. The flaps close while the groundhog is digging. They keep its ears clean. A groundhog has strong teeth. Its teeth can gnaw through roots and move rocks. A groundhog also chatter its teeth loudly to scare its enemies away.
Groundhogs eat many things. They can eat grass, clover, bugs, fruit, and other things.
Text
Structure
Details
Big Ideas
Second Grade Formative Writing Assessment — Summary of Expository
Name Grade Teacher
Reader’s Initials: Score:
Reader 1
Reader 2
Final Score = Reader 1 + Reader 2
Second Grade Formative Writing Assessment — Summary of Expository
Name Grade Teacher
Reader’s Initials: Score:
Reader 1
Reader 2
Final Score = Reader 1 + Reader 2
Grade 2 Summary of Expository Scoring Rubric
Summary Content Conventions
• is characterized by concise paraphrasing of the main idea(s) and relevant, supporting details
4: Exceeds and/or Extends Standards: The writing: • clearly addresses all parts of the writing task • demonstrates a clear understanding of
purpose* (genre) • maintains a consistent focus and organizational
structure
• contains compound and/or complex sentences using a variety of sentence styles
• contains few errors in punctuation, capitalization, and grammar
• may include spelling errors due to sophisticated language
• uses sophisticated vocabulary appropriately
• is characterized by paraphrasing of the main idea(s) and relevant, supporting details
• little or some copying of key phrases
3: Meets Standards: The writing: • addresses all parts of the writing task • demonstrates a general understanding of
purpose* (genre) • maintains a consistent focus and organizational
structure
• includes some sentence variety and/or few sentence structure errors
• contains some errors in punctuation, capitalization, and grammar
• minimal grade level spelling errors that do not interfere with meaning
• uses grade level vocabulary appropriately
• is characterized by substantial copying of key phrases
• minimal paraphrasing • excluding a main idea or relevant,
supporting details • including unnecessary details
2: Partial Progress Toward Standards: The writing: • addresses some of the writing task • demonstrates a partial understanding of
purpose* (genre) • attempts to maintain a consistent focus but
lacks organization
• may not include sentence variety and/or some sentence structure errors
• contains some errors in punctuation, capitalization, and grammar; meaning may be unclear
• includes some grade level spelling errors that may or may not interfere with reader’s understanding
• attempts to use grade level vocabulary
• is characterized by substantial copying of indiscriminately selected phrases or sentences
• excluding most or all main idea(s) and/or relevant, supporting details
• including unnecessary details that do not support the main idea(s)
1: Insufficient Progress Toward Standards: The writing: • does not address the writing task • demonstrates little to no understanding of
purpose* (genre) • lacks focus and is not organized
• demonstrates little or no understanding of sentence structure
• contains many errors in punctuation, capitalization, and grammar; meaning is unclear
• includes many grade level spelling errors that may or may not interfere with reader’s understanding
• lacks grade level vocabulary
* GENRE: A summary of expository text is a shorter version of the original text. The summary identifies pertinent facts, comparisons, and opinions. Important information is identified and paraphrased.
Grade: _____Teacher: __________________
Matrix of Skills: Summary of Expository
Can di
fferen
tiate
betw
een f
act
and o
pinion
Can de
termine
the t
opic
for a
parag
raph b
y cate
goriz
ing
facts
and g
enera
lizing
a titl
e
(outlin
e)
Can de
termine
the t
opic
for a
parag
raph b
y ide
ntifyi
ng
which o
f 7 te
xt typ
es is
prese
nt (T
hinkin
g Map
)
Can de
termine
the t
opic
for a
parag
raph b
y ide
ntifyi
ng
which o
f the "
W" o
r "H"
ques
tions
is an
swere
d in t
he
greate
st de
tail (C
ornell
notes
)
Can w
rite a
topic
sentn
ce
Can re
organ
ize te
xt to
combin
e fac
ts fro
m diffe
rent
parts
of th
e pas
sage
that
are
relate
d
Writes p
urpos
eful tr
ansit
ions
to co
nnec
t para
graph
s
Writes c
omple
te an
d vari
ed
sente
nces
with
prop
er sy
ntax
Uses a
pprop
riate
punc
tuatio
n
and c
apita
lizati
on w
ith
minimal
spell
ing m
istak
es
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Grade: _____Teacher: __________________
Matrix of Skills: Summary of Expository
Can di
fferen
tiate
betw
een f
act
and o
pinion
Can de
termine
the t
opic
for a
parag
raph b
y cate
goriz
ing
facts
and g
enera
lizing
a titl
e
(outlin
e)
Can de
termine
the t
opic
for a
parag
raph b
y ide
ntifyi
ng
which o
f 7 te
xt typ
es is
prese
nt (T
hinkin
g Map
)
Can de
termine
the t
opic
for a
parag
raph b
y ide
ntifyi
ng
which o
f the "
W" o
r "H"
ques
tions
is an
swere
d in t
he
greate
st de
tail (C
ornell
notes
)
Can w
rite a
topic
sentn
ce
Can re
organ
ize te
xt to
combin
e fac
ts fro
m diffe
rent
parts
of th
e pas
sage
that
are
relate
d
Writes p
urpos
eful tr
ansit
ions
to co
nnec
t para
graph
s
Writes c
omple
te an
d vari
ed
sente
nces
with
prop
er sy
ntax
Uses a
pprop
riate
punc
tuatio
n
and c
apita
lizati
on w
ith
minimal
spell
ing m
istak
es
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