Sequential Steps toward Standard Mastery.

Sequential Steps toward Standard Mastery.
Quarter 4 Pre-Assessment Teacher Directions Grade 1st Sequential Steps toward Standard Mastery. Reading 12 Selected-Response Items 1 Constructed Response Research 3 Constructed-Response Writing 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w/ Integrated Language 1 Language/Vocabulary 1 Edit/Clarify Performance Task at Grade Level.

1st Quarter Four 2014-15 Pre-Assessment Reading: Literature Grade One
Targets Standards DOK 3 Reasoning and Evidence RL.3 1-2 6 RL.6 2 5 Analysis Within and Across Texts RL.9 4 Reading: Informational Grade One Targets Standards DOK 11 Reasoning and Evidence RI.3 1-2 RI.6 3-4 12 Analysis Within and Across Texts RI.9 2-3-4 Note: There may be more than one standard per target. Standards can have different DOKs per target. Actual assessed writing standards are boxed. Opinion Writing and Language Targets Standards DOK 6a Brief Opinion Write W.1a, W.1b, W.1c, W.1d 3 6b Write-Revise Opinion W.1a, W.1b, W.1c, W.3d 2 Full Opinion Composition W1a, W1b, W1c, W1d, W4, W5, W8 4 8 Language-Vocabulary Use L.1.6 1-2 9 Edit and Clarify L.1.1.c

All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers. Deborah Alvarado Lincoln Street Ko Kagawa Minter Bridge Linda Benson West Union Jamie Lentz Mooberry Anne Berg Eastwood Sandra Maines Quatama Aliceson Brandt Gina McLain TOSA Sharon Carlson Teresa Portinga Patterson Deborah Deplanche Judy Ramer Consultant Alicia Glasscock Imlay Sara Retzlaff McKinney Sonja Grabel Jami Rider Free Orchard Megan Harding Orenco Kelly Rooke Renae Iversen Angela Walsh Witch Hazel Ginger Jay

IMPORTANT. Standard RL. 1. 9 requires the comparison of two texts
IMPORTANT! Standard RL.1.9 requires the comparison of two texts. After students have answered questions # 1 – 4, have them view the following video: This is a pre-assessment to measure the task of writing an opinion text. Full compositions are always part of a Performance Task. A complete performance task would have: Part 1 A Classroom Activity (30 Minutes) Activity should include New language and vocabulary students may encounter in passages (taught through a source that does not pre-teach the actual passages). Vocabulary that may be new to students in the passages in this assessment may include: South, grown up, robin, crow, geese, winter, hollow bones, backbone, beak, bill, drilling, preening, identify, perching, thin and thick legs, navigate and nesting sites. A video, class/group activity or read aloud to build background about birds and hibernation: Another video about birds is a read aloud book: All Birds Have Feathers (35 minutes – Independent work) Passages or stimuli to read 3 Research questions There may be other constructed response questions. Part 2 A Full-Composition (70 Minutes) Students should have access to spell-check resources but no grammar-check resources. Students can refer back to their passages, notes and 3 research questions and any other constructed responses, as often they’d like. The note-taking forms in this pre-assessment were created for informational text. If you choose to use these, please have your students take notes while reading the informational passages. Directions 30 minutes You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture).The classroom activity DOES NOT pre-teach any of the specific content that will be assessed! 35 minutes Students read the passages independently. If you have students who can not read the passages you may read them to those students but please make note of the accommodation. Remind students to take notes as they read. During an actual SBAC assessment students are allowed to keep their notes as a reference. Students answer the 3 research questions or other constructed response questions. Students should also refer to their answers when writing their full opinion piece. 15 minute break 70 Minutes Students write their full composition (opinion piece). SCORING A Narrative Rubric is provided. Students receive three scores: Organization and Purpose Evidence and Elaboration Conventions

Directions About this Assessment Quarter 4 Performance Task
Order at HSD Print Shop… Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. All students should “move toward” taking the assessments independently but many will need scaffolding strategies. If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a student needed. About this Assessment This assessment includes: Selected-Response, Constructed-Response, and a Performance Task. Types of SBAC Constructed Response Rubrics in this Assessment Reading 2 Point Short Response 2-3 Point Extended Response Writing 4 Point Full Composition Rubric (Performance Task) 2-3 Point Brief Write (1-2 Paragraphs) Rubric 2-3 Point Write to Revise Rubrics as Needed Research 2 Point Rubrics Measuring Research Skill Use Quarter 4 Performance Task The underlined sections are those scored on SBAC. Please take 2 days to complete performance tasks. Part 1 Part 2 Classroom Activity if Desired/Needed Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Components of Part 1 Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills needed to complete a performance task. These CR questions are scored using the SBAC Research Rubrics rather than reading response rubrics. Class Activity Plan your essay (brainstorming -pre-writing). Write, Revise and Edit (W.5) Writing a Full Composition or Speech Components of Part 2 Planning Students review notes and sources and plan their composition. Write, Revise and Edit Students draft, write, revise and edit their writing. Word processing tools should be available for spell check (but no grammar check). This protocol focuses on the key elements of writing opinion pieces: Statement of Purpose/Focus: Do you clearly state your opinion? Do you stay on topic? Organization: Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions? Elaboration of Evidence: Do you provide evidence from sources about your opinions and elaborate with specific information? Language and Vocabulary: Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose? Conventions: Do you use punctuation, capitalization and spelling correctly? There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menu

Pre-Assessment and Learning Progressions
The pre-assessments measure progress toward standard mastery. Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a base-line picture of a student’s strengths and gaps, measuring skills and concepts, students need “along the way,” in order to achieve standard mastery. So what about a “post-assessment?” There is not a standardized post-assessment. The true measure of how students are doing “along the way,” is assessed in the classroom during instruction and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs measure the “end goal,” or standard mastery. However, without the pre-assessments, how will we know what our instruction should focus on throughout each quarter? Learning Progressions: are the predicted set of skills needed to be able to complete the required task demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix. The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points). These points are tasks that allow us to adjust instruction based on performance. For instance, if a student has difficulty on the first “purple” adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the learning progression. There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor progress. It is available at: Example of a Learning Progression for RL.2.1 Pre-Assessments Measure Adjustment Points (in purple) CFA RL.2.1 grade-level standard assessment. After the pre-assessment is given, Learning Progressions provide informal formative assessment below and near grade-level “tasks” throughout each quarter. Beg. of QTR Throughout the QTR END of QTR DOK 1 - Ka DOK - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 -Cl Standard Mastery Recall who, what, where, when, why and how about a story read and discussed in class. Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details Connect the terms who to characters; where and when to setting; what and how to sequence of events. Ask and answer who, what, where, when, why and how questions about key details in a text. Concept Development Student understands that key details help tell who, what, where, when, why and how. Uses key details to identify who, what, where, when, why and how about a story not read in class. Finds information using key details to answer specific questions about a new story. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

Quarter Three: Reading Literary Learning Progressions
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK – 2 Cl Standard Recall the characters, setting, and major events in a story (read and discussed in class). Define - understand the Standard Academic Language: characters, setting, major (key), events, (key) details, describe. Identifies characters, setting or events in a text to demonstrate an understanding of the accurate use of academic language. NOT ASSESSED Answers questions about who the (characters), what (majors events/plot), where and when (setting) in the story. SELECTED RESPONSE Show the relationships between key details and characters, setting or major events. Identify major events from the story using key details RL.1.3 Describe characters, settings, and major events in a story, using key details. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 –Ck DOK 2 –Cl Standard Retell details about characters in a story (read and discussed in class). Define and use Standard Academic Language: character, setting, identify, telling, speaking and phrase “points in a text.” Uses correct words to explain who spoke in a text (i.e., “___said”or“__ is telling the story now...”). Answers questions about who is speaking in a text (that has been read and discussed in class). SELECTED RESPONSE Concept Development Understands that there are clues in a text to tell us when someone is speaking. Can give examples. Identifies different parts of a text that shows when a character is speaking (read in class, but not discussed). Locate information (the part of the text) to identify specifically who is telling the story at various points in a new text. CONSTRUCTED RESPONSE RL.1.6 Identify who is telling the story at various points in a text. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 – Cf DOK 2 – Ci DOK 2 - Ch DOK 2 - Cl DOK 2 - ANp DOK 3 - Cu DOK 3 - APx DOK 3 - EVS DOK 4 – SYU Standard Recall or locate characters in a story read and discussed in class. Understand and use Standard Academic Language: character, experience, compare, contrast, adventures and stories. Identify a character, a setting and an event sequence in a story (general understanding). Answers who, what, when, where or how questions about specific experienc es of character s. Summari ze a character ’s adventur e in a story read in class. NOT ASSESSED Concept Development Understands that stories tell about experiences and adventures of characters (and gives examples). Locate information about characters’ adventures or experiences in two stories. SELECTED RESPONSE Lists on a graph details about the adventures or experiences of 2 characters. Distinguishes which details in a text show similarities and differences in characters’ experiences or adventures. Determine similarities and differences between characters’ adventures in a new text. Write a concluding sentence about the main differences and similarities of character’s experiences or adventures. CONSTRUCTED RESPONSE RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Quarter Four: Reading Informational Learning Progressions
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 – Cf DOK 2 – Ch DOK 2 – Ci DOK 2 – Cl DOK 2 – ANp DOK 2 – ANs DOK 3 - Cu DOK 3 – APx Standard Recall events and information in a text. Define terms “individual”, “event”, “idea/piece of information”, “connection”. Identify individuals, events, ideas, or pieces of information in a text. Describe individuals, events, ideas or pieces of information in a text. NOT ASSESSED THIS QUARTER NOT ASSESSEED Explain how information in a text connects two: events, individuals or ideas. Summarize the events in a text. Locate information about two: individuals, events or ideas. Group information (two : individuals, events or ideas) by a connection of time, sequence or cause and effect. Distinguish information (two: individuals, events or ideas) in a text connected by time, sequence or cause and effect. SELECTED RESPONSE Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a new text (Not read or discussed in class). Path to DOK - 1 Path to DOK - 2 End Goal DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 – Cf DOK 2 – Ch DOK 2 – Ck DOK 2 – APn Standard Locate a picture, caption or text in a story that has been read and discussed in class. Define and use Standard Academic Language: illustrations, text, information, words, pictures, provide and distinguish between. Select appropriate term when referring to information provided by pictures (illustrations) or by text (words). Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. SELECTED RESPONSE Concept Development Understands that information is provided by pictures. Understands that information is provided by text. Locate information provided by pictures. Locate information provided by the text. Obtain (select the accurate source for…) information based on text and illustrations. CONSTRUCTED RESONSE RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - APn DOK 1 - ANo DOK 2 - ANt DOK 3 - ANy Standard Recall basics facts from two texts read and discussed in class. Understands and use Standard Academic Language: Similarities, differences, between illustrations, descriptions, procedures and topic. Answers questions requiring student to explain information found in illustrations, descriptions or procedures. NOT ASSESSEED Concept Development Understands that two texts on the same topic will have similarities and differences. Identifies or explains the purpose of an illustration, a description or procedure (in general). Practices locating information from two texts about the same topic (i.e., which text uses an illustration to show ____?). SELECTED RESPONSE Lists information found in two texts’ illustrations, descriptions or procedures to obtain and show understanding of a topic (can categorize information on a graphic organizer). Identify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text. Identify basic similarities of two new texts on the same topic. Identify basic differences between two new texts on the same topic. Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...) CONSTRUCTED RESPONSE RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Write one new key idea you learned about the main topic. . 1
R E- read S E A R C H SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE Grade 1 Write one new key idea you learned about the main topic. . 1 Instruct students to look at a part of the passage they liked or one you’ve chosen for them (a paragraph or section). Ask students “Does this part of the paragraph or section tell you something new about the main topic?” (remind them of the main topic). This is a key idea about the main topic. Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. Ask students to look for key details that explain more about the “something new.” key details give evidence to support a key idea (or idea). Example if the main topic is about dogs and ... “The dog likes to play,” (is the key Idea), Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. 2 Remember students will need to have a note-taking form for each passage. 3 Differentiation: In grade one you can scaffold students by starting with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part in a mini lesson. These concepts can be taught separately: Main topic Key Ideas Key Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

Write one new key idea you learned about the main topic.
Grade 1 Name_____________________ Passage_________________ Write one new key idea you learned about the main topic. Tell more key details about the new key idea you learned. You can use words and pictures to tell about it. Note-Taking Form

Determining Grade Level Text
Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures. Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8. Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability. The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text. Common Core Band Flesch-Kincaid® The Lexile Framework® 2nd - 3rd 4th - 5rd 6th – 8th 9th – 10th 11th - CCR 4 Qualitative Factors Rate your text from easiest to most difficult between bands. Beginning of lower (band) grade End of lower (band) grade Beginning of higher (band) to mid End of higher (band) grade Not suited to band Purpose/Meaning Structure Language Clarity Language Overall Placement To see more details about each of the qualitative measures please go to slide 6 of:

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 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Question # 7 RL.1.6 Prompt: Write the name of the bird or birds that spoke to Dale. Then draw each bird above its name. Teacher /Rubric Language Response The response: gives sufficient evidence of the ability to locate and select information that demonstrates an understanding of dialogue or who is speaking at various points in the text. The student interprets and integrates this information by selecting the bird that is speaking to Dale at specific times in the text, writing the bird’s name and drawing or illustrating the bird. Student Language Response Examples 2 Student has all three bird names correct. The robin says, “Why are you walking?” The crow says, “What are you doing,” and the geese say, “Dear duck, why have you chosen to walk all this way?” 1 Student has two correct bird names. Student has one or no correct bird names. Write the name of the bird or birds that spoke to Dale. Then draw each above its name. "Why are you walking?" Robin bird "What are you doing?" Crow "Dear duck, why have you chosen to walk all this way?” Geese Toward RL.1.6 DOK 2 –Cl Locate information (the part of the text) to identify specifically who is telling the story at various points in a new text.

Quarter 4 Pre-Assessment Constructed Response Answer Key
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 4 Pre-Assessment Constructed Response Answer Key Standard RL.1.9: 3- Point Reading Constructed Response Rubric Question #8 Prompt: Both birds in the stories went for a walk. How were their experiences different? How were their experiences the same? 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 (conclusion or central idea) of the prompt would be comparing how the character’s walks in both stories were the same and different. Specific identifications (key details) that could explain different aspects of the character’s walk in Are You My Mother, may include: (1) the different animals the baby bird encountered (i.e., a kitten, a hen, a dog, a cow, an old car, a boat, a plane, and a big “thing ”[a snort], (2) he was walking because he was lost, (3) he finally got home with the help of the snort. Specific identifications (key details) that could explain the different aspects of Dale’s walk in Dale the Duck, may include: (1) he encountered three birds, (2)he was walking to go South and (3) he learned what a bird is and thought maybe he was a bird. Similarities between both stories could include: (1) both were birds, (2) both were walking, (3) both met other animals and (4) both were confused about some aspect of being a bird or what a bird looks like… Full Support (other details) could include specific details (only from the text )that support the prompt. 3 In the Venn Diagram student lists proficient differences and similarities between the two birds’ experiences during their walk (please read Scoring Notes above) 2 In the Venn Diagram student lists sufficient differences and similarities between the two birds’ experiences during their walk (please read Scoring Notes above) 1 In the Venn Diagram student lists minimal differences and similarities between the two birds’ experiences during their walk (please read Scoring Notes above) In the Venn Diagram student lists vague or no differences and similarities between the two bird’s experiences during their walk (please read Scoring Notes above) Toward RL DOK 3 - EVS Write a concluding sentence about the main differences and similarities of character’s experiences or adventures. Baby Bird’s Walk Dale’s Walk Dale and Baby Bird’s Walk

Pictures Facts Students May Use…. 3 2 1
Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question Prompt #15 RI.1.6: Based on the text What Makes a Bird?, Draw a picture of what all birds have and write facts about each picture. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to select relevant information to show what all birds have. Relevant details that explain what all birds have would come explicitly from the text What Makes a Bird? Examples of illustrations students may draw and details they may use are as follows: Pictures Facts Students May Use…. Backbone: All birds have a backbone. Beak or Bill: A bird’s beak is called a bill. Birds use their beak to carry, drill and preen. Feathers: Feathers keep birds warm. Feathers help birds fly. Two Legs: Birds use their legs for perching, walking, hopping or running. Some birds have thin long legs. Some birds have thick powerful legs. Wings: Even birds that do not fly have wings. Some wings are for swimming. Some wings have different colors and help us identify the kind of bird it is. 3 Student response includes pictures of all 5 illustrations from What Makes a Bird and proficient (all listed in detail) facts about each illustration. 2 Student response includes pictures of all 5 illustrations from What Makes a Bird and sufficient ( at least 1-2 facts listed per picture) about each illustration. 1 Student response includes some pictures of the illustrations from What Makes a Bird and some or minimal facts about each illustration. Student response includes no pictures of the illustrations from What Makes a Bird and/or no facts about each illustration. Toward RI.1.6 DOK 2 – APn Obtain (select the accurate source for…) information based on text and illustrations.

2 1 Quarter 4 Pre-Assessment Research Constructed Response Answer Key
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 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question #16 Prompt: How are the 2 texts What Makes a Bird ? and Do All Birds Fly? the same and different? Teacher /Rubric Language Response The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information about specific information that shows understanding of what is similar and different in both texts. Specific relevant information that demonstrates understanding of how the two texts are similar could include: (1) both are about birds, (2) wings can be for swimming and (3) not all birds that have wings can fly. Specific relevant information that demonstrates understanding of how the two texts are different from Do All Birds Fly could include: (1) some birds fly a little or not at all, (2) an ostrich uses its wings to fan and cool its eggs, (3) a penguin’s wings are for swimming and diving, (4) chickens’ wings help them fly a little to get away from danger and (5) peacocks’ wings are also for getting away from danger. Relevant information that demonstrates understanding of how the two texts are different from What Makes a Bird could include: (1) what all birds do have (i.e., backbone, beaks, feathers, wings, two legs), (2) what all birds do (i.e., lay eggs, talk to each other and navigate well), (3) specific facts about each of these areas (many and varied). Student Language Response Example 2 Student presents sufficient relevant information from both texts to demonstrate an understanding of how each of the texts are different and the same (not all details need or should be included as they are lengthy) One of the stories is all about what all birds have like a backbone, a beak and feathers. They have other things too. All birds lay eggs and can talk to each other. The other story said some birds can’t fly or just a little bit. Some birds have wings for other things like swimming and not flying. That is how the two stories are different. But both stories are the same too because they are both about birds! 1 Student presents partial relevant information from both texts to demonstrate an understanding of how each of the texts are different and the same. I read two stories and they were both about birds and showed pictures of birds. The stories are not the same because one has pictures of what birds do like lay eggs and one doesn’t. Student presents no evidence to distinguish relevant from irrelevant information about the prompt. Birds can fly and are very pretty. I like birds. Do you? My favorite is a red bird. Toward RI DOK-3 ANy Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures

Note: “Brief Writes” should take no longer than 10 minutes
Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension. Quarter 4 Pre-Assessment Brief Write Constructed Response Answer Key Organization: Conclusion W.1.1c Target:: 6a ….connect opinion and reasons CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 17. Read the end of the story Hungry Baby Robin. The first part of the story is missing. Write the first part of the story. Hungry Baby Robin Finally, the mother robin finds a worm. Now the mother robin is happy. She takes the worm to her baby robin in the nest. The baby robin eats the worm and falls asleep. Write a Brief Text, W.1c Reason for Opinion, Target 6a Teacher /Rubric Language Response Directions for Scoring: 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: The student response should include an opening paragraph that states the opinion of the writer based on the reasons in the text. Some of the reasons the writer states are (1) NOW the robin was happy (inferring that she wasn’t before she found the worm, (2) the baby bird got the worm and (3) the baby fell asleep. The student response should connect these reasons in an opening paragraph. Student Language Response Examples for a Brief Write 2 Student provides an opening paragraph with an opinion statement(s) which sufficiently support the reasons given. The mother robin was sad. Her baby was hungry. She looked and looked for a worm. 1 Student provides an opening paragraph with a minimal opinion statement partially supporting the reasons given. Mother robin wanted to find a worm. Student does not provide an opening paragraph stating an opinion supporting the reasons given. Robins are red. I like to see robins in my yard at my house.

ELP 1st Grade Band Standards Organized by Modality
Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others. Listening & reading 9 - create clear and coherent grade-appropriate speech and text 10 - make accurate use of standard English to communicate in grade-appropriate speech and writing 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, and drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation. Speaking & Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive modalities*: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3). Listening, speaking, reading, and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing Standard An ELL can… By the end of an English language proficiency level, an ELL in 1st Grade can . . . 4 Productive (S & W) …construct grade-appropriate oral and written claims and support them with reasoning and evidence. 1 2 3 5 …express a preference or opinion about a familiar topic. …express an opinion about a familiar topic. …express an opinion about a familiar topic or story, & give a reason for the opinion. …express opinions about a variety of texts & topics, & give a reason for the opinion. …express opinions about a variety of texts & topics, introducing the topic & giving a reason for the opinion, & providing a sense of closure. This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just-right scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next. Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

4 3 2 1 Grades K - 2: Generic 4-Point Opinion Writing Rubric
Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: Kinder-L.K.1a, L.K.2a, & L.K.2d 1st-L.1.1a, L.1.2 2nd-L.2.2 Statement of Purpose/Focus Text Types & Purposes: Kinder-W.K.1 1st-W 2nd-W Organization Kinder-none 1st-W.1.1.5 2nd-W Elaboration of Evidence Text Types & Purposes/Production and Distribution of Writing: Kinder-W.K.1.3 1st-W & W.1.5.2 2nd-W.2.1.4 Language and Vocabulary Conventions & Vocab. Acquisition: Kinder-L.K.1b-f & L.K.6 1st-L.1.1b-j & L.1.6 2nd-L.2.1 & L.2.6 4 Exemplary (E) Uses a combination of drawing, dictation, & writing (K) to compose Explains something more about the topic OR A connection is made between topic & broader idea(s) Intro, body, and conclusion support focus and reason(s) Uses several transitions appropriately (e.g., because, since, and, also, for example, since) to connect ideas Elaborates using a variety of relevant details, examples, quotes, etc. to support focus (opinion) or explain reasons May use figurative language (e.g., imagery, simile, exaggeration) Chooses words and phrases for effect (e.g., precise, concrete, or sensory vocabulary) Uses variety of sentences (simple, compound, with prepositional phrases) Edits with support/ resources Has few or no errors in grammar, word usage, or mechanics as appropriate to grade 3 Proficient (M) Clearly identifies topic (gr K-3) Focus (opinion) about topic is clearly stated (gr K-3 Has intro, body, and concluding statement or section (gr 1-3) that support focus (opinion) States one or more reasons for opinion (gr 1-3) Uses transitions (e.g., because, and) to connect ideas (gr 2-3) Drawings or writing include relevant and descriptive details, labels/captions, facts, or elaboration that support the opinion or reasons Details are explained, not simply listed Appropriate use of vocabulary (nouns, verbs, plurals, adjectives, etc.) Uses some variety of sentence types (statement, question, exclamation) Uses adult/peer feedback to revise Edits with support from peers, adults, resources (gr 2-3) Minor errors do not interfere with reader’s understanding 2 Developing (NM) Has topic and attempts a focus (opinion), but focus may shift or not be relevant to the topic chosen Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect opinion to a reason, but reason may not make sense) Some elaboration strategies are evident in drawings or writing (gr K-3), or added with support/ questioning from peers or adults Ideas may not be fully elaborated or details may be insufficient to support opinion Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences peers or adults (gr 2-3) Uses grade-appropriate basic mechanics and word use with some errors 1 Merging (NY) Attempts to identify a topic, but lacks a focus (opinion) or may have more than one topic or confusing topic as stated Attempts introduction, body, and conclusion, but one or more parts are missing No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing Uses below grade-level basic mechanics with frequent errors A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

4 Rubric score Performance Task Example Response
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they a. introduce the topic or name the book they are writing about, b. state an opinion, c. supply a reason for the opinion, d. and provide some sense of closure. Opinion Full Composition Performance Task Score “4” Example score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions Statement of Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary 4 Rubric Uses a combination of drawing, dictation, & writing (K) to compose Explains something more about the topic OR A connection is made between topic & broader idea(s) Intro, body, and conclusion support focus and reason(s) Uses several transitions appropriately (e.g., because, since, and, also, for example, since) to connect ideas Elaborates using a variety of relevant details, examples, quotes, etc. to support focus (opinion) or explain reasons May use figurative language (e.g., imagery, simile, exaggeration) Chooses words and phrases for effect (e.g., precise, concrete, or sensory vocabulary) Uses variety of sentences (simple, compound, with prepositional phrases) Edits with support/ resources Has few or no errors in grammar, word usage, or mechanics as appropriate to grade Student Scoring Explanation The student states an opinion and connects the opinion to the topic: “Is it important for birds to have wings? The student moves the opinion piece forward with transitional words ( first, and , so) to connect ideas. The student elaborates on the topic of why birds should have wings by using concrete details (reasons). The student’s voice is knowledgeable about the information. The student uses precise vocabulary (wings, danger, swimming) and uses a variety of sentence structures. The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade. Performance Task Example Response It is important for all birds to have wings. A bird needs wings for lots of things. First, Birds need wings to fly. And birds need wings to get away from danger and even swimming. So that is why it is important that birds have wings. Don’t you agree? States opinion Student uses transitional words first, and, so…..to connect ideas. Uses topic vocabulary from texts and a variety of sentence types. A connection is made between wings and why the writer feels it is important that birds have wings using reason. Has a clear and logical conclusion that is consistent with topic. Conventions for grammar and mechanics are used appropriately throughout.

Focus and Organization Elaboration and Evidence
Opinion Writing Pre-Assessment Student and Class Scoring: School Year: Grade: Teachers Name: School: Student Name: Focus and Organization Elaboration and Evidence Conventions Student Total ELP Score Score 1. 2. 3. 4. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Scoring Key: Total # Correct 1 = Emerging 0 - 4 2 = Developing 5 - 7 3 = Proficient 8 - 10 4 = Exemplary

Quarter 4 Pre-Assessment Selected Response Answer/Point Key
Question 1 Where had Dale grown up? Toward RL.1.3, DOK-1 CF A 1 Question 2 What two answers tell why Dale did not know he was a bird? Toward RL.1.3, DOK-2 Ck (both must be correct) A,B Question 3 Who first told Dale that he was a bird? Toward RL.1.6 DOK-1 Cf C Question 4 Which sentence below tells that someone is speaking? Toward RL.1.6, DOK-2 Ch B Question 5 What does Dale do the same as the character in the story Are You My Mother? Toward RL.1.9 DOK-2 Cl Question 6 How are the two characters’ problems different ? Toward RL.1.9 DOK-3 Cu Question Literature Text Constructed Response 2 Question Literature Text Constructed Response 3 Question 9 What is one way birds can be different from each other? Toward RI.1.3 DOK-2 ANs Question 10 What kind of bird flaps its wings to jump high? Toward RI.1.3 DOK-3 Cu Question 11 What does a bird use for drilling? Toward RI.1.6 DOK-1 Cf Question 12 What might birds do when they navigate? Toward RI.1.6 DOK-2 Ch Question 13 What can you learn from both texts about birds that do not fly? Toward RI.1.9 DOK-2 CL Question 14 Which picture shows a bill? Toward RI.1.9 DOK-1 ANo Question Informational Text Constructed Response Question Informational Text Constructed Response Write and Revise Question Brief Write W.1.1c Question 18 Which sentence could begin the paragraph that tells the student’s opinion about birds? W.1.1b Question 19 What is the best way to join these two sentences together? L.1.6 Question 20 Which word should go in the blank to finish the sentence? L.1.1c

1st Grade Student Copy Pre-Assessment Quarter 4
Name____________________ Grade Directions: Read each story. Then answer the questions about the story. 1st

Student Directions: Part 1
You will read texts about birds and watch a video. Read all the texts Watch the video. Take notes about the texts. Answer the questions. Part 2 You are going to write an opinion story. This means you will tell how you feel about something. You will write reasons to explain why you feel the way you do. Use the stories you read and the video you saw to support your answer with reasons for how you feel. To write your story you will answer this question: Is it important for birds to have wings? Give as many details as you can from the stories to explain your answer. Plan your writing. You may use your notes and answers. Write – Revise and Edit your first draft. Write a final draft about How You Will be Scored Purpose Did you tell your opinion? Is all of your writing about the topic? Organization Are your ideas easy to understand from the first of your writing to the end? Did you use words like because, and , also? Elaboration: of evidence Did you get ideas (evidence) from the texts to tell more about your opinion? Did you use examples? of language and vocabulary Do your ideas make sense? Did you use words from the passages to help write about your ideas? Conventions Did you follow rules for capitals, punctuation and spelling?

As he was walking, a robin stopped to say hello.
Dale the Duck By Ginger Jay 1 Dale the duck was walking south for the winter. Did you notice I said walking? See, Dale the duck didn't know that he could fly. He didn't even know that he was a bird. Dale the duck had grown up on a farm full of dogs. All of his friends were dogs, and he thought he was a dog too. 2 As he was walking, a robin stopped to say hello. "Why are you walking?" asked the robin. Dale told him he was walking south for the winter. "But you are a bird silly! You should be flying south for the winter," said the robin. Dale paid no attention to him and kept on walking. 3 A few miles later Dale walked past a crow on a fence "What are you doing?" called the crow. Dale told him he was walking south for the winter. "But you have such beautiful feathers my friend! You should be flying south for the winter," replied the crow. This time Dale stopped to listen for a moment. Then he kept on walking. 4 Near the end of his long trip Dale came to a flock of geese. They all shouted, "Dear duck, why have you chosen to walk all this way? You have hollow bones and strong wings that would have helped you fly here so fast!" By now Dale was starting to wonder if maybe he was a bird. He decided to maybe try flying back home when winter was over. 5 But right now, he needed a nap! Grade Equivalent 1.9 Lexile Measure 600L Mean Sentence Length Mean Log Word Frequency 3.77 Word Count 257

What two answers tell why Dale did not know he was a bird?
Where had Dale grown up? on a farm full of dogs in a nest in the city Toward RL DOK 1 - Cf Answers questions about who the (characters), what (majors events/plot), where and when (setting) in the story. What two answers tell why Dale did not know he was a bird? He thought he was a dog. All his friends were dogs. His mother did not tell him. Toward RL DOK 2 - Ck Identify major events from the story using key details

Who first told Dale that he was a bird?
the crow the geese the robin Toward RL.1.6 DOK 1 - Cf Answers questions about who is speaking in a text (that has been read and discussed in class). 4. Which sentence below shows that someone is speaking? Dale was very tired. “Why are you walking?" Dale began to listen. Toward RL.1.6 DOK 2 - Ch Concept Development Understands that there are clues in a text to tell us when someone is speaking. Can give examples.

Are You My Mother? Listen to the Story
Are You My Mother?

5. What does Dale do the same as the character in the story Are You My Mother ?
look for mother go south walk Toward RL.9 DOK 2 - Cl Locate information about characters’ adventures or experiences in two stories How are the two characters’ problems different ? They are both birds who are tired of walking. One was looking for mother and the other was tired of walking. One found his mother and the other did not find his mother. Toward RL DOK 3 - Cu Distinguishes which details in a text show similarities and differences in characters’ experiences or adventures.

"Dear duck, why have you chosen to walk all this way?”
Write the name of the bird or birds that spoke to Dale. Then draw a picture of each bird above its name. "Why are you walking?" ______________ bird "What are you doing?" "Dear duck, why have you chosen to walk all this way?” _________________ Toward RL.1.6 DOK 2 –Cl Locate information (the part of the text) to identify specifically who is telling the story at various points in a new text.

Dale and Baby Bird’s Walk
Both birds in the stories went for a walk. How were their experiences different? How were their experiences the same? Baby Birds’ Walk Dale’s Walk Dale and Baby Bird’s Walk Toward RL DOK 3 - EVS Write about the main differences and similarities of character’s experiences or adventures.

Only birds have all these features
Only birds have all these features. Birds may have differences but only birds have all these features. All birds lay eggs Egg sizes, shapes and colors are different for each bird. Some birds lay many eggs and some only one. All birds talk to each other Sometimes they talk in songs or calls. Mom birds talk to the babies. All birds can navigate well Even birds that don’t fly can navigate well. This means they can fly for many miles and not be lost. Birds that do not fly use navigation to find the same food or nesting sites. What can all birds do? All birds have two legs All birds have two legs for perching, walking, hopping or running. Some birds have thin long legs. Some have thick powerful legs. Backbones All birds have a backbone. All birds have a beak. It is called a bill. Birds use their bills for carrying, drilling and preening. All birds have wings. Even birds that do not fly have wings! Some wings are used for swimming. Wings have different colors and help us identify the kind of bird it is. All birds have feathers. The feathers keep them warm. Some feathers help birds fly. What Makes a Bird? By Elizabeth Yeo What is a bird? All birds have some things that are the same. What do all birds have? What do birds look like? Grade Equivalent 1.3 Lexile Measure 490L Mean Sentence Length 7.72 Mean Log Word Frequency 3.52 Word Count 224

Do all Birds Fly? Birds that Do Not Fly Birds that Fly a Little
Grade Equivalent 1.7 Lexile Measure 500L Mean Sentence Length 8.00 Mean Log Word Frequency 3.56 Word Count 128 All birds have wings. All birds have feathers. But some birds fly only a little and some birds do not fly at all! A penguin cannot fly. A penguin’s wings are better for swimming and diving. The mighty ostrich cannot fly. It is the largest living bird. The ostrich uses its wings to fan and cool its eggs. Birds that Do Not Fly Chickens can fly, but just a little. Their wings are too small to fly for long. They use their wings to fly away from danger. They flap their wings and jump high. Peacocks can fly, but just a little. They can fly up into trees to get away from danger. Like chickens, when they fly it looks like they are jumping. Birds that Fly a Little Do all Birds Fly? Elizabeth Yeo

10. What kind of bird flaps its wings to jump high?
What is one way birds can be different from each other? Some have thin legs and some have thick legs. Some birds do not have beaks. Some birds lay eggs and some birds do not. toward RI DOK 2 – ANs Distinguish information (two: individuals, events or ideas) in a text connected by time, sequence or cause and effect. 10. What kind of bird flaps its wings to jump high? Birds that can fly. Birds that can’t fly. Birds that can fly a little. toward RI DOK 3 - Cu Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text.

11. What does a bird use for drilling?
its wings its beak its legs toward RI DOK 1 – Cf Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. 12. What might birds do when they navigate? The birds might fly in a V shape. The birds wings flap up and down. They fly up into trees to get away from danger. toward RI DOK 2 – Ch Concept Development Understands that information is provided by pictures. Understands that information is provided by text.

What can you learn from both texts about birds that do not fly?
Birds that do not fly navigate to find food. Some birds that do not fly use their wings to fan and cool eggs. Some birds that do not fly use their wings for swimming. toward RI DOK 2 - Cl Practices locating information from two texts about the same topic. 14. Which picture shows a bill? A. B. C. toward RI DOK 1 - ANo Identify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text.

15. Based on the text What Makes a Bird
15. Based on the text What Makes a Bird?, draw a picture of what all birds have and write facts about each picture. Picture Facts Toward RI.1.6 DOK 2 – APn Obtain (select the accurate source for…) information based on text and illustrations.

Teachers: Although this can be done with a VENN diagram, please allow students some practice time writing this in paragraph form for practice. Advise students that they do not have to include every detail as there are so many, but enough to show they understand what difference and same mean. 16. How is the information in the 2 texts What Makes a Bird ? And Do All Birds Fly? the same and different? Toward RI DOK 3 - ANy Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...

Write the first part of the story here:
17. Read the end of the story Hungry Baby Robin. The first part of the story is missing. Write the first part of the story. Hungry Baby Robin Write a Brief Text, W.1c Reason for Opinion, Target 6a Write the first part of the story here: Then the robin was happy. She took the worm to her baby in the nest. The baby ate the worm. Then the baby fell asleep.

18. Read the paragraph a student wrote about birds.
Revising a text W.1b state an opinion 6b Birds are different than other animals. They can fly. They have beaks. Birds have feathers. Birds have wings. Birds have two legs. They lay eggs! Which sentence could begin the paragraph that tells the student’s opinion about birds? Birds like to eat worms. Birds are very special. Birds can navigate well.

The bird can fly. The bird can hop.
Read the two sentences. The bird can fly. The bird can hop. Language and Vocabulary L.1.6 Lang. Use - Conjunctions, Target 8 What is the best way to join these two sentences together? The bird can fly because it can hop. The bird can hop so the bird can fly. The bird can fly and hop. 20. Read the sentence below. Edit and Clarify L.1.1c singular-plural verb tenses Target 9 The two _____ shared the worm. Which word should go in the blank to finish the sentence? A. birds B. bird C. birdes

Student Directions: Part 2
You are going to write an opinion story. This means you will tell how you feel about something. You will write reasons to explain why you feel the way you do. Use the stories you read and the video you saw to support your answer with reasons for how you feel. To write your story you will answer this question: Is it important for birds to have wings? Give as many details as you can from the stories to explain your answer. Plan your writing. You may use your notes and answers. Write – Revise and Edit your first draft. Write a final draft about How you will be scored Purpose Did you tell your opinion? Is all of your writing about the topic? Organization Are your ideas easy to understand from the first of your writing to the end? Did you use words like because, and , also? Elaboration: of evidence Did you get ideas (evidence) from the texts to tell more about your opinion? Did you use examples? of language and vocabulary Do your ideas make sense? Did you use words from the passages to help write about your ideas? Conventions Did you follow rules for capitals, punctuation and spelling?

Name____________________________

Close your books and wait for instructions!
STOP Close your books and wait for instructions!

2 1 Literary Text 1 2 3 4 5 6 7 8 Informational Text 9 10 11 12 13 14
Color the box green if your answer was correct. Color the box red if your answer was not correct. Literary Text 1 I know what a character, setting or event is in a story. RL.1.3 2 I can answer questions about a character, setting or event in a story. RL.1.3 3 I can tell who is speaking in a story. RL.1.6 4 I can find clues to tell when someone is speaking in a story RL.1.6 5 I can tell about characters’ adventures or experiences from two different stories. RL.1.9 6 I can find details to tell what is the same and different about characters’ experiences or adventures. RL.1.9 7 I can find information to identify specifically who is telling a story. RL.1.6 8 I can write to tell what is the same and different about characters’ experiences or adventures. RL.1.9 Informational Text 9 I can tell what caused something to happen (connecting ideas) RI.1.3 10 I can describe how the topic is connected to a fact (i.e., dolphins have blowholes because...). RI.1.3 11 I can ask and answer who, what, when, why, and how questions about information in pictures and text. RI.1.6 12 I know that information can be found in pictures and text. RI.1.6 13 I can find information in two texts about the same topic. RI.1.9 14 I can find information in titles, captions and other informational text features. RI.1.9 15 I can choose the right information from pictures and text to answer questions. RI.1.6 3 2 1 16 I can find information about the same topic from two texts and explain how the information is the same and different. RI.1.9 Writing 17 Write the first part of the story. W.1.1c (Brief Write) 2 1 18 Which sentence could begin the paragraph that tells the student’s opinion about birds? W.1.3b 19 What is the best way to join these two sentences together? L.1.6 20 Which word should go in the blank to finish the sentence? L.1.1C

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