1. Grade Reading 12 Selected-Response Items 2 Constructed-Response Items Writing 1 Brief Write 0 Write to Revise a Text 0 Write to Revise Language/Vocabulary 0 Write to Edit or Clarify Quarter One CFA Quarter One CFA

2. 2 Quarter One English Language Arts Common Formative Assessments Team Members and Writers This assessment was developed working backwards by identifying the deep understanding of the two passages. Key Ideas were identified to support constructed responses and key details were aligned with the selected response questions. All questions support students’ background knowledge of a central insight or message. Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills. Shannon BerkeyRaquel LemusGarciaSandy MainesBerta Lule Tammy ColeJanet StintsonGina McLainJudy Ramer Nicole ThoenPatricia GallardoLisa CarnesTeresa Portinga Jami RiderLinda BensonDori SipeLaycee Kinsman Sonja GrabelChristina AroscoTeresa PortingaIrma Ramirez All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6 th grade teachers. Deborah Alvarado Lincoln Street Sonja Grabel Patterson Gina McLain TOSA Linda Benson West Union Megan Harding Orenco Teresa Portinga Patterson Anne Berg Eastwood Renae Iversen TOSA Judy Ramer Consultant Aliceson Brandt Eastwood Ginger Jay Witch Hazel Sara Retzlaff McKinney Sharon Carlson Minter Bridge Ko Kagawa Minter Bridge Jami Rider Free Orchard Deborah Deplanche Patterson Jamie Lentz Mooberry Kelly Rooke Free Orchards Alicia Glasscock Imlay Sandra Maines Quatama Angela Walsh Witch Hazel

3. 3 Please note: During kindergarten students are not normally reading. Read the stories to the students and ask the questions as Listening Comprehension questions. Most students should be able to point to pictures and answer questions with support and prompting. Please tell students what the pictures show if students aren’t clear about the image. The literary section can be assessed at a different time than the informational section. This assessment can be done as a class project over several weeks with the literary section taught and assessed at a different time than the informational section. Listening comprehension prepares students for the kind of questions that are higher level questions (rather than decodable text which is not conducive to higher level questioning). Constructed response questions and language tasks are in these assessments. Kindergarten Directions: You will need 1.…the literature and informational story. Read each to your class 2-3 times. Discuss the story so that students are clear about language and vocabulary terms. 2.…..a Kindergarten Pre-Assessment Student Checklist for each student (these have the questions and a place to check how the student did). These could be used as a record keeper for each student if desired. 3.….a student picture prompt page (each story has a picture prompt sheet that you can re-use). If you are working with a small group you will need one for each child. Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintShop/ WebSubmissionForms.aspx Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintShop/ WebSubmissionForms.aspx

4. Source #1 Literary Text José and the Blue Crayons Readworks.Org José, Ella, and Alex sat at the same table. They listened to their teacher, Ms. Garcia. Ms. Garcia talked about sharing and taking turns. Then she said the class could draw pictures. Ms. Garcia put a big box of crayons on each table. José took all three blue crayons. He drew water and the sky and a sailboat. Ella looked sad. “I need a blue crayon,” she told José. José gave Ella one of the blue crayons. “I like to share!” he said.

5. 1. 2. 3. 4. 5.Why was Ella sad? 6. 7. Question #7 is a constructed response. Have students draw pictures and write words to show what Jose learned from Ms. Garcia. Use the constructed response page provided. He gave Ella a blue crayon 5 Selected Response Questions Literary Passage: Jose and the Blue Crayons teacher mom taking turns draw a picture He gave Ella a picture.

6. Source #2 Informational Text Bees are amazing insects. They work hard to get food. Bees get their food from flowers. This is why bees buzz around flowers. Busy Bees Readworks.org Bees make honey. First they get food from flowers. Then they make honey. Bees love making honey. People also take honey from bees. All honey comes from bees. Honey can be very sweet!

7. Bees live in big groups. Thousands of bees live in one hive. The hive has one queen bee. The queen is the mother bee. Bees are always busy. We sure are lucky that they make honey. But be careful around bees. Bees can sting you with their stinger!

8. 8. 9. 10. 11. 12. 13. Why are flowers important to bees? 14. Question #14 is a constructed response. Have students draw pictures and write words to show what bees do each day. Use the constructed response page provided. in a hive 8 Selected Response Questions Informational Passage: Busy Bees flowers in a nest Bees make honey. Bees live in a hive. A bee getting food. a sleeping bee Bees make honey. pet store Bees can sting.

9. A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 CFA Constructed Response Answer Key Standard RL.K.3: 3 Point Reading Constructed Response Rubric RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Question (prompt): #7 Draw pictures and write words to show what Jose learned from Ms. Garcia. Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes: Sufficient Evidence (general idea) of the prompt would include pictures or words to show that Jose learned to share and take turns from Ms. Garcia. Specific Identifications (supporting details) could include pictures or words that indicate (1) Jose sharing his blue crayons with Ella, (2) Jose smiling because he likes to share, (3) Jose telling Ella that he likes to share. Specific: Full Support any other details found explicitly in the text to support the prompt is acceptable. 3 The student gives a proficient response by including words and pictures that indicate an understanding that Jose learned how to share and take turns from Ms. Garcia. 2 The student gives a partial response by including words and pictures that indicate a partial understanding that Jose learned how to share and take turns from Ms. Garcia. 1 The student gives a minimal response by including a word or picture that indicates an understanding that Jose learned how to share and take turns from Ms. Garcia. 0 The student response does not show understanding of the prompt. Quarter 1 CFA Constructed Response Answer Key Standard RI.K.3: 3 Point Reading Constructed Response Rubric RI.K.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Question (prompt): #14 Draw pictures and write words to show all the things a bee does. Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes: Sufficient Evidence (general idea) of the prompt would include pictures or words to show what bees do each day. Specific Identifications (supporting details) could include pictures or words that indicate (1) getting food from flowers or buzzing around flowers, (2) any sequence of how bees make honey, (3) bees in a hive and/or the queen bee, (4) bees can sting. Specific: Full Support any other details found explicitly in the text to support the prompt is acceptable. 3 The student gives a proficient response by including words or pictures that indicate an understanding of 3-4 things a bee does. 2 The student gives a partial response by including words or pictures that indicate an understanding of 2 things a bee does. 1 The student gives a minimal response by including words or pictures that indicate an understanding of 1 thing a bee does. 0 The student response does not show understanding of the prompt.

10. Brief Write Rubric Answer Key Writing Standard W.K.1b, Opinion Writing – SBAC Target 6a “… state an opinion about the topic….” Question #15 Prompt: Some people like bees. Some people do not like bees. Do you like bees? Tell why you do or do not like bees. Scoring Notes: Teacher Language When students do a “brief write” they are not writing a full text, but are focusing only on a portion of the standard. Essential elements of a complete interpretation of the prompt would be writing or drawing why the student does or does not like bees. Aspects of the task and sufficient relevant evidence would be a simple reason to support the opinion. 2 Student answer was proficient. An opinion was stated and reasons given to show why the student does or does not like bees. 1 Student answer was partial. An opinion was stated or a reason given to show why the student does or does not like bees, but not both. 0 Student’s response in no way suggests an opinion or reason.

11. Quarter One CFA Student Copy Quarter One CFA Student Copy Student Name _______________________ Student Name _______________________ Grade

12. 12 Kindergarten CFA Quarter 1, Student Check-list Directions: Read each question to the student. Put a check mark by the answer the student gives. The correct answers are highlighted. Literary Passage: Jose and the Blue Crayons 1 RL.K.1 With prompting and support, ask and answer questions about key details in a text. at the same table RL.K.1 Prompt: Where are Jose and Ella? at their desks_________ at the same table________ 2 RL.K.1 With prompting and support, ask and answer questions about key details in a text. the teacher RL.K.1 Prompt: Who is Ms. Garcia? the teacher_________ the mom________ 3 RL.K.2 With prompting and support, retell familiar stories, including key details. sharing and taking turns RL.K.2 Prompt: What did Ms. Garcia talk about first? drawing a picture ______ sharing and taking turns _______ 4 RL.K.2 With prompting and support, retell familiar stories, including key details. draw a picture______ RL.K.2 Prompt: What did Ms. Garcia say the children could do next? sit in their desks______ draw a picture______ 5 RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Answer: She did not have a blue crayon RL.K.3 Prompt: Why was Ella sad? Answer: She did not have a blue crayon. Mark response as: Correct_____ Not_____ 6 RL.K.3 With prompting and support, identify characters, settings, and major events in a story. He gave Ella a blue crayon RL.K.3 Prompt: What did Jose do to help Ella? He gave Ella a blue crayon ______ He gave Ella a picture_____ 7 Constructed Response for RL.K.3 RL.K.3 Prompt: Draw pictures and write words to show what Jose learned from Ms. Garcia. Informational Passage: Busy Bees 8 RI.K.1 Ask and answer questions about key details in a text. flowers RI.K.1 Prompt: Where do bees gets their food? a pet store _______ flowers_______ 9 RI.K.1 Ask and answer questions about key details in a text. in a hive RI.K.1 Prompt: Where do bees live? in a nest _______ in a hive _______ 10 RI.K.2 Identify the main topic and retell key details of a text. most bees make honey RI.K.2 Prompt: What does this story tell us most about bees? bees make honey _____ bees live in a hive _____ 11 RI.K.2 Identify the main topic and retell key details of a text. a bee getting food RI.K.2 Prompt: Which pictures shows that bees are busy? a sleeping bee _______ a bee getting food _____ 12 RI.K.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. bees make honey RI.K.3 Prompt: How do bees help people? bees can sting _______ bees make honey ______ 13 RI.K.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Answer: Flowers give bees food or bees need flowers to make honey. RI.K.3 Prompt: Why are flowers important to bees? Answer: Flowers give bees food or bees need flowers to make honey. Mark response as: Correct ________ or Not correct __________ 14 Constructed Response for RI.K.3 RI.K.3 Prompt: Draw pictures and write words to show all the things a bee does. Each correct selected response is one point. 1234567891011121314 /1 /3/1 /3 Total Listening Comprehension _____/ 18 Possible Points 15 Writing: W.K.1b Brief Write: Some people like bees. Some people do not like bees. Do you like bees? Tell why you do or do not like bees. Total Writing _____/2 Possible Points

13. 13 Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct Literary Text 1Where are Jose and Ella? RL.K.1 2Who is Ms. Garcia? RL.K.1 3What did Ms. Garcia first talk about? RL.K.2 4What did Ms. Garcia say the children could do next? RL.K.2 5Why was Ella sad? RL.K.3 6What did Jose do to help Ella? RL.K.3 7 Draw pictures and write words to show what Jose learned from Ms. Garcia? RL.K.33210 Informational Text 8 Where do bees get their food? RI.K.1 9 Where do bees live? RI.K.1 10 What does the story tell us most about bees? RI.K.2 11 Which picture shows that bees are busy? RI.K.2 12 How do bees help people? RI.K.3 13 Why are flowers important to bees? RI.K.3 14 Draw pictures and write words to show all the things a bees does. RI.K.33210 Writing 15 Some people like bees. Some people do not like bees. Do you like bees? Tell why you do or do not like bees. W.K.1b…..state an opinion or preference about the topic …210

14. 14 7. Draw pictures and write words to show what Jose learned from Ms. Garcia RL.K. 3 (Teacher Only) Final Score_____ 14. Draw pictures and write words to show all the things a bee does. RI.K.3 (Teacher Only) Final Score_____

15. 15 15. Some people like bees. Some people do not like bees. Do you like bees? Tell why you do or do not like bees.