Coherent Writing Formative Assessment: Summary of Narrative

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1 GOLETA UNION SCHOOL DISTRICT 5 th Grade Coherent Writing Formative Assessment: Summary of Narrative #2 NOTE TO TEACHERS: This is the actual formative assessment for the school year Please Do NOT show this to your students until the test date. Teacher Directions, Rubric, Matrix of Skills, Student Directions, Story and Writing Paper

2 Fifth Grade Formative Assessment Teacher Instructions Summary of Narrative Who To Test: 1. All fifth grade students take the assessment. 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 pre- writing, sharpened pencils, and erasers. 2. Students may take as long as they need to complete the assessment as long as it is completed in one sitting. 3. 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 or blank paper to plan writing Teachers May Not: Read the story aloud to the students. 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 reference materials such as dictionaries Administration Instructions: 1. Please read the following instructions word for word to your students: You are about to begin your writing prompt assessment. You will be given as much time as you need to complete your essay as long as you complete it in one sitting. You are not required to use the entire space provided. How well you write is more important than how much your write. Write in complete sentences. Please follow along as I read the prompt and the directions aloud. 2. Read the student directions aloud making sure that the students are following along. 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.

3 Grade 5 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 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, including paragraphs and transitions when appropriate 4. includes a variety of sentence types 5. contains some 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 2: Partial Progress Toward Standards: The writing addresses only parts of the writing task: 1. addresses only parts of the writing prompt 2. demonstrates a partial understanding of purpose* (genre) 3. maintains an inconsistent point of view, focus, and/or organizational structure 4. includes little variety of sentence types 5. contains several errors in conventions (grammar, punctuation, capitalization, spelling). These errors may interfere with the reader s understanding of the writing. 6. attempts to use grade level vocabulary appropriately 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 interfere with the reader s understanding of the writing 6. lacks grade level vocabulary Summary is characterized by sophisticated language and concise paraphrasing of the main event includes only relevant details and/or events in sequential order Summary is characterized by paraphrasing of the main events may include some unnecessary details and/or events but sequential order is maintained Summary is characterized by minimal paraphrasing may include unnecessary details and/or events excludes necessary details is characterized by missing key story element(s) 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.

4 Grade: Teacher: Students Can identify the protagonist, antagonist, conflict, and resolution Can story map rising action incuding only the cause and effect actions Matrix of Skills: Summary of Narrative Analyzing the map -Can identify the stages of the rising action where the characters make major decisions and focus on those areas in the summary Can write the introduction including minimal background to give the readeer perspective on the story; who, what, when, where--these may be implied Can write the rising action clearly in sequential order by paraphrasing, combining sentences, and categorizing when appropriate Can write the resolution Has varied sentence structures Uses the same verb tense throughout Writes in the third person Uses proper spelling Uses proper punctuation and capitalization

5 Grade: Teacher: Students Can identify the protagonist, antagonist, conflict, and resolution Can story map rising action incuding only the cause and effect actions Matrix of Skills: Summary of Narrative Analyzing the map -Can identify the stages of the rising action where the characters make major decisions and focus on those areas in the summary Can write the introduction including minimal background to give the readeer perspective on the story; who, what, when, where--these may be implied Can write the rising action clearly in sequential order by paraphrasing, combining sentences, and categorizing when appropriate Can write the resolution Has varied sentence structures Writes in the third person Uses the same verb tense throughout Uses proper spelling Uses proper punctuation and capitalization

6 Fifth Grade Formative Assessment Student Instructions Summary of Narrative Directions: Read the following story. You will read the following short story titled Eddie and Baseball. Please write a summary that includes only the main actions of the story and only the most significant details. As you read, you may mark the story or make notes. Marks and notes will not be scored. After reading the story, write a summary of what you have read. Make sure you plan, write, and proofread your work. You may reread the story at any time during the assessment. You may not use any reference materials such as dictionaries, and your teacher may not answer any comprehension, spelling, or vocabulary questions for you. Use the graphic organizer included with the writing prompt to map your story. Your graphic organizer will not be scored. If you need more paper, please ask me for it. Scoring: Your writing will be scored on how well you: Include story elements Identify the most important actions in sequential order Paraphrase and use transition words Use correct grammar, spelling, punctuation, and capitalization Please turn to the story Eddie and Baseball and begin reading.

7 Eddie and Baseball Eddie walked his bike along the gravel path that led to the farm. No use wearing out the tires. They had to last another 2 months until the end of school. Besides, he was tired. It was a three-mile ride from school to the farm where his parents worked. He was lucky to have the bike. He had earned enough money weeding and hoeing during spring vacation to buy it. The Ramirez family needed some money for their trip back to Texas, so Eddie bought Manny s bike. Since he didn t have to take the school bus home anymore, he tried out for the baseball team. Practice was after school. He was in the outfield and hitting better every practice. He d have to work during the summer to earn money for school next fall, but his dad said he could play baseball for now. Eddie had been at the same school for three months. His family never stayed anywhere very long. Now he was catching up on reading and math. Science was the best. Eddie didn t like going to so many schools. He had to make new friends and he was always behind with the work. Dad had promised they d stay here until summer if they could. He said he wanted Eddie and his brothers to learn something, so they could have any job they wanted someday. Every evening Eddie helped his two younger brothers with their homework. His parents were too tired after working in the fields all day. They had to be back at work by 5:00 A.M. It was up to Eddie to get his brothers ready for bed and off to school. Eddie stopped before he reached his house. His dad was outside, loading up the van with everything from the house. His mom and some of the neighbors helped. Eddie ran to the van. Why? he yelled at his dad. You said we d stay until school was out. We can t go now. The first baseball game is this Saturday! I didn t have time to come tell you, his dad said. Son, I m sorry. Your Uncle Albert sent this letter. If we get to the William s ranch in the valley tomorrow, we ll have work all summer. They ll hold the job until then. We ll have to travel overnight. There s a better place to live there and more money. Eddie hit the van with his fist. There are two more months before school is out. We can wait. There ll be a job somewhere. Hey, calm down! It ll be better there. There will be more family

8 there. Maybe if this job is good enough we ll have enough for our own farm. Then you won t have to change schools anymore. Maybe you can play baseball all the time. His dad tried to comfort him. Look! I ve got space on top for the bike. Come on. Let s get it up there, his dad said. Eddie helped his dad lift the bike. He held it down while his dad tied it to the folding chairs and other furniture on top. When they finished, his dad hugged him. I didn t get to say good-bye to everyone, Eddie thought. They ll wonder why I didn t show up for practice. And his teacher, the books in his backpack - how would he take care of those? Dad, what about the textbooks that I brought home for homework? How do I get them back to school? Eddie asked. Ask Robert to take them back for you tomorrow. He goes to the same school, his dad suggested. Robert was only in 3 rd grade but he could do it. He would be responsible and take the books back to school for Eddie. Eddie gathered his books and some books that his brothers had and he walked over to Robert s house. He talked to Robert s parents and gave them the books. He took a paper from his notebook and began writing a letter to his teacher. You are always a good person, Robert s mother said. I keep telling Robert that. He should be more like you. Eddie laughed and gave Robert a high five as he told Robert s mother, He s the best there is. Don t worry about Robert. Eddie sat at the table and began to write. Dear Miss Simms, I m glad you taught me how to write a letter last week. My family had to leave for the valley. My dad got a good job at the William s ranch. I hope it is as a foreman or something important like that. Please say good-bye to my friends and the baseball team. I hope they win every game. Eddie

9 Somehow it felt better letting everyone know what had happened. He didn t want anyone to think he didn t like the team or the school. Eddie walked quickly back to his family. As the van rolled down the gravel road, his dad turned up the radio and started singing. He always sang off-key, and it made everybody laugh. His mom passed food around. Next spring there d be baseball somewhere. With a little more money he could buy a ball and a bat. His brothers were getting bigger. Maybe they could all play on Sundays in a field or somewhere. Maybe he d decide to play in the big leagues someday. The maybes again. He was sounding just like his dad.

10 Name Date Setting Protagonist Wish Antagonist Conflict Resolution Transition Transition Transition Transition Transition Transition

11 FIFTH GRADE FORMATIVE WRITING ASSESSMENT Summary of Narrative

12 Name Grade Teacher Reader s Initials: Score: Reader 1 Reader 2 Final Score = Reader 1 + Reader 2

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14 Name Grade Teacher Reader s Initials: Score: Reader 1 Reader 2 Final Score = Reader 1 + Reader 2