pre-assessment for quarter 2 reading informational text

1

Pre-Assessment for Quarter 2Reading Informational Text

Grade

2Rev. Control: 011/15/2013 HSD – OSP and Susan Richmond

Important Information A. This booklet is divided into two parts…

1. Teacher’s Guidea. Pages 1 – 13

2. Students Assessment to be printed in a booklet formb. Page s 14 - 22

B. This booklet is intended for pre-assessing reading informational standards RI 5,6 and 7 at the beginning of the second quarter. Do NOT read the passage to the students until it is time for the assessment.

C. Student scores can be recorded on the class Learning Progressions Checklists. Each correct response is one point. Constructed response questions receive a score form 0 to 3.

Printing Instructions…

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

You can just print this entire 22 pages – then divide it into the two sections to use.

OR…

You might do the following by sending them to your Print Shop:

Print Shop instructions…

Print pages 14 – 22 in booklet format.

• Set print driver properties to - - Original size 8 ½ x 11• Paper size = 11x17• Print type = Booklet


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 have students practice circling, shading in 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.... (Learning Progressions Class Check List)

You may enter names on the Learning Progressions Class Check List, indicating with a check which “purple box (i.e., instructional adjustment point) was missed. This class check list can be used to monitor progress as needed.

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


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 assessed categories (one for kindergarten – W.2) to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

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)Kinder Note: Although students are not actually “revising” a short text, writing their name with a capital, including a picture and “words” (pre-letter sounds, phonetic spelling, etc…) will be assessed as revision.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.


Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

Grade KPath to DOK - 1

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf Standard

Path to DOK 1Informational TextLearning Progressions

Locate the front cover, back cover, and title page of a book that has been demonstrated in class (for each concept).

Define and be able to use Standard Academic Language: front cover, back cover, and title page.

Answers questions that require students to look at the front and back covers, the title and specific pages in a book.

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

Grade KPath 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 Standard

Path to DOK 1,2Informational TextLearning Progressions

Retells the name of an author or illustrator in texts read and discussed in class.

Define and be able to use Standard Academic Language: author, illustrator, story, role, telling and name.

Answers questions that require explaining what an author and illustrator’s roles are in a story.

Concept DevelopmentExplain who the author is and his/her role.Explain who the illustrator is and his/her role.

Locate information or ideas presented in the text by the illustrator.

Locate information or ideas presented in the text by the author.

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

Student NAME1 2

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK – 1 Cf DOK 2 - Ch DOK 2 - APn DOK 3 - Cu Standard


Locate illustrations in a text.Recall specific points in the text.Locate specific people, places or things in a text.

Define and be able to use Standard Academic Language: illustration depicts, role, describe, relationship between, person, place, thing, idea, text, appears and part of a text.

Answers questions about a person, place, thing or idea by referring to the illustrations in a text.

Concept DevelopmentUnderstands that illustrations represent the text parts of a story to help describe person, place, thing or idea.

Uses information from illustration to explain and interpret more about the details (person, place, thing or idea) of a text.

Using supporting evidence from a text explains the relationships between the illustrations and the read part of a story (i.e., the story said ___ and the illustrations tell me that ___).

RI.K.7 With 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).


Scoring Directions:Record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments.. The second quarter CFA score can be recorded in the last column as a comprehensive score and/or on the Assessment Summary Sheet.

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

Questions for RL.1.71. What is the text mostly about?2. What are ___ ideas in the text about ____?3. What words in the text tell us about ____?4. Find the illustration(s) in the text that tell us that ____.5. What else can we learn from the illustration about ___?

Teacher Hints: Goal:1. Use illustrations to describe key ideas.2. Use details to describe key ideas.

Links:Chart: Features of Informational TextFinding the Best Main IdeaStudents need to locate details before finding key ideasIdentify Main Idea Find the Main Idea (key) about Storms

Grade 1Path to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 – Cf DOK 2 – Ch DOK 2 – Cl Standard


Retell parts of a story by referring to pictures or words in a text (read and discussed in class).

Define and use Standard Academic Language: Illustrations, details, text, describe and phrase key ideas.

Select appropriate words when talking about a story (uses the words illustrations and/or text).

Answer who, what, when, where and how describing questions about key ideas in a text (read and discussed).

Concept DevelopmentUnderstands that illustrations can show key ideas.Understands that details in the text tell about key ideas

Locate key ideas using details in illustrationsLocate key ideas using details found in the text.

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

Student NAME

Class Learning Progressions Checklist (example for pre-assessments)

Assessment Summary Sheet ( for pre-assessment and CFA)

http://www.readtennessee.org/sites/www/Uploads/articles/informationaltext.pdf

http://www.readworks.org/sites/default/files/bundles/lessons-grade1-main-idea.pdf

http://www.tlsbooks.com/pdf/mainidea1.pdf

http://www.k12reader.com/main-idea/storms-main-idea.pdf


Quarter 2 Pre-Assessment Answer Key

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

Question 2 Circle the picture to show the back cover of a book. A

Question 3 What does the cover of this book tell us the book will be about? A

Question 4 Circle the picture that shows what an author does. B

Question 5 What does the illustrator show us about piñatas? B

Question 6 What does the author tell us about piñatas? A

Question 7 Which illustration shows how to make the sticky mix? A

Question 8 Why is there a hole in the balloon? B

Question 9 Where can we learn the most about how to make a piñata? B

Question 10 Constructed Response 0-3

Question 11 Write and Revise 1 pt.


SBAC Reading AssessmentShort Constructed 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” Students draws or writes about 2 facts about piñatas gathered only from the text. Students draws or write 4 or more facts about piñatas gathered only from the illustrations.

2Sample ResponseStudents draws or writes about 1 fact about piñatas gathered only from the text. Students draws or write 2 - 3 or more facts about piñatas gathered only from the illustrations.

1Sample ResponseStudents draws or write 1 more facts about piñatas gathered only from the illustrations and/or the text.

0Sample Response Student writing has little or nothing to do with the question.Student drawing or writing has nothing to do with the prompt.

10. What did you learn about piñatas in the story and in the illustrations? Draw a picture about it.

Kinder Notes: Writing may be a few letters or phonetic spellings using actual letters. If a student can explain his/her “writing” it is sufficient as “written evidence.”

Scoring [Notes “Teacher and Rubric Language”]Essential Elements: Students write or draw about piñatas using only about information from the text or pictures .Aspects/relevant evidence: Relevant evidence of understanding the prompt should include a recognizable difference in details from the text versus details from the pictures. Textual evidence (not gathered from the pictures) could include that some children have a piñata on their birthday and that a piñata can come in any shape. Picture evidence should include drawings of any of the steps illustrated in making a piñata.Organization: Students’ work is organized in such a way that there is a clear understandable message.

Constructed ResponseQuarter 2 Pre-Assessment Constructed Response Answer Key

DOK 3 - CuI can compare words and pictures in a book to explain how each helps me to tell about a topic.


11. Write your name in the box. Draw or write something about you! (Write and Revise W.2)

1. Name Begins with a capital letter and is spelled correctly.My Name ____________________________

Words and Pictures About Me!

2. Words (letters or phonetic spelling) is about student. 3. Pictures are about student.

Kindergarten Write and Revise – 1 point if all are correct.


Parts of a Books

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. The title page may have the publisher and the year it was made. It may also have a dedication. A dedication is a way to remember or thank someone.

Teachers: Read the story below to your students, modeling with an informational book of your choice as you read. Then have students answer questions # 1 – 4.


A Piñata By Cindy Tess

A PiñataA piñata is something filled with candy. A piñata can be in the shape of an animal, a car or anything!

Some children have a piñata to celebrate their birthdays.

The piñata is hung from a high place. Then boys and girls are blindfolded.

They try to hit the piñata with a stick or bat. If it is hit hard enough it breaks open and the candy falls out.

Teachers: Read the story below to your students. Project it on a screen so all students can see the story text and images (important). Point to the words and images as you read. Keep pictures where they can be seen as students take the assessment. Then, the students answer questions #5 – 10.

Second

You will need a lot of paper cut into strips. You will also need a balloon.

First

You need glue, flour and water. You mix it together in a bowl. It is very sticky!

1

2


Third

Dip each strip of paper into the sticky mix. Then, put the strips of paper on the balloon.

Fourth

When the balloon is covered with paper let it dry. Then put a hole in the balloon.

Fifth

Use other shapes and put them together to make an animal. When you are done you paint and decorate your pinata. Then you put candy in the hole..

Now it’s Time to Hit the Piñata!

3 4

5 6


Pre-Assessment for Quarter 2Reading Informational Text

Name ____________________

Grade


Toward RI.K.5 DOK 1 – KaLocate the front cover, back cover, and title page of a book that has been demonstrated in class (for each concept).

Toward RI.K.5 DOK 1 – KaLocate the front cover, back cover, and title page of a book that has been demonstrated in class (for each concept).

Name ______________

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

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

A B

A B

1

2

Students may circle, underline or shade in (if the answer is in a shape) the correct answer.


Name ______________

33. What does this book cover tell us the book will be about?

A B

Toward RI.K.5 DOK 2 - CfAnswers questions that require students to look at the front and back covers, the title and specific pages in a book.

4. Circle the picture that shows what an author does.

A B

Toward RI.K.6 DOK 1 - CfAnswers questions that require explaining what an author and illustrator’s roles are in a story.

4


http://www.istockphoto.com/stock-photo-17984478-child-drawing-a-tree-with-color-crayone.php


Toward RI.K.6 DOK 2 – Cl

Locate information or ideas presented in the text by the illustrator.

Toward RI.K.6 DOK 2 – ClLocate information or ideas presented in the text by the author.

6

5

5. What does the illustrator show us about piñatas?

6. What does the author tell us about piñatas?

A piñata can be the shape of anything.

how to put strips of paper on a balloon

Some children have a piñata on

their birthday.

Glue, flour and water make a

sticky mix.

AB

A B



Toward RI.K.7 DOK 2 - APnUses information from the illustration to explain and interpret more about the details (person, place, thing or idea) of a text.

Toward RI.K.7 DOK 1 - CfAnswers questions about a person, place, thing or idea by referring to the illustrations in a text.

7

A

7. Which illustration shows how to make the sticky mix?

B

8

8. Why is there a hole in the balloon?

You put paper in the hole.

You put candy in the hole.A

B



Toward RI.K.7 DOK 3 - CuUsing supporting evidence from a text explains the relationships between the illustrations and the read part of a story .

9

9. Where can we learn the most about how to make a piñata?

A

B


Toward RI.K.7 DOK 3 - CuUsing supporting evidence from a text explains the relationships between the illustrations and the read part of a story.

1010. What did you learn about piñatas in the story and

in the illustrations? Draw a picture about it.


11. Write your name in the box. Draw or write something about you! (Write and Revise W.2)

My Name ____________________________

Words and Pictures About Me!


0 1 2 3

What did you learn about piñata in the story and in the illustrations? Draw a picture about it

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

DOK 1 - CfI can find the front and back cover of a book. I can find the title page.

DOK 2 - CfI can look at the front and back cover of a book to find answers.

DOK 2 – Cl

I can look at pictures in a book to find information or ideas.

DOK 2 – Cl

I can look at or remember words from a book to find information or ideas.

StandardRI.K.6

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

DOK 1 - Cf

I know what an author does. I know what an illustrator does.

DOK 2 - APn

I can explain about a person, place, thing or idea by looking at pictures in a book.

DOK 1 - CfI can find answers to questions about a person, place, thing or idea in the pictures of a book.

StandardRI.K.7 With 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).

DOK 3 - Cu

I can compare words and pictures in a book to explain how each helps me to tell about a topic.

Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.

Quarter Two CFA Pre-Assessment Informational Text – Important Adjustment Points

9

4 5 6

87

1 2

DOK 2 - CfI can look at the title page of a book to find answers.

3

DOK 3 - Cu

I can compare words and pictures in a book to explain how each helps me to tell about a topic.

10

W.2I start my name with a capital. I use letters or words and pictures to tell about me.

Write and ReviseWrite and Revise questions prepare students to answer constructed response questions more efficiently.

Color your score blue.

pre-assessment for quarter 2 reading informational text

Documents

students assessment

small groups of students

booklet format

syntax quarter

quarter twowriting

accurate use of words

booklet formpage s

accurate use of grammar