Module 2 End-of-Module Task Assessment Guide

3 | Module 2

Outer Space

Assessment Guide for

the End-of-Module Task
 3 | Module 2 | Outer Space

Assessment Guide for the

End-of-Module Task

Contents
Assessment Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Knowledge Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Writing Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Language Criteria Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
End-of-Module Task Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
End-of-Module Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Sample Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
On Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Annotated Knowledge Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Annotated Writing Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Annotated Language Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Advanced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Annotated Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Reinforcements for the End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
To Help Students Build and Apply Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
To Help Students Build and Apply Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
To Help Students Build and Apply Language Skills . . . . . . . . . . . . . . . . . . . . . . . . . 29
Looking Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Achievement Descriptors Assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Appendix: Scoring Tools and Report Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Hand-Scoring Worksheet for the End-Of-Module Task . . . . . . . . . . . . . . . . . . . . . . . 33
Analyzing Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

For additional implementation support, including for students with IEPs or multilingual learners, refer to
Implementation Resources.

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

ASSESSMENT CONTEXT
Each module task enables students to gain more proficiency in knowledge, writing, and language with the
goal of being on target for the End-of-Module (EOM) Task rubric criteria. Students will practice each writing
and language criterion from the EOM Task on at least one prior module task. To reflect the specific knowledge
demands of each text and task, EOM Tasks and module tasks contain different knowledge criteria; however,
the knowledge students build across the module and demonstrate on module tasks prepares them for success
on the EOM Task. Throughout module 2, students build knowledge about how people explore space and
incorporate that knowledge into each essay.

The table below demonstrates how assessed criteria for each module task prepare students for the EOM Task.

Module Task 1 Module Task 2 EOM Task

In your opinion, what was Galileo’s most In your opinion, which phase of the How would you choose to explore space?
important contribution to astronomy? Apollo 11 Moon landing was most Choose one option from the list Write an
Choose one option from the list Write an exciting? Choose one option from the essay to support your opinion
essay to support your opinion list Write an essay to support your • astronomer
• telescope opinion • astronaut
• his book The Starry Messenger • Eagle’s descent • mathematician
• Armstrong and Aldrin’s exploration
of the Moon
• Eagle’s ascent

Knowledge Criteria Assessed

Knowledge: Module Task 1 Knowledge: Module Task 2 Knowledge: EOM Task

shows knowledge of Galileo’s telescope shows knowledge of the Apollo 11 Moon shows knowledge of Galileo, an Apollo 11
or his book The Starry Messenger landing astronaut, or Katherine Johnson

shows knowledge of why Galileo’s shows knowledge of why a phase from shows knowledge of how an astronomer,
telescope or book was important the Apollo 11 Moon landing was exciting an astronaut, or a mathematician
explores space

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Assessed

Writing: Module Task 1 Writing: Module Task 2 Writing: EOM Task

uses a hook to catch the reader’s

attention

uses the first sentence of the thesis to

state a clear opinion

uses the second sentence of the thesis to

name two main reasons

writes about each reason in a proof

paragraph

uses a transition word or phrase to begin

proof paragraph 2

uses a topic sentence to begin each proof

paragraph

uses evidence from Peter Sís’s Starry uses evidence from One Giant Leap to uses textual evidence to support each
Messenger to support each reason support each reason reason

uses elaboration to develop each piece of

evidence

has a concluding paragraph that restates

the thesis

Language Criteria Assessed

Language: Module Task 1 Language: Module Task 2 Language: EOM Task

uses topic-specific vocabulary to explain

the topic

writes in simple, compound, and complex

sentences

uses taught spelling strategies

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

End-of-Module Task Prompt

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 3 | Module 2 | Writing
End-of-Module Task
Prompt: How would you choose to explore space? Choose one option from the list. Write an essay to support
your opinion.
• astronomer
• astronaut

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• mathematician

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 3 | Module 2 | Assessment Guide for the End-of-Module Task
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 3 | Module 2 | Writing
Checklist
End-of-Module Task | Prompt: How would you choose to explore space? Choose one option from the list.
Write an essay to support your opinion.
• astronomer Checklist with headings labeled Knowledge, Writing, and Language. To the right are two columns labeled
Review 1 and Review 2.
• astronaut

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• mathematician

Review 1 Review 2
Knowledge

shows knowledge of Galileo, an Apollo 11 astronaut, or Katherine Johnson

shows knowledge of how an astronomer, an astronaut, or a mathematician

explores space

Writing

uses a hook to catch the reader’s attention

uses the first sentence of the thesis to state a clear opinion

uses the second sentence of the thesis to name two main reasons

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writes about each reason in a proof paragraph

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 3 | Module 2 | Writing

Review 1 Review 2

uses a transition word or phrase to begin proof paragraph 2

uses a topic sentence to begin each proof paragraph

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uses textual evidence to support each reason

uses elaboration to develop each piece of evidence

has a concluding paragraph that restates the thesis

Language

uses topic-specific vocabulary to explain the topic

writes in simple, compound, and complex sentences

uses taught spelling strategies

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Review 2 Comments
Review 1 Comments

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

End-of-Module Task Rubric

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 Notes to Design: Please ensure there are checkboxes in the not yet demonstrated column. Please reorganize the rubric columns in descending order versus ascending order.
The columns should read from left to right: Advanced, On Target, Developing, then the column for Not Yet Demonstrated on both pages of rubric.

3 | Module 2 | End-of-Module Task Rubric

End-of-Module Task Rubric

Knowledge
Not Yet
Advanced On Target Developing Demonstrated

shows knowledge of Galileo, an Apollo

astronaut, or Katherine Johnson

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shows knowledge of how an
astronomer, an astronaut, or a
mathematician explores space

Writing
Not Yet
Advanced On Target Developing Demonstrated

uses a hook to catch the reader’s

attention

uses the first sentence of the thesis to

state a clear opinion

uses the second sentence of the thesis

to name two main reasons

writes about each reason in a proof

paragraph

uses a transition word or phrase to

begin proof paragraph

uses a topic sentence to begin each

proof paragraph

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uses textual evidence to support
each reason

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 3 | Module 2 | End-of-Module Task Rubric
Not Yet
Advanced On Target Developing Demonstrated

uses elaboration to develop each piece

of evidence

has a concluding paragraph that

restates the thesis

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Language
Not Yet
Advanced On Target Developing Demonstrated

uses topic-specific vocabulary to

explain the topic

writes in simple, compound, and

complex sentences

uses taught spelling strategies

Comments

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SAMPLE STUDENT RESPONSES

Use the on-target and advanced sample student responses below along with the rubric for the task to support
scoring of student work.

The on-target response demonstrates student work that has met the grade-level expectation described in each
criterion, showing complete evidence of the described knowledge or skill. Annotations show how this response
demonstrates the criteria in each category.

The advanced response demonstrates student work that has exceeded the grade-level expectation described in
a few key criteria, showing evidence of additional development, depth, insight, skill, or creativity beyond the
described knowledge or skill. Annotations show how this response exceeds expectations for a given criterion.
Students may exceed expectations described by criteria other than those indicated in the sample response.

On Target

How would you explore space? I would choose to explore space as a mathematician. I would choose to be a
mathematician because I could solve math problems about space and I could help keep astronauts safe.
I would be a mathematician because I could solve math problems about space. For example, Katherine
Johnson calculated the trajectories that rockets traveled. She planned John Glenn’s route from takeoff to
splashdown.
Another reason I would choose to be a mathematician is so I could help keep astronauts safe. The
text says that Johnson double-checked the machine computer’s math before Glenn blasted off. Because of
mathematicians, Glenn completed his mission safely.
If I was exploring space, I would be a mathematician. I think it would be interesting to do space
calculations, and I could help astronauts stay safe.

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated On-target Sample Response

Knowledge Assessed on End-of-Module Task Rubric

How would you explore space? I would choose to explore space
1K shows knowledge
as a mathematician. 2K [I would choose to be a mathematician of Galileo, an Apollo 11
astronaut, or Katherine
because I could solve math problems about space and I could help Johnson
keep astronauts safe.] 2K shows knowledge
of how an astronomer,
I would be a mathematician because I could solve math an astronaut, or
a mathematician
problems about space. For example, 1K [Katherine Johnson
explores space
calculated the trajectories that rockets traveled.] 1K [She planned

John Glenn’s route from takeoff to splashdown.]

Another reason I would choose to be a mathematician is so I

could help keep astronauts safe. 1K [The text says that Johnson

double-checked the machine computer’s math before Glenn blasted

off.] Because of mathematicians, Glenn completed his mission

safely.

If I was exploring space, I would be a mathematician. I think it

would be interesting to 2K [do space calculations,] and I could help

astronauts stay safe.

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Assessed on End-of-Module Task Rubric

1W [How would you explore space?] 2W [I would choose to
1W uses a hook to catch
explore space as a mathematician.] 3W [I would choose to be a the reader’s attention

mathematician because I could solve math problems about space 2W uses the first
sentence of the thesis to
and I could help keep astronauts safe.] state a clear opinion

4W 3W uses the second

6W [I would be a mathematician because I could solve math sentence of the thesis to
name two main reasons
problems about space.] 7W [For example, Katherine Johnson
4W writes about each
calculated the trajectories that rockets traveled.] 8W [She planned
reason in a proof
John Glenn’s route from takeoff to splashdown.] paragraph
5W uses a transition
4W word or phrase to begin
5W [Another reason] 6W [I would choose to be a proof paragraph 2
mathematician is so I could help keep astronauts safe.] 7W [The 6W uses a topic sentence
text says that Johnson double-checked the machine computer’s to begin each proof
paragraph
math before Glenn blasted off.] 8W [Because of mathematicians,
7W uses textual evidence
Glenn completed his mission safely.] to support each reason
8W uses elaboration to
9W [If I was exploring space, I would be a mathematician. I develop each piece of
evidence
think it would be interesting to do space calculations, and I could
9W has a concluding
help astronauts stay safe.] paragraph that restates
the thesis

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Language Criteria Assessed on End-of-Module Task Rubric

How would you explore space? 2L [I would] 3L [choose] to
1L uses topic-specific
explore space as a 1L [mathematician.] I would choose to be a vocabulary to explain
the topic
mathematician because I could solve math problems about space
2L writes in simple,
and I could help keep astronauts safe. compound, and complex
sentences
I would be a mathematician because I could solve math
3L uses taught spelling
problems about space. For example, Katherine Johnson strategies
1L [calculated] the 1L [trajectories] that rockets traveled. She

3L [planned] John Glenn’s route from takeoff to splashdown.

Another reason I would choose to be a mathematician is so I

could help keep astronauts safe. The text says that Johnson double-

checked the machine computer’s math before Glenn 3L[blasted]

off. 2L [Because of mathematicians, Glenn] 3L [completed his

mission safely.]

If I was exploring space, I would be a mathematician.

2L [I think it would be interesting to do space] 1L [calculations, and

I could help astronauts stay safe.]

Advanced

How would you explore space? I would choose to explore space as a mathematician. I would be a
mathematician because I could use math to send people to space and I could contribute to space history.
One reason I would be a mathematician is that I could do the math that sends people to space. The
text says that Katherine Johnson’s trajectory calculations helped John Glenn orbit Earth and the Apollo 11
astronauts fly to the Moon. Her boss told her where the spaceships needed to land, and she figured out where
to launch them. She also checked the machine calculations to make sure there were no mistakes. Because of
Johnson’s math, John Glenn got to orbit Earth safely.
Another reason I would choose to be a mathematician is that I could contribute to space history. The text
says that the whole world watched as NASA sent the Apollo 11 astronauts to the Moon. It was a giant leap for
mankind, and the mathematicians helped that happen! The text also says that people at the laboratory dreamed
of sending humans to Mars. I think it would be really cool to work for NASA when the first person walks on Mars.
If I could explore space, I would want to be a mathematician. I think it would be exciting to use math to
send people to space, and I would love to be part of a big moment in space history.

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Annotated Advanced Sample Response

How would you explore space? I would choose to explore space
1K shows knowledge of Galileo, an
as a mathematician. I would be a mathematician because I could Apollo 11 astronaut, or Katherine
Johnson
use math to send people to space and I could contribute to space
An advanced response may include
history.
more detailed descriptions to
One reason I would be a mathematician is that I could do the convey information about Galileo,
math that sends people to space. The text says that an Apollo 11 astronaut, or Katherine
Johnson This response includes a
1K, 7W [Katherine Johnson’s trajectory calculations helped John
detailed description of what Katherine
Glenn orbit the Earth and the Apollo 11 astronauts fly to the Moon. Johnson did to ensure the success of
Her boss told her where the spaceships needed to land, and she John Glenn’s orbit of Earth and the
Apollo 11 Moon landing
figured out where to launch them. She also checked the machine
calculations to make sure there were no mistakes.] 2L [Because of 7W uses textual evidence to
support each reason
Johnson’s math, John Glenn got to orbit Earth safely.]
An advanced response may include
Another reason I would choose to be a mathematician is that
multiple pieces of evidence to
I could contribute to space history. 7W [The text says that the support each reason This response
whole world watched as NASA sent the Apollo 11 astronauts to the includes two pieces of evidence to
support each reason
Moon. It was a giant leap for mankind, and the mathematicians
helped that happen! The text also says that people at the laboratory 2L writes in simple, compound,
and complex sentences
dreamed of sending humans to Mars.] I think it would be really
An advanced response may include
cool to work for NASA when the first person walks on Mars.
a variety of complex sentence
2L [If I could explore space, I would want to be a mathematician.]
structures This response includes
I think it would be exciting to use math to send people to space, and I several sentences that begin with
dependent clauses
would love to be part of a big moment in space history.

REINFORCEMENTS FOR THE END-OF-

MODULE TASK
Reinforcements for each module task support students in gaining more proficiency in knowledge, writing, and
language with the goal of being on target for the EOM Task rubric criteria. To reflect the specific knowledge
demands of the EOM Task, the knowledge criteria are different from those for module tasks. Use the new
knowledge recommendations below to support students. Writing and language reinforcements from previous
module tasks are included below.

Use the reinforcement suggestions below to support the needs identified during report analysis. (See the
appendix for more information about analyzing reports.)

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

To Help Students Build and Apply Knowledge

If students did not demonstrate understanding of the necessary content knowledge in the task, prompt them
through guiding questions to recall and express that knowledge orally.
• Sample prompts:
• How did the astronomer Galileo explore space?
• How did the Apollo 11 astronauts explore space?
• How did the mathematician Katherine Johnson explore space?
• Sample sentence frames:
• Galileo explored space by .
• The Apollo 11 astronauts explored space by .
• Katherine Johnson explored space by .

Knowledge Criteria Looking Back

shows knowledge of Galileo, an Revisit: In lesson 32 Respond, students wrote to express knowledge
Apollo 11 astronaut, or Katherine gained from Hidden Figures.
Johnson
Revisit: In lesson 33 Write, students wrote a thesis that showed
knowledge of Galileo, an Apollo 11 astronaut, or Katherine Johnson

Revisit: In lesson 36 Write, students elaborated on evidence they

collected about Galileo, an Apollo 11 astronaut, or Katherine Johnson

Revisit: In lesson 37 Write, students wrote an introductory

paragraph for the EOM Task, including a thesis that showed
knowledge of Galileo, an Apollo 11 astronaut, or Katherine Johnson

Reinforce: Instruct students to review their essays Did they show

knowledge of Galileo, an Apollo 11 astronaut, or Katherine Johnson?
If not, instruct them to review the evidence they collected in their
Evidence Organizer for the End-of-Module Task Ask these questions:

• Which person did you focus your EOM Task response on—
Galileo, an Apollo 11 astronaut, or Katherine Johnson?
• Where did you learn about that person? Which text(s) did you
collect evidence from?

Instruct students to review their planners and annotate at least two

details about the person they wrote about for the EOM Task

Instruct students to work with a partner to orally rehearse sentences

to tell about Galileo, an Apollo 11 astronaut, or Katherine Johnson and
then add them to their essays

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Knowledge Criteria Looking Back

shows knowledge of how an Revisit: In lesson 30 Write, students revisited Starry Messenger and
astronomer, an astronaut, or a the Knowledge Card for astronomer and collected evidence about
mathematician explores space how the astronomer Galileo explored space

Revisit: In lesson 31 Write, students revisited Moonshot and the

Knowledge Card for astronaut and collected evidence about how the
Apollo 11 astronauts explored space

Revisit: In lesson 32 Write, students reviewed and collected

evidence about how mathematician Katherine Johnson
explored space

Revisit: In lesson 33 Write, students wrote a thesis that shows

knowledge of Galileo, an Apollo 11 astronaut, or Katherine Johnson
and that expresses an opinion about how they would choose to
explore space

Revisit: In lesson 36 Write, students wrote elaboration to develop

each piece of evidence they planned to use in the EOM Task

Revisit: In lesson 37 Write, students wrote an introductory

paragraph for the EOM Task, including a thesis that shows knowledge
of how Galileo, an Apollo 11 astronaut, or Katherine Johnson
explored space

Reinforce: Instruct students to review their essays Did they show

knowledge of how Galileo, an Apollo 11 astronaut, or Katherine
Johnson explored space? If not, instruct them to review the evidence
they collected in their Evidence Organizer for the End-of-Module Task,
including their thesis Ask these questions:

• Which person did you focus your EOM Task response on—
Galileo, an Apollo 11 astronaut, or Katherine Johnson?
• Where did you learn about that person? Which text(s) did you
collect evidence from?
• How did that person explore space?

Instruct students to review their planners and annotate at least

two details about how Galileo, an Apollo 11 astronaut, or Katherine
Johnson explored space

Instruct students to work with a partner to orally rehearse sentences

to tell how Galileo, an Apollo 11 astronaut, or Katherine Johnson
explored space and then add them to their essays

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

To Help Students Build and Apply Writing Skills

Writing Criteria Looking Back

uses a hook to catch the reader’s Revisit: In lesson 9 Write, students reviewed and analyzed the
attention Painted Essay®—Opinion and then identified and color-coded each
part of the introductory paragraph of the Writing Model for Module 2,
including the hook

Revisit: In lesson 20 Write, students reviewed appropriate topics

and Starry Messenger to develop ideas for hooks, practiced with a
partner, and then composed hooks to engage readers

Revisit: In lesson 28 Write, students reviewed the Checklist

for Module Task 2 and worked with a partner to give and receive
feedback to ensure that their essays met all criteria, including using a
hook that catches the reader’s attention

Revisit: In lesson 38 Write, students reviewed the Checklist for the

End-of-Module Task and worked with a partner to give and receive
feedback to ensure that their essays met all criteria, including using a
hook that catches the reader’s attention

Reinforce: Instruct students to review their essays Did they include

a hook to grab the reader’s attention? If not, display the Writing
Model for Module 2 and direct attention to the first sentence Ask this
question:

How does the writer grab the reader’s attention?

Reinforce the correct response: The writer asks a question Read

aloud the EOM Task prompt:

How would you choose to explore space? Choose one option from the
list Write an essay to support your opinion

• astronomer
• astronaut
• mathematician

Instruct students to discuss this question with a partner: What topics

in the prompt could you ask your readers a question about?

Remind students that they can also find information to include in

their hooks by reviewing module texts about Galileo, an Apollo 11
astronaut, or Katherine Johnson. Instruct students to refer to the
prompt and relevant module texts and practice different hooks with a
partner before selecting one that would catch the reader’s attention

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses the first sentence of the Revisit: In lesson 14 Write, students analyzed the introductory
thesis to state a clear opinion paragraph of the Writing Model for Module 2 and discussed what the
thesis should include: an opinion in the first sentence, followed by two
reasons in the second sentence

Revisit: In lesson 24 Write, students collected and reviewed

evidence from One Giant Leap to form an opinion about which phase
of the Apollo 11 Moon landing was most exciting

Revisit: In lesson 25 Write, students used sentence frames to orally

rehearse and then write a thesis that states a clear opinion in the first
sentence

Revisit: In lesson 33 Write, students independently drafted a thesis

statement for the EOM Task that states a clear opinion and names
two main reasons

Reinforce: Instruct students to review their essays Did they state a

clear opinion in the first sentence of their thesis? If not, provide this
sentence frame: I would choose to explore space as a/an _____

Instruct students to work with a partner to practice orally rehearsing

the first sentence of their thesis using the sentence frame Instruct
them to add it to their EOM Task response

uses the second sentence of the Revisit: In lesson 14 Write, students participated in a Take a Stand
thesis to name two main reasons activity to articulate reasons why Galileo’s telescope or his book The
Starry Messenger was his most important contribution to astronomy
They also analyzed the introductory paragraph of the Writing Model
for Module 2 and discussed what the thesis should include: an
opinion in the first sentence, followed by two reasons in the second
sentence

Revisit: In lesson 25 Write, students participated in a Take a Stand

activity to develop reasons to support an opinion about which phase
of the Apollo 11 Moon landing was most exciting They used sentence
frames to orally rehearse a thesis that states an opinion in the first
sentence and states two reasons in the second

Revisit: In lesson 33 Write, students independently drafted a thesis

statement for the EOM Task that states a clear opinion and names
two main reasons

Reinforce: Instruct students to review their essays Did they use

the second sentence of the thesis to name two reasons? If not,
provide this sentence frame: I would choose to be a/an _____ because
__________ and __________

Instruct students to work with a partner to practice orally rehearsing

the second sentence of their thesis by using the sentence frame
Instruct them to add it to their EOM Task response

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

writes about each reason in a Revisit: In lesson 9 Write, students analyzed the Painted Essay®—
proof paragraph Opinion, discussed the relationship between the thesis and the proof
paragraphs in an opinion essay, and color-coded the Writing Model
for Module 2 to demonstrate their understanding of this relationship

Revisit: In lesson 17 Write, students analyzed the Writing Model for

Module 2 and discussed how proof paragraphs in an opinion essay
include a topic sentence stating a reason and evidence that supports
that reason They also wrote about how the evidence they selected
supports reason 1

Revisit: In lesson 18 Write, students analyzed proof paragraph 2 in

the Writing Model for Module 2 and discussed how the evidence in
that proof paragraph supports reason 2 They annotated reason 2 in
their own thesis, selected evidence for reason 2, and wrote about how
the evidence they selected supports reason 2

Revisit: In lesson 26 Write, students prepared to write proof

paragraphs for Module Task 2 by writing elaboration that connects
evidence to corresponding reasons

Revisit: In lesson 27 Write, students discussed the purpose of proof

paragraphs in an opinion essay and the connection between them
before drafting proof paragraphs for Module Task 2

Revisit: In lesson 36 Write, students prepared to write proof

paragraphs for the EOM Task by writing elaboration that connects
evidence to corresponding reasons

Reinforce: Instruct students to review their essays Did they write

about each reason in a proof paragraph? If not, instruct them to
review their planners and identify the following:

• thesis
• evidence sorted by reason
• notes for elaborating on evidence

Instruct students to refer to their Opinion Essay Planners as they

orally rehearse with a partner their proof paragraphs, including topic
sentences that state reasons, evidence, and elaboration, before
writing the paragraphs

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses a transition word or phrase Revisit: In lesson 9 Write, students analyzed the Painted Essay®—
to begin proof paragraph 2 Opinion and color-coded the Writing Model for Module 2 They
identified “Another reason” as the transition phrase between proof
paragraphs 1 and 2

Revisit: In lesson 27 Write, before they drafted responses to Module

Task 2, students orally rehearsed different transitions to begin proof
paragraph 2

Revisit: In lesson 37 Write, before they drafted responses to the

EOM Task, students orally rehearsed their essays, including all parts
of their proof paragraphs, and used the Checklist for the End-of-
Module Task as a guide to check their work

Reinforce: Instruct students to review their essays Did they use a

transition word or phrase to begin paragraph 2? If not, direct students
to their color-coded Writing Model for Module Task 2 and instruct
them to identify the transition word or phrase they colored yellow:
“Another reason ” Instruct students to orally rehearse with a partner
different transition words or phrases that they can use to introduce
proof paragraph 2, such as these:
• Another reason is that
• In addition,
• Additionally,
• One more reason why

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses a topic sentence to begin Revisit: In lesson 9 Write, students analyzed the Painted Essay®—
each proof paragraph Opinion and the Writing Model for Module 2 and discussed how
opinion essays use topic sentences that state reasons supporting an
opinion, noting that each proof paragraph in the model supports a
single reason

Revisit: In lesson 17 Write and lesson 18 Write, students analyzed

the Writing Model for Module 2 and reviewed how topic sentences in
opinion essays state reasons that are supported by evidence in each
proof paragraph

Revisit: In lesson 21 Write, students noted the connection between

the thesis and topic sentences in the Writing Model for Module 2, and
then they drafted proof paragraphs 1 and 2 of their opinion essays,
including topic sentences that state reasons supporting an opinion

Revisit: In lesson 27 Write, before they drafted responses to Module

Task 2, students orally rehearsed their topic sentences for proof
paragraphs 1 and 2

Revisit: In lesson 37 Write, before they drafted responses to the

EOM Task, students orally rehearsed their essays, including all parts
of their proof paragraphs, and used the Checklist for the End-of-
Module Task as a guide to check their work

Reinforce: Instruct students to review their essays Did they use a

topic sentence to begin each proof paragraph? If not, reinforce the
connection between the thesis and topic sentences by directing
students to review their thesis in their Opinion Essay Planner Ask
these questions:

• What is your opinion about how you would choose to explore

space?
• What is reason 1 that supports your opinion?
• What is reason 2?

Direct students to orally rehearse topic sentences with a partner

Remind students that the topic sentence for proof paragraph 1 may
include the opinion and that the topic sentence for proof paragraph 2
must begin with a transition word or phrase such as “Another reason ”

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses textual evidence to support Revisit: In lesson 13 Write, students reviewed evidence about
each reason Galileo’s telescope and collected evidence from Starry Messenger
about Galileo’s book to add to their Evidence Organizer for Module
Task 1

Revisit: In lesson 17 Write, students identified Starry Messenger

as their source and then selected the evidence from their Evidence
Organizer for Module Task 1 that best supported reason 1 for proof
paragraph 1 of their opinion essays

Revisit: In lesson 18 Write, students selected the evidence from

their Evidence Organizer for Module Task 1 that best supported
reason 2 for proof paragraph 2 of their opinion essays

Revisit: In lesson 24 Write, students collected and reviewed

evidence from One Giant Leap for Module Task 2

Revisit: In lesson 26 Write, students elaborated on evidence

collected from One Giant Leap for Module Task 2

Revisit: In lesson 27 Write, students used evidence they had

collected and organized to draft Module Task 2

Revisit: In lesson 30 Write, students revisited Starry Messenger and

the Knowledge Card for astronomer and collected evidence about
how the astronomer Galileo explored space

Revisit: In lesson 31 Write, students revisited Moonshot and the

Knowledge Card for astronaut and collected evidence about how the
Apollo 11 astronauts explored space

Revisit: In lesson 32 Write, students reviewed and collected

evidence about how mathematician Katherine Johnson
explored space

Reinforce: Instruct students to review their essays Did they use

evidence from module texts to support each reason stated in the
thesis of their opinion essays? If not, have students review the
evidence they have collected in their organizers. Instruct them to turn
and talk with a partner about which pieces of evidence from the text
best support each reason and then add the evidence to their essays

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Writing Criteria Looking Back

uses elaboration to develop each Revisit: In lesson 19 Write, students analyzed the Writing Model for
piece of evidence Module 2 and worked with a partner to identify the elaboration and
explain how it tells more about a particular piece of evidence Then
they wrote their own elaboration for at least one piece of evidence

Revisit: In lesson 26 Write, students orally practiced elaborating on

evidence with a partner before writing elaboration for each piece of
evidence in Module Task 2

Revisit: In lesson 36 Write, students wrote elaboration to develop

each piece of evidence they planned to use in the EOM Task

Reinforce: Instruct students to review their essays Did they use

elaboration to develop each piece of evidence? If not, instruct them
to identify a piece of evidence on their Opinion Essay Planner and
show a partner where the information is located in the module text(s).
Instruct students to discuss these questions with their partner:

• Which details or illustrations tell more about this evidence?

• How does the evidence connect to how you would choose to
explore space?

Instruct students to orally rehearse with a partner the elaboration

they will add to develop each piece of evidence

has a concluding paragraph that Revisit: In lesson 9 Write, students analyzed the Writing Model for
restates the thesis Module 2 and color-coded the concluding paragraph green (like the
first sentence of the thesis) to indicate its relationship to the thesis

Revisit: In lesson 27 Write, students drafted responses to Module

Task 2, including a concluding paragraph that restates the thesis

Revisit: In lesson 37 Write, before they drafted responses to the

EOM Task, students orally rehearsed their essays, including a
concluding paragraph that restates the thesis, and used the Checklist
for the End-of-Module Task as a guide to check their work

Reinforce: Instruct students to review their essays Did they write a

concluding paragraph that restates the thesis? If not, facilitate a brief
discussion by asking this question:
What is the purpose of the concluding paragraph?
Reinforce these key ideas:

• to restate the thesis

• to remind the reader what you think (opinion)
• to remind the reader why you think that way (reasons)

Clarify that restating means “saying the same thing in a different

way ” Instruct students to work with a partner to review their thesis
and then to orally rehearse a concluding paragraph that restates the
thesis before writing it

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

To Help Students Build and Apply Language Skills

Language Criteria Looking Back

uses topic-specific vocabulary to Revisit: In lesson 9 Read and Respond, students learned the
explain the topic meanings of universe and revolve around as they identified important
events in Galileo’s life from Starry Messenger.

Revisit: In lesson 10 Respond, students learned the meaning of orbit

as they added events and details from Starry Messenger to a timeline
of Galileo’s life

Revisit: In lesson 11 Read and Respond, students learned the

meaning of telescope as they analyzed the main text, illustrations, and
a quotation to demonstrate their understanding of Starry Messenger.

Revisit: In lesson 14 Respond, students wrote knowledge

statements about what they learned from Starry Messenger.

Revisit: In lesson 16 Engage, students used topic-specific module terms

such as astronomer, constellation, contribute, observe, orbit, space, and
universe to write knowledge statements or complete sentences

Revisit: In lesson 19 Respond, a Language Support note defined

topic-specific vocabulary such as lunar, stage, jettison, and
spacecraft to help students learn more about the journey of Apollo 11
and build vocabulary knowledge relevant to Module Task 2

Revisit: In lesson 23 Respond, students analyzed literal and

nonliteral language in One Giant Leap to better understand the topic
and write about what these words show regarding the astronaut’s
movements on the Moon

Revisit: In lesson 23 Write, students examined the Module Task 2

prompt and discussed the meanings of the topic-specific terms
descent and ascent They revisited Moonshot with a partner and
wrote about three exciting things that happened

Revisit: In lesson 30 Read and Respond, students examined the

topic-specific words exact and trajectory and used them to explain
why Katherine Johnson’s trajectory calculations were so important for
John Glenn’s mission to orbit Earth

Reinforce: Instruct students to review their essays Did they use

topic-specific vocabulary? If not, have them review the module 2
Knowledge Cards for all module terms and instruct them to
brainstorm with a partner related topic-specific words that they can
use to describe how the person they chose (Galileo, an Apollo 11
astronaut, or Katherine Johnson) explored space Instruct students to
orally rehearse sentences that use topic-specific words before adding
the sentences to their essays

If students need additional reinforcement in using topic-specific

vocabulary, refer to the Prologue to lesson 9, where students
examine vocabulary related to the universe

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Language Criteria Looking Back

writes in simple, compound, and Revisit: In lesson 7 Respond, students used Strategy 1 from
complex sentences Sentence Strategies for Module 2 to create compound sentences
with coordinating conjunctions about the knowledge they gained
from The Star People, the D(L)akota Star Map, or “Constellations ”

Revisit: In lesson 14 Respond, students used Strategy 2 from

Sentence Strategies for Module 2 and sentence frames with
subordinating conjunctions to create complex sentences about what
Galileo did as he looked through his telescope They also created
their own complex sentences to express knowledge gained from
Starry Messenger or from the video “Geocentric and Heliocentric
Theories ”

Revisit: In lesson 26 Respond, students used Strategy 2 from

Sentence Strategies for Module 2 to create complex sentences
with the subordinating conjunctions before and after that express
knowledge about the Apollo 11 Moon landing

Revisit: In lesson 28 Write, students used the Checklist for Module

Task 2, which includes the criterion writes in simple, compound, and
complex sentences, to review, revise, and finalize Module Task 2

Revisit: In lesson 32 Respond, students used Strategy 2 from

Sentence Strategies for Module 2 They used the subordinating
conjunctions after, as, before, when, and while to create complex
sentences that express time relationships and express knowledge
about what they learned from Hidden Figures

Reinforce: Direct students to Sentence Strategies for Module 2,

located in the Learn book Instruct students to review their essays
Did they include simple, compound, and complex sentences? If
not, review the meanings of the coordinating and subordinating
conjunctions that they have practiced using:

Coordinating Conjunctions
• The word and joins similar ideas
• The word but introduces a different idea
• The word so introduces a result or an effect

Subordinating Conjunctions
• The word because gives a reason
• The words after, as, before, when, and while show time
relationships
• The words while and although and the phrase even though can
be used to show contrast

Instruct students to orally rehearse with a partner combining or

expanding sentences in their essays to form compound or complex
sentences before writing them in their essays

If students need additional reinforcement in writing simple,

compound, and complex sentences, refer to the Prologue to lessons
5, 10, 11, and 14

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Language Criteria Looking Back

uses taught spelling strategies Revisit: In lesson 22 Write, students used the Checklist for Module
Task 1, which includes the criterion uses taught spelling strategies, to
review, revise, and finalize Module Task 1

Revisit: In lesson 28 Write, students used the Checklist for Module

Task 2, which includes the criterion uses taught spelling strategies, to
review, revise, and finalize Module Task 2

Revisit: In lesson 38 Write, students used the Checklist for the End-
of-Module Task, which includes the criterion uses taught spelling
strategies, to review, revise, and finalize the End-of-Module Task

Reinforce: Provide reference materials, including dictionaries, for

students to check and correct spelling

Looking Ahead
Upcoming modules offer opportunities to continue to reinforce and extend the writing and language skills
assessed in module 2. These skills include the following:
• Students will continue to build complex sentences in module 3 when they use two different
subordinating conjunctions to express the knowledge they gained from module texts.
• Students will continue to use transition words and phrases to connect ideas when they write
informative essays about research topics in module 4.

ACHIEVEMENT DESCRIPTORS ASSESSED

CP: CP 1 3; CP 1 3 A; CP 1 3 H; CP 3 3; CP 3 3 A; CP 3 3 A a; CP 4 3; CP 4 3 A; CP 4 3 A a; CP 4 3 B;
CP 4 3 B a; CP 4 3 B b; CP 4 3 C; CP 5 3; CP 5 3 B

BU: BU 4 3

DF: DF 3 3; DF 3 3 A; DF 7 3; DF 8 3; DF 13 3; DF 13 3 A

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

APPENDIX: SCORING TOOLS AND

REPORT ANALYSIS
Score the End-of-Module Task by using the single-point rubric provided, which is also available when you
score an assessment digitally. This rubric has three categories: Knowledge, Writing, and Language. Each
category has criteria that define the requirements for the task. Each criterion has its own rubric row.

Use the following performance-level table alongside the annotated sample student responses as a guide for
scoring students’ work with the single-point rubric.

Performance Level Description

Advanced The student has exceeded the grade-level expectation described in the criterion,
showing evidence of additional development, depth, insight, skill, or creativity
beyond the described knowledge or skill

Note: Some criteria will be capped at the on-target level because they do not allow
for advanced performance. These criteria appear in gray shading on the rubric.

On Target The student has met the grade-level expectation described in the criterion,
showing complete evidence of the described knowledge or skill

Developing The student is making progress toward meeting the grade-level expectation
described in the criterion, showing some evidence of the described knowledge
or skill

Not Yet The student has not yet met the grade-level expectation described in the criterion,
Demonstrated showing no evidence of the described knowledge or skill

Digital scoring for module tasks and EOM Tasks automates much of the process and produces visual reports.
However, teachers who wish to score by hand may use the following hand-scoring worksheet.

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Hand-Scoring Worksheet for the End-Of-Module Task

Teachers who wish to score by hand may use the following directions. Please note that all module tasks and
EOM Tasks are scored on the same 0–100 percentage scale. If required for grading purposes, teachers may
convert the percentage to a point total or a letter grade. To learn more about general rules and rationales for
scoring, refer to Implementation Resources.

Step 1

Use the single-point rubric to score the assessment. For each criterion, assign the student a performance level.
As needed, use the performance-level table and the on-target and advanced sample student responses for
additional guidance.

Step 2

Complete the following for each category.

1. Add up the total points earned and enter the result in column A. Award points as follows:
• Advanced—2 points
• On Target—1.8 points
• Developing—1.5 points
• Not Yet Demonstrated—1 point
2. Divide the number in column A by the number in column B, and enter the decimal result in column C
(e.g., 0.75). This number is the unweighted category score.
3. Multiply the number in column C by the number in column D, and enter the decimal result in column
E. This is the weighted category score.

Step 3

Add up the numbers in column E and convert the results to a percentage. Enter the result in the final row of
column E. This is the overall percentage score for the assessment.

A B C E
D
Total Points Points Unweighted Weighted
Category Category
Earned for Possible for Category Category
Weight
Category Category Score Score

Knowledge 4 .

Writing 18 .

Language 6 .

Overall
Percentage
Score

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Step 4

If desired, print and complete the table below to track student performance for a class. For the rubric
categories, enter the unweighted category scores as percentages.

Student Knowledge Writing Language Total Score

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

Analyzing Reports
Scoring assessments digitally allows teachers to generate a visual report for the whole class or for an individual
student. Reports include the following data:
• an overall assessment score given as a percentage
• an unweighted score for each category (Knowledge, Writing, and Language) given as a percentage
• the performance level (advanced, on target, developing, or not yet demonstrated) for each criterion

Reports can be used to analyze student progress and support next steps for instruction. Follow these steps:

1 2 3 4
Review the whole Study the Review the class Review individual
class report breakdown of performance by student
scores by category criterion Are there performance Do
(e g , Knowledge) any criteria that any students need
Do any categories the class is still support with a
stand out? developing? specific category
or criterion?

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 3 | Module 2 | Assessment Guide for the End-of-Module Task

CREDITS
Great Minds® has made every effort to obtain permission contact Great Minds for proper acknowledgment in all future
for the reprinting of all copyrighted material If any owner editions and reprints of this module
of copyrighted material is not acknowledged herein, please
All images are the property of Great Minds

ACKNOWLEDGMENTS
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allie Rebentisch, Rachel Richards, Rachel Rooney, Susan Sabella,
Beman, Lyndsay Boettcher, Madison Bonsignore, Kelsey Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn
Bordelon-Kojeski, Sarah Brenner, Mairin Broadwell, Beth Scott, Susan Sheehan, Dan Shindell, Danae Smith, Rachel
Brown, Quennie Chen, Melissa Chung, Ashley Cook, Julia Stack, Susan Stark, Sarah Turnage-Deklewa, Katie Valle,
Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Tysha Vulcain-Murrell, Kara Waite, Katie Waters, Dr Heather
Enyong, Kathleen Foley, Jen Forbus, Pamela Frasier, Nina Goffi, Waymouth, Sarah Webb, Erika Wentworth, Ashley Williams,
Mamie Goodson, Caroline Goyette, Lorraine Griffith, Tamara Margaret Wilson, Eleanor Wolf, Rachel Zindler
Griffith, Joan Harper-Neely, Nicole Harris, Elizabeth Haydel,
Robin Hegner, Sarah Henchey, Commander John Herrington, Lynne Askin-Roush, Stephanie Bandrowsky, Rebecca Blaho,
Matthew Hoover, Patricia Huerster, Sara Hunt, Rachel Hylton, Carolyn Buck, Adam Cardais, Cindy Carlone, Christina
Rebecca Jaramillo, Holli Jessee, Mica Jochim, Stephanie Cooper, Lisa Crowe, Tim Delaney, Erin DuRant, Bill Eis, Sandy
Kane-Mainier, Dennis Kawaharada, Meg Kinlaw, Lior Klirs, Engelman, Tamara Estrada Del Campo, Tim Heppner, Sonia
Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Farren Khaleel, Lisa King, Sarah Kopec, Drew Krepp, Jennifer Loomis,
Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Siena Mazero, Alisha McCarthy, Cindy Medici, Brian Methe,
Meredith McAndrew, Cathy McGath, Emily McKean, Patricia Mary-Lise Nazaire, Tamara Otto, Christine Palmtag, Katie
Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Prince, Neha Priya, Gilbert Rodriguez, Karen Rollhauser, Neela
Katie Muson, National Indian Education Association, Gabrielle Roy, Gina Schenck, Madhu Singh, Leigh Sterten, Mary Sudul,
Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Tara Deanna Thomann, Charmaine Whitman, Glenda Wisenburn-
O’Hare, Carol Paiva, Marya Parr, Trisha Paster, Kelly Pau, Katie Burke, Howard Yaffe
Pierson, Eden Plantz, Logan Quigley, Lauren Ramsden, Natalie

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