ASSESSMENT CONTEXT
This assessment evaluates the knowledge and skills students gained in module 1, including knowledge about the five senses and how people use them to experience the world. It includes tasks that are familiar to students, such as noticing about the words and illustrations in a text and completing story maps. The assessment also measures how well students can apply their skills and knowledge to reading and understanding “I Can Hear Spring” by Sally Selleck. This new text introduces readers to a young girl who experiences the sights and sounds of Canada geese signaling the arrival of spring as they travel north through her hometown of Ontario. This text extends student knowledge of how our senses work together to help us experience the world.
This assessment consists of two sections:
1 Content Knowledge and Vocabulary (“Show What You Know”) Students complete 4 items assessing their content knowledge and vocabulary.
2 Listening Comprehension (“Grow What You Know”) Students complete 7 items assessing their listening comprehension.
ADMINISTRATION GUIDANCE
The second Listening Comprehension Assessment includes two administration options: paper-pencil and digital. Students in levels K–2 would benefit from the paper-pencil option because it allows teachers to provide maximal support. Even if students complete the assessment on paper, teachers may enter scores for the assessment on the digital platform to generate a report.
Paper-Pencil Assessment Materials List
Prepare for the assessment by reviewing the following materials:
• student answer sheet (print and make one copy per student)
• read-aloud video of “I Can Hear Spring” by Sally Selleck (included with slides)
• stimulus text analysis
• student answer sheet slides (to display during the assessment)
• teacher version of paper-pencil assessment (print a teacher copy if desired)
Administering the Paper-Pencil Assessment
To administer the paper-pencil assessment, follow these steps:
1 Distribute a paper copy of the student answer sheet to each student.
2 Display the student answer sheet slides.
3 Read aloud the directions for Section 1: Show What You Know.
4 Read aloud the first item. Pause, and then read aloud each answer choice. If the answer choice is visual, read the accompanying caption but do not add description of the image.
5 Pause to give students time to circle, draw, or write their responses on their paper answer sheets.
6 When all students are ready, display and read aloud the next item.
7 Once all students have completed the first section, move on to Section 2: Grow What You Know.
8 Read aloud the directions.
9 Project and play the read-aloud video, or display the slides of “I Can Hear Spring” by Sally Selleck and read them aloud.
10 Display the student answer sheet slides for Section 2: Grow What You Know.
11 Repeat the process used for Section 1.
Teacher Note
For item 5 in Grow What You Know, students must listen to a short text excerpt Read the item directions Next, play the video clip for the item or display the slide and read it aloud Then, read the item and answer choices as directed above
Student Answer Sheet
c. to find something you have seen before
a. to find something you are looking for b. to find something for the first time
a. The girl uses her sense of sight. b. The girl uses her sense of smell. c. The girl uses her sense of touch.
c. The geese leave the food in the mud.
a. splash, splash, splash
b. The geese eat a lot of food.
a. The geese break the food into pieces.
a. Spring is ending. b. Spring will be warm. c. Spring is starting. d. Spring will be loud.
Teacher Version of Paper-Pencil Assessment
3. Circle the answer. Which body part helps people experience rhythm ?
4. Circle the answer . What does it mean to discover something?
a. to find something you are looking for b. to find something for the first time c. to find something you have seen before
2. Draw lines to match each picture to a story element. Character the girl’s home the girl the farmer’s field the geese
3. Circle the answer. The geese form the letter V in the sky. Which sense helps the girl understand this?
c. The girl uses her sense of touch.
b. The girl uses her sense of smell.
a. The girl uses her sense of sight.
4. Circle the answer that shows the repeated language in the story.
c. gulp, gulp, gulp
b. honk, honk, honk
a. splash, splash, splash
5. Listen to the video. The story say s, “[The geese] feast on bits of leftover corn in the mud.” Circle the answer. When the geese feast , what are they doing in the story?
c. The geese leave the food in the mud.
b. The geese eat a lot of food.
a. The geese break the food into pieces.
6. Circle the answer. The title of the text is “I Can Hear Spring.” What do the honking geese tell the girl about spring?
7. Draw one sense the girl uses in “I Can Hear Spring.” Then describe how she uses it.
a. Spring is ending. b. Spring will be warm. c. Spring is starting. d. Spring will be loud.
Digital Assessment Materials List
Prepare for the assessment by reviewing the following materials:
• digital assessment
• stimulus text (included in the digital assessment and the read-aloud video of “I Can Hear Spring” by Sally Selleck)
• stimulus text analysis
Administering the Digital Assessment
When administering the digital assessment, choose from one of these approaches:
• Recommended Closely support students by playing the read-aloud video for the whole class. Then read aloud the items and answer choices. Help students select or write their answers on their own devices.
• Alternate To assist students in taking the assessment more independently, demonstrate the text-tospeech function so that students can hear each item and the answer choices. Consult Implementation Resources for additional support.
SCORING TOOLS
Digital scoring automates much of the scoring and reporting process. If you choose to score Listening Comprehension Assessment 2 by hand, follow these steps:
1 Evaluate each student’s assessment by using the Answer Key, Item Analysis, and Scoring Rules section.
2 Calculate each student’s score by using the Hand-Scoring Worksheet for Listening Comprehension Assessment 2.
3 Optional: Generate a report by entering the scores on the digital platform.
Answer Key, Item Analysis, and Scoring Rules
Use the answer key and item analysis to support evaluation of students’ assessments. Use the scoring rules to determine how to award points. On the digital assessment, scores for selected response (SR) items are tabulated automatically. To learn more about general rules and rationales for scoring, refer to Implementation Resources.
Section 1: Content Knowledge and Vocabulary
Note: Directions for the digital and paper-pencil versions of the assessment may differ slightly; however, correct answers are the same.
Stem and Answer Key
ITEM 1 | Circle the answer How many senses are there?
Correct Answer:
c 5
ITEM 2 | Draw lines to match each picture to a sense
Correct Answers:
ITEM 3 | Circle the answer Which body part helps people experience rhythm?
Correct Answer: a
ITEM 4 | Circle the answer What does it mean to discover something?
Correct Answer: b to find something for the first time
Scoring Rules
1 POINT
Award points as follows:
• 1 point given for correct answer
3 POINTS
Award points as follows:
• 3/3 = 3 points
• 2/3 = 2 points
• 1/3 = 1 point
1 POINT
Award points as follows:
• 1 point given for correct answer
1 POINT
Award points as follows:
• 1 point given for correct answer
Section 2: Listening Comprehension
Stem, Answer Key, and Cognitive Complexity
ITEM 1 | Draw one thing you notice in “I Can Hear Spring.”
ITEM 2 | Draw lines to match each picture to a story element.
Correct answers:
Character the geese the girl
Setting the girl’s home the farmer’s field
Cognitive Complexity
Evidence: 2 | Reasoning: 1
Distractor Analysis
Answers will vary.
Scoring Rules
1 POINT
Award points as follows:
Use the descriptions below to assign a score for the item.
Score | Description
1 | The response includes one thing the student noticed about the text and one question about the text.
0 | The response does not include the requirements.
3 POINTS
Award points as follows:
• 4/4 = 3 points
• 3/4 = 2.25 points
• 2/4 = 1.5 points
• 1/4 = 0.75 points
Stem,
Answer Key, and Cognitive Complexity
ITEM 3 | Circle the answer The geese form the letter “V” in the sky Which sense helps the girl understand this?
Correct answer:
a The girl uses her sense of sight
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
ITEM 4 | Circle the answer that shows the repeated language in the story
Correct answer:
b honk, honk, honk
Cognitive Complexity:
Evidence: 1 | Reasoning: 1
Distractor Analysis Scoring Rules
a Correct answer: The girl uses her eyes to understand that the geese form the letter “V ”
b This distractor offers another one of the five senses
c This distractor offers another one of the five senses
a Some students may choose this distractor because they may associate “splash, splash, splash” with swimming geese, but this language is not in the text
b Correct answer: The phrase “honk, honk, honk” is repeated throughout the text as a sign of spring beginning
c Some students may choose this distractor because they may associate “gulp, gulp, gulp” with geese drinking, but this language is not in the text
1 POINT
Award points as follows:
• 1 point given for correct answer
1 POINT
Award points as follows:
• 1 point given for correct answer
Stem,
Answer Key, and Cognitive Complexity
ITEM 5 | Circle the answer The story says, “[The geese] feast on bits of leftover corn in the mud ”
When the geese feast, what are they doing in the story?
Correct answer:
b The geese eat a lot of food
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
ITEM 6 | Circle the answer The title of the text is “I Can Hear Spring ” What do the honking geese tell the girl about spring?
Correct answer:
c Spring is starting
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
Distractor Analysis Scoring Rules
a Because the geese feast on bits of food, some students may choose this distractor, but the food is already broken into pieces when the geese feast
b Correct answer: When the geese feast, they eat a lot of food
c The geese continue to look for food, which could mean that they are leaving behind the food that is in the mud
a Winter is ending, which signals the start of spring
b Spring can be a warm time of year, but this cannot be determined by the honking geese
c Correct answer: The honking geese tell the girl that spring will begin soon
d The geese are loud, but this does not indicate that spring will also be loud
1 POINT
Award points as follows:
• 1 point given for correct answer
1 POINT
Award points as follows:
• 1 point given for correct answer
Stem,
Answer Key, and Cognitive Complexity
ITEM 7 | Draw one sense the girl uses in “I Can Hear Spring ” Then describe how she uses it
Sample Answer:
[The girl uses her sense of sight to see her dog chase the geese.]
Cognitive Complexity:
Evidence: 2 | Reasoning: 2
Distractor Analysis Scoring Rules
3 POINTS
Use the descriptions below to assign a score for the item Use the sample answer as guidance
Score | Description
3 | The response provides a thorough explanation of one way the girl uses her senses in “I Can Hear Spring,” demonstrating accurate comprehension of the text The response includes all components required by the prompt
2 | The response is partial, providing an explanation that may include misinterpretations, demonstrating partial comprehension of the text The response includes some of the components required by the prompt
1 | The response is minimal, providing an explanation that demonstrates minimal understanding of the text The response includes some or none of the components required by the prompt
0 | The response is incorrect and does not demonstrate understanding of the text, is irrelevant to the prompt, or contains insufficient information to demonstrate comprehension
Content Knowledge and Vocabulary Total Points: 6
Reading Comprehension Total Points: 11
TOTAL POINTS FOR ASSESSMENT: 17
Hand-Scoring Worksheet for Listening Comprehension Assessment 2
Use the following process for each student.
• Step 1: Use the Answer Key, Item Analysis, and Scoring Rules table above to score the Content Knowledge and Vocabulary section. If desired, record the points earned for each item in the following Content Knowledge and Vocabulary table. Then add up the total points earned and enter the results in the same table.
• Step 2: Use the Answer Key, Item Analysis, and Scoring Rules table above to score the Listening Comprehension section. If desired, record the points earned for each item in the following Listening Comprehension table. Then add up the total points earned and enter the results in the same table.
• Step 3: Record the total scores from the Content Knowledge and Vocabulary and Listening Comprehension tables in the Total Points table. Add up the totals in column A and column B and record them in column C. If desired, divide the total in column C by the number listed in column D and multiply by 100 to convert the raw score to a percentage, which you can record in column E.
• Step 4: If desired, complete the Class Performance table.
Step 1: Content Knowledge and Vocabulary
4 Total Points for Content Knowledge and Vocabulary
Step 2: Listening Comprehension
Total Points for Listening Comprehension
Step 3: Total Points
Points for Content Knowledge and Vocabulary
Points for Listening Comprehension
Step 4: Class Performance Student
Total Points for Content Knowledge and Vocabulary Total Points for Listening Comprehension Total Points for Both Sections
STIMULUS TEXT ANALYSIS
“I Can Hear Spring” by Sally Selleck (Carus Publishing Company) Literary • Fiction • Short story • 364 words
QUALITATIVE Meaning/Purpose
Structure
Language
The text is a mostly straightforward tale about geese and seasonal migration; however, the author uses phrases such as “spring comes honking back to my home,” which may be a difficult nonliteral idea for students at this grade level.
Complexity for grade level: moderately complex
While the story’s structure is chronological, the complexity of the sentences increases cognitive demand. Dashes and colons are often used to add additional detail to sentences.
Complexity for grade level: moderately complex
This text contains challenging vocabulary, including words and phrases such as “jam-packed,” “warn,” and “chinstraps” that may be unfamiliar to students.
Complexity for grade level: moderately complex
Knowledge Demands Students will need general prior knowledge of the four seasons and seasonal change prior to reading “I Can Hear Spring.” They will also need to generally understand that animals migrate seasonally.
Complexity for grade level: moderately complex
QUANTITATIVE Lexile® measure: 490L
ATOS: 2.90
OVERALL COMPLEXITY
The qualitative and quantitative complexity analysis indicates that “I Can Hear Spring” is a moderately complex read-aloud text for students in kindergarten.
Stimulus text selections for Listening Comprehension Assessments prioritize grade-level-appropriate complexity. Because quantitative measures are not designed for read-aloud texts, Lexile® and ATOS measures may fall in ranges one to two levels above grade level. Therefore, qualitative analyses are equally important to consider. Ultimately, each assessment stimulus text was selected for its topical connection to the module texts and instruction. This strong cohesion prepares students to meet the knowledge demands of the texts. Recommended definitions provided in the Words to Define box also mitigate the qualitative language complexity.
ACHIEVEMENT DESCRIPTORS ASSESSED
BU: BU K 4
PLANNING AND TEACHING THE RESPONSIVE
TEACHING LESSON
Background on Responsive Teaching
Arts & LettersTM assessments and reports support responsive teaching, which provides teachers with a window into students’ thinking. Through reflection with students, teachers gain more insight into why students struggle with a particular concept or text, which in turn helps teachers identify next steps for further support.
Teachers may use the following guidance to prepare for and facilitate the Responsive Teaching lesson, lesson 35. The guidance includes common misconceptions or areas worth targeting and suggested next steps.
Analyzing Reports
Administering and scoring the Listening Comprehension Assessments digitally (or manually by entering scores from the paper-pencil assessment) enables you to generate an automated visual report. Follow these steps to analyze the report for this assessment.
1
Look at the overall scores for the assessment
Note the class average as well as individual students’ scores
2
Consider the class average and individual students’ scores for each section: Content Knowledge and Vocabulary, and Listening Comprehension
3
Drill down into a selected section and look at class and individual performance on each item
4
Identify sections and items to focus on and further reinforce with students
Reinforcements for the Responsive Teaching Lesson
For the Respond section of the Responsive Teaching lesson, use the guidance in the Analyzing Reports section above to select Listening Comprehension section items to focus on.
As you display and discuss these items with students to help them better understand the correct answers, prompt students to reflect on the text and each item, share their thinking, and justify their answers. As needed, provide additional scaffolding or instruction to reinforce student understanding. The table below lists recommended reinforcements for each item. (Reinforcements include Revisit suggestions and, when relevant, Plan Future Practice suggestions.)
Plan Future Practice suggestions are not included when a Listening Comprehension Assessment occurs right before the module finale arc.
Item
Reinforcements
Item 1 Revisit: To help students identify one thing they notice in “I Can Hear Spring,” refer to lesson 29 Read, where students noticed about the front cover of Fry Bread
Reinforce: Display the front cover of “I Can Hear Spring ” Ask these questions:
• Which senses do you use to notice about a text?
• What do you notice about the front cover of “I Can Hear Spring”?
Item 2 Revisit: In the lesson 18 Read, students used story stones to identify the characters and setting in Rap a Tap Tap Review the terms character, “a person or creature in a story,” and setting, “when and where a story takes place ”
Reinforce: To help students identify the characters and settings in “I Can Hear Spring,” distribute a character and setting story stone to each student Instruct students to raise the appropriate story stone as you read aloud each answer choice Ask these questions:
• Which pictures show people or creatures in the story?
• Which images show where the story takes place?
Item 3
Item 4
Revisit: To help students identify the sense the girl uses to understand that the geese form the letter “V” in “I Can Hear Spring,” refer to the Prologue to lesson 8 Launch, where students listened to “Five Senses Song” and then identify the five senses and the part of the body they use for each sense
Reinforce: Invite students to point to the part of the body associated with each sense as you say the name of each sense aloud Instruct students to then point to the part of the body the girl uses in “I Can Hear Spring” to understand that the geese form the letter V, before choosing the correct answer
Revisit: In the Prologue to lesson 19 Launch, students were introduced to the term repeat and practiced repeating different sounds
Reinforce: To help students choose the repeated language in “I Can Hear Spring,” invite them to repeat different sounds you make as you read aloud each answer choice in item 4 to reinforce their understanding of repetition Instruct students to choose the answer that shows the repeated language in “I Can Hear Spring ”
Item Reinforcements
Item 5 Revisit: To help students determine the meaning of feast in “I Can Hear Spring,” instruct students to look and listen carefully as you display the relevant slide and read aloud this portion of the text:
“The geese are hungry after their long journey A farmer’s field is a great place to eat and rest They feast on bits of leftover corn in the mud and swim in large puddles of melted snow, looking for more food ”
Reinforce: Invite students to consider what is happening in the words and illustrations in this part of the story Ask these questions:
• How do the other words on the page help you understand what feast means?
• How do the illustrations help you understand what feast means?
Item 6 Revisit: To help students identify what the honking geese tell the girl about spring, refer to lesson 2 Respond, where students were introduced to the term experience, using the Knowledge Card: “to do, to see, or to feel something ”
Reinforce: Invite students to discuss what the girl experiences in “I Can Hear Spring” by asking these questions:
• What does the girl experience in the story? What does she do, see, and feel?
• What does the girl experience with the weather outside?
Item 7 Revisit: To help students identify one sense the girl uses and describe how she uses it in “I Can Hear Spring,” refer to lesson 10, where students determined the central idea in My Five Senses through a discussion about how the boy in the book uses his senses
Reinforce: Display the slide with the image in which the girl’s dog chases the geese Invite students to examine the illustration and point to a part of the body to show the sense the girl is using Ask these questions:
• What senses is the girl using?
• What is she experiencing with her senses?
For additional recommendations and tips for responsive teaching, including a protocol for a deeper analysis of items, see Additional Reinforcements for Listening Comprehension Assessment 2 in the appendix.
Note that the Responsive Teaching lesson focuses on the Listening Comprehension section of this assessment. However, the structure of the assessment provides a rich set of data for each section. Teachers may choose to use additional instructional time, including individual or small group time, to provide extra support for the Content Knowledge and Vocabulary section. For example, students may need additional vocabulary reinforcement before revisiting the Listening Comprehension section. The Additional Reinforcements for Listening Comprehension Assessment 2 section in the appendix provides additional guidance for this assessment section.
APPENDIX
Additional Reinforcements for Listening Comprehension Assessment 2
To Help Students Build and Apply Content Knowledge and Vocabulary
While not sufficient on their own, content knowledge and vocabulary are prerequisites for listening comprehension. If students struggle with this section, look at the Content Knowledge and Vocabulary section of the report to see which items might be worth targeting with additional support. Consider providing the following recommended reinforcements as needed.
To reinforce content knowledge about the five senses, review relevant module or Prologue activities, or read a relevant volume of reading book.
• Looking Back
• Revisit the Knowledge Cards for each of the five senses: sight, hearing, smell, taste, touch. Invite students to share ways in which they use each sense to experience the world.
• Revisit the sorting activity in the Prologue to lesson 9 to reinforce the key concept that people experience the world through their senses.
• Revisit the five senses with a More video. Play “The Nervous System,” introduced in lesson 7. Ask these questions:
• What did you learn from this video?
• How does this video help you understand how people use their senses?
To Help Students Build and Apply Listening Comprehension Skills
In addition to lack of knowledge or misunderstanding of the topic, struggles in listening comprehension can also be due to the complexity of the text. When students explore the specifics of the text with their teacher and focus on areas where their comprehension might have broken down, they can arrive at deeper understanding. Therefore, instead of focusing on standards or comprehension “skills,” teachers and students should return to the content of the assessment: the stimulus text and items.
The protocol below helps teachers lead students through a deeper reflection on specific items after rereading the stimulus text. Teachers may choose to use elements of the protocol in the Responsive Teaching lesson or at other times, including with small groups or individual students. The protocol can also be used by groups of teachers, coaches, and leaders to more deeply understand assessment expectations.
1 Think: Invite students to reflect on the item before deciding on an answer.
2 Share: Instruct students to work with a partner or in small groups to share and explain their thinking about the item. Tell pairs or groups to attempt to reach consensus.
3 Agree: Lead a whole group discussion to reach consensus on the correct answer. Remind students to refer to specific language, illustrations, or other elements of the text to justify their thinking.
4 Practice: As needed, provide additional scaffolding or instruction to reinforce student understanding.
The protocol may be adjusted to meet the specific needs of students. If students need additional teacher support to engage in the protocol, consider the following strategies:
• Language Support
• To support multilingual learners with beginning and intermediate English proficiency, pair or group them with students who fluently speak and read English.
• To help students understand the meaning of unknown terms, use visual supports or gestures to explain the terms in the questions.
• Differentiation Support
• To help students with the Think step, instruct them to write or draw their reflections.
• To help students reach consensus on the correct answer, forgo the Share step and move directly to Agree, or bring Practice-style scaffolding into an earlier stage of the protocol to clarify misunderstandings.
Additional tips for leading the protocol include the following:
• Remind students to return to relevant portions of the text and to use textual evidence to support their thinking.
• The protocol is structured to encourage students to arrive at the correct answer with minimal scaffolding so they can achieve independence in listening comprehension. Gradually increase the amount of scaffolding (including support from peers) as needed until students achieve the desired understanding.
• Students might struggle if they do not understand what the item is asking. During reinforcement, model how to break down the question. For example, students may benefit from help identifying key words that provide hints as to how to respond, such as those that qualify or limit the scope of the item (e.g., adjectives such as best; a number indicating the quantity of requested responses). To support multilingual learners, model how to use these key words in sentences about familiar topics. To support students with learning or developmental disabilities, provide scripted steps for them to follow with a visual checklist.
WORK CITED
Sellek, Sally “I Hear Spring ” Ladybug, vol 29, no 3, March, 2018, cricketmedia widencollective com/ dam/assetdetails/asset:fb1923ae-d5fe-45e9b7e6-004398e95936/false?inav=false
CREDITS
Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module
“I Can Hear Spring,” by Sally Selleck, Illustrated by Susan Swan, from Ladybug Magazine, vol 29, no 3, 2018 © Carus Publishing Company Adapted and reproduced with permission All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators Any commercial use or distribution of material without permission is strictly prohibited
ACKNOWLEDGMENTS
Karen Aleo, Trevor Barnes, Anthony Bautista Ramil, Allie Beman, Lindsay Boettcher, Madison Bonsignore, Kelsey Bordelon-Kojeski, Sarah Brenner, Mairin Broadwell, Beth Brown, Jan Busey, LeighAnne Cheeseman, Quennie Chen, Melissa Chung, Emily Climer, Ashley Cook, Julia Dantchev, Camille Daum, Laurie Delgatto-Whitten, Enaka Enyong, Jen Forbus, Pamela Frasier, Nina Goffi, Caroline Goyette, Lorraine Griffith, Tamara Griffith, Emily Gula, Brenna Haffner, Nicole Harris, Elizabeth Haydel, Robin Hegner, Sarah Henchey, Matthew Hoover, Patricia Huerster, Sara Hunt, Holli Jessee, Mica Jochim, Stephanie Kane-Mainier, Lior Klirs, Liana Krissoff, Karen Latchana Kenney, Karen Leavitt, Brittany Lowe, Whitney Lyle, Liz Manolis, Stacy Martino, Meredith McAndrew, Cathy McGath, Emily McKean, Patricia Mickelberry, Julie Mickler, Andrea Minich, Lynne Munson, Katie Muson, Gabrielle Nebeker, Amy Ng, Evann Normandin, Vivian Nourse, Tara O’Hare, Carol Paiva, Michelle Palmieri, Marya Parr, Trisha Paster, Kelly Pau, Katie Pierson, Eden Plantz, Lauren Ramsden, Natalie Rebentisch, Rachel Richards, Rachel Rooney, Miguel Salcedo, Lori Sappington, Amy Schoon, Carolyn Scott, Susan Sheehan, Dan Shindell, Danae Smith, Rachel Stack, Susan Stark, Seshmi Taylor Williams,
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