Collecting Student Information: RI.2.2 Comprehension ... · based on grade 2 reading and content,...

Miss Moore Thought Otherwise

Collecting Student Information: RI.2.2 Comprehension Checklist (1 of 2)

Use with Oral Response in STEP 1.7.

Standard Evidence (Scoring tool uses bold evidence only) RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Provides an identification of the main topic of a multi-paragraph text. (1) Provides an identification of the focus of specific paragraphs within a multi-paragraph text. (2).

(c) Parcc, Inc. March 2016


(2 of 2) RI.2.2.2

Identifies the focus of specified paragraphs.

Student Name Yes No Comments Insert ✓ in the appropriate box.



Collecting Student Information: RI.2.6 Comprehension Checklist (1 of 2) Use with Student Resource: Author’s Purpose (p.48) for a written response in STEP 1.8.

Standard Evidence RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Provides an identification of the main purpose of a text, including what the author wants to answer, explain, or describe. (1)


1


(2 of 2) RI.2.6

Identifies the main purpose of a text including that the author wants to describe Miss Moore’s contribution to children’s libraries.




Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist Use with Student Resource: Author’s Purpose (p.48) in STEP 1.8.

Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) in STEP 4.3.

Standard L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Date: CCSS Student Name: Yes No L.2.1.A Use collective nouns (e.g., group).

L.2.1.B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.2.1.C Use reflexive pronouns (e.g., myself, ourselves).

L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L.2.1.E Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1.F

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2.A Capitalize holidays, product names, and geographic names.

L.2.2.B Use commas in greetings and closings of letters.

L.2.2.C Use an apostrophe to form contractions and frequently occurring possessives.

L.2.2.D Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

L.2.2.E Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Insert ✓ in the appropriate box. Prepare individual student copies of this checklist.


Collecting Student Information: L.2.4 Comprehension Checklist (1 of 2) Use with Oral Response in STEP 2.3 (trusted). Use with Oral Response in STEP 2.3 (pledge).

Standard Evidence L.2.4 Determine the meaning of unknown or multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine or clarify the meaning of unknown and multiple-meaning words and phrases by using sentence-level context as a clue to the meaning of a word or phrase. (1)


(2 of 2) L.2.4.1

Uses sentence level context to determine the meanings of trusted and pledge.

trusted pledge Student Name Yes No Yes No

Insert ✓ in the appropriate box.



Collecting Student Information: RI.2.4 Vocabulary Checklist (1 of 2) Use with Student Resource: Defining Persuaded (p.49) in STEP 2.4.

Standard Evidence RI.2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Demonstrates the ability to determine the meaning of words or phrases in a text relevant to a grade 2 topic or subject area. (1)



(2 of 2) RI.2.4

Demonstrates understanding of the meaning of persuaded.




Collecting Student Information: RI.2.1 Comprehension Checklist (1 of 2) Use with Collaborative Writing (sticky note) in STEP 3.5.

Standard Evidence RI.2.1 Ask and answer questions about key details in the text.

Provides questions and answers to questions such as who, what, where when, why, and how to demonstrate understanding of key details in a text. (1)



(2 of 2)

RI.2.1 Collaborates to demonstrate understanding of key details by providing an answer to a why question.




Collecting Student Information: W.2.2 Writing Checklist (1 of 2) Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) in STEP 4.3.

Standard Evidence W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Introduces a topic in an informational or explanatory text. (1) Uses facts and definitions to develop points in an informational or explanatory text. (2) Provides a concluding statement or section in an informational or explanatory text. (3)



(2 of 2) W.2.2.1 W.2.2.2 W.2.2.3

Introduces a topic in an informational or explanatory text.

Uses facts and definitions to develop points in an informational or explanatory text.

Provides a concluding statement or section in an informational or explanatory text.

Student Name Yes No Yes No Yes No Insert ✓ in the appropriate box.



Collecting Student Information: W.2.5 Writing Checklist (1 of 2) Use with Student Resource: How Did Miss Moore Make a Difference in Her Community? (p.50) during peer review process in STEP 5.3.

Standard Evidence W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Provides writing that is focused on a topic (1) Strengthens writing as needed when revising and editing. (2)



(2 of 2) W.2.5.1 W.2.5.2

Provides writing that is focused on the topic of how Miss Moore made a difference in her community.

Strengthens writing as needed in response to support from adults and/or a peer.

Student Name Yes No Yes No Insert ✓ in the appropriate box.



If/Then Chart If… Then… RI.2.1 students have difficulty asking and answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

• Reread texts to increase familiarity. • Provide student-friendly definitions for words like

how and why. • Practice with student created language

experience “true story” texts.

RI.2.2 students struggle to identify the main topic of a multi- paragraph text, as well as the focus of specific paragraphs within the text

• Ask students to identify the topic of all new information text being read.

• Practice with familiar text to identify the specific focus of sections within a larger text.

• Meet with students in a small group to implement similar lessons over time.

RI.2.4 students are not able to determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

• Engage students in conversations where they use specific words multiple times to describe experiences in other contexts.

• Model having a conversation with a student in front of the larger group.

• Ask the students to show a Thumbs Up when they hear you or your student partner use a vocabulary word that has been part of Focused Instruction.

RI.2.6 students struggle to identify the main purpose of a text, including what the author wants to answer, explain, or describe

• Discuss the authors’ purposes with additional texts you read aloud or use for small-group instruction.

• Start a chart that lists titles read and authors’ purposes for writing those titles. As new texts are read, discuss and add the title and author’s purpose to this chart.

W.2.2 students struggle to write informational pieces in which they

• During dictation, engage the student to orally compose what she or he will write and follow by sharing the pen (both teacher and student write).

• Continue modeling writing during whole-group


If… Then… introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

and small-group instruction. • Provide multiple opportunities for students to

write topics and supporting details. • Use familiar texts to practice identifying the focus

in targeted passages. • Use texts that are clearly divided by time to

demonstrate how a focus changes over the course of a text.

W.2.5 students continue struggling to strengthen writing as needed by revising and editing

• Continue modeling by sharing examples of student work, thinking aloud about the strengths of each piece, and eliciting responses about points for revision or editing.

• Confer with individual writers. • Provide opportunities for peers to provide

feedback on strengths and points for revision and editing. This can be as simple as saying, “Check your partner’s work. Did they begin each sentence with a capital letter?”


Student Resource: Author’s Purpose Use with RI.2.6 Comprehension Checklist (p.39) in STEP 1.8. Use with L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist (p.40) in STEP 1.8.

Name Why did the author want to tell this true story about Miss Moore?


Student Resource: Defining Persuaded Use with RI.2.4 Vocabulary Checklist (p.42) in STEP 2.4.

The Meaning of Persuaded

Name

In Miss Moore Thought Otherwise, what does the word persuaded mean?

Why did Miss Moore persuade librarians to use the pledge she wrote?


Student Resource: How Did Miss Moore Make a Difference in Her Community? Use with W.2.2 Writing Checklist (p.44) in STEP 4.2. Use with W.2.5 Writing Checklist (p.45) during the peer review process in STEP 5.3.

Name

How did Miss Moore make a difference in her community? Write your thoughts below. Be sure to include the following:

• a topic sentence • facts from the text • a concluding sentence


Student Resource: Making Our Writing Stronger Use with W.2.5 Writing Checklist (p.45) during peer review in STEPs 5.2 and 5.3.

My Name (the Writer)

My Helper’s Name ✓ in the box

Yes No

1. I read my paper to my Helper.

2. My Helper told me I stayed on topic.

3. My Helper told me I used facts from the book, Miss Moore Thought Otherwise.

4. My Helper told me I had a concluding sentence.

5. My Helper gave me a suggestion to make my writing stronger.

6. I used my Helper’s suggestion to make my writing stronger.


Page 58

Retrospective Journal

Performance Task Date

What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general information learned about my students)?

What do I know about the strengths and needs of individuals or groups of students relative to specific CCSS?

After reflecting on the outcomes of this performance task, these are the curricular/instructional actions I want to take:

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Collecting Student Information: RI.2.2 Comprehension ... · based on grade 2 reading and content,...

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