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Elis Summative Assessment
Elis Summative Assessment
Elis Summative Assessment
ELIS 3703
Summative Assessment
1. Learning Objective
a. Standard: RL.2.2 Analyze literary text development. a. Determine the lesson
or moral.
b. Following the completion of various story maps and anchor charts, students
will summarize, identify, and determine the lesson or moral of a given passage
a.
b. Link to Summative Assessment:
https://www.teacherspayteachers.com/Product/2nd-Grade-Reading-Comprehe
nsion-Passages-Summarizing-and-Moral-of-the-Story-6766307?st=08fdde759
2b687310512dc748dcd2159
c. In this assessment, students are provided with a given passage where they are
tasked with answering questions that summarize the passage, and identify the
lesson or moral of the story. They must closely read the text, and look back to
find the answers. Students should also utilize their knowledge of story maps
and moral of the story anchor charts from the whole week to answer the
questions.
3. Short Rationale for why this assessment is aligned with the learning objective
a. In this assessment, students are tasked with utilizing their knowledge and
story map and determining the lesson or moral of a story through the use of
anchor charts to summarize, identify, and determine the lesson or moral of the
lesson, I found that it has been proven successful to use story maps to help
students better understand text and its elements. Therefore, the use of a story
the lesson or moral of the story. This assessment directly shows their ability to
pinpoint the lesson or moral of a given passage, and summarize the passage.
color the image/leave a checkmark in the middle column for if the student met
the criteria for each component. If they do not meet the criteria, they will leave
it blank. Notes and feedback can be left on the right side of the paper, with the
guide, the student is to verbally identify each criteria component. This scoring
guide was designed for the students on IEPs who have difficulty writing or
identifying answers in a written format. This way, they can just tell me which
one they believe is the answer and I can scribe/write it down for them. The
process would be the same for marking if they met the criteria or not, but
coloring in the item (coyote or cheese). If they do not meet it, they will leave it
blank. The notes and written feedback column is on the right side of the paper
6. Differentiation: Describe how you may have differentiated the assessment and/or the
scoring guide
a. To differentiate the assessment, three different versions of the same
assessment can be provided to the students based on their ability levels. For
the high kids, there is an assessment with a passage that contains a higher
lexicon, and to answer the questions you must give written answers/sentences,
this assessment, they are given multiple-choice answer formats. And finally,
for the low kids/struggling learners, and students on IEPS, they are given an
time, scribes, etc. The scoring guide reflects the differentiated assessments as