COMMON FORMATIVE ASSESSMENT Greenfield/Rosedale/Fruitvale/Norris RCD Project

Transcription

1 1 of 10 Grade Level or Course: 8 COMMON FORMATIVE ASSESSMENT RCD Project Authors: Valerie Carter, Kori Hellman, Rikki McFee, Stephanie Mills, Sandra Scott, and Diana Williams Assessment Topic: Unit 2 Aligned Priority Standards: Reading Literature Text 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the texts says explicitly as well as inferences drawn from the text. 8.RL.2 Determine the theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, plot; provide an objective summary of the text. 8.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific words choices on meaning and tone, including analogies or allusion to other texts. Language 8.L.2 Demonstrate command of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break. 8.L.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech Writing 8.W.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

2 2 of 10 Speaking and Listening 8.SL.4 Present claims and findings (e.g. argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Directions: Read the following selection and answer the questions that follow. Paragraph 1 The Gulls of Salt Lake At last, they were safe. A brave little company of pioneers from the Atlantic coast crossed the Mississippi River. They finally succeeded in climbing to the top of the great Rockies and down again into a valley in the very midst of the mountains. It was a valley of brown, bare, desert soil, in a climate where almost no rain falls. But the snow on the mountain-tops sent down little streams of pure water; the winds were gentle. Like a blue jewel at the foot of the western hills was a marvelous lake of salt water, an inland sea. Some wanted to keep going, but most said, this is where we should live the journey is accomplished. So the pioneers settled there and built themselves huts and cabins so they could survive the first winter. Paragraph 2 Paragraph 3 They were used to challenges. It had taken them many months to make the terrible trip. Many had died of illness on the way; then many died of hardship during the winter. The supplies they had brought in their wagons were so nearly gone that, by spring, they were living partly on roots, dug from the ground. All their lives now depended on the crops they could raise in the valley. They made the barren land fertile bringing mud from the river to the dry land, and creating irrigation channels. They planted corn and grain and vegetables, and everyone collaborated. Then it was an anxious time as they watched for the plants to grow, with hopes, and prayers, and careful eyes. In good time the brown earth was covered with a carpet of tender, green, growing things. No farmer's garden could have looked better than the great garden of the desert valley. And from day to day the little plants grew and flourished till they were all well above the ground they had succeeded. James, who was the head of the group, said, We finally will have all the food we need. We have achieved our goal.

3 3 of 10 Paragraph 4 Paragraph 5 Paragraph 6 Then a terrible thing happened. One day, the men who were watering the crops saw a great number of crickets swarming over the ground at the edge of the gardens nearest the mountains. They were hopping from the barren places into the young, green crops, and as they settled down they ate the tiny shoots and leaves to the ground. More came, and more, and ever more, and as they came they spread out till they covered a big corner of the grain field. Yet still more and more, till it was like an army of black, hopping, crawling crickets, streaming down the side of the mountain. James said, Watch out, they re going to eat our food. We will be ruined. Everyone tried to kill the crickets by beating them down, but the numbers were so great that it was like beating at the sea. Suddenly, from far off in the air toward the great salt lake, there was the sound of flapping wings. It grew louder. It looked like a white cloud rising from the lake, a flock of sea gulls flying toward them. Hundreds of gulls rose and circled and came on."the gulls! The gulls!" James cried. They will rescue us. It is a miracle. The gulls flew overhead, with a shrill chorus of whimpering cries, and then, in a marvelous white cloud of outspread wings and hovering breasts, they settled down over the field. Look, look, James said. See! They are eating the crickets! They are saving our crop. We are restored. It was true. The gulls ate the crickets, and when at last they finished, they had stripped the fields of that pest. The pioneers had moved to the right place after all. It had taken a lot of work, great determination, and courage. They had met and overcome obstacles, solved problems, and would survive. Without the gulls, what might have happened is not certain, but the future was secure, the pioneers were confident. * Story Source: Public Domain, adapted by Center for Urban Education. *Permission granted for classroom use (880L) SECTION 1: Selected-Response Assessment Questions 8.RL.4 1. What is the best meaning for the simile Everyone tried to kill the crickets by beating them down, but the numbers were so great that it was like beating at the sea? (Paragraph five) a Killing the crickets was messy b Killing the crickets was an impossible task c Killing the crickets took a long time d Killing the crickets was exhausting

4 4 of 10 8.RL.4; 8.L.4.a 2. They made the barren land fertile bringing mud from the river to the dry land, and creating irrigation channels. The word barren most closely means: (Paragraph two) a brown and ugly b dehydrated and empty c moist and green d flat and rocky 8.L.4c 3. Read the following sentence and select the dictionary entry that most likely matches the meaning of the underlined word. They made the barren land fertile bringing mud from the river to the dry land, and creating irrigation channels. fer tile adjective a bearing, producing, or capable of producing vegetation, crops, etc., abundantly; prolific: fertile soil. b bearing or capable of bearing offspring. c abundantly productive: a fertile imagination. d conducive to productiveness: fertile showers. 8.RL.1 Directions: Determine if the following statements are A. True B. False The pioneers are 4. defeated by the cloud of gulls. 5. easily discouraged by obstacles. 6. satisfied they chose the right place. 7. inventive with limited resources. 8. willing to work with each other.

5 5 of 10 For the following questions, there may be multiple correct answers. Bubble in ALL that apply. 8.L.2 9. Select the letters of ALL sentences that use CORRECT capitalization. a The Great Salt Lake is the largest natural lake West of the Mississippi River. b A combination of size and salt content makes Utah's Great Salt Lake unique among lakes in the Western Hemisphere. c Great Salt Lake is salty because it does not have an outlet. d Bridger Bay Beach on the north end of Antelope Island is perhaps the nicest beach on the entire Lake. 8.L Select the letters of ALL sentences that use CORRECT punctuation. a The pioneers were the first people to settle in the frontiers of North America; many of the pioneers were farmers. b They went to Oregon, Texas and other areas of the frontier for the land. c The Oregon Trail, the most commonly used route, was 2,000 miles long. d Many pioneers families experienced hardship during their journey. 8.L Select the letters of ALL sentences that use CORRECT spelling. a Cricket s antennae are called feelers. b Crickets are characterized by their hoping movements and short jerky runs. c Crickets chirp at different rates according to the species and to the temperature of their enviroment. d Crickets are omnivorous, meaning they eat both plants and animals depending on what is available to them.

6 6 of 10 8.L.4.b Based on your knowledge of affixes and roots, match the following words to their meanings. 12. contradict 13. precede 14. manual 15. coexist 16. benefit a. handbook b. do good to c. go before d. speak against e. live with 8.RL.1 Refer back to The Gulls of Salt Lake to complete the following sentence: 17. The deciding event that convinced the pioneers to stay at Salt Lake was. 8.RL.4 Select the appropriate words from the word bank to complete # All the words are from the selection The Gulls of Salt Lake. challenges determination anxious restored hardship flourished Which three words create a hopeful tone? 18., 19., and 20..

7 7 of 10 SECTION 2: Short Constructed-Response Assessment Questions 8.RL.1; 8.RL Write a summary of The Gulls of Salt Lake. Include relevant details from the story. Short Constructed-Response Scoring Guide #21: Advanced All criteria for the proficient level were met PLUS: Minimal errors in correct standard English usage Proficient Detailed summary includes: Title and author (if given) Main characters Conflict Three main events in chronological order Progressing Summary includes two of the following: title and author (if given), main characters, conflict. Includes two out of three main events in chronological order Beginning Summary includes only one of the following: title and author (if given), main characters, conflict Includes one main event but others are irrelevant (descriptive details rather than action) No Response

8 8 of 10 SECTION 2: Short Constructed-Response Assessment Questions 8.RL.2; 8.W A. What is a possible theme that can be inferred from The Gulls of Salt Lake? B. Cite at least three examples (bullet or list form) of textual evidence from the story that supports your chosen theme. Explain how the evidence you have chosen supports your theme. Short Constructed-Response Scoring Guide #22: Advanced All criteria for the proficient level were met PLUS: Minimal errors in correct standard English usage Proficient Infers a valid theme from textual evidence (determination and hard work pays off, overcoming obstacles, never give up, etc.) Cites three relevant examples of textual evidence to support answer Connects evidence to the theme in one sentence(example: The evidence supports the theme because.) Progressing Infers a valid theme Includes at least two examples (one may be irrelevant) Attempts to connect evidence to theme Beginning Infers no or invalid theme Support is irrelevant Does not connect evidence to theme No Response

9 9 of 10 SECTION 2: Short Constructed-Response Assessment Questions 8.W The pioneers faced many challenges but were confident in their future at the Great Salt Lake. Do you agree with their decision to stay, or do you think they should have left? Cite evidence from the text to support your argument. Short Constructed-Response Scoring Guide #23: Advanced All criteria for the proficient level were met PLUS: Minimal errors in correct standard English usage Proficient Introduces claim/opinion Cites three examples of relevant textual evidence to support claim/opinion Progressing Introduces claim/opinion Cites two examples of relevant textual evidence to support claim/opinion Beginning No or unclear opinion given Cites one or no examples of relevant textual evidence to support claim/opinion No Response

10 10 of 10 Answer Key: 1. B 2. B 3. A 4. B 5. B 6. A 7. A 8. A 9. B,C 10. A,C,D 11. A,D 12. D 13. C 14. A 15. E 16. B 17. When the gulls defeated the crickets (or similar answer that references the gulls saving the pioneers) Restored, Determination, Flourished (any order) 21. See scoring guide/rubric 22. See scoring guide/rubric 23. See scoring guide/rubric