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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 Narrative
☛ 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 , R ub r i c , Mat 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 , S t o ry and Wr i t i n g Pap e r
Second Grade Formative Assessment Teacher Instructions
Summary of Narrative
Who To Test: 1. All second grade students take the assessment in English. 2. RSP and SDC students are to be assessed in accordance with their IEPs.
Preparations: 1. The student will need a graphic organizer/story map or blank white or lined paper for planning their
writing, 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. Students may take as long as they need to finish; however, they must complete this assessment in one
uninterrupted period. Sixty minutes is the recommended time. 5. To prevent interruptions during writing, place “DO NOT DISTURB” signs on the doors.
Administration Guidelines: Teachers May:
• Read aloud the student directions and story in English. • Distribute a graphic organizer/story map. • Discuss difficult vocabulary with students after the story is read.
Teachers May Not: • 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 dictionaries (students MAY use word books)
Administration Instructions: • The teacher needs to read the student directions aloud making sure that the students are following
along. • The teacher will read the story aloud while the students follow 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.
Grade 2 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 focus and organizational structure 4. contains compound and/or complex sentences using a variety
of sentence styles 5. contains few errors in punctuation, capitalization, and
grammar 6. may include spelling errors due to sophisticated language 7. uses sophisticated vocabulary appropriately
Summary — • is characterized by
sophisticated language and concise paraphrasing of the main event
• includes only relevant details and/or events in sequential order
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 consistent focus and organizational structure 4. includes some sentence variety and/or few sentence structure
errors 5. contains some errors in punctuation, capitalization, and
grammar 6. minimal grade level spelling errors that do not interfere with
meaning 7. uses grade level vocabulary appropriately
Summary — • is characterized by
paraphrasing of the main events
• may include some unnecessary details and/or events but sequential order is maintained
2: Partial Progress Toward Standards: The writing addresses some of the writing task: 1. addresses some of the writing prompt 2. demonstrates a partial understanding of purpose* (genre) 3. attempts to maintain a consistent focus but lacks organization 4. may not include sentence variety and/or some sentence
structure errors 5. contains some errors in punctuation, capitalization, and
grammar; meaning may be unclear 6. includes some grade level spelling errors that may or may not
interfere with reader’s understanding 7. attempts to use grade level vocabulary
Summary — • is characterized by minimal
paraphrasing • may include unnecessary
details and/or events • excludes necessary details • is characterized by missing
key story element(s)
1: Insufficient Progress Toward Standards: The writing does not address the writing task: 1. does not address the writing prompt 2. demonstrates no understanding of purpose* (genre) 3. lacks focus and is not organized 4. demonstrates little or no understanding of sentence structure 5. contains many errors in punctuation, capitalization, and
grammar; meaning is unclear 6. includes many spelling errors that may or may not interfere
with reader’s understanding 7. lacks grade level vocabulary
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.
Grade: _____
Teacher: __________________Matrix of Skills: Summary of Narrative
Story Map Written Summary Secretary
Settin
g
Cha
ract
er/P
rota
goni
st
Wish/
Pro
blem
Seque
nce
(cau
se a
nd e
ffect
,
risin
g ac
tion)
Res
olut
ion
Can
writ
e th
e be
ginn
ing:
setti
ng, c
hara
cter
,
wish/
prob
lem
(the
se m
ay b
e
impl
ied)
Can
cle
arly s
eque
nce
even
ts
(rising
act
ion,
cau
se a
nd
effe
ct)
Com
bini
ng S
ente
nces
Cat
egor
izin
g whe
n
appr
opria
te
Can
writ
e th
e re
solu
tion
Con
tain
s co
mpl
ete
sent
ence
s
Has
var
ied
sent
ence
stru
ctur
es
Use
s pr
oper
pun
ctua
tion,
capi
taliz
atio
n, a
nd g
ram
mar
Use
s gr
ade
leve
l spe
lling
Use
s gr
ade
leve
l voc
abul
ary
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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Grade: _____
Teacher: __________________Matrix of Skills: Summary of Narrative
Set
ting
Cha
racter
/Pro
tago
nist
Wish/
Pro
blem
Seq
uenc
e (c
ause
and
effe
ct,
rising
actio
n)
Res
olut
ion
Can
writ
e th
e be
ginn
ing:
setting
, cha
racter
,
wish/
prob
lem
(the
se m
ay b
e
implied)
Can
clear
ly seq
uenc
e ev
ents
(rising
actio
n, cau
se a
nd
effe
ct)
Com
bining
Sen
tenc
es
Cat
egor
izing
whe
n
appr
opria
te
Can
writ
e th
e re
solutio
n
Con
tains co
mplet
e se
nten
ces
Has
var
ied
sent
ence
stru
ctur
es
Use
s pr
oper
pun
ctua
tion,
capita
lizat
ion,
and
gra
mm
ar
Use
s gr
ade
leve
l spe
lling
Use
s gr
ade
leve
l voc
abular
y
23
24
25
26
27
28
29
30
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32
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Second Grade Formative Assessment Student Instructions
Summary of Narrative Directions:
• You will read the following story titled “The Tortoise and the Hare”. Please write a summary that includes only the main actions of the story and only the most significant details.
• Write a summary of the story.
• You may use the story map given to you by your teacher or create your own. You will not be scored on your map.
• You may use your dictionary and any other writing tools that you have at your desk.
Scoring:
Your writing will be scored on how well you:
• Include the story elements
• Sequence the events (beginning, middle, end)
• Use your own words in writing the summary
• Use transition words
• Use correct grammar, spelling, punctuation, and capitalization
Please turn to the story and follow along as your teacher reads.
The Tortoise and the Hare
One fine summer day, Hare was showing off to the other animals. “I am faster than anyone in the woods,” he boasted. “None of you is as quick as I am.” Slow-moving Tortoise was passing by and heard what Hare was saying. “I know someone who can beat you in a race,” said Tortoise. “Me.” Hare nearly fell down laughing at the thought of such a poky animal beating him in a race. “Very well,” said Hare. “I’ll race you and I will win.” The other animals marked off a racecourse through the woods. Tortoise and Hare came to the starting line. “Get ready. Get set. Go!” shouted Owl. Off raced Hare as fast as he could go. Soon he was so far ahead of slow-moving Tortoise that he could not see him. “I think I’ll take a little nap under this shady tree,” decided Hare. “Tortoise is so far behind, he will never catch up.” Soon Hare was fast asleep. Slowly and steadily Tortoise moved along the racecourse. He quietly passed by the sleeping Hare and continued on his way. When Hare woke up from his nap, he couldn’t see Tortoise anywhere. “I knew that silly tortoise was the slowest animal on Earth,” laughed Hare as he continued the race. Suddenly Hare heard a shout. “What is that?” he wondered. As he hurried toward the end of the race, he was that Tortoise was only a
few feet from the finish line. The loud shout he heard was the sound of the other animals cheering for Tortoise. Hare raced as fast as he could. There was just no way he could get to the finish line before Tortoise. The embarrassed Hare crept away as Tortoise was congratulated by his friends. The moral of the story is this: Slow and steady wins the race.
SECOND GRADE FORMATIVE WRITING ASSESSMENT — Summary of Narrative
Name Grade Teacher
Reader’s Initials: Score:
Reader 1
Reader 2
Final Score = Reader 1 + Reader 2
Name Grade Teacher
Reader’s Initials: Score:
Reader 1
Reader 2
Final Score = Reader 1 + Reader 2