· web viewbefore we begin the assessment, i have a story to read for you on the smartboard....

Selected Response Assessment

Grade level: 1st gradeUnit: Story Elements/CharacterizationPurpose: This formative assessment for learning will be used to determine student knowledge and understanding of the story elements: character, setting, and main events using key details.These ELL students were placed in a pull-out group based on their WiDA scores. They scored in the 1-2 proficiency range on the WiDA assessment which indicates entering or emerging English skills. They are also performing below grade level according to their MAP testing scores. This assessment will be administered in a small group setting to provide feedback on which students have mastered the knowledge targets and are ready to move on to work with story elements and characterization on more of a reasoning target level. Students must define the story elements as well as understand main events including key details. They will also need to be able to determine the main idea. Data collected from this assessment will used by the teacher, the students, and the families of the students. The teacher will use the data to determine who has mastered the knowledge targets and which students still need remediation or re-teaching of the story elements. The students will use the information to set goals for themselves in their skill development. Parents will be informed of the results in order to assist students at home to obtain mastery, maintain mastery, or even promote enrichment.Common Core State Standards: RL.1.1: Ask and answer questions about key details in a text.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.*This formative assessment will be used for learning to determine readiness for further reasoning targets in this unit.

Learning Targets:

Learning Targets Knowledge Items Reasoning Items

I can define character. 5

I can define setting. 6

I can define main events using key details.

7

I can identify a character in the story.

1

I can identify the setting of the story.

3

I can identify the main events using key details.

2

I can identify the main idea of the story.

4

I can retell the story using key details in order.

8-12

Directions for Assessment:

Teacher says: We have been learning the elements of a story.

Teacher does: Remember our motions (teacher shows Total Physical Response motions for each story element). Students will copy and review the motions and repeat the words: character, setting, events, main idea, etc.

Teacher says: These elements will help us understand the story better and eventually find out more about our characters and parts of the story. Today you get to show me if you can define and identify these parts of a story. This will help me, you, and even your parents know which items you have mastered and which things you still need help or more time to master. Before we get further involved in our stories we have to make sure we understand the basic elements.

Teacher does:Before we begin the assessment, I have a story to read for you on the smartboard. Please come to the carpet and show me with your bodies that you are ready to listen. Teacher read the book Just a Snowman by Mercer Mayer. Teacher will stop and point to pictures along the way.

Teacher says: Now, we will use this story to complete our assessment. I am so proud of how much all of you have learned about story elements! Please return to your seats, take out your offices, a pencil and an eraser, and show me you are ready as I count down from 10 to 0. I will know that you are ready to start when you place your finger on your nose and have eyes on me ready to listen.

I see several friends with their fingers on their noses, but we are still waiting for a few friends. Now that everyone is ready to take their assessment, let’s talk about what kinds of questions you will see. Our assessment has 12 questions.

Teacher does: Teacher will show an assessment on the SMART Board magnified for students to see. The first four questions (hold up the number four) will be multiple choice. We will go over an example question later. These questions have three choices, and you will circle the letter that shows the correct answer. (Show the example questions on the SMART Board). The next three questions

(hold up the number 3 on fingers) are True/False questions. (Show the example question.) On each of these you will choose True if the statement is correct and False if it is incorrect. Finally, the last set of 5 questions (show 5 fingers like the story telling hand we used in our lessons) is fill-in-the-blank. For these questions you will use the event bank and its pictures to retell the events of the story in order. (Show the event bank and the sample questions). Each item on our assessment is worth one point each for a total of 12 points.

Teacher says: I will read the directions, the questions, and even the answers aloud. You will have plenty of time, and we will pause as we read through the assessment. If you do not understand something or have a question during the assessment please raise your hand (model this with hand in air). You will have time to finish even after we have read through the entire assessment. When you finish your assessment, please raise your hand and I will come and collect it from you (model this with hand in air). Then you may get a book out of your book box and read to self quietly while you are waiting for your friends to complete the assessment.

Teacher does: Does anyone have any questions before we begin (model this with hand in air)? Remember if you have a question or do not know what to do raise your hand (model this with hand in air).(Teacher models putting hand on top of her head) Please place your hand on top of your head when you are ready to show what you know! I’m excited to find out what we have accomplished and what we still need to work on. I am impressed with how hard we have worked on these skills!

The first few pages are the words that go to the story I just read to you. This is to help you in case you have questions we can go back to the story and re-read or use the words to assist us during our assessment. (Show the words on SMART Board as well as hold up the picture book to show how the words are the same). Remember, this text is in the same format as the many other Little Critter Books we have read together throughout the unit.

Let’s begin! After all your wonderful work, it is time to show what you know!! Please write your name where is says name at the top of the first page (Teacher writes her name on the SMART Board to model for the students). Next to your name please write the date. Today is February 16, 2017. (Teacher writes the date on the SMART Board to model). Listen carefully and place your fingers on the words as I read the directions to you. (Teacher points to directions on SMART Board and travels around the room to make sure students are using their fingers to follow along).

Teacher reads: Multiple Choice. Directions: Listen carefully while the question is read to you. Think about which response makes sense according to the story we just read. Use the pictures to help you. Then circle the best answer. Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct (point and model where these items are on the assessment magnified on the SMART

Board). At this time teacher will also use any native languages possible to check for understanding as well.

Teacher says/does: We are going to complete an example together to make sure we understand how to complete the assessment. Everyone point to where you see the word example (teacher points to the word example on the SMART Board and travels around the room to check and see if students are pointing at the correct spot on the assessment). The question says: In the story Little Critter went sledding. What element is sledding in the story? The answer choices say: A. a character, B. an event, C a setting. Who can give us an idea of how to figure out the answer to this question? Raise your hand if you can tell me. (Call on a student to say the correct answer). Great work! How did you figure that out? Remember the picture is there to help you also (teacher points to the picture). Now in the last two columns it says sure and unsure. This is where I want you to think about your own learning. If you are sure that the answer is correct, circle the guy that is sure with his thumb up (point to this emoji on the SMART Board). If you are not sure if the answer is correct, then please circle the guy that has a question mark above his head because we does not know if this is the right answer. Please be honest. This will help us determine if we need more learning time on this topic.

This is how we will answer questions 1-4. Please raise your hand if you do not understand what to do (model raising hand). Clarify the directions in the students’ native languages if possible or needed.

Now that we know what to do, we will answer questions 1-4. I will again read the questions and answer choices aloud to you. I need to know what YOU know, not what your neighbors know, so please keep your answers to yourself and do not share them aloud. This will be very important when we use our results from the assessment. Thank you! You will circle the letter on your own assessment.

Teacher reads: Point to question number one. (Teacher models on the SMART Board and checks to see if students follow the direction). The question says: This is Little Critter. What element is he in the story? The answer choices say: A. a character, B. an event, C. a setting. Please circle the correct answer. (The teacher will wait for few moments to give students ample time to circle their answer choices (teacher will check for finished student by asking students to lift pencils in the air when finished and when all students have marked an answer move on). Now circle the thumbs up if you are sure your answer is correct. If you are not sure or made a guess please circle the questioning face. Teacher will read questions 2-4 in this same manner.)

Teacher says/does: Excellent work and focus! We just completed the first part of our assessment. Let’s have a short brain break! (Teacher will show them how to stand up turn around and sit down. If needed they can do a few jumping jacks.).

Teacher reads:Now we are going to do the next part: True or False. Listen carefully and place your fingers on the words as I read the directions to you. (Teacher points to directions on SMART Board and travels around the room to make sure students are using their fingers to follow along). Directions: Listen carefully while the question is read to you. Then circle yes if the sentence is true (correct). Circle no if the sentence is false (not correct) . Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct.

Teacher says/does: We are going to complete an example together to make sure we understand how to complete the assessment. Everyone point to where you see the word example (teacher points to the word example on the SMART Board and travels around the room to check and see if students are pointing at the correct spot on the assessment). The question says: A setting is something that happens in the story. Can anyone remember what a setting is or show us the motions for setting to help us answer this question? (The teacher will call on a student to explain.) Thank you!! . The answer choices say: True or False. Remember True means the statement is correct, and False means that it is not correct. (Teacher will call on a student to say the correct answer.) Nice work! A setting is not something that happens in the story. The setting is where and when the story takes place. Don’t forget in the last two columns it says sure and unsure. This is where I want you to think about your own learning again. If you are sure that the answer is correct, circle the guy that is sure with his thumb up (point to this emoji on the SMART Board). If you are not sure if the answer is correct, then please circle the guy that has a question mark above his head because he does not know if this is the right answer. Please be honest. This will help us determine if we need more learning time on this topic.This is how we will answer questions 5-7. Please raise your hand if you do not understand what to do (model raising hand). Clarify the directions in the students’ native languages if possible or needed.

Teacher reads: Point to question number five. (Teacher models on the SMART Board and checks to see if students follow the direction). The question says: A is character is a person or animal in the story.Please circle the correct answer. (The teacher will wait for few moments to give students ample time to circle their answer choices (teacher will check for finished student by asking students to lift pencils in the air when finished and when all students have marked an answer move on). Now circle the thumbs up if you are sure your answer is correct. If you are not sure or made a guess please circle the questioning face. Teacher will read questions 6-7 in this same manner.)

Terrific! We just finished the second part of our assessment. Now we are going to do the last portion: fill-in-the-blank.

Teacher reads:Fill-in-the-blank .

Directions: Listen carefully while the following events from the story are read to you. Choose a sentence from the event bank that best retells a main event of the story. Write the event on the line next to the correct number, so the events are in order. Draw a picture to illustrate the event. Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct. The first event is done for you.

Teacher says/does: We are going to complete an example together to make sure we understand how to complete the assessment. Everyone point to where you see the word example (teacher points to the word example on the SMART Board and travels around the room to check and see if students are pointing at the correct spot on the assessment). Do you see the sentence that has been recorded there? Do I have a volunteer to read it aloud? (Teacher will get a volunteer to read the sentence aloud and assist if needed.) This is one of the first events that happened in the book we read together about Little Critter. Please go back to the event bank and find this sentence. Let’s cross it off, because we used this event. (Teacher will model this on the SMART Board.) Next notice the box that asks you to draw your own picture. Notice that the picture matches the sentence (teacher points to the picture). Notice this is the first event in the story (teacher points to the number one). You will need to write the events in the order they happened to Little Critter in order to successfully retell the story. This is how we will answer questions 8-12. Please raise your hand if you do not understand what to do (model raising hand). Clarify the directions in the students’ native languages if possible or needed.Don’t forget in the last two columns it says sure and unsure. This is where I want you to think about your own learning again. If you are sure that the answer is correct, circle the guy that is sure with his thumb up (point to this emoji on the SMART Board). If you are not sure if the answer is correct, then please circle the guy that has a question mark above his head because we does not know if this is the right answer. Please be honest. This will help us determine if we need more learning time on this topic.

Teacher reads: Point to question number eight. (Teacher models on the SMART Board and checks to see if students follow the direction). There is a number 2 there and you need to go back to the event box and choose the next event that happen to Little Critter to retell more of the story. Don’t forget to draw a picture to match this event in the box and mark whether you are sure or unsure about your answer. (The teacher will wait for few moments to give students ample time to fill in their answer choice (teacher will check for finished students by asking them to give a thumbs up, etc.). Teacher will go through questions 9-12 in this same manner.)

Teacher says/does: Fantastic work! If you need more time to check your answers, complete your drawing, or ask questions, please do this now. When you have finished your assessment, please raise your hand and I will come and collect it from you (model this with hand in air). Then you may get a book out of your book box and read to self quietly while you are waiting for your friends to complete the assessment.

STUDENT COPY OF THE ASSESSMENT BEGINS ON THE NEXT PAGE

Name ______________ Date ___________

Just a Snowman by Mercer Mayer

It snowed and snowed all night long, so today we had a snow day. Hooray!

I wanted to build a snowman. I put on my hat and my mittens and my scarf.

Then, I helped Little Sister put on her snow stuff.

After that, Dad needed my help. We shoveled and shoveled lots of snow . . .

. . . and then we had to find the car.

I was going to build a snowman next, but Little Sister wanted to have a snowball fight.

I let her hit me a bunch of times. I only hit her one time by accident.

So then, I had to say I was sorry and give her a big hug.

I was going to build a snowman after that, but Tiger and Bun Bun wanted to go ice skating.

So, I showed everyone how I can skate backwards . . .

. . . and do jumps.

Then Tiger and I raced. It was a tie.

I was ready to build a snowman next, but Maurice and Molly wanted to go sledding.

I steered all the way down the big hill. Watch out, Maurice and Molly, here we come!

When Little Sister and I got home, I was going to build a snowman.

But Gator wanted me to help him build a snow fort.

And then Gabby wanted to make snow angels.

Finally! It was time to build a snowman. First, we made a big snowball for the bottom.

Next, we put a smaller one on top . . .

. . . and an even smaller one on top of that one.

Little Sister added prunes for his eyes and mouth, and a carrot for his nose.

And I put Mom’s scarf around his neck and Dad’s hat on his head.

I even let him wear my sunglasses. Our Snowman sure looked great!

Little Sister was getting cold so we went inside.

The snowman looked cold, too, so I decided top make some of my special hot chocolate to warm us all up.

First, Mom heated some milk while I got out the secret ingredients.

I put everything into the pot and stirred it up with a big spoon.

Then I put marshmallows on top and poured the hot chocolate into three big mugs-

One for me, one for Little Sister . . .

. . . and one for the snowman. It was the best snow day ever.

I sure hope it snows again tomorrow!

Multiple Choice

Directions:Listen carefully while the question is read to you.Think about which response makes sense according to the story we just read.Use the pictures to help you.Then circle the letter of the best answer.Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct.Example In the story Little Critter

went sledding. What element is sledding in the story?

Sure Unsur

e

A. a character

B. an event

C. a setting

1. This is Little Critter. What element is he in the story?

Sure Unsure

A. a character

B. an event

C. a setting

2. Little Critter helped his dad shovel to find the car. What element is this in the story?

Sure Unsure

A. a character

B. an event

C. a setting

3. Little Critter spends his snow day outside in the snow. What element of the story is outside?

Sure Unsure

A. a character

B. an event

C. a setting

4. Which of these sentences is the main idea of the story?

Sure Unsure

A. Snow days are fun!

B. Little Critter finally built his snowman.

C. There are so many things to do in the snow.

True or FalseDirections: Listen carefully while the question is read to you.Then circle True if the sentence is true (correct).Circle False if the sentence is false (not correct) . Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct.Example A setting is something that happens in

the story.Sure Unsur

eTrue False

5. A is character is a person or animal in the story.

Sure Unsure

True False

6. A setting is where and when the story happens.

Sure Unsure

True False

7. An event is a place where the people or animals live in a story.

Sure Unsure

True False

Fill in the BlankDirections: Listen carefully while the following events from the story are read to you.Choose a sentence from the event bank that best retells a main event of the story.Write the event on the line next to the correct number, so the events are in order. You can ask questions about the text or look back if you need help.Draw a picture to illustrate the event.Finally circle sure if you know the answer. Circle unsure if you are not sure if your answer is correct.The first event is done for you.

Event Bank Little Critter builds a snowman. Little Critter goes ice skating.

Little Critter makes Hot Cocoa. Little Critter gets dressed to play outside. Little Critter makes snow angels. Little Critter has a snowball fight.

Draw your own picture. Example

Sure

Unsure

1. Little Critter gets dressed to play outside.

Draw your own picture. #8(1 point)

Sure Unsure

2. _________________________________________________ ------------------------------------------------------------------------ _________________________________________________ _________________________________________________ ------------------------------------------------------------------------ _________________________________________________

Draw your own picture. #9(1 point)

Sure Unsure

3. _________________________________________________ ------------------------------------------------------------------------ _________________________________________________ _________________________________________________ ------------------------------------------------------------------------ _________________________________________________Draw your own picture. #10

(1 point)

Sure Unsure


(1 Sure Unsur

e

point)


(1 point)

Sure Unsure

6. _________________________________________________ ------------------------------------------------------------------------ _________________________________________________ _________________________________________________ ------------------------------------------------------------------------ _________________________________________________

Student Analysis Portion of the Assessment

The teacher will correct the assessment and hand it back to the students on the following day. Together the teacher and the students will walk through how to mark whether they mastered that learning target, or they may still have questions since they answered it incorrectly. Students will use colored highlighters (for example if 1-3 or 5-7 are marked I still have questions the students

will highlight this in yellow, 4 and 8-12 if incorrect will be highlighted in blue) to show which skills they need to still master. The teacher will direct students to a specific group based on the results of the assessment for the specific corrective listed later in this assessment. See below for specific directions that will be given to the students.

Teacher says/does:Today we are going to look at our results from the little assessment we took yesterday. I’m going to give you a chart that will show you which learning targets you can do and which ones you still may have questions about. Once we have finished we will use out highlighters to determine which skill we will work on next.

First let’s review our learning targets. Follow along while I read them out loud. (Read targets out loud to students from grid). Now look at your assessment. The question number is in the first column. If you got the question correct, the box titled “I can do this!” with the thumbs up face should get an “x”. If you got the question incorrect, the box that says “I still have questions about this.” needs to be “x”ed.

Now let’s look at the chart again. Get your yellow highlighter ready. If you have an “x” in the “I still have questions” column highlight it now. (The teacher will continue that same thing for numbers 2-3 and numbers 5-7). Now get out your blue highlighter. If you have an “x” in the column “I still have questions” for number 4 please highlight it blue. (The teacher will continue that same thing for numbers 8-12).

If you have 3 or more yellow x’s you will be going to the story elements table today with me. If you have 3 or more blue x’s you will be going to the main idea and retell table with Mrs. Baas. If you do not have more than three of any color you will be going to the enrichment center today to work on a partner activity with a good fit book on the chrome books.

Name___________ Date _______Selected Response Story Elements Student AnalysisRL.1.1: Ask and answer questions about key details in a text.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

QuestionLearning Target I can do

this!I still have

questions about this!

1 I can identify a character in the story.

2 I can identify main events in the story using key details.

3 I can identify the setting in the story.

4 I can identify the main idea of the story.

5 I can define character.

6 I can define setting.

7 I can define main events using key details.

8 I can retell the story using main events.





Answer Key

1. A. a character2. B. an event3. C. a setting4. B. Little Critter finally built his snowman.5. True

6. True7. False8. Little Critter has a snowball fight.9. Little Critter goes ice skating.10. Little Critter makes snow angels.11. Little Critter builds a snowman.12. Little Critter makes hot cocoa.

Correctives for CCSS

Corrective for Standard: RL.1.1: Ask and answer questions about key details in a text.Learning Targets:

I can identify a character, a setting, and a main event in the story using key details. (Questions 1-3)I can define character, setting, and main events using key details. (Questions 5-7)

Story Elements Activities: Students will work in a small group with the teacher to complete activities in partnerships about the story Little Red Riding Hood. Little Red Riding Hood #1 (Shared with you from my Google Docs) Little Red Riding Hood #2Little Red Riding Hood #3Little Red Riding Hood #4

** Students take a backpack reader book home daily in their binders. These students will also be given a cover sheet explaining to parent that they need extra practice with this skill according to the formative assessment. They will be given a short paper for parents to work on with their student that asks about character, setting, and main events.

Corrective for Standard: RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.Learning Target:

I can identify the main idea of a story. (Question 4)I can retell the story using main events. (Questions 8-12)

https://drive.google.com/drive/my-drive



Main Idea and Retelling Activities:Students will work in a small group with a paraprofessional to complete activities incorporating thinking maps and the short stories “Baseball”, “First Day of School”, and “Snow Day”: http://www.readworks.org/lessons/grade1/main-idea/lesson-1

**Students take a backpack reader book home daily in their binders. These students will also be given a cover sheet explaining to parent that they need extra practice with this skill according to the formative assessment. They will be given a short paper for parents to work on with the students that includes sequencing the events of the story during a retelling aloud and talking about the main idea of the story.

Earned Enrichment

Students who have demonstrated mastery of learning targets will choose be able to choose a good fit book for themselves and a partner (someone else who is doing the enrichment activity). They will partner read the book and discuss the story elements. They will then go to the website http://storybird.com/ (which they are familiar with from Technology class with Miss Goosen) and digitally create a book with pictures, illustrations, etc. using the story elements they have learned.

Accommodating the Assessment for Diverse LearnersThis assessment is specifically made to be used with English Language Learners (ELL). Therefore, it has many built in accommodations (these accommodations will also work for special education students). It will be read aloud by the teacher. It contains many graphics and pictures to make understanding easier. If needed it could be completed in a one-on-one situation with an ELL paraprofessional. The multiple choice answer possibilities could be shortened. The fill-in-the-blank portion could be shortened as well. This assessment could also be given in the students’ native language or the teacher could use the native language to clarify questions or better explain the assessment.

.

http://storybird.com/

http://www.readworks.org/lessons/grade1/main-idea/lesson-1

· web viewbefore we begin the assessment, i have a story to read for you on the smartboard....

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