Grade 1 Teacher Directions C ommon F ormative A ssessment

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

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 8 • Student Assessment (can be printed in a small booklet form) • Pages 10– 24 • This material is intended for assessing reading informational standards RI - 1,2 and 3 at the end of quarter 1. Do NOT allow students to read the passages before the assessment. • Student scores can be recorded on the (1) Learning Progressions Checklist(in the last box) or student scores can also be recorded on the (2) Class Assessment Summary Sheet (enter the total number of correct selected responses for each standard). Each constructed response receives a score from 0 – 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 print the entire 24 pages – then divide it into two sections (teacher and student). This would be a regular 8 ½ X 11 sheet for students per page. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 10– 24 in booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

4. Directions for Common Formative Assessment • 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-Readers or Far Below Grade Level: • (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. • Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. • Remind students to S TOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. • When scoring.... ....(Assessment Class Summary Sheet) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5) on the Assessment Class Summary Sheet. • Each constructed response receives a score from 0 – 3 as indicated by the constructed response rubric. • DO NOT write recommendations for the student as to why a score was incorrect in their test booklet. It is important for students to reflect on their own answers (after the tests have been scored) on the reflection sheet (last page of student booklet). • Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 23. • The last page in the student booklet is a reflection page (page 24). This last page activity is invaluable for understanding how to differentiate student instructional needs. • Present ONEspecific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: • What did you not understand about the question? • Underline words you did not understand. • Rewrite the question to what you think it is asking

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 thatask 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.

6. Quarter 1 CFA Constructed ResponseAnswer Key Constructed Response RI.1.1 • ? 10. How can you keep safe in a hurricane. Use details from the text . Scoring Notes: “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt addressing ways to keep safe in a hurricane. Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development. Some of these aspects would include staying inside and avoiding windows, watching weather reports, having food and water ready and having a safety kit. The student is focused and organized, consistently addressingthe purpose, audience, and task (not veering from the focus of keeping safe in a hurricane). Student includes sentences of variedlength and structure.

7. Quarter 1 CFA Constructed ResponseAnswer Key Constructed Response RI.1.2 • ? 17. How can you protect your skin from the sun? Use details from the text. Scoring Notes: “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt ( lists only ideas about how to protect the skin from the sun). Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development which may include: wearing sun block, wearing a wide-brim (or large) hat, reapplying sun block after getting wet and using a beach umbrella. Because this question focuses on standard RI.2, the student should connect to the main idea of protecting the skin from the sun. The student is focused and organized, consistently addressing the purpose, audience, and task (stays with the idea of protection and doesn’t veer from the effects of not using protection from the sun!) and includes sentences of variedlength and structure.

8. Quarter 1 CFA Constructed ResponseAnswer Key Constructed Response RI.1.3 • ? What can happen if you do not protect your skin from the sun? Use details from the text. Scoring Notes: “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt (lists only ideas about effects of not protecting your skin from the sun). Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development which may include having red or burnt skin, being sick, becoming too hot and needing water. The student is focused and organized, consistently addressing the purpose, audience, and task (doesn’t veer from the prompt) and includes sentences of variedlength and structure.

9. Quarter 1 CFA Selected Response Answer Key

10. Quarter One Reading Informational Text Grade 1 Common Formative Assessment Reading Informational Text Name_______________

11. Spinning Storm • 1 • Hurricane season is here! The season lasts from June to November. A hurricane is a storm that brings heavy rain and strong winds. It can harm trees and homes. • 2 • A hurricane begins over warm ocean water. Winds make the storm spin around and around. The center of the storm is called the eye. It is calm there. • 3 • Hurricanes often hit places near the coast. A coast is land next to the ocean. A hurricane can cause big ocean waves. The waves are called a storm surge. That can cause flooding. • 4 • Follow these tips to stay safe during a hurricane. • Stay indoors. Don’t go near windows. • Check weather reports. • Make sure you have water and food to last three days. • 5 • How can you get ready for a hurricane? You can pack a safety kit with water, a radio, a flashlight, batteries, blankets, and food. EnglishforEveryone.org

12. Name ______________ When is hurricane season? RI.1.1 June to October July to November June to November November to June 2. Why do hurricanes spin around and around? RI.1.1 Hurricanes spin because hurricanes begin over warm water. Hurricanes spin because hurricanes begin over warm ocean water. Hurricanes spin because there is heavy rain. Hurricanes spin because winds make the storm spin.

13. Where do hurricanes hit most often? RI.1.1 near the coast over the waves C on land D. near a storm surge Why would someone pack a safety kit with food and water? RI.1.2 Someone may pack a safety kit with food and water to stay warm. Someone may pack a safety kit with food and water to stop a flood. Someone may pack a safety kit with food and water to save a tree. Someone may pack a safety kit with food and water to get ready for a hurricane.

14. Which sentence best tells where hurricanes begin? RI.1.2 Hurricanes begin near the coast. Hurricanes begin over warm ocean water. Hurricanes begin where there are big waves. D. Hurricanes begin in June. What is the text mostly about? RI.1.2 The text tells about hurricanes and how to stay safe during the storm. The text is mostly about how hurricanes start at the ocean. The text is mostly about safety during a hurricane. The text is mostly about where hurricanes happen.

15. 7. Which of these best describes the eye of the hurricane? RI.1.3 It spins around and around. It begins over warm ocean water. C. It brings heavy rain. It is the center of the storm and it is calm. 8. How can hurricanes cause flooding? RI.1.3 A hurricane can cause flooding when there are a lot of small waves. A hurricane can cause flooding when there are waves on the coast. A hurricane can cause flooding when it creates large waves called a storm surge. D. A hurricane can cause flooding when there is heavy rain and wind.

16. 9. How are batteries most useful in a safety kit? RI.1.3 Batteries can be used to power your electronic games. Batteries can be used to power your flashlight and radio. Batteries can be used to power your toys. D. Batteries can be used to power your telephone.

17. The Sun 1 The sun is strong. Skin tans in the sun. But skin can get red in the sun too if you are in the sun too long. Your skin gets hot as well. 2If you go to the beach, you should put on sun block . If you get wet put on extra sun block. The extra sun block will help you not to get red! When you sit on the sand at the beach you can put up an umbrella. The umbrella blocks the sun. 3 If it is sunny when you play outside you should wear a hat or put on sun block. Some people do both. If the brim of the hat is big it will help block the sun so you do not get a burn. 4 Some people want to get a suntan. Sitting in the sun too long to tan is not good for your skin. A sunburn can make your skin red and hot. Did you know a sunburn can make you feel sick? You will need to drink a lot of water to feel better. EnglishforEveryone.org

18. Name ______________ 11. What can you do to protect your skin from the sun? RI.1.1 You can drink lots of water. You can get wet. You can sit on the beach. You can put on sun block. 12.What should you do if you get wet? RI.1.1 If you get wet, tan on the beach. B. If you get wet, you should put on more sun block. C. If you get wet wear a hat. D. If you get wet take a nap.

19. What is the best kind of hat to wear to block out the sun? RI.1.2 To block the sun wear a hat with a wide brim. To block the sun wear any kind of hat. To block the sun wear a small hat. To block the sun wear a water cap. 14. What is this story mostly about? RI.1.2 This story is mostly about how to have fun in the sun. This story is mostly about how the sun is hot and strong. This story is mostly about ways to protect your skin from the sun. This story is mostly about red skin.

20. 15. What can happen if you do not wear sun block? RI.1.3 If you do not wear sun block you will get hot. If you do not wear sun block you can get a sun burn. If you do not wear sun block you will not get a tan. If you do not wear sun block you should sit under an umbrella. 16. Why can your skin turn red in the sun? RI.1..3 Your skin can turn red if you are in the sun too long. Your skin can turn red if you put on sun block. Your skin can turn red if you sit in the sand. Your skin can turn red if you wear a hat.

22. STOP Close your books and wait for instructions!

23. Student Self-Check

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