Observe, Plan and Analyze Student Work

Teacher: Candis Nunn CP TL: Kenzie Sandoval Campus: Black MS

Grade Level: 7 Subject Area for this assignment: ELA (Writing)

Note: This is the same assessment task as the January OPA with the same class period, which can be used to
show the growth within each student from the beginning of the STAAR Writing Prep unit (January) to the end of
the unit and the actual Writing STAAR (March)

STEP 1: PREPARE (IDENTIFY OBJECTIVE, SELECT THE ASSESSMENT)

Student Learning Objective
What TEK are you addressing? Is it grade level appropriate?

ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly stated purpose or controlling idea.
ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized with appropriate facts and details and includes no
extraneous information or inconsistencies.

Identify Assessment, performance task or work product. What observable activity will you assess (describe the
activity)? Describe the assignment you will use to assess mastery of this objective and sort students into performance
levels?
Students will create a multi-paragraph essay that is focused around a controlling idea (thesis statement) and includes specific facts, details, or evidence to
support their claim. The essay will be the final product after brainstorming, drafting, peer feedback, and teacher feedback.


STEP 2: DEFINE AND NORM EXCELLENCE - DESCRIBE EXPECTATIONS FOR STUDENT WORK, IDENTIFY (OR CREATE)
RUBRIC ALIGNED TO STANDARD
Identify a Specific Focus
Appropriate facts and details / precise and specific evidence in argument

Exemplar of Ideal Achievement: Based on the focus and TEK, what 1-3 observable actions would define absolute
mastery of this objective?
1. Clearly stated thesis statement / controlling idea in the first paragraph
2. Entire essay connects to the thesis statement / controlling idea (no extraneous information)
3. Examples that are given in the body of the essay are specific (may come from personal lives, sports, pop culture, song lyrics, books, TV, or a movie)

Observe, Plan, Analyze: Looking at Student Work Page 1

Develop the rubric (Performance-Level Parameters). Identify 2-4 Performance-Levels for this objective and
hypothesize the evidence you might see from a representative sample in each level. The column to the right should be
closest to your Exemplar of Ideal Achievement. A four level sample is provided.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
The information appears to be Information is organized, but Information is organized with Information is very organized
disorganized. There may be no paragraphs are not well- well-constructed paragraphs. with well-constructed
paragraphs, or there may be constructed. Paragraphs often Some paragraphs include paragraphs, a clear
no main idea for each contain information that does information that does not introduction, and a clear
paragraph. not relate to the topic of that relate to the topic of that conclusion. There are no
Most ideas are generally paragraph. paragraph. sentences that do not relate
related to the topic, but the Most ideas are generally The writer establishes a to the topic of a paragraph.
controlling idea is missing or related to the topic specified, controlling idea. The essay is The writer establishes a clear
unclear. The essay is not but the controlling idea is weak focused and coherent. Most controlling idea. The essay is
focused and repetition or or somewhat unclear. The transitions are meaningful and focused. All ideas are strongly
wordiness causes disruptions. essay's focus may be vague the essay flows well. relate to the controlling idea.
Information has little or and repetition or wordiness Information clearly relates to Transitions and connections
nothing to do with the main causes minor disruptions. the main topic. It provides 1-2 make the writer's train of
topic. Information clearly relates to supporting details and/or though easy to follow.
Serious and persistent errors the main topic. No details examples. Information clearly relates to
create disruptions in the story. and/or examples are given. There are only a few spelling the main topic. It includes
Word choice is vague and There are some distracting or punctuation errors. several supporting details
limited. Sentences are simple spelling and punctuation errors. Sentences are varied and and/or examples.
and awkward. Word choice is general or controlled. Word choice is There are no spelling or
imprecise. Sentences are specific and concrete. punctuation errors. Word
awkward or only somewhat choice is vivid and expressive.
controlled. Sentences are purposeful and
varied.

STEP 3: ANALYZE AND SORT (BY STUDENT NAMES)
Using the rubric, sort students by writing their name into the box aligned to your pre-identified Performance-Levels.
Divide the number of students in each Performance-Level by the total number of students assessed to calculate the
percentage of class and list it below. Circle the name of a representative student for further analysis.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
1. Anthony 1. Jordan 1. Hector 1. Emily
2. Alex 2. Mireya
3. Litzel 3. Katherine
4. JJ 4. Mia
5. Amada 5. Emma
6. Tony
7. Isaiah
8. Victor
9. Joshua
10. Patrick
11. David
12. Berenice
13. Cassidy
14. Chelsea
15. Asia
1 /22 5 / 22 15 / 22 1 / 22
5% of class 23% of class 68% of class 5% of class

Observe, Plan, Analyze: Looking at Student Work Page 2


STEP 4: DESCRIBE THE STRENGTHS OF REPRESENTATIVE STUDENT
Provide specific examples any strength(s) shown in students effort/attempt to meet standard
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Anthony JJ Berenice Emily
Attempted to write the essay Has a controlling idea in first Hos a controlling idea in first Clear controlling idea with
Attempted brainstorming paragraph paragraph specific supporting examples
Attempted to answer the Brainstormed Has two body paragraphs with Sense of voice and style
question / essay was Wrote most of the page clear, relevant, specific pieces Interesting hook that draws
somewhat on topic at least at of evidence the reader in
the beginning Each paragraph has a clear Mechanics do not distract
idea (organization / focus) from the overall message

STEP 5: IDENTIFY GAPS AND LEARNING NEEDS OF REPRESENTATIVE STUDENT
Exact examples of GAPS, mistakes, misunderstanding or areas of growth represented in students work. NEEDS, what
the student instructional needs are to make up for the identified gaps. What are the one or two things that are most
holding students back?
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Gaps: Gaps: Gaps: Gaps:
Clear controlling idea Somewhat specific examples to Proofreading None really
Examples to support thesis support controlling idea Voice/Style
statement Development of ideas instead of
just repeating
Organization
Proofreading
Needs: Needs: Needs: Needs:
Developing controlling idea / More details/specifics about Proofreading for precise word Thesaurus
thesis statement examples (development) choice Depth charging
Developing specific examples Proofreading for sentence Depth charging for detail and
and organizing them variety and structure style
Proofreading for sentence
structure

STEP 6: DIFFERENTIATE BASED ON TRENDS
Identify specific instructional strategies to help students fill the gaps or enrich their knowledge and skills
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Whole class instructional adjustments:
Analysis of exemplar essays (Do Nows)
MOTIVATION YOU CAN DO THIS J
Reminder of graphic organizers for brainstorming and list for specific examples!
Breaking down prompt Example brainstorming and Sentence variety reteach Thesaurus
Expository graphic organizer specific details Depth charging on examples Depth charging
Run-on & Fragment reteach

STEP 7: LOGISTICS
Plan the logistics for how you will provide support for each Performance-Level. How will you manage time, space, and
people to ensure each Performance-Level gets the support they need? What materials will each Performance-Level
require to get the support youve identified in the previous table?

Students will get their teacher feedback from drafts and have independent work time to reflect on their progress, improve their writing, and

Observe, Plan, Analyze: Looking at Student Work Page 3

read their JRBs. During this time, Mrs. Nunn will engage with students through writers conferences, focusing on the particular skills and
resources listed out below.

Least Prepared Somewhat Prepared Mostly Prepared Well Prepared

(Individual writers conference) (2 small groups, of 2 and 3) (5 small groups of 3) (Individual writers conference)
Breaking down prompt model Mini-review of fragments & Mini-review of sentence Practice with a thesaurus
and graphic organizer run-ons with corrections of variety using exemplar essay Practice with depth charging
Practice with specific their essays and colored pencils
examples Development of specific Practice with depth charging
examples with details

REASSESS
When will you reassess to ensure student mastery?
We will be doing peer review and publishing of these papers so that students can improve their own writing to reach mastery. Most
importantly though, the students final assessment will be the STAAR Writing test next week!

Observe, Plan, Analyze: Looking at Student Work Page 4