Extended Written Response Assessment

Author: Mindy LangeGrade level: 1st gradeUnit: Story Elements/CharacterizationPurpose: This formative assessment for learning will be used to observe the reasoning abilities the students have obtained concerning the story elements: character, setting, and main events using key details. It will also show their reasoning capabilities in deciding words and phrases in the story that elicit feelings or describe senses to show more about character traits.These ELL students were placed in a pull-out group based on their WiDA scores. They scored in the 1-2 proficiency range on the WiDA assessment which indicates entering or emerging English skills. They are also performing below grade level according to their MAP testing scores. This assessment will be administered in a small group setting to provide feedback for the teacher on which students have mastered these reasoning targets and are ready to take their learning one step further. Next, students will combine both their knowledge and reasoning skills about story elements and characterization with speaking and listening to create a project in a performance assessment. Students must be able to describe and illustrate the story elements and main events including key details. They must also be able to determine the words or phrases that show the senses or feelings of the characters in the story to tell more about their traits. Data collected from this assessment will used by the teacher, the students, and the families of the students. The teacher will use the data to determine who has mastered the reasoning targets and which students still need remediation or re-teaching of these skills in order to move on in the unit. The students will use the information to set goals for themselves in their skill development. Parents will be informed of the results in order to assist students at home to obtain mastery, maintain mastery, or even promote enrichment.Common Core State Standards: RL.1.3: Describe characters, settings, and major events in a story, using key details.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

*This formative assessment will be used for learning to determine readiness for further product targets in this unit.

Learning Targets:

Learning Targets Knowledge Items Reasoning Items

I can describe the characters in the story.

1

I can describe the setting of the story.

1

I can describe the main events in the story using key details.

1

I can identify a word or phrase in a story or poem.

2

I can determine which words or phrases in stories or poems suggest feelings.

2

I can determine which words or phrases in stories or poems appeal to my senses.

2

I can identify the characters, setting, and main events using illustrations from the text.

2

I can describe the characters, setting, and main events from the story by using illustrations from the text.

2

Directions for Assessment:

Teacher says: We have been learning the elements of a story. In our last assessment, you had to identify many parts to a story. Today you will use that information again, but we will take it a step further and explain our thinking.

Teacher does: Remember our motions (teacher shows Total Physical Response motions for each story element). Students will copy and review the motions and repeat the words: character, setting, events, main idea, etc.

Teacher says:

Remember these elements help us understand the story better and now we are using our illustrations as well as words found in the text to learn more about our characters and events in the story. Today you get to show me if you can describe these parts of a story as well as use words or phrases from the story to show how a character feels or appeals to your senses. I know you can do it!! You will also show how the illustrations can be used as a tool to help with these skills. This will help me, you, and even your parents know which items you have mastered and which things you still need help with or more time on to master. Before we get further involved producing our stories or working more in depth with our character we have to have ways to learn more about these characters, describe them, and understand them on many levels.

Teacher does:Before we begin the assessment, I have a story to read for you on the SMART Board. Please come to the carpet and show me with your bodies that you are ready to listen. The teacher will read the book Clifford Takes A Trip by Norman Bridwell. The teacher will make sure to stop and point to pictures along the way.

Teacher says: Now, we will use this story to complete our assessment. Please return to your seats, take out your offices, a pencil and an eraser, and show me you are ready as I count down from 10 to 0. I will know that you are ready to start when you place your finger on your nose and have eyes on me ready to listen. You have learned so much, and I am excited to let you show what you know!!

I see several friends with their fingers on their noses, but we are still waiting for a few friends. Now that everyone is ready to take their assessment, let’s talk about what kinds of questions you will see. Our assessment has 2 types of questions.

Teacher does: The teacher will show an assessment on the SMART Board magnified for students to see. The first type of question (hold up the number one) will be a construct and create. We will go over an example question later. For this type of question, you will create a picture about one of the story elements and construct two sentences to describe what or who you have drawn. (Show the example questions on the SMART Board). The next type of question is a prompt question. (Show the example question.) You will look at a page from the book and find a word that suggests feelings or appeals to your senses. You will circle the word in the illustration from the book and then write 2 sentences to explain why this word is important. The first sentence will tell about the word. The second sentence will explain how you used the illustration to help you understand this word or phrase that suggested feeling or appealed to your senses. Each item on our test is worth five points. There is a rubric I will share with you to show you how you can earn the 5 points. (Show the rubric and example question on the SMART Board). The teacher will read the descriptors from each portion of the rubric out loud and show how the example question contains all of the information needed to get all five points for that question.

Teacher says: I will now read the directions, the questions, and even the answers aloud. You will have all of the time you need to complete the assessment, and we will be pausing as we read through the assessment. If you do not understand something or have a question during the assessment please

raise your hand (model this with hand in air). You will have time to finish even after we have read through the entire assessment. When you finish your assessment, please raise your hand and I will come and collect it from you (model this with hand in air). Then you may get a book out of your book box and read to self quietly while you are waiting for your friends to complete the assessment.

Teacher does: Does anyone have any questions before we begin (model this with hand in air)? Remember if you have a question or do not know what to do raise your hand (model this with hand in air).(Teacher models putting hand on top of her head) Please place your hand on top of your head when you ready to show what you know! I’m excited to find out what we have accomplished and what we still need to work on. I am impressed with how hard we have worked on these skills!

The first few pages are the words that go to the story I just read to you. This is to help you in case you have questions we can go back to the story and re-read or use the words to assist us during our assessment. (Show the words on the SMART Board as well as hold up the picture book to show how the words are the same). If you have questions and need to return to the story please raise your hand for help if you need it.

Let’s begin! Please write your name where is says “name” at the top of the first page (Teacher writes her name on the SMART Board to model for the students). Next to your name please write the date. Today is February 24, 2017. (Teacher writes the date on the SMART Board to model). Listen carefully and place your fingers on the words as I read the directions to you. (Teacher points to directions on SMART Board and travels around the room to make sure students are using their fingers to follow along).

Teacher reads: We have been working on describing the story elements: Characters, Setting, and Main Events. Think about these pieces of the story. First, you will draw a picture about the story element you wrote in the box. Next, you write 2 sentences on the lines below the picture to describe that element. Finally, choose Sure or Unsure with a Circle to show your confidence. (The teacher will point and model where these items are on the assessment magnified on the SMART Board). At this time teacher will also use any native languages possible to check for understanding as well.

Teacher says/does: We are going to complete an example together to make sure we understand how to complete the assessment. Everyone point to where you see the word example (teacher points to the word example on the SMART Board and travels around the room to check and see if students are pointing at the correct spot on the assessment). The question says: Draw a CHARACTER from the story. Who can read the character that I chose to write on the line as my answer? (Call on a student to say the correct answer). Great work! Notice, I spelled it the best I could. Another

way to find the spelling is to go back to the story at the beginning of the assessment and check for spelling. What did I do next? (Call on a student to say the correct answer). Yes! Can you see the drawing there of Emily Elizabeth. What did I do after my drawing? (Call on a student to say the correct answer). Nice Work! I had to use two sentences to describe that character. Notice my first sentence tells about who she is in the book. My second sentence tells how she feels toward another character. Finally, in the last two columns it says sure and unsure. This is where I want you to think about your own learning. If you are sure that the answer is correct, circle the guy that is sure with his thumb up (point to this emoji on the Smart Board. If you are not sure if the answer is correct, then please circle the guy that has a question mark above his head because he does not know if this is the right answer. Please be honest. This will help us determine if we need more learning time on this topic.

This is how you will complete the next few boxes for question number 1 about the three story elements. Remember each one is worth 5 points.Now that we know what to do, I will again read the story element aloud to you. I need to know what YOU know, not what your neighbors know, so please keep your answers to yourself and do not share them aloud. This will be very important when we use our results from the assessment. Thank you! Don’t forget to start your sentences with a capital letter and end each one with a period.

Teacher reads: The teacher points to story element number one. (Teacher models on the SMART Board and checks to see if students follow the direction). The story element says: Draw a CHARACTER from the story. Draw the character in the box please. This needs to be a simple sketch with a few details, so that I can see that you understand the story elements. You do not need to be a professional artist to draw this picture.Teacher does: The teacher will wait for few moments to give students ample time to write their answer choice and draw their picture. The teacher will remind students to write two sentences about the character on the lines provided. (The teacher will check for finished students by asking students to lift pencils in the air when finished and when all students are ready-move on). Don’t forget to circle the thumbs up if you are sure your answer is correct. If you are not sure or made a guess please circle the questioning face. Teacher will read story element #2 and #3.

Teacher says/does: The teacher will show the rubric again and have students look back at their responses to see how confident they feel they did on this portion of the assessment. They will circle the appropriate emoji or face to mark their confidence level about how their answers match the rubric.

Teacher says/does: Excellent work and focus! We just completed the first question of our assessment. Let’s have a short brain break! (Teacher will show them to stand up turn around and sit down. If needed they can do a few jumping jacks.).

Teacher reads:Now we are going to do the next question: a prompt question. Listen carefully and place your fingers on the words as I read the directions to you. (The teacher points to directions on SMART

Board and travels around the room to make sure students are using their fingers to follow along). Directions: We have been working on finding words and phrases that suggest feelings or appeal to the senses to tell more about our characters. Look at these pages from the story. Think about what the words say.

First, you will circle the word that suggests feelings or appeals to your senses. Next, you will write 2 sentences to explain your answer. *The first sentence should explain the word. *The second sentence should give details from the picture or illustration that helped you. Finally, choose Sure or Unsure with a Circle to show your confidence.(The teacher will point and model where these items are on the assessment magnified on the SMART Board). At this time teacher will also use any native languages possible to check for understanding as well.

Teacher says/does: We are going to complete an example together to make sure we understand how to complete the assessment. Everyone point to where you see the word example (teacher points to the word example on the SMART Board and travels around the room to check and see if students are pointing at the correct spot on the assessment). Look at the page from the book: both the illustration and the words. Does anyone see a word or phrase on this page that suggests feelings or appeals to your senses? (The teacher will call on a student to explain.) Thank you!! Let’s circle that word on the SMART Board and you can circle it on your assessment as well. Now let’s check out the sentences that have been written to go with that example. Can I have a volunteer to read them aloud? (Teacher will get a volunteer to read the sentence aloud and assist if needed.) Let’s take a look at the rubric on how we will be scoring these prompt type questions. This is worth 5 points again. (The teacher will read all of descriptors in each column of the rubric and compare what it states to the sample response to show students what is expected.) Don’t forget in the last two columns it says sure and unsure. This is where I want you to think about your own learning again. If you are sure that the answer is correct, circle the guy that is sure with his thumb up (point to this emoji on the SMART Board). If you are not sure if the answer is correct, then please circle the guy that has a question mark above his head because he does not know if this is the right answer. Please be honest. This will help us determine if we need more learning time on this topic.We will complete the next few boxes on our assessment in the same way. Please raise your hand if you do not understand what to do (model raising hand). Clarify the directions in the students’ native languages if possible or needed.

Teacher reads: The teacher points to next prompt picture. (Teacher models on the SMART Board and checks to see if students follow the direction). Take a look at this picture now. Remember circle the important word that suggests feelings or appeals to your senses. Then, write two sentences on the lines. The first sentence is about the word itself, and the second sentence will be about how the illustration also helped you explain this.(The teacher will wait for few moments to give students ample time to circle their words. (Later,

the teacher will check for finished students by asking students to lift pencils in the air when finished and when all students are ready-move on). Now circle the thumbs up if you are sure your answer is correct. If you are not sure or made a guess please circle the questioning face. Teacher will finish the last prompt in this same manner.)

Teacher says/does: The teacher will show the rubric again and have students look back at their responses to see how confident they feel they did on this portion of the assessment. They will circle the appropriate emoji or face to mark their confidence level about how their answers match the rubric.

Teacher says/does: Fantastic work! If you need more time to check your answers, complete your drawings, or ask questions, please do this now. When you have finished your assessment, please raise your hand and I will come and collect it from you (model this with hand in air). Then you may get a book out of your book box and read to self quietly while you are waiting for your friends to complete the assessment.

STUDENT COPY OF THE ASSESSMENT BEGINS ON THE NEXT PAGE

Name ______________ Date ___________

Clifford Takes a Trip by Norman Bridwell

Hi, I’m Emily Elizabeth. This is a happy day for me. This is the last day of school.

Summer vacation is here! Now I can play with my dog Clifford.

We don’t go on long vacation trips. It’s too hard to get Clifford on a bus or train.

We only go places that Clifford can walk to, like picnics in the park.

Last year was different. Last year we went to the mountains.

Mommy and Daddy said it was too far foe Clifford to walk. So we left him with the lady next door.

That night Clifford was so lonely he began to howl. He howled and he howled and he howled-

-until someone threw a shoe at him. It didn’t hurt Clifford’s nose, but it did hurt his feelings.

The next morning Clifford set out to find us. He sniffed his way along the road.

Clifford didn’t mean to make trouble. But a lot of people had never seen a big red dog before.

Clifford kept going. Nothing could stop him.

And then he saw a little old man trying to fix his truck. The man needed help.

So Clifford stopped and helped him. He took the little old man to a garage.

The little old man gave Clifford a little lunch to thank him for his help.

Then Clifford set out again. Nothing stopped him- not even we cement.

And traffic jams didn’t stop him. Clifford just tip-toed over the cars. And then . . .

. . . he came to a toll bridge. Clifford had no money. But that didn’t stop him.

We didn’t know Clifford was coming. I found some new playmates- two baby bears.

I was having so much fun I didn’t see Mama Bear.

She didn’t want strangers playing with her babies. She growled. I was in real trouble.

Then we heard a LOUDER growl. Guess who was growling! Mama Bear was surprised.

She even forgot her babies. I told Clifford that the Mama Bear was only protecting her children.

Good old Clifford took the baby bears back to the Mama Bear.

Then he took us all back to camp. Mommy and Daddy were surprised to see Clifford.

I told them how Clifford saved my life.

So they let Clifford stay with us.

Next year, maybe we will find a way to take Clifford with us when we go on vacation.

Question 1- Construct and CreateWe have been working on describing the story elements: Characters, Setting, and Main Events. Think about these pieces of the story. First, you will draw a picture about the story element in the box. Next, you write 2 sentences on the lines below the picture to describe that element. (Ex: Who he/she is and How they feel?)Finally, choose Sure or Unsure with a Circle to show your confidence.Example

Draw a CHARACTER from the story

Name of Character: __Emily Elizabeth_

Sure Unsur

e

1. She is Clifford’s owner.2. She loves Clifford.

Element Draw a CHARACTER from the story Sure Unsur

#1Name of Character: ________________

e

_________________________________________________ 1. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ 2. ------------------------------------------------------------------------ _________________________________________________

Element#2

Draw a S ETTING from the story

Name of Setting: ________________

Sure Unsure

_________________________________________________ 1. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ 2. ------------------------------------------------------------------------ _________________________________________________

Element#3

Draw a MAIN EVENT from the story

Name of Event: ________________

Sure Unsure

_________________________________________________ 1. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ 2. ------------------------------------------------------------------------ _________________________________________________

Question 1- Construct and Create RubricLearning Target

5 3 1

I can describe the characters, setting, and main events in a story.

*I have accurately written the story element I selected to draw and write about from the story.

*I have completed a drawing with many details of the story element I selected.

*I have described the story element accurately in both sentences. (For example, Who he/she is and how he/she feels?)

*I have partially written the story element I selected to draw and write about from the story.

*I have completed a drawing with a few details of the story element I selected.

*I have described the story element accurately in one sentence.

*I have not written the story element I selected to draw and write about from the story.

*I have completed a drawing, but it is missing the details of the story element I selected.

*I have not described the story element accurately in either of the sentences.

Overall, how do you feel you did on these questions? How sure were you about your answers?

Question 2- Prompt We have been working on finding words and phrases that suggest feelings or appeal to the senses to tell more about our characters. Look at these pages from the story. Think about what the words say.First, you will circle the words that suggest feelings or appeal to your senses.Next, you will write 2 sentences to explain your answer.*The first sentence should explain the word.*The second sentence should give details from the picture or illustration that helped you.Finally, choose Sure or Unsure with a Circle to show your confidence.

Example Sure Unsure

1. The word happy tells me how Emily Elizabeth feels.

2. Her smile shows me how she feels happy.

Hi. I’m Emily Elizabeth.This is a happy day for me.

Illustration#1

Sure Unsure

_________________________________________________ 1. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ 2. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ ------------------------------------------------------------------------ _________________________________________________

That night Clifford was so lonelyhe began to howl.He howled and he howledand he howled –

Illustration#2

Sure Unsure

_________________________________________________ 1. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ 2. ------------------------------------------------------------------------ _________________________________________________

_________________________________________________ ------------------------------------------------------------------------ _________________________________________________

Good old Clifford took the baby bears back to the Mama Bear.

Question 2- Prompt RubricLearning Target

5 3 1

*I can decide which words or phrases in the story suggest feeling or appeal to my senses.

*I can describe the characters, setting, and main events from the story by using illustration from the text.

*I have successfully circled words that suggest feelings or appeal to the senses.

*I have a sentence that correctly explains how the word relates to the feelings of the character or appeals to the senses of the reader.

*I have a sentence that correctly explains how the illustration proves the feelings of the character or how to appeal to the senses of the reader.

*I have circled a word that partially suggests feelings or appeals to the senses.

*I have a sentence that partially explains how the word relates to the feelings of the character or appeals to the senses of the reader.

*I have a sentence that partially explains how the illustration proves the feelings of the character or how to appeal to the senses of the reader.

*I have not circled a word that suggests feelings or appeals to the senses.

*I have a sentence that does not explain how the word relates to the feelings of the character or appeals to the senses of the reader.

*I have a sentence that does not explain how the illustration proves the feelings of the character or how to appeal to the senses of the reader.

Overall, how do you feel you did on these questions? How sure were you about your answers?

Student Analysis Portion of the Assessment

The teacher will correct the assessment and meet with students individually or even in small groups for students with like scores. First, the teacher will discuss how the students’ rated them selves. Then, some of the conferencing time will be spent praising students for mastered skills. The teacher will also clear up confusion areas where students received a 3, 2, or 1. The rubric will be readdressed and compared to the child’s response by teacher and student together to assist in the conclusion of why the score was given. Each descriptor or indicator will be broken down. The teacher can ask the student questions and even provide modeling to show the student how they could improve or edit this piece of writing to obtain the “5” criteria. This will help students take ownership of their learning.Students take a backpack reader book home daily in their binders. Students with concerns will also be given a cover sheet explaining to parents that they need extra practice with this skill according to the formative assessment. They will be given a short paper for parents to work on with the students that includes activities on describing the elements in the story, looking for words in the story that suggest feelings or appeal to the senses as well as using the illustration in the story to help them further understand the elements of the story. The paper can be given in the parents’ native language if possible. Students that have mastered the skill will get a celebratory note.After this conferencing opportunity, students will be given oral and visual feedback from the teacher on what targets were mastered. Praise will be given for the accomplishments made!The teacher will provide enrichment for high achieving students that mastered all targets. Corrective activities for the students that missed some targets will also be given if necessary. If several students miss similar targets, then re-teaching for these targets will be planned.

Accommodating the Assessment for Diverse LearnersThis assessment is specifically made to be used with English Language Learners (ELL). Therefore, it has many built in accommodations (these accommodations will also work for special education students). It will be read aloud by the teacher. It contains many graphics and pictures to make understanding easier. If needed it could be completed in a one-on-one situation with an ELL paraprofessional. A scribe could be used if necessary. This assessment could also be given in the students’ native language or the teacher could use the native language to clarify questions or better explain the assessment. The student could use a picture dictionary if needed or a personal dictionary that we create if needed to help with the writing. This testing period also included a stretch break for those with focus troubles. Finally, I will move students to different locations if they struggle with being distracted. However, the offices should eliminate some distractions.