Pre-Assessment for Quarter 2 Reading Informational Text

1. Grade Pre-Assessment for Quarter 2 Reading Informational Text

2. Important Information • This booklet is divided into two parts… • Teacher’s Guide • Pages 1 – 13 • Students Assessment to be printed in a booklet form • Page s 14 - 22 • 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. • 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 – 22in booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Booklet

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 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.

4. 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 reviseassessed categories (one for kindergarten – W.2) to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 2 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two 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. Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax) Quarter 3 Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

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

6. Scoring Directions: Record student pre-assessment selected responsescores 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. Class Learning Progressions Checklist (example for pre-assessments) Assessment Summary Sheet ( for pre-assessment and CFA)

7. Quarter 2 Pre-Assessment Answer Key

8. SBAC Reading Assessment Short 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.

9. Quarter 2 Pre-Assessment Constructed ResponseAnswer Key Constructed Response 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.

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

11. Teachers: Read the story below to your students, modeling with an informational book of your choiceas you read. Then have students answer questions # 1 – 4. Parts of a Books 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. 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.

12. Teachers: Read the story below to your students. Project it on a screen so all students can see the storytext 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. First You need glue, flour and water. You mix it together in a bowl. It is very sticky! Second You will need a lot of paper cut into strips. You will also need a balloon. A Piñata By Cindy Tess A Piñata A 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. 1 2

13. 3 4 5 6 Fourth When the balloon is covered with paper let it dry. Then put a hole in the balloon. Now it’s Time to Hit the Piñata! 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.. Third Dip each strip of paper into the sticky mix. Then, put the strips of paper on the balloon.

14. Grade Pre-Assessment for Quarter 2 Reading Informational Text Name ____________________

15. Students may circle, underline or shade in (if the answer is in a shape) the correct answer. Name ______________ 1 Circle the picture that shows the front cover of a book. B A 2 Circle the picture that shows the back cover of a book. A B

16. Students may circle, underline or shade in (if the answer is in a shape) the correct answer. Name ______________ Circle the picture that shows what an author does. 3 What does this book cover tell us the book will be about? A B B A 4

17. Students may circle, underline or shade in (if the answer is in a shape) the correct answer. What does the illustrator show us about piñatas? 5 A piñata can be the shape of anything. how to put strips of paper on a balloon A B 6. What does the author tell us about piñatas? 6 Some children have a piñata on their birthday. Glue, flour and water make a sticky mix. A B

18. Students may circle, underline or shade in (if the answer is in a shape) the correct answer. 7. Which illustration shows how to make the sticky mix? 7 B 8. Why is there a hole in the balloon? 8 A You put paper in the hole. You put candy in the hole. A B

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

20. 10 10. What did you learn about piñatas in the story and in the illustrations? Draw a picture about it.

21. 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!

22. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. 1 3 2 4 6 5 Color your score blue. 7 8 9 10 Quarter Two CFA Pre-Assessment Informational Text – Important Adjustment Points