Extensive Listening Assessment

Grade Level: 5
SOL standard(s): 5.6 d: Summarize supporting details
5.6 The student will investigate and understand characteristics of the ocean
environment. Key concepts include (a) geological characteristics

WIDA standard(s): • Social and Instructional Language

• The Language of Language Arts
• The Language of Science

WIDA level: Bridging (Level 5)

Objectives:
Content: SW summarize key details about the ocean floor after listening to BrainPop clip.
Language: SW write or orally share a summary with key details about the ocean floor.

Directions:
After watching and listening to the BrainPop about the ocean floor, you will write or record a Flipgrid
summary of what you learned. You need to share your ideas in a clear and organized way.

Assessment
8. Ocean Floor:
BrainPop: Ocean Floor

Summary:
● Write or record a Flipgrid video
● Include the main idea
● Include at least 3 key details
● Share your ideas in a clear, logical way

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
 3- Meeting 2 - Developing 1 - Beginning

Key Details The summary included The summary included The summary included
3 key details. The at least 2 key details. at least 1 key detail.
details were correct Most details were Some of the details
according to the science correct according to the were correct according
clip. science clip. to the science clip. The
student attempted to
share key details.

Summary Quality The summary was well The summary was The summary was not
articulated. The ideas mostly well articulated. well articulated. The
were clear and in a Most ideas were clear ideas were not clear
logical order. and in a logical order. and were not in a logical
order.

Scoring
There are several correct responses that could be accepted. The student summary will be evaluated on
2 components: key details and overall summary quality for a total of 6 points for the extensive listening
assessment. Students must include at least 3 key details in a clear and well-articulated way to receive
the full 6 points. A rubric is provided above for the other breakdowns of points. Written feedback on the
rubric will be given at the end of the assessment.
 Responsive Speaking Assessment

Grade Level: 5
SOL standard(s): 5.1 The student will use effective oral communication skills in a variety of
settings. (d) Orally express ideas clearly in pairs, diverse groups, and whole class settings.

WIDA standard(s):
Standard 1: Social and instructional language
Standard 2: The Language of Language Arts

WIDA level: Developing (Level 3)

Objectives:
Content: SW respond to questions based on school and family.
Language: SW orally answer questions based on school and family using complete
sentences.

Directions:
Listen to each question and respond with at least one complete sentence that correctly answers the
question. You will have 1 minute to think about and prepare your response before we begin each
question. (2 points for each question for a total of 10 points.)

Example:

Test taker hears:

What do you think about the weather today?

Test taker responds with at least one complete sentence.

The weather today is _________.
I can see it is _____ outside.
 Assessment Items

1. Test taker hears:

What kinds of things do you like to do at recess?

Test taker responds with at least one complete sentence.

I like to _____ at recess.

2. Test taker hears:

What is your family like?

Test taker responds with at least one complete sentence.

In my family, I have ____.

3. Test taker hears:

What strategies help you read?

Test taker responds with at least one complete sentence.

A reading strategy I use to help me is _____.

4. Test taker hears:

How can you be a good friend?

Test taker responds with at least one complete sentence.

I can be a good friend by _____.

5. Test taker hears:

Why is following the rules important?

Test taker responds with at least one complete sentence.

It is important to follow the rules because_____.

Scoring
Each complete response is worth 2 points, for a total of 10 points for the responsive speaking
assessment. The student will be evaluated according to the scoring scale for question and answer tasks
(as described below). Verbal teacher feedback will be given at the end of the assessment for each
section.

Scoring Scale:

2 Comprehensible; test taker answered the question with a complete sentence and provided details
1 Comprehensible; test taker partially answered the question; provided few details
0 Silence, test taker does not answer the question.
 Selective Reading

Grade Level: 5
SOL standard(s): 5.5 The student will investigate and understand that organisms are made of one or
more cells and have distinguishing characteristics that play a vital role in the organism’s
ability to survive and thrive in its environment. Key concepts include c) traits of organisms that allow them
to survive in their environment.

WIDA standard(s): • The Language of Language Arts

• The Language of Science

WIDA level: Beginning (Level 2)

Objectives:
Content: SW identify the missing word in a sentence about animal adaptations.
Language: SW write the word that correctly completes the sentence.

Directions:
Read the sentence. Choose the word that correctly fills in the blank and creates a sentence that makes
grammatical sense. Write the correct word in the blank. (2 points for each question; 10 points total).

Example:
Test-taker reads:

Eagles ______ sharp talons for catching prey.

a. has
b. have
c. had
d. haves

Assessment Items:
1.
Test-taker reads:

Most bears hibernate or _____, during the winter in order to survive.

a. sleeping
b. sleeps
c. sleep
d. slept
 2. Test-taker reads:

Fish scales help this fish to ______ away from predators.

a. swam
b. swims
c. swimming
d. swim

3. Test-taker reads:

This leopard is ______ in the tall grass.

a. hid
b. hide
c. hiding
d. hides

4. Test-taker reads:

Walking sticks pretend to be parts of ________.

a. plants
b. planting
c. plant
d. planted

5. Test-taker reads:

The turtle _____ his head into his shell.

a. pull
b. pulled
c. pulls
d. pulling

Scoring
There is only one correct response. Each correct response is 2 points, for a total of 10 points for the
selective reading assessment. Verbal teacher feedback will be given at the end of the section.
 Responsive Writing

Grade Level: 5
SOL standard(s): 5.5 The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry. a) Summarize plot events using details from text.
5.7 The student will write in a variety of forms to include narrative, descriptive, expository, and persuasive.
e) Organize information to convey a central idea.

WIDA standard(s):
Standard 1: Social and instructional language
Standard 2: The Language of Language Arts

WIDA level: Expanding (Level 4)

Objectives:
Content: SW answer guided writing questions.
Language: SW write a paragraph to summarize their reading using complete sentences.
Directions:
Read the passage below.Then write a summary of the story by answering each of the questions below in
paragraph form. (a total of 6 points is possible)
 Setting: Characters:

Beginning: Middle: End:

Moral:
Assessment Items

Guided writing stimuli

1. Where did this story take place? [setting]
2. Who were the people in the story? [characters]
3. What happened first? And then? And then? [sequence of events]
4. Why did Mr. Allen ask for the worst answer possible? [reasons, causes]
5. What did the students think about the bad answers that were shared? [opinion]
6. What happened at the end? [climax]
7. What is the moral of this story? [evaluation]

Scoring
The paragraph will be scored according to its overall quality for a total of 6 points. The student will be
evaluated according to the holistic scoring guide for writing which scores from a range of 1
(incompetent) to 6 (superior). Written teacher feedback will be given at the end of the assessment for
each section.

Holistic Scoring Guide for Writing

Score Description

6 Student demonstrates a reaching competence in writing,

content, organization, and grammar. Paragraph has superior
writing, but may have minor flaws.

5 Paragraph demonstrates a bridging competence in writing,

content, organization, and grammar. It may have some errors,
but they are not serious enough to distract or confuse the
reader.

4 Paragraph demonstrates an expanding competence in writing,

content, organization, and grammar. It may have some errors
that distract the reader, but they do not significantly obscure the
meaning.

3 Paragraph demonstrates developing competence in writing and

understanding of content, organization, and grammar.

2 Paragraph that student has a beginning level of competence in

writing, content, organization, and grammar.

1 The paragraph demonstrates that the student has an entering

level of competence in writing, content, organization, and
grammar.