Common Formative Assessment Planning Template by gigi12

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									     Common Formative Assessment Planning Template
Grade Level or Course: 2nd Grade
Authors: Krista Geffre & Jamie Incrovato

Assessment Topic: Read to Perform a Task

Selected Power Standards: List standards by number and include the full
text here. Then “unwrap” to identify what students need to know ant be
able to do. Underline the concepts (important nouns or noun phrases) and
circle the skills (verbs).
        USE titles, tables of contents, and chapter headings to LOCATE
        information in text.
        ALPHABETIZE a list of words to the second letter.

Graphic Organizer of “Unwrapped” Concepts and Skills
Concepts: Need to know about_________________.
       Titles, Tables of Contents, & Chapter headings
           o Organize information
       Lists
           o Organized Alphabetically
       First and Second Letters
           o Locate the first and second letters in a word
Skills: Be able to do
(Next to each skill, write number in parentheses indicating approximate level
of Bloom’s Taxonomy of thinking skills. Refer to Bloom’s Taxonomy resource
in supporting documents.)
       (3)USE
           o Titles, Tables of Content and Chapter Headings
       (1)LOCATE
           o information
       (5/6)ALPHABETIZE
           o Words
Big Ideas from “Unwrapped” Power Standards
    1. We use titles, tables of contents and chapter headings to organize
       information (I can find things using tables of contents and titles).
    2. We alphabetize words or lists to make information easier to
       understand and locate (I can put and find words in abc order).
   3. When information is organized it is easier to find, and or use (It is
      easier to find things when they are in lists).
Essential Questions Matched to Big Ideas
   1. Why would you want to find specific information in a book that has
      titles and a table of contents? (I can quickly find things using tables
      of contents and titles because they tell me where to look.)
   2. How do alphabetized lists help us? (I can find words or information in
      abc order because I know where to look.)
   3. Would it be faster to find something that is organized in a list, or
      something that is not? Why? (It would be faster to find something in
      an organized list because I know where to look.)

   The Following questions are designed to assess student understanding
   of these “unwrapped” concepts and skills:
   Level 3-USE (Titles, Tables of Content and Chapter Headings)
   Level 1-LOCATE (information)
   Level 5/6-ALPHABETIZE (Words)

Selected Response:
   1. Choose the list that is in alphabetical order.
      a. cat                       b. dog                  c. cat
         dog                          giraffe                 giraffe
         giraffe                      cat                     dog

   2. Choose the list that is in alphabetical order.
         a. Carrot                b. banana                c. carrot
            broccoli                 broccoli                 banana
            banana                   carrot                   broccoli

   3. Pick the word that best completes this alphabetized list:
             shoes, _____________, zippers.
             Choices:    Socks
                         Pants
                         Hats
Please use table of contents below to answer questions 4-8.
                             Animals of the World
                              Animals of Africa:
                  Animal…………………………………………………………Page
                 Tigers……………………………………………………..………. 3
                  Lions…………………………………………………………………8
                 Elephants………………………………………………………. 14
                 Giraffes…………………………………………………………..18
                             Animals of Australia:
                 Animal…………………….……………………………………Page
                 Koala Bears………………………………………………………25
                 Kangaroos………………………………………………………..29
                 Dingos……………………………………………………………….37
                            Animals of Antarctica:
                  Animal……………………………………………………….Page
                   Penguins……………………………………………………..40
                   Polar Bears………………………………………………..45

                        Animals of the Oceans:
                 Animal…………………………………………………….Page
                 Whales…………………………………………………….49
                 Sharks……………………………………………………..53
                  Walruses……………………………………………….57

   4. What animal would you read about on page 40?

   ____________________________________________________



   5. Where in the world are Giraffes found?

   ____________________________________________________

   6. On what page would you find information on whales?

   ____________________________________________

   7. What animals are listed under the heading of “Animals of Africa”?
                  True or False: Circle T for true, or F for false

8. T          F    Penguins are listed under the heading Animals of Australia.

9. T          F    Page 53 talks about Sharks.

Answer Key:
   1. a
   2. b
   3. socks
   4. penguins
   5. Africa
   6. 49
   7. Tigers, lions, elephants, and giraffes
   8. F
   9. T

Section 2: Extended Constructed Response-Design and extended response
item to evaluate student understanding of the following unwrapped concepts
and skills represented on your graphic organizer. Include approximate level
of thinking skill in parenthesis. Match item to rigor of skill level. Evaluate
student work using the Task Specific Scoring Guide below.

Level 5/6 ALPHABETIZE words (order, compose, produce)

Student Directions:
Re-write the following grocery list in alphabetic order:

       Eggs                                        _____________________

       Muffins                                    ______________________

       Coke                                       ______________________
      Bread                                   ______________________

      Lettuce                                 ______________________

      Cheese                                 ______________________

      Tortillas                              ______________________

      Milk                                    ______________________

Answer Key:
Bread
Coke
Chicken
Eggs
Lettuce
Milk
Muffins
Tortillas

                               Scoring Rubric:
Exceeds: The student has the meets requirements, PLUS has both pairs of
words in alphabetical order.
Meets: The student has most words in alphabetical order, and at least one
pair of words with the same first letter (milk/muffins or cheese/coke) are
in alphabetic order to the second letter.
Nearly Meets: The student has most words in alphabetical order, however
the student has not put any pair of words with the same first letter
(milk/muffins or cheese/coke) in alphabetic order to the second letter.
Not Yet: The student has fewer than four words that are in alphabetic
order.

Common Formative Assessment
Short Constructed Response:
This portion of the common formative assessment requires students to
demonstrate their integrated understanding of all the “uwrapped” concepts
and skills in the targeted Power Standards by expressing their
understanding of the Big Ideas in their own words. Write you planned
Essential Questions (and corresponding Big Idea responses for your own
reference) in the space provided.
   1. Why would you want to find specific information in a book that has
      titles and a table of contents? (I can quickly find things using tables
      of contents and titles because they tell me where to look.)
   2. How do alphabetized lists help us? (I can find words or information
      in abc order because I know where to look.)
   3. Would it be faster to find something that is organized in a list, or
      something that is not? Why? (It would be faster to find something in
      an organized list because I know where to look.)

Teachers: ask students to respond orally to the three essential questions
with their own big ideas. They should be able to explain their thinking using
any of the unwrapped concept vocabulary (titles, table of contents, chapter
headings, information, list, alphabetical order, etc.) that they can.

Generic Scoring Guide:
Exceeds:
      All meets criteria
      Makes connections to other areas of school or life
      Provides examples as a part of their explanation.
Meets:
      States big ideas correctly and in their own words
      provides supporting details for each one
      Includes vocabulary of “unwrapped” concepts in explanation.
Nearly Meets:
      Meets 2 of the “meets” criteria
Not Yet Meeting:
      Meets fewer than two of the “meets” criteria
      Task to be repeated after remediation.

Teacher’s Evaluation____________________________
Comments regarding student’s performance:

								
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