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Unit 1 Assessment: Writing in Response to The Invisible Boy For Teacher Reference
This assessment centers on CCSS ELA RL.2.1, RL.2.3, and RL.2.7. Students listen to the  nal portion of The Invisible Boy by Trudy Ludwig. They answer text-dependent questions, demon- strating their ability to use key details from the text and illustration to demonstrate understand- ing of characters and plot, and describe how characters in a story respond to major events.
CCSS Assessed:
■ RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demon- strate understanding of key details in a text.
■ RL.2.3: Describe how characters in a story respond to major events and challenges.
■ RL.2.7: Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Assessment directions:
This assessment is administered in Unit 1, Lesson 11.
1. 2.
3.
4.
5. 6. 7.
8.
Guide students through the close read-aloud (Session 6) using the Close Read-aloud Guide: The Invisible Boy (see Lesson 6 and supporting materials for Lesson 11).
Transition students back to their workspaces and orient them to the Unit 1 Assessment: Writing in response to The Invisible Boy. Remind them that this writing is similar to the writing and drawing they have been doing after each close read-aloud lesson.
Focus students on the  rst question on the Unit 1 assessment:
“How does Brian feel at lunch?”
Invite students to Think-Pair-Share with an elbow partner about what they will write and draw in response to this question.
Invite students to begin writing and drawing. Repeat this process with the remaining questions.
Circulate to support students while they write and prompt them as needed to use details from the Brian’s Change anchor chart in their writing.
Collect the Unit 1 assessment. Refer to the Unit 1 Assessment Criteria List to evaluate stu- dents’ progress and to the Assessment Sample Responses for sample student response.
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Assessment Overview and Resources


































































































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