COMMON FORMATIVE ASSESSMENT PLANNING … · COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE ... Selected-Response Assessment Questions ... a. Mr. Malone brought his pet rabbit to school,

1 of 93.ELA.CFA.T.Unit 2

ⓒ Leadership and Learning Center. All rights reserved. Last Revised: June 2014Greenfield/Rosedale/Fruitvale/Norris

COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATEGreenfield/Rosedale RCD Project

Grade Level or Course: Grade 3 Unit 2

Authors: Deisy Galvan, Hana Suleiman, Rebecca Been, Cheryl Cook, MaryNugent, Kim Okarski

Assessment Topic: Unit 2- Science – Fact or Fiction?

Aligned Priority Standards:

Reading Literature3.RL.3 Describe characters in a story (e.g., traits, motivations, or feelings )and explain how their actions contribute to the sequence of events.

Reading Informational Text3.RI.3 Describe the relationship between a series of historical events,scientific ideas or concepts, or steps in technical procedures in a text,using language that pertains to time, sequence and cause/effect.3.RI.4 Determine the meaning of general academic and domain-specificwords and phrases in a text relevant to a grade 3 topic or subject area.

Language3.L.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.3.L.1.i Produce simple, compound, and complex sentences.3.L.4 Determine or clarify the meaning of unknown and multiple-meaningword and phrases based on grade 3 reading and content, choosing flexiblyfrom a range of strategies.

Writing3.W.3 Write narratives to develop real or imagined experiences or eventsusing effective technique, descriptive details, & clear event sequences.3.W.3.a Establish a situation and introduce a narrator and/or characters;organize an event sequence that unfolds naturally.3.W.3.b Use dialogue and descriptions of actions, thoughts, and feelings todevelop experiences and events or show the response of characters tosituations.3.W.3.d Provide a sense of closure



SECTION 1: Selected-Response Assessment Questions

Directions: Read this passage and answer the following questions.

The Gift

1 One windy day in March, Mary Miller was on her way to school when shelooked in a store window. She saw lovely red apples. "Oh", she said, "how lovely!If only Mamma could have one!"2 Mary's mother was very poor. She had been a nurse ever since Mary'sfather died. She had worked hard to earn a living for herself and Mary. But nowshe had become sick. She was obliged to lie in bed all day, and when Mary wasaway at school, the house was very lonesome. She missed her little angel. Thatis what she called Mary. Mary took care of her mother. She cooked her food.Mostly she cooked soup. They could not afford fresh fruit. She would sing to herat night.3 She was usually a good student, but that day she made so many mistakesthat the teacher looked at her in surprise. She was not paying attention. She wasthinking about her mother and the apples. When school was dismissed, Marystarted home. She had gone only a short distance when she saw a man in frontof her drop his wallet. Running quickly forward she picked it up. There must be agood deal of money in it, thought Mary. How I wish I could keep it. Then I couldbuy Mamma a red apple and so many other things she needs.4 She knew this would not be right, so she hurried after the man. Touchinghim on the arm, she said, "Please, Sir, you dropped your wallet."5 "Thank you," said the man taking the wallet. Then noticing how poorly shewas dressed, he said, "Why did you not keep the wallet?"6 "Because that would be stealing," replied Mary. "But," she continuedhonestly, "before I thought I must give it back to you, I did wish I could keep it, forthen I could buy Mamma a red apple."7 He smiled kindly and said, "You are a good little girl to return my wallet. Iwould like to give you a little present and then you can buy a red apple." Hehanded her a dollar and then said goodbye.8 Mary was so surprised that she ran to the store. The store ownerhappened to look out and saw the same little girl who stood looking so longinglyin at his window in the morning. He quickly picked out the biggest, roundest,reddest apple he could find. He took it out to Mary and said, "Would you like thisone?"9 She took the apple and gave him the dollar. “No charge”, he said,returning it.10 When Mary reached home with her treasures, she found her motherfast asleep. She put the apples and dollar on a plate where her mother could seethem when she awoke. When Mrs. Miller was told the wonderful story, shekissed her little daughter and said, "You see, dear, it always pays to be honestand truthful."

(Lexile Level: 650) Polk Bros Foundation. http://teacher.depaul.edu/ *Permission granted for classroom use.



ashamed lonely distracted

3.RL.3 (DOK2)Directions: Choose the BEST word from the word bank to describe thecharacter’s feelings for each action. Some words may be used twice.

hopeful thankful disappointed

1. ________________ Mary returns the wallet to the man and receives a dollar.

2. ________________ Mary made many mistakes in class.

3. ________________ Mary ran toward the wallet.

4. ________________ Mary receives two free apples from the store owner.

5. ________________ Mary’s mom was home alone when Mary was at school.

3.RI.4, 3.L.4 (DOK2)6. Read the following sentences from the passage. What does the wordobliged mean in the sentence? Choose the BEST answer.

But now she had become sick. She was obliged to lie in bed all day, andwhen Mary was away at school, the house was very lonesome.

a. gratefulb. forcedc. excitedd. embarrassed

3.RI.4, 3.L.4 (DOK3)7. Choose the sentence that uses the word charge in the same way as thefollowing sentence.

She took the apple and gave him the dollar. “No charge”, he said, returning it.

a. The football player tried to charge the quarterback.b. The mother used her charge card to buy a new dress.c. The charge for a haircut is ten dollars.d. The principal is in charge of the school.



3.L.1.i (DOK1)8. Choose ALL the sentences that are compound sentences.

a. Mr. Malone brought his pet rabbit to school, and he showed it to his class.b. The baby dragon grew very quickly.c. Amy loves to swim, but she would rather fish instead.d. My friend Tom read an entire book yesterday afternoon.e. Jenny, my cousin, wrote a story for her school newspaper.

SECTION 2: Short Constructed-Response Assessment Questions

3.L.1.i (DOK 3)

9. Read these sentences.

Tommy wanted to see the new movie. Brandon wanted to play soccer.

Combine the two sentences into a compound sentence.

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Short Constructed-Response Scoring Guide:

Proficiento Combines the two sentences using a conjunctiono Demonstrates command of English grammar and usage

Not Proficiento Meets _0_ of the “Proficient” criteriao Task to be repeated after re-teaching

Teacher’s Evaluation___________________Comments regarding student’s performance:



Read this passage and answer the following questions.Making Orange Juice

1 What is the best part about eating an orange? There are many things tochoose from. Your eye may notice the fruit’s bright orange skin. Just the sight ofan orange may be enough to make your mouth water! When you peel off therough skin, the sweet smell tickles your nose. When you bite into the fruit, thejuice wakes up your taste buds.2 There is another way to enjoy the taste of an orange. You can makeorange juice. Making orange juice is easy and fun, and you only need a fewthings. You need six oranges, and an adult to help cut them. You will also need apitcher and some cups.3 First, squeeze the oranges to get them soft. Then wash the oranges. Havethe adult help you cut the oranges in half safely. Take out the seeds from eachhalf. Now you are ready to squeeze out the juice. Grip half an orange andsqueezethe juice into a pitcher. Turn the orange and squeeze again. Keep squeezinguntil no more juice comes out. Repeat with each orange half.4 You have some choices when you make orange juice. If you like, you canscrape the orange with a spoon and add the fruit to the juice. Or if you do not likepulp, place a strainer over the pitcher. This will catch all the orange bits, and onlyjuice will fall into the pitcher. If you want cold orange juice, add ice to the pitcher.5 Now you are ready to pour the orange juice into a cup. You may want toshare with a friend. Drink the juice and enjoy!

(Lexile Level: 640) Diebels. https://diebels.uoregon.edu *Permission granted for classroom use.

3.RI.3 (DOK 2)Directions: Read each sentence. Mark T if the sentence is true. Mark F if the sentenceis false.

10. ____ After you squeeze out the juice, pick out the seeds from the pitcher.

11. ____ Before you remove the pulp, place the strainer over the pitcher.

12. ____ First you wash the oranges, and then squeeze to get them soft.



3.RI.4 (DOK 2)

Directions: Choose the BEST word from the word bank to fill in each of theblanks.

13. To separate the bits of orange from the juice, you should use a_________________.

14. You should squeeze the juice into a ____________________.

15. The bits of orange in your juice are called _____________________.

3.RI.3 (DOK3)Directions: Read the following questions. Go back and underline the section ofthe text that answers the question. Use the information in the text to answer thequestions in a complete sentence using your own words.

16. Why would you use a strainer while making orange juice?

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17. Tell why you should have an adult help you cut an orange in half.

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pulp pitcher notice strainer peel scrape

Short Constructed-Response Scoring Guide:

Proficiento Underlines passage from the texto Writes a sentence in their own words using the underlined informationo Demonstrates command of English grammar and usage

Progressingo Meets 2 of the “Proficient” criteria

Beginningo Meets _0-1_ of the ‘Proficient” criteriao Task to be repeated after re-teaching

Teacher’s Evaluation___________________

Comments regarding student’s performance:



SECTION 3: Extended Constructed-Response Assessment Item

3.W.3, 3.W.3a, 3.W.3b, 3.W.3d (DOK 3)18. Think of something you know how to do well and describe how to do it.Sequence your events in an organized way with descriptive detail. Providea sense of closure.________________________________________________________________

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Extended Constructed-Response Scoring Guide:Advanced

o All “Proficient” criteria plus:o Writing is creative and engages the audience

Proficiento Writes a narrative about a real evento Includes descriptive/sensory detailso Includes clear event sequences that unfold naturallyo Provides a sense of closureo Demonstrates command of English grammar and usage

Progressingo Completes _3-4_ of the “Proficient” criteria

Beginningo Completes fewer than _3_ of the “Proficient” criteriao Task to be repeated after re-teaching





SECTION 4: Essential Questions with Big Idea Responses

Student Directions: Write a Big Idea response for the following EssentialQuestion. Include supporting details and any vocabulary terms from whatyou have been learning for your response.

19. We have read many stories with many different characters. How did thecharacter’s personality affect the events of the story? Give one examplefrom a story that you read to justify your response.

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Essential Questions-Big Ideas Scoring Guide:

Advancedo All “Proficient” criteria plus:o Makes connections to other areas of school or lifeo Provides example(s) as part of explanation

Proficiento States Big Ideas correctly in their own wordso Provides supporting detail(s) for each oneo Includes vocabulary from the Big Idea and Essential Question

Progressingo Completes 2 of the “Proficient” criteria

Beginningo Meets _0-1_ of the “Proficient” criteriao Task to be repeated after re-teaching





Answer Key:

1. thankful2. distracted3. hopeful4. thankful5. lonely6. B7. C8. A and C9. See scoring guide10. F11. T12. F13. strainer14. pitcher15. pulp16. See scoring guide - You use a

strainer to keep the pulp out of thejuice.

17. See scoring guide - You need anadult so that you are safe whencutting the oranges.

18. See scoring guide19. See scoring guide

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COMMON FORMATIVE ASSESSMENT PLANNING … · COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE ... Selected-Response Assessment Questions ... a. Mr. Malone brought his pet rabbit to school,