Amazing Animals: Snakes Grade K Informational Text Recommended Second Half of Year Enduring Understanding Essential Question(s) Vocabulary From the text Vocabulary Needed to talk about the text Focused Instruction Fast Instruction People share the world with other animals. What do we need to learn about other animals in our world? What do we need to learn about snakes? • huge • snake • tiny • forests • deserts • connection • describes • different • facts • opinion • photograph • prefer • same/similar Days At-A-Glance DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE Reintroduce and read Snakes and introduce the new book, Amazing Animals: Snakes. Respond to questions posted on the “All About Snakes” class chart, make connections between the facts, and introduce the concept of same and different. Review facts on “All About Snakes” class chart. Introduce and read Amazing Animals: Snakes to determine which facts are either the same or different as those found in Snakes and add to the “All About Snakes” chart. Review essential questions. Continue to read Amazing Animals: Snakes and add facts to the class chart. Determine which new facts are the same or different and discuss how these facts are connected. Write independently to show understanding of two vocabulary words. Continue to read Amazing Animals: Snakes and add new facts to chart. Determine which new facts are the same or different and discuss how these facts are connected. Independently write two connected facts and share. Finish reading Amazing Animals Snakes. Independently write an opinion letter to show preference for one of the two snake books. Share responses in small group. CI CCSS Student Work Product CI CCSS Student Work Product CI CCSS Student Work Product CI CCSS Student Work Product CI CCSS Student Work Product RI.K.1 Oral Response RI.K.9 Oral Response RI.K.9 RI.K.4 RI.K.1 Oral Response Written Response RI.K.9 RI.K.2 RI.K.3 Oral Response Written Response W.K.1 RI.K.1 L.K.1 L.K.2 Written Response
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Amazing Animals: Snakes Grade K Informational Text Recommended Second Half of Year
Enduring Understanding
Essential Question(s)
Vocabulary From the text Vocabulary
Needed to talk about the text Focused
Instruction Fast
Instruction People share the world with other animals.
What do we need to learn about other animals in our world? What do we need to learn about snakes?
DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE Reintroduce and read Snakes and introduce the new book, Amazing Animals: Snakes. Respond to questions posted on the “All About Snakes” class chart, make connections between the facts, and introduce the concept of same and different.
Review facts on “All About Snakes” class chart. Introduce and read Amazing Animals: Snakes to determine which facts are either the same or different as those found in Snakes and add to the “All About Snakes” chart. Review essential questions.
Continue to read Amazing Animals: Snakes and add facts to the class chart. Determine which new facts are the same or different and discuss how these facts are connected. Write independently to show understanding of two vocabulary words.
Continue to read Amazing Animals: Snakes and add new facts to chart. Determine which new facts are the same or different and discuss how these facts are connected. Independently write two connected facts and share.
Finish reading Amazing Animals Snakes. Independently write an opinion letter to show preference for one of the two snake books. Share responses in small group.
Collecting Student Information: W.K.1/RI.K.1 Writing and Comprehension Checklist ........................................................................................... 48
Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist ............................................................. 49
Based on text and task complexity, this formative tool is recommended for use during the second half of kindergarten.
Enduring Understanding People share the world with other animals.
Essential Questions
What do we need to learn about other animals in our world? What do we need to learn about snakes?
Text Summary
The author describes snakes, including details about where these animals live, their physical features, how they spend their time, what they eat, and
how they are born. The end of the book includes a short fable regarding how the snake lost its legs. This fable is not used for instruction or to collect
information on students.
Rationale for Text Selection
This text is more complex than Snakes (Riggs, 2014), which was used in the
first performance task. The sentences in Amazing Animals: Snakes are longer and contain subordinate clauses, figurative language, and more supporting
details. Presented as a read-aloud, Amazing Animals: Snakes continues preparing kindergarten students for the more complex informational texts
they will encounter as they become mature readers. In addition, the content
is easily compared with the content in the book Snakes, which was used in Kindergarten Performance Task: Informational Text.
Text Considerations Students may be less familiar (or new) to the structure of informational text
with domain-specific content. This lack of experience could make it more
difficult for them to retain information not connected to storylines with engaging settings, characters, and problems. Instead, a book like Amazing
Animals: Snakes presents students with a collection of related details.
Reptiles are an important part of our environment. However, some individuals,
both adults and children, currently may experience anxiety when reading about reptiles, especially snakes. Teachers can help ensure that students remain
focused and engaged in learning by remaining objective and promoting a culture of inquiry.
In some cultures, snakes are revered animals. This task has been written to focus on factual and scientific information about snakes. Teachers working with students from populations where the study of snakes requires sensitivity should
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Amazing Animals: Snakes
use their knowledge of the student population and community when
implementing the task.
Targeted Word Study/Vocabulary
The texts chosen for the K-2 Formative Tools were selected because of their rich vocabulary. When the terms Focused or Fast Instruction1 (Glossary)
are used in conjunction with vocabulary, they refer to the allocation of time and the amount of instruction required.
Focused Instruction refers to those vocabulary words that are needed to
carry meaning forward and, therefore, require more time. The term Fast Instruction refers to words that will likely be scaffolded by the words and
illustrations or will require only brief support from the teacher. Neither approach requires isolated instruction and students will benefit most from
hearing and learning the words in the context of story.
For both Focused and Fast vocabulary the goal is not for students to memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of multiple days.
Vocabulary in the text (Focused Instruction):
huge snake
tiny
Vocabulary in the text (Fast Instruction): deserts
forests
Vocabulary needed to talk about the text: connection
describes different
facts
opinion photograph
prefer same/similar
1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.
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Amazing Animals: Snakes
Opportunities to Collect Information
CI Opportunities to collect information are embedded throughout the performance task. These opportunities are designed to fit within the
instructional experiences and to be invisible to the student. The student work products collected within this task may be oral responses, gestures or
written responses.
Scoring Tools Scoring tools are provided to help educators analyze student responses and
plan instructional next steps. The scoring tools incorporate evidence from the PARCC Evidence Statements which describe the knowledge and skills
that a task requires. The evidence(s) listed in each of the standards-aligned checklists targets what the teacher needs to observe, analyze, and consider
when planning instruction.
The scoring tools used in this performance task are checklists. Scoring tools
are standards-aligned and may reflect one or more standards. In this task, the RI.K.1 Comprehension Checklist is an example of a single standard
checklist used when students provide a key detail in answer to a question or prompt. The RI.K.2/RI.K.3 Comprehension Checklist is an example of a
combination checklist used to analyze a retelling of two facts (RI.K.2) and the description of their connection (RI.K.3).
Teachers unfamiliar with use of these types of tools may find initially that
they are more confident in using only a single part of a multi-part tool for
scoring or that it is best to apply all parts of a multi-part tool, but to a small
group, rather than the whole class. As teachers learn to use these types of
tools, they may expand the application of the tools with their classes. Over
the course of the first year of implementation of the formative tasks,
teachers should develop a greater understanding of how these scoring tools
allow for the collection of information on student performances in relation to
the standards. They will become better poised to provide refined feedback
to students and parents and to more efficiently alter instruction based on
information collected.
Sample Student Work Products For each written student work product created in the task, a sample student
work product is provided.
Sample student work products include a/an: Description of the task/prompt
Facsimile of the student work product Excerpt from the standards-aligned scoring tool
Scoring rationale
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Amazing Animals: Snakes
Bulleted list of possible next steps
Materials needed to collect information and to analyze student work products
are noted as CI within the Step-by-Step Directions.
Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task The Retrospective Journal consists of a series of questions to guide the
reflective process after the completion of the performance task. These questions are intended to promote thinking and planning of standards-
aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.
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Amazing Animals: Snakes
Days At-A-Glance Times are approximate. Teachers should use professional judgment to determine the actual time needed for their students.
Day Duration
Description
Day
One
40 min
Prepare a class chart(s), “All About Snakes” (or accessexisting class chart from Snakes performance task and create
one new chart) for shared writing of facts about snakes. Read aloud Snakes by Kate Riggs, encouraging students to
use gestures to express understanding of key vocabulary.
Lead a shared writing of facts about snakes’ bodies, wherethey live, and what they eat and enter on to the “All About
Snakes” class chart. Support students to describe the connections between facts
about snakes. Collect information using the RI.K.1 Comprehension Checklist
(p.44).
Day
Two
40 min
Introduce Amazing Animals: Snakes by Valerie Bodden and
review the role of an author.
Read pages 4 to 7 and support students to identify and circlesimilar body facts that are already on the class chart, “All
About Snakes” (from Snakes by Kate Riggs). Read pages 4 to 7 and support students as they identify the
new facts about snakes’ bodies that are in Amazing Animals:Snakes and enter those new facts on the class chart, “All
About Snakes.” Collect information using the RI.K.9 Comprehension Checklist
(p.45). Discuss the Essential Questions: What do we need to learn
about other animals in our world? What do we need to learnabout snakes?
Day Three
30 min
Read pages 10-11 in Amazing Animals: Snakes. Support
students as they identify and circle similar facts about snakes’bodies and where they live that are already on the class
chart, “All About Snakes” (from Snakes by Kate Riggs). Note:Pages 10 and 11 are read before pages 8 and 9.
Read pages 8-9 and support students as they identify the new facts about snakes’ bodies and where they live that are in Amazing Animals: Snakes and add those new facts to the class chart. Note: Pages 8 and 9 are read after pages 10 and 11 to prepare for the vocabulary activity in STEP 3.3.
Collect information using the RI.K.9 Comprehension Checklist(p.45).
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Amazing Animals: Snakes
Day Duration
Description
Day Three
Continued
Discuss the meaning of huge and tiny as they are used in
the text. Invite students to write/draw to express their understanding
of huge and tiny snakes and to include a fact about where
the snakes live. Collect information using the RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist (p.46).
Day Four
30 min
Read pages 12-13 and support students to identify and circle
similar facts about what snakes eat that are already on the class chart, “All About Snakes” (from Snakes by Kate Riggs).
Read pages 12-13 and support students to identify the new facts about what snakes eat that are in Amazing Animals:
Snakes and enter those new facts on the class chart, “All About Snakes.
Collect information using the RI.K.9 Comprehension Checklist
(p.45). Support students to identify the facts that are on the same
topics across both books (i.e., where snakes live, their bodies, and what they eat).
Explain and support students to draw/write two connected facts and to describe how they are connected using Student
Resource: Connected Facts (p.54). Collect information using the RI.K.2/RI.K.3 Comprehension
Checklist (p.47).
Day Five
30 min
Finish reading aloud Amazing Animals: Snakes. Discuss the meaning of opinion.
Explain an opinion-writing activity using the Student Resource: My Opinion Letter (p.55 or p.56), including the
requirement to include a key detail with their opinion. Invite students to write a letter to the teacher and support
them as needed. Collect information using the W.K.1/RI.K.1 Writing and
Comprehension Checklist (p.48). Collect information using the L.K.1/L.K.2 Comprehension
Checklist (p.49). Provide opportunities for students to share their opinion
letters.
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Amazing Animals: Snakes
CCSS Alignment Chart
Day.
Step Standard Evidence
Student Work
Product Scoring Tool If/Then
1.4
p.16 RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Oral:
Response
during shared
writing
RI.K.1
Comprehension
Checklist
p.44
RI.K.1
p.50
4.7
p.38
RI.K.2
With prompting and
support, identify
the main topic and
retell key details of
a text.
RI.K.3
With prompting and
support, describe
the connection
between two
individuals, events,
ideas, or pieces of
information in a
text.
*Provides a
retelling of key
details in a
text. (2)
*Provides a
description of
the connections
between two
ideas or pieces
of information
in a text. (3)
Written
Response
RI.K.2/RI.K.3
Comprehension
Checklist
p.47
RI.K.2
p.50
RI.K.3
p.50
3.4
p.29
RI.K.4
With prompting and
support, ask and
answer questions
about unknown
words in the text.
RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
*Provides a
statement or
other
expression that
shows
understanding
of unknown
words in an
informational
text.
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Written
Response
RI.K.4/RI.K.1
Vocabulary
and
Comprehension
Checklist
p.46
RI.K.4
p.50
RI.K.1
p.50
2.2
p.22
2.3
p.23
RI.K.9
With prompting and
support, identify
basic similarities in
and differences
between two texts
on the same topic
*Provides an
identification of
the basic
similarities and
differences
between two
texts on the
Oral:
Response
during shared
writing
RI.K.9
Comprehension
Checklist
p.45
RI.K.9
p.51
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Amazing Animals: Snakes
Day.
Step Standard Evidence
Student Work
Product Scoring Tool If/Then
3.1
p. 26
3.2
p.26
4.1
p.31
(e.g., in
illustrations,
descriptions, or
procedures).
same topic
(e.g., in
illustrations,
descriptions, or
procedures).
Oral:
Response
during shared
writing
5.5
p.42
W.K.1
Use a combination
of drawing,
dictating, and
writing to compose
opinion pieces in
which they tell a
reader the topic or
the name of the
book they are
writing about and
state an opinion or
preference about
the topic or book.
RI.K.1
With prompting and
support, ask and
answer questions
about key details in
a text.
States an
opinion or
preference
about a topic or
book using a
combination of
drawing,
dictating,
and/or writing.
(1)
*Provides
questions and
answers that
show
understanding
of key details
in a text.
Written
Response
W.K.1/RI.K.1
Writing and
Comprehension
Checklist
p.48
W.K.1
p.51
RI.K.1
p.50
5.5
p.43L.K.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.K.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
Written
Response
L.K.1/L.K.2
Knowledge of
Language and
Conventions
Student
Checklist
p.49
L.K.1
p.51
*With Prompting & Support
(#) Evidence identified in PARCC Kindergarten Evidence Tables
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Amazing Animals: Snakes
Get Ready, Get Set, Go!
Get
Ready
Read Amazing Animals: Snakes by Valerie Bodden.
Read all Step-by-Step Directions for each day before
beginning the performance task. Determine whether each day’s activities can be
accomplished within the time estimated and plan additionalsessions as needed.
Determine access to the text for all students (e.g., digital
text, document camera, standard sized book). Determine grouping options for each activity (e.g., whole-
group, small groups, partners).
Determine location for each activity (e.g., whole-group
meeting area, a small-group meeting area, or one-to-oneconferences).
Read all checklists to become familiar with descriptors forstudent responses.
Refer to the Glossary as needed.
Get
Set
For Day One:
Secure digital copy of Snakes by Kate Riggs (may have been
introduced as part of earlier performance task). Make one copy of Teacher Resource: Suggested Gestures
and Definitions (p.52). Prepare a two-column class chart titled, “All About Snakes”
(or two separate charts), with embedded reproductions(thumbnails) of two book covers (Snakes by Kate Riggs and Amazing Animals: Snakes by Valerie Bodden) and with three rows, each labeled with a question (repeated in each column): “Where do snakes live?” “What do we know about their bodies?” and “What do they eat?”
Use a sentence strip cut into three or three strips/cards
large enough to title: “Snakes live,” “Snakes’ bodies,” and“Snakes eat.”
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Amazing Animals: Snakes
Get Set
Continued
Prepare and copy as needed: RI.K.1 Comprehension
Checklist (p.44).
For Day Two:
Prepare and copy as needed: RI.K.9 ComprehensionChecklist (p.45).
For Day Three:
Prepare individual copies of the Student Resource: Snake
Vocabulary Comparison (p.53). Prepare and copy as needed: RI.K.4/RI.K.1 Vocabulary and
Comprehension Checklist (p.46). Prepare and copy as needed: RI.K.9 Comprehension
Checklist (p.45).
For Day Four:
Make individual copies of the Student Resource: Connected
Facts (p.54). Prepare and copy as needed: RI.K.2/RI.K.3 Comprehension
Checklist (p.47). Prepare and copy as needed: RI.K.9 Comprehension
Checklist (p.45).
For Day Five:
Make individual copies of the Student Resource: My OpinionLetter Option 1 or Option 2 (p.55 or p.56).
Prepare and copy as needed: W.K.1/RI.K.1 Writing andComprehension Checklist (p.48).
Prepare and copy as needed: L.K.1/L.K.2 Knowledge of Language and Conventions Checklist (p.49).
Go! Begin DAY ONE.
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Amazing Animals: Snakes
DAY ONE
Estimated time needed
40 minutes If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One
Snakes by Kate Riggs digital text Teacher Resource: Suggested Gestures and Definitions (p.52)
Prepared class chart, “All About Snakes,” with pre-written questions andembedded reproductions of two book covers (Snakes by Kate Riggs and
Amazing Animals: Snakes by Valerie Bodden): STEPs 1.1 through 1.6 Three “Connection Cards” titled: Snakes live, Snakes’ bodies, and
Checklist Use with the Student Resource: Connected Facts (p.54) in STEP 4.7.
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
Standard Evidence (Scoring tool uses bold evidence only)
RI.K.2 With prompting
and support, identify
the main topic and retell
key details of a text.
Provides an identification of the main topic of a text. (1)
Provides a retelling of key details in a text. (2)
RI.K.3 With prompting
and support, describe
the connection between
two individuals, events,
ideas, or pieces of
information in a text.
Provides a description of the connection between two individuals
in a text. (1)
Provides a description of the connections between two events in
a text. (2)
Provides a description of the connections between two
ideas or pieces of information in a text. (3)
RI.K.2.2 RI.K.3.3
Provides a
retelling of two
accurate key
details about
snakes.
Describes the
connection
between two
pieces of
information in a
text.
Student Name Yes No Yes No Comments
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Amazing Animals: Snakes
Collecting Student Information: W.K.1/RI.K.1 Writing and
Comprehension Checklist Use with written response in STEP 5.5.
Standard Evidence
W.K.1 Use a combination of drawing,
dictating, and writing to compose
opinion pieces in which they tell a
reader the topic or the name of the
book they are writing about and state
an opinion or preference about the
topic or book.
States an opinion or preference about a
topic or book using a combination of
drawing, dictating, and/or writing. (1)
Includes the topic or name of the book they are
writing about when stating an opinion or
preference. (2)
RI.K.1 With prompting and support,
ask and answer questions about key
details in a text.
Provides questions and answers that show
understanding of the key details in a text.
(1)
W.K.1.1 RI.K.1 States an
opinion or preference.
Provides an accurate key detail.
Student Name Yes No Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Amazing Animals: Snakes
Collecting Student Information: L.K.1/L.K.2 Knowledge of
Language and Conventions Student Checklist Use conventional writing in STEP 5.5.
Standards
L.K.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Date:
CCSS Student Name: Yes No
L.K.1.A Uses only drawing to express ideas.
L.K.1.A Prints many upper- and lower-case letters
L.K.1.B Uses frequently occurring nouns and verbs.
L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes).
L.K.1.D Understands and uses question words (interrogatives)
(e.g., who, what, where, when, why, how).
L.K.1.E Uses the most frequently occurring prepositions (e.g., to,
from, in, out, on, off, for, of, by, with).
L.K.1.F Produces and expands complete sentences in shared
language activities.
L.K.2.A Capitalizes the first word in a sentence and the pronoun I.
L.K.2.B Recognizes and names end punctuation.
L.K.2.C Writes a letter or letters for most consonant and short-vowel
sounds (phonemes).
L.K.2.D Spells simple words phonetically, drawing on knowledge of
sound-letter relationships.
Insert ✓ in the appropriate box.
Prepare individual student copies of this checklist.
Page 50
Amazing Animals: Snakes
If/Then Chart If… Then…
RI.K.1 students have difficulty
asking and answering questions about key
details in the text
Reread particular pages to increase familiarity with key details.
Continue lessons focused on recalling and sharing facts.
Practice with student-created language experience informational texts
RI.K.2 students struggle to
retell key details
Provide with relevant pages from a book to recall key details.
Practice with student-created language experience informational texts.
Meet with the student(s) in a small group to
implement similar lessons over time.
RI.K.3
students are not identifying two facts
that are on the same topic
Cut up advertisements into two or three
categories of pictures (e.g., shirts, pants, dishes); ask the students to put the pictures
that belong together in groups. Ask students to use a Fist List to list five facts
on the same topic like “five foods you like.” Ask students to name a topic and then list five
facts related to that topic. As appropriate,
prompt the student to share how the five facts are connected to the each other and the topic.
RI.K.4 students are not using
(accurately) academic vocabulary when
sharing facts about snakes
Frequently read multiple books on the same topic and highlight academic vocabulary
across texts. Provide opportunities for students to hear
academic vocabulary in multiple settings, across content areas, and in conversations
outside content areas. Prompt for academic vocabulary in everyday
conversations.
Incorporate word games into centers and other activities.
RI.K.9
students are not
recognizing similarities and differences
between information in the text
Work with comparing information (one simple fact) in just two sentences. Gradually increase
to comparing a sentence with one simple fact and a sentence with two simple facts.
Work with comparing two pictures of a particular animal, discussing what is similar
and what is dissimilar.
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Amazing Animals: Snakes
If… Then…
W.K.1
student writing does
not reveal an opinion about which book is
better
During dictation, engage the student in orally composing what he or she will write; follow by
sharing the pen (both teacher and student write) to sketch, label, and/or draw.
Continue modeling sketching, labeling, and
writing during whole group and small group instruction.
Provide ample opportunities for student to discuss and work with peers before and during
writing about opinions. Build choices during the school day for
students to form and declare opinions and reasoning for those opinions (e.g., which
option on the lunch menu, which day of the week, which classroom activity, etc.).
L.K.1.A
students use only drawing to express
ideas when writing
Model use of print to express ideas by
transcribing student dictated ideas. Provide students with key words they are likely
to use to express ideas using a word wall, and encourage students to use the word wall to
remind them of how to spell and print words when writing.
Page 52
Amazing Animals: Snakes
Teacher Resource: Suggested Gestures and Definitions Use in STEP 1.3.
Page Text Possible Gesture Student-Friendly
Definitions
6 Live all around
the world
Draw a large circle in the air with both hands
8 Scales
that cover
their bodies
Run hands up and down arms
9 Do not
have arms
and legs
Hold arms close to body
10 Big or
little
Hold hands far apart and move
closer
11 Forked Hold up two fingers in “V” Divided into two parts at one end
12 Eat Hold the tip of thumb touching other fingers, tap mouth
15 Born live All snake mothers do not
lay eggs; instead, some baby snakes grow inside
the mother l
15 By them-
selves
Hold up one finger Alone, without their
mothers, without other
snakes
16 Lie
around in the
sun
Hold head and arms back as
though basking in sun
16 Look for food
Hold hand above eyes as though scanning the horizon
Page 53
Amazing Animals: Snakes
Student Resource: Snake Vocabulary Comparison Use in STEP 3.7.
My name is _______________________________.
Huge and Tiny Snakes
My huge and tiny snakes live in the____________________
______________________________________________
Page 54
Amazing Animals: Snakes
Student Resource: Connected Facts Use in STEPs 4.6 and 4.7.
My name is _______________________________.
Fact 1
Snakes ________________
_____________________
_____________________
Fact 2
Snakes ________________
_____________________
_____________________
Both of my facts tell about ____________________________________.
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Amazing Animals: Snakes
Student Resource: My Opinion Letter Option 1 Use in STEP 5.5.
This is my opinion! The book I like better is:
Snakes Amazing Animals: Snakes
I like this book better because
_______________________________
_______________________________
_______________________________
From,
_______________________________
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Amazing Animals: Snakes
Student Resource: My Opinion Letter Option 2 Use in STEP 5.5.
This is my opinion! The book I like better is:
Snakes Amazing Animals: Snakes
I like this book better because
From,
__________________________________
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Amazing Animals: Snakes
Sample Student Work Product #1: STEP 3.4
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010
STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or
dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to
incorporate that detail in their drawing.
Transcription
My huge and tiny snakes live in water.
CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist
RI.K.4 RI.K.1
Demonstrates a full and accurate
understanding of the words huge and tiny. Provides an accurate key detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and
tiny by displaying size differences in drawings and labels. The student accurately identifies a key detail about where snakes live (in water),
which is written with words and expressed as waves in the drawing.
Possible Next Steps:
Continue encouraging the use of context clues to determine meanings of unfamiliar words in new texts.
Support the use of new vocabulary words into classroom conversations and in various contexts throughout the school day.
Organize opportunities to brainstorm synonyms and uses for key vocabulary.
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Amazing Animals: Snakes
Sample Student Work Product #2: STEP 3.4
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden Creative Paperbacks, 2010
STEP 3.4 Task Description: Students participated in shared writing about where snakes live, read the words huge and tiny, and used physical gestures to express their meaning. For STEP 3.4, students are asked to use drawing, writing, or
dictation to express their understanding of huge and tiny. They are also asked to use a key detail to complete a sentence stem about where snakes live and to
incorporate that detail in their drawing.
CI RI.K.4/RI.K.1 Vocabulary and Comprehension Checklist
RI.K.4 RI.K.1
Demonstrates a full and accurate
understanding of the words huge and tiny. Provides an accurate key detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student’s drawing accurately demonstrates understanding of huge and
tiny by displaying size differences in drawings and labels.
The student expresses enjoyment of reading about snakes but omits a required key detail(s) about where snakes live.
Possible Next Steps:
Read multiple texts on the same topic to build familiarity with key details related to the topic.
Provide student with a topic and scaffold locating key details within a text that
are related to that topic (e.g., what snakes eat; color of snakes, etc.). Structure opportunities to work with a peer to identify key details in familiar
text.
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Amazing Animals: Snakes
Sample Student Work Product #3: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have used a class chart and collaborated
with the teacher to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1
Snakes eat mice.
Fact 2
Snakes eat deer. Both of my facts tell about eating.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between those two facts.
Possible Next Steps:
Provide opportunities to work with a partner to retell multiple key details in a variety of texts.
Work with a partner to describe the connection between multiple pieces of information in a text
Provide instruction for basic knowledge of letter sound correspondence for
consonants and prompt student to use in multiple writing contexts.
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Amazing Animals: Snakes
Sample Student Work Product #4: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1 Snakes eat birds.
Fact 2 Snakes eat monkeys.
Both of my facts tell about what snakes eat.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between two pieces of information in an informational text.
Possible Next Steps: Provide less structured, more open-ended opportunities to describe connections
(i.e., without the use of a sentence stem). Provide opportunities to work with a partner to group multiple key details.
Structure opportunities to locate the details needed to support a topic (e.g., “What snakes eat,” The colors of snakes,” etc.) across multiple texts.
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Amazing Animals: Snakes
Sample Student Work Product #5: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1
Snakes live in the desert.
Fact 2
Snakes live in the water. Both of my facts tell about snakes.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text but does not fully develop/describe the connection between the facts.
Possible Next Steps: Provide frequent opportunities for student to describe connections in familiar
text, with prompting to “tell more” and “explain more of what you mean.” Model/insert descriptions of connections for facts, characters, stories, and
situations (e.g., “These two books are connected because they’re both storybooks.” “Our trip to the zoo and our trip to the museum are connected
because they’re both field trips.”). Organize opportunities to work with a partner to match visuals and then
describe how they are connected (e.g., sorting piles of books by poetry,
storybooks, informational and then describing the connection).
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Amazing Animals: Snakes
Sample Student Work Product #6: STEP 4.7
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010 STEP 4.7 Task Description: Students have collaborated during the shared writing
of a class chart to identify key facts and to describe how they are connected. For STEP 4.7, students are asked to retell two of the facts they have discussed and to
describe their connection by completing a stem, “Both of my facts tell about .”
Transcription
Fact 1 Snakes have forked tongues about
their bodies.
Fact 2 They have scales.
Both of my facts tell about facts about bodies.
CI RI.K.2/RI.K.3 Comprehension Checklist
RI.K.2 RI.K.3
Retells two key details from the text. Accurately describes the connection between two
pieces of information in a text.
Yes No Yes No
✓ ✓
Scoring Rationale:
The student accurately retells two facts from an informational text and accurately
describes the connection between two pieces of information in an informational text.
Possible Next Steps:
Provide opportunities to work with a partner to retell multiple key details with a
variety of texts. Supply a topic and ask student to locate key details to support the topic. Encourage spacing between words and application of letter sound knowledge.
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Amazing Animals: Snakes
Sample Student Work Product #7: STEP 5.5
Kindergarten Performance Task: Informational Text
Amazing Animals: Snakes by Valerie Bodden
Creative Paperbacks, 2010
STEP 5.5 Task Description: Students are asked to share their opinions aboutwhich book about snakes should be read in next year’s class (Snakes by Kate Riggs or Amazing Animals: Snakes by Valerie Bodden). Students use a letter format to circle their preference and provide one detail that explains their preference.
Transcription
I like Amazing Snakes. I liked learning how they eat.
CI W.K.1/RI.K.1 Writing and Comprehension Checklist
W.K.1 RI.K.1
States an opinion or preference. Provides an accurate detail.
Yes No Yes No
✓ ✓
Scoring Rationale: The student states an opinion both by circling and by writing the name of the preferred book, and states a reason for preferring one of the texts (“I liked learning how they eat.”).
Possible Next steps:
Encourage elaboration or more description of the key details. Use familiar texts to provide opportunities to determine which key details in the
text made that book a “favorite” or preferred text.
Organize opportunities to work collaboratively with peers to locate and discusskey details in texts.