Assessment Title: “Save This Story”

Standard(s)/Benchmark(s) Assessed:
Main Standard:

Reading Standard 8.1.1 :

By the end of the eighth grade, students will identify the basic facts and essential ideas in what they have read or viewed.

Secondary Standard:

Speaking Standard 8.3.2 :

By the end of the eighth grade, students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed.

Other Standard: This assessment tool may be used for this standard, no rubric included.

Writing Standard 8.2.4:

By the end of the eighth grade, students will demonstrate the use of multiple forms to write for different audiences and purposes.

Brief Summary/Abstract of Assessment:
Student will be required to read a short story, write a written report and create a story frame to be used as a visual aid. Students will then make a presentation to the class. Within the story frame and report, the student will be evaluated on these items: main ideas, character analysis, setting, sequencing, and appearance of visual aid.

Author(s):

Name	District	School	School Phone	E-mail
Heather Marquardt	55	Sutherland	(308)386-4426	hmarquar@esu16.org
Michal Thompson	55	Sutherland	(308)386-4426	mthompso@esu16.org
Marilyn Lingbloom	007	Maxwell	(308)582-4585	mlingblo@esu16.org
Shawn Loostrom	007	Maxwell	(308)582-4585	sloostro@esu16.org

Grade(s)/ Content Area:
Grades: Fifth through eighth
Content Areas: Reading and writing

Administration Time:
Eight, fifty-minute class periods (an additional period may be needed for presentations)

Range and Level of Proficiencies:
- Performance rubrics with levels of proficiency from unsatisfactory to advanced
- Performance checklist with levels of proficiency from not observed to demonstrated.

Materials Needed:
1. Enough student packets for one packet per person.
2. Generated list of possible short stories.
3. Copies of the short stories for the students.

Standard / Benchmark:
Main: 8.1.1

By the end of the eighth grade, students will identify the basic facts and essential ideas in what they have read or viewed.

Secondary: 8.3.2

By the end of the eighth grade, students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed.

Skills & knowledge addressed by this assessment:

Knowledge:	Skills:
8.1.1: Main Ideas Supporting details Sequential order	8.1.1 Students will be able to: Sequence Recognize and describe main character(s) Recognize & relate supporting character(s) Depict time and place Identify the beginning, middle & end Distinguish between problem and solution Establish supporting details
8.3.2: Oral presentation	8.3.2 Students will be able to: Project voice Use expression while speaking Maintain audience interest Sustain eye contact Convey ideas in a logical order Use appropriate body language Effectively use a visual aid

Relevance:

• Students will need to be able to pick out and understand relevant information in order to: build models, follow recipes, program entertainment systems, and understand instructional manuals.
• Students will need to be able to read and understand reading in order to:
  • read a newspaper to find jobs, and stay world wise
  • fill out job applications
  • fill out scholarship applications
• Student will be able to apply this knowledge in the following careers:
  1. Author
  2. Computer Operator
  3. Teacher
  4. Government Official

*Tips*

- You may use one of the following types of story frames to create your presentation:

1. comic strip with conversation bubbles
2. film strip (could be computer generated)
3. picture book
4. story cube
5. formal time line
6. poster
7. other project form pre-approved by teacher

- Choose only one type of story frame and only one story.

 

*Requirements*
1. Story Frame:

Characters:

• The main character(s) must be identified along with clues about their character traits.
• Supporting character(s) must be identified and their connection to the main character(s) must be clear.

• Setting:
  • The time and place must be appropriately represented throughout your story frame.

Main Ideas & Supporting Details:

• Main ideas about the beginning, the middle, and the end of the story must be clear.
• Main ideas must be thoroughly represented by supporting details.
• Should include the problem and solution.

Sequencing:

• All story events must be represented in sequential order.

Project Appearance

• Organization makes the project easy to understand & attractive.
• Title and author of story must be visible on the story frame.

2. Oral Presentation of Story Frame:

You must present your story frame in order to persuade your company’s decision making team to use your story.

*Tips*
-You need to:

1. Project voice
2. Use an appropriate voice tone
3. Maintain audience interest
4. Sustain eye contact
5. Convey ideas in a logical order
6. Use appropriate body language
7. Use story frame in presentation

- Length: approximately 3 minutes

 

*Time Frame*
Day One

• Your teacher will provide you with instructional materials.
• You will choose and read a short story. The choice of stories will be provided to you by your teacher.

Day Two

• You will fill out one of the story element organizers.
• You write your written report.
• You will decide on the story frame you will be creating.
• You will prepare a materials list and make sure you bring the materials to class for day two activities.

Day Three

• You will begin creating the story frame.

Day Four

• You will continue working on your story frame.

Day Five

• You will continue working on and complete your story frame.
• You may practice your oral presentation.

Day Six

• Turn in completed story frames and written report to teacher.
• Meet in groups to evaluate peers story frames and reports.

Days Seven and Eight

• Presentations:
  1. Fill out student presentation checklist.
  2. Fill out student story frame rubric.

Part 3 - Scoring Rubric(s)

Story Frame Rubric
Presentation Checklist
Student Story Frame Rubric
Student Presentation Checklist
Whole Class Grading Sheet - Story Frame
Whole Class Grading Sheet - Presentation

1. Teacher will provide a variety of short stories which have not been previously read, that interest students at the appropriate reading levels for the students in the classroom.
2. Teacher will orally read instructions and thoroughly explain the following items:
   --Student instruction sheet
   --Time frame for the assessment
   --Written report: This could be any type of book report that incorporates all elements of the story frame rubric.
   --Story frame examples

   --Comic strip - use a comic strip format to convey factual information about the short story.
   --Film strip - see example (G.O., pp. 8-9)
   --Picture book - illustrate and write text for short story in book form, provide examples of big books or picture books.
   --Story Cube
   --Poster

   --Sample organizers

   --Five W’s (G.O., pp. 34-35)
   --Sentence Map (G.O., pp. 44-45)
   --Story Frame (A.A., p.93)

   --Student rubrics for evaluating other classmates (can be modified using language developed by your students)
   --Story frame rubric
   --Presentation checklist
   --Whole class grading sheet

3. Teacher will provide student packets which shall include: student instructions, story frame examples, sample organizers, student rubric, story frame rubric, whole class grading sheet,and presentation checklist.
4. Time allotted: eight, fifty-minute class periods (an additional class period may be needed for presentations)
5. Teacher needs to check student’s individual educational plans for accommodations.
6. Scoring the assessment:
   --In order to obtain final score, you need to add the total points received by the student on the presentation checklist to the total points received on the story frame rubric.
   --This total can be easily changed into a percentage grade by dividing by 100.
   --Story frames need to be graded prior to oral presentations.
7. Peer scoring of story frame and written report:
   --To accommodate time limits, break students into grading groups of 4 or 5. Have each group assess students in another group's story frames and written reports using the story frame rubric. The group must agree on one final score for each student they are assessing place that score on the whole class grading sheet.
8. Peer scoring of presentation:
   --Have students score presentations for the same students they scored story frames.

 

Part 5 - Accommodations for Special Populations

Accommodations accepted by the State of Nebraska:

1. Provide a more private environment for the student without social, auditory, or visual distractions.
2. Give the student more time to complete the assignment.
3. Permit the use of whatever augmentative or assistive technology the student uses on a daily basis.
4. Provide literature selection in the student’s native language.
   

Additional accommodations:

1. Provide an opportunity for the student and teacher to discuss the instructions to ensure understanding.
2. Provide more supervision for the student, encouraging him/her to stay on task.
3. Provide organizational aids such as templates and graphic organizers.
4. Add more complex and/or open-ended items requiring thinking at greater levels of creativity and/or depth.
5. Break down a complex set of instructions into smaller, more manageable segments which the student can complete one at a time.
   Part 6 - Bibliography

Blount, R. Howard. Implementing Literature-Based Instruction & Authentic Assessment, Instructional Fair, Grand Rapids, MI 49544. Copyright 1996, p. 93.

Flyn, Kris. Graphic Organizers, Creative Teaching Press, Inc., Cypress, CA 90630. Copyright 1995, pp. 8-9, 34-35, 44-45.

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