G O L E T A U N I O N S C H O O L D I S T R I C T

1st Grade

Coherent Writing Formative Assessment: Summary of Narrative

☛ NO T E   T O   T E A C H E R S :     T h i s   i s   t h e   a c t u a l   f o r m a t i v e  a s s e s s m e n t   f o r   t h e   s c h o o l   y e a r   2 0 1 2 -­‐ 2 0 1 3 .     P l e a s e  D o   N O T   s h o w   t h i s   t o   y o u r   s t u d e n t s   u n t i l   t h e   t e s t  d a t e .

T ea ch e r D i r e c t i on s , R ub r i c , Mat r i x o f Sk i l l s , S t u d en t D i r e c t i on s , S t o ry and Wr i t i n g Pap e r

First Grade Formative Assessment—Teacher Instructions

Summary of Narrative

Who to Test: 1. All students are to be assessed in English 2. RSP and SDC students are to be assessed in accordance with their IEPs

Preparations: 1. The students may use either story map for planning their writing and will need

sharpened pencils, erasers, and district writing paper. 2. Teachers should copy extra writing sheets to give to students if needed. 3. The teacher will need a copy of the prompt, the rubric, and directions for this activity. 4. Students may take as long as they like to finish the written summary; however, they

must complete it in one uninterrupted period. Thirty to forty minutes is recommended. 5. To prevent interruptions during writing, place “Do Not Disturb” signs on the doors.

Administration Guidelines: Teachers May:

• Read aloud to the students as students follow along in their own book. • Instruct students to listen as directions are being read. Simplified directions or key

words can be written on the board. • Encourage students to use a story map to plan their writing, which can be completed

the day before. • Discuss difficult vocabulary with students after the story is read. • The story can be read twice, once before the students make their story map and again

before they write their summary.

Teachers May Not: • Outline an organizational pattern on the board or overhead. • Brainstorm with students. • Discuss the story.

Students May Not: • Ask the teacher spelling or grammatical questions.

Post Writing Instructions:

1. Collect all materials. After you have collected all written work, enter student information on the reverse side of the student sheet.

2. Scoring will take place in grade level PLCs at the school. Two readers will score each paper.

3. After scoring, enter the 2 scores and the combined score on the reverse side of the student sheet and attach the 2 highlighted rubrics.

DO NOT GIVE TO STUDENTS

First Grade Formative Assessment

Student Instructions

Summary of Narrative

Directions:

Formative Prompt: Pull out the story map organizers. Listen to the story “A Big Fish for Max”.

Draw and label the story elements on the story map. If you are comfortable writing sentences, use the story map with lines.

Scoring:

Your writing will be scored on how well you:

• Include story elements.

• Sequence the events (beginning, middle, end).

• If you write sentences, use your own words and include only the important events.

• Use correct grammar, spelling, punctuation, and capitalization.

Please turn to the story and follow along as your teacher reads.

Grade 1 Summary of Narrative Scoring Rubric

4: Exceeds and/or Extends Standards:

The writing clearly addresses all parts of the writing task: 1. clearly addresses all parts of the writing prompt 2. demonstrates a clear understanding of purpose* (genre) 3. maintains a consistent organizational structure 4. contains a variety of sentence types, including compound

and/or complex sentences 5. contains few punctuation, capitalization, and grammatical

errors 6. may contain spelling errors due to sophisticated language 7. uses sophisticated vocabulary appropriately

Summary — • is characterized by

sophisticated language and concise paraphrasing of the main events

• includes only relevant details and/or events in sequential order

3: Meets Standards: The writing addresses all parts of the writing task: 1. addresses all parts of the writing prompt 2. demonstrates a general understanding of purpose* (genre) 3. follows a general organizational structure 4. contains complete sentences 5. contains some errors in punctuation, capitalization, and

grammar 6. may contain spelling errors that do not interfere with meaning 7. uses grade level vocabulary appropriately

Summary — • is characterized by

paraphrasing of the main events

• may include some unnecessary details and/or events but sequential order is maintained

2: Partial Progress Toward Standards: The writing addresses some parts of the writing task: 1. addresses some parts of the writing prompt 2. demonstrates a partial understanding of purpose* (genre) 3. has some organizational structure 4. may contain incomplete and/or run on sentences 5. contains many errors in punctuation, capitalization, and

grammar, but meaning is still discernable 6. may contain spelling errors that interfere with meaning 7. attempts to use grade level vocabulary

Summary — • is characterized by minimal

paraphrasing • may include unnecessary

details and/or events • excludes necessary details • is characterized by missing

key story element(s)

1: Insufficient Progress Toward Standards: The writing does not address the writing task: 1. does not address the writing prompt 2. demonstrates no understanding of purpose* (genre) 3. no organizational structure 4. may consist of extraneous letters and words 5. demonstrates little or no understanding of appropriate

punctuation, capitalization, and grammar 6. contains nearly indecipherable spelling 7. lacks grade level vocabulary

Summary — • is characterized by substantial

copying of indiscriminately selected phrases or sentences

• is characterized by missing most or all key story elements

* GENRE: A summary of narrative is the paraphrasing of the main events including relevant details of

a narrative in a shorter version. The writer focuses on the most important details of the beginning, middle, and end and the cause and effect relationship between the actions.

Grade: _____

Teacher: __________________Matrix of Skills: Summary of Narrative

Story Map Written Summary Secretary

Settin

g

Cha

ract

er/P

rota

goni

st

Wish/

Pro

blem

Seque

nce

(cau

se a

nd e

ffect

,

risin

g ac

tion)

Res

olut

ion

Can

writ

e th

e be

ginn

ing:

setti

ng, c

hara

cter

,

wish/

prob

lem

(the

se m

ay b

e

impl

ied)

Can

cle

arly s

eque

nce

even

ts

(rising

act

ion,

cau

se a

nd

effe

ct)

Com

bini

ng S

ente

nces

Cat

egor

izin

g whe

n

appr

opria

te

Can

writ

e th

e re

solu

tion

Con

tain

s co

mpl

ete

sent

ence

s

Has

var

ied

sent

ence

stru

ctur

es

Use

s pr

oper

pun

ctua

tion,

capi

taliz

atio

n, a

nd g

ram

mar

Use

s gr

ade

leve

l spe

lling

Use

s gr

ade

leve

l voc

abul

ary

Students

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

Grade: _____

Teacher: __________________Matrix of Skills: Summary of Narrative

Set

ting

Cha

racter

/Pro

tago

nist

Wish/

Pro

blem

Seq

uenc

e (c

ause

and

effe

ct,

rising

actio

n)

Res

olut

ion

Can

writ

e th

e be

ginn

ing:

setting

, cha

racter

,

wish/

prob

lem

(the

se m

ay b

e

implied)

Can

clear

ly seq

uenc

e ev

ents

(rising

actio

n, cau

se a

nd

effe

ct)

Com

bining

Sen

tenc

es

Cat

egor

izing

whe

n

appr

opria

te

Can

writ

e th

e re

solutio

n

Con

tains co

mplet

e se

nten

ces

Has

var

ied

sent

ence

stru

ctur

es

Use

s pr

oper

pun

ctua

tion,

capita

lizat

ion,

and

gra

mm

ar

Use

s gr

ade

leve

l spe

lling

Use

s gr

ade

leve

l voc

abular

y

23

24

25

26

27

28

29

30

31

32

33

34

A Big Fish for Max “I wish I had a fish to eat,” said Max. “Then we will catch a big fish,” said Grandma. “We can walk to the park,” said Ruby. “And Max will catch a big fish.” “Good,” said Max. “Yum, yum, yum!” The path in the park led to the pond. “Max can fish in this pond,” said Ruby. Max sat. He got a red ball in his net. But no fish bit. Then Max got a black ship in his net.

But no fish bit. And then Max got a clam shell in his net. “I want to call the fish,” said Ruby. “Then I can talk to the fish.” But still no fish bit. “Well, we can all walk to the fish shop,” said Grandma. “And we can talk to the fish man.” The fish man had lots of fish in a box. “We want a fresh fish,” said Grandma. “That fat fish is good.” At home, Grandma put the fish in a hot pan. Then Ruby put the fish in a dish. “Yum, yum, yum!” said Max.

Story Map

Setting Character Wish Problem Solution

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Story Map

Setting Character Wish Problem Solution

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2