Fullner-Grennan Extended Written

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Lara Fullner-Grennan
EDU 6613
Module 5 Assignment
Extended Written Response, Performance Assessment, and Personal
Communication: Revisiting and Improving your Unit Pre-Test
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Summarizing Pre-Assessment
Using “Charles” by Shirley Jackson (p. 13 in Literature Book)
1. Evaluate the effectiveness of the three summaries below. Read each summary
and choose which paragraph best summarizes the story. Defend your choice by
using at least four descriptors provided below the summaries. (I believe that
this extended response item measures reasoning proficiency because it
requires students to use the mental process of evaluating. Evaluative
reasoning is one of the patterns of reasoning we read about earlier in this
course. This test item requires that students make a decision about which
summary is the best, select the evaluative criteria that support this decision,
and defend the decision with evidence.)
1
The short story “Charles” by
Shirley Jackson describes
one family’s experience
when their son starts
kindergarten. Laurie is bad
in school. He has a baby
sister and he spills her milk
and she even has a cold!
The kid lies to his parents
about a kid named Charles
and then his mom goes to
the parent-teacher meeting.
He starts talking back to his
dad and he thinks school is
very fun and he gets his way
all the time. He talks one
girl into saying a bad word
and she gets her mouth
washed out with soap.
Charles is the “freshest”
little kindergarten student
in school.
2
The short story “Charles” by
Shirley Jackson describes
one family’s experience
when their son starts
kindergarten. After Laurie’s
first day of kindergarten, he
reports on a student who is
very rude and has
questionable behavior. Each
day, the stories of Charles
are full of hitting, kicking,
and using bad language.
After a few weeks, Laurie
reports that Charles is
behaving well and helping
the teacher. When Laurie’s
mother goes to meet the
teacher, the teacher says
Laurie made trouble at first,
but now he is a helper.
Laurie’s mother learns there
is no Charles in the class.
3
The short story “Charles” by
Shirley Jackson describes
one family’s experience
when their son starts
kindergarten. Initially
Laurie comes home talking
about his classmate. Charles,
and his bad behavior.
Laurie continues to report
on Charles misbehavior in
class. At the same time,
Laurie begins acting at out
home and calling his dad
dumb. When Laurie’s mom
finally meets the teacher,
she surprised to know there
is not a Charles. Obviously,
“Charles” is a bad boy and
his parents have not idea
how to raise kids. He will go
on to cause more trouble in
the future and probably end
up in jail.
List of descriptors for an excellent summary:
 Conveys information accurately
 All important elements of story are included
 Includes no personal opinion
 Contains a complete, accurate summary statement
 Leaves out minor details
 Places events in correct order
 Writes summary in own words
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“The first thing we need to do is read the text and determine if it is informational or
literary. Making this distinction will tell us what components to look for in the
summary. We would then need to determine the author’s purpose and intended
audience. I would show the class how to use their purpose and audience chart as
reference when making this determination. Finally, we would determine possible
main ideas or themes for the story. Once this analysis of the text is complete, we can
look to the sample summaries that have been provided for us. I would begin by
narrowing down my choices based on the information I gathered through reading
and analyzing the story. The sample summaries cannot be in the running for the
best summary if it doesn’t match the author’s purpose, audience, and main
idea/theme. I would then show the class how to use the list of descriptors as a
checklist of necessary components to help narrow down my choices until I’m left
with the one sample that best summarizes the text. I would then tell students that in
order to defend their choice, they should select the 4 descriptors that are most
strongly represented in the sample and use their own words to explain how those
descriptors were used to write an effective summary.”
EXCEEDS (95%)
Evaluates author’s
effectiveness,
challenging
author’s ideas,
implied bias, or
distortions with
clear rationale or
arguments
EVALUATING SUMMARIES
MEETS (85%)
PROGRESSING (75%)
Evaluates author’s Evaluates author’s
effectiveness,
effectiveness in
giving examples,
general terms
and recognizing
author’s bias
BELOW (65%)
Attempts to
evaluate author’s
effectiveness in
simple terms
Summarizing Pre-Assessment
Using “The Colonial Era” (p. 162 Literature Book)
2. Look at the map on page 162. Choose the best summary statement for
the map.
a. The First English Settlements map shows students the routes of new
settlers and the locations of existing Native peoples.
b. The First English Settlements map shows students the location of the
Appalachian Mountains and the major rivers that supported new
settlements.
c. The First English Settlements map shows the relationship between
the dates of each landing and the success of the colony.
d. The First English Settlements map shows how far and fast the new
settlers traveled to the New World.
3. Imagine a 5th grade student wants to know why the pilgrims came to
America. Create a summary for the student that includes all information
found on page 162. Include cause and effect in your summarizing statement
and the key ideas from each section.
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-------------------------------------------------------------Will your extended response item assist your students to better address your
learning targets for this unit? Why or why not?
The final product that students are expected to create, according to both
Washington State Essential Academic Learning Requirements and Common Core
Standards (which were recently adopted by Superintendent Randy Dorn for
Washington State), is to provide or write an objective summary of the text. This is
a product learning target and requires that students use their knowledge,
reasoning, and skills obtained through other learning targets to create the
summary. I look at this learning progression as a chain reaction. First, students
must be able to recognize and define all components of an effective summary.
Once they show that they know these targets, they must use what they know to
reason, which in this item is through evaluation. This evaluation will help students
better address the overall learning target of writing an objective summary because
it requires that they take into consideration what they’ve learned about summary
writing from the other knowledge and reasoning targets to determine which
summary is most effective. Students can then use what they’ve learned about
effective summaries through this evaluation to help write their own objective
summary.
Consider how you might use performance assessment to reach your learning
targets.
EALR 2: The student understands the meaning of what is read.
 Component 2.1: Demonstrate evidence of reading comprehension.
o GLE 2.1.7: Apply comprehension monitoring strategies for
informational and technical materials, complex narratives, and
expositions: determine importance and summarize text.
What learning targets will I assess?
Students will be able to create an objective summary of informational and literary
text for the intended purpose and audience.
What will students do?
Summarize informational and literary texts.
What knowledge are they to use?
In order to meet this learning target, students must use all of the knowledge,
reasoning, and skills they learned throughout the unit. I have listed these targets
below:
Writer’s Craft
1. Use words in an objective voice and avoid interpretation or judgment when summarizing text (skill)
1.1. Determine author’s purpose and audience (reasoning)
1.1.1. List different audiences for writing (knowledge)
1.1.2. List different purposes for writing (knowledge)
1.2. Interpret author’s biases (reasoning)
1.2.1. Define bias
1.3. Define objective voice (knowledge)
2. Use text features to determine key ideas (reasoning)
2.1. Recognize text features (knowledge)
Summary Components
3. Distinguish between informational and literary texts and summaries (reasoning)
3.1. Recognize components of informational and literary summaries (knowledge)
4. Write a summarizing statement (product)
4.1. Identify components of a summarizing statement (title, author, type of genre, verb indicating author’s purpose,
and multiple themes or central ideas from the text) (knowledge)
4.2. Distinguish between key ideas/events and details (reasoning)
4.2.1. Determine significant key ideas/events (reasoning)
4.2.2. Define details (knowledge)
4.3. Determine theme and main idea (reasoning)
4.3.1. Define main idea and theme (knowledge)
Organization
5. Use cause and effect text structure to determine importance and organize a summary (skill)
5.1. Identify different text structures (knowledge)
6. Use transitions to show relationships between and among key ideas in a summary (skill)
6.1. Make connections among key ideas from the entire text (reasoning)
6.2. Categorize transitional words/phrases based on structure and purpose (reasoning)
6.2.1. List transitional words and phrases (knowledge)
7. Assemble summaries based on length of text and audience (skill)
7.1. Examine summaries for consistency with length of text (reasoning)
What are they to perform or create? They will create an objective summary.
What conditions are they to adhere to? See rubric criteria below.
How much time will they have? Approximately 20 minutes.
How many tasks will I need to sample well? We cover eight different purposes
for writing throughout the year, so students will get experience writing summaries
for each purpose. However, I would say sampling two informational summaries
and two literary summaries in this unit will be sufficient.
How should these tasks differ to cover the depth and breadth of what I am
assessing? The texts that students are asked to summarize will need to be a
balance of informational and literary and represent a variety of writing purposes,
audiences, text structures and lengths.
ORGANIZATION
SUMMARY
COMPONENTS
CREATING A SUMMARY RUBRIC
EXCEEDS (95%)
MEETS (85%)
PROGRESSING (75%)
Organization
Maintains a
Demonstrates an
enhances the
consistent
inconsistent organizational
summary;
organizational
structure; Structure of the
Maintains a
structure;
summary is not consistent
consistent
Structure of the
with the writing being
organizational
summary
summarized
structure,
generally follows
including
the structure of the
paragraphing
writing be
when necessary
summarized;
based on length
Transitions are
and audience;
used to show
Structure of the
relationships
summary follows
among the key
the structure of the ideas
writing being
summarized
Summary is clear
Summary is
Summary is somewhat
and focused;
focused;
focused; Summarizing
Summarizing
Summarizing
statement is incomplete or
statement includes statement includes central idea/theme is not
title, author, genre, title, author, genre, clearly stated; Significant
verb, and clear
verb, and central
key ideas are missing;
central idea/theme; idea/theme;
Insignificant details have
Includes all
Includes most of
been added; May contain
relevant facts and
the relevant facts
copying of key phrases
BELOW (65%)
Summary lacks a
clear sense of
organization;
Selection is retold
randomly or in a
confusing manner
Summary is
attempted;
Summarizing
statement is
missing; Key ideas
are not identified;
Many important
facts and details
are missing
details; Significant
key ideas have
been purposefully
chosen and
paraphrased and
are well-explained
No additional
criteria
WRITER’S
CRAFT
and details;
Significant key
ideas have been
purposefully
chosen and
paraphrased
Objective voice is
used;
Interpretation and
judgment are
avoided; Author’s
purpose and
audience are
maintained
taken from the text being
summarized
Objective voice is used;
Interpretation and judgment
are avoided
Objective voice is
used, but may
include inaccurate
representations or
interpretations of
the text
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