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

2. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 2 Quarter Three Informational Text Common Formative Assessments Team Members and Writers Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills. Deborah AlvaradoHeather GiardSandra MainesMartha Rodriguez Nicole ChronisterChristine GoldmannMarie MaxwellKelly Rooke Tammy ColeJamie GoldsteinHeather McCullumJill Russo Lindsay CrowellMelissa HancockGina McLainBrent Saxton Deborah DelplancheJamie IncrovatoShawna MunsonLeslie Sell Diane DowGinger JayGustavo OlveraErin Shepherd Liana DuranJenn JohnsonTeresa PortingaWendy Sunday Carrie EllisKo KagawaJudy RamerNiki Thoen Sheri FisherKimberly LawsErin ReamerMandy Wedel Lindsay GarciaBerta LuleSara Retzlaff Stephanie GerigAlfonso LuleJennifer Robbins

3. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 3 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 18 2.Student Assessment b.Page’s 19 – 33 This booklet is intended for assessing reading informational standards RI4, 8 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before the assessment. Be sure you have printed a teacher’s Edition Printing Instructions… Be sure you have printed a teacher’s Edition ! Please print the teacher’s directions (pages 1 – 18). Read the directions before giving the assessment. Print pages 19– 33 for each student. This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs. NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS Lexile Band* K–1N/A 2–3450L–725L420L–820L 4–5645L–845L740L–1010L 6–8860L–1010L925L–1185L 9-10960L–1115L1050L–1335L 11–CCR1070L–1220L1185L–1385L Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and fourth grade reading lexile band.

4. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Grade 3 Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path to DOK 2 Informational Text Learning Progressions Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class. Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools. Answers questions about the purpose of different text features and search tools. Concept Development Understands that search or text features (tools) can provide information about a text or topic. Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic. Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic. RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Student Name 4 Independent Readers: Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) Read the selection and questions aloud to the student in English or Spanish. Read the selected response answers to the student. Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Types of Readers Note: Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Scoring Options Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre- assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html Scoring forms are available at: May vary for kindergarten

5. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 5 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 three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revise Assessed Categories for Quarter Three a.Writing: Write and Revise (revision of short text) b.Language: Language and Vocabulary Use (accurate use of words and phrases) c.Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

6. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 6 Important Please Read Before Starting Assessment Quarter Three Preparing for Performance Tasks The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below. IMPORTANT – NEW Please make copies of the note-taking form for each student in your class if you choose to use it. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with before 1.Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research : In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task. 3. Planning : In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/. http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Part 1Part 2 Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Plan your essay (brainstorming pre-writing). Write, Revise and Edit W.5 Writing a Full Composition or Speech

7. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Kindergarten: Read the text to students. Re-read the text again for students to “note-take.” Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. 1.Read the text through to get the “gist” without the distraction of finding answers or note-taking. 2.Re-read the text. Take notes using a note-taking form. 3.Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.

8. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What are different ways we use water? OPTIONAL! (By 4 th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together) Teachers.... Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions). During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above). If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here are a few ideas: 1.Find a graphic organizer you’ve used before to plan a writing piece. 2.Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. 3.Be sure students know the criteria before they begin (what you are expecting them to do). 4.Share exemplary models of completed graphic organizers. Review the criteria.

9. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended SBAC research targets and embedded standards. http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf Research Informational Text Standards: (RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts). RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose. The note-taking forms in this assessment support the above goal and the following assessed research targets: Research Target 2 Locate, Select, Interpret and Integrate Information Research Target 3 Gather/ Distinguish Relevance of Information Research Target 4 Cite evidence to support opinions or ideas Writing Research Standards: Writing Standard 7: Shows and builds knowledge about a topic Writing Standard 8: Analyzes information for a purpose Writing Standard 9: Supports with evidence and reason

10. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 10 Kindergarten Students are learning to read two or more texts about the same topic. During reading prompt and support students to think about both texts. Ask them to think about how they are the same and different. You may need to go back and refer to both texts throughout the assessment as this is a more complex cognitive skill. Prompting 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 Method Kindergarten has many levels of readiness. The following is an optional method that may be used in the classroom for assessments; ideally the support of an assistant would be helpful. Day OneDay TwoDay Three Read Water to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion. Do the Note-Taking Activity with students or just model. Read Don’t Waste Water to the “whole class.” Students can follow along in text. Prompt and Support may include some discussion. Do the Note-Taking Activity with students or just model. Re- Read both texts to the “whole class.” Students can follow along in texts. Prompt and Support may include some review discussion. Begin the whole class on question #5. Most students can do this independently. Have independent activities ready for those who finish early. Begin the whole class on question #10. Most students can do this independently. Have independent activities ready for those who finish early. Begin the whole class on question #15 – 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 Water, and have students answer the selected response questions # 1 – 4 by pointing or circling the correct answer. Prompting and Support may be showing them how and re- reading the question. In small groups of 4-5 re-read Don’t Waste Water, and have students answer the selected response questions # 6-9 by pointing or circling the correct answer. Prompting and Support may be showing them how and re-reading the question. In small groups of 4-5 re-read both texts, and have students answer the selected response questions # 11 - 17 by pointing or circling the correct answer. Prompting and Support may be showing them how and re- reading the question.

11. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 11 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. main topic Ask students to draw a picture of the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. main topic Ask students to draw a picture of the main topic. 11 main topic. Ask students to explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” main topic. Ask students to explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” 22 Remember students will need to have a note- taking form for each passage. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

12. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 12 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic.

13. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 13 SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. 2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information. Constructed Response Research Rubrics Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas. 2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas. 1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas. 0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.

14. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 14 5. What did the text say about temperature? Write words or letters to tell about it. Constructed Response RI.K.4, Research Target 4 Quarter 3 CFA Research Constructed Response Answer Key RI.K.4 Research Target 4 Research Target4 Ability to cite evidence to support opinions and ideas RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to cite evidence to support the “idea” of what temperature means according to the text Water. Only evidence from the text is sufficient. Student examples drawn or written, of the meaning of the word “temperature” could include (1) drawing hot and cold, (2) temperature can make things(water) feel or look different, and (3) any reference to how temperature affects water before and after it is put in the freezer. Student “Language” Response Example 2 Should have 2 examples: Student draws or writes to compare hot and cold in some way (must be both). Student draws or writes about how water changes because of temperature (frozen or liquid). 1 Should have 1 example from above. 0 None or very few of the pictures show an understanding of the prompts

15. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 15 10. What can happen if there is a leaky faucet? Write or draw about it. Constructed Response RI.K.8, Research Target 3 Quarter 3 CFA Research Constructed Response Answer Key RI.K.8 Research Target 3 Research Target 3: Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text. Constructed Response Research Rubrics Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to answer the prompt – “what can happen when there is a leaky faucet?” Students identify “reasons” an author gives in a text which is equated with relevance (RI.K.8). Sufficient reasons or understanding of the prompt would include (1) a lot of water can gather or collect (or draw/represent in some way), (2) water is wasted when it drips, (3) water is wasted when the faucet is not turned off and, (4) people, animals and plants need water so it should not be wasted. Students draw or write only relevant details/facts about the effects of a leaky faucet from the text (not personal experience). Student “Language” Response Example 2 Should have 2 – 3 examples: Student draws a leaky faucet represented by water dripping in some way. Student shows a way water is wasted – by a puddle or a faucet not turned off. Student may or may not mention “why” water should not be wasted. 1 Should have 1 example: Student draws a leaky faucet represented by water dripping t in some way. 0 None or very few of the pictures show an understanding of the prompts

16. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 16 15. Draw hard and cold water. Draw liquid water. Draw a leaky faucet. Draw how to save water. Constructed Response RI.K.9, Research Target 2 Quarter 3 CFA Research Constructed Response Answer Key RI.K.9 Research Target 2 Research Target 2: Locate, Select, Interpret and Integrate Information. Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to locate and select information about the prompt. Students locate pictures to represent each sentence from the two texts, having to integrate and find similar/different information between the texts (RI.K.9). In Text #1 – Water, students locate hard and cold “water” and select ice cubes or frozen water in a bottle to draw. Also in Text #1, students locate the liquid water (warm water in a glass) and draw a representation of it. In Text #2 – Don’t Waste Water, students locate the leaky faucet and select to draw all of it or parts of it leaking water. Also in Text #2, students locate and select the Picture representing “saving water.” This could actually be the child turning off the water or the man fixing the leak. All responses: if shown as above (Texts #1-#2) gives sufficient evidence of the ability to interpret and Integrate information about the prompt. Student is able to integrate information from both texts. Student “Language” Response Example 2 Should have 3-4 examples: Text #1 – Draws ice or frozen water Text #1 – Draws water in a liquid form. Text #2 – Draws a leaky faucet or water dripping form a faucet. Text #2 – Draws a way to save water – turning off the faucet or fixing a leaky faucet. 1 Should have 1-2 examples: Text #1 – Mentions one of the above facts. Text #2 – Mentions one of the above facts. 0 None of the pictures show an understanding of the prompts.

17. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 17 Write and Revise – Teacher Key 16. Put the period where it goes in the sentence. L.K.2b. The dog is red. 17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2 Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures. Student may write any combination of letters with any combination of sounds within each of the picture-words for water or faucet (or leaky faucet). But some combination of letters should be represented for each picture.

18. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 18 Quarter 3 CFA Selected Response Answer Key

19. 19 Kindergarten C ommon F ormative A ssessment Name_________________ Quarter Three Reading Informational Text Quarter Three Reading Informational Text

20. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 20 Think about an ice cube in a cup of water. An ice cube is frozen water. Water Text 1 How are the ice cube and water different? The cube is hard and cold. The water is wet. It is also warmer than the ice cube. It is a liquid. Temperature is how hot or cold something is. Try this experiment. Fill a cup with water. Then put it in the freezer at night. In the morning, take out the cup. You will see that the water has turned into ice. The next night, put that cup of ice in the fridge. In the morning, take out the cup. You will see that the ice has turned back into water. Ice cubes and water have differences, but they are made out of the same stuff. So why do they look and feel different? The answer is temperature. The freezer is cold

21. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 21 1.What words describe an ice cube? 2.What words tell what temperature is? Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues. B hot or cold A wet or dry C up or down Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.. A warm and liquid B hard and cold Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

22. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 22 3.Which picture shows water as a liquid? 4.Describe a freezer. Students may circle, underline, point or shade in (if appropriate) the correct answer. Please re-read the sentence with the underlined word. Support or prompt if needed with clues. Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.. Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.. A B The freezer is cold A A cold place. B A hot place.

23. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 23 5. What did the text say about temperature? Write words or letters to tell about it. Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

24. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 24 Don’t Waste Water Text 2 Drip, drop! Drip, drop! That is the sound of a leaky faucet. One drop of water is not much. Many drops of water can add up to a lot. Just one leaky faucet wastes some water. People, animals, and plants need water. What can you do? Make sure you turn off the faucet. If you see a leaky faucet, tell a grownup. Listen! Do you hear water dripping? Do not let water go to waste.

25. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 25 Students may circle, underline, point or shade in (if appropriate) the correct answer. 6. What do leaky faucets waste? A water B food Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. 7. Why does the author say to turn off the faucet? note: higher level question – prompt students with the word “why” A It makes a Drip, drop! Drip, drop sound. People, animals, and plants need water. B Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

26. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 26 8.What can many drops of water do? note: higher level question – prompt students by asking “what happens when…?” Students may select “leak” because water can leak, but the question asks what can many drops of water do… A add up to a lot B leak Students may circle, underline, point or shade in (if appropriate) the correct answer. Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. 9. What can a grown-up do if water is dripping? A Turn off the faucet. B Fix the faucet. Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

27. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 27 10. What can happen if there is a leaky faucet? Write or draw about it. Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.

28. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 28 11. What do both texts tell about? A water B temperature Students may circle, underline, point or shade in (if appropriate) the correct answer. Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 12. Which text tells how to save water? A B Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

29. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 29 13. Which picture shows how the two texts are different? Very high level – prompt with “what shows something about both texts…” dripping and frozen water B Students may circle, underline, point or shade in (if appropriate) the correct answer. 14. Which text would you read to learn how to make ice cubes? Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). A warm and cold water A B

30. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 30 1 Draw hard and cold water. 2 Draw liquid water. 3 Draw a leaky faucet. 4 Draw how to save water. 15. Constructed Response RI.K.9 Students must compare both stories to find answers.

31. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 31 16. Put the period where it goes in the sentence. L.K.2b The dog is red 17. Write a word under each picture. Use letters and sounds you know. Tell or draw more if you can. W.2 Students should write one letter or several that represent a sound or sounds in the picture. They may “write” or draw more about the pictures.

32. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 32 STOP Close your books and wait for instructions!

33. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 33 1 2 3 4 5 3210 Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. 6 7 8 9 10 3210 Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. 11 12 13 14 15 3210 Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 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.