Assessment Photo Assessment Photo AlbumAlbumBetty UkeraBetty Ukera

Reading Comprehension, 3Reading Comprehension, 3rdrd Grade Grade

Walden UniversityWalden University

EDUC 6731: Assessment for Student EDUC 6731: Assessment for Student LearningLearning

Spring 2011Spring 2011

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Why do Authors Write? (PIE)Why do Authors Write? (PIE)

To To persuadepersuade

To informTo inform To To entertainentertain

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About the UnitAbout the Unit

The enduring understanding in this unit is The enduring understanding in this unit is to explore the concept of purpose in to explore the concept of purpose in communication and apply that knowledge communication and apply that knowledge in reading, speaking and writing. in reading, speaking and writing.

Students will have various opportunities to Students will have various opportunities to explore different genres to determine the explore different genres to determine the authors purpose. Students will also apply authors purpose. Students will also apply this knowledge to communicate with this knowledge to communicate with different audiences.different audiences.

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Texas State Content Standards Texas State Content Standards AddressedAddressed

TAKS/TEKS Objectives:TAKS/TEKS Objectives: 110.5 English Language 110.5 English Language Arts and Reading, Reading/variety of texts. The Arts and Reading, Reading/variety of texts. The student reads widely for different purposes in student reads widely for different purposes in varied sources. The student is expected to:varied sources. The student is expected to:

(A)  Read classic and contemporary works (2-8);(A)  Read classic and contemporary works (2-8);

(B)  Read from a variety of genres for pleasure (B)  Read from a variety of genres for pleasure and to acquire information from both print and and to acquire information from both print and electronic sources (2-3); andelectronic sources (2-3); and

(C)  Read to accomplish various purposes both (C)  Read to accomplish various purposes both assigned and self-selected (2-3).assigned and self-selected (2-3).

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Performance ObjectivesPerformance ObjectivesStudents will…Students will…

Knowledge:Knowledge: identify and explain in their words identify and explain in their words the different purposes for which authors write i.e. the different purposes for which authors write i.e. if the purpose of an author is to entertain, what if the purpose of an author is to entertain, what makes a text entertaining?makes a text entertaining?

Skill/ApplicationSkill/Application-- apply their knowledge of apply their knowledge of literary elements when writing for different literary elements when writing for different purposes.purposes.

ProductProduct Students will write personal narrations to Students will write personal narrations to reflect different purposes for different audiences.reflect different purposes for different audiences.

Reasoning/EvaluationReasoning/Evaluation- - Students will evaluate Students will evaluate the events and characters in the story and give the events and characters in the story and give their opinion about the author’s point of view and their opinion about the author’s point of view and their satisfaction or dissatisfaction with the their satisfaction or dissatisfaction with the author’s work.author’s work.

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Assessment ConsiderationsAssessment Considerations Diagnostic assessments: Students will use

advance organizers to brainstorm and share possible reasons they think authors write. Students will also preview texts and make predictions about what the author’s could be.

Formative assessments: I will use checklists during informal observations and conferencing to assess students ability to use context clues, text features, think aloud and questioning strategies to guide their understanding about what the big idea is. Students will also use checklists to monitor and adjust understanding of author’s purpose.

Summative assessments: Students will complete a worksheet that contains selected and constructed response items to establish their general knowledge of purpose in communication and write a persuasive essay.

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Diagnostic AssessmentDiagnostic Assessment(Gauging prior knowledge)Task # 1: Think-Pair-Share

ThinkThink Think about all the stories you have read and listened to, why Think about all the stories you have read and listened to, why

do you think people write? Do you think all authors write for do you think people write? Do you think all authors write for the same reasons? Explain why in the space below: the same reasons? Explain why in the space below: ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

PairPair Pair up with a partner. Start a discussion with your partner Pair up with a partner. Start a discussion with your partner

by asking him/her why they think authors write. Ask your by asking him/her why they think authors write. Ask your partner to explain in detail how they arrived at their partner to explain in detail how they arrived at their conclusion. Combine your ideas and summarize your conclusion. Combine your ideas and summarize your discussion below: discussion below: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

ShareShare Share with the whole class the most important points from Share with the whole class the most important points from

your "Paired" discussion. To prepare for sharing, list below your "Paired" discussion. To prepare for sharing, list below the two most important points you would like to share with the two most important points you would like to share with the entire class: the entire class: ______________________________________________________________________________________________________________

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Formative Assessment: Task # 1Formative Assessment: Task # 1Students’ checklist for determining Author’s Purpose

(self-monitoring tool)

Facts Entertain

Inform Persuade

1.The text is about real life events.2 The text contains a glossary of

key vocabulary.3. The text contains a table of

contents.4 The text contains subheadings.5 The text contains an index6. The text is telling a fictional

story.7. The text is describing a person,

place, or thing.8. The text is explaining how to do

something.9. The text is about how to find

something out.10. The text is giving an opinion

about something11 The text is asking a question.12. The text is humorous.13. The text is giving reasons

why…

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Formative AssessmentFormative AssessmentAdvance organizers( Venn diagram)

Name: __________ _________ Date:_____________

Instructions: Use the graphic organizer below to compare the two short texts you have just read. Think about the following questions while making the comparison:

Why do you think these texts were written? Did both authors organize their information the same way?

Provide evidence. How did the authors help you navigate the text? How does the author’s presentation help the reader understand

the message?

Finally, in few sentences, what do you think about the authors?

Do you think the authors communicated their ideas well to the readers?

Do you think the authors are knowledgeable about this topic? Provide evidence.

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Venn Diagram

__________

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Teacher’s Formative Assessment Teacher’s Formative Assessment ChecklistChecklist

Students’ knowledge of author’s purposeStudents’ knowledge of author’s purpose

Student

name

Uses picture clues to accurately predict the possible author’s purpose

Knows that specific genres typically perform a common purpose

Uses literary elements like text structure to determine author’s purpose

Provides details from text or video to support the identified purpose

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Summative Assessment: Task # 1 Summative Assessment: Task # 1 (product)(product)

Performance Task Scenario

Goal: We have been learning that people communicate in various formats to inform, persuade, entertain and describe a process to their audience. Our school has just decided to abandon a uniform dress code for the students. Write a persuasive essay to the principal to reconsider and repeal this new policy stating reasons why it may be socially detrimental to some students. Be sure to cite examples of schools that tried following this new policy but had to abandon it because of its negative impact on so many students. Refer to the rubric we discussed in class as you prepare your essay.

Role: persuasive author (“No uniform required” policy will be socially and emotionally detrimental to a lot of students.)

Audience: school administration

Situation: You empathize with the struggles that the economically disadvantaged students in your school will experience if they have to wear their personal clothes to school every day.

Product, Performance, and Purpose: Essay writing. Apply knowledge of author’s purpose to write a persuasive a essay to convince the principal to repeal a new policy.

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Standards and Criteria for Success Standards and Criteria for Success Persuasive Essay RubricPersuasive Essay Rubric

Criteria 4= BE (Beyond Expectation)

3= AE (As expected)

2= D (Developing)

1=NI (Needs Improvement)

The argument of point of view

I presented my argument and explained why it is controversial.

I presented my argument but did not explain why it is controversial.

Readers will have a hard time identifying what my argument is about.

I did not state my argument or explain why it is controversial.

Evidence in support of the argument

includes more than 3 compelling evidences

includes about three supporting evidences

includes about two supporting evidences

includes less than two supporting evidences

Evidence against the

argument

My essay debunks all evidences against my argument.

My essay debunks some evidences against my argument.

My essay debunks few evidences against my argument.

My essay debunks no evidences against my argument.

Organization contains a clear introduction, a detailed body and a summative conclusion that reiterates my argument

contains an introduction, a body and a conclusion that fails to summarize and reiterate my argument

My essay contains an introduction and a body but no conclusion. It also fails to summarize and reiterate my argument

My essay is one long paragraph with no distinction between the introduction,

body and conclusion.

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Standards and Criteria for Success Standards and Criteria for Success Persuasive Essay Rubric (Contd.)Persuasive Essay Rubric (Contd.)

Voice I sound natural and passionate about my argument

My tone is ok but fails to convey how I really feel about my argument.

My tone is not appropriate for the audience and I sound like I am not

I sound like I do not have enough knowledge about I am writing about.

Word Choice My readers can see my thoughts and feel my feelings clearly by the words I use.

There is a lot of repetition in my word choice. There is very little use of inspiring words

My words fail to inspire anyone to act, I come across as trying too hard to

impress.

A lot of my words are confusing to my readers and I recycle the same words again and again.

Sentence fluency

I use multiple sentence stems with varying lengths.

My sentences are ok with little variance in length and type.

I sometimes use fragments and phrases instead of complete sentences.

My sentences are awkward together even I am having a hard time understanding what I wrote.

conventions I use correct grammar and appropriate punctuations

I use correct grammar most of the time but my essay still contains grammatical errors.

My essay contains several grammatical and punctuation errors to confuse the reader.

The reader is unable to decode my essay because of numerous grammatical and punctuation errors.

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Summative Assessment: Task # 2Summative Assessment: Task # 2Paper-pencil test (selected response)

Instructions: Circle True or False

1. There are 3 main purposes for which author’s write; namely to persuade, to inform and to entertain. Answer: True/False.

2. Non-fictional texts like biographies are mostly written to entertain. Answer: True/False.

3. Fantasies and other fictional stories are mainly written to inform readers about real life issues.Answer: True/False.

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Summative Assessment: Task # 2 Contd.

Paper-pencil test (selected response)Instructions: Choose from the options below to complete the

blank space.

4. Informational texts can easily be distinguished from other genres

because they contain a table of contents and ------------------------.

a) A glossary of key vocabulary b) A personal thank you note from the authorc) The name of the author and the illustrator.

5. Persuasive texts are identified easily because----------------------.

a) They are written to convince readers about a cause or point of viewb) They contain a lot of humor to captivate the reader’s interestC) They contain catchy illustrations to stimulate the reader’s imagination.

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Summative Assessment: Task # 3 Contd.

Paper-pencil test (constructed response)

6. Write a short essay to describe three ways in which persuasive texts are similar or different from informative texts.

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Modification for Students with Special Needs:

As specified in their IEPs and

Extended time to complete tasks

Short clear instructions

Scaffolding in identifying the literary characteristics of the different genres and their purposes.

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End of Unit Exit Ticket

Name_______________________ Date ____________________

Instructions: Please fill blank spaces with the appropriate words or phrases.

In this unit, I learned that authors write for __________ __________. Sometimes they write to __________ but at other times they could write to __________.

Answer: Today I learned that write for different purposes. Sometimes they write to inform but at other times they could write to entertain.

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Teacher ReflectionTeacher Reflection

“Enduring understanding” of learning entails students’ ability to know, understand, synthesize and apply new knowledge to make decisions, complete authentic tasks and solve real life problems. Understanding the different purposes for which authors communicate with their audiences is a relevant skill that students will use beyond the classroom. The assessment tasks I designed for this unit were meant to create ample opportunity for my students to demonstrate that they understand the purpose in communication and can synthesize that new knowledge and apply it in authentic ways.

The essential questions I sought to answer through this unit were: 1) do my students understand how to identify an author’s purpose? 2) Can they apply that knowledge to write or speak in various formats to various audiences? Designing this photo album was a rewarding learning experience. I am looking forward to even learning more as I receive feedback.