Lesson 26
Lesson 26
Student Performance Task Assessment
Objectives Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
Read decodable text that incorporates the letter-sound correspondences taught, with sufficient accuracy and fluency to support comprehension (RF.2.4) At a Glance
Exercise
Warm-Up Student Performance Task Assessment Student Performance Task Assessment
Alphabetizing
Materials
Minutes
board; prepared word cards
10
Sir Gus; Worksheet 26.1
30
Worksheets 26.2, 26.3
20
Reading Comprehension Assessment: “Marching Orders” Grammar Assessment
Advance Preparation Write the following words on index cards for the Warm-Up activity. 1.
camel
8.
gravel
15. open
2.
nickel
9.
bubble
16. huddle
3.
middle
10. question
17. simple
4.
apple
11. wrestle
18. uncle
5.
dabble
12. round
19. jungle
6.
education
13. vacation
20. table
7.
fiddle
14. little
21. puddle
Unit 5 | Lesson 26 167 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Alphabetizing • Using the word cards you have prepared in advance, work as a class to first read and then alphabetize the cards on the board.
Student Performance Task Assessment
30 minutes
Reading Comprehension Assessment: “Marching Orders” • Ask students to turn to Chapter 17 in Sir Gus and Worksheet 26.1 in the Workbook. • Tell students to read the story and answer the questions on the worksheet for this assessment. • Encourage students to do their best and to go back and check over their worksheet when they are finished.
Chapter 17: “Marching Orders”
• Tell students that when they are finished with the assessment they may read quietly at their desks until everyone else has finished. • Record student scores on the appropriate form at the end of this lesson at a later time.
Worksheet 26.1
Student Performance Task Assessment
20 minutes
Grammar Assessment • Ask students to turn to Worksheet 26.2 • Tell students to read the directions and complete each section of Worksheets 26.2 and 26.3. • If students are unsure about directions or what to do, ask them to raise their hands and ask. Worksheets 26.2, 26.3
• Encourage students to do their best and go back and check over their worksheet when they are finished. • Tell students that when they are finished with the assessment they may read quietly at their desks until everyone else has finished. • Record student scores on the appropriate form at the end of this lesson at a later time.
168 Unit 5 | Lesson 26 © 2013 Core Knowledge Foundation
Reading Assessment: “Marching Orders” Scoring • When scoring this assessment, please note assessment item number 8 has 4 sentences. Each of these sentences is worth one point. All of the other items (numbers 1–7) are worth one point each. • A score of less than 8 correct out of 11 is cause for additional testing. Have students read the story aloud to you and answer the questions aloud to determine if his or her original performance truly reflects a lack of comprehension or perhaps instead is the result of rushing to finish the assessment. • Additionally, any student who scores less than 8 out of 11 correctly and does not perform better on the read-aloud should also take the Decoding Assessment and the Sight Word Assessment in Lessons 28–30.
Grammar Assessment: Scoring Note: Acquisition of the grammar skills taught thus far is important, so guidance is provided below for evaluating each student’s performance to determine whether remediation is needed. Some students who perform poorly on the Grammar Assessment may also perform poorly on other unit assessments, such as the Decoding Assessment and/or Comprehension Assessments. For these students, if the available time for remediation is limited, priority should be placed on providing additional decoding and comprehension practice. • A score of less than 12 correct points out of 15 on the Punctuation and Capitalization section (numbers 1–5) on Worksheet 26.2 indicates that the student needs additional practice in correcting punctuation and capitalization errors. Analyze errors to determine if specific types of punctuation and capitalization are problematic. • A score of less than 4 out of 5 correct points on the Plural section (numbers 6–10) on Worksheet 26.2 indicates that the student may need additional practice in creating the plural forms of nouns. Analyze errors to determine if specific rules with regards to plural formation need to be reviewed, or whether additional practice with irregular plural formation is indicated. • A score of less than 12 out of 15 correct points on the Parts of Speech section (numbers 11–15) on the back of Worksheet 26.2 indicates that the student may need additional practice with the parts of speech. Examine the errors for patterns to determine if adjectives or nouns or verbs are the area of confusion. • A score of less than 7 out of 10 correct points on the Subject and Predicate section (numbers 16–20) on the back of Worksheet 26.2 indicates additional practice is needed. Examine the error pattern to see whether subjects or predicates individually need attention or both concepts need review. • A score of less than 7 out of 10 correct points on the Verb Tense section (numbers 21–30) on Worksheet 26.3 needs to be examined. Again, look to see if it is one single tense causing the confusion or if it appears to be all three. Unit 5 | Lesson 26 169 © 2013 Core Knowledge Foundation
170 Unit 5 | Lesson 26
© 2013 Core Knowledge Foundation
Student name
Comprehension __/11
Reading Assessment: “Marching Orders” (Worksheet 26.1)
© 2013 Core Knowledge Foundation
Unit 5 | Lesson 26 171
Student name
(#16–20) (#1–5) Subject and Punctuation and (#6–10) (#11–15) (#21–30) Capitalization __/15 Plural __/5 Parts of Speech __/15 Predicate __/10 Verb Tense __/10
Grammar Assessment (Worksheet 26.2)
Student Performance Task Assessment
Objectives Read and write words with the following letter-sound correspondences: ‘a’ > /ə/ (about), ‘e’ > /ə/ (debate) (RF.2.3e)
Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary (RF.2.4c)
Read decodable text that incorporates the letter-sound correspondences taught, with sufficient accuracy and fluency to support comprehension (RF.2.4) At a Glance
Exercise
Warm-Up Student Performance Task Assessment Student Performance Task Assessment
Alphabetizing
Materials
Minutes
board; prepared word cards
10
Sir Gus; Worksheet 26.1
30
Worksheets 26.2, 26.3
20
Reading Comprehension Assessment: “Marching Orders” Grammar Assessment
Advance Preparation Write the following words on index cards for the Warm-Up activity. 1.
camel
8.
gravel
15. open
2.
nickel
9.
bubble
16. huddle
3.
middle
10. question
17. simple
4.
apple
11. wrestle
18. uncle
5.
dabble
12. round
19. jungle
6.
education
13. vacation
20. table
7.
fiddle
14. little
21. puddle
Unit 5 | Lesson 26 167 © 2013 Core Knowledge Foundation
Warm-Up
10 minutes Alphabetizing • Using the word cards you have prepared in advance, work as a class to first read and then alphabetize the cards on the board.
Student Performance Task Assessment
30 minutes
Reading Comprehension Assessment: “Marching Orders” • Ask students to turn to Chapter 17 in Sir Gus and Worksheet 26.1 in the Workbook. • Tell students to read the story and answer the questions on the worksheet for this assessment. • Encourage students to do their best and to go back and check over their worksheet when they are finished.
Chapter 17: “Marching Orders”
• Tell students that when they are finished with the assessment they may read quietly at their desks until everyone else has finished. • Record student scores on the appropriate form at the end of this lesson at a later time.
Worksheet 26.1
Student Performance Task Assessment
20 minutes
Grammar Assessment • Ask students to turn to Worksheet 26.2 • Tell students to read the directions and complete each section of Worksheets 26.2 and 26.3. • If students are unsure about directions or what to do, ask them to raise their hands and ask. Worksheets 26.2, 26.3
• Encourage students to do their best and go back and check over their worksheet when they are finished. • Tell students that when they are finished with the assessment they may read quietly at their desks until everyone else has finished. • Record student scores on the appropriate form at the end of this lesson at a later time.
168 Unit 5 | Lesson 26 © 2013 Core Knowledge Foundation
Reading Assessment: “Marching Orders” Scoring • When scoring this assessment, please note assessment item number 8 has 4 sentences. Each of these sentences is worth one point. All of the other items (numbers 1–7) are worth one point each. • A score of less than 8 correct out of 11 is cause for additional testing. Have students read the story aloud to you and answer the questions aloud to determine if his or her original performance truly reflects a lack of comprehension or perhaps instead is the result of rushing to finish the assessment. • Additionally, any student who scores less than 8 out of 11 correctly and does not perform better on the read-aloud should also take the Decoding Assessment and the Sight Word Assessment in Lessons 28–30.
Grammar Assessment: Scoring Note: Acquisition of the grammar skills taught thus far is important, so guidance is provided below for evaluating each student’s performance to determine whether remediation is needed. Some students who perform poorly on the Grammar Assessment may also perform poorly on other unit assessments, such as the Decoding Assessment and/or Comprehension Assessments. For these students, if the available time for remediation is limited, priority should be placed on providing additional decoding and comprehension practice. • A score of less than 12 correct points out of 15 on the Punctuation and Capitalization section (numbers 1–5) on Worksheet 26.2 indicates that the student needs additional practice in correcting punctuation and capitalization errors. Analyze errors to determine if specific types of punctuation and capitalization are problematic. • A score of less than 4 out of 5 correct points on the Plural section (numbers 6–10) on Worksheet 26.2 indicates that the student may need additional practice in creating the plural forms of nouns. Analyze errors to determine if specific rules with regards to plural formation need to be reviewed, or whether additional practice with irregular plural formation is indicated. • A score of less than 12 out of 15 correct points on the Parts of Speech section (numbers 11–15) on the back of Worksheet 26.2 indicates that the student may need additional practice with the parts of speech. Examine the errors for patterns to determine if adjectives or nouns or verbs are the area of confusion. • A score of less than 7 out of 10 correct points on the Subject and Predicate section (numbers 16–20) on the back of Worksheet 26.2 indicates additional practice is needed. Examine the error pattern to see whether subjects or predicates individually need attention or both concepts need review. • A score of less than 7 out of 10 correct points on the Verb Tense section (numbers 21–30) on Worksheet 26.3 needs to be examined. Again, look to see if it is one single tense causing the confusion or if it appears to be all three. Unit 5 | Lesson 26 169 © 2013 Core Knowledge Foundation
170 Unit 5 | Lesson 26
© 2013 Core Knowledge Foundation
Student name
Comprehension __/11
Reading Assessment: “Marching Orders” (Worksheet 26.1)
© 2013 Core Knowledge Foundation
Unit 5 | Lesson 26 171
Student name
(#16–20) (#1–5) Subject and Punctuation and (#6–10) (#11–15) (#21–30) Capitalization __/15 Plural __/5 Parts of Speech __/15 Predicate __/10 Verb Tense __/10
Grammar Assessment (Worksheet 26.2)
