2nd Grade Coherent Writing Formative Assessment: Summary ...

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GOLETA UNION SCHOOL DISTRICT

2nd Grade

Coherent Writing Formative Assessment: Summary of Expository

2013-2014

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f o r m a t i v e

a s s e s s m e n t

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2 0 1 2 -- 2 0 1 3 .

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Teacher Directions Rubric, Matrix of Skills, Student Directions, Text and Writing Paper

2/19/14

Second Grade Formative Assessment Summary of Expository Text

Teacher Directions

Who to Test: 1. All second grade students are to be assessed in English 2. RSP and SDC students are to be assessed in accordance with their IEPs,

Preparations: 1. The students will need the expository passage, lined paper, sharpened pencils, and erasers. 2. Teachers should copy extra writing sheets to give to students if needed. 3. The teacher will need a copy of the teacher directions, student directions, and rubric for this assessment. 4. Teacher directed prewriting (vocabulary, identifying text types, questions and partner reading) can be completed as a class before students write summary. Students may fill in text types and questions on the graphic organizer to use when they write their summary. Prewriting and assessment may be completed over two consecutive days as follows: Day 1-- vocabulary poster/pre-read/create questions/identify text types/ partner read passage Day 2-- students reread passage/completes the graphic organizer with details and big ideas/students write summary independently 5. Students may take as long as they need to finish; however, they must complete the writing in one uninterrupted period. 6. To prevent interruptions during the assessment, place "Do Not Disturb" or "Testing" signs on the door(s).

Administration Guidelines: Teachers MAY:

1. Read aloud the student directions. 2. Use vocabulary poster to review vocabulary. 3. Guide students in writing questions relating to the passage and in identifying text

types. (These may be filled in on the graphic organizer the day before students write the summary.) 4. Guide students in partner reading/choral reading passage. 5. Students may use word books, but no dictionaries. Teachers MAY NOT: Discuss answers to prewriting questions with students. Students MAY NOT: Ask the teacher spelling or grammatical questions.

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.

Second Grade Formative Assessment Summary of Expository Text Student Directions

Directions: ? Finish completing graphic organizer with details and main ideas. ? Write a summary of the expository passage. You may refer to your graphic organizer to help you.

Scoring: Your writing will be scored on how well you:

? Include only the passage's main idea(s) and important details ? Use correct grammar, spelling, punctuation, and capitalization

A Furry Friend

Groundhogs are also called whistle pigs. If there is danger, they whistle loudly. But groundhogs are not hogs or pigs. They are related to squirrels.

A groundhog likes to dig. It can dig through about 700 pounds of dirt and rocks in one day. It digs its burrow. Its burrow has an entrance, an exit, and three rooms. One room is a nest. Another is the bathroom. The third is for storage.

A groundhog has special ears. Its ears have flaps. The flaps close while the groundhog is digging. They keep its ears clean. A groundhog has strong teeth. Its teeth can gnaw through roots and move rocks. A groundhog also chatter its teeth loudly to scare its enemies away.

Groundhogs eat many things. They can eat grass, clover, bugs, fruit, and other things.

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