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G O L E T A U N I O N S C H O O L D I S T R I C T

2nd Grade

Coherent Writing Formative Assessment: Summary of Expository

2013-2014

☛ NO T E   T O   T E A C H E R S :     T h i s   i s   t h e   a c t u a l   f o r m a t i v e  a s s e s s m e n t   f o r   t h e   s c h o o l   y e a r   2 0 1 2 -­‐ 2 0 1 3 .     P l e a s e  D o   N O T   s h o w   t h i s   t o   y o u r   s t u d e n t s   u n t i l   t h e   t e s t  d a t e .  

T ea ch e r D i r e c t i on s Rub r i c , Ma t r i x o f Sk i l l s , S t u d en t D i r e c t i on s , T e x t and Wr i t i n g Pap e r

2 / 1 9 / 1 4

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.

Text

Structure

Details

Big Ideas

Second Grade Formative Writing Assessment — Summary of Expository

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Second Grade Formative Writing Assessment — Summary of Expository

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Grade 2 Summary of Expository Scoring Rubric

Summary Content Conventions

• is characterized by concise paraphrasing of the main idea(s) and relevant, supporting details

4: Exceeds and/or Extends Standards: The writing: • clearly addresses all parts of the writing task • demonstrates a clear understanding of

purpose* (genre) • maintains a consistent focus and organizational

structure

• contains compound and/or complex sentences using a variety of sentence styles

• contains few errors in punctuation, capitalization, and grammar

• may include spelling errors due to sophisticated language

• uses sophisticated vocabulary appropriately

• is characterized by paraphrasing of the main idea(s) and relevant, supporting details

• little or some copying of key phrases

3: Meets Standards: The writing: • addresses all parts of the writing task • demonstrates a general understanding of

purpose* (genre) • maintains a consistent focus and organizational

structure

• includes some sentence variety and/or few sentence structure errors

• contains some errors in punctuation, capitalization, and grammar

• minimal grade level spelling errors that do not interfere with meaning

• uses grade level vocabulary appropriately

• is characterized by substantial copying of key phrases

• minimal paraphrasing • excluding a main idea or relevant,

supporting details • including unnecessary details

2: Partial Progress Toward Standards: The writing: • addresses some of the writing task • demonstrates a partial understanding of

purpose* (genre) • attempts to maintain a consistent focus but

lacks organization

• may not include sentence variety and/or some sentence structure errors

• contains some errors in punctuation, capitalization, and grammar; meaning may be unclear

• includes some grade level spelling errors that may or may not interfere with reader’s understanding

• attempts to use grade level vocabulary

• is characterized by substantial copying of indiscriminately selected phrases or sentences

• excluding most or all main idea(s) and/or relevant, supporting details

• including unnecessary details that do not support the main idea(s)

1: Insufficient Progress Toward Standards: The writing: • does not address the writing task • demonstrates little to no understanding of

purpose* (genre) • lacks focus and is not organized

• demonstrates little or no understanding of sentence structure

• contains many errors in punctuation, capitalization, and grammar; meaning is unclear

• includes many grade level spelling errors that may or may not interfere with reader’s understanding

• lacks grade level vocabulary

* GENRE: A summary of expository text is a shorter version of the original text. The summary identifies pertinent facts, comparisons, and opinions. Important information is identified and paraphrased.

Grade: _____Teacher: __________________

Matrix of Skills: Summary of Expository

Can di

fferen

tiate

betw

een f

act

and o

pinion

Can de

termine

the t

opic

for a

parag

raph b

y cate

goriz

ing

facts

and g

enera

lizing

a titl

e

(outlin

e)

Can de

termine

the t

opic

for a

parag

raph b

y ide

ntifyi

ng

which o

f 7 te

xt typ

es is

prese

nt (T

hinkin

g Map

)

Can de

termine

the t

opic

for a

parag

raph b

y ide

ntifyi

ng

which o

f the "

W" o

r "H"

ques

tions

is an

swere

d in t

he

greate

st de

tail (C

ornell

notes

)

Can w

rite a

topic

sentn

ce

Can re

organ

ize te

xt to

combin

e fac

ts fro

m diffe

rent

parts

of th

e pas

sage

that

are

relate

d

Writes p

urpos

eful tr

ansit

ions

to co

nnec

t para

graph

s

Writes c

omple

te an

d vari

ed

sente

nces

with

prop

er sy

ntax

Uses a

pprop

riate

punc

tuatio

n

and c

apita

lizati

on w

ith

minimal

spell

ing m

istak

es

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Grade: _____Teacher: __________________

Matrix of Skills: Summary of Expository

Can di

fferen

tiate

betw

een f

act

and o

pinion

Can de

termine

the t

opic

for a

parag

raph b

y cate

goriz

ing

facts

and g

enera

lizing

a titl

e

(outlin

e)

Can de

termine

the t

opic

for a

parag

raph b

y ide

ntifyi

ng

which o

f 7 te

xt typ

es is

prese

nt (T

hinkin

g Map

)

Can de

termine

the t

opic

for a

parag

raph b

y ide

ntifyi

ng

which o

f the "

W" o

r "H"

ques

tions

is an

swere

d in t

he

greate

st de

tail (C

ornell

notes

)

Can w

rite a

topic

sentn

ce

Can re

organ

ize te

xt to

combin

e fac

ts fro

m diffe

rent

parts

of th

e pas

sage

that

are

relate

d

Writes p

urpos

eful tr

ansit

ions

to co

nnec

t para

graph

s

Writes c

omple

te an

d vari

ed

sente

nces

with

prop

er sy

ntax

Uses a

pprop

riate

punc

tuatio

n

and c

apita

lizati

on w

ith

minimal

spell

ing m

istak

es

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