<p> Student Work Analysis ---- Formative Assessment Tool</p><p>Subject Area: ELA Grade Level: 3 </p><p>Performance Task: #1 – Opinion on Studying Sharks</p><p>Aligned to Standards CCSS Writing Standard #1 and … (see replacement unit)</p><p>1. Using district/classroom assessment or rubric, describe expectations for performance: </p><p>(See rubric and replacement unit for expectations) </p><p>______</p><p>______</p><p>2. “Sort” students’ work by degree of objectives met (list student names in each category so you can track their progress with each assessment administered)</p><p>Objectives not met Objectives partially Objectives fully met Objectives fully met met and exceeded Andrew Olivia Broad reasons with Stronger – have supporting details counter claim with Imply/have counter but explicit connection lack connection to WHY – e.g., you __% of class __% of class reasons to study could not get close Donovan Emily Lana +Matt Nolan Peter Christina Mackenzie David – voice! Colin Cathie Robert Madison Victoria Jada +Emma Anthony Gage __ % of class Dakota – no counter</p><p>_% of class</p><p>1 Adapted by Karin Hess from: Moir, E. (October 2009). “Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.” Phi Delta Kappan, V91 N2. 3. Choose sample from each group/category and describe “typical” performance, or specific performance of selected students Objectives not met Objectives partially met Objectives fully met Objectives fully met and exceeded - is somewhat choppy -More of a summary -Related ideas are -Related ideas are as the writing jumps of facts without grouped together & grouped together & from one fact to general reasons connected to focus/ connected to focus/ another with little or no transitions -Some use of -general /broad ideas -general /broad transitions that are supported by ideas that are -Basic use of facts supported by facts vocabulary -little use of - use of transitions - use of transitions - basic sentence elaboration -Have counter -Have counter structure -Simple sentence argument –lack argument – structure throughout. connections to WHY connections to WHY -Visual not labeled to -Basic use of facts make it the one facts make it the provide information vocabulary. to study OR what one to study OR or support ideas -Visual labeled to they want to learn what they want to provide information -Visual labeled to learn support ideas</p><p>4. Describe learning needs of identified students (or students in each targeted group) Objectives not met Objectives partially Objectives fully met Objectives fully met and met exceeded Grouping ideas - add specific reasons -add Compelling -Compelling intro that are supported by intro or “hook” and or “hook” and Transitions facts conclusion. conclusion. -Variety of sentence Basic conventions – structure. -Variety of capitals at start of sentence structure. Elaboration!! sentences -add WHY these -Elaboration of -add a clear WHY -Visual labeled to provide facts support what I details and facts to these facts information could learn support focus support or expand -what I could -Visual labeled to -add a clear WHY learn support ideas these facts support or expand -what I -Visual labeled to could learn support SPECIFIC -Visual labeled to ideas support SPECIFIC ideas 5. Identify differentiated strategies to move ALL groups of students forward. Note any patterns or trends.</p><p>2 Adapted by Karin Hess from: Moir, E. (October 2009). “Accelerating teacher effectiveness: Lessons learned from two decades of new teacher induction.” Phi Delta Kappan, V91 N2.</p>