Escondido Union School District Grade 8 Trimester 1 Assessment Student Packet

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1 Assessment Purpose: The Trimester I English Language Arts Assessment reflects the standards addressed in the first trimester pacing guide. It is designed to help identify students strengths in word analysis, reading comprehension, literary response, writing conventions, and writing strategies through specific learning targets. The assessment can be used in two ways: 1) As a measurement of learning, providing a window into a student s potential success on the California State Standards Test (CST) 2) As an assessment for learning, identifying specific learning targets students require additional practice at and instruction in, and additional evidence required to better understand student learning needs. Standards and Learning Targets Reading Standards And definitions 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development This means I use my knowledge of words, word relationships, and context clues to figure out the meaning of grade level words and to understand their precise meaning. 2.0 Reading Comprehension (Focus on Informational Materials) This means I can read different types of informational materials (magazines, newspapers, ) that are grade level appropriate and can understand/explain their meaning or purpose. 3.0 Literary Response and Analysis This means I read an important piece of literature and show my understanding of the ideas expressed and sometimes connecting these ideas to other stories (short stories, novels, essays ) that I have read. Writing 1.0 Writing Strategies This means I can identify the structures that make writing clear, coherent, and focused. 1.0 Written and Oral Language Conventions This means I can use English conventions at the eighth grade level. This means.. I can analyze idioms, analogies, metaphors, and similes and infer meaning I can figure out word meanings by looking at meanings, definitions, restatements, examples, comparisons, and contrasts. I can analyze text for proposal and the details that support it. I can find similarities and differences between texts in the treatment, scope, or organization of ideas. I can locate information in a variety of informational text which explain a situation/decision or solve a problem. I can evaluate text for: unity, coherence, logic, internal consistency, and structural patterns. I can evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot s development, and the way in which conflicts are addressed and resolved. I can identify and analyze repeating themes (e.g., good versus evil) in a variety of text. I can identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer s style and use those elements to interpret the work. I can analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. I can analyze compositions for: powerful and consistent themes; and, with a clear and well-supported conclusion. I can establish consistency (clarity) within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. I can identify themes or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices. I can edit writing for correct grammar I can use correct punctuation and capitalization. Test Items

2 Please look at your corrected test and mark whether each item is right or wrong. Then look at the questions you got wrong and decide if you made a simple mistake. If you did, mark the Simple mistake column. For all the remaining questions you got wrong, mark the Didn t Understand column. Item Learning Target I can 1 Identify the meaning of similes in various 2 Identify the meaning of analogies in various 3 Identify the meaning of idioms in various 4 Identify word meanings by looking at examples. 5 Identify the rising action in a plot. 6 Identify the falling action in a plot. 7 Identify hyperbole in a sentence. 8 Figure out the meaning of a part of a consumer document. 9 Figure out the logic used in the directions provided in a 10 Figure out the meaning of various parts of a 11 Figure out the meaning of various parts of a 12 Figure out the meaning of various parts of a 13 Identify the narrow scope of first-person point of view. 14 Identify the narrow scope of first-person point of view. 15 Know the elements of various types of writing (genres). 16 Understand the goal/intention of a consumer text. 17 Understand the elements of a consumer text. 18 Understand the elements of a consumer text. 19 Identify the main idea in a consumer text. 20 Figure out details which support the main idea. 21 Figure out the meaning of a word by looking at examples. 22 Figure out the meaning of a word by looking at examples. 23 Identify the rising action as part of the plot. 24 Identify the climax as a plot element. 25 Identify the resolution as a plot element. 26 Figure out the authors beliefs/attitudes from a piece of literature. Right? Wrong? Simple mistake? Didn t Understand?

3 Item Learning Target I can 27 Figure out the authors beliefs/attitudes from a piece of literature. 28 Identify the meaning of metaphors in various 29 Identify and figure out the meaning of the symbolism used in a piece of literature. 30 Identify effective transitions. 31 Figure out the sentence that best supports the main idea. Right? Wrong? Simple mistake? Didn t Understand? 32 Identify a well-supported conclusion. 33 Identify a sentence which adds to a consistent (coherent) theme. 34 Figure out the sentence which best adds to the 35 Figure out the sentence which best adds to the 36 Identify effective transitions. 37 Identify the opinion which best supports the theme. 38 Figure out the sentence which best adds to the 39 Identify the correct use of punctuation. 40 Identify the correct use of contractions. 41 Identify the correct use of capitalization. 42 Identify a well-supported conclusion. 43 Identify the correct use of plurals. 44 Identify the correct use/placement of adverbs. 45 Identify the correct use of punctuation. 46 Identify the correct use of punctuation. 47 Identify the correct use of punctuation. 48 Identify the correct use of punctuation. 49 Identify a sentence which adds to a consistent (coherent) theme. 50 Identify a well-supported conclusion. Use your chart to complete the next page.

4 MY STRENGTHS: To identify your areas of strength, write down at least two of the learning targets corresponding to the test questions you got right. MY HIGHEST PRIORITY FOR SUPPORT FROM MY TEACHER: To determine what you need to work on most, write down at least two of the learning targets corresponding to the marks in the Didn t Understand column (questions you got wrong NOT because of a simple mistake). WHAT I NEED TO REVIEW: To determine what you need to review or practice, write down at least two of the learning targets corresponding to the marks in the Simple Mistakes column. Look at your highest priorities for support and what you need to review. Work with your teacher to fill in this chart on your learning goals.

5 Goal Steps Evidence What do I need to get better at? How do I plan to do this? What evidence will show I ve achieved my goal?

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