Third Grade Writing and Editing In Context. A Person I Admire. M2 Spring 2005 ELA GLCE 3rd Grade Assessment

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1 Third Grade Writing and Editing In Context A Person I Admire M2 Spring 2005 ELA GLCE 3rd Grade Assessment 1

2 Writing and Editing in Context 3rd 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 his piece of writing. Revise lines 7-9 so that this paragraph is more effective at staying with the topic. 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 3rd Grade Assessment 2

3 A Person I Admire 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 A Person I Admire The person I admire is my head coach Keith Root. He taught me everything I know about football. He taught me how to bearcrawl. The way he taught me was first, get on your hands and feet second, bend your legs and push off the ground. Not only did he teach me, but about twenty-nine more teammates, and they do it a lot better than me. Also, he taught me bowlpin which is one of my favorite things in football. I once accidentaly hit someone on the side, instead of the legs and he got stiches. Football is only fun when the coach is coach Keith! This passage has been adapted with permission from its original format in the Profiles in Writing Project ( M2 Spring 2005 ELA GLCE 3rd Grade Assessment 3

4 WRITING DRAFT M2 Spring 2005 ELA GLCE 3rd Grade Assessment 4

5 Writing and Editing in Context Constructed Response Sample Student Rubric - Grade 3 Points Scored 4 Criteria My writing shows the ability to think about strengths and weaknesses of my piece. My ideas are supported by specific examples or details. My writing is organized to help the reader make sense of the text and read it easily. My voice and tone are real and interesting. There may be mistakes, but you can still understand the story. 3 My writing shows the ability to think about my piece. My ideas are somewhat supported by examples or details. My writing is organized and easy to understand. My voice and tone support the ideas in the writing. My mistakes are noticeable. 2 My writing shows a little bit of thinking about my piece. I included few details and examples. My voice and tone don t match the content. My mistakes make it awkward to read. 1 My writing shows I am trying to think about my writing. My ideas are presented with few or no details. I included little to no organization. I included little voice or tone. My mistakes make it hard to read. M2 Spring 2005 ELA GLCE 3rd Grade Assessment 5

6 MULTIPLE CHOICE QUESTIONS DIRECTIONS: Circle the letter of the BEST answer for each of the multiple-choice questions. You may look back at A Person I Admire. 1. How does the author show that he admires Coach Keith? A. He says in Lines 8-9 that he caused someone to get stiches. B. He says in Lines 1-2 that Coach Keith taught him everything he knows. C. He says in Line 5 that Coach Keith taught many other players. D. He says in Line 7 that Coach Keith taught him how to bowlpin. 2. What might the author do to expand his writing while staying focused on his topic? A. In Lines 7-8, he could better describe what happens with a bowlpin. B. In Line 5, he could name a few of the other twenty-nine players. C. In Line 10, he could describe other sports that are fun for him to play. D. In Line 1, he could list other people that he admires besides Coach Keith. 3. How could the writer BEST revise and edit line 4 to punctuate the series of steps? A. on your hands and feet second, bend your legs third, push off the ground. B. on your hands and feet. Bend your legs. Push off the ground. C. on your hands and feet, second, bend your legs, and, third, push off the ground. D. on your hands and feet; second, bend your legs; third, push off the ground. 4. In line 8, accidentaly is spelled wrong. The correct spelling is: A. acidentaly B. accidentally C. accidenttaly D. acciddentally M2 Spring 2005 ELA GLCE 3rd Grade Assessment 6

7 Writing and Editing in Context Assessment Analysis Grade: 3 Theme: "A Person I Admire" Text: Student-Generated Item GLCE Cognitive Answer # Assessed Domain W.PR Analysis Constructed W.PR Synthesis Response W.PR Application 1 B W.PS Application W.PR Application 2 A W.PS Evaluation W.PR Application 3 C W.PR Analysis W.GR Application 4 B W.SP Application GLCE Writing Process Students will W.P.R Set a purpose, consider audience, and replicate authors styles and patterns when writing narrative or informational text [Core] W.PR Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve sequence (e.g., arranging paragraphs, connecting main and supporting ideas, transitions) [Core] W.PR Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups [Core] Personal Style Students will W.PS Exhibit individual style and voice to enhance the written message (e.g., in narrative text: varied word choice and sentence structure, character description; in informational text: examples, transitions, grammar usage) [Core] Grammar and Usage In the context of writing, students will... W.GR Identify and use subjects and verbs that are in agreement; past, verb tenses; nouns and possessives; commas in a series; and begin use of quotations marks and capitalization in dialogue [Core] Spelling In the context of writing, students will... W.SP Spell frequently encountered words (e.g., multi -syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers) [Core] M2 Spring 2005 ELA GLCE 3rd Grade Assessment 7

8 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 3rd Grade Assessment 8

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