Unit_ 5 Teacher GRASPS Document-
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Unit 5: Performance Assessment EDU 501: Measurement and Evaluation Unit 4: Summative Assessment
Yasmine Williams
Belhaven University EDU 501: Measurement and Evaluation Dr. Korrie White
April 6, 2024, 2024
2
EDU 501: Unpacking The Standards
UNPACKING THE STANDARDS
CCSS Standard: _____RF.5.3____
OR
STATE Standard: _____________ Standard (include identifying numbers):
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. Prerequisite Skills
How to recognize common letter patterns in words?
How to recognize common affixes?
How to recognize common root/base words?
How to recognize common syllable patterns in words?
How to recognize common syllable types in words?
Key Terms (vocabulary)
Definition
Student-friendly language
1.
Phonics
2.
word analysis
3.
affix 4.
prefix 5.
suffix 1.
Of or relating to the sound of speech 2.
break words down into their smallest units... 3.
an additional or end of a
root, stem, or word, 1.
To make sounds 2.
To breakdown 3.
To attach or add-on 4.
Before 5.
After
3
6.
multi-syllable 7.
irregularly spelled words
4.
a word, letter, or number placed before another. 5.
a morpheme added at the end of a word to form a derivative. 6.
a word of many syllables
7.
letters that do not match
its pronunciation. 6.
More than one sound 7.
Words not spelled as they sound Key Verbs (skills)
Definition
Student-friendly language
1.
Apply 2.
Know 3.
decode 1.
be applicable or relevant
2.
be aware of through observation, inquiry, or information. 3.
convert (a coded message) into intelligible language. 1.
To put to use 2.
To understand 3.
To breakdown or sort out
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“
I Can”
statements in student-friendly language
Use common spelling patterns to help read words.
Use common syllable patterns to read syllables in words.
Pronounce a syllable using its syllable type.
Break a word into its affixes and root/base word to pronounce it. Essential Questions
Why am I teaching this?
How does separating words into syllables help the reader?
How does knowing the meaning of a root and affix help to understand new words? RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. Prerequisite Assessment:
Instructions: Please complete the following questions to assess your understanding of the
prerequisites needed for our upcoming unit on word analysis and vocabulary.
5
Question 1: Common Letter Patterns
Identify the common letter pattern in each word and write it down:
1.
Cat
2.
Dog
3.
Fish
4.
Run
5.
Jump
Question 2: Common Affixes
For each word, identify the affix (prefix or suffix) and its meaning:
1.
Unhappy
2.
Rebuild
3.
Disagree
4.
Postwar
5.
Happily
Question 3: Common Root/Base Words
Identify the base word/root word in each word:
1.
Happiest
2.
Happiness
3.
Unhappiness
4.
Postponed
5.
Misunderstood
Question 4: Common Syllable Patterns
Divide each word into its syllables and identify
the syllable pattern:
1.
Basket
6
2.
Table
3.
Elephant
4.
Mountain
5.
Spider
Question 5: Common Syllable Types
Identify the type of syllable (open or closed) in each word:
1.
Rabbit
2.
Water
3.
Happy
4.
Tiger
5.
Fever
Scoring Instructions:
Each correct answer is worth one point.
Total possible points: 25 (5 points per question).
Scores will be tallied and recorded individually for each student.
Instructional Plan:
1.
Students Demonstrating Mastery:
o
Students who demonstrate mastery of all concepts will engage in enrichment activities to further deepen their understanding of word analysis and vocabulary. This may include advanced word sorts, vocabulary games, or independent research projects.
2.
Students Demonstrating Partial Mastery:
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o
For students who demonstrate partial mastery, targeted small group instruction will be provided. This may involve re-teaching specific concepts using differentiated instructional strategies such as hands-on activities, visual aids, or mnemonic devices.
3.
Students Demonstrating Minimal Comprehension:
o
Students who demonstrate minimal comprehension will receive intensive intervention through one-on-one instruction or additional small group support. This may involve breaking down concepts into smaller, more manageable steps, providing additional practice opportunities, and offering frequent feedback and reinforcement.
Integration into Instructional Lessons:
Assessment results will be used to inform the pacing and content of instructional lessons within the unit.
Formative assessment strategies, such as observation, questioning, and exit tickets, will be employed to monitor student progress and adjust instruction as needed.
Regular check-ins and conferences with students will provide opportunities for individualized feedback and goal setting based on assessment data.
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Summative Test Blueprint
I Can Statement
Verb
Noun
DOK Level
Use common spelling patterns to help read words.
Use
spelling patterns
Level 2
help read
words
Level 2
Use common syllable patterns to read Use
syllable patterns
Level 2
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I Can Statement
Verb
Noun
DOK Level
syllables in words.
read
syllables in words
Level 2
Pronounce a syllable using its syllable type.
Pronounce
syllable
Level 2
using
syllable type
Level 2
Break a word into its affixes and root/base word to pronounce it.
Break
word
Level 2
pronounce
it
Level 2
into
affixes and root/base
Level 2
"I Can" Statement
DOK 1- Recall
DOK 2- Apply
DOK 3- Create/Explain/Analyze
Use common spelling patterns to help read words.
5
2
Use common syllable patterns to read syllables in words.
5
2
Pronounce a syllable using its syllable type.
2
3
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"I Can" Statement
DOK 1- Recall
DOK 2- Apply
DOK 3- Create/Explain/Analyze
Break a word into its affixes and root/base word to pronounce it.
4
5
1
Diagnostic Assessment
Direction: Add the correct prefix to each root/base word to make two new words. The prefixes could be used more than once. (4 point each) Prefixes: Pre- re- mis- Word bank spell view turn behave
1.
2.
3.
4.
Direction: Add the correct suffix to each root/base word to make two new words. (4 point each) Suffixes: -ful -ly –er -less Word Bank
home grace. small friend
5.
6.
11
7.
8.
Directions: Divide each word by putting a dash (---) symbol between each syllable. Write how many syllables each word has. (4 point each) Word Number of syllables How to divide 9. afternoon --------------------- --------------------- 10. guess. --------------------- --------------------- 11. Corner --------------------- --------------------- 12. necessary --------------------- --------------------- Directions: Circle the correct prefix or suffix. (4 point each)
13. Underline the word that has the prefix that means under/beneath. subway subsoil substitute 14. Underline the word that has the prefix that means again. rewrite refrigerator refuse
15. Underline the word that has the suffix that means without.
12
Careless bless lesson
16. Underline the word that has the suffix the means one who. farmer water
diameter
Instructions:
Read each question carefully and choose the best answer.
Section A: Common Spelling Patterns
17. Which of the following words demonstrates a common spelling pattern?
a) Elephant b) Grapes c) Birthday d) Banana
18. What is the purpose of using common spelling patterns?
a) To make words difficult to read
b) To help readers recognize and read words more easily c) To confuse readers d) To change the meaning of words
Section B: Syllable Patterns
19. Which of the following words demonstrates a common syllable pattern?
a) Telephone
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b) Library c) Computer d) Calculator
20. When you pronounce the word "computer," which syllable do you stress?
a) Com b) Put c) Ter d) Compu
Section C: Pronunciation of Syllables
21. How would you pronounce the syllable "pre" in the word "preview"?
a) Pree b) Pray c) Pruh d) Pree-yoo
Section D: Breaking Words into Affixes and Root/Base
22. What does it mean to break a word into its affixes and root/base?
a) To separate the word into its beginning and ending letters b) To identify the meaning of the word
14
c) To divide the word into its syllables d) To separate the word into its prefix, suffix, and root/base
23. Which of the following words can be broken into its affixes and root/base word: "unhappy"?
a) Un- b) -Happy c) Unhapp- d) Happy
Section E: Application and Analysis
24. Explain why it is important to understand common syllable patterns when reading words.
25. Create a word using a common spelling pattern and explain why you chose that pattern.
26. Analyze the word "disbelief" and identify its affixes and root/base word.
Directions: Identify the root in each word and write it on the line. (4pts each) 27. unbound _______
28. selfless. ________
29. lovely ________
15
Teacher Copy:
Answer Key Teacher Copy
Date-------------------------------------- Direction: Add the correct prefix to each root/base word to make two new words. The prefixes could be used more than once. (4 point each) Prefixes: Pre- re- mis- Word bank
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spell view turn behave
1. misspell
2. preview
3. return
4. misbehave
Direction: Add the correct suffix to each root/base word to make two new words. (4 point each) Suffixes: -ful -ly –er -less Word Bank
home grace. small friend
5. homeless
6. graceful
7. smalle
8. friendly
Directions: Divide each word by putting a dash (---) symbol between each syllable. Write how many syllables each word has. (4 point each) Word Number of syllables How to divide
9. afternoon ----------3----------- at-ter-noon
10. guess. ----------1----------- guess
17
11. Corner -----------3---------- - cor-ner 12. necessary ----------4----------- nec-es-sar-y
Directions: Circle the correct prefix or suffix. (4 point each)
13. Underline the word that has the prefix that means under/beneath. subway subsoil substitute 14. Underline the word that has the prefix that means again. rewrite refrigerator refuse
15. Underline the word that has the suffix that means without. Careless bless lesson
16. Underline the word that has the suffix the means one who. farmer water
diameter
Instructions:
Read each question carefully and choose the best answer.
Section A: Common Spelling Patterns
19. Which of the following words demonstrates a common spelling pattern?
a) Elephant b) Grapes c) Birthday d) Banana
18
20. What is the purpose of using common spelling patterns?
a) To make words difficult to read
b) To help readers recognize and read words more easily c) To confuse readers d) To change the meaning of words
Section B: Syllable Patterns
19. Which of the following words demonstrates a common syllable pattern?
a) Telephone b) Library c) Computer d) Calculator
20. When you pronounce the word "computer," which syllable do you stress?
a) Com b) Put c) Ter d) Compu
Section C: Pronunciation of Syllables
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21. How would you pronounce the syllable "pre" in the word "preview"?
a) Pree b) Pray c) Pruh d) Pree-yoo
Section D: Breaking Words into Affixes and Root/Base
22. What does it mean to break a word into its affixes and root/base?
a) To separate the word into its beginning and ending letters b) To identify the meaning of the word c) To divide the word into its syllables d) To separate the word into its prefix, suffix, and root/base
23. Which of the following words can be broken into its affixes and root/base word: "unhappy"?
a) Un- b) -Happy c) Unhapp- d) Happy
Section E: Application and Analysis
24. Explain why it is important to understand common syllable patterns when reading words.
Responses may vary. Example: Understanding syllable patterns helps us break down words into manageable parts, making it easier to read and pronounce unfamiliar words.
20
25. Create a word using a common spelling pattern and explain why you chose that pattern.
Responses may vary. Example: Bicycle - I chose this pattern because it contains the common spelling pattern "ycle" found in words like tricycle and recycle.
26. Analyze the word "disbelief" and identify its affixes and root/base word.
Dis- (prefix), -be- (root/base), -lief (suffix)
Directions: Identify the root in each word and write it on the line. (4pts each) 27. unbound __bound_____
28. selfless. ____self____
29. lovely ____love____
Performance Assessment Teacher GRASPS Document:
Your Name:
Yasmine Williams
Task Name:
Word Detective Decoding Challenge
Grade:
5
21
Subject and Topic:
Language Arts - Phonics and Word Analysis
Goal: Students will demonstrate mastery of the RF.5.3 standard by applying grade-level phonics and word analysis skills in decoding words.
Role: You are a language detective tasked with decoding mysterious words using your phonics and word analysis skills.
Audience: Your audience is anyone who seeks to understand the hidden meanings of words.
Situation: You have been recruited by the Language Bureau to solve a series of word puzzles and uncover the secrets hidden within them.
Task Description:
Students will demonstrate their mastery of phonics and word analysis skills by decoding a series of words to uncover their prefixes, root words, and suffixes. They will compile their findings into a creative word decoding portfolio and present them to their peers.
Standards Assessed (Common Core):
RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Additional Materials Needed:
Word puzzles or worksheets
Art supplies (markers, colored pencils, construction paper)
Rubric for assessment
Examples of decoded words for reference
Texts:
Primary Texts:
Texts: Primary Texts:
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The primary texts for this performance task will consist of a word bank containing a variety of words for students to decode. These words will cover different phonics patterns, affixes, root/base words, syllable patterns, and syllable types.
Supplementary Texts:
Supplementary texts may include:
o
Dictionaries or online resources for students to reference during the decoding process.
o
Word lists highlighting specific phonics patterns, affixes, or syllable types.
o
Examples of word analysis techniques and strategies to support students' understanding.
These supplementary texts will provide additional support and resources for students as they engage in the word decoding challenge.
Performance Task Description:
1.
Introduction to Decoding Skills: Teacher explains prefixes, root words, and suffixes.
2.
Word Decoding Practice: Students work on decoding words independently using provided worksheets.
3.
Creation of Word Decoding Portfolio: Students compile their decoded words into a visually appealing portfolio using art supplies.
4.
Presentation of Portfolios: Students present their portfolios to the class, explaining their decoding process and findings.
Scoring Rubric:
Criteria
Exceptional (4)
Proficient (3)
Basic (2)
Minimal (1)
Identification of Accurately Mostly identifies Partially Incorrectly
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Criteria
Exceptional (4)
Proficient (3)
Basic (2)
Minimal (1)
Prefix, Root Word, and
Suffix
identifies and clearly
labels all component
s of the word
and labels component
s of the word with minor errors
identifies and labels
compone
nts of the word with significan
t errors
identifies or labels compone
nts of the word
Clarity of Decoding Explanati
ons
Provides clear and
detailed explanatio
ns of how prefixes, root words, and
suffixes contribute to the word's meaning
Provides mostly clear explanatio
ns with some gaps in understand
ing
Provides vague or incomplet
e explanati
ons
Provides unclear or incorrect explanati
ons
Creativity and Presentati
on
Demonstrates exceptiona
l creativity
and presents informatio
n in a visually appealing manner
Demonstrates proficient creativity and presents informatio
n clearly
Demonstrates basic creativity but lacks visual appeal
Lacks creativity and visual
presentati
on
Overall Presentati
on Quality
Presentation is polished, engaging, and demonstrat
es a thorough understand
ing of Presentation is well-
executed and effectively communic
ates decoding concepts
Presentation is somewhat
disorgani
zed or lacks coherence
Presentation is unclear or
confusing
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Criteria
Exceptional (4)
Proficient (3)
Basic (2)
Minimal (1)
decoding concepts
Appendix:
Examples of Decoded Words
Rubric Template Example
References
https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/ccr/05.Grade-5-ELA-
Scaffolding.pdf
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Merriam-Webster. (n.d.). Dictionary by Merriam-Webster: America's most-trusted online
dictionary
. Merriam-Webster. Retrieved April 23, 2022, from https://www.merriam-
webster.com/dictionary. Popham, W. J. (2020). Classroom assessment: What teachers need to know (9th ed.). Boston, ISBN-13: 978-0135569108
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