1 grade 1 teacher directions c ommon f ormative a ssessment two quarter two reading informational...

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Grade 1Teacher Directions

Common Formative Assessment

Quarter Two

Reading Informational Text

http://moodle.kingsley.k12.mi.us/course/view.php?id=52


2Rev. Control: 12-27-2013 HSD – OSP and © Susan Richmond

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.

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 Resources and Answer Keysa. Pages 1 – 10

2. Student Assessment (can be printed in a small booklet form)b. Pages 11 – 28

B. This material is intended for assessing reading informational standards RI - 5,6 and 7 at the end of quarter two. Do NOT allow students to read the passages before the assessment. In quarter two, students are also assessed on Write and Revise (see page 5).

C. Student scores for the common formative assessments can be recorded on the Class Assessment Summary Sheet.

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 28 pages – then divide it into two sections (teacher and student). The student booklet would be on regular 8 ½ X 11.

OR…

Send to the HSD Print Shop:

Print Shop instructions for Small Student Booklet Format.

Print pages 11 – 28 in small student booklet format.

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

• Paper size = 11x17

• Print type = Small Student Booklet


Directions for Common Formative Assessment

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.

Not 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.

Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension.

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.

Assessment Class Summary Sheet (scoring)

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 responses, score ONLY with a number from (0 – 3) as indicated by the constructed response rubric.

Write and ReviseThe special section for Write and Revise includes six selected response questions. Write and Revise questions are not included on the assessment summary sheets. They are for your information and instruction.

DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet).

Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 27.

The last page in the student booklet is a reflection page (page 28). Prompt students to think about what they missed and possible reasons why.Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include:

Ideas/Suggestions:•What did you not understand about the question?•Underline words you did not understand.•Rephrase the question.


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 two includes three write and revise categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Student results are for the teacher’s information and are not part of the assessment summary.

Quarter 21. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Twoa. 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)

Quarter 31. Students write expanded constructed responses and move toward “Full

Compositions.”

Quarter 42. Students respond to a prompt requiring integrative research as part of a

“Performance Task” evidenced by a full composition, speech or visual display.


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

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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

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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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Sample Response “Student Language” Student used text specific vocabulary to explain all four stages of frog development in their logical sequence.A frog egg hatches and turns into a tadpole. It has no legs and a big head. It breathes through gills and lives in the water. It starts to grow legs and becomes a froglet. It can live on land. Then it has no tail and breathes through lungs. Now it is an adult frog

2Sample Response Student explains the four stages of frog development in sequence but without complete text specific vocabulary.A frog egg hatches and is a tadpole. It swims in the water. It grows legs and is a froglet. Then it becomes an adult frog.

1Sample Response Student gives an incomplete explanation of frog development without text specific vocabulary and adds extraneous information.A frog egg turns into a tadpole and then becomes a frog. I like frogs. I found one once at my Grandma’s house

0 Sample Response Students does not respond to prompt at all.I had chicken eggs once at my house. It was cool.

6. Explain how frog eggs become adult frogs.

“Frogs,” Scoring Notes: “Teacher and Rubric Language”Essential Elements: Students need to show a complete understanding of the progression from egg to tadpole to froglet to frog, using important vocabulary from the text. Evidence of Understanding/Other Aspects: All four stages should be in the students’ writing or illustrations, including important vocabulary, (e.g., algae, gills, lungs, tadpoles, froglets, adult frogs, eggs, water, land, etc.) Sentence Organization: All four stages must be in sequence (egg, tadpole, froglet, frog)

Constructed Response RI.1.5

Quarter 2 CFA Constructed Response Answer Key

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Standard RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.


3Sample Response “Student Language” Student includes three important aspects stated in the text using text specific vocabulary and details.Jellyfish live in the sea. They are round and shaped like bells. They have long arms like ribbons, and are hard to see. Don’t ever touch one, because they can sting you!

2Sample Response Student includes three aspects of jellyfish stated in the text but without text-specific vocabulary or details.Jellyfish live in the sea and have long arms. They can sting you.

1Sample Response Student includes two aspects of jellyfish stated in the text text but without text-specific vocabulary or details and has added extraneous information.Jellyfish are cool. They have long arms and can sting you. My friend almost got stung once when he was at the

0Sample Response Student’s response does not address prompt.I like peanut butter and jelly sandwiches.

12. What did you learn about jellyfish from the text?

“Jellyfish are not Jelly,” Scoring Notes: “Teacher and Rubric Language”Essential Elements: The essential elements of a complete understanding of the prompt should include each aspect in the text about jellyfish.Evidence of Understanding/Other Aspects: Three aspects of essential elements would include : the body of the jellyfish, where jellyfish live, and not touching jellyfish because they sting. Sentence Organization: Student descriptions should include text specific vocabulary (e.g., round, bell shaped, long arms like ribbons, hard to see, not jelly, sea, etc...).”



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Standard RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


3Sample Response “Student Language” Student answers the prompt using vocabulary terms and details noted from the text in order to describe the illustration.Jellyfish live in the ocean. They have round bodies and long arms like ribbons. They swim with other jellyfish and you can kind of see through them.

2Sample Response Student answers the prompt using some vocabulary terms and few details noted from the text in order to describe the illustration.Jellyfish live in the water. They have long arms and are round.

1Sample Response Student partially answers the prompt but uses few vocabulary terms or details noted from the text and has an incomplete description of the illustration.Jellyfish have long arms. I saw them once at the aquarium and it was really cool.

0Sample Response Student does not answer the prompt.I like the jellyfish in the picture.

18. What does the jellyfish illustration show that is the same as the text? RI.1.7

“Jellyfish are not Jelly,” Scoring Notes: “Teacher and Rubric Language”Essential Elements: Essential elements of the prompt include students addressing what they learned from the text that is shown specifically in the jellyfish illustration. Evidence of Understanding/Other Aspects: Students should use vocabulary terms such as tentacles, round, clear, together, water, or phrases such as “swim in group,” “ long arms,” “live in the sea,” and “see through ocean.” They can include vocabulary from the text only if it describes the picture. Students need to discuss where jellyfish live, what they look like, where they live and perhaps how they swim. However, they cannot include anything about being stung by one or the shore as this was only in the text. Sentence Organization: Sentences should consistently be only about the prompt.



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Standard RI.1.7Use the illustrations and details in a text to describe its key ideas.


Quarter 2 CFA Selected Response Answer Key

Question 1 What is the title of the illustration? RI.1.5 C

Question 2 What sentence in the text tells about froglets? RI.1.5 C

Question 3 What information can you learn in sentence 4? RI.1.5 B

Question 4 What are sentences 9, 10 and 11 about? RI.1.5 D

Question 5 What information can you learn from the illustration? RI.1.5 A

Question 6 Constructed Response RI.1.5

Question 7 What is this a photograph of? RI.1.6 C

Question 8 Why should you not poke a jellyfish? RI.1.6 D

Question 9 What could be another title for this photograph? RI.1.6 B

Question 10 What did you learn from the text that is NOT shown in the photograph? RI.1.6 D

Question 11 Which statement tells something you learned from BOTH the text and the photograph? RI.1.6 B


Question 13 What is this text mostly about? RI.1.7 D

Question 14 What did the text state about jellyfish? RI.1.7 B

Question 15 What does the photograph show? RI.1.7 C

Question 16 Which words were used to describe jellyfish in the text? RI.1.7 A

Question 17 Where did the text say you might see a jellyfish? RI.1.7 C


Write and Revise Questions

Question 19 Read the sentences below. (Write and Revise W.2) Which sentence would best fit in the blank? B

Question 20 Read the sentences below: (Write and Revise W.2) Which sentence does not belong? C

Question 21 If you see a jellyfish on the shore, do not poke it. (Write and Revise L.1.c. L.6) Which wordcould be used to replace shore?

C

Question 22 If you wade in the sea, stay away from jellyfish.(Write and Revise L.1.c, L.6) Which word couldbe used to replace wade? B

Question 23 Read the sentence below. (Write and Revise L.2.c) What sentence shows the correct way to place commas? D

Question 24 Read the sentence below. (Write and Revise L.2.c) Which of the following dates have commas in the correct places? C

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Grade 1

Common Formative Assessment


Name_______________

Quarter Two




Wiki License Adapted by HSD Teachers

FrogsTadpoles1. Frogs are called tadpoles when they hatch from eggs. 2. They have no legs, a big head, and a very long tail. 3. They breathe through gills like fish and can only live under water in lakes or ponds. 4. Tadpoles eat small plants called algae.

Froglets5. After a few weeks, tadpoles start to grow legs and get bigger. 6. Now they are called froglets.7. Their tails also start to get smaller. 8. They can hop from the water to land and breathe with lungs like humans.

Adult Frogs9. The froglets grow all four legs and their tails completely disappear. 10. Now they can live in the water or on land. 11. They are finally adult frogs and can lay eggs.

Life Cycle of a Frog

Adult Frog

Eggs

Tadpole

Froglet


Name ______________

1. What is the title of the illustration? RI.1.5

A. Tadpoles

B. Froglets

C. Life Cycle of a Frog

D. Frogs

2. What sentence in the text tells about froglets? RI.1.5

A. 2

B. 4

C. 8

D. 10




Adult Frog

Eggs

Tadpole

Froglet


4. What are sentences 9, 10 and 11 about? RI.1.5

A. tadpoles

B. frogs

C. froglets

D. adult Frogs

3. What information can you learn in sentence 4? RI.1.5

A. Frogs are called tadpoles when they hatch from eggs.

B. Tadpoles eat small plants called algae.

C Froglets hop from land to water.

D. Frogs live in water and on land.




5. What information can you learn from the illustration? RI.1.5

A. Frog eggs grow into adult frogs.

B. Frogs hop from land to water.

C. Tadpoles breathe through gills..

D. Adult frogs grow into eggs.

6. Explain how frog eggs become adult frogs (RI.1.5). (Teacher Only) Final Score_____



Adult Frog

Eggs

Tadpole

Froglet


Wiki License

Jellyfish are not Jelly

A Jellyfish is not made of jelly! It is an animal of the sea.

It can be round. It can be the shape of a bell.

It has lots of arms that hang from its body like ribbons.

Jellyfish are hard to see.

If you wade in the sea, stay away from jellyfish. They can sting you!

If you see a still jellyfish on the shore, do not poke it. It can sting you.

Wiki License Adapted by HSD Teachers


8. Why should you not poke a jellyfish? RI.1.6

A. Jellyfish live in the sea.

B. It is the shape of a bell.

C. Jellyfish are hard to see.

D. A jellyfish can sting you.

7. What is this a photograph of? RI.1.6

A. jelly

B. bells

C. jellyfish

D. ribbon.




9. What could be another title for this photograph? RI.1.6

A. Jelly

B. Animals of the Sea

C. The Shore

D. Ribbons

10. What did you learn from the text that is NOT shown in the photograph? RI.1.6

A. A jellyfish is not made of jelly.

B. A jellyfish can be round.

C. A jellyfish has arms that hang from its body like ribbons.

D. A jellyfish can sting you.




11. Which statement tells something you learned from BOTH the text and the photograph? RI.1.6

A. Jellyfish can sting you.

B. A jellyfish has lots of arms that hang from its body like ribbons.

C. Jellyfish are hard to see.

D. You can see jellyfish on the shore.

12. What did you learn about jellyfish from the text (RI.1.6)? (Teacher Only) Final Score_____



Name ______________

13. What is this text mostly about? RI.1.7

A. sea animals

B. the shore

C. staying safe on the shore

D. jellyfish

14. What did the text state about jellyfish? RI.1.7

A. Jellyfish come in different sizes.

B. Jellyfish live in the sea.

C. Jellyfish can be colorful.

D. You can see jellyfish at an aquarium.




16. Which words were used to describe jellyfish in the text ? RI.1.7

A. “round” and “shaped like a bell”

B. “dangerous” and “cool”

C. “ribbon arms” and “fast swimmers”

D. “shore animals” and “live in aquariums”

15. What does the photograph show? RI.1.7

A. Jellyfish are cool.

B. Jellyfish can sting.

C. Jellyfish swim in groups with other jellyfish.

D. Jellyfish can be on the shore.




17. Where did the text say you might see a jellyfish? RI.1.7

18. What does the jellyfish illustration show that is the same as the text? RI.1.7 (Teacher Only) Final Score_____

A B

CD


http://www.picturesof.net/pages/100405-175966-560042.html

http://www.picturesof.net/pages/100405-175966-560042.html

http://www.funfonix.com/clipart4.php

http://www.funfonix.com/clipart4.php

http://doblelol.com/13/bestvector-funny.htm

http://doblelol.com/13/bestvector-funny.htm


19. Read the sentences below. (Write and Revise W.2)

Tadpoles hatch from eggs. They have no legs, a big head and a very long tail.

Tadpoles breathe through gills like fish and can only live under water in lakes or ponds. _______________________________

Which sentence would best fit in the blank?

A. Frogs hop from water to land.

B. Tadpoles swim like fish in the water.

C. Froglets grow four legs.

D. Frogs breathe through lungs.

20. Read the sentences below: (Write and Revise W.2)

After a few weeks tadpoles start to grow legs and get bigger.

Then, they are called froglets.

Adult frogs can lay eggs.

The tails of froglets also begin to get smaller.

Which sentence does not belong?

A. After a few weeks tadpoles start to grow legs and get bigger.

B. Then, they are called froglets.

C. Adult frogs can lay eggs.

D. The tails of froglets also begin to get smaller.


21. If you see a jellyfish on the shore, do not poke it. (Write and Revise L.1.c. L.6)

Which word could be used to replace shore?

A. road

B. ocean

C.beach

D.water

22. If you wade in the sea, stay away from jellyfish. (Write and Revise L.1.c, L.6)

Which word could be used to replace wade?

A. run

B. walk

C.hop

D.crawl


23. Read the sentence below. (Write and Revise L.2.c)

Jelly fish are round bell-shaped and have long arms like ribbons.

Which sentence shows the correct way to place commas?

A. Jellyfish are round bell-shaped, and have long arms like ribbons.

B. Jellyfish, are round bell-shaped and have long arms like ribbons.

C. Jellyfish are round, bell-shaped and have long arms like ribbons.

D. Jellyfish are round, bell-shaped, and have long arms like ribbons.

24. Which of the following dates, have commas in the correct place? (Write and Revise L.2.c)

A. Friday, November 15 2013

B. Friday November 15 2013

C.Friday, November 15, 2013

D.Friday November 15, 2013


STOPClose your books and wait for instructions!


12345

6 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.

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12 3 2 1 0


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18 3 2 1 0



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1 grade 1 teacher directions c ommon f ormative a ssessment two quarter two reading informational...

Documents

student assessment

small student booklet

student scores

small student booklet

print pages

constructed response

hsd print shop

selected response answers