CCSS Reading Items K-2 Assessment Items

Transcription

1 CCSS: 2.RL.4. (1 of 5) Read poem, Who Has Seen the Wind with student(s). Have student(s) identify rhyming words and describe their effect on poem. NOTE: Identify rhyming words and describe how rhyming words supply rhythm to poem; constructed response; poetry CCSS Poetry Text Exemplar: Who Has Seen the Wind? in Sing a Song of Popcorn: Every Child s Book of Poems. Say: What words rhyme in the poem? What do these words do for the poem? Rhyming words: you/through; I/by. The rhyming words give the poem rhythm. It helps the reader visualize what the author is saying. Student does not Identify rhyming words and does not describe effect of rhyming words on the poem. words OR describes how they affect the rhythm of the poem. words and describes how they affect the rhythm of the poem. 1

2 CCSS: 2.RL.4. (2 of 5) Read poem, Who Has Seen the Wind with student(s). Have student(s) identify lines in each stanza that rhyme and describe the affect of rhyming words and phrases on the poem. NOTE: Identify rhyming lines in each stanza and describe how words and phrases affect poem; constructed response, poetry CCSS Poetry Exemplar: Who Has Seen the Wind? in Sing a Song of Popcorn: Every Child s Book of Poems. Say: Look at the first stanza. Read the two lines that rhyme. Look at the second stanza. Read the two lines that rhyme. Tell what the rhyming lines do for the poem. First Stanza Neither I nor you The wind is passing through Second Stanza Neither you nor I The wind is passing by The rhyming words and phrases give the poem rhythm. It helps the reader visualize what the author is saying. Constructive Response Item Student does not identify rhyming lines in each stanza and does not identify how rhyming words affect poem. lines in each stanza or identifies how rhyming words affect poem. lines in each stanza and identifies how rhyming words affect poem. 2

3 CCSS: 2.RL.4. (3 of 5) Read poem, Who Has Seen the Wind with student(s). Have student(s) identify lines that are repeated in the poem. NOTE: Identify repeated lines; poetry. Constructed response CCSS Poetry Exemplar: Who Has Seen the Wind? in Sing a Song of Popcorn: Every Child s Book of Poems. Say: What lines are repeated in the poem? Tell what the repeated lines do for the poem. Repeated lines: Who has seen the wind? The repeated lines give the poem rhythm and help you remember important ideas in the poem. It helps the reader focus on the meaning of the poem. Student does not identify repeated lines in poem and/or do not tell what the repeated lines do for the poem. Student correctly identifies repeated lines in poem or gives reasonable answer for what the repeated lines do for the poem. Student correctly identifies repeated lines in poem and gives reasonable answer for what the repeated lines do for the poem. 3

4 CCSS: 2.RL.4. (4 of 5) Read poem, Who Has Seen the Wind student(s). Have student(s) identify number of beats in each line. NOTE: Identify number of beats in each line and identify how regular beats supply rhythm and meaning in poem; constructed response, poetry. CCSS Poetry Exemplar: Who Has Seen the Wind? in Sing a Song of Popcorn: Every Child s Book of Poems. Say: Count the beats in each line. Tell what regular beats do for a poem. First Stanza Line 1: 5 beats Line 2: 5 beats Line 3: 8 beats Line 4: 6 beats Second Stanza Line 1: 5 beats Line 2: 5 beats Line 3: 8 beats Line 4: 6 beats Regular beats give the poem rhythm. It helps the reader visualize the meaning of the poem and identifies what it does to the poem. O Point 1 Point 2 Point Student does not identify correct number of beats per line and does not tell what regular beats do for a poem. Student correctly identifies number of beats per line or tells what regular beats do for a poem. Student correctly identifies number of beats per line and tells what regular beats do for a poem. 4

5 Student Material for 2.RL.4 2.RF.4. Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Who Has Seen the Wind Who has seen the wind? Neither I nor you; But when the leaves hang trembling The wind is passing through. Who has seen the wind? Neither you nor I; But when the trees bow down their heads The wind is passing by. - Christina Rossetti 5

6 CCSS: 2.RL.4. (4 of 5) Student Material(s): Student Material for 1.RL.4. (Item 5): The Jumblies poem (first stanza) Teacher Materials(s): Student Material for 1.RL.4. (Item 5): The Jumblies poem (first stanza) Read the first stanza of the poem The Jumblies to student(s). Reread the poem with student(s). Have student(s) identify words and phrases that supply rhythm and meaning in poem and describe how they affect meaning. Note: Identify words and phrases that supply rhythm and meaning in poem. Describe affect on poem; constructed response, poetry. CCSS Read-aloud Poetry Text Exemplar: the Jumblies in Sing a Song of Popcorn: Every Child s Book of Poems Scholastic, 1988 Author: Edward Lear After student(s) listen to the poem read aloud, say: What words and phrases give this poem rhythm and meaning? How do they add to the rhythm and meaning? Student(s) identify rhyming words, repeated phrases and words, regular beats in poem and describe how they supply rhythm and meaning in poem. Student does not identify words and phrase that supply rhythm and meaning and does not describe how they supply rhythm and meaning. Student correctly identifies words and phrase that supply rhythm and meaning OR describes how they supply rhythm and meaning. Student correctly identifies words and phrase that supply rhythm and meaning and describes how they supply rhythm and meaning. 6

7 Student Material for 2.RL.4. (Item 5) 2.RF.4. Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. The Jumblies They went to sea in a sieve, they did; In a sieve they went to sea: In spite of all their friends could say, On a winter s morn, on a stormy day, In a sieve they went to sea. And when the sieve turned round and round, And every one cried, You ll all be drowned! They called aloud, Our sieve ain t big; But we don t care a button, we don t care a fig; In a sieve we ll go to sea! - Edward Lear 7