ASSESSMENT CONTEXT
Each module task enables students to gain more proficiency in knowledge, writing, and language with the goal of being on target for the End-of-Module (EOM) Task rubric criteria. Students will practice each writing and language criterion from the EOM Task on at least one prior module task. To reflect the specific knowledge demands of each text and task, EOM Tasks and module tasks contain different knowledge criteria; however, the knowledge students build across the module and demonstrate on module tasks prepares them for success on the EOM Task. Throughout module 1, students explore literary and informational texts to build knowledge about changes in seasons and how those changes impact nature and people.
The table below demonstrates how assessed criteria for each module task prepare students for the EOM Task.
Module Task 1
Write a description of a fall day
Module Task 2
Write a story about the journey of a leaf in the fall
Knowledge Criteria Assessed
Knowledge: Module Task 1
Knowledge: Module Task 2
shows knowledge of how fall affects nature shows knowledge of how fall affects nature
Module Task 3
Write a story about the journey of a snow crystal
Module Task 4
Write a story in which a character responds to the change from winter to spring
EOM Task
Write a story in which a character responds to a change in seasons
Knowledge: Module Task 3
shows knowledge of how winter affects nature
Writing Criteria Assessed
Writing: Module Task 1
Writing: Module Task 2
Writing: Module Task 3
Knowledge: Module Task 4
shows knowledge of how the change to spring affects nature
shows knowledge of how the change to spring affects people
Knowledge: EOM Task
shows knowledge of how the change in seasons affects nature
shows knowledge of how the change in seasons affects people
Writing: Module Task 4
Writing: EOM Task
has a character
has a setting has a problem
has a solution uses sensory details to develop story elements uses time order words to signal the sequence of events has an ending with closure
Language Criteria Assessed
Language: Module Task 1
Language: Module Task 2
Language: Module Task 3
Language: Module Task 4
Language: EOM Task writes in complete sentences uses learned spelling patterns
Module Task 2 Prompt
Prompt: Write a story about the journey of a leaf in the fall.
Module Task 2 Rubric
MODULE TASK 2 RUBRIC KNOWLEDGE
SAMPLE STUDENT RESPONSES
Sample student responses below demonstrate complete accuracy with spelling and grade-level conventions. The expectation for an on-target response is that students demonstrate application of the targeted language skills but not with complete accuracy. The expectation for an advanced response is that students demonstrate application of the targeted language skills with complete accuracy or close to complete accuracy.
On Target
Response
It started on a chilly day in the fall All my friends in the park changed color But I was still green This made me sad I wanted to be yellow like my friends Then I went to sleep When I woke up I was not green or yellow I was fiery orange! Finally, I looked like autumn
Description of Rubric Criteria
Knowledge: shows knowledge of how fall affects nature
The leaves change colors on a chilly autumn day
Writing: has a character
The character is a leaf
Writing: has a setting
The setting is a park on a chilly, fall day
Writing: has a problem
The character is not changing color, unlike all the other leaves
Writing: has a solution
The next day the leaf changes color and looks like the other autumn leaves
Writing: uses sensory details to develop story elements
The story includes details such as a chilly day and fiery orange
Writing: uses time order words to signal the sequence of events
The events are organized using the time order words started, then, and finally
Language: writes in complete sentences
All sentences have a subject and a predicate
Advanced
Response
On a chilly day in fall, my friends in the park all changed color All summer they were green, and the next day they were yellow But I was still bright green I was sad because I wanted to be yellow like my friends When it was night, I went to sleep Then I had a dream that I would change color too When I woke up, guess what? I was not green anymore I wasn’t even yellow Surprise! I was fiery orange! Finally, I looked like autumn
Description of Rubric Criteria
Writing: has a solution
An advanced response may include additional details that create an engaging solution that solves the problem This response includes a sentence that shows the character having a dream about their problem
Writing: uses sensory details to develop story elements
An advanced response may include additional sensory details to develop story elements This response includes sensory details that show how the fall weather looks and feels to the character: chilly, bright green, and fiery orange
REINFORCEMENTS FOR MODULE TASK 2
Use the reinforcement suggestions below to support the needs identified during report analysis. (See the appendix for more information about analyzing reports.) Teachers may choose to incorporate these suggestions either by revisiting completed module tasks or by providing additional support as students work on similar criteria in upcoming module tasks. Reinforcements can be done with the whole group, in small groups, or individually, depending on the needs of students.
To Help Students Build and Apply Knowledge
If students did not demonstrate understanding of the necessary content knowledge in the task, prompt them through guiding questions to recall and express that knowledge orally.
• Sample prompt: What happens to leaves in the fall?
• Sample sentence frame: In the fall, leaves because .
If students need additional reinforcement, revisit previous instruction or provide support during an upcoming lesson.
Knowledge Criteria
shows knowledge of how fall affects nature
Looking Back
Revisit: In lesson 16 Read, students described what happens to leaves in the fall
Plan Future Practice
In lesson 25 Read, students describe steps in the formation of a snow crystal in winter
To Help Students Build and Apply Writing Skills
The Writing section of the rubric elevates narrative writing skills. If students score lower in the Writing section of the assessment than in other sections, teachers may choose to provide instruction specific to the assessed criteria and provide time for students to orally rehearse and revise elements of their writing. The following table provides specific recommendations.
When assessing multilingual learners, consider their English proficiency level to determine next steps for writing instruction. For students with writing-related disabilities, consider their individualized goals and needs when planning next steps.
Writing Criteria Looking Back Plan Future Practice
has a character Revisit: In lesson 15 Write, students added details about a leaf character to the Story Planner for Module Task 2
Reinforce: Support students in reviewing their narrative Did they include a character in the fall? If not, instruct them to tell a partner what might happen to people or characters in the fall
has a setting Revisit: In lesson 16 Write, students added details about the setting of their narrative to the Story Planner for Module Task 2
Reinforce: Support students in reviewing their narrative Does their writing include a fall setting? If not, direct students to the class Story Planner for Module Task 2 and Echo Read the list in the Setting Box Instruct students to choose a setting and to describe it to a partner
In lesson 24 Write, students add a character to the Story Planner for Module Task 3
In lesson 24 Write, students add a setting to the Story Planner for Module Task 3
has a problem
Revisit: In lesson 17 Write, students added a problem to the Story Planner for Module Task 2
Reinforce: Support students in checking their narrative Did they include a problem? If not, review the definition of problem (lesson 17), and direct attention to the Writing Model for Module Task 2 Ask this question: What is the problem in the model?
Tell students to brainstorm a problem for their narrative
In lesson 25 Write, students add a problem to the Story Planner for Module Task 3
Writing Criteria Looking Back Plan Future Practice
has a solution
uses sensory details to develop story elements
Revisit: In lesson 18 Write, students added a solution to the Story Planner for Module Task 2
Reinforcement: Support students in reviewing their narrative Did they include a solution to the problem? If not, review solutions on the class Story Planner for Module Task 2 Instruct students to choose a solution to share with a partner
Revisit: In lesson 19 Write, students identified sensory details about fall in the Writing Model for Module Task 2 and used them to describe the setting in Module Task 3
In lesson 25 Write, students add a solution to the Story Planner for Module Task 3
uses time order words to signal the sequence of events
Revisit: In lesson 19 Write, students planned the sequence of a narrative for Module Task 2
Reinforce: Support students in checking their narrative Did they include time order words? If not, instruct them to answer the following questions with a partner:
• What happened first in your story?
• What happened next?
• What happened last?
In lesson 24 Write, students incorporate sensory details into the Story Planner for Module Task 3
In lesson 26 Write, students use time order words to begin drafting a narrative for Module Task 3
To Help Students Build and Apply Language Skills
The Language section of the rubric elevates the language demands of the task. If students score lower in the Language section of the assessment than in other sections, provide support by reviewing instruction specific to each skill and providing time for students to revise and edit their writing. The table below provides specific recommendations.
When assessing multilingual learners, consider their English proficiency level to determine next steps for language instruction. Consider Prologue lessons for additional language support. For students with languagerelated disabilities, consider their individualized goals and needs when planning next steps.
Arts & Letters™ lessons may not include detailed instruction for some foundational skills–related criteria. In these cases, teachers can follow the guidance of their foundational skills program. Great Minds® designed Arts & Letters to pair with an explicit and systematic foundational skills program.
Language Criteria Looking Back
Plan Future Practice writes in complete sentences
Revisit: In lesson 20 Write, students used complete sentences to begin drafting Module Task 2
In lesson 27 Write, students finish a first draft of a narrative for Module Task 3 using complete sentences
ACHIEVEMENT DESCRIPTORS ASSESSED
APPENDIX: SCORING TOOLS AND REPORT ANALYSIS
Score Module Task 2 by using the single-point rubric provided, which is also available when you score an assessment digitally. This rubric has three categories: Knowledge, Writing, and Language. Each category has criteria that define the requirements for the task. Each criterion has its own rubric row.
Use the following performance-level table alongside the annotated sample student responses as a guide for scoring students’ work with the single-point rubric.
Performance Level
Not Yet
Demonstrated
Developing
On Target
Advanced
Description
The student has not yet met the grade-level expectation described in the criterion, showing no evidence of the described knowledge or skill
The student is making progress toward meeting the grade-level expectation described in the criterion, showing some evidence of the described knowledge or skill
The student has met the grade-level expectation described in the criterion, showing complete evidence of the described knowledge or skill
The student has exceeded the grade-level expectation described in the criterion, showing evidence of additional development, depth, insight, skill, or creativity beyond the described knowledge or skill
Note: Some criteria will be capped at the on-target level because they do not allow for advanced performance. These criteria appear in gray shading on the rubric.
Digital scoring for module tasks and EOM Tasks automates much of the process and produces visual reports. However, teachers who wish to score by hand may use the following hand-scoring worksheet.
Hand-Scoring Worksheet for Module Task 2
Teachers who wish to score by hand may use the following directions. Please note that all module tasks and EOM Tasks are scored on the same 0–100 percentage scale. If required for grading purposes, teachers may convert the percentage to a point total or a letter grade. To learn more about general rules and rationales for scoring, refer to Implementation Resources.
Step
1
Use the single-point rubric to score the assessment. For each criterion, assign the student a performance level. As needed, use the performance-level table and the on-target and advanced sample student responses for additional guidance.
Step
2
Complete the following for each category.
1. Add up the total points earned and enter the result in column A. Award points as follows:
• Not Yet Demonstrated—1 point
• Developing—1.5 points
• On Target—1.8 points
• Advanced—2 points
2. Divide the number in column A by the number in column B, and enter the decimal result in column C (e.g., 0.75). This number is the unweighted category score.
3. Multiply the number in column C by the number in column D, and enter the decimal result in column E. This is the weighted category score.
Step
3
Add up the numbers in column E and convert the results to a percentage. Enter the result in the final row of column E. This is the overall percentage score for the assessment.
Step 4
If desired, print and complete the table below to track student performance for a class. For the rubric categories, enter the unweighted category scores as percentages.
Analyzing Reports
Scoring assessments digitally allows teachers to generate a visual report for the whole class or for an individual student. Reports include the following data:
• an overall assessment score given as a percentage
• an unweighted score for each category (Knowledge, Writing, and Language) given as a percentage
• the performance level (not yet demonstrated, developing, on target, or advanced) for each criterion
Reports can be used to analyze student progress and support next steps for instruction. Follow these steps:
1
Review the whole class report
2 Study the breakdown of scores by category (e g , Knowledge) Do any categories stand out?
3
Review the class performance by criterion Are there any criteria that the class is still developing?
4
Review individual student performance Do any students need support with a specific category or criterion?
CREDITS
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.
ACKNOWLEDGMENTS
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allie Beman, Lyndsay Boettcher, Madison Bonsignore, Kelsey Bordelon-Kojeski, Sarah Brenner, Mairin Broadwell, Beth Brown, Jan Busey, Quennie Chen, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Tamara Griffith, Emily Gula, Nicole Harris, Elizabeth Haydel, Sara Headley, Robin Hegner, Sarah Henchey, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Meredith McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Tara O’Hare, Carol Paiva, Catherine Paladino, Michelle Palmieri, Marya Parr, Trisha Paster, Dr. Elizabeth Patterson, Kelly Pau, Katie Pierson, Eden Plantz, Lauren Ramsden, Natalie Rebentisch, Rachel Richards, Rachel Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn Scott, Susan Sheehan, Dan Shindell, Danae Smith, Rachel Stack, Susan Stark, Seshmi Taylor Williams, Sarah Turnage-Deklewa,
Cover, Choksawatdikorn/Shutterstock.com
All images are the property of Great Minds.
Katie Valle, Tysha Vulcain-Murrell, Kara Waite, Katie Waters, Dr. Heather Waymouth, Sarah Webb, Erika Wentworth, Ashley Williams, Margaret Wilson, Eleanor Wolf
Ana Alvarez, Lynne Askin-Roush, Stephanie Bandrowsky, Mariel Bard, Rebecca Blaho, David Blair, Charles Blake, Carolyn Buck, Adam Cardais, Cindy Carlone, Dawn Cavalieri, Tatyana Chapin, Christina Cooper, Lisa Crowe, David Cummings, Tim Delaney, Erin DuRant, Bill Eis, Sandy Engelman, Tamara Estrada Del Campo, Soudea Forbes, Diana Ghazzawi, Laurie Gonsoulin, Kristen Hayes, Tim Heppner, Sary Hernandez, Abbi Hoerst, Sonia Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis, Christina Martire, Siena Mazero, Alisha McCarthy, Thomas McNeely, Cindy Medici, Brian Methe, Sara Miller, Christine Myaskovsky, Mary-Lise Nazaire, Tara O'Hare, Tamara Otto, Christine Palmtag, Katie Prince, Neha Priya, Jeff Robinson, Gilbert Rodriguez, Karen Rollhauser, Neela Roy, Gina Schenck, Aaron Shields, Madhu Singh, Leigh Sterten, Mary Sudul, Deanna Thomann, Tracy Vigliotti, Bruce Vogel, Charmaine Whitman, Glenda Wisenburn-Burke, Samantha Wofford, Howard Yaffe