Grade 1 Teacher Directions C ommon F ormative A ssessment

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Grade 1Teacher Directions

Common Formative Assessment

Quarter One

Reading Informational Text

http://moodle.kingsley.k12.mi.us/course/view.php?id=52


2Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information A. This booklet is divided into two parts…

1. Teacher’s Resources and Answer Keysa. Pages 1 – 8

2. Student Assessment (can be printed in a small booklet form)b. Pages 10– 24

B. 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.

C. 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


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 ONE specific 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


SBAC Reading AssessmentConstructed Response General Template

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The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

relevant evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

2

The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently

addresses the purpose, audience, and task.• includes sentences of somewhat varied length and structure

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The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant

evidence to support development.• lacks focus and organization and generally does not address the

purpose, audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

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.


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Sample Response “Student Language” Hurricanes can be very dangerous. People can stay safe during hurricanes by staying inside and not standing by windows. They can watch the weather reports on TV. It can help to have food and water ready. You can have a safety kit too in case someone gets hurt. These are ways of staying safe in a hurricane.

2Sample Response You can be safe in a hurricane if you stay away from windows. It is not good to go outside. Have lots of water too.

1Sample ResponseIf you are in a hurricane it is not safe. The wind can blow you away. Stay in the house.

0Sample Response (answer has nothing to do with prompt)I saw a hurricane on TV.

10. How can you keep safe in a hurricane. Use details from the text .

Scoring Notes: “Teacher Language” Student gives essential elements of a complete interpretation of the prompt addressing ways to keep safe in a hurricane. Student addresses many aspects of the task and provides sufficient relevant evidence to 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 addressing the purpose, audience, and task (not veering from the focus of keeping safe in a hurricane). Student includes sentences of varied length and structure.

Constructed Response RI.1.1

Quarter 1 CFA Constructed Response Answer Key

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3Sample Response “Student Language” There are lots of ways to protect your skin from the sun. Do not stay in the sun too long. This is one way. Another way is to wear sun block when you go outside. Sometimes you can wear a big hat. If you go to the beach you should sit under an umbrella. These are some ways to protect your skin from the sun.

2Sample ResponseIt is good to protect your skin from the sun. If you are in the sun too much you can get sick. I wear sun block when I go outside. My mom calls it sunscreen though. It is kind of gooey. You can wear a big hat too.

1 Sample Response The sun can burn you and make you red and sick. You should stay out of the sun.

0 Sample Response (answer has nothing to do with prompt)One time I went in the sun and felt really bad.

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 complete interpretation of the prompt ( lists only ideas about how to protect the skin from the sun). Student addresses many aspects of the task and provides sufficient relevant evidence to 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 varied length and structure.



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3Sample Response “Student Language” The sun can hurt your skin if you are in it too long. This is called a sunburn! If you do not protect your skin it can become really red. This is not safe. It can make you feel hot and then sick. When you are in the sun too long you may need to drink lots of water.

2Sample ResponseYou can protect your skin from the sun. If you don’t you can get really sick and hot. Your skin can get red too.

1Sample Response If you get a sun burn you feel bad. Sometimes you go to the doctor. . It is not fun to be sick when you get burned.

0 Sample Response (answer has nothing to do with prompt)The sun is big and yellow and very hot.

18. 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 complete interpretation of the prompt (lists only ideas about effects of not protecting your skin from the sun). Student addresses many aspects of the task and provides sufficient relevant evidence to 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 varied length and structure.



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Quarter 1 CFA Selected Response Answer Key

Question 1 When is hurricane season? 1.1 C

Question 2 Why do hurricanes spin around and around? 1.1 B

Question 3 Where do hurricanes hit most often? 1.1 A

Question 4 Why would someone pack a safety kit with food and water? 1.2 D

Question 5 Which sentence best tells where hurricanes begin? 1.2 B

Question 6 What is this text mostly about? 1.2 A

Question 7 Which of these best describes the eye of the hurricane? 1.3 D

Question 8 How can hurricanes cause flooding? 1.3 C

Question 9 How are batteries most useful in a safety kit? 1.3 B

Question 10 Constructed Response 1.1

Question 11 What can you do to protect your skin from the sun? 1.1 D

Question 12 What should you do if you get wet? 1.1 B

Question 13 What is the best kind of hat to wear to block out the sun? 1.2

Question 14 What is this story mostly about? 1.2 C

Question 15 What can happen if you do not wear sun block? 1.3 B

Question 16 Why can your skin turn red in the sun? 1.3 A



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Grade 1

Common Formative Assessment


Name_______________

Quarter One




EnglishforEveryone.org

Spinning Storm

1Hurricane 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. 2A 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. 3Hurricanes 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. 4Follow 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. 5How can you get ready for a hurricane? You can pack a safety kit with water, a radio, a flashlight, batteries, blankets, and food.


Name ______________

1. When is hurricane season? RI.1.1

A. June to October

B. July to November

C. June to November

D. November to June

2. Why do hurricanes spin around and around? RI.1.1

A. Hurricanes spin because hurricanes begin

over warm water.

B. Hurricanes spin because hurricanes begin over warm ocean water.

C. Hurricanes spin because there is heavy rain.

D. Hurricanes spin because winds make the storm spin.


4. Why would someone pack a safety kit with food and water? RI.1.2

A. Someone may pack a safety kit with food and water to stay warm.

B. Someone may pack a safety kit with food and water to stop a flood.

C. Someone may pack a safety kit with food and water to save a tree.

D. Someone may pack a safety kit with food and water to get ready for a hurricane.

3. Where do hurricanes hit most often? RI.1.1

A. near the coast

B. over the waves

C on land

D. near a storm surge


6. What is the text mostly about? RI.1.2

A. The text tells about hurricanes and how to stay safe during the storm.

B. The text is mostly about how hurricanes start at the ocean.

C. The text is mostly about safety during a hurricane.

D. The text is mostly about where hurricanes happen.

5. Which sentence best tells where hurricanes begin? RI.1.2

A. Hurricanes begin near the coast.

B. Hurricanes begin over warm ocean water.

C. Hurricanes begin where there are big waves.

D. Hurricanes begin in June.


8. How can hurricanes cause flooding? RI.1.3

A. A hurricane can cause flooding when there are a lot of small waves.

B. A hurricane can cause flooding when there are waves on the coast.

C. 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.

7. Which of these best describes the eye of the hurricane? RI.1.3

A. It spins around and around.

B. It begins over warm ocean water.

C. It brings heavy rain.

D. It is the center of the storm and it is calm.


9. How are batteries most useful in a safety kit? RI.1.3

A. Batteries can be used to power your electronic games.

B. Batteries can be used to power your flashlight and radio.

C. Batteries can be used to power your toys.

D. Batteries can be used to power your telephone.

10. How can you keep safe in a hurricane? Use details from the text . RI.1.1

(Teacher Only) Final Score_____


EnglishforEveryone.org

The Sun 1The 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.

3If 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.

4Some 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.


Name ______________

11. What can you do to protect your skin from the sun? RI.1.1

A. You can drink lots of water.

B. You can get wet.

C. You can sit on the beach.

D. You can put on sun block.

12.What should you do if you get wet? RI.1.1

A. 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.


14. What is this story mostly about? RI.1.2

A. This story is mostly about how to have fun in the sun.

B. This story is mostly about how the sun is hot and strong.

C. This story is mostly about ways to protect your skin from the sun.

D. This story is mostly about red skin.

13. What is the best kind of hat to wear to block out the sun? RI.1.2

A. To block the sun wear a hat with a wide brim.

B. To block the sun wear any kind of hat.

C. To block the sun wear a small hat.

D. To block the sun wear a water cap.


16. Why can your skin turn red in the sun? RI.1..3

A. Your skin can turn red if you are in the sun too long.

B. Your skin can turn red if you put on sun block.

C. Your skin can turn red if you sit in the sand.

D. Your skin can turn red if you wear a hat.

15. What can happen if you do not wear sun block? RI.1.3

A. If you do not wear sun block you will get hot.

B. If you do not wear sun block you can get a sun burn.

C. If you do not wear sun block you will not get a tan.

D. If you do not wear sun block you should sit under an umbrella.


17. How can you protect your skin from the sun? Use details from the text. RI.1.2


18. What can happen if you do not protect your skin from the sun? Use details from the text. RI.1.3



STOPClose your books and wait for instructions!


Student Self-Check

1 92 10 3 2 1 03 114 125 136 147 158 16Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct.

17 3 2 1 018 3 2 1 0


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Grade 1 Teacher Directions C ommon F ormative A ssessment