Target-Assessment Planner: Second Grade Narrative Writing

Expedition title: Narrative Writing / Discipline(s) and specific topic: WRITING
Grade level: 2 / Time frame:
Date created/revised: July 23, 2010 / Author(s) & email of main contact: Heidi Fessenden, Annie Shah
School name: Young Achievers / City/state: Mattapan, MA

Notes on assessment: Assessments FOR learning may be used as part of a body of evidence in the summative grading process. Not all Assessments OF learning will be final drafts.

Self-reflections can serve as an Assessment OF learning because they demonstrate the ability to identify the quality traits in their writing that we have taught, even if they have not independently mastered those traits in their craftsmanship.

Gray boxes reflect Learning Targets that are used in ALL writing units.

White boxes are Learning Targets that we focus on primarily in this unit.

Standards (by discipline)** / Long-term content targets
o  Supporting targets / Assessments OF Learning (summative) and Assessment FOR Learning (formative)
Text types and purposes #3 / 1. I can focus my piece on an interesting idea. (IDEAS)
o  I can craft a story that sticks to one idea.
o  I can zoom in on the most important part of my story to show WHY I am telling the story. / ASSESSMENTS OF LEARNING:
o  Self-reflection (ie. which piece had the most focused idea?) (may be oral or written) We need to create a scripted interview / sentence starters for this. We also need to model how to do this. Different students may access this in different ways.
o  Independent writing sample (choice of writing with direction to students to demonstrate mastery of long term learning targets)
ASSESSMENTS OF AND FOR LEARNING:
o  Final draft (1)
o  Rough drafts (minimum of 2)
o  Orally tell a story across 5 fingers. (conference – multiple opportunities)
o  Quickly sketching a story across 5 pages. (minimum of 2, probably need verbal explanations of illustrations)
o  Conferencing (ID most important part)
2. I can include interesting details in my story. (IDEAS)
o  I can include the inside and outside story. This means what a character is thinking, feeling, and how it shows in their body.
o  I can choose details that will help me reader visualize the story. / ASSESSMENTS OF LEARNING:
See above. (The assessments of learning should have evidence of ideas.)
ASSESSMENTS OF AND FOR LEARNING:
o  Final draft (1)
o  Try-its – inside and outside story (at least 2)
o  Try-its – detailed descriptions (at least 2)
o  Conferencing (ID inside / outside / good details)
3. I can organize my writing with a beginning, middle, and end. (ORGANIZATION)
o  I can craft a bold beginning that grabs my reader’s attention.
o  I can end my story in a way that my reader knows it is over.
o  I can write my story in an order that makes sense. / See #1.
Plus:
o  Try-its – bold beginnings (at least 2)
Production / Distribution of Writing #5 / 4. I can use feedback to make my writing better. (REVISION)
o  I can give feedback to a classmate to make their writing even better.
o  I can change something in my writing to make it even better.
5. I can correctly use ending punctuation, capitalization, and known spelling. (MECHANICS)
o  I can correctly spell sight words.
o  I can correctly use spelling patterns I have learned.
o  I can use punctuation at the ends of sentences.
o  I only capitalize the first word in a sentence and names. / ASSESSMENTS OF LEARNING:
o  Self-reflection (ie. which piece had the most focused idea?) (may be oral or written) We need to create a scripted interview / sentence starters for this. We also need to model how to do this. Different students may access this in different ways.
o  Independent writing sample (choice of writing with direction to students to demonstrate mastery of long term learning targets)
ASSESSMENTS OF AND FOR LEARNING:
o  Final draft (1)
o  Rough drafts (minimum of 2)
o  Exercises / practice
6. I can reflect on my work.
o  I can identify what I did well.
o  I can identify what was hard for me.

* Long-term voice learning target for K-2??

** Standards taken from the National Common Core

Ó Expeditionary Learning –January, 2009