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 affect nature and people.
The tables below demonstrate how each module task prepares 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
End-of-Module Task Prompt
Prompt: Write a story in which a character responds to a change in seasons.
End-of-Module Task Rubric
TASK RUBRIC
shows knowledge of how the change in seasons affects nature
shows knowledge of how the change in seasons affects people
has a problem
has a solution
uses sensory details to develop story elements
uses time order words to signal the sequence of events
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
Spring was over Tam opened the door It was too hot She closed it fast First, Tam needed her hat, sunglasses, and sunscreen Then, she got her water bottle with ice She slid out the door and ran She turned on the sprinkler Finally, she was ready Summer was here
Description of Rubric Criteria
Knowledge: shows knowledge of how the change in seasons affects nature
It is hot, and Tam needs a hat, sunglasses, and sunscreen to protect her from the Sun
Knowledge: shows knowledge of how the change in seasons affects people
Tam needs a hat, sunglasses, and sunscreen
Writing: has a character
Tam experiences the hot summer sun
Writing: has a setting
The sun is shining, and it is hot enough to play in the sprinkler
Writing: has a problem
It is too hot outside
Writing: has a solution
Tam gets a water bottle and sun protection and plays in the sprinkler to cool off
Writing: uses sensory details to develop story elements
There are details that appeal to the senses: hot sun, icy water, and the sprinkler
Writing: uses time order words to signal the sequence of events
The events are organized using time order words such as first, then, and finally.
Writing: has an ending with closure
At the end, Tam turns on the sprinkler
Language: writes in complete sentences
Each sentence contains a subject and a predicate
Language: uses learned spelling patterns
The words demonstrate regular application of learned spelling patterns in unfamiliar words
Advanced Response
Spring was over It stopped raining, so Tam went out to play First, Tam opened the door and closed it quickly It was too hot! Next, Tam found her favorite hat and sunglasses She put sunscreen all over her skin Then, she got a water bottle with ice to keep her cool Now, Tam was ready to play She slid out the door, turned the knob on the sprinkler, and ran She played in the sprinkler all afternoon Summer was finally here
Writing: has a character
Annotations
An advanced response may include additional details that show more about the character This response includes details about how Tam is feeling about summer; she put on her favorite hat and played in the sprinkler all afternoon
Writing: has a problem
An advanced response may include additional details to create an engaging problem This response includes a sentence that shows the character experiencing the hot air and shutting the door
Writing: has a solution
An advanced response may include additional language to create an engaging solution to the problem This response includes additional details such as how Tam applies sunscreen, uses a knob to turn on the sprinkler, and how long she plays in the sprinkler
Writing: uses time order words to signal the sequence of events
An advanced response may include additional, or varied, time order words This response includes first, next, then, now, and finally
REINFORCEMENTS FOR THE MODULE 1 END-OF-MODULE TASK
Reinforcements for each module task support students in gaining more proficiency in knowledge, writing, and language with the goal of being on target for the EOM Task rubric criteria. To reflect the specific knowledge demands of the EOM Task, the knowledge criteria are different from those for module tasks. Use the new knowledge recommendations below to support students. Writing and language reinforcements from previous module tasks are included below.
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 changes do you see in nature in [season]?
• Sample sentence frame: In [season], .
Knowledge Criteria
Looking Back shows knowledge of how the change in seasons affects nature
Revisit:
In lesson 9 Respond, students identified how nature changes in the fall
In lesson 16 Read, students described what happens to leaves in the fall
In lesson 25 Read, students described steps in the formation of a snow crystal in the winter
In lesson 29 Write, students described the changes that happen when winter transitions to spring
Reinforce: Support students in reviewing their narrative writing Did they include details about changes in nature during a particular season? If not, instruct them to describe the changes in the specific season shows knowledge of how the change in seasons affects people
Revisit: In lesson 30 Write, students brainstormed problems a person might encounter as winter changes to spring
Reinforce: Support students in reviewing their narrative writing Did they include details about how changes in nature affect people? If not, ask these questions:
• What do you wear during [season]?
• What do you do outside during [season]?
• How does the weather affect you during [season]?
To Help Students Build and Apply Writing and Language Skills
Writing
Writing Criteria
Assessed on the EOM Task Looking Back has a character Revisit:
In lesson 15 Write, students added details about a leaf character to the Story Planner for Module Task 2
In lesson 24 Write, students added a character to the Story Planner for Module Task 3
In lesson 29 Write, students created a character who experiences the change from winter to spring
Reinforce: Support students in checking their narrative Did they include a character? If not, instruct them to describe their character to a partner has a setting Revisit:
In lesson 12 Write, students wrote a sentence about fall in nature
In lesson 16 Write, students added details about the setting of their narratives to the Story Planner for Module Task 2
In lesson 24 Write, students added a setting to the Story Planner for Module Task 3
In lesson 29 Write, students created a setting for Module Task 4
Reinforce: Support students in checking their narrative Did they include a setting? If not, instruct them to describe their setting to a partner has a problem Revisit:
In lesson 17 Write, students added a problem to the Story Planner for Module Task 2
In lesson 25 Write, students added a problem to the Story Planner for Module Task 3
In lesson 30 Write, students added a problem to the Story Planner for Module Task 4
Reinforce: Support students in reviewing their narrative writing Did they include a problem related to a season? If not, instruct them to provide details that describe a problem realistic to the season
Writing Criteria
Assessed on the EOM Task Looking Back has a solution
Revisit:
In lesson 18 Write, students added a solution to the Story Planner for Module Task 2
In lesson 25 Write, students added a solution to the Story Planner for Module Task 3
In lesson 30 Write, students added a solution to the Story Planner for Module Task 4
Reinforce: Support students in reviewing their narrative writing Did they include a solution related to a season? If not, review the problem in their story and brainstorm possible solutions
uses sensory details to develop story elements
Revisit:
In lesson 13 Write, students wrote a sentence with sensory details about fall for Module Task 1
In lesson 19 Write, students identified sensory details about fall to add to their drafts for Module Task 2
In lesson 24 Write, students incorporated sensory details into their drafts of Module Task 3
In lesson 29 Write, students listed sensory details to describe spring for Module Task 4
Reinforce: Support students in reviewing their narrative writing Did they include a sensory detail related to a season? If not, instruct them to provide sensory details realistic to the season
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
In lesson 26 Write, students used time order words to begin drafting a narrative for Module Task 3
In lesson 31 Write, students used time order words to begin drafting a narrative for Module Task 4
Reinforce: Support students in reviewing their narrative Did they use time order words to organize the events in their story? If not, ask these questions:
• What happens at the beginning of the story?
• What happens next?
Display the word finally, and instruct students to use the word to explain the end of their story
Writing Criteria
Assessed on the EOM Task Looking Back
has an ending with closure
Language
Language Criteria
Revisit:
In lesson 28 Write, students practiced writing clear endings with closure
In lesson 33 Write, students revised Module Task 4 to include an ending with closure
Reinforce: Support students in reviewing their narrative Did they include an ending with closure? If not, ask these questions:
• How does your character feel at the end of the story?
• What does your character do at the end of the story?
Instruct students to tell a partner how they would end their narrative
Assessed on the EOM Task Looking Back writes in complete sentences
Revisit:
In lesson 12 Write, students practiced writing in complete sentences
In lesson 20 Write, students used complete sentences to begin drafting Module Task 2
In lesson 27 Write, students practiced writing complete sentences as they created the first drafts of their narratives
In lesson 32 Write, students used their Story Planners for Module Task 4 to write complete sentences for their narratives
Reinforce: Support students in forming complete sentences If they need additional support understanding what makes a complete sentence, refer to Prologue to lesson 10 Learn uses learned spelling patterns
Reinforce: Refer to your school’s foundation skills program to support students in using learned spelling patterns in their writing
Looking Ahead
Upcoming modules offer opportunities to continue to reinforce and extend the writing and language skills assessed in module 1. These skills include the following:
• Students will continue to build on sentence structure in module 2 when they use past tense verbs and complex nouns in their informative writing.
• Students will continue to draft effective endings in module 2 when they move from writing endings with closure to writing conclusion sentences in their informative writing.
ACHIEVEMENT DESCRIPTORS ASSESSED
APPENDIX: SCORING TOOLS AND REPORT ANALYSIS
Score the EOM Task 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 Description
Not Yet Demonstrated
Developing
On Target
Advanced
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 the EOM Task
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
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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,
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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