Grade 1 Teacher Directions C ommon F ormative A ssessment

1. Quarter Three Reading Informational Text Grade 1 Teacher Directions Common Formative Assessment

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.

3. Important Information • This booklet is divided into two parts… • Teacher Resources • Page 1 – 16 • Student Assessment • Page’s 17 – 36 • 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. Do NOT allow students to read the passages before the assessment. • Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment. • Printing Instructions… Be sure you have printed a teacher’s Edition! • Please print the teachers directions (pages 1 – 16). Read the • directions before giving the assessment. • Print pages 17 – 36 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.

4. Types of Readers 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. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” 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. Selected and Constructed Response QuestionsNote: The constructed response questions do NOT assess writing proficiency and should not be scored as such. 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. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. Scoring Options 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). 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. 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." 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?). Scoring forms are available at: http://sresource.homestead.com/index.html

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 reviseassessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 Students “Read to Write” integrating basic writing and language revision skills. Write and Revise Assessed Categories for Quarter Three Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

6. Important Please Read Before Starting Assessment • Quarter Three Preparing for Performance Tasks • The quarter three CFA 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 1and 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. • 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 1of 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 skillsstudents need in order to complete a performance task. • 3. Planning: In Part 2of a performance task students plan their essay. Students 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/.

7. 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. 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. Read the text through to get the “gist” without the distraction of finding answers or note-taking. Re-read the text. Take notes using a note-taking form. 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. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt How do apples make their way to your home? OPTIONAL! (By 4th 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: Find a graphic organizer you’ve used before to plan a writing piece. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. Be sure students know the criteria before they begin (what you are expecting them to do). Share exemplary models of completed graphic organizers. Review the criteria.

9. 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 Aligned Research Standards: • Writing Standard 7: Shows and builds knowledge about a topic • Writing Standard 8: Analyzes information for a purpose • Writing Standard 9: Supporting with evidence and reason

10. Grade 1 Write one new key idea you learned about the main topic. . . 1 Instruct students to look at a part of the passage they liked or one you’ve chosen for them (a paragraph or section). Ask students “Does this part of the paragraph or section tell you something new about the main topic? (remind them of the main topic). This is akey ideaabout the main topic. Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. • Ask students to look for key detailsthat explain more about the “something new.” • key detailsgive evidence to support a key idea(or idea). • Example if the main topic is about dogs and ... • “The dog likes to play,” (is the key Idea), • Then some key detailsmight be: • the dog likes to play fetch. • the dog likes to play with the ball. 2 Remember students will need to have a note-taking form for each passage. 3 • Differentiation: • In grade one you can scaffold students by starting with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. • Students who need more direct instruction – teach each part in a mini lesson. These concepts can be taught separately: • Main topic • Key Ideas • Key Details • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

11. Name_____________________ Passage_________________ Write one new key idea you learned about the main topic. Grade 1 Note-Taking Form Explain more key details about the new key idea you learned. You can use words and pictures to tell about it.

12. SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) 

13. Quarter 3 CFA Research Constructed Response Answer Key Constructed Response RI.1.4, Research Target 2 6. What do both texts say is the purpose of a warehouse? RI.1.4 Research Target 2

14. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.1.8 Research Target 4 12. What key details in Apple Picking Timeand How Do Apples Get to You?explain how apples are picked from trees? RI 1.8 Research Target 4

15. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.9 Research Target 4 18. How do apples get from the trees to your home? Use examples from both texts. RI 1.9 Research Target 4

16. Quarter 3 CFA Selected Response Answer Key

17. Quarter Three Reading Informational Text Grade 1 Common Formative Assessment Reading Informational Text Name_______________

18. Student Directions: Part 1 Your assignment: You will read two texts about apples. Read both texts. Take notes about the texts. Answer the questions.

19. Text 1 Apple Picking Time Follow an apple from the tree to the store. Wiki License Adapted by HSD Teachers

20. Apple Picking Time Wiki License Adapted by HSD Teachers

21. Text 2 How Do Apples Get to You?

22. Name ______________ According to the two texts, what is a warehouse? RI.1.4 an orchard a bin a building where things are stored a store for apples What word describes a warehouse? RI.1.4 ripe cold crunchy red

23. Which picture looks most like a warehouse? RI.1.4 B C D A Why are warehouses cold? RI.1.4 They keep the apples crunchy. The trees are in a rows. It is a building where apples are stored. People eat the apples.

24. How do apples get to the warehouse? RI.1.4 The apples are packed in boxes. Rotten apples are thrown out. Trucks take bins of apples there. D. Big trucks take them to the grocery store.

25. 7. During what time of the year are apples picked? RI.1.8 summer fall C. winter spring 8. When are apples ready to be picked? RI.1.8 Apples are ready to be picked when they are red. Apples are ready to be picked when they are in the orchard. Apples are ready to be picked when they are cold. D. Apples are ready to be picked when they are fully grown.

26. 9. What is something that workers use to pick apples? RI.1.8 orchards ladders bins D. trucks 10. According to both texts, what happens right after apples are picked? RI.1.8 The apples are put into bins or bags. Trucks take them to the warehouse. They are packed into boxes. D. People eat the apples. Crunch!

27. 11. What are two ways that apples can be picked? RI.1.8 orchards and rows bins and bags warehouses and buildings D. people and machines

28. 13. According to Apple Picking Time, what apples are thrown out? RI.1.9 red apples cold apples ripe apples rotten apples 14. According to both texts, where do the trucks take the apples after the warehouse? RI.1.9 Trucks take apples to the orchard. B. Trucks take apples to the warehouse. C. Trucks take apples to the bins. D. Trucks take apples to the grocery stores.

29. 15. According to both texts, where do some people buy apples? RI.1.9 orchards warehouses grocery stores home 16. According to Section 4 of Apple Picking Time, how are apples sorted? RI.1.9 color and size size and shape clean or dirty red, yellow or green

30. 17. According to both texts, where do apples grow? RI.1.9 warehouses orchards grocery stores at home

31. 19. Read the sentences below. (Write and Revise W.2) People shop in those stores. They buy apples to eat. The apples can be red, green, or yellow. Why not have an apple? Crunch! ____________________________________________. Which sentence below would best fit in the blank? You can pick apples. You might really like it. Apples grow on trees. The apples are in a warehouse. 20. Read the sentences below: (Write and Revise W.2) Apples grow in orchards. You can buy the apples at a store. Then the apples are picked. The apples are stored in a warehouse to stay cold. Which sentence does not belong? Apples grow in orchards. You can buy the apples at a store. Then the apples are picked. The apples are stored in a warehouse to stay cold.

32. 21. If you see a rotten apple, do not eat it. (Write and Revise L.1.c. L.6) Which word or phrase could be used to replace rotten? very good red sweet not good 22. After you sort the apples, put the good ones in a box. (Write and Revise L.1.c, L.6) Which word or phrase could be used to replace sort? mix up eat Find the apples pick the best

33. 23. Read the sentence below. (Write and Revise L.2.c) Some apples are red yellow and green. Which sentence shows the correct way to place commas? A. Some apples are red yellow, and green. B. Some apples are red, yellow and green. C. Some apples are red, yellow, and green. D. Some apples, are red yellow and green. 24. Which sentence has the correct capitals? (Write and Revise L.1.2a) Joe and Ann like to eat apples. Joe and ann like to eat apples. joe and Ann like to eat apples. joe and ann like to eat apples.

34. STOP Close your books and wait for instructions!

35. 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.

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