PowerPoint Presentation
16 Preguntas Literarias de seleccin mltiple6 Preguntas
Informativas de seleccin mltiple0 Preguntas de Respuesta construida
(3 puntos) 0 Escritura breve 0 Escribir para revisar un texto 0
Escribir para revisar lenguaje/vocabulario 0 Escribir para editar o
clarificar
Pre-evaluacin Trimestre 1 Comprensin auditivaInstrucciones del
maestroGrado
KLectura: LiteraturaObjetivosEstndaresDOK1Detalles clavesRL.1
RL.3 (se puede mover a DOK-3)1-22Ideas centralesRL.22Lectura:
InformativaObjetivosEstndaresDOK8Detalles clavesRI.1 RI.3 (se puede
mover a DOK-3)1-29Ideas centralesRI.22EscrituraNo se evala hasta el
CFA al final del trimestre unoObjetivosEstndaresDOK6aEscribir
opinin breveW-1a, W-1b, W-1c, W-1d, W-836bEscribir-Revisar
opininW-1a, W-1b, W-1c, W-1d, W-828Uso de lenguaje -
vocabularioL.61-29Editar y clarificarL.2d1-2Trimestre uno
2014-15Pre-evaluacinGradoK
DirectionsThe HSD Elementary assessments are neither scripted
nor timed assessments. They are a tool to inform instructional
decision making.
All students should move toward taking the assessments
independently but many will need scaffolding strategies.
It is not the intent of these assessments to have students guess
and check answers for the sake of finishing an assessment. If that
seems the case, please scaffold to gain a true understanding of
student ability, noting when and what accommodations were
needed.
Connecting Assessment to Classroom InstructionHow do the
assessments connect to classroom instruction? Assessment is not an
isolated event. The HSD assessments are an extension of classroom
instruction. In the classroom assessment is on-going and monitors
progress toward standards mastery.
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Assessment Components as a Routine Classroom Practices
Assessment ComponentsInstructional ComponentsPre-AssessmentsUse the
DOK Leveled Learning Progression Tasks to monitor standard
mastery.Standard DOK Level50% Literary and 50% Informational
TextStudents have equal access to both text types.Grade Level
Content-Rich TextAll students read grade-level text, content rich
text (with scaffolds as needed).Standard Academic
VocabularyContent-Domain Vocabulary.Ask questions using the
standards vocabulary as well as the content domain vocabulary.Text
Dependent QuestionsAsk text-dependent questions from the standards
DOK level.Selected and Constructed ResponsesStudents have many
opportunities to answer selected extended or constructed
responses.Reading for MeaningAssess understanding using never
before seen text (although the theme or topic should be grade-level
friendly or familiar) and reading rubrics.Note-TakingStudents take
notes as they read to identify the central or main idea and its
supporting details.SBAC Reading/Writing RubricsUse SBAC rubrics to
access reading/writing.Read to Write Evidenced-Based ModelStudents
read, discuss and write about a topic using evidence from the text
to support inferences, conclusions and generalizations.Write and
ReviseStudents revise brief texts, correct grammar and
language/vocabulary in context and write brief texts (brief write
rubrics should be used).Performance TasksStudents read, write,
discuss and research a topic guided by a central insight or goal
throughout a unit(s) of study with fully defined criteria,
culminating in a final product or performance task. The final
product can be a full composition, speech (using SBAC Rubrics) or
other product meeting all criterion. Rev. Control: 08/01/2014 HSD
OSP and Susan Richmond4DOK 1 - KaDOK - KcDOK 1 - CdDOK 1 - CfDOK 2
- ChDOK 2 - CkDOK 2 -ClStandard Mastery Recall who, what, where,
when, why and how about a story read and discussed in class.Use and
define Standard Academic Language: who, what, where, when, why, and
how; ask, answer, questions, key detailsConnect the terms who to
characters; where and when to setting; what and how to sequence of
events.Ask and answer who, what, where, when, why and how questions
about key details in a text.Concept DevelopmentStudent understands
that key details help tell who, what, where, when, why and how.Uses
key details to identify who, what, where, when, why and how about a
story not read in class.Finds information using key details to
answer specific questions about a new story.RL.2.1 Ask and answer
such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a textPre-Assessment
and Learning Progressions
The pre-assessments are very unique.
They measure progress toward a standard.
Unlike the Common Formative Assessments which measure standard
mastery, the pre-assessments are more like a base-line picture of a
students strengths and gaps, measuring skills and concepts,
students need along the way, in order to achieve standard
mastery.
So what about a post-assessment? There is not a standardized
post-assessment.The true measure of how students are doing along
the way, is assessed in the classroom during instruction and
classroom formative assessment. For this reason The CFAs are not
called post-assessments. The CFAs measure the end goal, or standard
mastery. However, without the pre-assessments, how will we know
what our instruction should focus on throughout each quarter?
Learning Progressions: are the predicted set of skills needed to
be able to complete the required task demand of each standard. The
learning progressions were aligned to Hess Cognitive Rigor
Matrix.
The pre-assessments measure student proficiency indicated on the
boxes in purple (adjustment points). These points are tasks that
allow us to adjust instruction based on performance. For instance,
if a student has difficulty on the first purple adjustment point
(DOK-1, Cf) the teacher will need to go back to the tasks prior to
DOK-1 Cf and scaffold instruction to close the gap, continually
moving forward to the end of the learning progression.
There is a Reading Learning Progression checklist for each
standard in each grade that can be used to monitor progress. It is
available at: http://sresource.homestead.com/Grade-2.htmlExample of
a Learning Progression for RL.2.1Pre-Assessments Measure Adjustment
Points (in purple)CFARL.2.1 grade-level standard assessment. After
the pre-assessment is given, Learning Progressions provide informal
formative assessment below and near grade-level tasks throughout
each quarter.Beg. of QTRThroughout the QTREND of QTRRev. Control:
08/01/2014 HSD OSP and Susan Richmond4Quarter One Reading
Literature Learning Progressions. The indicated boxes highlighted
before the standard, are assessed on this pre-assessment. The
standard itself is assessed on the Common Formative Assessment
(CFA) at the end of each quarter.5DOK 1 -KaDOK 1 -KcDOK 1 - CfDOK 2
-ChDOK 2 -CiDOK 2 -ClStandardRecall details in a story the teacher
has read to and discussed with the class (rote memory).Understands
the Standard Academic Language: ask, answer, questions and key
details.Answers and asks questions that ask who, what, where, when,
or how about texts read to and discussed in class.NOT
ASSESSEDConcept DevelopmentRecognizes that different question words
required specific responses.Summarize a sequence of events from a
text read to in class.
Answers and asks questions referring to specific details in a
text read to in class (new questions not discussed in class).RL.K.1
With prompting and support, ask and answer questions about key
details in a textDOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 -
CiDOK 2 - ClStandardRecalls details about a story read to and
discussed in class (details about characters, settings and events),
(rote memory).Understands the Standard Academic Language: familiar,
stories, key details, details and retell.Describe or explain (by
telling or answering) key details or events in a story using who,
what, where, why, and how.NOT ASSESSEDConcept
DevelopmentUnderstands that key details can help retell a
story.Summarizes a familiar story read to in class using key
details (can do with little prompting or support).Locates key
details in order to answer questions about a familiar story.RL.K.2
With prompting and support, retell familiar stories, including key
detailsDOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 -
ChStandardDOK-2 APnRecall characters, settling beginning, middle
and ending events in a story read and discussed in class.Define the
terms (know the meanings of) Standard Academic Language: story,
character, setting , major and event.Identify specific characters,
setting and event sequences in a new- (i.e., not a well-known
traditional story), (read and discussed in class).NOT
ASSESSEDAnswer describing questions about characters, setting or
events in a story read and discussed in class.Connects story events
to a specific character or setting.RL.K.3 With prompting and
support, identify characters, settings, and major events in a story
(read but not discussed in class)Rev. Control: 08/01/2014 HSD OSP
and Susan Richmond6Quarter One Reading Informational Learning
Progressions. The indicated boxes highlighted before the standard,
are assessed on this pre-assessment. The standard itself is
assessed on the Common Formative Assessment (CFA) at the end of
each quarter.DOK 1 -KaDOK 1 - KcDOK 1 - CeDOK 1 - CfDOK 2 -ChDOK 2
- CiDOK 2 -ClDOK 2 - StandardRecall details in a text the teacher
has read to and discussed with the class (rote memory).Defines and
Understands the Standard Academic Language: ask, answer, questions
and key details.Identifies where to find information in an
expository text (title, headings, pictures, cover, etc...). Answers
questions that ask who, what, where, when, or how about an
informational text read to and discussed in class.NOT
ASSESSEDConcept DevelopmentUnderstands that key details in a text
support (tell us about) what the text is all about.Summarize a
sequence of events.Asks and answers questions about a text read to
in class using key details from the text (can do with little
previous discussion). RI.K.1 With prompting and support, ask and
answer questions about key details in a text.DOK 1 - KaDok 1 -
KcDok 1 - CfDOK 2 - ChDOK 2 -CkDOK 2 - ClDOK 2 ClStandardRecall
details from an informational text read to and discussed in
class.Define the terms (know the meanings of) Standard Academic
Language: identify, main, topic, main topic, retell, (key) details,
and text.Answers questions about key details in an informational
text read to and discussed in class.NOT ASSESSEDConcept
DevelopmentUnderstands that key details support (tell about) the
main topic of a text. Understands the term, main topic.Summarize
key details of a text (retell) read to in class, following a
beginning, middle and ending sequence (with little
support).Identify the main topic of an informational text referring
to key details in the text (very little support).RI.K.2 With
prompting and support, identify the main topic and retell key
details of a textDOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 Ch Concept
DevelopmentDOK 3 - ANpDOK 3 CuStandardAnswers describing questions
about individuals, events or ideas read to and discussed in text
(rote memory).Define the terms understand and use Standard Academic
Language: events, ideas, information, between, connect, individuals
and text.Answers questions about individuals, events or ideas read
to and discussed in class (requires more than memory).NOT
ASSESSEDExplains connections between time and events, individuals,
ideas or information.Explains connections between sequence of
events, ideas or information.Explains connections between cause and
effect of events.Organizes (categorizes) on a graphic organizer
(draws or glues pictures) of when events happened (timeline), or
how two individuals/ideas are the same or different (venn).RI.K.3
With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.Rev.
Control: 08/01/2014 HSD OSP and Susan Richmond7En knder los
estudiantes generalmente no estn leyendo. Lea los cuentos a los
estudiantes y haga las preguntas como Comprensin auditiva. La
mayora de los estudiantes deben poder ser capaces de sealar las
ilustraciones y contestar las preguntas, con ayuda e ideas. Por
favor, diga al estudiante qu muestra cada ilustracin, si ste no est
claro sobre la misma. La seccin literaria puede ser evaluada en un
momento diferente a la seccin informativa.
La Comprensin auditiva prepara al estudiante para el tipo de
preguntas que son de ms alto nivel (mientras que el texto
descifrable no conduce a un cuestionamiento de alto nivel).
Las preguntas de Respuestas construidas y las tareas de lenguaje
sern aadidas a las evaluaciones al final del trimestre uno.
Instrucciones para knder: Usted necesitar
los cuentos de literatura e informativo. Lea cada uno de ellos
2-3 veces a su clase. Discuta el cuento para que los estudiantes
estn claros sobre el lenguaje y los trminos de vocabulario.
..una hoja de cotejo de Pre-evaluacin para cada estudiante de
knder (stas tienen las preguntas y un lugar para marcar cmo hizo el
estudiante). Esta hoja se puede utilizar para mantener un registro
de cada estudiante, si lo desea.
una hoja de reflexin, si lo desea.
.una pgina con ilustraciones que sirvan de ideas para el
estudiante (cada cuento tiene una hoja de ilustraciones que usted
puede reusar). Si usted est trabajando con un grupo pequeo,
necesitar una hoja para cada estudiante. Rev. Control: 08/01/2014
HSD OSP and Susan Richmond81En el saln de clase de knder de Keesha,
el da comenz con un tiempo de reunin. Los nios cantan una cancin
cada da.
2Ellos tambin hablaron sobre el estado del tiempo. Luego
tuvieron una actividad en donde los estudiantes muestran y
comparten sobre algo especial para ellos. Hoy Tim habl sobre su
nave espacial de juguete. l la pas alrededor para que todos la
vieran.
3Despus fue el tiempo de lectura. La letra de la semana es la d.
La Srta. Clarke ley un libro sobre los delfines.
4Los nios tuvieron tiempo para hacer dibujos. Keesha hizo un
dibuj de su animal favorito. Era un delfn! "Copyright
HaveFunTeaching.com"
Un da en knderRev. Control: 08/01/2014 HSD OSP and Susan
Richmond91.
2.
3. 4. Por qu la Srta. Clarke ley un cuento sobre delfines?
5.
12. Por qu piensas que Keesha dibuj lo que hizo?
Preguntas de seleccin mltiple Pasaje literario: Un da en
knder
Rev. Control: 08/01/2014 HSD OSP and Susan Richmond
10Hay cosas que los nios y las nias pueden hacer para prepararse
para la escuela.
Comer un buen desayuno ayuda a los nios a aprender mejor.
Vestir ropa que sea cmoda es importante.
Las mochilas deben estar listas cada maana, para no andar con
prisa.
Algunos nios y nias esperan por el autobs escolar.
Otros viajan a la escuela con la familia o con amigos.Tiempo
para la escuela"Copyright HaveFunTeaching.com"Rev. Control:
08/01/2014 HSD OSP and Susan Richmond117.
8.
9. Mira las ilustraciones que aparecen arriba. Cuenta que pas
primero, luego y al final del cuento. Seala las imgenes mientras
hablas sobre el cuento.10.
11.
12.
Ideas para el estudiante para las Preguntas de seleccin mltiple
Pasaje informativo: Tiempo para la escuela
Rev. Control: 08/01/2014 HSD OSP and Susan Richmond12 Hoja de
cotejo de estudiante: Pre-evaluacin de knder Trimestre 1
Instrucciones: Leer cada pregunta al estudiante. Escriba una marca
de cotejo ( ) junto a la respuesta que ofrece el estudiante. Las
respuestas correctas estn resaltadas en negrillas.Pasaje literario:
Un da en knder1Resume una secuencia de eventos de un texto ledo en
clase. DOK-2 CiRL.K.1 Pregunta: Cmo empieza la clase de Keesha cada
da? tiempo de lectura______ tiempo de reunin ______2Contesta y hace
preguntas referentes a detalles especficos. DOK-2 ClRL.K.1
Pregunta: Cundo los nios y las nias pueden compartir sobre algo que
trajeron de casa? Mostrar y compartir _________ Cantar
canciones______3Resume un cuento familiar ledo en clase, usando
detalles claves . DOK-2 CkRL.K.2 Pregunta: Qu ilustraciones hablan
sobre el cuento? nave espacial de juguete____ ftbol_____
delfn______4Localiza detalles claves para poder contestar preguntas
sobre un cuento conocido/familiar. DOK-2 ClRL.K.2 Pregunta: Por qu
la Srta. Clarke ley un cuento sobre delfines? La respuesta debe
ser: La letra de la semana es la D5Contesta preguntas descriptivas
sobre personajes, ambiente o eventos en un cuento ledo y discutido
en clase. DOK-1 CfRL.K.2 Pregunta: Qu dibuj Keesha? una
manzana______ un delfn________6Conecta eventos de un cuento con
personajes especficos o el ambiente? DOK-2 ChRL.K.2 Pregunta: Por
qu piensas que Keesha dibuj lo que hizo? Responder algo como: Lemos
sobre un delfn.Pasaje informativo: Tiempo para la escuela7Resume
una secuencia de eventos. DOK-2 CiRI.K.1 Pregunta: Qu ilustracin
muestra lo que pas primero? bajar del autobs____ vestirse
__________8Contesta y hace preguntas refirindose a detalles
especficos en un texto. DOK-2 ClRI.K.1 Pregunta: Qu ilustracin
muestra algo que el cuento dice que debemos tener listo cada maana
para no andar con prisa? mochila_______ desayuno________9Resume
detalles claves de un texto (principio, mitad y final). DOK-2
CkRI.K.2 Pregunta: Cuenta qu pas primero, luego y al final en el
cuento. Seala las imgenes mientras hablas sobre el cuento. dice la
primera parte ________ dice qu pas luego __________ dice la parte
final ________10Identifica detalles que apoyan el tema principal de
un texto. DOK-2 ClRI.K.2 Pregunta: Qu ilustraciones son como el
cuento Tiempo para la escuela? autobs____ balompi_____
mochila_____11Explica la conexin entre la causa y el efecto de
eventos. DOK-2 ChRI.K.3 Pregunta: Qu te puede ayudar a aprender
mejor en la escuela? desayunar_____ atarte los
zapatos_____12Clasifica cundo ocurren los eventos o cmo los eventos
son iguales o diferentes. DOK-3 ANpRI.K.3 Pregunta:: En el cuento
Tiempo para la escuela, Cmo los nios y las nias llegan a la
escuela? en bote o coche___ en autobs o coche ___Cada respuesta
correcta de seleccin mltiple es un punto.
123456789101112/1/1/1/1/1/1/1/1/1/1/1/1Comprensin auditiva total
_____/ 12
Para estudiantes que necesiten apoyo con cualquier estndar,
favor de referirse a las Progresiones de aprendizaje de lectura de
su nivel de grado para tareas de instruccin y diferenciacin. Rev.
Control: 08/01/2014 HSD OSP and Susan Richmond13Texto
informativo7Yo puedo decir cundo algo pas en un cuento. RI.K.18Yo
puedo encontrar detalles en el cuento para mostrar lo que s.
RI.K.19Yo puedo resumir detalles claves de un texto (recontar).
RI.K.210Yo puedo identificar detalles en un texto que apoyen el
tema principal. RI.K.211Yo puedo decir qu caus que algo sucediera
(conectar ideas). RI.K.312Yo puedo agrupar cundo suceden cosas en
un cuento. RI.K.3Texto literario1Yo puedo resumir qu pas primero,
luego y al final, en un cuento . RL.K.12Yo puedo hacer y contestar
preguntas sobre detalles. RL.K.13Yo puedo resumir las partes ms
importantes de un cuento. RL.K.24Yo puedo decir sobre qu trata
mayormente un cuento. RL.K.25Yo puedo contestar preguntas
descriptivas sobre un cuento. RL.K.36Yo puedo decir qu hizo un
personaje o dnde. RL.K.3
Esta hoja de auto-reflexin aplica a los grados 1-6. En knder se
puede usar para una reflexin del maestro sobre el estudiante,
conferencias para padres, un registro de evaluacin o cualquier otra
forma que resulte ms til al maestro.
Rev. Control: 08/01/2014 HSD OSP and Susan Richmond