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

3rd Grade

Coherent Writing Formative Assessment: Summary of Narrative

☛ 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 e a ch e r D i r e c t i on s , R ub r i c , Mat 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 , S t o ry and Wr i t i n g Pap e r

Third Grade Formative Assessment— Teacher Instructions Summary of Narrative

Who To Test: 1. All third grade students take the assessment in English. 2. RSP and SDC students are to be assessed in accordance with their IEPs.

Preparations:

1. The student will need blank white or lined paper for planning their writing, 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. Students may take as long as they need to finish; however, they must complete this

assessment in one uninterrupted period. Seventy minutes is the recommended time. 5. To prevent interruptions during writing, place “DO NOT DISTURB” signs on the

doors.

Administration Guidelines: Teachers May:

• Read aloud the student directions. • Instruct students to follow along as directions are being read. • Encourage students to use the attached graphic organizer. • Encourage students to use blank paper to plan their writing. • Discuss the difficult vocabulary with students after story is read.

Teachers May Not: • Outline an organizational pattern on the board or overhead. • Brainstorm with students. • Discuss the story.

Students May Not: • Ask the teacher spelling or grammatical questions. • Use dictionaries

Administration Instructions: • The teacher needs to read the student directions aloud making sure that the

students are following along. • The teacher will read the story aloud while the students follow along. As the story

is read, invite students to underline any difficult vocabulary. Go over the vocabulary after reading the story.

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.

Grade 3 Summary of Narrative Scoring Rubric

4: Exceeds and/or Extends Standards:

The writing clearly addresses all parts of the writing task: 1. clearly addresses all parts of the writing prompt 2. demonstrates a clear understanding of purpose* (genre) 3. maintains a consistent point of view, focus and organizational

structure, including paragraphs and transitions when appropriate. 4. incudes a variety of sentence types including compound/complex

sentences 5. contains few, if any, errors in conventions (grammar,

punctuation, capitalization, spelling). These errors do not interfere with the reader’s understanding of the writing.

6. uses sophisticated vocabulary appropriately

Summary — • is characterized by

sophisticated language and concise paraphrasing of the main event

• includes only relevant details and/or events in sequential order

3: Meets Standards: The writing addresses all parts of the writing task: 1. addresses all parts of the writing prompt 2. demonstrates a general understanding of purpose* (genre) 3. maintains a mostly consistent point of view, focus, and

organizational structure, may attempt paragraphs and transitions when appropriate

4. includes a variety of sentence types 5. contains minor errors in conventions (grammar, punctuation,

capitalization, spelling). These errors do not interfere with the reader’s understanding of the writing

6. uses grade level vocabulary appropriately

Summary — • is characterized by

paraphrasing of the main events

• may include some unnecessary details and/or events but sequential order is maintained

2: Partial Progress Toward Standards: The writing addresses some of the writing task: 1. addresses some of the writing prompt 2. demonstrates a partial understanding of purpose* (genre) 3. attempts to maintain a consistent focus but lacks organization 4. may not include sentence variety and/or some sentence structure

errors 5. contains some errors in conventions (grammar, punctuation,

capitalization, spelling). These errors do not interfere with the reader’s understanding of the writing.

6. attempts to use grade level vocabulary

Summary — • is characterized by minimal

paraphrasing • may include unnecessary

details and/or events • excludes necessary details • is characterized by missing

key story element(s)

1: Insufficient Progress Toward Standards: The writing addresses only one part of the writing task: 1. addresses only one part of the writing prompt 2. demonstrates no understanding of purpose* (genre) 3. lacks a clear point of view, focus, and/or organizational structure 4. includes no sentence variety 5. contains serious errors in conventions (grammar, punctuation,

capitalization, spelling). These errors do not seriously interfere with the reader’s understanding of the writing

6. lacks grade level vocabulary

Summary — • is characterized by

substantial copying of indiscriminately selected phrases or sentences

• is characterized by missing most or all key story elements

* GENRE: A summary of narrative is the paraphrasing of the main events including relevant details of a narrative in a shorter version. The writer focuses on the most important details of the beginning, middle, and end and the cause and effect relationship between the actions.

Grade: _____

Teacher: __________________Matrix of Skills: Summary of Narrative

Story Map Written Summary Secretary

Settin

g

Cha

ract

er/P

rota

goni

st

Wish/

Pro

blem

Seque

nce

(cau

se a

nd e

ffect

,

risin

g ac

tion)

Res

olut

ion

Can

writ

e th

e be

ginn

ing:

setti

ng, c

hara

cter

,

wish/

prob

lem

(the

se m

ay b

e

impl

ied)

Can

cle

arly s

eque

nce

even

ts

(rising

act

ion,

cau

se a

nd

effe

ct)

Com

bini

ng S

ente

nces

Cat

egor

izin

g whe

n

appr

opria

te

Can

writ

e th

e re

solu

tion

Con

tain

s co

mpl

ete

sent

ence

s

Has

var

ied

sent

ence

stru

ctur

es

Use

s pr

oper

pun

ctua

tion,

capi

taliz

atio

n, a

nd g

ram

mar

Use

s gr

ade

leve

l spe

lling

Use

s gr

ade

leve

l voc

abul

ary

Students

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

Grade: _____

Teacher: __________________Matrix of Skills: Summary of Narrative

Set

ting

Cha

racter

/Pro

tago

nist

Wish/

Pro

blem

Seq

uenc

e (c

ause

and

effe

ct,

rising

actio

n)

Res

olut

ion

Can

writ

e th

e be

ginn

ing:

setting

, cha

racter

,

wish/

prob

lem

(the

se m

ay b

e

implied)

Can

clear

ly seq

uenc

e ev

ents

(rising

actio

n, cau

se a

nd

effe

ct)

Com

bining

Sen

tenc

es

Cat

egor

izing

whe

n

appr

opria

te

Can

writ

e th

e re

solutio

n

Con

tains co

mplet

e se

nten

ces

Has

var

ied

sent

ence

stru

ctur

es

Use

s pr

oper

pun

ctua

tion,

capita

lizat

ion,

and

gra

mm

ar

Use

s gr

ade

leve

l spe

lling

Use

s gr

ade

leve

l voc

abular

y

23

24

25

26

27

28

29

30

31

32

33

34

Third Grade Formative Assessment

Student Instructions

Summary of Narrative

Directions:

• You will read the following short story titled “The Tiger and the Big Wind”. Please write a summary that includes only the main actions of the story and only the most significant details.

• Write a summary of the story.

• You may mark the story or make notes as you reread the story on your own. Marks and notes will not be scored.

• You may create a story map on the blank paper or use the graphic organizer to plan your summary. You will not be scored on your story map.

Scoring:

Your writing will be scored on how well you:

• Include the story elements

• Identify the most important events in correct order

• Use your own words in writing the summary

• Use transition words

• Use correct grammar, spelling, punctuation, and capitalization

Please turn to the story and follow along as your teacher reads.

The Tiger and the Big Wind

Long, long ago there was a time when the rains had not come for a whole year. Without much food and water, all of the animals had become very thirsty. In all the hot, dry land there was one place where underground water had kept a large fruit tree alive. The juicy fruit was just waiting to be eaten. Why didn’t the animals eat the fruit, you ask? A large tiger was resting under the tree. Tiger was mean and selfish. He sat in the shade of the tree all day growling whenever any other animal came near. Tiger would say, “Stay away from my tree or I’ll eat you up!” One day a rabbit heard the animals of the forest talking about what was happening. “Oh, Wise Rabbit, what are we to do?” the animals asked. Wise Rabbit thought about this for several days. Finally he called the animals together and said, “Listen and I will tell you what to do.” Early the next morning, while Tiger was still sleeping, the animals hid in the forest near the field where the fruit tree grew. The animals that lived in the trees sat in the branches. The animals waited patiently for Wise Rabbit to arrive. When Rabbit came, he was carrying a large rope. Rabbit ran across the field shouting, “Oh, my! Oh, my!” The noise woke the Tiger and he growled, “Stop making that horrible noise, Rabbit. I am sleeping!” “Run, Tiger, run! A big wind is coming. It will blow everything off the Earth!” As Rabbit said this, all the animals hiding in the forest began to make a loud racket.

The birds began to flap their wings, causing the leaves in the trees to shake about. The large animals began to beat on the hollow logs, making a terrible racket. Other animals ran around in the brush, until the whole forest seemed to be swaying in a terrible wind. Tiger was terrified! “What should I do?” he screamed. “You must run and try to find a safe place,” said Wise Rabbit. “I can’t help you now. I have to tie down the small animals with this rope or they will be blown off the Earth.” “You must tie me down first!” demanded Tiger. Wise Rabbit shook his head, “You are strong enough to take care of yourself. I must help the smaller animals.” Tiger roared. “You must tie me up now or I will eat you!” “Very well,” said Wise Rabbit. “I will tie you up first.” He tied Tiger tightly to the tree. When he was done, the rabbit called for the other animals to come out of the forest. “Look at this greedy tiger,” said Wise Rabbit. “He wanted to keep all the fruit for himself instead of sharing with us. He forgot that food was put on the Earth for all to enjoy.” The selfish tiger could only watch as the animals sat together in the shade of the tree and feasted on delicious fruit.

THIRD GRADE FORMATIVE WRITING ASSESSMENT — Summary of Narrative

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2