Kindergarten Teacher Directions C ommon F ormative A ssessment

1. Quarter Four Reading Informational Text Standards RI. 3, 6 and 9 Kindergarten Teacher Directions Common Formative Assessment

2. Quarter Four Informational Text Common Formative Assessments Team Members and Writers This assessment was developed working backwards by identifying the central insight of the two passages in order to write a performance task prompt. Key Ideas were identified to support constructed responses and key details align with the selected response questions. All questions support students’ background knowledge in order to answer the performance task prompt. Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

3. This is a CCS Standards-based listening comprehension assessment, to be given at the end of the current quarter. Formal assessments have a limited range of assessing a student’s knowledge, but can be used as an instructional guide for those most important daily and weekly informal assessments. Kindergarten Directions Read each passage to your class as a “listening comprehension activity. SL.K.2“Confirm understanding of a text read aloud or information presented orally …” Discuss the story, but not the specific questions on the test. Lessen discussion time each quarter. 3. Model the “note-taking” page. Throughout the year scaffold students to be able to do this independently. Note-taking in kindergarten prepares students to use the first skill toward research (recognizing the main topic), (RI.K.1 overarching standard), ( required research for integration of knowledge and Ideas, in standards RI.K.7-9). Questions and ScoringAssessment questions can be answered individually or in small or whole group depending on the level of scaffolding your students need. Any and all levels of differentiation and /or support are encouraged with the goal of independence toward the end of the year. A record form has been provided. If you wish to use it you’ll need one form per student. 1. Selected Response: Six questions requiring students to circle correct answer. Constructed Response: Three questions requiring students to write, draw or dictate an open-ended response. These are at higher DOK. 3 Performance Task: One performance task requiring students to integrate what they’ve learned from both passages. For more about kindergarten performance tasks:http://www.corestandards.org/assets/Appendix_B.pdf Scoring records are also available at: http://sresource.homestead.com/index.html

4. Kindergarten OPTIONAL Managing Assessment The two passages are read aloud to students. Students may/not have a copy but should have access to the illustrations while you are reading (one option is ELMO). 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. Teachers, The following page is the record form. The questions you ask the students are on the record form. You can ask students individually, small or whole group.

6. Grade K Note-Taking Teacher Directions Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. 1 Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). 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. Ask students to draw a picture of the main topic. Remember kindergarten students are scaffolded gradually with much support. Use letters, words or pictures. Tell more about the main topic. Ask students to explain more about the main topic. 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 ideasand details.” Ask students, “What ideasor detailscan you find and tell about?” 2 • 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.

7. Grade K Student Copy Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Use letters, words or pictures. Tell more about the main topic.

8. All people need to be safe. People need to have others who care for them. All people need food, water, clothes and a place to live. Wants and Needs Passage 1 Needs are things you cannot live without. All people need to feel wanted. People need friends.

9. Some things we want but we can live without them. Wants are things you would like to have but can survive without them. Passage 1

10. Limited Resources Passage 2 Have you ever gone grocery shopping with someone? Sometimes we can’t always get everything we want at the grocery store. What is something good to buy at the grocery store that we need? Bread, eggs, milk, cheese and other healthy fruits. What is something we can buy at the grocery store , but is not what we really need? Ice cream, cookies, candy and Coke! There is a limit to the amount of money we have. Because money has a limit, it is called a limited resource. We should buy things we need first. Then, if there is any money left over we can sometimes buy things we want, but not always.

11. Quarter 4 CFA Selected and Research Constructed Response Answer Key

14. Quarter Four Reading Informational Text Kindergarten Common Formative Assessment Name_________________

15. Selected Response Questions Circle the correct answer. Teacher, “What is the illustrator showing in this picture?”