K-8 Integrated Language Arts Assessment Program Guide Grade 6 ...

K-8 Integrated Language Arts Assessment Program Guide Grade 6, 7, & 8

Wallingford Public Schools Fall 1997

TABLE OF CONTENTS Overview of the Purpose of the Language Arts Assessments……………..1 Purpose of the Language Arts Assessments..……………………………….2 Integrated Language Arts Assessment……………………………………….4 Record card for Integrated Language Arts.…………………………………..6 Kindergarten-Transition…………………………………………………………8 Retelling of a Book Read in Shared Reading…………………………8 Letter Names and Sounds Survey……………………………………..9 The Writing Sample…………………………………………………….11 Letters/Sounds Survey Recording Sheet……..……………………..12 Kindergarten rubric for writing sample….…………………………….13 Grade 1…..………………………………………………………………………14 Retelling a Book Read in Shared Reading……..………………….…14 Letter Names and Sounds Survey………………………………….…15 Letter Names Survey…….……………………………………………..15 Sounds Survey…………………………………………………………..17 Words Survey……………………………………………………………18 Running Record with Comprehension Questions…………………..19 The Writing Sample……………………………………………………..21 Letters/Sounds/Words Survey Recording Sheet…………………….22 Word List for Students to Read………………………………………..24 First Grade Rubric for Writing Sample……………………………..…26 Grade 2…………………………………………………………………………..27 Running Record on Students Reading Below Grade Level………..27 Retelling a Book Read in Shared Reading………………………..…30 Completing a Story Map on a Book Read in Shared Reading……..31 Unit Process Test……………………………………………………….32 The Writing Sample……………………………………………………..34 List of Books Read as a Class………………………………………...34 Number of books read independently………………………………..35 Story Map……………………………………………………………..…36 Grade 2 Rubric for Writing……..……………………………………...37 Revised 10/1/97

Grade 3…………………………………………………………………………38 Running Record on Students Reading Below Grade Level………..38 Completing a Story Map on a Book Read in Shared Reading……..40 Unit Process Test……………………………………………………….41 The Writing Sample……………………………………………………..43 The Degrees of Reading Power Test (DRP)…………………………44 List of Books Read as a Class…………………………………………44 Number of books read independently………………………………...45 Story Map……………………………………………………………..…46 Grade 3 Rubric for Writing…………………………………………..…47 Grades 4 & 5…………………………………………………………………….48 Running Record on Students Reading Below Grade Level………..48 Unit Process Test…………………………………………………….…50 The Writing Sample……………………………………………………..52 The Degrees of Reading Power Test (DRP)…………………………53 List of Books Read as a Class…………………………………………54 Number of books read independently……………………………..…54 Grade 4 Rubric for Writing……………………………………………..55 Grade 5 Rubric for Writing………………………………………….….56 Grades 6, 7, & 8…………………………………………………………………57 Running Record on Students Reading Below Grade Level…….….57 Unit Process Test……………………………………………………….59 The Writing Sample…………………………………………………..…61 The Degrees of Reading Power Test (DRP)…………………………62 List of Books Read as a Class………………………………………...63 Number of books read independently………………………………...63 Grade 6 Rubric for Writing………………………………………….….64 Grade 7 Rubric for Writing………………………………………….….65 Grade 8 Rubric for Writing…………………………………………..…66 Appendix…………………………………………………………………67

Revised Fall 1998

Purpose of the Language Arts Assessments The language arts assessment was developed by the English/Language Arts Curriculum Management Team over a three-year period. The focus was to develop assessment tasks that will measure our students’ progress toward learning to read and write, provide support for teacher planning, enable students to self-monitor their own growth, establish data for communicating with parents, and connect curriculum and instruction through the grades. These assessments are intended to support instruction. They will be used only within schools and in the transition between schools. The results will not be organized to record or share with the central office nor with the general public. Let’s look at how the tasks meet each of these goals: Teacher Planning These assessments are intended to provide the teacher with information that informs and directs instruction. The results should provide diagnostic data that clarifies the strengths and weaknesses of students. One group of fourth-grade teachers found that their students were having difficulty answering the last question in each of the unit process tests. .Such information can be used to establish short and long-term classroom goals for individuals or groups of students or provide springboards for mini-lessons. As a teacher looks at her results over time, the assessment results could become a basis for goals for personal growth. Student Self-Monitoring Teachers are encouraged to share the results of the testing regularly with students and to use the writing rubric throughout the school year. Such sharing can help students be more concretely aware of their own strengths and weaknesses. Comparison of scores on rubrics over time provides an opportunity for students to see their growth and feel successful. One effective way to close such discussions is to encourage students to look at their results and set goals for their growth. For example, a student may look at his writing profile on the rubric and decide that on his next paper he will focus on reaching the next area in the elaboration row. Communicating with Parents These assessments are designed to facilitate communication with parents. Since both the assessment tasks and the new report card align with the scope and sequence, many of the assessment items will provide data for report card grades. If parents question grades, the assessment results can provide one form of documentation. The assessment results can be shown in parent conferences or used as data in Planning and Placement Team or Early Intervention Project meeting. Sharing the rubric for scoring writing or showing a sample of expected responses to questions on the reading process tests can help parents develop a better understanding of grade level expectations.

Connecting Instruction The assessment tasks connect teachers with each other and to the grade level, system, and state goals. Many teachers who tried out these assessments before adoption worked together to score assessment tasks (particularly the reading process tests and writing samples). Such collaboration around the topic of student work helps teachers develop a common vision of what is expected of students at their grade. The design of the record card and the inclusion of a writing sample in the reading folder links teachers from grade to grade. Because the items are similar and are in a line relationship on the card, teachers can look back to check for patterns of difficulty a student may be having over time. The assessment tasks also connect regular classroom teachers with special education and compensatory education teachers. Use of the same data base can clarify appropriate areas for mainstreaming and need for special services. The need to give running records to students who read below grade level can open a dialogue about instructional need between special and regular education teachers. The assessment tasks were based on the K-12 scope and sequence, on the Wallingford School System goals and on the Connecticut State Standards for Language Arts. These tasks provide the experience that students need to meet the state goal on the Connecticut Mastery Test, the Connecticut Academic Performance Test, and the Performance Assessment required for graduation in Wallingford.

Revised 10/1/97

WALLINGFORD PUBLIC SCHOOLS

Integrated Language Arts Assessment

KINDERGARTEN – TRANSITION Writing Sample – scored with a rubric Results of retelling of a book read in shard reading – looking for beginning, middle, end Letter Names and Sounds Survey

Taken between March and May By the End of Year

FIRST GRADE Letter Names and Sounds Survey Results of a retelling of a book read in shared reading One Running Record with retell Writing Sample – scored with rubric

Before fall parent conference Before spring parent conference By May/June May/June

SECOND GRADE

One Running Record with retell on students below grade level Results of retelling of a book read in shared reading Completed story map from a story read independently 2 Reader Response assessments from the Silver Burdett Unit Process Test List of books read as a class and a count of books read independently Narrative writing sample scored with rubric THIRD GRADE Running Record on any student reading below grade level Completed story map from a story read independently 2 Reader Response assessments from the Silver Burdett Unit Process Test DRP reading level List of books read as a class and a count of books read independently Narrative writing sample taken in 45 minutes to a prompt scored with rubric FOURTH GRADE Running Record on any student reading below grade level 3 Reader Response assessments from the Silver Burdett Unit Process Test DRP reading level List of books read as a class and a count of books read independently Expository writing sample taken in 45 minutes scored with rubric

Time Frame Take in May or June

Before fall parent conference Before fall parent conference Before spring parent conference January & May End of year May/June Before fall parent conference Before fall parent conference January & May Test in early October End of year May/June Before fall parent conference One each marking period Given as part of the CT Mastery Test End of year May/June


Integrated Language Arts Assessment

FIFTH GRADE Running Record on any student reading below grade level 3 Reader Response assessments from the Silver Burdett Unit Process Test List of books read as a class and a count of books read independently Expository writing sample taken scored with rubric DRP reading level SIXTH THROUGH EIGTH GRADES Running Record on any student reading below grade level 4 Reader Response assessments from the Silver Burdett Unit Process Test List of books read as a class and a count of books read independently Persuasive or literary criticism writing sample scored with rubric DRP reading level

Revised 10/1/97

Time Frame Before fall parent conference One each marking period End of year May/June Given in early October Before fall parent conference One each marking period End of year May/June Given in early October


INTEGRATED LANGUAGE ARTS RECORD CARD KINDERGARTEN

FIRST GRADE

SECOND GRADE

FOURTH GRADE

Results of Story Map Date: (Spring) *main characters *setting *problem *solution *sequences events

Results of Story Map (Fall) Date: Story: *main characters *setting *problem *solution *sequences events *feeling or result

Silver Burdett Process Test (Primary Trait Assess.—Jan.) Date: Level: Unit: Q1= Q2= Q3= Q4= Overall Rating: (June) Date: Level: Unit: Q1= Q2= Q3= Q4= Overall Rating: Narrative Writing Sample Date: (May/June) Ideas /4 organization - /4 elaboration - /4 fluency /4

Silver Burdett Process Test (Primary Trait Assess.—Jan.) Date: Level: Unit: Q1= Q2= Q3= Q4= Overall Rating: (June) Date: Level: Unit: Q1= Q2= Q3= Q4= Overall Rating: Narrative Writing Sample Date: (May/June) Ideas /4 organization - /4 elaboration - /4 fluency /4

Silver Burdett Process Test (Primary Trait Assess.—Jan.) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: (June) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating:

Number of books read Independently: Picture Chapter

Number of books read Independently:

Number of books read Independently:

DRP Reading Level: Score: Percentile: Enclose in folder a list of chapter books read as a class.

DRP Reading Level: Score: Enclose in folder a list of chapter books read as a class.

Results of Retelling Date: (Spring) *beginning *middle *end *main characters *setting

Results of Retelling Date: (Fall) *main characters *setting *problem *solution *sequences events

Letter Names and Sounds Survey (by June) Date: Letters /52 Sounds /12 /9

Letter Names and Sounds Survey (Fall) Date: Letters /52 Sounds Consonant /21 Vowels /10 Words / (#corr./#given) Results of Running Record Date: (by May/June) Story: Level: Vocabulary – Comprehension – Correct words/minute –

Writing Sample (May-June) Date: ideas /4 organization - /4 elaboration - /4 fluency /4

Date of Birth:

THIRD GRADE

Results of Retelling (March – May) *beginning *middle *end

Writing Sample (May-June) Date: ideas /4 organization - /4 elaboration - /4 fluency /4

Name:

Enclose in folder a list of chapter books read as a class.

(Give at the end of each marking period) Expository Writing Sample Date: (May/June) Ideas /4 organization - /4 elaboration - /4 fluency /4


INTEGRATED LANGUAGE ARTS RECORD CARD (Continued) FIFTH GRADE

SIXTH GRADE

Name:

SEVENTH GRADE

Date of Birth: EIGHTH GRADE

Expository Writing Sample Date: (May/June) ideas /4 organization /4 elaboration /4 fluency /4 Number of books read Independently:

Silver Burdett Process Test (Primary Trait Assessment ) st (1 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: nd (2 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Silver Burdett Process Test (Primary Trait Assessment ) rd (3 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: th (4 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Persuasive Writing Sample Date: ideas /4 organization /4 elaboration /4 fluency /4 Number of books read Independently:

Silver Burdett Process Test (Primary Trait Assessment ) st (1 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: nd (2 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Silver Burdett Process Test (Primary Trait Assessment ) rd (3 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: th (4 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Persuasive Writing Sample Date: ideas /4 organization /4 elaboration /4 fluency /4 Number of books read Independently:

Silver Burdett Process Test (Primary Trait Assessment ) st (1 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: nd (2 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Silver Burdett Process Test (Primary Trait Assessment ) rd (3 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: th (4 quarter) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Literary Criticism Writing Sample Date: ideas /4 organization /4 elaboration /4 fluency /4 Number of books read Independently:





Silver Burdett Process Test (Primary Trait Assessment ) Date: Level: Unit: Q1= Q2= Q3= Q4= Q5= Overall Rating: Date: Level: Q1= Q2= Q3= Overall Rating:

Unit: Q4= Q5=

Date: Level: Q1= Q2= Q3= Overall Rating:

Unit: Q4= Q5=

(Give one each marking period)

Revised 8/15/97

Note: Process tests are scored using the primary trait assessment. The level given should be appropriate to the level of the child. Passing scores and total possible for the levels are: Level 6 through 9 passing is 11, total possible is 16; Levels 10 & 11, passing is 14, total possible is 20.

Grade 6, 7, & 8 Assessment Running Record on any student reading below grade level (Defined by DRP score) 2 Reader Response assessments from the Silver Burdett Unit Process Test and 2 response assessments from materials read in class List of books read as a class and a count of books read independently Persuasive or literary criticism writing sample scored with rubric DRP reading level

Time Frame Before fall parent conference st

rd

1 and 3 marking periods End of year May/June Given in late September or early Oct.

Running Record on Students Reading Below Grade Level

Every student who reads noticeably below grade level needs to have a running record done by either the classroom teacher (or a compensatory education or special education teacher) before the fall parent conference. Teachers need to do running records on students who fall below the following DRP scores: Fall of 6th grade have a 5th grade DRP below 50 Fall of 7th grade have a 6th grade DRP below 54 Fall of 8th grade have a 7th grade DRP below 56 Some people may refer to running records as miscue analysis or informal reading inventory. We have adopted only part of the procedures and simplified the scoring to make the use of running records feasible for all classroom teachers. Comprehensive analysis can be done by the resource teachers. During a running record the teacher listens to an individual child read and notes the errors he makes. These errors (or miscues) can be analyzed so that the teacher can understand what strategies the child is relying on in order to read. A running record analysis also enables the teacher to be aware of the child’s instructional and frustration levels of reading materials. To make results easy for other teachers to understand, we will be using text from the Unit Process Tests as the reading material. Preparing to Give a Running Record: • • •

Identify which of the children that your teach need running records. Talk with your Compensatory Education teacher to solicit help if you need it. Develop a plan for when and where you will give the running record. You will need about ten to fifteen minutes (after you have become adept at giving them) with an individual child. You can schedule this time during some quiet class activity. Estimate the reading level of the child you will be testing. You may choose a preprimer, primer, or first grade story. Look at the story and pick one that you think is close to the level of the child. If you choose too low and the child reads every word correctly, you will have less of a sense of kinds of the problems a child is having. Depending on the child, you may want to start low so the child will experience success, and have the child read a second story.

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Gather the materials you need: - the story (with pictures at PP and P level) for the child to read - a Miscue sheet for the story (see appendix) on which you will mark what the child does. - a watch or clock with a second hand for checking the time it takes to read - optional – a tape recorder

We have selected materials that most children will not have seen before because it helps us see the child’s ability to use and integrate strategies independently. However, if the child has read the material, you can still use it for the running record. Just note that it was seen text on the running record card. Taking the Running Record To take the running record tell the child that you would like to hear her read. Say that you will be making marks on your own copy of the passage, but that she should not pay any attention to you, just keep reading. Give the child the booklet, look at the clock to note time, and ask the child to read the passage to you. On your sheet look only at the text and mark every word the child reads using the codes below. Make a mark to show where the child is at the end of one minute. (If you are afraid that you cannot do this as quickly as the child reads, you may tape the child reading and take the running record later from the tape.) • • • • • •

Put a dot or check under words read correctly. Write the words the child substitutes over the word they were supposed to read. Draw a line through omissions. Draw a line with an arrow to show that a child has gone back to reread text. Mark self-corrections with the letters SC. Self-corrections are not counted as errors. Ask the child the comprehension questions and record their responses in brief phrases. Thank the child for reading to you.

Scoring the Running Record •

Use only the first 100 words to count miscues. For vocabulary count proper noun miscues only the first time they occur. Do not count repetitions as errors. Count all other errors. (Do not count self-corrections as errors.) Calculate the accuracy rate by subtracting the number of errors from 100. For example, if a child makes 12 errors in the first 100 words, the accuracy rate is 88%. Use accuracy rate to determine the level the material is for the child. 98% to 100% is the independent level 90% to 97% is the instructional level below 90% is the frustration level—this means that the child will have difficulty making meaning as she reads the material.

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If the child is at the frustration level on the passage you chose, ask the resource teachers in your building for help in determining the appropriate level. You do not have to, but may want to analyze the errors for type so that you have a better understanding of which strategies the child is relying on in order to read. The table below illustrates the three cue systems used for reading.

What is the focus? Strategies that child is applying

MEANING

• It makes sense

the •

• •

Connecting to background knowledge Looking at pictures or illustrations Making sense of the sentence or story

•

•

STRUCTURE It sounds right in the sentence to say it that way Patterns of language (syntax)

•

Same part of speech

•

The way we talk

•

• •

VISUAL It looks right or begins with the right sound What words look like (configuration) Sound-symbol relationship (substitute a word that starts with the same sound)

Rereading previous text to check for sense ride look ponies I like to see horses at I like to see horses at I like to see horses at the farm. the farm. the farm. •

Example of error

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Score the comprehension questions based on the rubric provided for the responses. Use the average of the comprehension scores to determine how difficult the material is for the child to comprehend. Average of 3.5 or better is the independent level Average of 2.5 or better is the instructional level Below 2.5 is the frustration level

• To figure fluency, count the number of words read up to the minute mark.

Subtract any miscues from this number. Record this number as correct words per minute. For example, the student read 57 words in the first minute and make 3 miscues. The correct words per minute would be 54 words per minute. Here is a table of fluency expectations by grade: Ending grade 1, beginning grade 2 35-65 words per minute Ending grade 2, beginning grade 3 60-90 words per minute Ending grade 3, beginning grade 4 80-115 words per minute Ending grade 4, beginning grade 5 105-135 words per minute Ending grade 5, beginning grade 6 130-160 words per minute (Taken from Deno, Gickling, Thompson et at)

Using the Results of the Running Records •

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The running record should give you a basis for matching reading materials to the child. (You can also do a simple match in context by asking the child to read 100-word passage to you and mentally folding a finger or a toe for each miscue. When you’ve run out of fingers or toes, you know the material is too difficult for the child to read.) The running record can be used as a basis for referral for special services. The miscue analysis of a running record can give you an idea of which strategies the child is using and the ones that you need to teach or encourage.

Unit Process Test The Unit Process tests measure the student’s ability to read a story and respond in writing to ask questions about it. These tests follow a format that is similar to that used in the Connecticut Academic Performance Test in 10th grade. Students need experience reading stories and essays. Their written responses need to include not only the basic facts but need to be inferential and reflective as well. In the middle school, teachers are required to give one narration and one exposition Unit Process test each year. To check progress, teachers are required to use the question format of the Process tests to ask questions about an additional narration and exposition read as part of the class. These tests should be spread through the marking periods. For example, give a Unit Process Test for Narration in the first marking period, give a teacher-made test on narration in the second marking period, give a Unit Process Test for exposition in the third marking period, and then give a teacher-made test on exposition in the fourth marking period. The results of the teacher-made tests will not be recorded on the record card. The responses to the questions follow a consistent format. The first question asks the students to summarize the story or essay. The second through fourth question asks students to summarize a detail or make an inference. The fifth questions asks students to connect what he has learned to his own experience. As you track progress, you will want to notice if students are having difficulty with a particular question type. For teacher-made tests we are suggesting that you use these guidelines for question development (although they are not an exact match to the UPT): 1. 2. 3. 4. 5.

Summarize the passage Give the author’s purpose or theme Use details drawn from the text to support an idea or concept supplied by the teacher Compare and contrast or draw a conclusion from the details given in the text Apply something from the narration or exposition to your own life or to present day

Preparing to give the Unit Process Test: Students will read the story in the test booklet purchased from Silver Burdett. They will write their answers in a system-made student response booklet. See your language arts coordinator for test materials. Most of the students in your class will be taking the unit process test developed for your grade. Students who read two years below the current grade level should be given the unit process test for the appropriate grade level. To decide what level a below-grade-level student needs, you can use the DRP score, the results of the running record taken in the fall, and look at what level test the student was given in the previous grade. DRP guidelines: th th • If a sixth-grade student scored below 50 on the DRP in 5 grade, use the 4 grade Unit Process Test. th th • If a seventh-grade student scored below 54 on the DRP in 6 grade, use the 5 grade Unit Process Test. th th • If an eighth-grade student scored below 56 on the DRP in 7 grade, use the 6 grade Unit Process Test.

You may select the sequence for giving the tests. recommended for you to use from the Unit Process Tests. 6 7 8

NARRATION “Out with the Waves” “Discovery of the Lascaux Caves” “Journey to California”

The following stories are

EXPOSITION “Francis Chichester” “San Diegos Two Zoos” “Native American Storytelling Traditions”

Giving the Unit Process Test: Establish an attitude about the testing with the students that reflects our purpose: • to check progress in reading and writing • way to see growth and find areas that need reteaching • try to do your best • we will share the results with you • we are using several different stories—you may not have the same one as others who are sitting near you. • do not write in the booklet, use the separate answer sheet. Make sure your booklet and answer sheet match. Follow the directions for administering found on page TM-2 of the Unit Process Test Manual. Note that students should be given ample time to complete the test. Students who are unable to complete it in the time you have allowed may be given time to complete it later. Students may refer to the passage as they answer the questions. Students will be taking this test as a rough draft. You will not need to require them to edit and revise their responses. We are scoring using only the primary trait assessment. Scoring the Tests and Completing the Record Card: • •

•

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Score with a partner if it’s feasible. Scoring with someone else, especially the first time can help you clarify and judge responses. In the pilot of the test many teachers found that scoring went more quickly in a group and was more fun. Score by question, not by student booklet. It will be easier and faster if you fold the student booklets so that you score all of the responses to question one at the same time. This strategy allows your brain to focus so that you can remember what is expected in the rubric. If you are new to scoring, try this set of steps: a. Read the sample and the rubric from question 1 in the Unit Process Test Manual. b. Explain it to your partner or put it into your own words. c. Score one paper together and discuss any confusion. d. Score all of your students’ question one responses before going on to question two. If you find one that you are not sure about, discuss it with your partner. Follow this rule of thumb – BE TOUGH – if the response seems to fall between categories, use the lower score. This rule of thumb leaves students with room to grow. Once all student booklets are scored, record the results. You must put the information on the Integrated Language Arts Record Cards. You may also want to complete a student score sheet or bar graph. There is a class score sheet in the back of the Unit Process Test manual that you could use to look at your class profile by question.

Using the Results: • •

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•

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The results can be shared with the students. Some teachers have made transparencies of the rubric for scoring a particular question so they could help children compare their own responses with what is expected at their grade. You may want to develop a focused mini-lesson based on problems you identify from their responses. For example, if students are having difficulty identifying author’s purpose (question #2), you may want to teach strategies for looking at what stories or essays are trying to communicate. Such a lesson may be taught to the whole class or to a small group of students. It may be a single lesson or an are of focus for a marking period. You may want to discuss results with teachers at your grade level or the grade level below you. Such discussions could lead to purchase of some different materials, a team effort to ask a particular question type, or a request to the Language Arts Management Team to modify the curriculum. Share the results with parents. This assessment can be shown to parents in conferences to that they have a concrete idea of what is expected and the level at which their child is performing. Use the results to document need or lack of need for intervention in Planning and Placement Team or Early Intervention Project Team meetings. The results may be used in 8th grade as a basis for high school recommendations.

The Writing Sample The Writing Sample measures the child’s ability to organize and express his/her thoughts in writing. In sixth and seventh grade, the teacher is asked to score a typical persuasive essay written by the child in May or June. In eighth grade the writing sample should be literary criticism. This sample is to be included with the Record Card to be passed on to next year’s teacher. The analytical rubrics have been developed with four levels of performance. The reasons for a four-point and not a six-point scale are: • Once they have adapted to it, it is easier and more workable for student s to think in a four-point scale. • The four-point scale corresponds to the grading scale and can be used to derive grades. • Work that scores a 2 or 1 on the Mastery Test would not be acceptable, students should redo work that does not reach a score of 1 on the Wallingford scale. • It is an intentional effort to stop teaching students the number system of the Mastery test so that we can focus more clearly on specific strategies or skills that students need to learn. These rubrics are set up to help students learn to self-monitor. An analytical rubric is included for narration at the middle school level. While the rubric is not a required part of the assessment, it is included for those teachers who want to use the rubrics with the students. Preparing to Take the Writing Sample •

Select the situation you will use to take the writing sample. You may take samples from Writer’s Workshop or from any free story writing activity. Do not take samples from structured, pattern stories where you have given the students a pattern to use. Do not take samples from stories written when you were modeling each part. Use rough drafts for scoring.

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Collect samples to score. Do not use samples that you or other students have edited and revised. You do not need to score all of your students at the same time. You can spread the scoring out over a six-week period and do a few each week.

Scoring the Writing Sample • • • • •

Take one row (rows go across) at a time. Look at the student work and decide which box on the rubric best describes the student work. If there is any question, use the lower box. If you have a lot papers to score at once, it may be more efficient to score all of the papers on the first row (ideas), then all on the second row, and so forth. Do not score the grammar and mechanics. That box is provided in case you want to use the rubric with works that have been edited and revised. On the record card, record the number above the box for each row. A copy of the writing sample should be included with the record card.

Using the Writing Sample The original or a copy of the actual story should be attached to the record card to be passed to next year’s teacher. You have the option of using the rubric for scoring writing throughout the year. • You have the option of scoring samples before each parent conference to help them understand how their child is developing in writing. • You could start a rubric in the fall and mark it by highlighting boxes the represent where the child is. Then periodically during the year, you might take another sample and highlight in a different color. If you choose to use the rubric throughout the year, it can help you see your student’s growth. It can also form a basis for a referral for help if you find a child that is not growing in a particular area. • You can share the rubric and the scores with the student. Encourage the student to use it as a basis for setting personal goals for improvement.

The Degrees of Reading Power Test (DRP) As a part of the system-wide testing program that is done in late September or early October, you will be giving the Degrees of Reading Power Test. In 6th and 8th grades, it is a part of the Connecticut Mastery Test. In 7th grade the test is part of the system-wide assessment. The DRP assesses the ability to comprehend text being read. You will follow the procedures for administering the test in the manual that will come with the test materials. Test materials will be distributed by the principal. Using the Results of the DRP • •

After the test is scored by the vendor, you will receive the test scores. You can use these scores to match books to students. There is a software program in many school libraries that will produce a list of books by DRP. Parents of 7th graders will receive letters that give the scores and a list of books matched to their child’s particular level.

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The DRP number could range from a low of 20 to a high of 85. Here is a scale to give you a sense of what the numbers mean: 70 – Adult general interest magazines (sports, household) 65 – Teen magazines 60 – 55 – 50 – 45 – 40 -35 – 30 –

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Children’s magazines

Freckle Juice (41) Frog and Toad Are Friends (38) Nate the Great (35) Cat in the Hat Earliest books with at least 250 words (19) Begins to understand simple paragraphs

Check your core book list to find the DRP score for each book. Then compare the book score to the range of DRP scores.

List of Books Read as a Class The purpose of passing a list of books to the next teacher is to avoid having books read repeatedly by students. Please include with the reading card a list of the chapter book titles with author that you read to the class or with the class in the course of the school year. Do not include the book if you only read excerpts from it. Please put your name and grade on the list.

Number of Books Read Independently The reason for recording the number of books read independently is to give teachers a sense of how much students are choosing to read on their own. The books on this list can include books read during sustained silent reading time, free time, or at home. The list should not include books that are assigned to a group or the whole class. You will want to have students keep a log of their independent reading from the start of school. Include as headings on the log the date, the name of the book and whether it is a picture book or a chapter book. At the end of the year have students count up the number of each book read and record it on the Report Card.


Analytical Rubric for Scoring a Narrative Writing Sample Middle School IDEAS

•

1 – BEGINNING The story imitates a pattern of a book, poem, or television program or simply retells student experience.

2 • The story is based on the student’s experience or is created from fantasy.

•

• •

3 The story is based on the student’s experience or is created from fantasy. There is a simple theme or message. There is some awareness of audience. The story has clear characters, setting, problem/resolution, and events that lead logically to the resolution. The story has 20 to 40 specific details and some general details

ORGANIZATION

• The story has at least three of the following: characters, setting, problem, resolution, events.

• The story has clear characters, a setting, a problem, a resolution and at least 2 events.

•

ELABORATION

• The story has mostly general details and 5 to 10 specific details (for example: names, examples, facts, dialogue, quotations, “$10 words”, time, place, feelings). • Some parts of the story are confusing and some parts make sense.

• The story has mostly general and 10 to 20 specific details.

•

• All of the story makes sense.

The student accurately edits for • capital letters • punctuation • spelling • paragraph organization • complete sentences • subject-verb agreement

The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety • complete sentences • subject-verb agreement

• The story makes sense. • The author uses transition words to guide the reader through time/space changes. The student accurately edits for • punctuation, and capitalization • spelling • paragraph organization • sentence variety • complete sentences • subject-verb agreement • tense

FLUENCY

GRAMMAR, MECHANICS AND SPELLING

© 1998 Wallingford Public Schools

4 – ADVANCED • The story is based on a modification of the student’s experience or is created from fantasy. • The story has a central theme or message. • The story captures and hold the reader’s attention. • The story has clear characters, setting, problem/resolution, and events that lead logically to the resolution. The beginning and ending are planned and interesting. • The story has 40 to 60 specific details. • The details are placed evenly throughout and support the text. • The details provide vivid imagery.

• The story makes sense. • The author makes smooth transitions.

The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety and complexity • complete sentence • subject-verb agreement • tense


Analytical Rubric for Scoring a Persuasive Writing Sample -- Grade 6 IDEAS

•

1 – BEGINNING There is evidence of taking a stance, but it may not be clear.

2 • There is a clear stance taken with one or two supporting arguments.

ORGANIZATION

• There is an introduction, boy and conclusion. • Paragraphs in the body may not be clearly organized around a main topic.

• The introduction tells what the essay is about. • The paragraphs in the body are organized around a topic. • The conclusion restates the introduction.

ELABORATION

• The essay has mostly general and 10 to 20 specific details (names, examples, facts, dialogue, quotations, “$10 words”, time, place, feelings). • Most of the essay is understandable. • Sentences relate to each other.

• The essay has 20 to 40 specific details (names, examples, facts, dialogue, quotations, “$10 words”, time, place, feelings). • The essay is understandable. • Paragraphs begin with topic sentences.

The student accurately edits for • capital letters • punctuation • spelling • paragraph organization • sentences are complete


FLUENCY


3 • There is a clear stance taken with three or more supporting arguments. • The arguments do not overlap, they are distinctly different from each other. • Most arguments are logical. • The essay has an introduction that states the basic stance and mentions each argument. • The middle paragraphs are clearly organized around an argument and begin with a topic sentence. • The conclusion restates stance. • The essay has 40 to 60 specific details. • Most details are relevant to the argument.

4 – ADVANCED • There is a clear stance taken with three or more supporting arguments. • The arguments do not overlap and are roughly equal in importance. • All arguments are logical. • The essay has an introduction that states the basic stance and mentions each argument • The middle paragraphs are clearly organized around an argument and begin with a topic sentence. • The conclusion restates the stance and the arguments.

• The essay is understandable. • Paragraphs contain topic sentences. • Transition words are used to make the writing flow.

• The essay is understandable and is easy to read. • Paragraphs contain topic sentences. • Transition words are used to make the writing flow. The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety • subject-verb agreement • tense


© 1998 Wallingford Public Schools

• The essay has 40 to 60 specific details. • All details are relevant to the argument. • The details are evenly placed throughout the piece.


Analytical Rubric for Scoring a Persuasive Writing Sample -- Grades 7 & 8

1 – BEGINNING There is a clear stance taken with one or two supporting arguments.

2 • There is a clear stance taken with three or more supporting arguments. • The arguments do not overlap, they are distinctly different from each other. • Most arguments are logical.

3 • There is a clear stance taken with three or more supporting arguments. • The arguments do not overlap and are roughly equal in importance. • All arguments are logical.

ORGANIZATION

• The introduction tells what the essay is about. • The paragraphs in the body are organized around a topic. • The conclusion restates the introduction.

ELABORATION

• The essay has 20 to 40 specific details (names, examples, facts, dialogue, quotations, “$10 words”, time, place, feelings).

• The essay has an introduction that states the basic stance and mentions each argument. • The middle paragraphs are clearly organized around an argument and begin with a topic sentence. • The conclusion restates stance. • The essay has 40 to 60 specific details. • Most details are relevant to the argument.

FLUENCY

• The essay is understandable. • Paragraphs begin with topic sentences.

• The essay is understandable. • Paragraphs contain topic sentences. • Transition words are used to make the writing flow.

• The essay has an introduction that states the basic stance and mentions each argument. • The middle paragraphs are clearly organized around an argument and begin with a topic sentence. • The conclusion restates stance and the argument. • The essay has 40 to 60 specific details. • All details are relevant to the argument. • The details are evenly placed throughout the piece. • The essay is understandable and is easy to read. • Paragraphs contain topic sentences. • Transition words are used to make the writing flow.

The student accurately edits for • Capital letters • Punctuation • Spelling • Paragraph organization • Complete sentences • Subject-verb agreement

The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety • complete sentences • subject verb agreement

IDEAS


•

The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety • complete sentences • subject-verb agreement • tense © 1998 Wallingford Public Schools

4 – ADVANCED • There is a clear stance taken with three or more supporting arguments. • The arguments do not overlap and are roughly equal in importance. • All arguments are logical. • The arguments are presented in a unique way. • The essay has an introduction that states the basic stance and mentions each argument • The middle paragraphs are clearly organized around an argument and have a topic sentence. • The conclusion restates the stance and the arguments in a way that causes the reader to be reflective. • The essay has 40 to 60 specific details that give vivid images. • All details are relevant to the argument. • The details are evenly placed throughout the piece. • The essay is understandable and is easy to read. • Paragraphs contain topic sentences. • Sequence is logical. • Transition words are used to make the writing flow. The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety and complexity • complete sentences • subject-verb agreement • tense

Analytical Rubric for Scoring Literary Criticism -- Grade 8

UNDERSTANDING

1 – BEGINNING

2

•

states the main character

• accurately describes main

PLOT

• •

states some events describes the problem/conflict

THEME

•

CHARACTER

EVIDENCE OR SUPPORT

CONNECTION

ORGANIZATION

GRAMMAR, MECHANICS, & SPELLING

3

4 – ADVANCED

• accurately describes main

• accurately describes the main

• states main events in order • describes the problem/conflict

character(s) and tell how he/she changed • relates main events to the problem/conflict

does not give a theme or purpose • describes a personal reaction and states at least one reason for the reaction

• states a theme that is not fully

• states a simple theme or moral

• states main theme and other more

• associates an event or a

• describes similarities between

character with own life by describing his/her experience

The essay includes: • an introduction that tells what the essay is about • paragraphs in a body that are organized around a topic • a conclusion that tells what the essay was about in different words from the introduction


character(s)

supported by the story • states a personal reaction and supports the reaction with two pieces of evidence from the text (for example, quotation or event)

some aspect of the story, other texts, and his/her own life

The essay includes:

• an introduction that mentions the

topics of each of the paragraphs

• middle paragraphs that are clearly organized around a topic stated in a topic sentence


• states a personal reaction and

supports the reaction with three pieces of evidence from the text (for example, quotation or event) • all of the support given is relevant to the point made • accurately analyzes a quote in relation to the rest of the story

• describes similarities and

differences between the text and at least two of the following: another literary work art work personal experience aspect of a culture The essay includes: • an introduction that mentions the topics of each of the paragraphs • middle paragraphs that are clearly organized around a topic stated in a topic sentence • a conclusion that states the main points of the essay • transition words that move the reader from topic to topic

The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety • complete sentences • subject-verb agreement • tense © 1998 Wallingford Public Schools

character and explains how and why he/she changed • describes the plot and subplots

subtle themes • states a personal reaction and supports the reaction with three relevant pieces of evidence from the text (example, quotation, events) • describes literary devices the author used to make an impact on the reader • accurately analyzes a quote in relation to the rest of the story • relates specific text in the story to other literary works, personal experiences, and/or aspects of own culture • forms analogies to describe similarities between text and personal world The essay includes: • an introduction that mentions each thesis that will be developed • middle paragraphs organized around topic and subtopics including a topic sentence • a conclusion that states the main points of the essay and leaves the reader something to reflect on • logical sequence of the paragraphs • use of transition words The student accurately edits for • punctuation and capitalization • spelling • paragraph organization • sentence variety and complexity • subject-verb agreement • tense

Name

Ideas

Organization

Elaboration

Fluency

Editing

Needs