1 grade k teacher directions hillsboro elementary interim assessment interim assessment 2014 reading...

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Grade KTeacher Directions

Hillsboro Elementary Interim

Assessment

Interim Assessment2014

Reading Informational Text

nterim

2Rev. Control: 01/10/2014 HSD – OSP and © Susan Richmond

Interim AssessmentAwesome Team Members, Writers and Editors!

Allen BlakeAlvarado DeborahChristensen HaleyChronister NicoleCrowell Lindsay Daniels VickiDarnall Monica Delplanche Deborah Dow DianeDuran Liana Ellis CarrieFisher SheriGarcia LindsayGerig Stephanie Giard Heather Godfrey BrookeGoldmann Christine Hancock Melissa Incrovato Jamie Jay Ginger Johnson JennKagawa KoKinsman LayceeLaws KimberlyLeonard KellyLule Berta

Lule AlfonsoMaines SandraMcLain Gina Munson ShawnaOrozco ChristinaPortinga Teresa Ramer Judy Reamer Erin Retzlaff Sara Rider JamiRooke KellyRusso Jill Saxton BrentSchoebel TrinaSell Leslie Shepherd Erin Stinson JanetThoen NikkiTovar ArcemaVanDyke Erin Walters ChristyWedel Mandy Winters MelanieZagyva Alia

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


KindergartenPrompting 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 the Interim Assessment ideally the support of an assistant would be helpful.

Day One Day Two Day Three

Read King of the Jungle to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion.

Read Emperor Penguins to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion.

Read The Polar Bear to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion.

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

Begin the whole class on the extra activity sheet or an independent task you’ve chosen. The extra activity sheet is optional. Have independent activities ready for those who finish early.

Begin the whole class on question #16 – 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 King of the Jungle. Have students answer the selected response questions # 1 – 4 by pointing or coloring in the bubble under the correct answer. Prompting and Support may be showing them how and re-reading the question.

In small groups of 4-5 re-read Emperor Penguins. Have students answer the selected response questions # 6 – 9 by pointing or coloring in the bubble under the correct answer. Prompting and Support may be showing them how and re-reading the question.

In small groups of 4-5 re-read The Polar Bear. Have students answer the selected response questions # 10 – 15 by pointing or coloring in the bubble under the correct answer. Prompting and Support may be showing them how and re-reading the question.


Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resources and Answer Keysa. Pages 1 – 12

2. Student Assessment (can be printed in a small booklet form)b. Pages 13 – 28

B. This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first

school semester.

Printing Instructions…

The interim assessment should be ordered through the HSD Print Shop.

Be sure you order the section: Teachers Directions

Be sure you order one copy of the student assessment for each of your students.


Reporting CategoriesPlease enter student scores into Synergy in the 4 reporting categories listed below. Selected response items are one point each. Constructed response items are up to 3 points each. There are 5 possible points for each of the four reporting categories for a total of 20 points in kindergarten.

4 Reporting Categories

Target 8KEY DETAILS:

Standards 1 and 3

Target 9CENTRAL IDEAS:

Standard 2

Target 11REASONING -

EVIDENCE:Standard 6

Target 13STRUCTURES-

FEATURES:Standards 5 and 7

SR Questions 5 Pts. Questions:

1, 4, 6, 7, 8 5 Pts. Questions:2, 3, 9, 11, 12 2 Pts. Questions:

14, 15 2 Pts. Questions:10, 13

CR Questions 3 Pts. Question:

5 3 Pts. Question:16

Important Scoring InformationDirections for Interim Assessment

The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy.

Grades K – 2

Students in kindergarten should have the passages read to them as a listening comprehension assessment.

Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them.

Grades 3 – 6

Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.

Synergy:

When students have finished the entire assessment enter the total number of correct for each of the four reporting categories. There is a possibility of 5 total points for each reporting category.

Selected Responses: 0-1 Point EachConstructed Responses: 0 – 3 Points each


Interim Gr. K Selected Response (SR) Questions 0 - 1 point (CR) - 3 Pts.

Reporting Categories Key Details Main Idea Reason Structure

Student Question # 1 4 6 7 8 2 3 9 11 12 5 CR 14 15 10 13 16 CR1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Qu.# Class Total

Optional Classroom Use: You may use this class scoring sheet if you wish.


SBAC Reading AssessmentConstructed Response General Template

3

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.


3Sample Response “Student Language” Student retells orally, draws or uses inventive writing that states at least 3 facts from the text that is show in the illustration.

2 Sample ResponseStudent retells orally, draws or uses inventive writing that states at least 2 facts from the text that is show in the illustration.

1 Sample ResponseStudent retells orally, draws uses inventive writing that states at least 1 fact from the text that is show in the illustration.

0 Sample ResponseStudent retells no facts from the text that is shown in the illustration.

Note: The goal for the response is that the student shows a connection of what was read in the text to the illustrations (i.e. define the role of each in presenting the ideas or information in a text - ...RI.K.6)

5. What do the pictures tell us about the story we read?

Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Elements of a complete interpretation is the student connecting the illustrations to the text. Words, pictures, oral stories that are not in the text would not be sufficient evidence of being able to connect text to pictures.Aspects of the Task/Evidence: Sufficient evidence of the task (answering the prompt by connecting text to pictures) could include that (1) lions sleep in grass (2) lions hunt for giraffes, zebra or buffalo (3) lions stay in groups called “prides.” Students may also make the connection of the lion “looking” big and strong and having soft fur as the text states.Focused and organized, consistently addressing: Pictures, oral stories, writing are consistent with the text. If the student begins to make up a story about “once upon a time a lion....etc... Redirect the student with prompting and support as to what the question is asking within reason.

Constructed ResponseInterim Assessment Answer Key

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.


15. What is the illustrator telling about lions? 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.

Student retells orally, draws, or uses inventive writing at least 3 facts that connect the writing to the text.

Constructed Response


3Sample Response “Student Language”Student gives at least 4 examples from the text and illustrations (should represent both) about what they learned about polar bears.

2 Sample ResponseStudent gives at least 3 examples from the text and illustrations (should represent both) about what they learned about polar bears.

1 Sample ResponseStudent gives at least 1- 2 examples from the text and illustrations (should represent both) about what they learned about polar bears.

0 Sample ResponseStudent gives no examples from the text and illustrations.

16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned. RI.K.7

Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Elements of a complete interpretation is the student retelling what was learned from both the text and shown in the illustrations about polar bears. Words, pictures, oral stories that are not in the text or illustrations would not be sufficient evidence of listening comprehension. Aspects of the Task/Evidence: Sufficient evidence of the task (answering the prompt explaining what was learned from both the text and illustrations) could include : (1) polar bears live in the Arctic (2) polar bears know how to live in the snow (3) polar bears have fat or thick coats to protect them from the cold (4) polar bears swim well (5) polar bears eat walrus, seals, whales, rodents and berries (6) Polar bears are dangerous.Focused and organized, consistently addressing: Pictures, oral stories, writing are consistent with the text and illustrations. If the student begins to make up a story about “once upon a time a polar bear....etc..:. Redirect the student with prompting and support as to what the question is asking.

Constructed ResponseInterim Assessment Answer Key

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).


16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned.

RI.K.7 (Teacher Only) Final Score_____

Student gives at least 4 examples from both the text and illustrations to show what they learned about polar bears.




Question 1 What does a lion eat? RI.K.1 B

Question 2 What is the main topic? RI.K.2 C

Question 3 Circle one detail from the text that you learned about lions. K.2 C

Question 4 Where do lions like to sleep? RI.K.1 B

Question 5 Constructed Response RI.K.6

Question 6 Penguins can hold their breath for 20 minutes and swim very fast. What does this help penguins do? RI.K.3 A

Question7 What do both male and female penguins do? RI.K.3 A

Question 8 Where do Emperor Penguins live? RI.K.1 B

Question 9 How are Emperor Penguins different than other birds? RI.K.2 B

Question 10 What does the text tell about polar bears? RI.K.7 B

Question 11 What does the polar bear’s white coat help it to do? RI.K.2 A

Question 12 What protects the polar bear from the cold? RI.K.2 A

Question 13 Student has all three tasks correct in order to earn one point. K.5 n/a

Question 14 What does an author do? RI.K.6 B

Question 15 What does an illustrator do? RI.K.6 A

Question 16 Constructed Response RI.K.7

Interim Assessment - Selected Response Answer KeyReporting Categories KEY DETAILS MAIN IDEA REASONING STRUCTURE

13

InterimStudent Assessment

Name________________________

Interim Assessment2014

Reading Informational Text

nterim


The King of the Jungle

1The lion is the king of the jungle. They are big and strong. Lions weigh 400 pounds and stand 4 feet tall. If you feel the hair on its face, it is soft.

2You can find a lion in Africa. They can live for 15 years in the wild. They like to sleep in the grass at night. Lions eat meat, such as zebra, giraffe, and buffalo.

3Lions live in groups, called “prides”, with about 15 other lions.


Standard RI.K.1With prompting and support, ask and answer questions about key details in a text.

Standard RI.K.2With prompting and support, identify the main topic and retell key details of a text.

1. What does a lion eat?

A B C

2. What is the main topic?

A B C

Instruct students if you want them to point or color in the bubble beneath the correct picture.




3. Circle one detail from the text that you learned about lions.

Lions live in a group called a “pride”.

CA B

Lions live alone.Lions eat grass.

4. Where do lions like to sleep?

Lions sleep in grass.

B

Lions sleep in caves. Lions sleep in trees.

A C

Instruct students if you want them to point or color in the bubble beneath the correct picture.


5. What do the pictures tell us about the story we read?



18

2The Emperor Penguin lives in Antarctica. These penguins can dive far down into the ocean.

3Emperor Penguins can hold their breath for 20 minutes. They can swim very fast after their prey. They eat fish and squid.

4Every spring Emperor Penguins walk far across snow and ice. Then, the female lays her eggs. Males care for the eggs. Females leave to find food.

1Emperor Penguins are birds but they can’t fly. They can dive and swim. They can also walk miles and miles over ice and snow.

5Later, the females come back to feed the new babies. Even though they can’t fly, Emperor Penguins are amazing birds.

Emperor Penguins


Standard R.I.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Standard RI.K.3With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

6. Penguins can hold their breath for 20 minutes and swim very fast. What does this help penguins do?

Swim After Prey Care for Eggs

A B

Care for Eggs

Care for the Eggs

7. What do both male and female penguins do?

BA

Dive and Swim Care for the Eggs




8. Where do Emperor Penguins live?

Antarctica

A

desert

B

9. How are Emperor Penguins different than other birds?

They can not fly.Care for the eggs.

A B


The Polar Bear

1The polar bear makes its home in the cold and icy Arctic. Other animals might freeze or starve. But the polar bear knows how to live in the snow.

2Polar bears have thick blubber, or fat, that protects them from the cold. They also have a thick fur coat.

3The polar bear’s coat is white. This allows it to blend into thesnow. That way, the polar bear can sneak up on its prey.

4Polar bears swim well. They eat seals, walruses, small whales, and rodents. In the summer,they may eat berries.

5Polar bears will also eat people. They may look cute and furry, but be careful!




11. What does the polar bear’s white coat help it to do?

Sneak up on its prey. It can eat people too!

A B

10. What does the text tell about polar bears?

Polar bears can swim.Polar bears live in zoos.

A B



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

13. Teacher: ask student to perform each task. Students must have all three tasks correct to earn one point.

12. What protects the polar bear from the cold?

It has a thick fur coat. Polar bears can swim.

A B

Places hand on the front cover

Places hand on the back cover

Locates title page of the book

Tasks yes no


15. What does an illustrator do?


14. What does an author do?


A B

A B


16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned.

RI.K.7 (Teacher Only) Final Score_____



STOPClose your books and wait for instructions!


Student Self-Check

1 K.1 9 K.2

2 K.2 10 K.6

3 K.2 11 K.2

4 K.1 12 K.2

6 K.3 13 K.5

7 K.3 14 K.6

8 K.1 15 K.6

Color your score blue.

5 K.6 3 2 1 016 K.7 3 2 1 0


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