Formative Assessments

1 Text Features RI 4.7

Can students fill in this chart to tell how the different text features guide their understanding of the text and what the

author wrote?

2Using Context

Clues to Determine

the MeaningRI 4.4

Use graphic organizer to show the meaning of unknown words and what clues from the text allowed the reader to

know the meaning.

3Telling What Happened and WhyRI 4.3

Use graphic organizer to tell what happened in a historical or scientific text and why.

4

Explaining the steps in a technical text

in my own wordsRI 4.3

Read a technical, procedural text and explain what happened in own words

5

What Information Did I Read from Both

Texts?RI 4.6

During and after reading a firsthand and secondhand account of the same event, what information did I read that gave me

information about the event?

6How are the two accounts

you read similar?RI 4.9

Tell about how the firsthand and secondhand accounts read about the same event are similar.

7

Unit 5 Exit Slip RI 4.7 Summarizing Formative AssessmentName: ____________________________

My Observation of the Text Features I’m making observations from a text

that was: read to me

I read to myself

Information from the text

Information from the chart

Information from the photograph

Unit 5 Exit Slip RI.4.4 Writing a Summary Formative AssessmentName: ____________________________

Meanings of Unknown Words Using Context Clues

I’m finding words from a text read to me

I read to myself

Word or Phrase The Meaning of the word or

phrase

How I inferred the meaning

Unit 5 Exit Slip RI.4.3 Writing a Summary Formative AssessmentName: ____________________________

What Happened and Why Did It Happen?I’m explaining events from a text

read to me I read to myself

I read…..Or

What happened?

This Happened Because…..

Or Why?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________

You just read a bunch of directions that told you how to do something. Now, in your own words, tell me

how to do it.

Unit 5 RI 4.3Formative Assessment

You just read a firsthand and secondhand account of the same event. What

information did you learn from each source?

Unit 5 RI 4.6Formative Assessment

Firsthand Account

Secondhand Account

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________

How are the two accounts you read similar?

Unit 5 RI 4.6Formative Assessment

exit slips

1 Text Structure(RI 4.5)

Have students write about why the author chose to organize the information in this passage as compare/contrast.

2 Text Features II(RI 4.5)

How do text features provide clues to the overall structure of a text?

3Determining the Main Idea and Details that

Support(RI 4.2)

Use the graphic organize to find the main idea of a paragraph and list supporting details that tell about the main idea.

4How do the

details support the main idea?

(RI 4.2)

Use this chart to have students show how the details they have chosen support the main idea of the passage or

paragraph.

5Was what I read

a first or secondhand

account?(RI 4.6)

Determine whether the text is a first or second hand account and tell which details helped you know.

6Finding

Common Points Between Two

Texts(RI 4.6)

Students will determine some common points about two texts about the same topic.

7Determining Details that Support the

Author’s Point(RI 4.8)

Note the details from the text that support the point the author is making.

Unit 5Exit Slip

Why did the author organize the text as compare/contrast?

____________________________________________________________________________________________________________________________________________

Name: ___________________

Name: ___________________Unit 5 Exit Slip

Why did the author organize the text as compare/contrast?

____________________________________________________________________________________________________________________________________________

Name: __________________________________________ EXIT SLIP

How do text features provide clues to the overall structure of a text?

Name: __________________________________________ EXIT SLIP

How do text features provide clues to the overall structure of a text?

Name: __________________________________________ EXIT SLIP

How do text features provide clues to the overall structure of a text?

Name: __________________________________________ EXIT SLIP

How do text features provide clues to the overall structure of a text?

Unit 5Exit Slip

Name: ___________________

Name: ___________________Unit 5 Exit Slip

Main Idea:

Details:

Main Idea:

Details:

Unit 5Exit Slip

Name: ___________________

Name: ___________________Unit 5 Exit Slip

Main Idea: How do these details support the main idea?

Details:

Main Idea: How do these detail support the main idea?

Details:

Unit 5 Exit Slip

What this a first or secondhand

account?

What told me if it was a first or secondhand

account?

Name: ___________________

Name: ___________________Unit 5

Exit Slip

What this a first or secondhand

account?

What told me if it was a first or secondhand

account?

Unit 5Exit Slip

Text 1 Common Points Text 2

Name: ___________________

Name: ___________________ Unit 5Exit Slip

Text 1 Common Points Text 2

Unit 5Exit Slip

The Author’s Point Details that support the author’s point

Name: ___________________

Name: ___________________ Unit 5Exit Slip

Author’s Point Details that support the author’s point

instructional tools

1Performance

Task: Wildfires by Seymour

Simon(RI 4.4)

Students determine the meaning of domain-specific words or phrases, such as flammable, consumed, ablaze, and charred,

and important general academic words and phrases that appear in Seymour Simon’s Wildfires.

2 Frayer Model (RI 4.4)

This graphic organizer allows students to place the new vocabulary term in the center and lists essential

characteristics, nonessential characteristics, examples and non-examples (Frayer, Frederick, Kausmeier

(1969). A sample suggestion is provided.

3 Synonym Word Chains (RI 4.4)

Create a map with a target word in the center. Students discuss personal associations and record these synonyms

around thetarget center (Reading First,

2004).http://www.glencoe.com/sec/teachingtoday/downloads/pdf/keyword_cluster.pdf

Performance Task: Wildfires by Seymour Simon

Word Definition

Nonfiction text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about

space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Make a list of words you think are domain

specific and create definitions for each.

Performance Task: Wildfires by Seymour Simon

Word Definition

flammable

ablaze

consumed

charred

cycles

renew

Nonfiction text includes words that we say are “domain specific”. This means that they are words that relate directly to a topic. For example, if you are reading about

space, the word “Satellite” would be domain specific. Read Seymour Simon’s Wildfires. Then, look at the list of domain specific words

from the text, and add a definition on the box provided.

Name:

Definitions: Characteristics:

Examples Non-Examples

Word

Key Word ClusterWe’ve just read a lot about the Titanic. In each box, write a key word associated with the Titanic.

The Titanic

Key Word ClusterWe’ve just read a lot about Space. In each box, write a key word associated with Space.

Space