First Grade Palm Beach Performance Assessment INFORMATIVE (#11 & #12) Teacher Directions

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1 First Grade Palm Beach Performance Assessment INFORMATIVE (#11 & #12) Teacher Directions GOAL: Students will write an informational book teaching what they know and have learned about the topic. They will supply information about the topic gleaned from the readings provided, as well as from their own knowledge and experiences, and provide some sense of closure. STANDARDS ASSESSED: LAFS.1.W.1.2: Students will write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. LAFS.1.W.2.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. LAFS.1.W.3.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LAFS.1.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. LAFS.1.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. LAFS.1.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 1

2 a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). LAFS.1.L.3.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. LAFS.1.L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). DEPTH OF KNOWLEDGE/LEVEL OF TASK: This task addresses Depth of Knowledge levels two, three and four. TASK DETAILS: Duration of administration: 90 minutes across one or two days Time of year when administered: October/November pre-assessment May post-assessment Materials needed: o Teacher directions booklet, including Bees text and template o Student note-taking booklet o Student five-page booklet o Anchor charts examples below **Note: Teachers may also decide when creating charts to include some picture support, so students can view them while writing as a reminder of the specifics of the task.** Questions to ask when reading Informational text Who or what is this about? Where are they? What do they do? How do they do it? Why do they do it? Information books might include A table of contents An introduction Headings Teaching language Pictures and labels An ending 2

3 OVERVIEW OF ASSESSMENT Time frame: 90 minutes Possible scenario o Read aloud and note-taking 20 minutes o Independent reading and note taking 20 minutes o Independent writing 50 minutes *The three tasks could be administered in three separate chunks of time, over one, two or three days Task 1: Written response to read aloud - Bees (20 minutes) Teacher will read aloud Bees (text provided), prompting students to orally answer questions about the main ideas and key details from the text. After the read aloud, the teacher will ask children to turn and tell their partners the main ideas and key details they want to remember from this text. Students will use first-grade nonfiction note-taking paper found in the student booklet, Note-taking Bees, and be asked to quickly use sketching, labeling and writing to jot down the information they most want to remember from the read aloud so that they can use it again when they write their information book at a later time. Task 2: Written response to independent reading - Bees Are Helpful (20 minutes) Students will read independent passage, Bees Are Helpful. The teacher will instruct students to read and to think about what main ideas and key details they are learning about bees. Students will use first-grade nonfiction note-taking paper, Note-taking Bees Are Helpful, and be asked to quickly use sketching, labeling and writing to jot down the information they most want to remember from the book so that they can use it again when they write their information book at a later time. Task 3: Information book writing about bees (50 minutes) The teacher will remind students to use all they know about writing information books, and will show anchor chart the expectations (see materials needed), as well as remind them to look over their notes before writing. Students will write an information book about bees, using main ideas and key details from the two passages. TEST ADMINISTRATION AND TEACHER SCRIPT: **Note: Suggested teacher prompts follow please alter and make note of alterations based on your own conversational style and the ways in which you ve talked about reading and writing nonfiction in your own classroom. Do not alter the content of the assessment. The tasks below could be administered in different time frames.** INTRODUCTION: Say: We are going to spend today (or the next two days) learning about bees. After we learn about bees, you ll have the chance to teach others by making an information book. Today, I will read one text to you and you will read another one on your own. 3

4 Task 1 Time: Approximately 20 minutes Note to Teacher: You may want to gather students in a meeting area (rug) as they listen to the read aloud Bees two times. During the first reading students should listen closely. They will have copy of the text in their student booklet, to refer to later if necessary, but should not be reading along with the teacher. Students should be listening, as this is a read aloud, not a shared reading. Have your questions chart (See materials needed.) ready to refer to before you read the text for the first time and orient students to think about the questions as you read. You do not need to scaffold student understanding by discussing the text. However, do read aloud with expression, pause at important points and point to pictures to support student understanding. Students will turn and talk to their partner after the second reading and discuss what they have learned. They will then go back to their seats and take notes based on what they learned. Before the read aloud: Say: I am going to read a passage that teaches us about bees. I m going to read it two times. The first time I read, you are going to do your best listening and thinking. The second time I read, you are going do some writing about your thinking. The writing is called note taking. You are ready to do grown- up reading and writing work. While I am reading, you need to be thinking, what is this teaching me? (Refer to questions chart and review.) Remember, when you are thinking and writing about reading, you ask yourself; Who or what is this about? (Continue with each question from chart.) Then I d like to you to use your note-taking guide (Show paper.) to sketch, label and write as much as you can about the important information that this piece is teaching. Read aloud the text two times as discussed above After the second reading say: Now, turn and tell your partner about the important information you learned and might want to include when you write your Bees book. Send writers back to seats and say, Remember, writers, you are thinking, what important information did this text teach? Now, sketch, label and write the important information on your note-taking guide on page one. Task 2 Time: Approximately 20 minutes Note to the Teacher: Place questions chart visible for the students to refer to. Students will read the passage two times, independently then take notes based on what they learned. 4

5 Before independent reading: Say: Now that you have listened to and learned some information about bees, you are going to read a text called Bees are Helpful. You will want to try to read it twice. As you read the words and study the photographs, think about the key details this text teaches. Remember, the key details are the most important parts. You ll want to think: Who or what is this about? Where are they? What do they do? How do they do it? Why do they do it? (Point to chart.) Afterward, you re going to be jotting down notes. After independent reading: Say: Now, you are going to take some more notes about the text you just read. Think about the most important things this piece taught you. You might use these questions again to help you (Point to chart.). Be sure to sketch, label and write all of the important details you remember from the book. Later, you will use what you write (your notes) to help you write your information book. Task 3: Time: Approximately 50 minutes Note to the Teacher: The final task is an assessment of student writing. Students will go back to their seats and write independently using the booklets provided. Before you begin, create an anchor chart listing possible parts of an information book (see materials needed). Students may use all of the writing they did in the booklet for student responses, as well as the texts that you read aloud, and the text they read independently, as they write. Before students write the information book: Say: Now, because you are all writing teachers, you re going to have a chance to teach the important information you ve learned and know about bees by writing your own information book. You may look back at your notes from Bees (Hold up student example.) and your notes from Bees Are Helpful, (Hold up student example.) to remind you of some information about bees. There is also a copy of Bees in your booklet, if you want to look back at the pictures to remind you of important information. But remember that this is your own book, and you need to write your own words and make your own pictures, not copy what the other authors have written or drawn. There are 5 pages in the booklets I ve given you, but if you need more pages, there are some extras at your tables to add (A template is included for you to make additional copies for students, if needed.). You will have 50 minutes to write your books. (Refer to anchor chart.) Remember to use what you know about staying on one topic, including pictures and labels, writing to teach and explain information, and spelling words the best you can to write this book. You ll also want your last page to have some of your strongest thinking or feeling a big idea or observation about bees - so that it really feels like an ending, and not just another page in the book. 5

6 Teacher Read Aloud: Bees Buzz. Buzz. Buzz. Bees buzz around. They can be very annoying when you spend time outdoors. Bees are able to sting people and animals when they feel threatened, so bees can make us uncomfortable, too. For people who are allergic to bee stings, getting stung by a bee can be dangerous. But, did you know that bees are also very helpful in our world? It s true. Bees do many important jobs. This insect is very helpful to people. Bees pollinate flowers. This means that they help flowers to grow in a special way. Bees fly from flower to flower to get nectar from inside the flowers. They use this liquid to get energy to live. As they drink the nectar, some sticky pollen from the flower gets on their wings and bodies. When the bees fly around, some of the pollen falls off. The pollen lands on other plants. This helps new flowers to grow. 6

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