1 of 11 COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE Grade Level or Course: Fifth Grade Greenfield/Rosedale RCD Project Authors: Tracy Harrington, Tracey Lorimer, Nicky Richards, Mary Nugent, Debbie Moles, Brandy Rosander Assessment Topic: Unit 5 Poetry and Drama Aligned Priority Standards: Reading Literature 5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from text 5.RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize text. 5.RL.5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. 5.RL.6 Describe how a narrator s or speaker s point of view influences how events are described. themes and topics. 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text. Language 5.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 5.L.1.a Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. 5.L.1.e Use correlative conjunctions (e.g., either/or, neither/nor). 5.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works. 5.L.4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. 5.L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5.L.5.a Interpret figurative language, including similes and metaphors, in context.
2 of 11 SECTION 1: Selected-Response Assessment Questions Read the following poem. Stopping by the Woods (880L) Stopping by Woods on a Snowy Evening Whose woods these are I think I know. His house is in the village, though; He will not see me stopping here To watch his woods fill up with snow. My little horse must think it queer To stop without a farmhouse near Between the woods and frozen lake The darkest evening of the year. He gives his harness bells a shake To ask if there is some mistake. The only other sound's the sweep Of easy wind and downy flake. The woods are lovely, dark, and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. Robert Frost Public Domain, Available for classroom use. 5.RL.2 1. Which line from the poem Stopping by the Woods best expresses the theme? a. Stopping by the woods on a snowy evening Whose woods these are I think I know b. These woods are lovely, dark and deep, But I have promises to keep. c. Between the woods and frozen lake The darkest evening of the year d. And miles to go before I sleep, And miles to go before I sleep. 5.RL1, 5.RL.3 2. Select the statements that best prove the horse and the narrator have contrasting feelings about being in the woods. a. The horse is uncomfortable stopping in the woods. The narrator wants to leave the woods. b. The horse thinks the woods are an unusual stopping place. The narrator thinks the woods are wonderful and quiet. c. The horse wants to stay in the woods all evening. The narrator wants to move on. 5.RL.1, 5.RL.2 3. Select the stanzas that describe the horse s response to the fact that the narrator has stopped in the woods. a. stanzas 1 and 2 b. stanzas 3 and 4 c. stanzas 2 and 3 d. stanzas 1 and 4
3 of 11 5.L.5 4. What figurative language is being used in the sentence below? Circle all that apply. The little girl s eyes were as big as saucers when she saw the snake. a. hyperbole b. simile c. personification d. metaphor e. alliteration f. onomatopoeia 5.L.5 5. Interpret the meaning of the figurative language from the sentence. The little girl s eyes were as big as saucers when she saw the snake. a. The girl felt shocked. b. The girl felt overjoyed. c. The girl felt confused. d. The girl felt furious. 5.L.5 6. The teacher said, This classroom is a zoo. This is an example of which figurative language? a. hyperbole b. simile c. personification d. metaphor 5.L.5 7. Interpret the meaning of the figurative language from the sentence. The teacher said, This classroom is a zoo. a. This classroom is shabby. b. This classroom is polluted. c. This classroom is noisy. d. This classroom is orderly. 5.L.1a Write the correct part of speech used in each sentence using the words from the word box. Words may be used more than once. conjunction preposition interjection 8. Wow! This cookie tastes good. 9. Before lunch, we took the math assessment. 10. The pen is under the desk. 11. The sky is clear, but they are expecting rain tomorrow. 12. Well, I m not sure I can go with you.
4 of 11 SECTION 2: Short Constructed-Response Assessment Questions 5.RL.1, 5.RL.2 13. Using evidence from the poem Stopping in the Woods, explain what the poem is mainly about in at least 3 sentences? Short Constructed-Response Scoring Guide: Advanced All proficient criteria plus: Cite 2 or more pieces of evidence from the text. Proficient Write 3 sentences Identify main idea Cite one piece of evidence from text Progressing Completes 2 of the Proficient criteria Beginning Completes fewer than 2 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance:
5 of 11 5.RL.1, 5.RL.6 14. In at least 3 sentences, describe how the woods make the narrator feel in the poem Stopping by the Woods, Cite evidence from the poem to support your answer. Short Constructed-Response Scoring Guide: Advanced All proficient criteria plus: Cite 2 or more pieces of evidence from the text. Proficient Write at least 3 sentences Identify the narrator s point of view Cite one piece of evidence from text Progressing Completes 2 of the Proficient criteria Beginning Completes fewer than 2 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance:
6 of 11 5.L.1e Choose the correct conjunction to make the sentence complete. 15. Teresa nor her brother will have time to work on their homework during the long holiday weekend. a. either b. both c. neither d. and Choose the correct conjunction to make the sentence complete. 16. Since Andrea Tracy know the way to the soccer field, they are likely to get lost. a. not/but b. either/or c. both/and d. neither/nor Choose the correct conjunction to make the sentence complete. 17.Brandi has the choice to go to the movies go to Rollerama for her birthday. a. neither/nor b. also/and c. either/or d. both/and 5.L. 2, 5.L.2d Write the following titles on the lines using correct punctuation and capitalization. 18. a. book title: tuck everlasting b. poem title: road not taken c. magazine title: sports illustrated d. book chapter: chasing the stars
7 of 11 Read the following poems. Rain Sizes (720L) Rain comes in various sizes. Some rain is as small as a mist. It tickles your face with surprises, And tingles as if you've been kissed. Some rain is the size of a sprinkle And doesn't put out all the sun. You can see the drops sparkle and twinkle, And a rainbow comes out when it's done. Some rain is as big as a nickel And comes with a crash and a hiss. It comes down too heavy to tickle. It's more like a splash than a kiss. When it rains the right size and you're wrapped in Your rain clothes, it's fun out of doors. But run home before you get trapped in The big rain that rattles and roars. Anonymous Public Domain, Available for classroom use.. Fame is a Bee (760L) Fame is a bee, It has a song. It has a sting. Ah, it too has a wing. Emily Dickenson Public Domain, Available for classroom use
8 of 11 SECTION 2: Extended Constructed-Response Assessment Item 5.RL.3, 5.L.1, 5.L.2b 19. After reading the two poems, Rain Sizes and Fame is a Bee, explain the similarities and differences of the poems in 5-6 sentences. Extended Constructed-Response Scoring Guide: Advanced All Proficient criteria plus: More than 6 sentences More than 2 comparisons More than 2 contrasts A variety of sentences including compound and complex sentences Effective word choice (ie. vocabulary) Proficient 5-6 sentences Begin with a topic sentence Include 2 comparisons Include 2 contrasts Include 2 conjunctions in writing. Progressing Completes 4 of the Proficient criteria Beginning Completes fewer than 4 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation
9 of 11 Comments regarding student s performance: 5.L.5.a, 5.RL.1, 5.RL.2, 5.RL.6 20. Using 4-5 sentences, identify and explain the metaphor from the poem Fame is a Bee, Describe the speaker s point of view regarding fame. Be sure to quote accurately from the text and use your interpretation to support your answer. Extended Constructed-Response Scoring Guide: Advanced All Proficient criteria plus: More than 5 sentences A variety of sentences including compound and complex sentences Effective word choice (ie. vocabulary) Include an example from personal experience Proficient 4-5 sentences Include explanation of metaphor State speaker s point of view Progressing Completes 2 of the Proficient criteria Beginning Completes fewer than 2 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance:
10 of 11 SECTION 3: Essential Questions with Big Idea Responses Student Directions: Write a Big Idea response for each of the following Essential Questions. Include supporting details and any vocabulary terms from the unwrapped concepts you have been learning for each response. Your responses will be evaluated using the Generic Scoring Guide. 21. How do I recognize figurative language and interpret its meaning? (5.L.5) 22. Why do authors use figurative language? (5.L.5) Essential Questions-Big Ideas Scoring Guide: Advanced All Proficient criteria plus: Makes connections to other areas of school or life Provides example(s)of other figurative language types as part of explanation Proficient - Completes 2 of the criteria States Big Ideas correctly in own words Identify and explain how the figurative language is interpreted (ie. Similes, metaphors) Includes vocabulary of unwrapped concepts in explanation Beginning Completes fewer than 2 of the Proficient criteria Task to be repeated after re-teaching Teacher s Evaluation Comments regarding student s performance:
11 of 11 ANSWER KEY: 1. B 2. B 3. C 4. A, B 5. A 6. D 7. C 8. Interjection 9. Preposition 10. Preposition 11. Conjunction 12. Interjection 13. (short answer) 14.(short answer) 15. C 16. D 17. C 18. a. Tuck Everlasting b. Road Not Taken c. Sports Illustrated d. Chasing the Stars 19. Extended Answer 20. Extended Answer