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KindergartenTeacher Directions

Common Formative Assessment

Quarter Two

Reading Informational Text

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Quarter Two Informational Text Common Formative Assessments

Team Members and Writers

Deborah Alvarado Ginger Jay Sara RetzlaffHaley Christensen Jenn Johnson Jami RiderLindsay Crowell Laycee Kinsman Jennifer RobbinsMonica Darnall Berta Lule Martha RodriguezDiane Dow Alfonso Lule Jill RussoLiana Duran Heather McCullum Brent SaxonCarrie Ellis Gina McLain Leslie SellSheri Fisher Shawna Munson Erin ShepherdLindsay Garcia Gustavo Olvera Niki ThoenStephanie Gerig Christina Orozco Erin VanDykeBrooke Godfrey Gina Paulson StephanieWilkersonChristine Goldmann Teresa Portinga Christina WaltersJamie Goldstein Judy RamerMelissa Hancock Erin Reamer

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

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Directions: Please Read Before Giving the Assessment

The purpose of the CFA is comprehension and cognition. Fluency and/or decoding should not be assessed during this time!

Kindergarten Listening Comprehension

•Before giving the assessment you may want students to practice circling or underlining pictures in a separate activity.

•Read each story aloud to a whole class or in small groups of students.

•Do not discuss the stories.

•In a group of 5 – 6 students ask each question.

•You may read the story and questions in Spanish or English.

•You may want to read and assess only one story each day.

•Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers.

When scoring.... (Summary Assessment Scoring Sheet)

When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5).

When students have completed the constructed response score ONLY with a number from 0 – 3 as indicated by the constructed response rubric.

The self-assessment reflection check sheet (happy faces) can be small group discussions or one on one.

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Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resources and Answer Keysa. Pages 1 – 11

2. Student Assessment (can be printed in a small booklet form)b. Pages 12 – 26

B. This material is intended for assessing reading informational standards RI – 5,6 and 7 at the end of quarter 2. Do NOT allow students to read the passages before the assessment.

C. Student scores can be recorded on the Class Assessment Summary Sheet enter the total number of correct selected responses for each standard. Each constructed response is entered as a score between 0 and 3 points.

Printing Instructions…

Decide on the primary way to use this booklet, then choose one of the following ways to print this material.

You can print the entire 26 pages – then divide it into two sections (teacher and student).

OR…

Send to the HSD Print Shop:

Print Shop instructions for Small Booklet Format.

Print pages 11 – 26 in booklet format.

• Set print driver properties to - - Original size 8 ½ x 11

• Paper size = 11x17

• Print type = Booklet

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SBAC Reading AssessmentConstructed Response General Template

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The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

relevant evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

2

The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently

addresses the purpose, audience, and task.• includes sentences of somewhat varied length and structure

1

The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant

evidence to support development.• lacks focus and organization and generally does not address the

purpose, audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

Short Constructed Response

Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.

The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

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3Sample ResponseStudent writes or makes letters to “mimic” the author’s and illustrators names on the “front cover,” as well as a title (all three) Student may or may not include a picture. There is some relevance to the back cover with a picture, letters or words seen in a real book.

2Sample ResponseStudent writes or makes letters to “mimic” the author’s or the illustrators names on the front cover and/or the title (may do one or two). There may or may not be a front cover picture. The back of the book has very few references to a real book.

1Sample ResponseStudent writes or makes letters to “mimic” words on a front cover but does not understand what they represent (author, illustrator, title). The same applies for the back of the book.

0 Sample ResponseStudent shows no understanding of the prompt or directions.

5. Draw the front cover of a book. Draw the back cover of a book. (with prompting and support)

Scoring: “Teacher or Rubric Language”Gives essential elements of a complete interpretation: Essential elements of a complete interpretation to the prompt is that students show they know the purpose of a front and back cover.Addresses many aspects of the task and provides sufficient relevant evidence : Aspects of sufficient relevant evidence should include students putting a title, author and illustrator’s name on the front of a book ( an illustration is optional but consistent with the assessment models). The back cover of a book may resemble a book in the class or one the teacher has used to model front/back covers. It should not look like the front cover of a book. There are more options to the back cover.Focus and Organization: Students evidence is consistent with the prompt and not veering from the prompt. Students in kindergarten may use letters, words or drawings with support.

Constructed Response RI.K.5

Quarter 2 CFA Constructed Response Answer Key

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3Sample ResponseThe student shows 4 describing details about the selection (cold, white, snow or snowmen). Other details are fine if they support the idea of winter but should not count as details unless they were actually in the text.

2Sample ResponseThe student shows 2 – 3 describing details about the selection (cold, white, snow or snowmen). Other details are fine if they support the idea of winter but should not count as details unless they were actually in the text.

1Sample ResponseThe student shows 1 describing detail about the selection (cold, white, snow or snowmen). Other details are fine if they support the idea of winter but should not count as details unless they were actually in the text.

0 Sample ResponseThe student does not show any details from the selection.

10. What did the author tell us about winter? Draw what the author told about. K.6

(Re-Read the selection to students before they begin this task).

Scoring: “Teacher or Rubric Talk”Gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of a focused effort on retelling only information in the selection about winter.Addresses many aspects of the task and provides sufficient relevant evidence : Aspects of relevant evidence should include words, letters or pictures about describing winter (cold, white, snow, snowmen). Any extraneous information should not be included (prior knowledge, added details). Kinder students may not understand the idea of “relevant” information so it should be scaffold throughout the year as it is a big part of the Common Core.Focus and Organization: Student work should reflect the task in an organized manner ( i.e., the picture or words should make an understandable picture or reflection of the prompt).

Constructed Response RI.K.6

Quarter 2 CFA Constructed Response Answer Key

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3 Sample ResponseAll four details are in sequential order.

2 Sample ResponseThree details are in sequential order.

1 Sample ResponseTwo details are in sequential order.

0 Sample ResponseOne or no details are in sequential order.

15. Show what happened first, next and last to build a snowman. RI.K.7

Scoring: “Teacher or Rubric Language”Gives essential elements of a complete interpretation: Essential elements of a complete interpretation is reflected in the sequential order of events to build a snowman.Addresses many aspects of the task and provides sufficient relevant evidence: Sufficient evidence of the task would be the correct sequential order of events.Focus and Organization: Sequential ordering.

Constructed Response RI.K.7

Quarter 2 CFA Constructed Response Answer KeyPlease see next page.

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12. ANSWER KEY Show what happened first, next and last to build a snowman. RI.K.7

3 2

4 1

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Parts of a BookPlease show students a book as you read about the front and back covers . This is the same text from pre-assessment quarter 2. It should be read aloud for questions #1 and #2.

There are different parts of a book.

The Front CoverThe front or cover part of a book has a title of what the book will be about. The cover of a book names the author, the person who wrote the book. It also names the illustrator – the person who made the pictures in the book.

The Back CoverThe back or back cover part of a book tells us it is the end of the book.

The Title PageOpen the front cover of a book and you will see the title page. The title page shows the author, illustrator and the title of the book again. It may also have a dedication. A dedication is a way to remember or thank someone.

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Quarter 2 CFA Selected Response Answer Key

Question 1 Circle the picture that shows the front cover of a book. RI.K.5 B

Question 2 Circle the picture that shows the back cover of a book. RI.K.5 A

Question 3 Circle the picture that shows what the book cover tells us is inside the book. RI.5 A

Question 4 Circle the picture that shows what is on the back cover of this book. RI.5 B

Question 5 Constructed Response RI.K.5

Question 6 Circle the author’s name. RI.K.6 Andrew Frinkle

Question 7 Circle the illustrator’s name. RI.K.6 Maria Sanchez

Question 8 Circle the picture that defines the role of the author. RI.K.6 A

Question 9 Circle the picture that defines the role of the illustrator. RI.K.6 B

Question 10 Constructed Response RI.K.6

Question 11 Circle the picture that tells most about the text. D

Question 12 Circle the picture that tells most about the summer illustration. B

Question 13 Circle the illustration that shows how many parts make a snowman. K.7 A

Question 14 Why is the largest part of the snowman on the bottom? Circle your answer. K.7 A

Question 15 Show what happened first, next and last to build a snowman. Put a number in each box. Constructed Response 3,2,4,1 RI.K.7

Write and Revise

Question 16 Write your name. Student capitalizes name and all letters are correct. W.2

Question 17 Draw a snowman. Add words or pictures from the text to tell about the snowman (L.6, L1b) Student uses words or pictures specific to the text Making a Snowman in their picture or worded illustration. Teacher Judgment. L.6, L.1b

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Kindergarten

Common Formative Assessment

Name_________________

Quarter Two

Reading Informational Text

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1. Circle the picture that shows the front cover of a book. RI.K.5

2. Circle the picture that shows the back cover of a book. RI.K.5

Four SeasonsBy Andrew Frinkle

Illustrated by Maria Sanchez A B

A B

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Four SeasonsBy Andrew Frinkle

Illustrated by Maria Sanchez

3. Circle the picture that shows what the book cover tells us is inside

the book. RI.5

Four SeasonsBy Andrew Frinkle

Illustrated by Maria Sanchez

4. Circle the picture that shows what is on the back cover of this book. RI.5

A B

BA

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5. Draw the front cover of a book. Draw the back cover of a book. K.5

Draw the front cover of a book.

Draw the back cover of a book.

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Daniel likes spring. Spring is green. Spring is fresh. Spring has flowers. Spring has bees.

Tina likes summer. Summer is hot. Summer is sunny. Summer is a time to swim. Summer is fun.

Thomas likes fall. Fall is cool. Fall is windy. Fall has pretty trees. Fall has many fruits.

Jenny likes winter. Winter is cold. Winter is white. Winter has snow. Winter has snowmen.

Teachers read the story aloud 1 – 2 times, to whole class or small groups of students. You may also project the story unto a screen. Do not discuss the story.

Four Seasons Story by Andrew Frinkle Illustrated by Maria Sanchez

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7. Circle the illustrator’s name. RI.K.6

6. Circle the author’s name. RI.K.6

Four SeasonsBy Andrew Frinkle

Illustrated by Maria Sanchez

Four SeasonsBy Andrew Frinkle

Illustrated by Maria Sanchez

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8. Circle the picture that defines the role of the author. RI.K.6

9. Circle the picture that defines the role of the illustrator. RI.K.6

A B

C D

A B

C D

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10. What did the author tell us about winter? Draw what the author told about. K.6

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Teacher: Re-Read the section about spring from the text Four Seasons .

11. Circle the picture that tells most about the text. RI.K.7

D

B

C

A

12. Circle the text that tells most about the summer illustration. RI.K.7

A. Thomas likes summer. Ice cream is refreshing in the summer.

B. Tina likes summer. Summer is a time to swim.

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Teachers read the story aloud 1 – 2 times, to whole class or small groups of students or project on a screen. Do not discuss the story. Students can point along as you read the story. It may be beneficial as you are reading to have students point to the top, middle and bottom parts of the snowman.

Making a Snowman

If it snows you can build a snowman.

A snowman is made of snow. It has threeparts. It has a top, a middle and a bottom.

The top part of the snowman is the smallest. It is the head. Some people use raisins for eyes and a carrot for the nose. You can make a snowman’s mouth smile with lots of little rocks. You can even put a hat on the head!

The middle part of the snowman is the body with the arms. Arms can be sticks. A snowman can wear a coat or have buttons made of any round object.

The bottom part of the snowman is the largest

part because it holds up the entire snowman.

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13. Circle the illustration that shows how many parts make a snowman. K.7

A B

14. Why is the largest part of the snowman on the bottom? Circle your answer. K.7

A. The largest part holds up the snowman’s body.

B. The largest part needs legs.

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15. Show what happened first, next and last to build a snowman. Put a number in each box. RI.K.7

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16. Write your name in the box. (Write and Revise W.2)

My Name ____________________________

17. Draw a snowman. Add words or pictures from the text to tell about the snowman (L.6, L1b)

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STOPClose your books and wait for instructions!

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1234

5 3 2 1 0

Standard RI.K.5Identify the front cover, back cover, and title page of a book.

6789

10 3 2 1 0

Standard RI.K.6Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

11121314

15 3 2 1 0

Standard RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

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.