Lesson 22
Lesson 22 At a Glance Student Performance Task Assessment
Exercise
Break
Wiggle Break
Student Performance Task Assessment
Grammar Assessment: “Which is Right?”
Reading Comprehension Assessment
Student Performance Task Assessment
Materials
Minutes
The Job Hunt; Worksheet 22.1
30
Wiggle Cards
5
Worksheet 22.2
25
Note to Teacher When you finish all the assessments in Lessons 22–25, we strongly recommend scheduling a time to meet as a grade level to globally examine student progress and consider any adjustments that may need to be made to groups across the grade level.
Student Performance Task Assessment
30 minutes
Reading Comprehension Assessment • Ask students to turn to Worksheet 22.1 and then turn the Workbook upside down on their desks.
“The Tally”
• Tell students to turn to “The Tally” in The Job Hunt. Write the word tally on the board and guide students in reading the word correctly. Explain the word tally means to count or add things up. Tell students they will continue reading about Kim and her job hunt in this story. Ask students to recall where Kim was in the last story. (at the grocery store) • Tell students they must first read this story. After reading the story, students should complete Worksheet 22.1. • Students should look back in the story for answers to the comprehension questions. However, in the interest of time, they will not be required to note the page number of each answer.
Worksheet 22.1
• As students finish the assessment, it will be your decision as to whether to continue with the grammar assessment today or postpone it until tomorrow.
150 Unit 4 | Lesson 22 © 2013 Core Knowledge Foundation
Reading Comprehension Assessment Analysis • You will find recording sheets for the results of the assessment at the end of this lesson. Assessment Raw Data • On the first recording sheet titled “Assessment Raw Data,” you will record the results of the actual assessment. Comprehension Analysis • Following directions on the second sheet, “Reading Comprehension Analysis,” you will sort students into groups for an activity in Lesson 23. • Students who are listed in columns A or C of the Reading Comprehension Analysis sheet should complete Pausing Point Worksheets PP43 and 45 during Lesson 23. This activity will help them to understand the answers to some questions are located in the text by having them underline the exact text. • Students who are listed in the Column B of the Reading Comprehension Analysis sheet will work on an activity in Pausing Point Worksheets PP44 and PP45. This activity will help them understand that there are logical answers to each question based on author information and their own thinking. • For students who are listed in the Column C, we strongly suggest you find time the next day to have these students work with you individually in a quiet area to retake the assessment. You may want to make a copy of “The Tally” from the Reader, so you can complete an anecdotal record, noting any reading errors, as students read the story aloud to you. Also, ask students to read the comprehension questions and explain why they selected the particular answers they chose. By reviewing errors made while reading aloud, in conjunction with students’ explanation of their answers to the comprehension questions, you should be able to get a more accurate idea of whether the difficulty a student is experiencing is the result of poor decoding skills or poor comprehension or perhaps a combination of both. • In any event, students who performed poorly on this assessment are very likely at risk in terms of their reading mastery. Special attention should be paid to examining the performance of these students on the Oral Reading Fluency Assessment and the Word Identification and Decoding Skills Assessment that are to be administered during the next several lessons.
Unit 4 | Lesson 22 151 © 2013 Core Knowledge Foundation
Break
5 minutes Wiggle Break • Use a group of 10 Wiggle Cards and give students a short break. You may wish to use the following or similar cards: • act like you are driving a car • act like you are riding a horse • find a partner • make a silly face • point at something shiny • act like you are ninety years old • pretend to be a donkey • act like you’re playing hockey • point at your kidneys • dance slowly
Student Performance Task Assessment
25 minutes
Grammar Assessment: “Which is Right?” • If you determine students can successfully complete two assessments in one day, please administer the Grammar Assessment on Worksheet 22.2. Be sure to carefully review the directions for each part of the assessment. Students are asked to complete exercises very similar to those they have been practicing throughout the unit. You may also decide to give part of the Grammar Assessment today and part tomorrow. Worksheet 22.2
152 Unit 4 | Lesson 22 © 2013 Core Knowledge Foundation
© 2013 Core Knowledge Foundation
Unit 4 | Lesson 22 153
Student Name
1
2
Literal 4
6
8
10
# Correct/6
3
5
Inferential 7
9
# Correct/4
Assessment Raw Data for Reading Comprehension Assessment (Worksheet 22.1) # Correct/10
Total
154 Unit 4 | Lesson 22
© 2013 Core Knowledge Foundation
(A) Students who scored 4 or less correct in Literal Comprehension
Column A (B) Students who scored 3 or less correct in Inferential Comprehension
Column B
Column C (C) Students who scored 7 or less correct in Literal and Inferential Comprehension (Total Score)
Reading Comprehension Analysis from Assessment Raw Data Sheet
Exercise
Break
Wiggle Break
Student Performance Task Assessment
Grammar Assessment: “Which is Right?”
Reading Comprehension Assessment
Student Performance Task Assessment
Materials
Minutes
The Job Hunt; Worksheet 22.1
30
Wiggle Cards
5
Worksheet 22.2
25
Note to Teacher When you finish all the assessments in Lessons 22–25, we strongly recommend scheduling a time to meet as a grade level to globally examine student progress and consider any adjustments that may need to be made to groups across the grade level.
Student Performance Task Assessment
30 minutes
Reading Comprehension Assessment • Ask students to turn to Worksheet 22.1 and then turn the Workbook upside down on their desks.
“The Tally”
• Tell students to turn to “The Tally” in The Job Hunt. Write the word tally on the board and guide students in reading the word correctly. Explain the word tally means to count or add things up. Tell students they will continue reading about Kim and her job hunt in this story. Ask students to recall where Kim was in the last story. (at the grocery store) • Tell students they must first read this story. After reading the story, students should complete Worksheet 22.1. • Students should look back in the story for answers to the comprehension questions. However, in the interest of time, they will not be required to note the page number of each answer.
Worksheet 22.1
• As students finish the assessment, it will be your decision as to whether to continue with the grammar assessment today or postpone it until tomorrow.
150 Unit 4 | Lesson 22 © 2013 Core Knowledge Foundation
Reading Comprehension Assessment Analysis • You will find recording sheets for the results of the assessment at the end of this lesson. Assessment Raw Data • On the first recording sheet titled “Assessment Raw Data,” you will record the results of the actual assessment. Comprehension Analysis • Following directions on the second sheet, “Reading Comprehension Analysis,” you will sort students into groups for an activity in Lesson 23. • Students who are listed in columns A or C of the Reading Comprehension Analysis sheet should complete Pausing Point Worksheets PP43 and 45 during Lesson 23. This activity will help them to understand the answers to some questions are located in the text by having them underline the exact text. • Students who are listed in the Column B of the Reading Comprehension Analysis sheet will work on an activity in Pausing Point Worksheets PP44 and PP45. This activity will help them understand that there are logical answers to each question based on author information and their own thinking. • For students who are listed in the Column C, we strongly suggest you find time the next day to have these students work with you individually in a quiet area to retake the assessment. You may want to make a copy of “The Tally” from the Reader, so you can complete an anecdotal record, noting any reading errors, as students read the story aloud to you. Also, ask students to read the comprehension questions and explain why they selected the particular answers they chose. By reviewing errors made while reading aloud, in conjunction with students’ explanation of their answers to the comprehension questions, you should be able to get a more accurate idea of whether the difficulty a student is experiencing is the result of poor decoding skills or poor comprehension or perhaps a combination of both. • In any event, students who performed poorly on this assessment are very likely at risk in terms of their reading mastery. Special attention should be paid to examining the performance of these students on the Oral Reading Fluency Assessment and the Word Identification and Decoding Skills Assessment that are to be administered during the next several lessons.
Unit 4 | Lesson 22 151 © 2013 Core Knowledge Foundation
Break
5 minutes Wiggle Break • Use a group of 10 Wiggle Cards and give students a short break. You may wish to use the following or similar cards: • act like you are driving a car • act like you are riding a horse • find a partner • make a silly face • point at something shiny • act like you are ninety years old • pretend to be a donkey • act like you’re playing hockey • point at your kidneys • dance slowly
Student Performance Task Assessment
25 minutes
Grammar Assessment: “Which is Right?” • If you determine students can successfully complete two assessments in one day, please administer the Grammar Assessment on Worksheet 22.2. Be sure to carefully review the directions for each part of the assessment. Students are asked to complete exercises very similar to those they have been practicing throughout the unit. You may also decide to give part of the Grammar Assessment today and part tomorrow. Worksheet 22.2
152 Unit 4 | Lesson 22 © 2013 Core Knowledge Foundation
© 2013 Core Knowledge Foundation
Unit 4 | Lesson 22 153
Student Name
1
2
Literal 4
6
8
10
# Correct/6
3
5
Inferential 7
9
# Correct/4
Assessment Raw Data for Reading Comprehension Assessment (Worksheet 22.1) # Correct/10
Total
154 Unit 4 | Lesson 22
© 2013 Core Knowledge Foundation
(A) Students who scored 4 or less correct in Literal Comprehension
Column A (B) Students who scored 3 or less correct in Inferential Comprehension
Column B
Column C (C) Students who scored 7 or less correct in Literal and Inferential Comprehension (Total Score)
Reading Comprehension Analysis from Assessment Raw Data Sheet
