SUMMATIVE ASSESSMENT SCORING GUIDE

 

Objective:  The student will use details from the text to identify the author’s purpose for writing the text. 

 

Read the following three short stories.  Identify the author’s purpose for writing each story: to inform, to entertain, to persuade.

 

Passages for Summative Assessment:  Author’s Purpose for Writing the Text

 

Paragraph 1:  The sun shines.  The sun causes water from land to evaporate.  When water evaporates, it forms water vapor in the air.  Clouds form as water vapor cools.  The clouds cool more and cause precipitation to fall.  The precipitation runs back to rivers, lakes and oceans.

Answer:  Informative

 

Paragraph 2:  One day Wilbur the Waterdrop went on a picnic with Emma Evaporation, Connie Condensation, and Paul Precipitation.  When they got to the park, the sun came out.  Emma, Connie and Paul found themselves hanging onto a cloud.  They got cold and fell back to earth.  While they were gone, the ants had eaten all their food and Wilbur had gone swimming in the lake.

Answer:  Entertain

 

Paragraph 3:  Some people waste water.  We need to save water.  You can save water by only filling the bathtub halfway. This wastes less water.  That’s why you should take baths instead of showers.  When you take a shower, all the water goes down the drain but when you take a bath, you don’t use as many gallons of water.  That’s why you should only take baths.

Answer:  Persuade

 

Scoring Guide:

3 Points:  Correctly identifies the purpose for all stories.

2 Points:  Correctly identifies the purpose for two of the stories.

1 Point: Correctly identifies the purpose for one of the stories.

0 Points: All incorrect responses or no response given.

 

 

Objective: The student will locate and interpret key information of nonfiction text:  illustrations, title, chapter headings, table of contents, charts, diagrams, graphs, glossary, caption and maps to answer questions.

 

Where can I find this information?  Circle the correct answer below for each question.  Correct response in (   ).

1.        On what page will chapter 2 begin? (table of contents)

2.        What is the name of this book? (title)

3.        I want to know about a certain topic.  Where can I find the page number? (index)

4.        What is another name for picture? (illustration)

5.        Which state is south of Missouri? (map)

 

Map                        Table of Contents                                Illustration                             Title                        Index     

 

1 point for each correct response.

 

 

Using a book or a magazine, such as Missouri Conservationist (can be obtained at www.conservation.state.mo.us), find an example of each of the following:

1.        Illustration          pg. #____

2.        diagram              pg.# ____

3.         graph                 pg.# ____

4.        table of contents pg.# ____

 

1 point for each correct response.

 

 

Answer the questions below.

1.  Why do authors include illustrations in their nonfiction books or

      magazine articles?

2.   How can a diagram help you to better understand what you are

      reading?

3.        Why would you use the table of contents?

 

1 point for each correct response.  Examples of correct responses:

1.        To help you understand what you’re reading; to make the story/article more interesting; so you know what you’re reading about; any response that indicates illustration helps reader to better understand.

2.        Any response that indicates diagram gives labeled details that

assists reader in understanding of written material.

3.        Response indicates students understand that the table of contents can be used to quickly locate desired article/information.

 

 

 

Objective:  The student will write a friendly letter using the four standard sentences, for an intended audience (e.g. parent, friend, younger child) and purpose.

 

Student Prompt:

We have practiced writing letters to friends.  The principal thinks we have done such a good job that he/she has asked our class to write letters to our families telling them about the different activities we have been doing in third grade.  Your family enjoys hearing student comments.  You may also invite them to visit our classroom to see the work we have been doing. You need to remember to include the five important parts of a letter including the address/heading/date, greeting, indented body, closing and signature.  Also include a variety of the four sentence types: declarative, exclamation, interrogative, imperative/command.   I know your family will welcome your letters especially if they are neat. (Note to teacher:  If families aren’t appropriate audience, please modify audience.)