Grade K Teacher Directions Hillsboro Elementary Interim Assessment

1. Interim Assessment 2014 Reading Informational Text nterim Grade K Teacher Directions Hillsboro Elementary Interim Assessment

2. Interim Assessment Awesome Team Members, Writers and Editors!

3. Kindergarten • Prompting and Support • Many of the kindergarten standards include the phrase “with prompting and support.” Prompting and support may include: • Reminding students of the question. • Asking students to rephrase the question. • Re-Reading the text to the student. • Explaining the question in “kid language.” • Helping a student “begin” the task. • During prompting and support there should be a gradual release so the student is working independently “some of the time.” • OPTIONAL Assessment Method • Kindergarten has many levels of readiness. The following is an optional method that may be used in the classroom for the Interim Assessment ideally the support of an assistant would be helpful.

4. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 12 • Student Assessment (can be printed in a small booklet form) • Pages 13 – 28 • This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first • school semester. • Printing Instructions… • The interim assessment should be ordered through the HSD Print Shop. • Be sure you order the section: Teachers Directions • Be sure you order one copy of the student assessment for each of your students.

5. Important Scoring Information • Directions for Interim Assessment • The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy. • Grades K – 2 • Students in kindergarten should have the passages read to them as a listening comprehension assessment. • Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them. • Grades 3 – 6 • Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise. • Synergy: • When students have finished the entire assessment enter the total number of correct for each of the four reporting categories. There is a possibility of 5 total points for each reporting category. • Selected Responses: 0-1 Point Each • Constructed Responses: 0 – 3 Points each • Reporting Categories

6. Optional Classroom Use: You may use this class scoring sheet if you wish.

7. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

8. Interim Assessment Answer Key Constructed Response Note: The goal for the response is that the student shows a connection of what was read in the text to the illustrations (i.e. define the role of each in presenting the ideas or information in a text - ...RI.K.6) 5. What do the pictures tell us about the story we read? Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Elements of a complete interpretation is the student connecting the illustrations to the text. Words, pictures, oral stories that are not in the text would not be sufficient evidence of being able to connect text to pictures. Aspects of the Task/Evidence: Sufficient evidence of the task (answering the prompt by connecting text to pictures) could include that (1) lions sleep in grass (2) lions hunt for giraffes, zebra or buffalo (3) lions stay in groups called “prides.” Students may also make the connection of the lion “looking” big and strong and having soft fur as the text states. Focused and organized, consistently addressing: Pictures, oral stories, writing are consistent with the text. If the student begins to make up a story about “once upon a time a lion....etc... Redirect the student with promptingand support as to what the question is asking within reason.

9. 15. What is the illustrator telling about lions? Constructed Response Student retells orally, draws, or uses inventive writing at least 3 factsthat connect the writing to the text.

10. Interim Assessment Answer Key Constructed Response 16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned. RI.K.7 Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Elements of a complete interpretation is the student retelling what was learned from both the text and shown in the illustrations about polar bears. Words, pictures, oral stories that are notin the text or illustrations would not be sufficient evidence of listening comprehension. Aspects of the Task/Evidence: Sufficient evidence of the task (answering the prompt explaining what was learned from both the text and illustrations) could include : (1) polar bears live in the Arctic (2) polar bears know how to live in the snow (3) polar bears have fat or thick coats to protect them from the cold (4) polar bears swim well (5) polar bears eat walrus, seals, whales, rodents and berries (6) Polar bears are dangerous. Focused and organized, consistently addressing: Pictures, oral stories, writing are consistent with the text and illustrations. If the student begins to make up a story about “once upon a time a polar bear....etc..:. Redirect the student with promptingand support as to what the question is asking.

11. 16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned. RI.K.7 (Teacher Only) Final Score_____ Student gives at least 4 examples from both the text and illustrations to show what they learned about polar bears. Constructed Response

12. Interim Assessment - Selected Response Answer Key Reporting CategoriesKEY DETAILS MAIN IDEA REASONING STRUCTURE

13. Interim Assessment 2014 Reading Informational Text nterim Interim Student Assessment Name________________________

14. The King of the Jungle 1 The lion is the king of the jungle. They are big and strong. Lions weigh 400 pounds and stand 4 feet tall. If you feel the hair on its face, it is soft. 2 You can find a lion in Africa. They can live for 15 years in the wild. They like to sleep in the grass at night. Lions eat meat, such as zebra, giraffe, and buffalo. 3 Lions live in groups, called “prides”, with about 15 other lions.

15. Instruct students if you want them to point or color in the bubble beneath the correct picture. • 1. What does a lion eat? A B C 2. What is the main topic? C A B

16. Instruct students if you want them to point or color in the bubble beneath the correct picture. • 3. Circle one detail from the text that you learned about lions. Lions live in a group called a “pride”. Lions live alone. Lions eat grass. B A C 4. Where do lions like to sleep? Lions sleep in trees. Lions sleep in caves. Lions sleep in grass. A B C

17. Constructed Response 5.What do the pictures tell us about the story we read?

18. Emperor Penguins 1 Emperor Penguins are birds but they can’t fly. They can dive and swim. They can also walk miles and miles over ice and snow. 2 The Emperor Penguin lives in Antarctica. These penguins can dive far down into the ocean. 3 Emperor Penguins can hold their breath for 20 minutes. They can swim very fast after their prey. They eat fish and squid. 4 Every spring Emperor Penguins walk far across snow and ice. Then, the female lays her eggs. Males care for the eggs. Females leave to find food. 5 Later, the females come back to feed the new babies. Even though they can’t fly, Emperor Penguins are amazing birds.

19. 6. Penguins can hold their breath for 20 minutes and swim very fast. What does this help penguins do? Care for Eggs Care for the Eggs B A Swim After Prey 7. What do both male and female penguins do? Dive and Swim Care for the Eggs Care for Eggs A B

20. 8. Where do Emperor Penguins live? Antarctica desert B A 9. How are Emperor Penguins different than other birds? They can not fly. B A Care for the eggs.

21. The Polar Bear 1 The polar bear makes its home in the cold and icy Arctic. Other animals might freeze or starve. But the polar bear knows how to live in the snow. 2 Polar bears have thick blubber, or fat,that protects them from the cold. They also have a thick fur coat. 3 The polar bear’s coat is white. This allows it to blend into the snow. That way, the polar bear can sneak up on its prey. 4 Polar bears swim well. They eat seals, walruses, small whales, and rodents. In the summer, they may eat berries. 5 Polar bears will also eat people. They may look cute and furry, but be careful!

22. 10. What does the text tell about polar bears? Polar bears live in zoos. B A Polar bears can swim. 11. What does the polar bear’s white coat help it to do? It can eat people too! B Sneak up on its prey. A

23. 12. What protects the polar bear from the cold? Polar bears can swim. It has a thick fur coat. B A 13. Teacher: ask student to perform each task. Students must have all three tasks correct to earn one point. Places hand on the front cover Places hand on the back cover Locates title page of the book Tasks yes no

24. 14. What does an author do? B A 15. What does an illustrator do? B A

25. 16. What did you learn about polar bears in the story from the text and the illustrations? Draw a picture about what you learned. RI.K.7 (Teacher Only) Final Score_____

26. STOP Close your books and wait for instructions!

27. Student Self-Check

28. Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___