Unit Week: Writing Summative Assessment

Learning Objective:

After listening to a nonfiction read-aloud, the students will write an informative text with a topic
sentence, two facts about the topic, and a closing sentence.

Description of Assessment:

A rubric will be the scoring guide for the Writer’s Workshop summative assessment. The scoring
guide will measure whether students were able to write an informative text that includes a topic
sentence, at least two facts about the topic, and a closing sentence, which are expectations that
come from the objective and the standard. Additionally, expectations for writing conventions are
included to reinforce skills that they have previously learnt in class. During the first lesson, a
nonfiction text about Diwali will be read to the students. From this text, the students will write
their own informative texts about Diwali over a period of 3 days. Another YSU student will be
doing a similar lesson on a separate holiday. On the third day, the students will share their work
with their peers in small groups with students from both groups so that they can teach one
another about their respective holidays. At the end of the unit, the students will submit their work
on Google classroom. An ice cream cone rubric will be used to grade student work. They will
receive an image of the ice cream cone that matches the quality of their submission, along with
written feedback that includes both specific praise and specific suggestions for improvement for
next time.
Scoring Guide:

My Writing: Ice Cream Scoops

3 SCOOPS
★ I have a topic sentence.
★ I have at least 2 facts about the topic.
★ I have a closing sentence.
2 SCOOPS
★ I have a topic sentence.
★ I have only 1 fact about the topic.
★ I have a closing sentence.

1 SCOOP
★ I have a topic sentence OR closing sentence.
★ I have only 1 fact about the topic.

CONE ONLY
★I did not turn anything in.
OR
★I did not follow any of the directions.
My Use of Conventions: The Toppings
ADD SPRINKLES

★All of my sentences have punctuation.

ADD A CHERRY

★ All of my sentences start with a capital letter.

Differentiated Scoring Guide:

My Writing: Ice Cream Scoops

3 SCOOPS
★ I have a topic sentence.
★ I have at least 1 fact about the topic.
★ I have a closing sentence.
2 SCOOPS
★ I have a topic sentence OR closing sentence.
★ I drew a picture of one fact, but did not try to
write a sentence.

1 SCOOP
★ I have a topic sentence OR closing sentence.
★ I have no facts about the topic.

CONE ONLY
★I did not turn anything in.
OR
★I did not follow any of the directions.
My Use of Conventions: The Toppings
ADD SPRINKLES

★Most of my sentences have punctuation.

ADD A CHERRY

★ Most of my sentences start with a capital letter.

Target student 1 is the only student in the classroom on an IEP, which he has for ADHD and
anxiety; he is currently waiting to be tested for autism. He struggles with writing more than any
other academic area in the classroom. It has been observed that whenever he is prompted to write
for any assignment, he leaves the room or does not participate. The assignment will be modified
for him so that he is expected to write fewer details than his peers in order to encourage him to
write. He will still be expected to write a topic sentence and closing sentence with his detail so
that he is still meeting the expectations set by the standard for this lesson. Target student 2 will
not receive this differentiated scoring guide because he is a skilled writer. He will be encouraged
to add additional details to his writing if time allows, but the original rubric accounts for students
having two​ or more d​ etails, so he will use the original one regardless.