Quarter One CFA Quarter One CFA Note: There may be more standards per target. Writing standards...

1st

Reading: Literature

Literature Targets Standards DOK

1 Key Details RL.1 RL.3 (can move to a DOK 3) 1-2

2 Central Ideas RL.2 2

Reading: Informational

Informational Targets Standards DOK

8 Key Details RI.1 RI.3 (can move to a DOK 3) 1-2

9 Central Ideas RI.2 2

Writing and Language

Targets Standards DOK

1a Brief Opinion Write W1a, W1b, W1c, W1d, W8 3

1b Write-Revise Opinion W1a, W1b, W1c, W1d, W8 2

8 Language-Vocabulary Use L-6 1-2

9 Edit and Clarify L-1a 1-2

Quarter One CFA

Note: There may be more standards per target. Writing standards assessed in this assessment are circled.

07/04/2015 OSP and Susan Richmond 2

Quarter One English Language Arts Common Formative AssessmentsTeam Members and Writers

This assessment was developed working backwards by identifying the deep understanding of the two passages. Key Ideas were identified to support constructed responses and key details were aligned with the selected response

questions. All questions support students’ background knowledge of a central insight or message.

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Danielsand her amazing editing skills.

Shannon Berkey Raquel LemusGarcia Sandy Maines Berta Lule

Tammy Cole Janet Stintson Gina McLain Judy Ramer

Nicole Thoen Patricia Gallardo Lisa Carnes Teresa Portinga

Jami Rider Linda Benson Dori Sipe Laycee Kinsman

Sonja Grabel Christina Arosco Teresa Portinga Irma Ramirez

All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers.

Deborah AlvaradoLincoln Street

Sonja GrabelPatterson

Gina McLainTOSA

Linda BensonWest Union

Megan HardingOrenco

Teresa PortingaPatterson

Anne BergEastwood

Renae IversenTOSA

Judy RamerConsultant

Aliceson BrandtEastwood

Ginger JayWitch Hazel

Sara RetzlaffMcKinney

Sharon CarlsonMinter Bridge

Ko KagawaMinter Bridge

Jami RiderFree Orchard

Deborah DeplanchePatterson

Jamie LentzMooberry

Kelly RookeFree Orchards

Alicia GlasscockImlay

Sandra MainesQuatama

Angela WalshWitch Hazel

07/04/2015 OSP and Susan Richmond

About this AssessmentSBAC assessments are made up of four item types: Selected Response, Constructed Response,Technology-Enhanced, and Performance Task. HSD Quarter One Assessments consist of 20 questions with Writing items now included in the assessment scores.

There are no Performance Tasks (PT) in quarter 1 assessments.The ELA Performance Tasks focus on reading, writing, speaking and listening, and research claims. They measure capacities such as depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research.

There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menus.

Note: The reading constructed response questions do NOT assess writing proficiency and should not be scored as such. These constructed responses are evidence of reading comprehension.

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An Important Note:During the first quarter of first grade most students are not reading fluently and have not taken an assessment with selected and constructed responses in this format. Read the stories to the students and ask the questions as Listening Comprehension rather than Reading Comprehension questions. Do the assessment (or part of the assessment) as an instructional practice piece. This is a learning experience for first graders and should look more like an instructional piece rather than an assessment. Do not expect students to do this independently. This assessment can be done as a class project over several weeks with the literary section taught at a different time than the informational section. Scaffold over the year until students are reading and doing more of the assessment independently.

Directions for Selected ResponsesPart One“This is an assessment or “test.” An assessment lets us know what we can learn more about (show them the model assessment copy).

I am going to read a story to you called, The Storm. Then I will ask you some questions about the story.”

Read the Story The Storm

Part Two“Now I am going to ask you some questions about the story. Keep the answers in your mind (point to your head) and don’t speak them with your voice.”

Model asking a question and keeping it in your mind. Then model answering a question without speaking the answer aloud. You may want to write a question on the board and then three possible choices (A,B,C). Read each choice and then go back and shade in the circle by the correct choice.

Read each question for The Storm. Do the entire assessment as a “class project” using an overhead and allowing a few students to shade in answers. Students practice keeping the answers in their “mind.”

It is important to discuss each answer immediately after it is chosen to help students understand why it is or is not correct.

Directions for Constructed ResponsesPart Three

“We have practiced finding answers about the story. We have filled or shaded in some bubbles to show the answer we think is right.”

“Now we are going to answer questions about the story in a different way. We will listen to a question and then write and draw about it to show we understand.”

“Listen to the question “ (read the first constructed response prompt). Discuss the answer as a class. Model on the board how you would answer the question with words and pictures. Allow 2-3 students to add words in the sentence frame or pictures to your model. Then ask: “Do our words and pictures answer the question? “

Have students complete the next constructed response question on blank paper. Allow them to discuss and share their answers and their thinking.

Repeat the process for the informational text: Spinning Storm and all Writing and Language prompts.


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there are right and wrong answers, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 1 CFA Constructed Response Answer KeyStandard RL1.2: 2 Point Short Reading Constructed Response RubricRL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Question (prompt) #7What is the main idea of The Storm? Write and draw to show your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”

Teacher Language and Scoring Notes:Sufficient Evidence (general idea) of the prompt would include information in writing and drawing about what the main idea of The Storm is. Students must identify the main idea in some way to score on this question. This is a DOK-2 question so students should respond with more information to explain.Specific Identifications (supporting details) to support the main idea would include any information to support that the main idea is about a child’s experience during a storm. These could include (1) dark clouds, (2) strong winds, (3) moving clouds, (4) lightning flashes and (5) thunder crashing.Specific: Full Support other details that could support the evidence of the main idea might include (1) the child was looking out the window and saw the storm coming and (2) the sun came out after the storm and he/she went outside.Note: Any drawings or words that represent something found explicitly in the text to support the prompt is acceptable.

2The student gives a proficient response by stating in some way the main idea of The Storm using several details as evidence.The main idea of the story is that a little kid saw a storm coming and told what it was like. He saw dark clouds moving to his house and lots of rain and loud thunder. It was windy too. After the storm he went outside to play.

1 The student gives a partial response of the main idea of The Storm uses few details as evidence.This story is about loud thunder and lots of rain. The girl saw a storm out the window.

0The student gives no response about the main idea of The Storm.I like to play outside in the rain.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 1 CFA Constructed Response Answer KeyStandard RL.1.3: 3 Point Reading Constructed Response RubricRL.1.3 Describe characters, settings, and major events in a story, using key details. Question (prompt): #8Describe the setting in the story The Storm, and how it changed. Write and draw to show your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”

Teacher Language and Scoring Notes:Sufficient Evidence (general idea) of the prompt would include a description of the setting in the story before, during and after the storm.Specific Identifications (supporting details) could include (1) looking out the window and seeing dark clouds, (2) the descriptions of the storm (may vary) and (3) the sun coming out after the storm.Specific: Full Support other details that could support the setting may include how the storm moved over and around the house.Note: Any drawings or words that represent something found explicitly in the text to support the prompt is acceptable.

3

The student gives a proficient response by describing the setting in the story and how it changed using details specifically from the text.The story tells about how it looks outside. So that is the setting but its also inside because that’s where the girl is but mostly outside. She looked out the window and at first it was just dark clouds. Then it was a big storm with thunder and lightning and wind. At the end the rain stopped and the sun came out. Now the setting is nice and sunny to play in.

2The student gives a partial response by describing some of the setting in the story and how it changed using SOME details specifically from the text.It is raining outside really hard because there is a storm. When it stops raining it is sunny outside.

1The student gives a minimal response by vaguely describing the setting in the story but not how it changed.The boy looked out the window and it was raining.

0 The student provides no relevant response to the prompt.I have an umbrella for when it rains.

RL.1.3Describe characters, settings, and major events in a story, using key details.



Quarter 1 CFA Constructed Response Answer KeyStandard RI.1.2: 2 Point Short Reading Constructed Response RubricRI.1.2 Identify the main topic and retell key details of a text.

Question (prompt) #15What details in the text Spinning Storm, tells the reader that hurricanes can be dangerous? Write and draw to show your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”

Teacher Language and Scoring Notes:Sufficient Evidence (general idea) of the prompt would include reasons that support why hurricanes can be dangerous, using evidence specifically from the text Spinning Storm. This is a DOK -2 question which goes beyond restating, but has inferences that are explicitly evident.Specific Identifications (supporting details) could include (1) hurricanes bring heavy rain and strong winds, (2) it can harm trees and homes, (3) don’t go near windows (an inference) and (4) stay indoors (another inference).Specific Full Support: other details that could support that hurricanes can be dangerous may include (1) making sure you have water and food to last 3 days which infers you may be stranded, (2) you need a safety kit and (3) strong waves or a storm surge can cause flooding.Note: Any drawings or words that represent something found explicitly in the text to support the prompt is acceptable.

2The student gives a proficient response by providing ample evidence (details from the text) of why hurricanes can be dangerous.A hurricane is a big wind that is really strong and can hurt your trees and house. That means it is very dangerous. You are supposed to stay inside because its not safe. It can even make a flood which is not safe.

1The student gives a partial response by providing some evidence from the text of why hurricanes can be dangerous.Hurricanes can be dangerous. If there is a hurricane strong winds can may trees fall over.

0The student provides no evidence from the text as to why hurricanes can be dangerous.Hurricanes make a lot of wind.

RI.1.2Identify the main topic and retell key details of a text.



Quarter 1 CFA Constructed Response Answer KeyStandard RI.1.3: 3 Point Reading Constructed Response RubricRI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.Question (prompt) #16 What can you do if there is a hurricane to stay safe? Use details and examples from Spinning Storm to explain your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”

Teacher Language and Scoring Notes:Sufficient Evidence (general ideas) of the prompt would include the student showing an understanding of how to stay safe in a hurricane according to the details or examples in the Spinning Storm.Specific Identifications (supporting details) could include (1) stay inside, (2) avoid windows, (3) check weather reports and (4) have food and water for 3 days.Specific: Full Support other details that could support staying safe in a hurricane could be (1) having a safety kit.Note: Any drawings or words that represent something found explicitly in the text to support the prompt is acceptable.

3

The student gives a proficient response by providing evidence from the text explaining what to do to stay safe if there is a hurricane.When there is a hurricane you need to be safe. To stay safe there are lots of things you can do. First stay inside and stay away from the windows. The strong winds can break windows! Then, have your mom or dad check the weather reports on TV or the radio to see when its safe to go out. Always have enough food and water for 3 days in case you are stuck in the house. Staying safe is important. Another thing to do is have a kit with batteries and flashlights.

2

The student gives a partial response by providing some evidence from the text explaining what to do to stay safe if there is a hurricane.Hurricanes are not safe so you need to stay in your house. Don’t stand by a window or look out the window. Stay safe! Keep flashlights too in case it gets really dark.

1The student gives a minimal or vague response of what to do to stay safe if there is a hurricane.It rains a lot and the wind can knock you down so don’t go outside.

0The student provides no relevant response to the prompt.I don’t like wind or rain.

RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.



Brief Write Rubric ExampleWriting Standard W.1.1 Opinion Writing

Target 1a W.1.1b State an opinion W.1.1c Supply a reason for the opinion.

Stimulus Text: The StormItem Prompt #17: Reread The Storm. Do you like storms or not? Give your opinion and tell why. Draw and write about it.

Scoring Notes: gives essential elements of a complete interpretation of the prompt - Student writes a sentence that includes their opinion and gives at least one reason why :Teacher note: Students will write their own sentence or use the following sentence frame.

I _____________ storms because ________________. like / do not likeaddresses many aspects of the task and provides sufficient relevant evidence to support development – Students will draw a picture that supports their opinion.

3 Student Response – Students write their opinion, give a supporting reason and draw a matching picture.

2 Student Response - Students write their opinion and include one of the following: give a supporting reason or draw a matching picture.

1 Student Response – Students write their opinion.

0 Student Response – Students give an unrelated or no response.

18. Read the sentences. Write to Revise a Brief Text W.1.1d (provide some sense of closure).

Answer Key for W.1..1d – Write to Revise – SBAC Target 1b

Rubric (1 point) if student tells what happened next and it is a logical ending.

I was outside. It began to rain. What happened next? Write an ending sentence.

_________________________________________________


Quarter 1 CFA Selected Response Answer/Point KeyQuestion 1 What did the storm not cause? RL.1.1 A 1

Question 2 What happened after the thunder was crashing loudly? RL.1.1 C 1

Question 3 What is the main idea of the story, The Storm? RL.1.2 B 1

Question 4 What details best summarize The Storm? RL.1.2 C 1

Question 5 What did the boy first see when he looked out the window? RL.1.3 A 1

Question 6 What did the boy hear in the story, The Storm? RL.1.3 C 1

Question 7 Literary Constructed Response 1.2 2

Question 8 Literary Constructed Response 1.3 3

Question 9 When is hurricane season? RI.1.1 B 1

Question 10 Why do hurricanes spin around and around? RI.1.1 C 1

Question 11 What is the text mostly about? RI.1.2 A 1

Question 12 Why would someone pack a safety kit with food and water? RI.1.2 C 1

Question 13 Which of these best describes the eye of the hurricane? RI.1.3 C 1

Question 14 How can hurricanes cause flooding? RI.1.3 B 1

Question 15 Informational Text Constructed Response 1.2 2

Question 16 Informational Text Constructed Response 1.3 3

Write and Revise

Question 17 Do you like storms or not? Give your opinion and tell why. W.1.1.b,c W.1.1b,c 3

Question 18 What happened next? Write an ending sentence. W.1.1d W.1.1d 1

Question 19 Choose the sentence that is written correctly. L.1.6 B 1

Question 20 Choose the sentence that uses uppercase and lowercase letters correctly . L.1.1.a B 1


Quarter One CFA

Student Copy

Student Name_______________________

1st


Source 1

The StormBy Elizabeth Yeo

I looked out the window. There were dark clouds. They were getting darker and darker.

A storm was coming!

The strong winds began to blow. The strong winds and clouds moved over my house.

There were lightning flashes all around the house.Then, I heard thunder crashing loudly.

The rain began to fall. First lightly, then harder and harder. And just as quickly as it started, the rain stopped.

The winds stopped blowing. The sun came out!

I think I’ll go outside.

Grade Equivalent 1.5Lexile Measure 210L

Mean Sentence Length 5.86Mean Log Word Frequency 3.71

Word Count 82


1. What did the storm not cause? RL.1.1

A. looked out the window

B. lightning flashes

C. thunder

2. What happened after the thunder was crashing loudly? RL.1.1

A. Strong winds began to blow.

B. Clouds moved over my house.

C. Rain began to fall.

RL.1.1Ask and answer questions about key details in a text.


4. What details best summarize The Storm? RL.1.2

A. First, the rain began to fall. Next, there were lightning flashes. Last, the sun came out.

B. First, the rain began to fall. Next, there were lightning flashes. Last, strong winds began to blow

C. First, there were lightning flashes. Next, rain began to fall. Last, the sun came out.

3. What is the main idea of the story, The Storm? RL.1.2

A. The clouds were getting darker.

B. A storm was coming.

C. Rain began to fall harder.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


6. What did the boy hear in the story, The Storm? RL.1.3

A. dark clouds

B. lightning flashes

C. thunder crashing loudly

5. What did the boy first see when he looked out the window? RL.1.3

A. dark clouds

B. strong winds

C. the sun

RL.1.3Describe characters, settings, and major events in a story, using key details.


7. What is the main idea of The Storm? Write and draw to show your answer.

RL.1. 2 (Teacher Only) Final Score_____

Draw about it.

8. Describe the setting in the story, The Storm, and how it changed. Write and draw to show your answer.

RL.1. 3 (Teacher Only) Final Score_____

Draw about it.


Source 2

Spinning StormBy Elizabeth Yeo

1Hurricane season is here! The season lasts from June to November. A hurricane is a storm that brings heavy rain and strong winds. It can harm trees and homes. 2A hurricane begins over warm ocean water. Winds make the storm spin around and around. The center of the storm is called the eye. It is calm there. 3Hurricanes often hit places near the coast. A coast is land next to the ocean. A hurricane can cause big ocean waves. The waves are called a storm surge. That can cause flooding. 4Follow these tips to stay safe during a hurricane. Stay indoors. Don’t go near windows. Check weather reports. Make sure you have water and food to last three days. 5How can you get ready for a hurricane? You can pack a safety kit with water, a radio, a flashlight, batteries, blankets, and food.

Grade Equivalent 2.8Lexile Measure 630L

Mean Sentence Length 9.19Mean Log Word Frequency 3.48

Word Count 147


9. When is hurricane season? RI.1.1

A. June to October

B. June to November

C. November to June

10. Why do hurricanes spin around and around? RI.1.1

A. Hurricanes spin because hurricanes begin over warm

ocean water.

B. Hurricanes spin because there is heavy rain.

C. Hurricanes spin because winds make the storm spin.

RI.1.1Ask and answer questions about key details in a text.


12. Why would someone pack a safety kit with food and water? RI.1.2

A. Someone may pack a safety kit with food and water to stay warm.

B. Someone may pack a safety kit with food and water to stop a flood.

C. Someone may pack a safety kit with food and water to get ready for a hurricane.

11. What is the text, Spinning Storm, mostly about? RI.1.2

A. The text tells about hurricanes and how to stay safe during the storm.

B. The text is mostly about how hurricanes start at the ocean.

C. The text is mostly about safety during a hurricane.

RI.1.2Identify the main topic and retell key details of a text.


14. How can hurricanes cause flooding? RI.1.3

A. A hurricane can cause flooding when there are waves on the coast.

B. A hurricane can cause flooding when it creates large waves called a storm surge.

C. A hurricane can cause flooding when there is heavy rain and wind.

13. Which of these best describes the eye of the hurricane? RI.1.3

A. It spins around and around.

B. It begins over warm ocean water.

C. It is the center of the storm and it is calm.

RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.


15. Which details in the text, Spinning Storm, tell the reader that hurricanes can be dangerous? Write and draw to show your answer.

RI.1. 2 (Teacher Only) Final Score_____

Draw about it.

16. What can you do if there is a hurricane, to stay safe? Use details and examples from, Spinning Storm, to explain your answer.

RI.1.3 (Teacher Only) Final Score_____

Draw about it.


18.Read the sentences. Write to Revise a Brief Text W.1d (provide some sense of closure).

I was outside. It began to rain. What happened next? Write an ending sentence.

_________________________________________________

Read The Storm again. Target 6a W.1.1b State an opinion W.1.1c Supply a reason for the opinion.

17. Do you like storms or not? Give your opinion and tell why.

Write about it. Finish the sentence: I _____________ storms because ___________________. like / do not like

Draw about why you do or do not like storms.


20. Choose the sentence that uses uppercase and lowercase letters correctly.

L.1.1a, upper and lower case letter use, Edit and Clarify Target 9

A. The Rain began to fall.

B. The rain began to fall.

C. The rain began to Fall.

19. Choose the sentence that is written correctly. L.1.6, frequently occurring conjunctions, Language use, Target 8

A. I like storms because.

B. I like storms because the clouds are dark.

C. Because clouds are dark.


STOPClose your books and wait for instructions!


Informational Text

9 When is hurricane season? RI.1.1

10 Why do hurricanes spin around and around? RI.1.1

11 What is the text mostly about? RI.1.2

12 Why would someone pack a safety kit with food and water? RI.1.2

13 Which of these best describes the eye of the hurricane? RI.1.3

14 How can hurricanes cause flooding? RI.1.3

15 What details in the text Spinning Storm, tells the reader that hurricanes can be dangerous? RI.1.2 2 1 0

16 What can you do if there is a hurricane to stay safe? RI.1.3 3 2 1 0

Writing

17 Do you like storms or not? Give your opinion and tell why. W.1.1b,c 3 2 1 0

18 What happened next? Write an ending sentence. W.1.1d

19 Choose the sentence that is written correctly. L.1.6

20 Choose the sentence that uses uppercase and lowercase letters correctly. L.1.1a

Student Scoring Color the box green if your answer was correct.Color the box red if your answer was not correct

Literary Text

1 What did the storm not cause? RL.1.1

2 What happened after the thunder was crashing loudly? RL.1.1

3 What is the main idea of the story, The Storm? RL.1.2

4 What details best summarize The Storm? RL.1.2

5 What did the boy first see when he looked out the window? RL.1.3

6 What did the boy hear in the story, The Storm? RL.1.3

7 What is the main idea of The Storm? RL.1.2 2 1 0

8 Describe the setting of The Storm and how it changed. RL.1.3 3 2 1 0

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Quarter One CFA Quarter One CFA Note: There may be more standards per target. Writing standards...

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