1kindergarten teacher directions c ommon f ormative a ssessment quarter three reading informational...

1

KindergartenTeacher Directions

Common Formative Assessment

Quarter ThreeReading Informational Text

2Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond

Quarter Three Informational Text Common Formative AssessmentsTeam Members and Writers

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Deborah Alvarado Heather Giard Sandra Maines Martha Rodriguez

Nicole Chronister Christine Goldmann Marie Maxwell Kelly Rooke

Tammy Cole Jamie Goldstein Heather McCullum Jill Russo

Lindsay Crowell Melissa Hancock Gina McLain Brent Saxton

Deborah Delplanche Jamie Incrovato Shawna Munson Leslie Sell

Diane Dow Ginger Jay Gustavo Olvera Erin Shepherd

Liana Duran Jenn Johnson Teresa Portinga Wendy Sunday

Carrie Ellis Ko Kagawa Judy Ramer Niki Thoen

Sheri Fisher Kimberly Laws Erin Reamer Mandy Wedel

Lindsay Garcia Berta Lule Sara Retzlaff

Stephanie Gerig Alfonso Lule Jennifer Robbins

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 18

2. Student Assessment b. Page’s 19 – 33

This booklet is intended for assessing reading informational standards RI4, 8 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before the assessment.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teacher’s directions (pages 1 – 18). Read thedirections before giving the assessment.

Print pages 19– 33 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L

Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and fourth grade reading lexile band.


Grade 3 SamplePath to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

Independent Readers: Students read selections independently without reading assistance.

Students complete the selected response answers by shading in the bubble.

Students complete the constructed response answers by writing a response for each question.

Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader)Read the selection and questions aloud to the student in English or Spanish.

Read the selected response answers to the student.

Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so.

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and

should not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

Class Check-Lists (Reading Learning Progressions form)

There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional).

Scoring Options

Class Summary Assessment Sheet

This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2."

Write and Revise

Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC.

Student Self-Scoring

Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not.

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html

Scoring forms are available at:

May vary for kindergarten

http://sresource.homestead.com/index.html




Write and Revise

The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum.

The HSD, Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revise Assessed Categories for Quarter Three

a. Writing: Write and Revise (revision of short text)

b. Language: Language and Vocabulary Use (accurate use of words and phrases)

c. Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)


Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short

response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions.

1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond

Note-TakingTeachers....

Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with.

If you use the provided note-taking form, your students need to have had practice with the form before the assessment.

Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section.

All underlined words on the note-taking form are grade-level standard specific academic language.

Important information about note-taking:

During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently.

Kindergarten: Read the text to students. Re-read the text again for students to “note-take.”

Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

What are different ways we use water?

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supports with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


KindergartenStudents are learning to read two or more texts about the same topic. During reading prompt and support students to think about both texts. Ask them to think about how they are the same and different. You may need to go back and refer to both texts throughout the assessment as this is a more complex cognitive skill.

Prompting and Support

Many of the kindergarten standards include the phrase with “prompting and support.” Prompting and support may include:

• Reminding students of the question.• Asking students to rephrase the question.• Re-reading the text to the student.• Explaining the question in “kid language.”• Helping a student “begin” the task.

During prompting and support there should be a gradual release so the student is working independently “some of the time.”

OPTIONAL Assessment MethodKindergarten has many levels of readiness. The following is an optional method that may be used in the classroom for assessments; ideally the support of an assistant would be helpful.

Day One Day Two Day Three

Read Water to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion. Do the Note-Taking Activity with students or just model.

Read Don’t Waste Water to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion. Do the Note-Taking Activity with students or just model.

Re- Read both texts to the “whole class.” Students can follow along in texts. Prompt and Support may include some review discussion.

Begin the whole class on question #5 . Most students can do this independently. Have independent activities ready for those who finish early.

Begin the whole class on question #10. Most students can do this independently. Have independent activities ready for those who finish early.

Begin the whole class on question #15 – the constructed response. Most students can do this independently. Have independent activities ready for those who finish early.

In small groups of 4-5 re-read Water, and have students answer the selected response questions # 1 – 4 by pointing or circling the correct answer. Prompting and Support may be showing them how and re-reading the question.

In small groups of 4-5 re-read Don’t Waste Water, and have students answer the selected response questions # 6-9 by pointing or circling the correct answer. Prompting and Support may be showing them how and re-reading the question.

In small groups of 4-5 re-read both texts, and have students answer the selected response questions # 11 - 17 by pointing or circling the correct answer. Prompting and Support may be showing them how and re-reading the question.


Name_____________________

What is the text mostly about? This is the main topic.

Draw a main topic picture.

Grade K

Use letters, words or pictures. Tell more about the main topic.

Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?).

This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic.

Ask students to draw a picture of the main topic.

1

Ask students to explain more about the main topic.

Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.”

Ask students, “What ideas or details can you find and tell about?”

2

Remember students will need to have a note-taking form for each passage.

Differentiation:Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text.

Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately:

• Main Topic• Ideas• Details

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.


Name_____________________

What is the text mostly about? This is the main topic.

Draw a main topic picture.

Grade K

Use letters, words or pictures. Tell more about the main topic.


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3Evidence of the ability to distinguish relevant from irrelevant information such as

fact from opinion.

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4Ability to cite evidence to support opinions and ideas.

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


5. What did the text say about temperature? Write words or letters to tell about it.

Constructed Response RI.K.4, Research Target 4

Quarter 3 CFA Research Constructed Response Answer Key

RI.K.4 Research Target 4Research Target4 Ability to cite evidence to support opinions and ideasRI.K.4With prompting and support, ask and answer questions about unknown words in a text.

Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to cite evidence to support the “idea” of what temperaturemeans according to the text Water. Only evidence from the text is sufficient. Student examples drawn orwritten, of the meaning of the word “temperature” could include (1) drawing hot and cold , (2) temperaturecan make things(water) feel or look different, and (3) any reference to how temperature affects water beforeand after it is put in the freezer.

Student “Language” Response Example

2Should have 2 examples:Student draws or writes to compare hot and cold in some way (must be both).Student draws or writes about how water changes because of temperature (frozen or liquid).

1 Should have 1 example from above.

0 None or very few of the pictures show an understanding of the prompts


10. What can happen if there is a leaky faucet? Write or draw about it.



RI.K.8 Research Target 3Research Target 3:Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.RI.K.8:With prompting and support, identify the reasons an author gives to support points in a text.

Constructed Response Research Rubrics Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in orderto answer the prompt – “what can happen when there is a leaky faucet?” Students identify “reasons” anauthor gives in a text which is equated with relevance (RI.K.8). Sufficient reasons or understanding of theprompt would include (1) a lot of water can gather or collect (or draw/represent in some way), (2) water iswasted when it drips, (3) water is wasted when the faucet is not turned off and, (4) people, animals and plantsneed water so it should not be wasted. Students draw or write only relevant details/facts about the effects of a leaky faucet from the text (not personal experience).


2Should have 2 – 3 examples:Student draws a leaky faucet represented by water dripping in some way.Student shows a way water is wasted – by a puddle or a faucet not turned off.Student may or may not mention “why” water should not be wasted.

1 Should have 1 example:Student draws a leaky faucet represented by water dripping t in some way.

0 None or very few of the pictures show an understanding of the prompts


15. Draw hard and cold water. Draw liquid water. Draw a leaky faucet. Draw how to save water.



RI.K.9 Research Target 2Research Target 2:Locate, Select, Interpret and Integrate Information.Standard RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information.


The response: gives sufficient evidence of the ability to locate and select information about theprompt. Students locate pictures to represent each sentence from the two texts, having to integrate and findsimilar/different information between the texts (RI.K.9). In Text #1 – Water, students locate hard and cold“water” and select ice cubes or frozen water in a bottle to draw. Also in Text #1, students locate the liquid water(warm water in a glass) and draw a representation of it. In Text #2 – Don’t Waste Water, students locate theleaky faucet and select to draw all of it or parts of it leaking water. Also in Text #2, students locate and select thePicture representing “saving water.” This could actually be the child turning off the water or the man fixing theleak. All responses: if shown as above (Texts #1-#2) gives sufficient evidence of the ability to interpret andIntegrate information about the prompt. Student is able to integrate information from both texts.


2

Should have 3-4 examples:Text #1 – Draws ice or frozen waterText #1 – Draws water in a liquid form.Text #2 – Draws a leaky faucet or water dripping form a faucet.Text #2 – Draws a way to save water – turning off the faucet or fixing a leaky faucet.

1Should have 1-2 examples:Text #1 – Mentions one of the above facts.Text #2 – Mentions one of the above facts.

0 None of the pictures show an understanding of the prompts.


Write and Revise – Teacher Key16. Put the period where it goes in the sentence. L.K.2b

The dog is red .

17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2

Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures.

Student may write any combination of letters with any combination of sounds within each of the picture-words for water or faucet (or leaky faucet). But some combination of letters should be represented for each picture.


Quarter 3 CFA Selected Response Answer Key

Question 1 What words describe an ice cube? RI.K.4 B

Question 2 What words tell what temperature is? RI.K.4 B

Question 3 Which picture shows water as a liquid? RI.K.4 A

Question 4 Describe a freezer. RI.K.4 A

Question 5 Constructed Response RI.K.4

Question 6 What do leaky faucets waste? RI.K.8 A

Question 7 Why does the author say to turn off the faucet? RI.K.8 B

Question 8 What can many drops of water do? RI.K.8 A

Question 9 What can a grown-up do if water is dripping? RI.K.8 B


Question 11 What do both texts tell about? RI.K.9 A

Question 12 Which text tells how to save water? RI.K.9 A

Question 13 Which picture shows how the two texts are different? RI.K.9 B

Question 14 What text would you read to learn how to make ice cubes? RI.K.9 B


Write and Revise

Question 16 Put the period where it goes in the sentence. L.K.2b L.K.2b

Question 17 Write a word under each picture. W.2 W.2

19

Kindergarten

Common Formative Assessment

Name_________________

Quarter ThreeReading Informational Text


Think about an ice cube in a cup of water. An ice cube is frozen water.

WaterText 1

How are the ice cube and water different? The cube is hard and cold. The water is wet. It is also warmer than the ice cube. It is a liquid.

Temperature is how hot or cold something is. Try this experiment. Fill a cup with water. Then put it in the freezer at night. In the morning, take out the cup. You will see that the water has turned into ice. The next night, put that cup of ice in the fridge. In the morning, take out the cup. You will see that the ice has turned back into water.

Ice cubes and water have differences, but they are made out of the same stuff. So why do they look and feel different? The answer is temperature.

The freezer is cold

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=Pb0NQuSzcaak6M&tbnid=eKJx8u90EVb2cM:&ved=0CAUQjRw&url=http://chemistry.about.com/od/chemistrymagic/tp/Water-Tricks.htm&ei=nuEYU6nlCMKEoQS2sYGwDw&bvm=bv.62578216,d.cGU&psig=AFQjCNG1gIxnmhjZLbshZ-_yV2inSiH2Uw&ust=1394225913219005


1. What words describe an ice cube?

2. What words tell what temperature is?

Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues.

B

hot or cold

A

wet or dry

C

up or down

Standard RI.K.4With prompting and support, ask and answer questions about unknown words in a text..

A

warm and liquid

B

hard and cold

Standard RI.K.4With prompting and support, ask and answer questions about unknown words in a text.


3. Which picture shows water as a liquid?

4. Describe a freezer.

Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues.



A B

The freezer is cold

A

A cold place.

BA hot place.

http://3.bp.blogspot.com/-jsN-dZqTF8A/UagMDwyYJkI/AAAAAAAACAs/fM-IAYHu2xY/s1600/002.JPG

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=dOzbEsXYUHQ7UM&tbnid=sWC3h4H_osUk3M:&ved=0CAUQjRw&url=http://www.dreamstime.com/royalty-free-stock-photography-hot-cold-weather-image4327917&ei=NeAYU7qfMIbvoATUnIHgAQ&bvm=bv.62578216,d.cGU&psig=AFQjCNEMlJ_nffU6O3mKchGrniNMvbkoMg&ust=1394225555086883



5. What did the text say about temperature? Write words or letters to tell about it.



Don’t Waste WaterText 2

Drip, drop! Drip, drop! That is the sound of a leaky faucet.

One drop of water is not much. Many drops of water can add up to a lot. Just one leaky faucet wastes some water.

People, animals, and plants need water. What can you do? Make sure you turn off the faucet.

If you see a leaky faucet, tell a grownup. Listen! Do you hear water dripping? Do not let water go to waste.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=7iDOUbsMw5RZ6M&tbnid=nELP86eZ_JYJvM:&ved=0CAUQjRw&url=http://www.home-water-works.org/indoor-use/leaks&ei=HekYU-KmKMHmoATX3IH4BA&psig=AFQjCNH9UJ0xgRyJGH4Z594DLeSlkWmIVQ&ust=1394227807103590


Students may circle, underline, point or shade in (if appropriate) the correct answer.

6. What do leaky faucets waste?

A

water

B

food

Standard RI.K.8With prompting and support, identify the reasons an author gives to support points in a text.

7. Why does the author say to turn off the faucet? note: higher level question – prompt students with the word “why”

A

It makes a Drip, drop! Drip, drop sound.

People, animals, and plants need water.

B



8. What can many drops of water do?note: higher level question – prompt students by asking “what happens when…?” Students may select “leak” because water can leak, but the question asks what can many drops of water do…

A

add up to a lot

B

leak



9. What can a grown-up do if water is dripping?

A

Turn off the faucet.

B

Fix the faucet.


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=7iDOUbsMw5RZ6M&tbnid=nELP86eZ_JYJvM:&ved=0CAUQjRw&url=http://www.home-water-works.org/indoor-use/leaks&ei=HekYU-KmKMHmoATX3IH4BA&psig=AFQjCNH9UJ0xgRyJGH4Z594DLeSlkWmIVQ&ust=1394227807103590


10. What can happen if there is a leaky faucet? Write or draw about it.



11. What do both texts tell about?

A

water

B

temperature


Standard RI.K.9With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

12. Which text tells how to save water?

A B




13. Which picture shows how the two texts are different?

Very high level – prompt with “what shows something about both texts…”

dripping and frozen water

B


14. Which text would you read to learn how to make ice cubes?



A

warm and cold water

A B

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=Pb0NQuSzcaak6M&tbnid=eKJx8u90EVb2cM:&ved=0CAUQjRw&url=http://chemistry.about.com/od/chemistrymagic/tp/Water-Tricks.htm&ei=nuEYU6nlCMKEoQS2sYGwDw&bvm=bv.62578216,d.cGU&psig=AFQjCNG1gIxnmhjZLbshZ-_yV2inSiH2Uw&ust=1394225913219005


1

Draw hard and cold water.

2

Draw liquid water.

3

Draw a leaky faucet.

4

Draw how to save water.

15. Constructed Response RI.K.9Students must compare both stories to find answers.


16. Put the period where it goes in the sentence. L.K.2b

The dog is red

17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2

Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures.


STOPClose your books and wait for instructions!


1234

5 3 2 1 0


6789

10 3 2 1 0


11121314

15 3 2 1 0


Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct. Shade in the box to show your written score.

1kindergarten teacher directions c ommon f ormative a ssessment quarter three reading informational...

Documents

text features tools

text featurestools

use text features

specific text features

key words

hyperlinks relevant

information relevant

grade reading lexile