Formative Assessments - Pottsgrove School District · 2013-08-23 · Formative Assessments 1 Text...

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Formative Assessments 1 Text Features RI 4.7 Can students fill in this chart to tell how the different text features guide their understanding of the text and what the author wrote? 2 Using Context Clues to Determine the Meaning RI 4.4 Use graphic organizer to show the meaning of unknown words and what clues from the text allowed the reader to know the meaning. 3 Telling What Happened and Why RI 4.3 Use graphic organizer to tell what happened in a historical or scien=fic text and why. 4 Explaining the steps in a technical text in my own words RI 4.3 Read a technical, procedural text and explain what happened in own words 5 What Information Did I Read from Both Texts? RI 4.6 During and aBer reading a firsthand and secondhand account of the same event, what informa=on did I read that gave me informa=on about the event? 6 How are the two accounts you read similar? RI 4.9 Tell about how the firsthand and secondhand accounts read about the same event are similar. 7

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Formative Assessments

1 Text Features RI 4.7

Can  students  fill  in  this  chart  to  tell  how  the  different  text  features  guide  their  understanding  of  the  text  and  what  the  

author  wrote?  

2

Using Context Clues to

Determine the Meaning

RI 4.4

Use  graphic  organizer  to  show  the  meaning  of  unknown  words  and  what  clues  from  the  text  allowed  the  reader  to  

know  the  meaning.  

3 Telling What Happened and

Why RI 4.3

Use  graphic  organizer  to  tell  what  happened  in  a  historical  or  scien=fic  text  and  why.  

4

Explaining the steps in a

technical text in my own

words RI 4.3

Read  a  technical,  procedural  text  and  explain  what  happened  in  own  words  

5

What Information Did I Read from Both

Texts? RI 4.6

During  and  aBer  reading  a  firsthand  and  secondhand  account  of  the  same  event,  what  informa=on  did  I  read  that  gave  me  

informa=on  about  the  event?  

6

How are the two accounts

you read similar? RI 4.9

Tell  about  how  the  firsthand  and  secondhand  accounts  read  about  the  same  event  are  similar.  

7

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Unit  5  Exit  Slip        RI  4.7        Summarizing  Forma=ve  Assessment  Name:  ____________________________  

My Observation of the Text Features  I’m  making  observa0ons  from  

a  text  that  was:  q  read  to  me  

q  I  read  to  myself    

Informa=on  from  the  text  

Informa=on  from  the  chart  

Informa=on  from  the  photograph  

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Unit  5  Exit  Slip  RI.4.4    Wri=ng  a  Summary  Forma=ve  Assessment  Name:  ____________________________  

Meanings of Unknown Words Using Context Clues  

I’m  finding  words  from  a  text  q  read  to  me  

q  I  read  to  myself    

Word  or  Phrase   The  Meaning  of  the  word  or  

phrase  

How  I  inferred  the  meaning  

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Unit  5  Exit  Slip  RI.4.3    Wri=ng  a  Summary  Forma=ve  Assessment  Name:  ____________________________  

What Happened and Why Did It Happen?  

I’m  explaining  events    from  a  text  

q  read  to  me  q  I  read  to  myself    

I  read…..  Or  

What  happened?  

This  Happened  Because…..  

Or    Why?  

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

You just read a bunch of directions that told you how to do something. Now, in your own words, tell me how to do it.

Unit  5  RI  4.3  Forma=ve  Assessment  

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You just read a firsthand and secondhand account of the same event. What

information did you learn from each source?

Unit  5  RI  4.6  Forma=ve  Assessment  

Firsthand  Account  

Secondhand  Account  

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_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How are the two accounts you read similar?

Unit  5  RI  4.6  Forma=ve  Assessment  

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exit slips

1 Text Structure (RI 4.5)

Have  students  write  about  why  the  author  chose  to  organize  the  informa=on  in  this  passage  as  compare/contrast.      

2 Text Features II (RI 4.5)

How  do  text  features  provide  clues  to  the  overall  structure  of  a  text?      

3

Determining the Main Idea and Details that

Support (RI 4.2)

Use  the  graphic  organize  to  find  the  main  idea  of  a  paragraph  and  list  suppor=ng  details  that  tell  about  the  main  idea.  

4 How do the

details support the main idea?

(RI 4.2)

Use  this  chart  to  have  students  show  how  the  details  they  have  chosen  support  the  main  idea  of  the  passage  or  

paragraph.  

5 Was what I read

a first or secondhand account? (RI 4.6)

Determine  whether  the  text  is  a  first  or  second  hand  account  and  tell  which  details  helped  you  know.  

6 Finding Common Points Between

Two Texts (RI 4.6)

Students  will  determine  some  common  points  about  two  texts  about  the  same  topic.  

7 Determining Details that Support the

Author’s Point (RI 4.8)

Note  the  details  from  the  text  that  support  the  point  the  author  is  making.  

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Unit  5  Exit  Slip  

Why did the author organize the text as compare/contrast?

____________________________________________________________________________________________________________________________________________  

Name:  ___________________  

Name:  ___________________  Unit  5      Exit  Slip  

 

Why did the author organize the text as compare/contrast?

____________________________________________________________________________________________________________________________________________    

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Name:  __________________________________________    EXIT  SLIP    How  do  text  features  provide  clues  to  the  overall  structure  of  a  text?      

Name:  __________________________________________    EXIT  SLIP      How  do  text  features  provide  clues  to  the  overall  structure  of  a  text?        

Name:  __________________________________________    EXIT  SLIP      How  do  text  features  provide  clues  to  the  overall  structure  of  a  text?        

Name:  __________________________________________    EXIT  SLIP      How  do  text  features  provide  clues  to  the  overall  structure  of  a  text?        

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Unit  5  Exit  Slip  

Name:  ___________________  

Name:  ___________________  Unit  5      Exit  Slip  

 

Main  Idea:  

Details:  

Main  Idea:  

Details:  

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Unit  5  Exit  Slip  

Name:  ___________________  

Name:  ___________________  Unit  5      Exit  Slip  

 

Main  Idea:   How  do  these  details  support  the  main  idea?  

Details:  

Main  Idea:   How  do  these  detail  support  the  main  idea?  

Details:  

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Unit  5    Exit  Slip  

What this a first or secondhand

account?

What told me if it was a first or

secondhand account?

Name:  ___________________  

Name:  ___________________  Unit  5  Exit  Slip  

 

What this a first or secondhand

account?

What told me if it was a first or

secondhand account?

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Unit  5  Exit  Slip  

Text 1 Common Points Text 2

Name:  ___________________  

Name:  ___________________   Unit  5  Exit  Slip  

 

Text 1 Common Points Text 2

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Unit  5  Exit  Slip  

The Author’s Point

Details that support the author’s point

Name:  ___________________  

Name:  ___________________   Unit  5  Exit  Slip  

 

Author’s Point Details that support the author’s point

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instructional tools

1

Performance Task: Wildfires by Seymour

Simon (RI 4.4)

Students  determine  the  meaning  of  domain-­‐specific  words  or  phrases,  such  as  flammable,  consumed,  ablaze,  and  charred,  and  important  general  academic  words  and  phrases  that  

appear  in  Seymour  Simon’s  Wildfires.  

2 Frayer Model (RI 4.4)

This  graphic  organizer  allows  students  to  place  the  new  vocabulary  term  in  the  center  and  lists  essen=al  

characteris=cs,  nonessen=al  characteris=cs,  examples  and  non-­‐examples  (Frayer,  Frederick,  Kausmeier  (1969).  A  sample  sugges=on  is  provided.  

3 Synonym Word Chains (RI 4.4)

Create  a  map  with  a  target  word  in  the  center.  Students  discuss  personal  associa=ons  and  record  these  synonyms  

around  the  target  center  (Reading  First,  2004).hgp://www.glencoe.com/sec/teachingtoday/downloads/pdf/keyword_cluster.pdf  

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Performance Task: Wildfires by Seymour Simon

Word Definition

Nonfic=on  text  includes  words  that  we  say  are  “domain  specific”.  This  means  that  they  are  words  that  relate  directly  to  a  topic.  For  example,  if  you  are  reading  about  

space,  the  word  “Satellite”  would  be  domain  specific.      Read  Seymour  Simon’s  Wildfires.  Make  a  list  of  words  you  think  are  domain  

specific  and  create  defini=ons  for  each.    

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Performance Task: Wildfires by Seymour Simon

Word Definition

flammable

ablaze

consumed

charred

cycles

renew

Nonfic=on  text  includes  words  that  we  say  are  “domain  specific”.  This  means  that  they  are  words  that  relate  directly  to  a  topic.  For  example,  if  you  are  reading  about  

space,  the  word  “Satellite”  would  be  domain  specific.      Read  Seymour  Simon’s  Wildfires.  Then,  look  at  the  list  of  domain  specific  words  

from  the  text,  and  add  a  defini=on  on  the  box  provided.    

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Name:  

Defini=ons:     Characteris=cs:  

Examples   Non-­‐Examples  

Word  

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Key Word Cluster We’ve  just  read  a  lot  about  the  Titanic.  In  each  box,  write  a  key  word  associated  with  the  Titanic.    

The Titanic

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Key Word Cluster We’ve  just  read  a  lot  about  Space.  In  each  box,  write  a  key  word  associated  with  Space.    

Space