Student Work Analysis ---- Formative Assessment Tool

Subject Area:ELAGrade Level: 5

Performance Task: #1 – Response to Informational Texts – Author’s use of language

Aligned to StandardsCCSS Writing Standard #1 and… (see replacement unit)

1. Using district/classroom assessment or rubric, describe expectations for performance: (See rubric and replacement unit for expectations)

______

______

2. “Sort” students’ work by degree of objectives met (list student names in each category)

Objectives not met / Objectives partially met / Objectives fully met / Objectives fully met and exceeded
80% of class / 20% of class / 0% of class / 0% of class

3. Choose sample from each group/category and describe “typical” performance, or specific performance of selected students

Objectives not met / Objectives partially met / Objectives fully met / Objectives fully met and exceeded
-Basic introduction with general summary from text.
-lack understanding of the prompt
-all wrote a summary of the article and/or explanation of how cold weather was difficult in the colonial times. / -Basic introduction with general summary from text.
-Some understanding of the prompt – stating an opinion of how the author uses words and descriptions – but ideas and details are related to a summary of the article or explanation of how cold weather was difficult in colonial times
-Since the writing is a summary of the text, the voice and tone does not provide authority or persuasion about the author’s use of words and description.
-Some attempt at explaining the meaning of the title

4. Describe learning needs of identified students (or students in each targeted group)

Objectives not met / Objectives partially met / Objectives fully met / Objectives fully met and exceeded
-Understanding of the prompt related to language and vocabulary.
-Analyzing the author’s language and vocabulary choice given the content of the text.
-Forming an opinion with proof from the text.
-Elaboration of details and clearer transitions.
-Variety of sentence structures / -Analyzing the author’s language and vocabulary choice given the content of the text.
-Forming an opinion with proof from the text.
-Elaboration of details and clearer transitions.
-Variety of sentence structures.

5. Identify differentiated strategies to move ALL groups of students forward. Note any patterns or trends.

Analyzing the author’s language and vocabulary choice given the content of the text.

Forming an opinion with proof (examples from the text) from the text – the OPINION needs to be about the author’s use of language, not about living in colonial times!

Explaining WHY the text details were included/elaborating.

Elaboration of details and clearer transitions.

Distinguish a summary from an analysis with an opinion

1 Adapted by Karin Hess from: Moir, E. (October 2009). “Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.”Phi Delta Kappan, V91 N2.