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Teaching Strategies K–3 Performance Task Cards™: English Language Arts

Kindergarten

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8.a.1011.d.1018.a.10

Common Core State Standards1

RL.1.1RI.1.1SL.1.2

SL.1.3


8.a.1211.d.1218.a.12


RL.2.1RI.2.1SL.2.2SL.2.3


8.a.1411.d.1418.a.14


RL.3.1RI.3.1SL.3.2SL.3.3

Grade 1

Grade 2

Grade 3


8.a.811.d.818.a.5 emerging to 6


RL.K.1SL.K.2SL.K.3

1. Select a suitable text (see Materials).

2. Read the text aloud to a small group of students.

3. At key points in the text, encourage students to think of a question to ask a partner. Tell them that asking and answering questions helps them to better understand what the story is about.

4. Model this process first and prompt the students to ask a question of their own.

5. When the students have developed their questions, have them turn to their partners and ask their questions. Each partner has a turn at asking and answering a question.

6. Listen in as the students ask their questions and then as they answer their partner’s question.

Materials: Use a copy of a book that is at an appropriate level and will match the standard you are assessing (either literature or informational text). The example below uses a standard version of The Three Little Pigs. For third grade, consider using both standard and alternate versions of The Three Little Pigs. Alternate versions include The True Story of the Three Little Pigs by Jon Sciezka and The Three Little Wolves and the Big Bad Pig by Eugene Trivizas.

Use these questions as a model and adapt them to the text you have selected.

Modifications

• Make notes or use a recording device to capture students’ questions and answers.

• Use storybook software with features for hearing and pausing stories.

• Provide a system for students to respond, such as recording parts of the story onto a student’s communication device.

• Use gestures, real objects, and other visual cues to aid children’s comprehension of the story.

• Provide ample time for children to formulate an answer and respond.

• Do the activity with a smaller group as children who are English Language Learners may feel more confident responding when fewer students are present.

• Provide open-ended questions.• Talk about open-ended questions and

how to ask and answer them.

ELA 1. Asking and Answering QuestionsPurposeWhen readers ask and answer questions, it helps them to engage with the key ideas and details in the text, and with the author, and gives focus to the reading. Asking and answering questions in many different situations enables students to ask for help or clarification and to respond to others’ questions.In this task the students will actively listen to a selected book read aloud. They will ask and answer questions about the text.

What You Do

2

Examples of Criteria for Meeting the Standard(s)

Gathering Evidence of Students’ Achievement


ELA 1. Asking and Answering Questions

Kindergarten

Read the story aloud to the students and then model asking and answering a question about the story.

On this page Mother Pig is talking to the three little pigs. My question is, “What is the mother saying to the three little pigs?”The answer to my question could be, “Mother Pig is saying there is no room for the little pigs and they have to leave home.”

Next encourage the students to ask their own questions. Refer to a page in the text.

On this page it says the first little pig built his house out of sticks. What question do you have about the first little pig’s house?On this page it says that the wolf huffed and puffed but couldn’t blow the house down. What questions do you have about what the wolf did?On this page we can see the wolf coming down the chimney. Think of a question to ask your partner about the third little pig.

Ask the students to take turns asking their questions and listening for the answers from their partners.

Grade 1

Read the story and stop on several pages to encourage the students to ask questions about the story.

What questions do you have about the little pigs’ houses?What questions do you have about the wolf? What questions do you have about the end of the story when the wolf came down the chimney?

Ask the students to take turns asking their questions and listening for the answers from their partners.

Kindergarten

• The student is able to answer a question asked by the teacher or another student (Reading Literature 1).

• The student is able to ask a question related to the text (Reading Literature 1).

• The student asks or answers questions to clarify something that was not understood (Speaking and Listening 2, 3).

Grade 1

• The student is able to answer a question asked by the teacher or a student (Reading Literature 1; Speaking and Listening 2).

• The student is able to ask a question related to the text (Reading Literature 1; Speaking and Listening 2).

• The student asks or answers questions to clarify something that was not understood (Speaking and Listening 3).

3




ELA 1. Asking and Answering Questions

Grade 2

• The student is able to ask who, what, why, when, and where questions (Reading Literature 1).

• The student’s questions demonstrate an understanding of the key details of the story (Reading Literature 1).

• The student can answer questions that probe the key details of the text or deepen understanding of the text (Speaking and Listening 3).

Grade 3

• The student asks and answers questions about the text and makes reference to the text in his answers (Reading Literature 1).

• The student is able to identify the main details of story structure (Speaking and Listening 2).

• The student asks and answers clarifying questions about the story (Speaking and Listening 3).

Grade 2

Read the story aloud.What question do you have about what the three little pigs did when they left home?

Give the students prompts to encourage them to ask questions. At two or three key stages of the story, ask the students to ask a who, what, why, when, or where question.

Begin your questions with who, what, why, when, or where.

Ask the students to take turns asking and answering questions with their partners.

Grade 3

Read the story aloud.Why do you think each pig used a different material to build its home? How would you compare/contrast the three pigs?If you could change one thing about the story, what would it be?

Have the students think of open-ended questions to ask their partners. Give them ample time to take turns asking and answering questions.

Read an alternate version of the story aloud.What differences did you notice between this version of the story and the original version?Which version do you prefer? Why?It was very clever for the author to think of a way to change this story. Can you think of other ways to change it?


Kindergarten




8.a.109.c.1018.a.1018.c.1011.d.10


RL.1.1RL.1.2RL.1.3SL.1.2SL.1.3L.1.1b–j


8.a.129.c.12 11.d.12 18.a.12

18.c.12


RL.2.1RL.2.2RL.2.3SL.2.2SL.2.3L.2.1a–f


8.a.14 9.c.14 11.d.1418.a.1418.c.14


RL.3.1RL.3.2RL.3.3SL.3.2SL.3.3L.3.1.a,b,d,e,f,g,h,i

Grade 1

Grade 2

Grade 3

Modifications

• Make an audio version of the story available so that students can become familiar with it before they take part in the assessment task.

• Make notes or use a recording device to capture students’ paired discussions.• Have the students use props and names from their home language.• If possible, arrange for children to hear the book read first in their home language. This

will aid their comprehension and ability to retell it later in English.• Provide ample time for children to formulate an answer and respond.• Do the activity in a smaller group as children who are English-language learners may

feel more confident responding when fewer students are present.• Use gestures, real objects, and other visual cues whenever possible to emphasize

details of a story.• Reread the story several times to help students gain an understanding of unfamiliar

words and phrases.• Use storybook software with features for hearing and pausing stories.• Provide a system for students to respond, such as recording parts of the story onto a student’s

communication device.• Have the students use a retelling hand or a retelling sheet to help them remember the

components of a good retelling.• Invite students retell the story to a partner first.• Encourage students create a story sketch as they listen to the story to help them with

the retell.

Materials: Use a copy of a literature text that is at an appropriate level and will match the standard you are assessing. For example, it needs to have a clear central message. The example below uses Tomás and the Library Lady by Pat Mora for K–2. Use these suggestions as a model and adapt them to the text you have selected.

1. Select a suitable text (see Materials) that you have read to the group on a previous occasion.

2. Work with a small group. Read the title of the book and tell the students that you want them to think about the main things that happen in the story and about its main message. Tell them that thinking about what is most important in a story helps them to understand it better.

3. Read the text aloud, encouraging the students to ask and answer questions as they listen to the story and view the illustrations.

4. Pause at key points to review the sequence of events, key details, and any questions the students have.

5. Model your thinking, (e.g., “This page begins with the words ‘Some days …’ So the story here is about events that happen on more than one day. And the next page begins with ‘All summer …’ It makes me think that I’m on the right track when I think that this book tells me about things that Tomás experiences more than once …”). Prompt the students to review the sequence of events in the story with a partner. Listen in as they talk.

6. At the end of the story, encourage discussion about what happened when in the story and the story’s central message.

PurposeWhen readers retell what they have read and identify key details, including the central message or lesson (using information from both text and illustrations), it gives focus to their reading and supports their understanding.In this task the students will actively listen to and view a selected book that they have heard before and will discuss it afterwards.

ELA 2. Retelling

What You Do


8.a.818.a.5 emerging to 618.c.5 emerging to 6


RL.K.1RL.K.2RL.K.3SL.K.2SL.K.3L.K.B, L.K.1.C, L.K.1.F

2



ELA 2. Retelling

Kindergarten

With prompting and support, and after several readings of the story

• The student retells the story in order and describes some main events (e.g., Tomás listening to Papá Grande’s stories, going to the library, meeting the library lady, reading books whenever he could, and having to say goodbye to the library lady) (Reading Literature 2).

• The student demonstrates an understanding of the text by asking and answering questions about key details (e.g., the student asks why Tomas’s grandfather wanted to listen to the stories in English) (Speaking and Listening 2).

• The student asks and/or answers questions to clarify something not understood (Reading Literature 1; Speaking and Listening 2).

Grade 1

• The student identifies why the setting, a character, or an event is important to the story (Reading Literature 2).

• The student describes the central message of the story (i.e., how important books and stories were to Tomás) (Reading Literature 2).

• The student asks and/or answers relevant questions (Reading Literature 1; Speaking and Listening 2).


Kindergarten

Remind the students that they are familiar with this story. Read the story to the students and model identifying the main events in the story.

How did the library become so important to Tomás? I think the library lady had something to do with it, so I’m going to check what she said to him that first day.What happened at home after Tomás first visited the library? What happened next?

At key points, prompt the students to notice and discuss relevant details about a key event or how it is introduced in the text.

After the reading, support the students to retell the story, using the illustrations as prompts.

Where is Tomás living? How do you know?What important thing has Tomás decided to do?What is this picture telling you about Tomás?What was the most important thing that Tomás did in this story?What changed in Tomás’ life after he started going to the library?

Grade 1

Read the story (and the author’s note at the end) to the students and stop at several points to encourage the students to use the text and the illustrations to identify events in the order they occur.

After the reading and discussion, ask the students to retell the story, using the illustrations as prompts.

Where is Tomás living? Why is he away from the country he was born in?What questions do you have about the story? What answers do you have for other students’ questions?Talk with a partner about what key events have happened so far and what is going to happen next.What does this illustration of Tomás (at the door of the library) tell you about how he is feeling? What do the words on the page tell you?Talk with your partner about why the library lady was an important character. How would the story be different without her? What does the author tell us, in this story, about books and reading?

3




ELA 2. Retelling

Grade 2

• The student recounts key details in the story accurately (e.g., to convey how Tomás’ situation had changed from the beginning to the end of the story) (Speaking and Listening 2).

• The student is able to describe the central message of the story (i.e., the importance of reading and education) (Reading Literature 2).

• The student asks and/or answers relevant questions to demonstrate understanding of key details (Reading Literature 1).

• The student describes how characters respond to challenges or major events (Reading Literature 3).

Grade 3

• The student recounts information from the story accurately and with details (Reading Literature 1).

• The student identifies the main topic and key details of the text (Reading Literature 2), (Speaking and Listening 2).

• With prompting and support, the student is able to describe the connection between two individuals, events, ideas, or pieces of information in a text (Reading Literature 3).

• The student asks and answers questions about the text (Speaking and Listening 3).

• The student speaks clearly and uses complete thoughts during the book discussion (Language 1).

Grade 2

Read the story (and the author’s note at the end) to the students and stop at several points to encourage the students to use the text and the illustrations to identify events in the order they occur.

After the reading and discussion, ask the students to retell the story and identify its message.

Talk with a partner about what you have found out about the events so far. Ask each other who, what, when, where, or why questions.Find an illustration that tells you a lot about an event in the story. What does it tell you?What message does the author have for us in this story?Think about the characters and events in the story. How did going to the library change Tomás’ life?

Grade 3

Read the story aloud. Pause at several points and encourage the students to place the events in order using the text and illustrations as prompts.

After reading, ask the students to retell the story and identify its main message. Encourage them to use open-ended questions as they talk with a partner about the events so far.

How would this story be different without the illustrations?What problems did Tomás face in the story? What is the author’s message? What is the most important part of the story? Why?Has there ever been a time that you felt like Tomás? When was it? How did you feel?


Kindergarten




18.a.108.a.109.c.10


RL.1.3RL.1.7SL.1.2L.1.1b–j


8.a.129.c.12 18.a.12


RL.2.3RL.2.7SL.2.2L.2.1a–f


8.a.149.c.14 18.a.14


RL.3.3RL.3.7SL.3.2L.3.1.b, d, e, f, g, h, i

Grade 1

Grade 2

Grade 3

What You Do

ELA 3. Describing

Modifications

• Make an audio version of the story available so that students can become familiar with it before they take part in the assessment task.

• Use gestures wherever possible to emphasize important details of a story.• Encourage students to act out aspects of the story.• Make notes or use a recording device to capture students’ paired discussions.• Use storybook software with features for hearing and pausing stories.• Provide a system for students to respond, such as recording parts of the story onto a

student’s communication device.• Invite students to use pointing or gestures when taking part in discussions.

Materials: Use a copy of a literature text that is at an appropriate level and will match the standard you are assessing. The example below uses Put Me in the Zoo for Kindergarten; The Paper Crane for Grade 1, and Lon Po Po for Grade 2 and Chicken Sunday by Patricia Polacco. Use these suggestions as models and adapt them to the text you have selected.


2. Work with a small group. Tell the students the title of the book and that you want them to use the words and the illustrations to help them find out who the main characters are and what they are like, where the story is set, and what happens. Explain that thinking about key details helps them to get interested in the story and to understand what the story is about.

3. Discuss the title and front cover. Then, according to the difficulty level of the text, have the students read the text themselves or listen while you read the text aloud. (You can assess these aspects on texts the students read themselves and texts you read to them.)

4. Encourage the students to ask and answer questions as they listen to or read the story and view the illustrations.

5. Pause at key points to review and discuss the focus questions (who, what, where) and any other questions students have about the story.

6. Prompt the students to look for information in the illustrations as well as the text. Model this process the first time (e.g., “On the cover, this animal has different colored spots but here, on the title page, his spots are red. I wonder why they are different?”). Then, on subsequent occasions, prompt the students to talk with a partner about how the illustrations are helping them to understand the story. Listen in as they talk.

7. At the end of the story, encourage discussion about how the students worked out their answers to the focus questions and how the illustrations helped them.

PurposeWhen readers identify and describe key details in a text, it gives focus to the reading and supports their understanding.When readers use illustrations to confirm and build on information and ideas, it deepens their understanding of a text.In this task the students will actively listen to and view a selected book with illustrations and will discuss it afterwards.


8.a.89.c.8 18.a. 5 emerging to 618.a.8


RL.K.3RL.K.7SL.K.2L.K.1.b, c, f

2




ELA 3. Describing

Kindergarten

With prompting:

• The student uses information in the text and illustrations to identify and describe the main character (Reading Literature 3).

• The student describes how the story starts and ends (Reading Literature 3).

• The student describes the relationship between an illustration and the text on the same page (or double-page spread) (Reading Literature 7).

• The student asks and answers relevant questions (Speaking and Listening 2).

• The student uses complete sentences to discuss the story (Language 1).

Grade 1

• The student identifies and describes the setting (Reading Literature 3).

• The student uses information in the text and illustrations to describe the main characters (Reading Literature 7).

• The student describes the relationship between the story and some specific illustrations (Reading Literature 7).

• The student asks and answers relevant questions (Speaking and Listening 2).

Kindergarten

Tell the students the purpose for the reading and read the story aloud. At key points, question the students or prompt them to notice and discuss relevant details, using the text and illustrations.

Who is the main character so far? How do you know? What helped you to know?Where is he?What does he want?Talk with a partner about what the animal is like (e.g., he can do amazing things with his spots, he’s proud of himself, he likes to perform, and he’s friendly).What questions do you have about the animal or the children, or about what happened in the story?Can you answer any other students’ questions?Tell me what happened at the beginning and the end of the story. What has changed?Choose a picture that you think is important and tell a partner what the picture is showing you.

Grade 1

Tell the students the purpose for the reading and read the story aloud. Use questions and prompts to encourage the students to examine and discuss the illustrations and how they help to tell the story.

Tell me who the characters are in this story.What is the bad thing that has happened to their restaurant?What are the people doing in this illustration? What happened before? What happened after?Talk with a partner about an important thing that happened in the story and why it was important.Tell me some words you could use to describe the restaurant owner and his son.Why did the old man decide to help them? Was it okay that he took the paper crane away again? Tell me why you think that?

3




ELA 3. Describing

Grade 2

• The student uses the text and illustrations to describe a main character, including how the character was feeling or what they were thinking (Reading Literature 7).

• The student describes how the characters respond to major events and challenges (Reading Literature 2).

• The student identifies some aspects of the illustrations that helped them to understand the story or describe the characters (Reading Literature 7).

• The student provides requested detail or clarification (Speaking and Listening 2).

Grade 3

• The student identifies the main idea and key details of the story that you read aloud. (Speaking and Listening 2)

• The student is able to describe how the illustrations support the words in the story. (Reading Literature 7)

• The student asks and answer questions about the story using complete thoughts and ideas. (Language 1)

• The student describes the connection between the characters in the book. The student is also able to talk about the connection between the events in the story. (Reading Literature 3)

Grade 2

Tell the students that the story is a Chinese version of Little Red Riding Hood and ask them to recap the main characters and events in the familiar tale. Then read the story aloud, using questions and prompts to encourage the students to think about key details of the story.

What characters will you expect to see?The mother is leaving the house. How is this different from the story of Red Riding Hood?

Pause at key points to allow the students to examine the illustrations and discuss how they add to the story.

What do you notice about the illustration when the wolf comes inside? How does this make you feel about the wolf?Find some words that describe one of the characters (e.g., cunning, sharp claws, hairy face).

Grade 3

Explain to the students that you are going to read a book aloud, and that while you read, you want them to pay close attention to the key details of the story. Read the title, show the cover, and ask them to describe what they see on the cover.

Pause at key points during the story and have students describe the illustrations. Discuss how the details of the illustration add to the story.

You have heard the beginning of the story and you know what just happened on this page. Look at this illustration (use the one of the alley behind the hat shop on pages 7–8). How does it add to the story? What do you notice about it? Look at the illustration on pages 9 and 10. Before I read the words that go with it, how does the illustration make you feel?

After reading, ask the students to work with a partner to answer the next question. Then have each pair share their thoughts with the group.

How did this author use the illustrations to help you understand the story?


Kindergarten




8.a.109.c.1018.a.1018.c.10


RI.1.2RI.1.3RI.1.7SL.1.2L.1.1b–j


8.a.129.c.1218.a.12


RI.2.2RI.2.3RI.2.7SL.2.2L.2.1a–f


8.a.149.c.14 18.a.14 18.c.14


RI.3.2RI.3.3RI.3.7SL.3.2L.3.1b–i

Grade 1

Grade 2

Grade 3What You Do

Modifications

• Make an audio version of the text available so students can be familiar with it before the assessment task.

• Use props and names from a student’s home language as you read.

• Use gestures, real objects, and visual cues whenever possible to emphasize details of a text and vocabulary.

• Reread the text several times, over a period of a few days or a week, to help students gain an understanding of unfamiliar words and phrases.

• Arrange for children to hear the book in their home language. First to aid their comprehension and ability to discuss the text in English.


• Make notes or use a recording device to capture students’ paired discussions.

• Use storybook software with features for hearing and pausing texts.

• Provide a system for students to respond, such as recording parts of the text onto a student’s communication device.

• Invite students to use pointing or gestures when taking part in discussions.

Materials: Use a copy of an informational text that is at an appropriate level and will match the standard you are assessing. The example below uses Starfish by Edith Thacher Hurd. for K, Amazing Whales! by Sarah L. Thomson for Grade 1, and Where Do Polar Bears Live? by Sarah L. Thomson for Grade 2 and A Rock Is Lively by Dianna Hutts Aston for Grade 3. Use these suggestions as a model and adapt them to the text you have selected.


2. Work with a small group. Read the title of the book and ask the students what this suggests to them about the main topic (what the text is mostly about). Together, look through the book, focusing on the illustrations to confirm or clarify the students’ suggestions.

3. Tell the students that you want them to find out key details about the main topic. Tell them that thinking about the topic and key details helps them to get interested in the information and to understand it better. For grade 2 students, explain that each paragraph or section of text will have a main idea that will help them identify key details.

4. Encourage the students to ask questions about key details as they listen to the text and view the illustrations or photographs.

5. Pause at key points to review key details and any questions the students have. Give the students opportunities to answer their own or others’ questions.

6. Prompt students to look for connections between pieces of information. Model how to do this (e.g., in Amazing Whales!, “This page is about whales getting caught in fishing nets. Earlier in the text, we found out that whales need to get to the surface to breathe, so this reminds me how dangerous it is for them to get trapped under the water by a fishing net.”). At subsequent stopping points, ask the students to look for connections in discussion with a partner. Listen in as they talk.

7. At the end of the text, discuss and review what the students have identified as the topic and key details. Ask them to describe some connections they have made within the text and to explain how they made them.

PurposeWhen readers identify the main topic and key details of a text and can describe the connection between ideas (using information from both text and illustrations), it gives focus to the reading and supports their understanding.In this task, K–1 students will actively listen to and view a selected informational text with illustrations or photographs and discuss it afterwards. Grade 2–3 students will read and discuss a selected informational text with illustrations or photographs, identifying the focus of specific paragraphs as well as of the main text.

ELA 4. Identifying Topic and Key Details


8.a.89.c.8 18.a.818.c.5 emerging to 6


RI.K.2RI.K.3RI.K.7SL.K.2L.K.1.b, c, f

2




Kindergarten

Read the text to the students, and stop at several points to model identifying key details.

These first few pages are about where starfish live. They are telling me that some starfish live in the sea—but some live in pools and some live deep down in the sea.

After modelling several examples, prompt the students to use the text and the illustrations to identify key details themselves.

Ask the students to talk with their partners and review what they think is the main topic of the text.

After the reading, and with prompting and support, ask the students to retell some key details about starfish.

This page (“Starfish have many arms …”) is telling us about the parts of a starfish. It has arms, or rays, but no legs. What questions do you have about the parts of a starfish?” (Students may ask questions such as: What do starfish do with their arms? How do starfish move without legs? Do starfish have mouths?)Listen while I read the next four pages. Look at the illustrations. Then talk with a partner about the key details you have found out about the parts of a starfish. Have you found some answers to your questions? Did you think of new questions?I have a question: How does the starfish know where to go if he doesn’t have eyes?Look at the pictures on these three pages. (Starting from “When a starfish is hungry …”) These pictures are of the same starfish looking for food and finding it. Listen while I read these pages, then talk with a partner about what the starfish is doing in each picture.What key details have we found out about starfish so far? (Students may say that they live in different parts of the sea; there are different sorts of starfish; they have rays and feet and a mouth but no legs, eyes, ears, or noses; they hunt for their food by feeling for it; they use their rays to pull shells apart.)Talk with a partner about what you have learned about how new starfish grow. Take turns sharing your ideas and listening to your partner’s ideas.

Grade 1

Read the text to the students, and stop at several points to prompt the students to use the text and the photographs to identify key details.

While we’re reading this book, I want you to think about why the author has called it Amazing Whales! Look for key details that show some “amazing” key details about whales.What amazing key detail has the author told us on these pages? (On pages 2–3 students may notice that the blue whale is really big—it’s as long as a basketball court.)The key detail on this page (page 6) is that all whales are mammals. Read pages 6 to 8 and then talk with a partner about how we can tell that whales are mammals.What questions do you have about how whales breathe? Share your questions with your partner. Look for information on the page to answer the questions you both have.Can you answer any of the other students’ questions?What key details have we found so far? (Students may mention how big whales are, that they are mammals, how they catch food and eat …)How does this photograph help you to understand what breaching is?

After the reading and discussion, ask the students to retell key details, using the photographs as prompts.

Ask the students to review with a partner what they think the main topic is (e.g., why whales are amazing).

Do you agree that whales are amazing? Why or why not?

Kindergarten

With prompting

• The student says what the book is about (starfish) and that it has lots of information (Reading for Informational Text 2).

• The student identifies some key details about the topic (starfish have many arms called rays, they lay eggs, they have no eyes or ears) (Reading for Informational Text 2).

• The student describes a connection between two pieces of information (when a starfish is hungry, it feels for its food as it slides and glides on its tiny tube feet) (Reading for Informational Text 2).

• The student identifies the relationship between illustrations and the text (Reading for Informational Text 7).

• The student asks and/or answers relevant questions (Speaking and Listening 2).

Grade 1

• The student says what the book is about (whales) and explains why the title is appropriate (why they are amazing) (Reading for Informational Text 2).

• The student identifies key ideas from the illustrations and details (whales are mammals, there are 80 kinds, they breathe through blowholes) (Reading for Informational Text 7).

• The student describes a connection between two pieces of information (to explain why sperm whales need to be able to hold their breath for longer than an hour, why some whales have baleen instead of teeth, or why some whales are in danger and need to be protected) (Reading for Informational Text 3).


ELA 4. Identifying Topic and Key Details

3




Grade 2

• The student identifies the focus of some specific paragraphs (Reading for Informational Text 2).

• The student describes some connections between scientific ideas (how polar bears are able to find food and keep warm in a land of ice and snow) (Reading for Informational Text 3).

• The student explains how specific images support the text (the maps or humorous illustrations on pages 29–33 help to clarify the impact of warmer temperatures on polar bears) (Reading for Informational Text 7).

Grade 3

• The student identifies the main idea of the text (or sections), recounts key details, and explains how the details support the main idea. (Reading Informational Texts 2)

• The student describes the relationship between scientific ideas or concepts about rocks and rock formation. (Reading Informational Texts 3)

• The student uses information gained from illustrations and the words in a text to demonstrate understanding of the text. She is able to talk about the cycle of change that rocks undergo. (Reading Informational Texts 7)

• The student identifies the main ideas and supporting details of a text read aloud. (Speaking and Listening 2)

• When talking about the story, the student uses complete sentences and strong descriptive words about the text and terminology. (Language 1)

Grade 2

Read the text with the students, and stop at several points to prompt the students to identify the focus of specific paragraphs and to discuss connections between scientific ideas.

After reading the first four pages, support the students to identify the focus of the paragraphs so far (describing what the land looks like, and the appearance of the polar bear and her cub).

Stop again two or three times and ask the students to talk with a partner about the focus of the paragraphs in short sections of text.

What is this part of the text mainly about?

Prompt the students to notice connections between scientific ideas.The author has told us how cold it is in the snow. What does she tell us about how polar bears survive in such cold weather?

Ask the students to choose a map or diagram from pages 29–33 and to talk with a partner about what information it has given them.

How did it help you to understand an important idea about polar bears?

Ask the students to review with a partner what they think the main topic is (e.g., where polar bears live).

Grade 3

Read the text aloud, pausing at predetermined points to discuss it.

Pause at the bottom of page 6. Ask the students to identify the main idea of these last two pages.

What did the author want us to learn from reading these two pages?

Have the students read the next few sections and pause at the bottom of page 12.

The last few pages had a few more main points that the author wanted us to know about rocks. What are they?

How do the illustrations on pages 11 and 12 help you understand the main idea of that section?

Have students read another few sections and record one of the main ideas on a sticky note. Encourage each student share his or her thoughts regarding the selected main idea.

Talk briefly about pages 21–22 regarding the many ways to use rocks. Ask the students to think of other ways to use rocks.

Ask the students to identify the main idea of the book, basing their opinions on what has been discussed so far.

What does the author mean when she says that a rock is recycled?Name some types of rocks that you learned about.

3ELA 4. Identifying Topic and Key Details


Kindergarten



What You DoTeaching Strategies® GOLD™

8.a.129.c.12 18.a.12


RI.2.1RI.2.2RI.2.8SL.2.2L.2.1a–f


8.a.149.c.14 18.a.1418.c.14


RI.3.1RI.3.2RI.3.8SL.3.2L.3.1 b, d, e, f, g, h, i

Grade 1

Grade 2

Grade 3


8.a.109.c.1018.a.1018.c.10


RI.1.1RI.1.2RI.1.8SL.1.2L.1.1b–j

Modifications

• Use gestures, real objects, and other visual cues to emphasize details of a text and help children comprehend vocabulary.

• Reread the text several times, as needed, to help students gain an understanding of unfamiliar words and concepts.

• Make an audio version of the text available so that students can be familiar with it before they take part in the assessment task.

• If possible, arrange for children to hear the book read first in their home language. This will aid their comprehension and ability to retell it later in English.

• Provide ample time for children to formulate an answer and respond.• When possible, use the child’s home language to explain new vocabulary prior to reading

the text in English.• Use storybook software with features for hearing and pausing texts.• Provide a system for students to respond, such as recording parts of the text onto a student’s

communication device.

Materials: Use a copy of an informational text that is at an appropriate level and will match the standard you are assessing. It may be a text that students have read before. The example that follows uses A Tree Is a Plant by Clyde Robert Bulla. for K, A Weed is a Flower: The Life of George Washington Carver by Aliki for Grade 1, and Bat Loves the Night by Nicola Davies for Grade 2 and Wild Tracks! by Jim Arnosky for Grade 3.


2. Work with a small group of students.

3. Tell the students that in informational texts, authors use reasons to support the points they make.

4. Explain that in the text you are going to read together, you want the students to look for the reasons the author is using to support points in the text. Tell the students that looking for the reasons an author gives to support the main points will help them understand the text. For 3rd grade let the students know that you are going to be reading part of the text.

5. The text is too long to read in one sitting. So, you will be reading a few sections.

6. Encourage the students to ask questions as they actively read or listen to the text and view the illustrations or photographs.

7. Pause at key points to review the author’s points and supporting reasons. Model how to do this (e.g., “The author’s main point on page 12 is that a bat can move around safely in the dark. The reason the author gives for this is that a bat can use her ears to hear where she is going, so even when it’s dark, she won’t bump into things.”).

8. At subsequent stopping points, ask the students to identify the author’s points and supporting reasons.

9. At the end of the reading, review examples the students have identified of how an author has used reasons to support his or her points.

PurposeWhen readers identify the reasons an author gives to support ideas, it gives focus to the reading and deepens their understanding.In this task the students will actively listen to and view a selected informational text and discuss it afterwards.

ELA 5. Integration of Knowledge and Ideas


8.a.89.c.8 18.a.5 emerging to 618.c.5 emerging to 618.a.8


RI.K.1RI.K.2RI.K.8SL.K.2L.K.1 b, c, f

2





Kindergarten

Introduce the text and read it to the students, prompting them to find and discuss reasons the author gives on each page.

The author of this book wants to explain why a tree is a plant—the biggest plant that grows. While we read this book, think about the reasons he is giving to show why this is true.What do we want to find out about trees and how they are like other plants? Let’s think of some questions. My question is: How does a tree begin to grow?The author tells us that an apple tree comes from a seed. He explains how this happens on pages 8 to 10.

Stop after another few pages and ask the students to identify the steps involved in a seed becoming a young plant (e.g., falling to the ground, being covered with leaves or soil).

At the end of the reading, ask the students to identify the reasons the author provides for his statement in the title, that a tree is a plant.

Do you agree that a tree is a kind of plant? What information in the book shows us that it is? (Students may say: A tree has leaves and roots like a plant, it uses the sun to make food from air and water, it can have blossoms like a plant.)

Grade 1

Read the text, stopping several times to prompt the students to identify the points the author is making and the reasons she gives to support her points.

On the first page, the author is saying that George Washington Carver was “no ordinary man” because he overcame many challenges in his life and helped many people. As you read, look out for reasons the author gives to support this point.What questions do you have about George Washington Carver? Can you answer other students’ questions?Talk with a partner about some challenges George Washington Carver faced in his life and how he overcame them. (Students may say: He didn’t have his own family so he lived with other people. He didn’t have money for college so he worked hard and saved his money for many years. He didn’t get discouraged.)

At the end of the reading ask the students to retell, the story of George Washington Carver’s life, identifying key details such as how he overcame challenges, his love and curiosity for plants, and how he helped people.

What are some reasons why the author thinks that George Washington Carver was “no ordinary man”? (Students may say: He didn’t give up. He was good at lots of things. He was very interested in plants and how they could help people. He used lots of different ways to reach his goals. He spent his life working hard and helping others.)

• Kindergarten

With prompting

• The student is able to identify the author’s main point and retell key details (e.g., that a tree has many of the attributes of smaller plants) (Reading for Informational Text 2).

• The student identifies some reasons the author gives to support his statement (e.g., a tree can grow from a seed, it has leaves and roots, it has flowers) (Reading for Informational Text 8).


Grade 1

• The student is able to identify the main topic and retell key details (e.g., that George Washington Carver was unusual and overcame many challenges) (Reading for Informational Text 2).

• The student identifies some reasons the author uses to support a point (e.g., that George Washington Carver was “no ordinary man”) (Reading for Informational Text 8).


3





Grade 2

• The student identifies the main topic of several paragraphs (Reading for Informational Text 2).

• The student identifies the reasons the author uses to support a point (e.g., that bats love the night) (Reading for Informational Text 8).

• The student describes how the author uses reasons to support a point (Reading for Informational Text 8).

• The student provides requested detail or clarification (Speaking and Listening 2).

Grade 3

• The student asks and answers questions that demonstrate an understanding of the text, referring explicitly to the text as the basis for the answers (Reading Informational Texts 1).

• The student determines the main idea of a text, recount the key details, and explains how the details support the main idea (Reading Informational Texts 2).

• The student describes the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) (Reading Informational Texts 8).

• The student determines the main ideas and supporting details of a text read aloud (Speaking and Listening 2).

• The student demonstrates command of the conventions of standard English grammar and usage when speaking (Language 1).

Grade 2

Read the text together, stopping several times to prompt the students to identify the points the author is making and the reasons she gives to support her points.

Read the title. What is the main point in the title? As you read, look for reasons the author gives to support this point.What questions do you have about bats? Can you answer other students’ questions? The author tells us that bats can fly around safely when it’s dark. Does she explain how the bat does this? (Students may say: The bat uses her ears, not her eyes. She makes a lot of noise, and from the way the sounds echo back to her she can work out where everything is. She listens hard and can hear even a twig breaking.)

At the end of the reading ask the students to identify, some of the reasons the author gives about why bats “love the night.” (They use their ears instead of their eyes to find things and move around safely so they don’t need daylight. They can fly around and catch food. They can sleep in the daytime.)

Grade 3

Read the text with a group of students, pausing every few pages to discuss the author’s points and the reasons he gives to support them. (The author wants you to know that animals leave different kinds of tracks, and that the tracks tell us things about the animal’s life).

As I read from this book, listen for ways in which the author supports his purpose and his main points. Use the index cards I gave you to write down any insights you have while I am reading.

At the end of the reading, ask students questions to clarify understanding.

We have just listened to the introduction of this book. What main points does the author make about animal tracks? Why are animal tracks important?What do you remember about an animal mentioned in the book? What do you remember about its tracks?How do the illustrations help us understand this topic?


Kindergarten




8.a.12 18.a.12


RL.2.4L.2.5a


8.a.14 18.d.8


RL.3.4L.3.5b

Grade 2

Grade 3

Grade 1


8.a.10 18.a.10


RL.1.4L.1.5c


8.a.7 emerging to 8 18.d.2


RL.K.4L.K.5c

What You Do

Modifications

• Use gestures to emphasize details of a story.• Reread the story several times to help students gain an understanding of unfamiliar words

and phrases.• Make an audio version of the story or poem available so that students can become

familiar with it before they are asked to discuss the vocabulary.• Make notes or use a recording device to capture students’ paired discussions.• Use storybook software with features for hearing and pausing stories.• Provide a system for students to respond, such as recording parts of the story onto a

student’s communication device.• Invite students to use pointing or gestures when taking part in discussions.


2. Work with a small group. Read the title.

3. Remind the students that authors carefully choose their words to help the reader understand and enjoy stories and poems. Tell the students that when they read, you want them to think about some interesting words the author has used and why the words are important.

4. Tell the students that thinking about word meanings and why the author has used words in special ways will help them to understand and enjoy what they are reading (and will help them with their writing).

5. Have the students read the text themselves or listen while you read the text aloud.

6. Encourage the students to ask and answer questions about key words and phrases they notice in the text.

7. After the reading, discuss with the students how the author used words and phrases to help them understand and enjoy the story or poem.

Materials: Use a copy of a literature text that is at an appropriate level and will match the standard you are assessing. The example below uses A Story, A Story by Gail E. Haley for Kindergarten; Tomás and the Library Lady by Pat Mora for grade 1, and the poem Knoxville, Tennessee by Nikki Giovanni for grade 2. Use these suggestions as a model and adapt them to the text you have selected.

PurposeWhen students have an expanding vocabulary and a deep understanding of word meanings, they are better able to comprehend and appreciate texts.In this task, students will listen to a selected text and discuss the author’s use of language.

ELA 6. Word Knowledge

2





Kindergarten

Introduce the story.This book is an African story and the main character is a tricky Spider man. As I read, you may hear some words you don’t know. What are some ways you can work out word meanings? (Students may talk about what they know from the story so far or from the meaning of the sentence, using the illustrations, or looking for parts of the word that are familiar.)

Read the story to the students, pausing several times for the students to ask and answer questions about unknown words. Where appropriate, write some words on a chart to help students see word features.

Model how to ask and answer questions.What is a leopard? The rest of the sentence says he has “terrible teeth” so it sounds like it’s a wild animal. I’ll look for more clues as I read on. Maybe there will be a picture …

Stop at several points to prompt the students to ask and answer questions about unknown words.

After the reading, ask the students to talk with a partner about an unknown word they figured out and how they did it.

What questions do you have about words on this page? Can you answer any other students’ questions?Use the pictures to help you (e.g., to figure out words like “weak”, “jungle”, “leopard”, “vine creepers”, “frond”, “calabash”, “crept”).

Prompt students to make links between the animals in the story and other animals they know about.

What other animals have “terrible teeth”? What insects do you know about that are like the hornets?

Support students to figure out words and phrases like “spun”, “chuckled”, “tatter your wings”.

Think about the rest of the sentence. I’ll read it again.

Support students to figure out words and phrases (like “golden”, “gladly”, “untie”) and words used in unusual ways.

Look at the parts of the word that you know.This page has the word “stopped,” but it’s used in an unusual way. (“Ananse quickly stopped the mouth of the gourd.”) What is the meaning of “stopped” in this sentence? Think about what Ananse is trying to do.

Grade 1

Introduce the story.While you listen to this book, think about how the author uses words and phrases to help you imagine how Tomás is feeling. Think about how his feelings change from the beginning to the end of the story.

Read the story to the students, pausing several times for the students to identify and discuss the author’s use of language. Model how to do this.

I can see that Tomás and his family have been travelling a long way and they’re feeling hot and very tired. The author tells us it’s midnight and they’re still driving, not sleeping. And he uses the word “tired” over and over.

Use prompts and questions.How is the author describing Tomás’ feelings on this page? (On the second page of text, the author repeats the phrase “I would” to show how hot Tomás is and how much he wants to cool down. He also writes, “Mama,” whispered Tomás, “If I had a glass of cold water, I would drink it in large gulps. I would suck the ice. I would pour the last drops of water on my face.”)

With the students, identify and share other examples of the author’s use of descriptive words and phrases (and repetition), which include:

when Tomás is at the library door and feeling nervous about going in (“Its tall windows were like eyes glaring at him … Slowly, he started climbing up, up the steps … His mouth felt full of cotton.”) the car trip back to Texas, in contrast to the car trip at the beginning of the story (“Tomás closed his eyes. He saw the dinosaurs drinking cool water long ago.”)

Prompt students to make links between the places in the story and other places they know.

What places do you know about that are dry and dusty? What buildings do you know about that have tall windows?”Where else could you find a lot of interesting books?

Prompt students to identify how the author uses words.Talk with a partner about a part of the book where the author helped you imagine how Tomás was feeling. Tell them the words that helped you.How was the car trip back to Texas different from the car trip at the beginning? What words describe the difference?

Kindergarten

With prompting

• The student asks and answers questions about unknown words (Reading Literature 4).

• The student uses clues such as her knowledge of the story so far, sentence context, and/or the illustrations to determine word meanings (Language 5).

• The student makes links between words in the story and her own knowledge or experiences (Language 5c).

Grade 1

• The student identifies words and phrases that suggest feelings (e.g., how Tomás was feeling) (Reading Literature 4).

• The student makes links between words in the story and his own knowledge or experiences (Language 5c).

3





Grade 2

• The student describes how specific words and phrases add to the poem’s rhythm and its meaning (Reading Literature 4).

• The student describes how the author’s words helped her to think about the theme of a poem (e.g., the summertime theme of Knoxville, Tennessee) (Reading Literature 4).

• The student makes links between words in a story and her own knowledge or experiences (Language 5a).

Grade 3

• The student describes how specific words and phrases add to the poem’s rhythm and its meaning. The student also notes that the author uses simple, literal language to get her point across (Reading Literature 4).

• The student identifies the author’s use of the literal meanings of words (Language 5a).

• The student makes a connection to the word garden and talks about how it relates to his or her life (Language 5b).

Grade 2

Introduce the poem and the listening purpose.As you listen to this poem, think about how the author uses words and phrases to help us think about summer.

Read the poem, then prompt the students to discuss the author’s use of language. The students can reread and refer to the poem as they discuss it.

What is the author’s message in this poem? (The author loves summer.) How do you know? (The opening statement.)

Model your thinking.At first, this poem sounds just like a list of good things about summer, but I think the author is doing some clever things here to help our thinking. When I read the list of food, I notice that it starts with short words (one- and two-syllables) naming healthy food from the garden, then moves on to “barbecue and buttermilk.” What do you notice about these two words? Say them aloud. (They both start with “b” and are longer—with three syllables.) It makes me notice them—so I finish reading this verse with the idea of yummy food and barbecues and picnics in my mind.

Ask specific questions to help students notice how the poet uses vocabulary.

What is the first verse mainly about? (Food.) How do you know? (There are lots of food words.)Why does the author say “you can eat” instead of “I can eat”? (It helps the reader to think about what they like about summer as well as reading about what the author likes.)Is this poem just about food? What other ideas has the author added? (Students may talk about music, being able to do things outside with bare feet, being with other people—at church and with your grandmother, being warm.)

Prompt students to make links between the poem and experiences in their own lives.

What foods or drinks do you like to have in the summer? What do you like to do on hot days?Talk with a partner about an idea in this poem you really like and why you like it. How are your summer memories similar to or different from those in the poem?

Grade 3

Introduce the poem and the listening purpose.As you listen to this poem, think about how the author uses words and phrases to help us think about summer.

Read the poem to the students, then prompt the students to discuss the author’s use of language. The students can reread and refer to the poem as they discuss it.

What is the author’s message in this poem? (The author loves summer.) How do you know? (The opening statement.)

Model your thinking.At first, this poem sounds like a list of good things about summer, but I think the author is doing some clever things here to help our thinking. When I read the list of food, I notice that it starts with short words (one and two syllables), naming healthy foods from the garden. It then moves on to “barbecue and buttermilk.” What do you notice about these two words? Say them aloud. (They both start with b and are longer, with three syllables.) It makes me notice them, so I finish reading this verse with the idea of yummy food and barbecues and picnics in my mind. This poem is written in free verse. How does this format support the author’s feelings about summer? How would the poem be different if the author had written it as a rhyming poem? (The author’s use of free verse is perfect for the topic and simple words of this poem. The feeling you get is summertime relaxation and carefree living. The free verse format helps this message come across to the reader.)

Ask specific questions to help students notice how the poet uses vocabulary.What is the first verse mainly about? (Food.) How do you know? (There are lots of food words.) Why does the author say “you can eat” instead of “I can eat”? (By addressing you [the reader], the author invites you into the poem so that you start to feel connected to her summer experiences by having you think about your own.) When I think about the author’s choice of words, I feel like the poem was written by a little girl. The words are simple and straightforward, which makes the poem easy to understand. The author says what she means, and it helps us get a clear picture in our minds. What are some of the words she uses that are easy for you to picture in your mind? What other things does the author talk about in the poem? (Students may talk about music, being able to do things outside with bare feet, being with other people—at church and with your grandmother, being warm.)

Prompt students to make connections between the poem and their own experiences.

Have you ever had food from someone’s garden? What do you know about gardens? If you were writing a poem like this, what kinds of things would you include about your summer?


4

Knoxville TennesseeI always like summer

Best

you can eat fresh corn

From daddy’s garden

And okra

And greens

And cabbage

And lots of

Barbeque

And buttermilk

And homemade ice-cream

At the church picnic

And listen to

Gospel music

Outside

At the church

Homecoming

And go to the mountains with

Your grandmother

And go barefooted

And be warm

All the time

Not only when you go to bed

And sleep

Nikki Giovanni



Kindergarten




8.a.10 18.d.4


RI.1.4L.1.4a–b


9.a.8 18.d.2


RI.K.4L.K.4a–b


8.a.12 18.d.6


RI.2.4L.2.4a–d


8.a.14 18.d.8


RI.3.4L.3.4a–c

Grade 1

Grade 2

Grade 3

Modifications

• Make an audio version of the text available so that students can become familiar with it before they are asked to determine the meanings of specific words.

• Use gestures, real objects, and other visual cues to emphasize details of a text and help children comprehend word meaning.

• If possible, arrange for children to hear key vocabulary in their home language.

• This will aid their comprehension and ability to discuss words later in English.


• Reread the text several times with the students to help them gain an understanding of unfamiliar words and phrases.


• Use software with features for hearing and pausing texts.

• Provide a system for students to respond, such as recording parts of the text onto a student’s communication device.

• For this type of activity, consider using a variety of text types. Biographies such as Kaka by Jose Maria Obregon and Rafael Marquez by Arturo Contro will likely interest even the most reluctant male readers.

What You Do

ELA 7. Vocabulary

Materials: Provide a copy for each student of an informational text that is at an appropriate level and will match the standard you are assessing. The example below uses Wind Power by Pat Malone for K, Eat My Dust! Henry Ford’s First Race by Monica Kulling (pages5–19) for grade 1 and Crittercam by Andrew Elnspruch for grade 2, and National Geographic Kids: Cats vs. Dogs By Elizabeth Carney (also provide sticky notes).

Setting: Use these suggestions as a model and adapt them to th text you have selected.


2. Work with a small group. Read the title.

3. Tell the students that, when they read the text, they may find some words they don’t understand. Ask the students to tell you some strategies they can use when they are trying to figure out word meanings—e.g., read the whole sentence and think about the meaning, think about other times the word has been used in the text, look at parts of the word that are familiar (attach/attached, under-water, water-proof), look close by in the text for a definition or another way of saying the same thing, look at an illustration or diagram, use a glossary, use a dictionary.

4. Tell the students that being able to work out word meanings will help them to become better readers.

5. Ask the students to read the text to themselves. Provide prompting and support as necessary.

6. Pause at key points. Encourage the students to ask and answer questions about unknown words and to explain how they worked out their meanings.

7. Write some of the unknown words on a chart to demonstrate word features. For example, when reading Eat My Dust: Henry Ford’s First Race, you can show how the suffix “-less” affects the meaning of the word “horseless” (page 6) and how the two component words within “horsepower” (page 18) explain its meaning.

8. After the reading, ask the students to talk with a partner about some new words they found and how they worked them out.

PurposeWhen students are taught strategies for determining word meanings, they are better able to comprehend texts.In this task, K–3 students will read a selected informational text and discuss specific word meanings. Grade 2 students will read a selected informational text and determine the meanings of specific words and phrases.

2


ELA 7. Vocabulary



Kindergarten

With prompting and support

• The student asks and answers questions about unknown words and phrases or words with multiple meanings (Reading Informational Text 4).

• The student uses clues such as sentence context and the pictures to determine word meanings (Language 4).

• The student looks for endings of words to work out what the word might mean (Language 4).

Grade 1

• The student asks and answers questions about unknown words and phrases or words with multiple meanings (Reading Informational Text 4).

• The student draws on a range of strategies to determine word meanings. For example, the student

– uses the context of the sentence

– notices familiar parts of the word

– uses information in the illustrations (Language 4).

Kindergarten

Introduce the text to the students.This book is called A Tree Is a Plant. Can you see that it has a picture of a squirrel on the front cover? I wonder why trees are important for squirrels? (Squirrels live in trees. They eat nuts that grow on trees.)

Tell the students to look through the text, focusing on the pictures.What kinds of plants can you see growing in these pictures? (Big trees. Grass. Tiny plants.)

Read the text to or with the students. Explain that as well as finding out how trees grow, you want them to think about ways they can work out word meanings.

Model how to ask and answer question about unknown words.What does this word (“center” on page 7) mean? I’ll read the sentence again. (“The seeds are in the center.”) The sentence tells me that the center of the apple is where you can find the tiny seeds. I’m looking at the picture. I can see some seeds. They are in the middle of the apple, so I’m thinking that “center” is another word for middle.”

Stop the students reading at several points to prompt the students to ask and answer questions about unknown words.

After the reading, ask the students to identify some words they worked out and to explain how they did it.

Prompt the students to identify words they don’t know.What does “stem” mean?Find a word on this page that you’re not sure about. What is your question about this word? (Students may say, “What does ‘trunk mean?”What questions do you have about the words on this page? Can you answer other students’ questions?Use the picture to help you read this word (e.g., “warms” on page 9).Look at the parts of this word (sometimes) that you know. How does that help you work out the meaning of this word?

On page 20, prompt the students to notice the arrows going from the ground up into the tree.

How does this help you to understand what “carry the water” means?

Grade 1

Introduce the text to the students.This book is called Eat My Dust: Henry Ford’s First Race. Look at the cover. What questions do you have about this book? What does it mean to “eat my dust”?

Ask the students to read the text. For this task, have them read only to page 19.

Stop the students reading at several points and prompt them to ask and answer questions about unknown words and phrases—e.g., on page 6, help the students to draw on their knowledge of the suffix “-less” to clarify that a “horseless buggy” is a buggy without a horse. Model your thinking.The illustration shows Henry Ford driving a car. My new question is, Why are the people calling the car a “horseless buggy”? (Students may say: Because people hadn’t seen a car before they had no name for it. They used a word they already knew.)

After the reading, ask the students to identify some words they didn’t know and explain how they worked out their meaning.

Ask them their ideas about the meaning of “eat my dust.” (If the students are familiar with this phrase, they may have linked this to the idea of the race. If not, there is a further clue on page 38, so students can return to this question later.)

What questions do you have about words on this page? Can you answer other students’ questions?Use the illustrations to help you (e.g., to support students in reading “leaped”, “reared”, “post”, “repairs”).I notice the word “post” on page 9. “Post” has more than one meaning. Can you explain what it means here? How do you know? (Students may refer to the illustration and the sentence context—it was something he tied his car to. The sentence structure indicates the word is a noun rather than the verb “to post”.)Look at parts of the word (e.g., in “horseless”, “sidewalk”) that you know to help you be sure about the meaning.What helped you work out the meaning of “victory” on page 16?

After reading page 18, ask the students to identify the sentence that explains the meaning of “horsepower.”

How do the illustrations help you?”




Grade 2

• The student determines the meaning of specific words and phrases (Reading Informational Text 4).

• The student draws on and integrates a range of strategies to determine word meanings (e.g., the student:

– uses the context of the sentence

– builds on the use of the word earlier in the text

– notices familiar parts of the word

– looks for a definition close by

– uses information in the diagrams, photographs, captions, or labels) (Language 4).

Grade 3

• The student determines the meaning of general academic and domain-specific words and phrases in the text (Reading Informational Texts 4).

• The student determines the meaning of words by consulting a photograph or illustration, or by using the paragraphs before and after to determine the meaning (Language 4a).

• The student determines the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat) (Language 4b).

• The student uses a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) (Language 4c).

• The student uses glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases (Language 4d).

Grade 2

Introduce the text to the students.Look at the title. What do you notice about the parts of the word “Crittercam”? How does the cover photograph help you think about what a crittercam is?

Tell the students to look through the text, focusing on the headings and photographs, to confirm or clarify their ideas.

Ask the students to read the contents page.

What do you expect to find out in this book?

Ask the students to read the text. Explain that as well as finding out about crittercams, you want them to think about ways they can work out word meanings.

Stop the students reading at several points and prompt them to ask and answer questions about unknown words and phrases.

After the reading, and with prompting and support, ask the students to identify some words they didn’t know and explain how they worked out their meaning.

After reading page 3, ask the students to identify the two sentences that explain the meaning of the word “crittercam.”

I notice the author has used the word “attach” (on page 3). How has he helped you to understand the meaning of this word? (Students may say. “He has used the words ‘put on’.”) “Attach” is an important word to know in this book.What questions do you have about the words on these pages? Can you answer other students’ questions?On page 3, I notice the word “records”. This word has more than one meaning. Can you explain what it means here? How do you know?What helped you to work out the meaning of “sturdy” on page 6?Look at parts of the word that you know to help you be sure about what it means (e.g., to support “underwater,” “waterproof,” “backpack,” “background,” “headlights,” “special,” “especially,” “behave,” “behavior,” “lenses,” “smaller,” “lighter,” “more powerful.”)How do the photographs and labels help you?

Grade 3

Introduce the text to the students. Look at the front cover of this book. How did the author grab your attention? Does the photograph on the cover make you want to read this book? Why or why not?

In a moment, I am going to ask you to look through this text and focus on the headings and photographs.

Before we start looking through the book, take a few moments to look a the table of contents. When reading a book like this, you do not have to start at the beginning and read it all the way through. You can jump around.

If you were to read this book by yourself, which chapter would you start with?

We can also use the table to contents to find out what we will learn by reading this book.

Tell the students to look through the text, focusing on the headings and photographs.

Ask the students to read the text. Explain that in addition to finding out about cats and dogs, you want them to think about ways they can determine the meaning of unknown words and phrases.

While the students are reading, stop them several times to talk about the book and about unfamiliar words and phrases. Give the students sticky notes. Invite them to either place a sticky note in the book when they get to an unfamiliar word, or use it to jot down unfamiliar words along with their page numbers.

Since we are having a group discussion about the book, please start reading at the beginning of the book. I’ll stop you in a few minutes so we can continue our discussion. While reading the first section, I noticed that the author included a section called “Pet Words,” which contains definitions of words in that section. This is one way that we can determine the meanings of words we don’t know. On page 9, I see the phrase head-to-head at the beginning of the second paragraph. Sometimes, just stopping to think about something helps us figure out what it means. So, if two animals are having a battle, they are fighting. And if it is head-to-head, I’m thinking it means that two animals are in the fight (1 head and 1 more head), and that they are facing each other. Also on page 9, I also see the word fearsome. To figure out this word, I can think about its parts. Fear is an unpleasant emotion that is caused by the belief that something or someone is dangerous. Some means an unspecified number greater than one. So, I think fearsome means something that I have reason to fear. When reading new words, you can look at the parts of a word to figure out their meaning. As you read the rest of the book with the students, stop and take notice of new vocabulary words and talk about how you can determine their meaning. Do a “think aloud” as you try out new strategies, including looking at sentences before and after a word, using the glossary, and using the index.

ELA 7. Vocabulary 3


Kindergarten



Grade 1

Grade 2


17.a.12


RL.2.5


17.a.10


RL.1.5


17.a.6 17.a.8


RL.K.5RL.K.6

ELA 8. Selecting Texts

Modifications

• Include some texts that are very familiar.• Select books with illustrations that

complement the text.• If possible, select some books or

poems that children are familiar with in their home language. This will aid in their ability to comprehend the task.


Materials: Provide about six literature texts (including at least one poetry collection) and about six informational texts that are at an appropriate level and will match the standard. Include familiar and unfamiliar grade level and read-aloud texts. Avoid texts with ambiguous features, such as a story told in rhyme or an informational text illustrated entirely with cartoonstyle illustrations. Although texts such as these could generate interesting discussions, the identification of their text type goes beyond the intent of the assessment task. Use the set of student task cards (see examples of materials provided). As the students complete the tasks, ask questions: How did you know? What helped you find that book? An example of a set of books and student task cards is provided on page 3 of this card.

1. Provide a selection of texts and a set of student task cards (see Materials).

2. Work with a small group. Tell them that you have a collection of books that you want them to sort into storybooks and informational texts.

3. Take a familiar storybook from the text selection. Find out what the students know about the features and structure of a storybook by asking questions such as: What sort of book is this? How do you know? When we read a storybook, what do we expect to see and find out about? (Storybooks often have characters; dialogue; a story with a beginning, things that happen, often a problem that needs fixing, and an ending; a setting; pictures.)

4. Write the students’ ideas on a chart, for reference.

5. Take a familiar informational text from the selection. Find out if the students know the difference in purpose between storybooks and informational texts by asking questions such as: Is this a storybook? Why not? What do we expect to see and find out when we read an informational text? (An informational text gives information, is true, will often have photographs, may have tables, maps or diagrams, has ways to help the reader find information, such as a contents page, glossary, or index).

6. Add the students’ suggestions to the chart.

7. Introduce a poem to the students and briefly discuss the characteristics of a poem (e.g., a poem often rhymes, is arranged in lines and verses, has short lines, can tell a story but often describes something, can be funny) and add them to the chart.

8. Tell the students that knowing about different sorts of text will help them when they are looking for a particular type of book and will also help them know what to expect when they are reading.

9. Ask the students to work together to sort the books. Listen in to their conversations as they do this.

10. Ask the students to explain the reasons for their selections.

11. Give each student a student task card. Observe how they carry out the tasks and ask them to explain what they did.

12. Repeat the activity until you have sufficient assessment information for each student.

13. You can make the cards available for students to use as independent book activities. The students may also like to make new cards for others to use.

PurposeWhen students recognize the features of different types of texts, they are better able to select texts that meet their reading purpose, form appropriate expectations about text content, and develop independence as readers.In this task, the students will select texts for specific purposes. (Note that the assessment tasks are for K–1 students only.)

What You Do

2




Kindergarten

Ask the students to work together to sort the books into storybooks, poetry books, and information books. Model how they could do this.

I’m looking at the front cover. The bird is wearing a headscarf—and that’s not something birds really do, so I think this is a storybook. I’ll look through some of the pages to check … Yes, there are characters and the speech marks tell me they are talking, so this is a storybook.

Ask questions and listen to the students’ conversations as they sort the books.

After the sorting, ask the students to select a book from one of the groups and say why it belongs there.

Ask students to work with a partner. Give each pair one of the student task cards.

Provide support for reading the student task cards. While the students carry out the tasks, talk with them about what they are doing and how they are making their decisions.

Then the pair of students can trade cards with another pair and work on a new task. Repeat the task card activity until you have sufficient assessment information. Prompt the students to use relevant information.

What does the title tell you?What can you see on the front cover?Where is the name of the author?How do you know this book is about a kitten?Does this book have pictures or photographs?Look inside the book.What does it say on the title page?These pages have maps on them. Do stories have maps in them?

Grade 1

Ask the students to work together to sort the books into storybooks, poetry books, and information books. Model how they could do this.

The title is From Seed to Pumpkin and the cover illustration has children sitting on pumpkins. So, this could be a storybook or an information book. I need to look further… The back of the book says that this is a “Let’s-read-and-find-out” book, so that’s a big clue! I’ll have a look inside the book. Pages 4 and 5 still look like a story—but the next page has pictures of what’s happening under the ground, and there’s an arrow pointing to a smaller picture. This is definitely an information book.

Ask questions and listen to the students’ conversations as they sort the books.

After the sorting, ask the students to select a book from each of the groups and describe the major differences between them.

Ask each student to complete two (or more) student task cards. While they carry out the tasks, talk with them about what they are doing and how they are making their decisions.

Repeat the task card activity until you have sufficient assessment information. Prompt the students to use relevant information.

How do you know?What tells you this is an information book?How do you know this isn’t a storybook about a polar bear and its mother?Tell me three things that are different in these two books about whales.How does the back of the book help you?Show me what tells you that this is a storybook.

Kindergarten

• The student is able to recognize common types of text (e.g., storybooks, poems, and informational texts) (Reading Literature 5).

• The student with prompting and support is able to name the author and illustrator and define the role of each (Reading Literature 6).

Grade 1

• The student is able to recognize common types of text (e.g., storybooks, poems, and informational texts) (Reading Literature 5).

• The student is able to explain major differences between text types. (Informational texts have facts and information about real things, or real people; stories are made up and have imaginary characters) (Reading Literature 5).



3

For grade 1 students, you may not need to specify whether the book is a storybook or an information book. Some additional questions for grade 1 students are in parentheses. Use these suggestions as a model and adapt them to the texts you have selected.

StorybooksBang, Molly. The Paper Crane

Eastman, P. D. Are You My Mother?

Henkes, Kevin. Kitten’s First Full Moon

Haley, Gail E. A Story, A Story

Lobel, Arnold. Owl at Home

Lobel, Arnold. Frog and Toad Together

Poetry BooksRead-Aloud Rhymes for the Very Young.

Selected by Jack Prelutsky.

Informational Texts Aliki. A Weed is a Flower: The Life of George

Washington Carver

Bulla, Clyde Robert. A Tree Is a Plant

Hurd, Edith Thacher. Starfish

Einspruch, Andrew. Crittercam

Pfeffer, Wendy. From Seed to Pumpkin

Student Task Cards Find two storybooks by Arnold Lobel.

(What are their titles?)

Find the book called A Story, A Story.

(Who wrote it?)

Find a storybook by Molly Bang.

(What is the title?)

Find a storybook with a question in the title.

Find a storybook about a kitten.

Find a book of poems.

Find two information books about plants.

Find a book called Starfish. (Is it a storybook

or an information book?)

Find an information book about a person’s life.

(Who is the person?)

Find an information book with photographs.

(What is the topic?)

Examples of Materials



Kindergarten

Grade 1

Grade 2




15.d.8


RF.2.3a


15.d.6


RF.1.3a


16.b.8


RF.K.3a

What You Do

Modifications

• Allow a student various ways to identify letters and sounds—for example, choosing the correct sound from three options you provide orally or have recorded on a communication device.

• Give children ample time to respond.• Provide a table or surface with non-

slip material to keep letters or cards in place.

• Have a student point to the letters as you read them or make their sounds.

• For students English-language learners, record all the sounds for a specific checklist on a recording device and have the student respond by indicating the correct match with a card.

Materials:

For Kindergarten: A set of alphabet letter cards* for the consonants b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, y, z, as listed in Form A. They may be upper- or lowercase, but each letter should be clearly recognizable. Note that this activity does not use the letter x.

For Grade 1: A set of consonant cards*, consonant digraph cards*, and medial vowel cards.* Record the words created in Form B. Place all the vowels in one pack, the single consonants in one pack, and consonant digraphs in another pack. It may help to have each of the three sets in a different color.

For Grade 2: A set of words that contain short and long vowels as listed in Form C.

Forms: Download and print Forms A, B, and C as required for recording individual assessments.

* Download these resource materials.

1. Make decisions about whom to assess and which assessment tasks best match each student’s skill level. See the guidance that follows.

2. If a student has mastered a particular skill, move on to the next level.

3. Work with individual students whenever possible. Each task will take a few minutes. Working with students in groups may not reveal the information you need.

4. Explain that you want to check the students’ skills in working with sounds, letters, and words, and that you will use specific activities to do this. Tell them that the information you gain will help you in your teaching, and help them in their learning.

PurposeStudents require a sound knowledge of the relationships between the sounds in words (phonemes) and the ways in which those sounds can be represented in print (graphemes). This gives them a foundation to build on when reading and writing. By assessing students’ developing skills, teachers are better able to plan the instruction that will help students, as individuals and in groups, become proficient readers and writers.

ELA 9. Sounds and Words

2




Kindergarten

• Does the student make reasonable attempts to sound each letter?

• Which letters require further instruction? Reassess after a period of instruction (Reading Foundational Skills 3a).

Grade 1

• Does the student rearrange the cards to form groups of words she can pronounce?

• Which digraphs require further instruction? Reassess after a period of instruction (Reading Foundational Skills 3a).


Kindergarten

Give the student a set of plastic letters of the consonants (as listed in Materials).

Ask the student to hand you the letters, one at a time, in any order.

For each letter, ask the student to say the sound the letter makes.

If the letter has more than one sound (e.g., c, as in cat (/c/) and civil (/s/)) prompt the student by asking:

Do you know another sound this letter can make?

If the student gives the name of the letter (ess for /s/), ask again for the sound.

Record the results on Form A: Consonant/Sound Identification.

Grade 1

Set out three packs of cards in this order: single consonants, medial vowels, and consonant digraphs.

Show the students the sets, and explain that they will be using them to make short words, or groups of letters that sound like words.

Remind the students that sometimes two letters work together as if they were one letter: they make one sound. Some of these sounds come at the start of a word, some come at the end of a word, and some can be at the start or the end.

Model the activity by taking one card from each pack and making a word—for example, ship.

When I say this word, I put the sounds /sh/-/i/-/p/ together to form a word, ship.As you use the cards to make words, you’ll need to decide on the order you place them to sound right. For example, putting together /ck / + /i/ + /t/ doesn’t sound right. I have to change them around to make a word, tick.

Ask the student to make and remake words by using one card from each pack to do so.

Continue until the student has made and pronounced at least one word correctly with each digraph.

Record the words the student makes on Form B.



3


Grade 2

• Does the student make reasonable attempts to place the cards correctly?

• Which vowel sounds require further instruction? Reassess after a period of instruction (Reading Foundational Skills 3a).

Grade 2

Give students a pack of cards with the words listed in Form C (see Materials).

Make a two-column chart on a sheet of paper on the table. Label the columns “short vowel” and “long vowel.”

Model reading two words to show the difference between a long and short vowel sound (e.g., read the cards for mad and made). Place the cards in the correct columns.

Now I’d like you to read each card and place it in the correct column. If you’re not sure of a word, put it aside. Remember, a long vowel always says its name.

Record the results on Form C: Long and Short Vowels.



Kindergarten

Grade 1

Grade 2




15.d.8


RF.2.3b


15.d.6


RF.1.3b


15.d.4


RF.K.3b

Modifications

• Allow a student various ways to identify letters and sounds—for example, choosing the correct word from three options you provide orally or have recorded on a communication device.

• Give children ample time to respond. • Record all the sounds for a specific

checklist on a recording device and have the student respond by indicating the correct match with a card.

What You Do

ELA 10. Decoding Unfamiliar Words

For Grade 1: A set of word cards as listed in Form D (set 1).

For Grade 2: A set of word cards as listed in Form E (set 2).

Forms: Download and print Forms D and E as required for recording individual assessments.

1. Make decisions about whom to assess, and the assessment tasks that will best match each student’s skill level that follows. See the guidance.

2. Work with individual students whenever possible (working with students in groups will not reveal the information you need). Each task will take a few minutes.

3. Explain that you want to check the students’ skills in working with sounds, letters, and words and that you will do this by giving them words to read. Tell the students that the information you gain will help you in your teaching, and help them in their learning.

4. Tell the students that you will show them some words to read. Explain that you want them to use what they know about the ways in which vowel sounds can be spelled to figure out how to say each word.

PurposeWhen students have learned the most common phoneme–grapheme relationships and their variations, they are able to decode (pronounce) unknown words that use these relationships. This foundational skill can be assessed from grade 1 onwards by using words that use common spellings of blends, digraphs, and vowel sounds.

2



ELA 10. Decoding Unfamilar Words

Gathering Evidence of Student Achievement

Grade 1

• Does the student follow agreed rules for discussions? (Speaking and Listening 1a)

• Does the student use complete simple and compound sentences? (Language 1j)

• Does the student use determiners correctly (e.g., the, a, an, this, that, these, those)? (Language 1h)

• Does the student ask questions to clarify confusion or build on an idea? (Speaking and Listening 1c)

Grade 2

• Does the student make reasonable attempts to pronounce the words correctly?

• Which sounds require further instruction? Reassess after a period of instruction (Reading Foundational Skills 3b).

Grade 1

Hand the students set 1 of the word cards. Read the first card aloud slowly, showing how you use the vowel pattern to decide how to pronounce the word.

For example, using the card for kite, say:I know what the first sound is, /k/, and the last part of the word looks like bite. Now I put these sounds together and say kite.

As the student reads the cards, record the responses on Form D.

Grade 2

Hand the students set 2 of the word cards. Read the first card aloud slowly, showing how you use the vowel pattern to decide how to pronounce the word.

For example, using the card for blink, say:I know what the first and last sounds are, and the vowel is the same as in think or drink. Now I put these sounds together and say blink.

As the student reads the cards, record the responses on Form E.


Kindergarten




9.c.1210.b.1210.a.12


SL.2.1aSL.2.1bL.2.1a–f


9.c.1410.a.1410.b.1411.d.14


SL.3.1aSL.3.1bL.3.1b–i

Grade 1

Grade 2

Grade 3


9.c.1010.a.1010.b.10


SL.1.1aSL.1.1b L.1.1b–j

Modifications

• Redirect students who dominate, and prompt students who need encouragement to participate. (Limit your interventions, because this is an activity to assess the students’ discussion and language skills.)

• Provide a system for students to contribute, such as pre-recording comments and ideas onto a student’s communication device.

• Provide objects or pictures that the student may want to offer to support their contributions to the conversation.

• Allow wait time for students who need time to plan what they want to say.

• Read a picture book about the topic to the students to build prior knowledge and vocabulary.


9.c.810.a.810.b.821.a.6


SL.K.1aSL.K.1bL.K.1b, c, e, f

Materials: Materials that you have been using that are related to the topic, e.g., for K, a collection of rocks of different shapes, sizes, and colors; magnifying lenses. Provide photographs or other items as a focus for the discussion, e.g., photos or other materials related to the topic at an appropriate level. A well illustrated picture book about the topic or a video could help build prior knowledge. A talking stick or similar item, to support turn taking.

1. Select a grade-appropriate topic, related to a science or social studies topic that you have been studying, that will give all the students opportunities to share their knowledge, ideas, and opinions. The topic needs to allow for coverage of the specific skills being assessed. In this example, the topics are “Rocks” (K), “My Healthy Self” (Grade 1), and “The Moon” (Grade 2).

2. Gather a small group of students and initiate a discussion based on an issue related to the science or social studies topic. Watch and listen in to see how they share their ideas. Remind them in advance about the rules for discussion that the class has agreed on, such as taking turns and using complete sentences, using collective nouns (Grade 2), and using adjectives and adverbs (Grade 2).

3. Observe the students as they talk, using minimal prompting to keep the discussion focused.

4. When the discussion reaches a natural conclusion, thank the students for their participation.

5. Continue observing students over several discussions to ensure that you have observed a range of their skills.

PurposeAll verbal communication relies on the ability of participants to understand and to work together to create meaning. As students engage in day-to-day conversations and discussions, they use commonly agreed rules as they speak, listen, and build on each other’s contributions.By speaking in complete sentences, students are better able to be understood by their listeners, and to convey their ideas clearly and coherently.This activity provides a way for teachers to set up a discussion with a small group of students and then observe how each student contributes to the conversation. Observations carried out over several discussions will enable teachers to focus their assessments on different skills. The examples use prompts and questions that can be used as models for discussions in which different skills can be assessed.

ELA 11. Conversations

What You Do

2


Example of Criteria for Meeting the Standard(s)

ELA 11. Conversations


Kindergarten

Make sure the students have prior knowledge of the topic.

Show the students a set of rocks and ask them to each pick one to talk about.

Model sharing ideas of your own.I picked this rock because it is round and smooth and feels nice in my hand. I’ve seen rocks like this near a river. When they were wet they looked a different color.

Explain the purpose of the observation.Now I’d like to hear you share something about your rocks. I’m going to be watching and listening, to see how well you take turns and to hear the sentences you use when you talk.

Next, encourage the students to share their own thoughts and observations.

Look at the rock you’ve picked. What is it like? What can you tell us about it? Why did you choose it?Maria, would you like to start by telling us about the rock you’ve chosen? While Maria is talking, listen carefully, and then I’d like you to share your ideas.

If necessary, gently redirect during the discussion.Thanks, Maria, you’ve told us a lot of interesting things about your rock. Pilar, what would you like to say?

Bring the discussion to a close.Thank you all for sharing your ideas about rocks. You’ve said some very interesting things. I’ve enjoyed watching and listening to you.

Grade 1

Make sure the students have prior knowledge of the topic.

Introduce the topic.Today we’re going to talk about how we can look after ourselves and stay healthy.

Model sharing ideas of your own.I like taking my dog for walks. We have a lot of fun and it always makes me feel good. Walking and running helps us both stay healthy!

Explain the purpose of the observation.Now I’d like to hear you discuss what you know about staying healthy. I’ll be watching to see how well you take turns. I also want to hear the sentences you use when you talk and the questions you ask if you’re not sure about what someone else is saying.

Next, encourage the students to share their own ideas and experiences.

What do you think are important ways to stay healthy? What are some things that you do? Ben, would you like to start by telling us what you do to keep yourself healthy? While Ben is talking, listen carefully, and then I’d like you to share your ideas.

If necessary, gently redirect during the discussion.Thanks, Ben, you’ve told us a lot of interesting things. Jess, what would you like to add?

Bring the discussion to a close.Thank you all for sharing your experiences, you’ve said some very interesting things. I’ve enjoyed watching and listening to you.

Kindergarten

• Does the student follow agreed rules for discussions? (Speaking and Listening 1a).

• Does the student use complete sentences? (Language 1f).

• Does the student use regular plural nouns and prepositions correctly? (Language 1c, 1e).

• Does the student engage in two or more exchanges? (Speaking and Listening 1b).

Grade 1

• Does the student follow agreed rules for discussions? (Speaking and Listening 1a).

• Does the student use complete simple and compound sentences? (Language 1j).

• Does the student use determiners correctly (e.g., the, a, an, this, that, these, those)? (Language 1h).

• Does the student ask questions to clarify confusion or build on an idea? (Speaking and Listening 1c).




Grade 2

• Does the student ask relevant questions to clarify any aspects of the topic under discussion? (Speaking and Listening 1c).

• Does the student choose effective adjectives and adverbs when describing objects and actions? (Language 1e).

• Does the student add details to build on a previous speaker’s idea? (Speaking and Listening 1b).

• Does the student use irregular plural nouns (e.g., feet, mice) and the past tense of irregular verbs (e.g., sat, told) correctly? (Language 1b, 1d).

Grade 3

• The student forms and uses complete sentences (both simple and complex), correctly using verb tense, subject-verb and pronoun-antecedent agreement, regular and irregular verbs, comparative and superlative adjectives and adverbs, and abstract nouns when appropriate (Language 1).

• The student engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led), building on the ideas and comments expressed by other students and expressing their ideas clearly (Speaking and Listening 1a).

• The student follows agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) (Speaking and Listening 1b).

Grade 2

Make sure the students have prior knowledge of the topic. Introduce the topic of the solar system.

Look at how the moon moves in the sky. Is the moon a planet? Why does it change shape? Have people been there?

Explain the purpose of the observation.I’m going to ask you to have a discussion about the moon. While you discuss what you know about the moon, I’ll be watching to see how well you take turns and share your ideas.

Encourage the students to share their own ideas.Maria, would you like to start by telling us what you know about the moon? While Maria is talking, listen carefully, and then share your ideas in the group.

Prompt the students to add details.Tell us more about what the moon is like. Could you breathe there? Could you find water?

If necessary, gently redirect during the discussion.Thanks, Lexi, you’ve told us a lot of interesting things about the moon. Jacob, do you have anything you’d like to add to what Lexi has told us?

Bring the discussion to a close. Thank you all for sharing what you know about the moon, I’ve learned a lot from you.

Grade 3

Make sure the students have prior knowledge of the topic. Introduce the topic of endangered animals.

I want you to think about some of the books we have read this year about animals and their changing environments. Today we are going to talk about animals that are endangered.

Explain the purpose of the observation.I’m going to ask you to have a discussion about endangered animals. While you discuss what you know about these animals, I’ll be watching to see how well you take turns and share your ideas.

Encourage the students to share their ideas. Who has some information and would like to start our discussion?

Prompt the students to add details.Tell us more about the animals in the rainforest. What is happening there?

If necessary, gently redirect during the discussion.Daniel, you certainly are an expert on the black rhino. Michael, do you know of any endangered animals or have any thoughts to add to our conversation?

Bring the discussion to a close.Thank you all for sharing what you know about endangered animals. I’ve learned a lot from you and look forward to our next discussion.

3ELA 11. Conversations


Kindergarten



Grade 3

Grade 2

Grade 1


9.c.1419.b.1819.c.8


W.3.1a–dL.3.1a, b, d, e, f, g, h, iL.3.2a,d,e,f


19.b.1619.c.6


W.2.1L.2.2a,c,d


9.c.1019.b.1419.c.4


W.1.1L.1.1a–jL.1.2a–e


9.c.817.b.619.b.1219.c.221.a.6


W.K.1L.K.1a, b, c, e, fL.K.2b

ELA 12. Our Favorite Books

Materials: Four or five books that all the students have heard or read and enjoyed recently. Blank pages of 8 1/2" by 11" paper; crayons or markers; stapler or hole punch; yarn or ribbon to assemble the book.

1. Tell the students they will be the authors and illustrators of a book for the library area.

2. Display a variety of books (four or five) that all students have heard or read recently. Provide brief reminders of the stories by showing pages and retelling the main theme or subject of each book but do not discuss responses to them.

3. Distribute a piece of paper to each student, and offer them a variety of drawing and writing materials offering them a variety of age-appropriate drawing and writing materials.

4. Ask the students to think about the books they liked most from those displayed. Then ask the students to turn to a buddy and tell them about they book they liked best and why they liked it (it helps them to talk about their ideas before they start writing).

5. Next, ask the students to write about the book they chose and why they liked it. Limit your coaching, because this is an activity to assess students’ writing. Limit your coaching for younger students. For second- and third-grade students, explain what you expect them to include in their writing.

6. Ask the students to read their writing to you or to a partner. Tell them to write their name so that others will know who authored each page.

7. Assemble the book and share it with the group or class at a later time. Place the book in the library area.

8. You will probably notice a wide range of writing behaviors, from simple phonemic spelling to conventional spelling, and simple phrases to full paragraphs. Carefully listen to what students say as they write, and observe how they write.

PurposeWhen students write to express a preference, they learn to form an opinion and support it with reasons and examples. They need to apply the conventions of standard English so that their writing makes sense to their readers. In this assessment, each student will contribute a page to a book that can be used by individual students or groups to learn about books others have enjoyed.

Modifications

• Select books with illustrations that complement the text.

• Select books with experiences familiar to children’s lives.

• Select a variety of text types so that everyone can have a favorite (nonfiction, high interest for boys, etc.)

What You Do

2



ELA 12. Our Favorite Books

Kindergarten

• The student expresses an opinion or preference about the book or topic chosen (Writing 1).

• The student is able to read her text to you or a partner (Writing 1).

• The explanation also includes examples of criteria for meeting the standard (Writing 1).

Grade 1

• The student expresses an opinion about the book and gives a reason for his opinion (Writing 1).

• The student is able to read his text to you or a partner (Writing 1).



Kindergarten

Here is a student’s writing sample with explanation.

This shows the key features of the student’s writing and how it exemplifies the standard.

The writer of this piece:• uses a combination of drawing and writing

• tells the reader the topic he is writing about CPRS [caterpillars]

• states an opinion or preference about the topic Dictated: “I like the book about caterpillars. They are my favorite bugs because they have hundreds of legs. Some caterpillars turn into beautiful butterflies. Caterpillars are my favorite.”

Grade 1


This explanation shows the key features of the student’s writing and how it exemplifies the standard.

The writer of this piece:• tells the reader the name of the book

Mr. Gum and the secret hideout

• introduces the topic Polly and Friday are the heros… The bad peopel are Mr Gum and Billy William.

• states an opinion The book is funny because Mr Gum says funny things

• provides some sense of closure I like all the pitures [pictures] and chacaters [characters].




Grade 2

• The student uses linking words to connect opinions and reasons (Writing 1).

• The writing has a sense of closure or ending (Writing 1).


Grade 3

• The student wrote a piece that stuck to the topic, introduced the text, stated an opinion, provided reasons to support that opinion, used linking words, and included a concluding statement (Writing 1).

• The student used standard English grammar in his or her writing, including the proper use of regular and irregular plural nouns (Language 1b), abstract nouns (e.g., childhood) (Language 1c), regular and irregular verbs (Language 1d), simple verb tenses (e.g., I walked; I walk; I will walk) (Language 1e), subject-verb and pronoun-antecedent agreement (Language 1f), comparative and superlative adjectives and adverbs (Language 1g), coordinating and subordinating conjunctions (Language 1h), and simple, compound, and complex sentences. (Language 1).

• The student was able to write using conventions of standard English, including capitalization, punctuation, spelling. and quotation marks in dialogue (Language 2).

Grade 2

Here is a student’s writing sample The Adventures of Nanny Piggins.

This explanation shows the key features of the student’s writing and how it exemplifies the standard.


I read the Advenchis [Adventures] of Nanny Piggins.

• states an opinion and supplies reasons to support the opinion It is a very funny story because Nanny Piggins is terrible at been [being] a nanny.

• Uses linking words to connect opinion and reasons It is a very funny story because Nanny Piggins is terrible at been a nanny.

• Provides a concluding statement There are such cool things in Nanny Piggins!

Grade 3

This explanation shows the key features of the students’ writing and how it exemplifies the standards.


I really like the book Moonshot: The Flight of Apollo 11 by Brian Floca.

• states an opinion and supplies reasons to support his or her opinion There are so many reasons to love this book. The first reason it is a great book is that it is based on a TRUE story. Another reason is that the book is easy to read and the illustrations have a lot of detail. I also liked the detailed timeline inside the front cover. It gives me all the specifics about the flight. My favorite part is on page 7, when the astronauts are asked, “Go/No go?” I read the book three times.

• uses linking words to connect their opinion and reasons The first, another, I also…

• provides a concluding statement If a person wants to know more about how we first sent a man to the moon, then this is the book for them.

• uses correct grammar and conventions, including an underlined book title, proper capitalization of the title, correct punctuation marks for dialogue, and ending punctuation.

ELA 12. Our Favorite Books 3


Kindergarten



Grade 1


9.c.1419.b.1819.c.12 emerging to 13


W.3.2a–d L.3.1 a, b, d, e, f, g, h, iL.3.2a,d,e,f


9.c.1219.b.1619.c.6


W.2.2L.2.1a–fL.2.2a,c,d

Grade 2

Grade 3


9.c.1019.b.1419.c.4


W.1.2L.1.1a–jL.1.2a–e


9.c.8 17.b.619.b.1219.c.221.a.6


W.K.2L.K.1a, b, c, e, fL.K.2a–d

Materials: Items such as books, pictures, and a wall display related to a topic that all students have participated in studying recently. Blank pages of 8 1/2” by 11” paper; crayons or markers; stapler or hole punch; yarn or ribbon to assemble the book.


2. Review a topic (such as a science or social studies topic) that all the students have studied recently. Provide brief reminders of the topic by pointing to books, pictures, and project work they used or produced during the study. For older students, consider bringing up several areas of recent study and having them select one to write about.

3. Tell the students to think about something they would like to tell others about this topic. Ask the students to turn to a classmate and share their ideas.

4. Distribute a piece of paper to each student, and offer them a variety of age-appropriate drawing and writing materials.

5. Ask each student to write to tell others what they have learned about the topic. Limit your coaching, because you are using this activity to assess students’ writing Limit your coaching for younger students. For second- and third-grade students, explain what you expect them to include in their writing.

6. Ask the students to read their writing to you or to a partner. Tell them to write their names so that others will know who authored each page.


8. You will probably notice a wide range of writing behaviors, from simple phonemic spelling to conventional spelling, and from simple phrases to full paragraphs. Listen carefully to what students say as they write, and observe how they write.

PurposeWhen students write to convey information, they learn to identify a topic and support it with some facts. They need to apply the conventions of standard English so that their writing makes sense to their readers. In this assessment, each student will contribute a page to a book that can be used by individual students or groups to learn about the topic.

ELA 13. Our Book About…

Modifications



• Select a variety of text types so that everyone can have a favorite (nonfiction, high interest for boys, etc.)

What You Do

2



ELA 13. Our Book About…

Kindergarten

• The student writes about the topic (Writing 2).

• The student is able to read her text to you or a partner (Writing 2).


• The student prints many upper- and lowercase letters (Language 1a).

Grade 1

• The student gives some details about the topic (Writing 2).



• The student uses common and proper nouns (Meacats, tayll, teeth) (Language 1b).

• The student spells untaught words phonetically (tayll, cllos, frrer) (Language 2e).


Kindergarten



The writer of this piece• uses a combination of drawing and writing

• names what he or she is writing about K [Clocks]

• supplies some information about the topic Sometimes clocks are on the computer.

Grade 1



The writer of this piece• supplies some facts about the topic

Meacat have a very loew [long] tayll [tail]. They have shrap [sharp] cllos [claws]. It’s furr [fur] is bron [brown] and witl [white].

• provides some sense of closure Meacats are very cut [cute].




Grade 2

• The student develops details about the topic (Writing 2).



• The student uses the past tense verb phrase (would draw) (Language 1d).

Grade 3

• The student writes about one topic and conveys ideas and information clearly. This includes introducing the topic; developing the topic with facts, definitions, and details; using linking words; and ending with a concluding statement (Writing 2).

• The student writes using standard English grammar, including regular and irregular plural nouns (Language 1b); abstract nouns (e.g., childhood) (Language 1c); regular and irregular verbs (Language 1d); simple verb tenses (e.g., I walked; I walk; I will walk) (Language 1e); subject-verb and pronoun-antecedent agreement (Language 1f); comparative and superlative adjectives and adverbs (Language 1g); coordinating and subordinating conjunctions (Language 1h); and simple, compound, and complex sentences (Language 1).

• The student demonstrates command of the conventions of standard English through his or her writing that includes capitalization of appropriate words in titles (Language 2a); use of commas in addresses (Language 2b); use of commas and quotation marks in dialogue (Language 2c); formation and use of possessives (Language 2d); use of conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) (Language 2e); use of spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words (Language 2f); and the strategy of consulting reference materials, including beginning dictionaries, as needed to check and correct spellings (Language 2).

Grade 2



The writer of this piece:• names the topic (in the title) Cave Pantings [Paintings]

• introduces the topic When cave people had finieshed [finished] hunting they Would draw pantings on the Wall.

• supplies some facts to develop a point The pantings wher [were] drawn of: Wolly maMaths, horses, rinoe [rhinos]. They had to bern [burn] vines to have somthing like chalkcolle [charcoal]. They had to dig into the ground to find some more stuf like that.

• provides a concluding statement I love cave pantings [paintings].

Grade 3

Here is the student’s writing sample with explanation.

This shows the key features of the student’s writing and how it exemplifies the standards.

The writer of this piece.• names the topic (in the title)

Tornados: A Scary Part of Our World

• introduces the topic and tells a little about it The word tornado originally comes from a Spanish word, tronada, which means thunderstorm.

• supplies facts to develop a point A tornado is a twisting column of moist air that is formed in a cumulonimbus cloud. A tornado forms when warm air rises and a downdraft (containing rain or hail) starts to mix together and spin. Scientists have a scale to identify tornados with. The scale was first written in 1971 and updated in 2007. The scale rates a tornado by the amount of damage it does. Tornados can be very dangerous and cause a lot of damage. Tornados have occurred in each of the 50 states in America.

• provides a concluding statement Tornados are very serious storms, so if your area has a tornado warning, take shelter as soon as possible.

ELA 13. Our Books About… 3

What You Do


Kindergarten




9.c.1019.b.1419.c.4


W.1.3L.1.1a–jL.1.2a–e


9.c.1219.b.1619.c.6


W.2.3 L.2.1a–fL.2.2a,c,d


9.c.1419.b.1819.c.8


W.3.3a–d L.3.1 a, b, d, e, f, g, h, iL.3.2a,c,d,e,f

Grade 1

Grade 2

Grade 3


9.c.817.b.619.b.1219.c.221.a.6


W.K.3L.K.1a, b, c, e, fL.K.2a–d

Modifications



• After completing a page for the class book, encourage children to complete their own books.

ELA 14. Our Stories


2. Ask the students to think about an event they could write about. Model an example using the level of detail appropriate for the grade level.

3. Distribute a piece of paper to each student, and offer age-appropriate drawing and writing materials.

4. Ask each student to think silently about the event, then tell them to turn to a partner and share their ideas.

5. Next, ask the students to write their stories about the event, including details about the people involved and what happened. Limit your coaching, because this is an activity to assess students’ writing. Limit your coaching for younger students. For second- and third-grade students, explain what you expect them to include in their writing.

6. Ask the students to read their writing to you or to a partner. Tell them to write their name so that others will know who authored each page.


8. You will probably notice a wide range of writing behaviors, from simple phonemic spelling to conventional spelling, and simple phrases to full paragraphs. Listen carefully to what students say as they write, and observe how they write.

Materials: Four or five books (narratives that are fictional or factual) that all students have heard or read and enjoyed recently. Paper; crayons or markers; stapler or hole punch; yarn or ribbon to assemble the book.

Purpose

When students write a narrative, they learn to recount events in an order. They need to apply the conventions of standard English so that their writing makes sense to their readers. In this assessment, each student will contribute a page to a book of narratives (factual and fictional) that can be enjoyed by individual students or groups.

2




ELA 14. Our Stories

Kindergarten

• The student tells about events in actual or logical order (Writing 3).

• The student uses pictures and/or words to tell how he or she felt about the event (Writing 3).


• The student capitalizes the fi rst word in a sentence and the pronoun I (Language 2a).

Grade 1

• The student uses time words to indicate the order of events (Writing 3).



• The student uses end punctuation and conventional spelling (Language 2b, 2d).

• The student spells untaught words phonetically (migishin) (Language 2e).

Kindergarten



The writer of this piece

• uses writing to narrate a single event I went to the parade.

• tells about the events in order On Saturday… I saw the Bnd [band] and clas [clowns].

• provides a reaction It was Ld [loud]

Grade 1



The writer of this piece

• recounts two or more appropriately sequenced events I went with my mom and my brother Harry After the games… When we went home…

• includes some details regarding what happened It was a Scooby Doo party. …the migishin [magician] did tricks

• uses temporal words to signal event order …at 2 aclock; After the games…; When we went home

• provides some sense of closure It was a good party.


ELA 14. Our Stories



Grade 2

• The student gives details and uses time words to signal the order of events (Writing 3).



• The student uses collective nouns (team) (Language 1a).

Grade 3

• The student writes a narrative to develop real or imagined experiences or events, using effective technique, descriptive details, and a clear event sequence (Writing 3).

• The student writes using standard English grammar, including regular and irregular plural nouns (Language 1b); abstract nouns (e.g., childhood) (Language 1c); regular and irregular verbs (Language 1d); simple verb tenses (e.g., I walked; I walk; I will walk) (Language 1e); subject-verb and pronoun-antecedent agreement (Language 1f); comparative and superlative adjectives and adverbs (Language 1g); coordinating and subordinating conjunctions (Language 1h); and simple, compound, and complex sentences (Language 1).

• The student demonstrates command of the conventions of standard English through his or her writing that includes capitalization of appropriate words in titles (Language 2a); use of commas in addresses (Language 2b); use of commas and quotation marks in dialogue (Language 2c); formation and use of possessives (Language 2d); use of conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) (Language 2e); use of spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words (Language 2f); and the strategy of consulting reference materials, including beginning dictionaries, as needed to check and correct spellings (Language 2).

Grade 2


This shows the key features of the student’s writing and how it exemplifi es the standard.

The writer of this piece:• recounts a well-elaborated event

…so I had to play and it was my fi rst time. We tried and nearly scored a goal….

• includes details to describe actions, thoughts, and feelings …but it hit the pole. I like soccer

• uses temporal words to signal event order Once when I had …; After the game…

• provides a sense of closure I want to play again next week.

Grade 3


This shows the key features of the student’s writing and how it exemplifies the standards.

The writer of this piece:• recounts a well

elaborated event I was riding my brother’s brand-new skateboard down our steep driveway…

• includes details and describes actions, thoughts, and feelings At first, it was thrilling! I could feel the wind blowing my hair and my heart pounding. Then I started going a little too fast and started to get an uneasy feeling. “Ahhhhh!” was all I could say as I began to tumble off my board and head for the pavement. Next thing I knew my mom and my brother were staring down at me. My mom looked worried and my brother looked mad.

• uses temporal words to signal event order At first…, Then…, Next…, .

• provides a sense of closure I want to ride his skateboard again. I think that next time, I’ll try the sidewalk in front of our house instead. AND I’ll use knee pads.

3

ela 1. asking and kindergarten answering …...ela 1. asking and answering questions grade 2 • the...

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