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

2nd 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

Second Grade Formative Assessment Teacher Instructions

Summary of Narrative

Who To Test: 1. All second grade students take the assessment in English. 2. RSP and SDC students are to be assessed in accordance with their IEPs.

Preparations: 1. The student will need a graphic organizer/story map or blank white or lined paper for planning their

writing, sharpened pencils, and erasers. 2. Teachers should copy extra writing sheets to give to students if needed. 3. The teacher will need a copy of the teacher directions, student directions, and rubric for this

assessment. 4. Students may take as long as they need to finish; however, they must complete this assessment in one

uninterrupted period. Sixty minutes is the recommended time. 5. To prevent interruptions during writing, place “DO NOT DISTURB” signs on the doors.

Administration Guidelines: Teachers May:

• Read aloud the student directions and story in English. • Distribute a graphic organizer/story map. • Discuss difficult vocabulary with students after the story is read.

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. • Use dictionaries (students MAY use word books)

Administration Instructions: • The teacher needs to read the student directions aloud making sure that the students are following

along. • The teacher will read the story aloud while the students follow along.

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.

Grade 2 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 focus and organizational structure 4. contains compound and/or complex sentences using a variety

of sentence styles 5. contains few errors in punctuation, capitalization, and

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

Summary — • is characterized by

sophisticated language and concise paraphrasing of the main event

• 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. maintains a consistent focus and organizational structure 4. includes some sentence variety and/or few sentence structure

errors 5. contains some errors in punctuation, capitalization, and

grammar 6. minimal grade level 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 of the writing task: 1. addresses some of the writing prompt 2. demonstrates a partial understanding of purpose* (genre) 3. attempts to maintain a consistent focus but lacks organization 4. may not include sentence variety and/or some sentence

structure errors 5. contains some errors in punctuation, capitalization, and

grammar; meaning may be unclear 6. includes some grade level spelling errors that may or may not

interfere with reader’s understanding 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. lacks focus and is not organized 4. demonstrates little or no understanding of sentence structure 5. contains many errors in punctuation, capitalization, and

grammar; meaning is unclear 6. includes many spelling errors that may or may not interfere

with reader’s understanding 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

Second Grade Formative Assessment Student Instructions

Summary of Narrative Directions:

• You will read the following story titled “The Tortoise and the Hare”. Please write a summary that includes only the main actions of the story and only the most significant details.

• Write a summary of the story.

• You may use the story map given to you by your teacher or create your own. You will not be scored on your map.

• You may use your dictionary and any other writing tools that you have at your desk.

Scoring:

Your writing will be scored on how well you:

• Include the story elements

• Sequence the events (beginning, middle, end)

• Use your own words in writing the summary

• Use transition words

• Use correct grammar, spelling, punctuation, and capitalization

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

The Tortoise and the Hare

One fine summer day, Hare was showing off to the other animals. “I am faster than anyone in the woods,” he boasted. “None of you is as quick as I am.” Slow-moving Tortoise was passing by and heard what Hare was saying. “I know someone who can beat you in a race,” said Tortoise. “Me.” Hare nearly fell down laughing at the thought of such a poky animal beating him in a race. “Very well,” said Hare. “I’ll race you and I will win.” The other animals marked off a racecourse through the woods. Tortoise and Hare came to the starting line. “Get ready. Get set. Go!” shouted Owl. Off raced Hare as fast as he could go. Soon he was so far ahead of slow-moving Tortoise that he could not see him. “I think I’ll take a little nap under this shady tree,” decided Hare. “Tortoise is so far behind, he will never catch up.” Soon Hare was fast asleep. Slowly and steadily Tortoise moved along the racecourse. He quietly passed by the sleeping Hare and continued on his way. When Hare woke up from his nap, he couldn’t see Tortoise anywhere. “I knew that silly tortoise was the slowest animal on Earth,” laughed Hare as he continued the race. Suddenly Hare heard a shout. “What is that?” he wondered. As he hurried toward the end of the race, he was that Tortoise was only a

few feet from the finish line. The loud shout he heard was the sound of the other animals cheering for Tortoise. Hare raced as fast as he could. There was just no way he could get to the finish line before Tortoise. The embarrassed Hare crept away as Tortoise was congratulated by his friends. The moral of the story is this: Slow and steady wins the race.

SECOND GRADE FORMATIVE WRITING ASSESSMENT — Summary of Narrative

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2

Name Grade Teacher

Reader’s Initials: Score:

Reader 1

Reader 2

Final Score = Reader 1 + Reader 2