California Writing Standards

COMMON FORMATIVE ASSESSMENT PLANNING TEMPLATE

--FIRST DRAFT--

Grade Level or Course: 4-6

Assessment Topic: Spelling (prefixes, suffixes, root words)

**Note** This is designed to be a common formative POST-assessment that will be administered at the end of a three week instructional unit.

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Selected Power Standards: List standards by number and include the full text here. Then “unwrap” to identify what students need to know and be able to do. Underline the concepts (important nouns or noun phrases) and circle the skills (verbs).

**NOTE** Even though the power standard of spelling included more learning objectives, we decided to focus specifically on three areas for this particular assessment. This standard is very similar in grades four and six.

5.16 Students will spell correctly

a. Roots or bases of words

b. Prefixes (understood/misunderstood, excused/unexcused)

c. Suffixes (final/finally, mean/mean-ness),

Graphic Organizer of “Unwrapped” Concepts and Skills

Concepts: Need to know about spelling

· Roots/base words

· Prefixes

· Suffixes

Skills: Be able to Do

(Next to each skill, write number in parentheses indicating approximate level of Bloom’s Taxonomy of thinking skills. Refer to Bloom’s Taxonomy resource in supporting documents.)

**NOTE** The only verb mentioned in Power Standards was “Spell”. We decided to identify verbs that would aid in the achievement of students learning to spell correctly.

(1) IDENTIFY the base/root word, prefix and suffix in a given word.

(1) DEFINE a word based on knowledge of the meaning of the root words, prefix, and suffix.

(4) DISTINGUISH the difference between prefixes and suffixes.

(4) SELECT appropriate prefix and suffix to correlate with context.

Big Ideas from “Unwrapped” Power Standards

1. Knowing the meaning of prefixes and suffixes help decode words in context.

2. Knowing how to spell correctly helps achieve clarity of meaning and to enhance flow and rhythm of writing.

Essential Questions Matched to Big Ideas

1. What is a root word, prefix, and suffix? How will knowing the meanings of prefixes and suffixes help you figure out the meanings of words? (Knowing the meaning of prefixes and suffixes help decode words in context).

2. Why are papers with correct spelling easier to read and understand? (Knowing how to spell correctly helps achieve clarity of meaning and to enhance flow and rhythm of writing).

SECTION 1: Selected-Response Items—Design multiple choice, matching, true-false, and/or fill-in items to assess student understanding of the following “unwrapped” concepts and skills represented on your graphic organizer. Indicate approximate level of thinking skill in parentheses. Match assessment items to rigor of skill level. (Use additional space as needed.)

(1) IDENTIFY the base/root word, prefix and suffix in a given word.

(1) DEFINE a word based on knowledge of the meaning of the root words, prefix, and suffix.

(4) DISTINGUISH the difference between prefixes and suffixes.

(4) SELECT appropriate prefix and suffix to correlate with context.

Selected Response:

Questions Correlated to Bloom’s Taxonomy of Thinking Skills (see parentheses):

Student Directions: Choose the best answer from the answer choices.

1. Which of the following answers is the root word for unfortunate? (1)

a. unfortune

b. fortunate

c. unfortunate

d. fortune

2. True/False: In the blank next to the question write T for True or F for False. (1)

_____ ing, ly, ness, ment are some suffixes that can be added to the end of a root word.

3. True/False: In the blank next to the question write T for True or F for False. (4)

_____ A prefix is added to the end of a root word.

4. Choose the most appropriate prefix that can be added to the root word AGREE so it means “not agree”. (4)

a. dis

b. ment

c. in

d. un

Fill in the blank with a word you make combining prefixes or suffixes and a root word. (1 and 4)

dis afraid able

un happy ed

pre honest ful

non open ly

re turn y

5. I am ______that I don’t get to go to my friend’s house after school.

6. I ______the jar of peanut butter to make a sandwich.

7. The shoes my mom bought didn’t fit so she ______them to the store.

8. The principal asked Ronnie for the truth. He replied ______and got in trouble for lying.

9. Break the following words into prefix, root word and suffix. Some words have only a prefix or suffix. Some words have both. (1 and 4)

Prefix / Root word / Suffix
Unafraid
Renewable
Disagreeable
Foolish

10. Using prefixes and/or suffixes to change the word “play”, write down at least four new words and their definitions. UNDERLINE the prefix, and CIRCLE the suffix for each word you create. Then, write your word in a sentence that makes sense.

Answer Key:

1. d

2. T (true)

3. F (false)

4. a

5. unhappy

6. opened

7. returned

8. honestly

Prefix / Root word / Suffix
Unafraid / Un / afraid
Renewable / Re / new / able
Disagreeable / Dis / agree / able
Foolish / Fool / ish

10. See rubric

SECTION 2: Extended Constructed-Response—Design an extended-response item to evaluate student understanding of the following “unwrapped” concepts and skills represented on your graphic organizer. Include approximate level of thinking skill in parentheses. Match item to rigor of skill level. Evaluate student work using the Task-Specific Scoring Guide below (to be completed).

See Question #10.

Generic Scoring Guide:

Exemplary

ð All “Proficient” criteria plus:

ð Student creates more than 4 new words with corresponding definitions.

ð Student used prefixes or suffixes we didn’t cover in class

Proficient

ð Student IDENTIFIES the base/root word, prefix and suffix in a given word

ð Student DEFINES the word based on knowledge of the meaning of the root words, prefix, and suffix

ð Student DISTINGUISHES the difference between prefixes and suffixes.

ð Student SELECTS appropriate prefix and suffix to correlate with context.

ð Student constructs 4 new words with corresponding definitions.

Progressing

ð Meets 4 of the “Proficient” criteria

ð Student constructs 3 new words with corresponding definitions.

Beginning

ð Meets 3 or less of the “Proficient” criteria

ð Student constructs 2 or less words with corresponding definitions.

ð Task to be repeated after remediation

Teacher’s Evaluation______

Comments regarding student’s performance:

SECTION 3: Short Constructed-Response

Note to Teachers: This portion of the common formative assessment requires students to demonstrate their integrated understanding of all the “unwrapped” concepts and skills from the targeted Power Standards by expressing their understanding of the Big Ideas in their own words. Copy your planned Essential Questions (and corresponding Big Idea responses) for your own reference here. Then write each Essential Question only beneath the student directions below. Provide space for students to write their Big Idea responses.

Student Directions: Write a Big Idea response for each of the following Essential Questions. Include supporting details and any vocabulary terms from the “unwrapped” concepts you have been learning for each response. Your responses will be evaluated using the Generic Scoring Guide below.

Essential Questions Matched to Big Ideas

2. Why are papers with correct spelling easier to read and understand? (Knowing how to spell correctly helps achieve clarity of meaning and to enhance flow and rhythm of writing).

Design Team Reflections after Administration of Assessment to Students

1. Which assessment items produced the results we intended?

2. Which items do we need to revise?

3. Regarding the design, administration, scoring, and analysis of the assessment, what worked? What didn’t?

4. What do we need to do differently next time?

5. What should we again do the same?