Summative Assessment 5: First Grade Map Skills

Name of the project: Maps and Map Symbols

Burning issue or big idea: Maps depict important land features. Maps use symbols to indicate
important features.

Teachers involved (ESL, bilingual, general education): General Education Teacher; if available,
a bilingual teacher would be beneficial to this instruction as well.

Grade level or grade-level cluster(s): 1st

Duration of project: 10 days for the Geography Unit; 5 days specifically for map skills; the
summative assessment would compose the final day of instruction.

I. Planning: The Parameters for Assessment
A. Content
1. Content area(s), academic content standards, and performance indicators assessed:
Mathematics: SOL Mathematics Objective 1.9 The student will use nonstandard units to
measure length, weight/mass, and volume.
Language Arts: SOL Oral Language Objective 1.3 The student will follow simple two-step
directions
SOL Writing Objective 1.13 The student will write to communicate ideas for a variety of
purposes
SOL Reading Objective 1.8 The student will expand vocabulary
Science: SOL Science Objective 1.1E The student will demonstrate an understanding of
scientific reasoning, logic, and the nature of science by observations and data recorded,
analyzed, and communicated orally and with simple graphs, pictures, written statements,
and numbers
Social Studies: SOL History Objective 1.4a: The student will develop map skills by
recognizing basic map symbols including references to land, water, cities, and roads.
SOL History Objective 1.5: The student will construct a simple map, using basic map
symbols in the map legend.

2. Content objectives:
Mathematics: Students will estimate and compare sizes and distances between actual
landmarks and symbols on a map.
Language Arts: Students will identify or define the terms: map, symbol, location, and
legend.
Students will orally describe the components of a map to a partner.
Students will label (written) the symbols on their maps.
Science: Students will identify and compare the various types and uses of maps.
Social Studies: Students will construct a map of Barefoot Island, including a compass
rose and legend.

3. Language(s) of instruction and assessment: English and when possible bilingual teacher
will provide native language instruction

B. Language
1. Language domains, English language proficiency standards, and performance indicators
assessed:
Level 1:
Students will point to indicated objects on a map.
Students will name the objects included on their map of Barefoot Island.
Students will match symbols to names of landmarks on the map of Barefoot Island.
Students will draw a map and draw symbols on their maps according to a legend.
Students will compare two maps using a clozed prompt with a word bank (on the peer
checklist).

Level 2:
Students will identify areas on a map from an oral description.
Students will orally describe the objects included on their map of Barefoot Island.
Students will locate objects on a partners map according to a checklist.
Students will label symbols on their map within a legend.
Students will compare two maps using a clozed prompt.

Level 3:
Students will locate dictated areas on a map.
Students will describe and compare the objects on their maps with the landmarks on a
partners map.
Students will locate objects on maps according to a written checklist
Students will label areas, symbols, and a legend on the map
Students will compare two maps according to a given prompt (written).

Levels 4 and 5:
Students will locate described areas on a map.
Students will present their map to a partner orally.
Students will identify (read) the objects on a partners map.
Students will label areas, symbols, and a legend on a map.
Students will compare two maps according to a given prompt (written).

2. Language objectives:
Listening:
Providing information to peers via pointing and responding to questions
Following orally dictated directions

Speaking:
Naming the objects included on a map
Describing a map
Comparing two maps

Reading:
Locating objects on a map with a legend
Identifying objects on a map according to a checklist

Writing:
Producing a map
Labeling objects on a map
Comparing two maps

3. Targeted levels of English language proficiency: All

C. Type(s) of Assessment: This is a constructed response assessment. Students will be evaluated
by a peer assessment (checklist). The maps will also be evaluated by the teacher according to
the requisite components as outlined by the assessment checklist. Language proficiency will
also be assessed via ongoing teacher observation; an observation checklist is also provided.

1. Product(s) or student work sample(s): The student will fill-in the map of an island with
appropriate land features. Each student will complete a checklist regarding a peers map.
Students will construct a sentence comparing the two maps.

2. Type(s) of student response(s): The map itself represents a constructed response item.
The peer checklist represents a dichotomous scale, and the comparison task represents a
cloze task for ELLs at ELP levels 1 and 2. The comparison is an open-response item for
ELLs at ELP levels 3-5

3. Materials or resources (visual or graphic support):ELs at ELP level 1 will receive maps
which already include a legend. The student will use the given symbols to design a map.
ELLs may also refer to maps and atlases as they design their own map.

4. Type(s) of documentation (rubric) or scoring guide(s): The scoring for this assessment is
analytic. The task is broken down into requisite categories according to the attached
analytic scoring guide. English Language Proficiency is also assessed using an
observation checklist (attached).

II. Delivering: The Instructional Assessment Sequence for a Project

Task 1
Grouping of students: Individuals
Description of what students do:
Students will choose the landmarks that they would like to include on their island map
Students will design symbols for each landmark
Students will construct a map using the symbols
Students will create a legend for their symbols

Task 2
Grouping of students: Pairs
Description of what students do:
Students will present their map to a partner
Students will trade maps with a partner
Students will complete a checklist of the items included on their partners map
Students will construct a sentence comparing the two maps

III. Interpreting Results
Peer or student self-assessment:
Students will assess a peer according to a checklist.

Teacher assessment:
The teacher will provide students with the checklist of items to include on their maps prior to
map construction
The teacher will use an analytic scoring guide/checklist to assess the maps

IV. Feedback and Use of Information
From peer or student self-assessment: Students view a peers map and complete a
checklist/inventory of the landmarks and features included. Students provide feedback
according to the prompts provided on the checklist.

From rubrics or documentation forms:
The checklist is shared with students and described orally prior to commencing the project/map.

From teachers:
The teacher will make comments on the maps and provide a copy of the assessment checklist.
The teacher will also conference with students as needed to share observations/feedback.