1Kindergarten Teacher Directions C ommon F ormative A ssessment Quarter Two Reading Informational Text Quarter Two Reading Informational Text

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 2 Quarter Two Informational Text Common Formative Assessments Team Members and Writers Deborah AlvaradoGinger Jay Sara Retzlaff Haley ChristensenJenn Johnson Jami Rider Lindsay CrowellLaycee Kinsman Jennifer Robbins Monica DarnallBerta Lule Martha Rodriguez Diane DowAlfonso Lule Jill Russo Liana DuranHeather McCullum Brent Saxon Carrie EllisGina McLain Leslie Sell Sheri FisherShawna Munson Erin Shepherd Lindsay GarciaGustavo Olvera Niki Thoen Stephanie GerigChristina Orozco Erin VanDyke Brooke GodfreyGina Paulson StephanieWilkerson Christine GoldmannTeresa Portinga Christina Walters Jamie GoldsteinJudy Ramer Melissa HancockErin Reamer Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniel’s and her amazing editing skills.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 3 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 you may want students to practice circling 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.... (Summary Assessment Scoring Sheet) 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 response score ONLY with a number from 0 – 3 as indicated by the constructed response rubric. The self-assessment reflection check sheet (happy faces) can be small group discussions or one on one.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 4 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources and Answer Keys a.Pages 1 – 11 2.Student Assessment (can be printed in a small booklet form) b.Pages 12 – 26 B.This material is intended for assessing reading informational standards RI – 5,6 and 7 at the end of quarter 2. Do NOT allow students to read the passages before the assessment. C.Student scores can be recorded on the Class Assessment Summary Sheet enter the total number of correct selected responses for each standard. Each constructed response is entered as a score between 0 and 3 points. 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 26 pages – then divide it into two sections (teacher and student).OR… Send to the HSD Print Shop: Print Shop instructions for Small Booklet Format. Print pages 11 – 26 in booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Booklet

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 5 SBAC Reading Assessment Constructed Response General Template 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.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 6 5. Draw the front cover of a book. Draw the back cover of a book. (with prompting and support) Scoring: “Teacher or Rubric Language” Gives essential elements of a complete interpretation : Essential elements of a complete interpretation to the prompt is that students show they know the purpose of a front and back cover. Addresses many aspects of the task and provides sufficient relevant evidence : Aspects of sufficient relevant evidence should include students putting a title, author and illustrator’s name on the front of a book ( an illustration is optional but consistent with the assessment models). The back cover of a book may resemble a book in the class or one the teacher has used to model front/back covers. It should not look like the front cover of a book. There are more options to the back cover. Focus and Organization: Students evidence is consistent with the prompt and not veering from the prompt. Students in kindergarten may use letters, words or drawings with support. Constructed Response RI.K.5 Quarter 2 CFA Constructed Response Answer Key

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 7 10.What did the author tell us about winter? Draw what the author told about. K.6 (Re-Read the selection to students before they begin this task). Scoring : “Teacher or Rubric Talk” Gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of a focused effort on retelling only information in the selection about winter. Addresses many aspects of the task and provides sufficient relevant evidence : Aspects of relevant evidence should include words, letters or pictures about describing winter (cold, white, snow, snowmen). Any extraneous information should not be included (prior knowledge, added details). Kinder students may not understand the idea of “relevant” information so it should be scaffold throughout the year as it is a big part of the Common Core. Focus and Organization: Student work should reflect the task in an organized manner ( i.e., the picture or words should make an understandable picture or reflection of the prompt). Constructed Response RI.K.6 Quarter 2 CFA Constructed Response Answer Key

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Show what happened first, next and last to build a snowman. RI.K.7 Scoring: “Teacher or Rubric Language” Gives essential elements of a complete interpretation: Essential elements of a complete interpretation is reflected in the sequential order of events to build a snowman. Addresses many aspects of the task and provides sufficient relevant evidence: Sufficient evidence of the task would be the correct sequential order of events. Focus and Organization: Sequential ordering. Constructed Response RI.K.7 Quarter 2 CFA Constructed Response Answer Key Please see next page.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond ANSWER KEY Show what happened first, next and last to build a snowman. RI.K

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 10 Parts of a Book Please show students a book as you read about the front and back covers. This is the same text from pre- assessment quarter 2. It should be read aloud for questions #1 and #2. There are different parts of a book. The Front Cover The 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 Cover The back or back cover part of a book tells us it is the end of the book. The Title Page Open 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. It may also have a dedication. A dedication is a way to remember or thank someone.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 11 Quarter 2 CFA Selected Response Answer Key

12 Kindergarten C ommon F ormative A ssessment Name_________________ Quarter Two Reading Informational Text Quarter Two Reading Informational Text

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 13 1.Circle the picture that shows the front cover of a book. RI.K.5 2.Circle the picture that shows the back cover of a book. RI.K.5 Four Seasons By Andrew Frinkle Illustrated by Maria Sanchez A B AB

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 14 Four Seasons By Andrew Frinkle Illustrated by Maria Sanchez 3.Circle the picture that shows what the book cover tells us is inside the book. RI.5 Four Seasons By Andrew Frinkle Illustrated by Maria Sanchez 4. Circle the picture that shows what is on the back cover of this book. RI.5 A B BA

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Draw the front cover of a book. Draw the back cover of a book. K.5 Draw the front cover of a book. Draw the back cover of a book.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 16 "Copyright HaveFunTeaching.com" Daniel likes spring. Spring is green. Spring is fresh. Spring has flowers. Spring has bees. Tina likes summer. Summer is hot. Summer is sunny. Summer is a time to swim. Summer is fun. Thomas likes fall. Fall is cool. Fall is windy. Fall has pretty trees. Fall has many fruits. Jenny likes winter. Winter is cold. Winter is white. Winter has snow. Winter has snowmen. Teachers read the story aloud 1 – 2 times, to whole class or small groups of students. You may also project the story unto a screen. Do not discuss the story. Four Seasons Story by Andrew Frinkle Illustrated by Maria Sanchez

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Circle the illustrator’s name. RI.K.6 6. Circle the author’s name. RI.K.6 Four Seasons By Andrew Frinkle Illustrated by Maria Sanchez Four Seasons By Andrew Frinkle Illustrated by Maria Sanchez

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Circle the picture that defines the role of the author. RI.K.6 9. Circle the picture that defines the role of the illustrator. RI.K.6 A B C D A B C D

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond What did the author tell us about winter? Draw what the author told about. K.6

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 20 Teacher: Re-Read the section about spring from the text Four Seasons. 11. Circle the picture that tells most about the text. RI.K.7 D B C A 12. Circle the text that tells most about the summer illustration. RI.K.7 A. Thomas likes summer. Ice cream is refreshing in the summer. B. Tina likes summer. Summer is a time to swim.

21 Teachers read the story aloud 1 – 2 times, to whole class or small groups of students or project on a screen. Do not discuss the story. Students can point along as you read the story. It may be beneficial as you are reading to have students point to the top, middle and bottom parts of the snowman. Making a Snowman If it snows you can build a snowman. A snowman is made of snow. It has three parts. It has a top, a middle and a bottom. The top part of the snowman is the smallest. It is the head. Some people use raisins for eyes and a carrot for the nose. You can make a snowman’s mouth smile with lots of little rocks. You can even put a hat on the head! The middle part of the snowman is the body with the arms. Arms can be sticks. A snowman can wear a coat or have buttons made of any round object. The bottom part of the snowman is the largest part because it holds up the entire snowman.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Circle the illustration that shows how many parts make a snowman. K.7 A B 14. Why is the largest part of the snowman on the bottom? Circle your answer. K.7 A.The largest part holds up the snowman’s body. B.The largest part needs legs.

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Show what happened first, next and last to build a snowman. Put a number in each box. RI.K.7

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Write your name in the box. (Write and Revise W.2) My Name ____________________________ 17. Draw a snowman. Add words or pictures from the text to tell about the snowman (L.6, L1b)

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond 25 STOP Close your books and wait for instructions!

Rev. Control: 012/27/2013 HSD – OSP and © Susan Richmond Standard RI.K.5 Identify the front cover, back cover, and title page of a book Standard 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 Standard 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). 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.