Developing Assessments Based on NJ Standards
Language Arts: Poetry
Level: Elementary and Middle
Step Seven
GEPA
| Overview | Student | Teacher | Assessment Steps |
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Note: you may want to combine some CPIs at this stage. |
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| 3.1.A.1
Identify and use common textual and graphic features and organizational structures to comprehend information. These include: textual features (e.g., paragraphs, topic sentence, index, table of contents); graphic features (e.g., charts, maps, diagrams) and organizational structure (e.g., logical order, comparison/contrast, cause/effect). |
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| 3.1C.3
Continue to use structural analysis and context analysis to decode new words. |
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| 3.1.D.1
Read aloud in selected texts reflecting understanding of the text and engaging the listener. |
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| 3.1.E.1
Monitor reading for understanding by automatically setting a purpose for reading, asking essential questions, and relating new learning to background experiences. |
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| 3.1.F.2 Clarify word meanings through the use of a word's definition, example, restatement, or contrast. |
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| 3.1.G.5
Analyze ideas and themes found in texts. |
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| 3.1.G.11 Locate and analyze literary techniques and elements (such as figurative language, meter, rhetorical and stylistic features, etc.) of text. |
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| 3.1.G.14 Identify and understand the author's use of idioms, analogies, metaphors, and similes in prose and poetry. |
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| 3.2.A.1
Engage in the full writing process (from prewriting through post-writing) by writing daily and for sustained amounts of time. |
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| 3.2.A.2 Revise drafts by rereading for meaning, narrowing focus, elaborating, deleting, reorganizing, creating sentence variety as needed, maintaining consistency of voice, and reworking introductions, transitions, conclusions, and awkward passages. |
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| 3.2.A.3 Review and edit work for spelling, usage, clarity, organization, and fluency. |
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| 3.2.A.4 Demonstrate understanding of a scoring rubric to improve and evaluate writing. |
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| 3.2.B.1 Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing. |
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| 3.2.C.6 Edit writing for correct grammar, usage, capitalization, punctuation, and spelling. |
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| 3.2.D.2 Apply knowledge and strategies for composing pieces in a variety of genres (narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing, etc.). |
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| 3.2.D.4 Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events or situations through the use of specific details. |
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| 3.2.D.5 Use narrative and descriptive writing techniques (e.g., dialogue, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters.) |
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| 3.2.D.13 Use personal style and voice effectively to support the purpose and engage the audience of a piece of writing. |
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| 3.2.D.14 Develop a collection of writing (e.g., a literacy folder, a literacy portfolio). |
