Page 74 - SpringBoard_ELA_CA_Smapler_Flipbook

eMBeDDeD aSSeSSMenT 1 continued
5 Evaluating and Revising the Draft: Urge students to check the Scoring Guide before they complete their essays. Clarify any questions on how essays will be assessed.
6 You may want to take the time to develop a student-generated “writer’s checklist” based on the Scoring Guide for students to use in their writing groups.
7 Checking and Editing for Publication: As students are editing their revised work, remind them of the tools available: dictionaries, handbooks, online spell-checkers and grammar checkers, and peers and parents.
8 Remind students to read their text carefully to avoid careless errors.
9 Students should include a title on their papers. Be sure to have students turn in all drafts of their work as well as their outlines.
Portfolio Be sure students address the reflection question as a separate part of the Embedded Assessment assignment so they can include it separately. At this point, you may want to ask students to go to their portfolios and find their answers to reflection questions from previous units so they might get a sense of their growth as academic thinkers and producers.
Students collect and present all of their notes for and drafts of their literary analysis essays together to show the process they completed in successfully accomplishing the task.
ScOrinG GUiDe
When you score this Embedded Assessment, you may wish to make copies or download and print a copy of the Scoring Guide from Springboard Digital. This way you can have a copy to mark for each student’s work.
208 SpringBoard® English Language Arts Grade 7 cOMMOn cOre STaTe STanDarDS
W.7.9a: a. Apply grade 7 reading standards
to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
L.7.2b: Spell correctly.
Additional Standards Addressed: RL.7.1, RL.7.2, RL.7.3, W.7.10, SL.7.1a
208 SpringBoard® English Language Arts Grade 7
W.7.2e: Establish and maintain a formal style. 9781457304637_TCB_LA_SE_L7_U3_P4.indd 208
13/04/15
2:38 P
W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
embedded Writing a Literary analysis essay aSSeSSmeNT 1
SCOrING GUIDE
Scoring Criteria
Exemplary
Proficient
The essay
• has a focused thesis
that addresses the
prompt
• uses textual evidence
that is relevant and
sufficient
• provides relevant and
clear commentary.
Emerging
The essay
• has a focused,
insightful thesis that addresses the prompt fully and precisely
• uses well-selected textual evidence
• provides precise
and insightful commentary showing the relationship between the evidence and the thesis.
The essay
• has a thesis that may
address some part of
the prompt
• uses some textual
evidence to support
the thesis
• provides little
relevant commentary.
Incomplete
Ideas
The essay
• does not have a
thesis appropriate for a multiparagraph essay
• is missing textual evidence or the evidence does not support the thesis
• is missing commentary or the commentary is not related to the overall concept.
Structure
The essay
• presents a strong
introduction with a
hook and clear thesis
• is coherent with
well-developed body paragraphs that use effective transitions
• presents an insightful and compelling conclusion that
follows directly from the ideas of the thesis.
The essay
• presents a focused
introduction with a
clear thesis
• contains body
paragraphs that develop ideas of the thesis and establish cohesion with transitions
• has a conclusion that follows from the ideas of the thesis.
The essay
• presents an
introduction without
a strong thesis
• contains body
paragraphs that do little to develop the thesis
• has a minimal conclusion that may not relate to the thesis.
The essay
• may be lacking an
introduction or thesis
• may be missing body
paragraphs or the paragraphs are not developed
• may not have a conclusion or the conclusion may be only a summary statement.
Use of Language
The essay
• shows a
sophisticated variety of sentence types used appropriately
• uses formal style and precise academic language
• contains so few errors in grammar, spelling, capitalization, and punctuation that they do not detract from excellence.
The essay
• uses a variety of
well-chosen sentence
types
• uses formal and
academic language
appropriately
• contains only a few
errors in spelling and grammar.
The essay
• shows little variety in
sentence types
• shows difficulty with
the conventions of formal language and academic vocabulary
• contains some errors in grammar and spelling that interfere with meaning.
The essay
• shows serious flaws
in the construction of purposeful sentences to convey ideas
• has language that is confused or confusing
• contains errors in grammar, spelling, and conventions that interfere with meaning.
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.
M