Sixth Grade Writing and Editing In Context. Jumping. M2 Spring 2005 ELA GLCE 6th Grade Assessment 1

Transcription

1 Sixth Grade Writing and Editing In Context Jumping M2 Spring 2005 ELA GLCE 6th Grade Assessment 1

2 Writing and Editing in Context 6th Grade Peer Response DIRECTIONS: You will have approximately 20 minutes in which to respond to the writing topic below. The scoring guide that is used to score your response is on the page following the writing piece. You may want to review it prior to writing your response. WRITING TOPIC: Look over the piece of writing provided on the next page. Imagine that you were going to give some advice to your peer about revising her piece of writing. Write a paragraph that could be inserted between lines 3 and 4 that describes how nervous she was before the ride. This revision should represent what you know about writing and show what the best advice that you might give your peer would look like. As you write your response, think about the following: Does my revision support ideas with details and examples? Is my revision organized? Does my revision use words or phrases that keep the reader interested? Your audience will be interested readers. M2 Spring 2005 ELA GLCE 6th Grade Assessment 2

3 Jumping DIRECTIONS: Read the following text and answer the following questions. Circle the letter of the BEST answer for each of the multiple-choice questions. You may look back at Jumping The first time I took a horse over a fence, I was seven. I was rideing a horse named Wizard, at Hasty Heart stables in Debuque Iowa. I had been looking forward to this ever sience the first day I rode. Ok, Lauren, said Aggie, my instructor. we are going to jump. I was so excited! My smile was so big, it must have looked like the state of Texas! I want you to shorten your reins and ask Wizard to trot. Turn him twords the jump and go into jump position. Head over their. said Aggie. I squeezed Wizards sides and asked him to trot. I aimed him at the jump, leaned forward and grabbed a piece of mane. Wizard was heading right for the jump. I smiled. Wizard reared up on his hind legs and flew through the jump. Then he landed on his front legs with a thud. I did it! I had jumped! After I had finished I stood up on my sturips and raised my hands and softly said yes! I was so proud of my self. I think we have found our champion jumper. said Aggie. I just smiled. This passage has been adapted with permission from its original format in the Profiles in Writing Project ( M2 Spring 2005 ELA GLCE 6th Grade Assessment 3

4 WRITING DRAFT M2 Spring 2005 ELA GLCE 6th Grade Assessment 4

5 Writing and Editing in Context Constructed Response Sample Student Rubric - Grade 6 Points Scored Criteria My written response shows I clearly understand the selection. My writing uses specific detailed examples from the selection to support my ideas. My written response is organized with clear connections between ideas that move the reader smoothly and naturally through the text. My writing used my personal style to keep the readers interest. My writing has few errors and does not keep the reader from understanding my ideas. My written response demonstrates (shows) the ability to think about a given piece of writing. My ideas contain some examples or details. My organization and form present the ideas clearly. My personal style of the writing supports my ideas. My spelling and grammar errors are noticeable. My written response shows limited understanding of the selection. My writing uses limited details or examples from the selection to support my ideas. My organization and form may be inconsistent in presenting my ideas. My personal style may be inappropriate or distracting. My spelling and punctuation errors may make my writing awkward to read. My written response shows I attempted to understand the selection. My writing includes few details or vague examples from the selection to support ideas. My writing is unorganized and lacks clear connections between ideas. My writing has little evidence of personal style. My spelling and punctuation errors may make my writing difficult to read M2 Spring 2005 ELA GLCE 6th Grade Assessment 5

6 6 th Grade Jumping DIRECTIONS: Mark only the BEST answer for each multiple-choice question. You may look back at Jumping. 1. What is the reason that BEST answers why the author uses dialogue in this story? A. To describe what events are happening in the plot. B. To show how the characters feel about their experience. C. To explain where the setting of the story takes place. D. To show conversation between the characters. 2. What might the author do in Line 11 to BEST describe the act of jumping better? A. She could describe how she might have lifted off the saddle and had wind in her face. B. She could create another line of dialogue where she talks to her horse. C. She could say that jumping was neat and that she enjoyed it. D. She could explain what happens to a horse s muscles as it jumps. 3. What is the correct way to punctuate line 14? A. I think we found our champion jumper, said Aggie. B. I think we have found our champion jumper? said Aggie. C. I think we have found our champion jumper! said Aggie. D. I think we have found our champion jumper, said Aggie. 4. In line 7, a homonym is used incorrectly. The correct word to use in this context is: A. they re B. there C. Heed D. Heading M2 Spring 2005 ELA GLCE 6th Grade Assessment 6

7 Writing and Editing in Context Assessment Analysis Grade: 6 Theme: "Jumping" Text: Student-Generated Item GLCE Cognitive Answer # Assessed Domain W.PR Analysis Constructed W.PR Synthesis Response W.PR Synthesis 1 A W.PR Synthesis W.PS Application 2 B W.PR Analysis W.PS Application 3 D W.PR Application W.GR Application 4 B W.SP Application GLCE Writing Process Students will W.PR Set a purpose, consider audience, and replicate authors styles and patterns when writing narrative or informational text [Core] An W.PR Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics [Core] S W.PR Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g. word choice, level of formality, example) [Core] S W.PR Edit their writing using proofreaders checklists both individually and in peer editing groups [Core] Ap Personal Style Students will W.PS Exhibit individual style and voice to enhance the written message (e.g., in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support) [Core] Grammar and Usage In the context of writing, students will... W.GR Use style conventions (e.g., MLA) and a variety of grammatical structures in their writing including indefinite and predicate pronouns, transitive and intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate clauses, comparative adverbs and adjectives, superlatives, conjunctions, compound sentences, appositives, independent and dependent clauses, introductory phrases, periods, commas, quotation marks, and the uses of underlining and italics for specific purposes [Core] Spelling In the context of writing, students will... W.SP Spell frequently misspelled words correctly (e.g., their, there, they re) in the context of their own writing [Core] M2 Spring 2005 ELA GLCE 6th Grade Assessment 7

8 Sample Teacher Rubric Writing and Editing in Context Constructed Response Grades 2-7 Holistic Scorepoint Descriptions Here is an explanation of what readers think about as they score your writing. 4 The written response demonstrates the ability to reflect critically on a provided piece of writing. Ideas are supported by specific examples or details from the provided piece. Organization and form enhance the central ideas and move the reader through the text. The voice and tone are authentic and compelling. There may be surface feature errors, but they do not interfere with meaning. 3 The written response demonstrates the ability to reflect on a provided piece of writing. Ideas are somewhat supported by examples or details from the provided piece. Organization and form are appropriate and present the ideas coherently. The voice and tone support the ideas conveyed. Surface feature errors may be noticeable. 2 The written response demonstrates limited ability to reflect on a provided piece of writing. Ideas are supported with limited details and examples from the provided piece. The voice and tone may be inappropriate or uneven. Surface feature errors may make the writing awkward to read. 1 The written response demonstrates the attempt to reflect on a provided piece of writing. Ideas may be presented as generalizations about the writing sample. There is little discernible shape or direction. There is little control over voice and tone. Surface feature errors may make the writing difficult to read. Condition codes for unratable papers: A B C D E Copies and/or revises student sample, making no connection to the question asked. Insufficient, Off-topic, Illegible Written in a language other than English Blank/refused to respond Summarizes the student sample, making no connection to the question asked. For the Writing and Editing in Context, Grades 2-7, the Grade Level Content Expectations Assessed include: Writing Process Writing Style (Narrative and Informational) Grammar and Usage Spelling Handwriting Please review your grade level GLCEs to see the specific genres, aspects of grammar and usage, and spelling expectations for your students as they complete this writing and editing in context task. M2 Spring 2005 ELA GLCE 6th Grade Assessment 8