AVONDALE SCHOOL DISTRICTThird Quarter

Arizona Common Core StandardsPerformance Assessment

Reading and Writing

Kindergarten

TEACHER COPY

GRADE: Kindergarten QUARTER: 3

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NAME OF ASSESSMENT:Reading Narrative Texts and Narrative Writing Performance Assessment “Helpers”

STANDARDS ASSESSED: With prompting and support, ask and answer questions about key details in a text.

(K.RL.1) With prompting and support, retell familiar stories, including key details. (K.RL.2) Actively engage in group reading activities with purpose and understanding.

(K.RL.10) Use a combination of drawing, dictating and writing to narrate a single event or

several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K.W.3)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (K.L.2.a-d)

Task Details:Depth of Knowledge Level of task: Levels 2-4

Task Details:Duration: Approximately three class periods across three or more days

Materials needed: “ Bunny Town Helpers” http://leveledreaderdatabase.macmillanmh.com

*Use the version of Bunny Town Helpers that is labeled Guided Reading Level: F. It has more text and details and is appropriate for a Kindergarten read aloud. It will have more details for students to refer to when making their timelines.*The book is also attached to this assessment.

Chart Paper Student 5 page booklets (a sample is attached to this assessment) Blank paper for Bunny Town Helpers timeline/flow map and the student’s personal

narrative timeline/flow map

Explanation of Standards Alignment:

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.RL.2:Students will, with prompting from the teacher and support in the form of shared writing, retell a familiar story including key details in a grade-level complex text, entitled “ Bunny Town Helpers.” (Task 1- shared writing/drawing of the first major event in Bunny Town Helpers and student made timeline or flow map of at least 2 more events- scaffolding for task 2- this is not graded) K.RL.10: Students will listen and respond to grade-level complex text through read aloud, asking and answering questions towards understanding the key details, major events, and characters that the text is describing and engaging with the topic. (Task 1- actively engaging in group reading activity- scaffolding for task 2- this is not graded)K.W.3:Students will draw, write, and/or dictate a narrative about a time that they helped someone including events in order and a personal reaction to what happened. (Task 2- score using attached Kindergarten Narrative Writing rubric)K.L.2.a-d:Students will draw, write, and/or dictate a narrative about a time that they helped someone using Kindergarten appropriate conventions including capitalizing the first word in a sentence, capitalize the pronoun I, recognize and name ending punctuation, spelling simple words phonetically. (Task 2- score using attached Kindergarten “House” Writing Rubric)

Overview of AssessmentNote: Suggested teacher prompts follow – please alter and make note of alterations based on your own conversational style and the ways in which you’ve talked about reading and writing in your own classroom. The tasks below could be administered in many different ways.

Suggested time frame: Approximately three class periods across three or more days

The introduction and two tasks could be administered in three to four chunks of time, in either three or more days.

We suggest that Task 2 (“Bunny Town Helpers”) and Task 3 (Writing your own narrative story with characters, major events in order and a personal reaction to the events) are not administered in a single sitting, so that students get a fresh start when they are asked to write the narrative book.

Preparation for Introduction and Tasks 1 and 2:

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Read “Bunny Town Helpers”

Prepare chart for questions: “Questions that Help Us Understand “Bunny Town Helpers”

Cue or Print “Bunny Town Helpers” http://leveledreaderdatabase.macmillanmh.com/lrdb/search.form

Make copies of booklets – one 5-page booklet for each student with drawing box and 3 lines per page. Have extra booklet pages available at tables so that students may add more pages if they want to. (See template for booklet pages at end of these instructions.)

Introduction to topic through read aloud: (approx. 20-30 minutes) “We will be reading literature that has characters, a setting and major events. We will be writing our own stories with characters, a setting and major events too.”“First, let’s read this book. Listen carefully and think about what questions would help us understand what is happening in the story. You’ll have a chance to talk to a partner after I read the story.”Read the story. Call on students to share their questions. Chart some questions that the students have.Some likely questions to anticipate:Who were the characters in the story? Who did the characters visit first? What did the librarian give the children?, How did Dot and Hal help the town?“Now I’ll read the questions. See if you can answer some of the questions on our chart.”

Read the questions on chart. Have students share any additional questions they may have. Have them answer the questions that you charted by pair sharing and then sharing with the group. Chart the answers the students give. You may need to guide students’ thinking to help them come up with appropriate answers.“Turn to your partner and discuss the story using the questions and answers. Together we just asked and answered questions to help you recognize and remember what was important in the story.”

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Task 1: Read aloud and conversation/shared drawing and writing of either timeline or flow map/ student writing of either timeline or flow map (approx. 45 minutes)

“We’re going to read a story the story “Bunny Town Helpers” again. I’m going to stop after every couple of pages to give you a chance to think to yourself: What key details are important? Afterwards, we’re going to do some writing to help us remember all of the events in this book.”Read and stop every few pages to have students turn and talk to a partner about what the pages are teaching them and what the major events are. You may prompt with questions such as “What is an important detail?” “Why is this detail important to the story?” “Who are the main characters?” Pause for 3-4 minutes while students ask and answer questions about the book. Walk around the class to monitor conversations, redirect students and offer academic feedback. Read a few more pages and then pause again while students discuss the story.After read aloud:“Now, let’s take a few minutes to write and draw the key details that tell us about the major events in this story. We will create a shared drawing of the first major event in the story and then you will work on your own. When you work on your own make sure you label your pictures with the names of characters and include the setting.” (You may choose to use a timeline or a flow map for this activity. You can provide your students with a template to fill in or give them blank paper. You decide what is appropriate for your own class.)Create a shared drawing of the first major event in the story on a large chart paper including labeling the three main characters (Dad, Hal and Dot) and including the setting (outdoors by the billboard showing Town Helpers). Point out that your drawing shows the first main event and includes the names of the main characters and the setting.Leave chart paper posted for students to refer to when they write their own timeline/flow map with a picture. Have the students complete the timeline/flow map on their own if they are able, but provide support when needed. Encourage students to sound out new words and character names on their own. Collect the timelines/flow maps to review. We will not be scoring these for grading purposes, but rather using them to determine further teaching points. Timelines/flow maps should include major events in the correct order, important details, character names, and setting.

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Task 2: Narrative writing about a time someone helped you/ timeline or flow map as a plan (approx. 60 minutes)“You are going to have a chance to write about a time someone helped you. Please make sure you tell your story with your major events in order, make sure you name the characters, describe a setting, add details, and include your personal reaction to what happened. Remember that this is your own book and you need to write your own words and make your own pictures. You will begin by making a timeline or flow map of the events you are going to write about just like we did for Bunny Town Helpers, but this time you will use the major events in your own story.” (You may choose to use a timeline or a flow map for this activity. You can provide your students with a template to fill in or give them blank paper.)“Raise your hand when you are done with your timeline/flow map and I will give you a blank book to write your story in. There are 2 pages in the books, but if you need more pages, I have some we can add. First you will make your timeline/flowchart to help you plan for your writing. Remember to include characters, a setting, details and use your timeline or flow map to help you remember the major events in your story. Be sure to write the events in the order that they happened. Start with what happened first.”* Remember, when writing a narrative:

The events should be in the order in which they occurred Provides a reaction to what happened

Collect the timelines/flow maps to review. We will not be scoring these for grading purposes, but rather using them to determine further teaching points. Timelines/flow maps should include major events in the correct order, important details, character names, and setting.

Collect narrative to score. Teachers will score the narrative with the Kindergarten Write From The Beginning Narrative Rubric. You can find the rubric in the manual on page 30. Picture and sentence scores will be entered separate into D2SC.

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