This assessment evaluates the knowledge and skills students gained in module 1, including knowledge about seasonal change as well as work with main topic and key details. It includes tasks that are familiar to students, such as identifying text type and using text features to learn more about a topic. The assessment also measures how well students can apply their skills and knowledge to reading and understanding “The Big Sleep” by Tracy Vonder Brink. This new text introduces readers to some of the different ways animals hibernate in response to the seasonal changes of winter that threaten their survival. This extends their knowledge of how seasonal change affects nature and ways that animals respond to these changes.
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 8 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 “The Big Sleep” by Tracy Vonder Brink (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 “The Big Sleep” by Tracy Vonder Brink 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 and item 6 in Grow What You Know, students must listen to a short text excerpt For each of these items, read the 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
Show What You Know 1. Draw a line from each word to the correct season . Winter Spring grow freeze
2. Circle two events that happen during fall. a. The days grow longer. b. Plants get more light. c. The temperature drops. d. Leaves lose chlorophyll.
6
3. Circle the answer. How many sides do snow crystals usually have? a. 4 b. 5
4. Circle the answer. When someone is reluctant, what do they feel?
bravery
boredom
doubt
1. Tell one thing you notice and one question you have about “The Big Sleep.”
2. Part A: Circle the answer. What type of text is “The Big Sleep”? a. a story b. a poem c. an informational text
B: Circle the answer.
Part
How do you know what type of text “The Big Sleep” is?
a. It tells a story through illustrations that show made-up animals.
b. It tells real information about animals in winter.
c. It tells a story about a group of animal friends in winter.
3. Part A: Circle the answer. What is the main topic of “The Big Sleep”?
a. Animals can live in many different places.
b. Animals can respond to changing weather in different ways.
c. Each season can bring different changes in the weather. d. Bears do many things to prepare for winter weather.
B: Circle two key details that connect to the main topic.
Part
d. Garter snakes are cold-blooded animals.
c. Queen bumblebees hibernate underground during winter.
b. Tree squirrels sleep during the night.
a. Burrowing frogs sleep in the mud during the dry season.
4. Draw a line from each animal action to the category that matches.
find shelter to sleep
Animals that hibernate
Animals that do not hibernate go to warmer places put on body fat
save food to eat
Images: Auscape/Getty Images, Arterra/Contributor/Getty Images, Bob Pool/Shutterstock.com, Chris Hill/Shutterstock.com
5. Listen to the caption on page 4 . Circle the answer. What do you think lean means?
a. ready for winter to begin b. needing to get more sleep
c. without much fat on their body
d. looking for a warm home
6. Listen to the caption on page 8 . Circle the sentence that shows what the caption teaches the reader.
a. All birds respond to winter in the same way.
b. The poorwill bird flies south for winter.
c. Many birds hibernate during winter.
d. The poorwill bird is not like most birds.
7. Circle two sentences that describe why animals hibernate.
a. Animals hibernate because they need more sleep.
b. Animals hibernate because food is hard to find.
c. Animals hibernate because of changes in the weather.
d. Animals hibernate because they have eaten too much.
8. Write two complete sentences to explain how animals respond to seasonal change. Use details from “The Big Sleep” in your answer.
Teacher Version of Paper-Pencil Assessment
4. Circle the answer. When someone is reluctant , what do they feel?
bravery
doubt b. boredom
2 | Grow What You Know 1. Tell one thing you notice and one question you have about “The Big Sleep.”
c. an informational text
2. Part A: Circle the answer. What type of text is “The Big Sleep”? a. a story b. a poem
Part B: Circle the answer. How do you know what type of text “The Big Sleep” is?
a. It tells a story through illustrations that show made-up animals. b. It tells real information about animals in winter. c. It tells a story about a group of animal friends in winter.
3. Part A: Circle the answer. What is the main topic of “The Big Sleep”?
a. Animals can live in many different places. b. Animals can respond to changing weather in different ways.
c. Each season can bring different changes in the weather. d. Bears do many things to prepare for winter weather.
Part B: Circle two key details that connect to the main topic.
d. Garter snakes are cold-blooded animals.
c. Queen bumblebees hibernate underground during winter.
b. Tree squirrels sleep during the night.
a. Burrowing frogs sleep in the mud during the dry season.
4. Draw a line from each animal action to the category that matches.
find shelter to sleep
Animals that hibernate
Animals that do not hibernate go to warmer places put on body fat save food to eat
5. Listen to the video. Circle the answer.
What do you think lean means?
a. ready for winter to begin
b. needing to get more sleep
c. without much fat on their body
d. looking for a warm home
6. Listen to the video. Circle the answer that shows what the caption teaches the reader.
a. All birds respond to winter in the same way.
b. The poorwill bird flies south for winter.
c. Many birds hibernate during winter.
d. The poorwill bird is not like most birds.
7. Circle two sentences that describe why animals hibernate.
a. Animals hibernate because they need more sleep.
b. Animals hibernate because food is hard to find.
c. Animals hibernate because of changes in the weather.
d. Animals hibernate because they have eaten too much.
8. Write two complete sentences to explain how animals respond to seasonal change. Use details from “The Big Sleep” in your answer.
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 “The Big Sleep”)
• 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.
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 | Draw a line from each word to the correct season
Correct answers:
Winter: freeze, icicle
Spring: grow, blossom
ITEM 2 | Circle two events that happen during fall
Correct answers:
c The temperature drops d Leaves lose chlorophyll
ITEM 3 | Circle the answer How many sides do snow crystals usually have?
Correct answer:
c 6
ITEM 4 | Circle the answer When someone is reluctant, what do they feel?
Correct answer: a doubt
Scoring Rules
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
2 POINTS
Award points as follows:
• 2/2 = 2 points
• 1/2 = 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 | Tell one thing you notice and one question you have about “The Big Sleep ”
Cognitive Complexity:
Evidence: 1 | Reasoning: 1
ITEM 2
Part A | Circle the answer What type of text is “The Big Sleep”?
Correct answer:
c an informational text
Cognitive Complexity:
Evidence: 1 | Reasoning: 1
Part B | Circle the answer How do you know what type of text “The Big Sleep” is?
Correct answer:
b It tells real information about animals in winter
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
Distractor Analysis
Answers will vary
Scoring Rules
This item is unscored
Part A
a The text opens with a narrative structure but is ultimately informational
b The tone and descriptive language in the beginning of the text could influence some students to choose this distractor
c Correct answer: The text provides information about animals during winter
Part B
a Parts of the text have a narrative structure and include illustrations, but the information is real
b Correct answer: The text provides information about real animals during seasonal change
c Some students may select this distractor because there are many animals in the text and it is plausible that they could be friends to make it through winter
2 POINTS
Award points as follows:
1 point given per part, with 2 points for two correct answers and 1 point for one correct answer
• Part A and Part B correct = 2/2
• Part A correct and Part B incorrect = 1/2
• Part A incorrect and Part B correct = 1/2
• Part A and Part B incorrect = 0/2
Stem, Answer Key, and Cognitive Complexity
ITEM 3
Part A | Circle the answer What is the main topic of “The Big Sleep”?
Correct answer:
b Animals can respond to changing weather in different ways
Cognitive Complexity:
Evidence: 2 | Reasoning: 2
Part B | Circle two key details that connect to the main topic
Correct answers:
a Burrowing frogs sleep in the mud during the dry season
c Queen bumblebees hibernate underground during winter
Cognitive Complexity:
Evidence: 2 | Reasoning: 2
Distractor Analysis Scoring Rules
Part A
a Students may choose this distractor because the animals in the text live in various habitats and choose a variety of shelters for hibernation and estivation
b Correct answer: The main topic of the text is how different animals respond to changes in the weather
c Students may choose this distractor because the text describes how bears respond to the changes that occur with each season
d Several of the captions focus on how bears prepare for winter, but this is not the main topic of the overall text
Part B
a Correct answer: This is an example of how burrowing frogs respond to changes in the weather
b Students may select this distractor because it describes how dormice may sleep, but it does not describe the animals’ response to changes in the weather
c Correct answer: This is an example of how queen bumble bees respond to changes in the weather
d Students may select this distractor because it describes an animal from the text, and some students may associate the word cold with changes in the weather
2 POINTS
Award points as follows:
1 point given per part, with 2 points for two correct answers and 1 point for one correct answer
• Part A and Part B correct = 2/2
• Part A correct and Part B incorrect = 1/2
• Part A incorrect and Part B correct = 1/2
• Part A and Part B incorrect = 0/2
Stem,
Answer Key, and Cognitive Complexity
ITEM 4 | Draw a line from each animal action to the category that matches
Correct answers:
Animals that hibernate put on body fat find shelter to sleep
Animals that do not hibernate go to warmer places save food to eat
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
ITEM 5 | Listen to the video Circle the answer What do you think lean means?
Correct answer:
c without much fat on their body
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
Distractor Analysis Scoring Rules
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
a Students may choose this distractor by associating winter with hibernation, but spring is the season that is beginning when bears awake
b Some students may choose this distractor because of the connection between hibernation and sleep
c Correct answer: Lean bears are bears without much fat on their body
d Some students may choose this distractor because bears hibernate in cold weather, which could lead them to look for warmth when they awake
1 POINT
Award points as follows:
• 1 point given for correct answer
Stem, Answer Key, and Cognitive Complexity
ITEM 6 | Listen to the video
Circle the answer that shows what the caption teaches the reader
Correct answer:
d The poorwill bird is not like most birds
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
Distractor Analysis Scoring Rules
a Students who do not have a solid understanding of hibernation may not understand the difference between birds flying south and birds hibernating
b Because most birds fly south for winter, some students may choose this distractor by grouping the poorwill bird with birds that fly south for winter
c Students may choose this distractor because they assume that if not all birds fly south, many birds hibernate
d Correct answer: Because the poorwill bird does not fly south for winter, it is unlike most other birds, which do fly south for winter
1 POINT
Award points as follows:
• 1 point given for correct answer
ITEM 7 | Keys: B and C
Circle two sentences that describe why animals hibernate
Correct answers:
b Animals hibernate because food is hard to find
c Animals hibernate because of changes in the weather
Cognitive Complexity:
Evidence: 1 | Reasoning: 2
a Some students may choose this distractor by associating the sleeping that occurs during hibernation with an animal’s need for more sleep
b Correct answer: Animals hibernate because food is scarce during winter
c Correct answer: Animals hibernate in response to changes in the weather
d Some students may choose this distractor because of the large quantity of food animals consume in preparation for hibernation
2 POINTS
Award points as follows:
• 1 point given for each correct answer
Stem,
Answer Key, and Cognitive Complexity
ITEM 8 | Write two complete sentences to explain how animals respond to seasonal change Use details from “The Big Sleep” in your answer
Sample answer:
[A dormouse hibernates throughout winter without eating or drinking. An arctic ground squirrel digs burrows deep in the ground to stay warm during winter.]
Cognitive Complexity:
Evidence: 3 | Reasoning: 3
Distractor Analysis Scoring Rules
3 POINTS
Award points as follows:
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 how animals respond to seasonal changes that happen in “The Big Sleep,” 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: 7
Reading Comprehension Total Points: 14
TOTAL POINTS FOR ASSESSMENT: 21
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 Show What You Know and Grow What You Know 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
1
2
3
Total Points for Content Knowledge and Vocabulary
Step 2: Listening Comprehension
6
7
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
“The Big Sleep” by Tracy Vonder Brink (Carus Publishing Company) Informational • Nonfiction • Article • 1,086 words
QUALITATIVE
Meaning/Purpose
Structure
Language
The text does not incorporate figurative language or deeper levels of meaning, but it does require level 2 students to understand the larger connection between animal and human behaviors when comparing types of hibernation.
Complexity for grade level: moderately complex
The article is linear in its progression and will be mostly easy to follow for level 2 students. It presents scientific concepts and information in a straightforward and clear way. Some sentences are quite brief, but the overall length of the text and the inclusion of text features such as headings and captions increase complexity.
Complexity for grade level: highly complex
This informational text contains challenging science vocabulary throughout that pertains to hibernation (e.g., internal clock). The text also introduces a wide variety of animals by name (e.g., dormouse, poorwill, and arctic ground squirrel). While most scientific terms and names of animals are clearly defined in the text or supported by context, the volume of this type of language increases complexity.
Complexity for grade level: highly complex
Knowledge Demands Students will need to have prior knowledge about seasonal change in winter, specifically the idea that winter can make survival challenging.
Complexity for grade level: highly complex
QUANTITATIVE Lexile® measure: 650L
ATOS 5.57
OVERALL COMPLEXITY
The qualitative and quantitative complexity analysis indicates that “The Big Sleep” is a highly complex read-aloud text for students in level 2.
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.
ACHIEVEMENT DESCRIPTORS ASSESSED
PLANNING AND TEACHING THE RESPONSIVE TEACHING LESSON
Background on Responsive Teaching
Arts & Letters™ 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 write one thing they notice about “The Big Sleep” and ask a related question, refer to lesson 29 Read, where students used a class Notice and Wonder Chart to write down what they noticed and wondered about Poetree
Reinforce: Use a similar Notice and Wonder Chart to write down what students notice about “The Big Sleep.” Invite students to share something that they notice, and then add it to the class chart. To help students ask a question related to something they notice in “The Big Sleep,” ask these questions:
• Which part of the book made you want to ask a question?
• What did you notice in the text that you want to write about?
• What questions do you have about what you noticed?
Item 2A
Item 2B
Revisit: To help students identify the text type of “The Big Sleep,” refer to lesson 13 Read, where students were introduced to informational texts as they determined whether Why Do Leaves Change Color? tells a story or gives information.
Reinforce: Invite students to share what they know about stories and to share what they know about informational texts. Instruct students to identify which examples of module texts are stories and share examples of module texts that are informational before identifying the text type of “The Big Sleep.” Ask these questions:
• Does “The Big Sleep” tell a story?
• Does “The Big Sleep” give information?
Revisit: To help students explain how they know that “The Big Sleep” is an informational text, display the relevant slide and read aloud this portion of the text:
“Animals have different styles of hibernation. Some, like dormice, don’t move much all winter. Others, like bears, sometimes wake up, then go back to hibernating. Raccoons might only hibernate for a few weeks, when the weather is coldest, and be awake the rest of the time.”
Reinforce: Invite students to share what they notice about the illustrations and the words in this portion of in “The Big Sleep.” Instruct students to consider whether the words and illustrations tell a story or give information to explain how they know the text type of “The Big Sleep.”
Item Reinforcements
Item 3A
Revisit: To help students identify the main topic of the text, refer to the Prologue to lesson 26, where students identified the main topic of specific pages in The Story of Snow
Reinforce: Remind students that key details can help readers determine the main topic of the text. Display the relevant slide and read aloud this portion of “The Big Sleep”:
The Long Winter Nap
When cold weather comes to northern forests, it’s hard for animals to find enough food. Some leave for warmer places. Some store food or learn to eat bark and lichen. And some, like the dormouse, have another solution. They tuck themselves away, slow their heartbeat and breathing, and drop their body temperature way below normal. They don’t eat or drink. They don’t even pee or poop. They spend the winter in a special kind of long, deep nap called hibernation. Hibernation is different from just taking a nap or sleeping, though.”
Instruct students to first consider the main topic of the section, and then invite them to listen to the additional section headings in “The Big Sleep” to determine the main topic of the entire text. Read aloud the remaining section headings in the text, and then ask this question:
• What are all of the sections in “The Big Sleep” mostly about?
Item 3B
Item 4
Revisit: To support students in identifying key details in “The Big Sleep,” refer to lesson 26 Read, where students used a topic-and-details map to organize the main topic and key details in The Story of Snow
Reinforce: Use a class topic-and-details map to organize key details in “The Big Sleep.” Invite students to share how the key details support the main topic of the text before identifying the correct answers.
Revisit: To help students distinguish between details about animals that hibernate and those that do not, invite them to look and listen closely to excerpts of “The Big Sleep.” Instruct students to pay attention to key details that describe how animals prepare for winter. Display the relevant slide and read aloud these portions of text under the heading “The Long Winter Nap” excerpts of “The Big Sleep”:
• “When cold weather comes to northern forests, it’s hard for animals to find enough food. Some leave for warmer places. Some store food or learn to eat bark and lichen. And some, like the dormouse, have another solution.”
• “First, they find a safe place to hole up. Some, like groundhogs, dig dens or tunnels in the dirt. Bears find a cave or a hollow tree. A poorwill, one of few birds to hibernate, chooses a spot on the ground or in some rocks. Then the hibernators gather food. Some store food in their dens, so they can wake up now and then to snack. But many put on body fat, by eating as much as they can.”
Reinforce: Invite students to share key details they learned from the excerpts from “The Big Sleep.” Instruct them to sort the key details to show how both types of animals prepare for winter. Ask these questions:
• Which key details describe animals that hibernate?
• Which key details describe animals that do not hibernate?
Item Reinforcements
Item 5
Revisit: To help students determine the meaning of lean in “The Big Sleep,” refer to lesson 29 Read, where students examined multiple meanings of the word blossom to determine which definition the author uses in Poetree
Reinforce: Invite students to carefully examine each answer choice to determine whether the definition fits how the author uses lean in “The Big Sleep.”
Item 6 Revisit: To help students determine what the caption in “The Big Sleep” teaches readers, display the relevant slide and read aloud the caption one sentence at a time. Pause after each sentence and invite students to share what the sentence teaches them: “Most birds fly south for winter. But the poorwill bird hibernates.”
Reinforce: Invite students to share what they learned from the caption in “The Big Sleep” before choosing the correct answer.
Item 7 Revisit: In lesson 24 Read, students were introduced to the term winter using the Knowledge Card. Review the Knowledge Card for winter and its definition: “the coldest season of the year, which is after autumn and before spring.”
Reinforce: To help students identify why animals hibernate during winter, invite students to share what they know about winter, and then discuss the term hibernation. Ask these questions:
• What seasonal changes occur during winter?
• How do these changes affect nature?
• How do these changes affect animals?
Item 8 Revisit: To help students identify two examples of how animals respond to seasonal change, invite them to look and listen closely to an excerpt from “The Big Sleep.” Instruct students to look and listen closely, and to pay attention to key details about how animals respond to seasonal change. Display the relevant slide and read aloud this portion of the text:
“First, they find a safe place to hole up. Some, like groundhogs, dig dens or tunnels in the dirt. Bears find a cave or a hollow tree. A poorwill, one of few birds to hibernate, chooses a spot on the ground or in some rocks. Then the hibernators gather food. Some store food in their dens, so they can wake up now and then to snack. But many put on body fat, by eating as much as they can. A black bear can gain as much as 30 pounds (14 kg) per week to prepare for hibernation. They will live on that fat through the long winter.”
Reinforce: Invite students to share what they learned from the paragraph in “The Big Sleep” and to identify two examples of how animals in the paragraph, or in other parts of the text, respond to seasonal change.
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 seasonal change, review relevant module or Prologue activities, or read a relevant volume of reading book.
• Looking Back
• Revisit the class Cycle of Seasons Chart and the Knowledge Card for cycle, introduced in lesson 8 Read. Invite students to recount the cycle of seasons.
• Revisit the class word web for change, developed during lesson 9 Read. Invite students to describe what change means and to describe the seasonal changes that occur with each season.
• Revisit lesson 19 Respond, where students were introduced to the module term reluctant and its definition: “feeling or showing doubt about doing something.” Revisit the Vocabulary Exploration routine using the Knowledge Card.
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 Agreed, 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
Vonder Brink, Tracy “The Big Sleep ” Ask, vol 20, no 1 Dec 2021, cricketmedia widencollective com/dam/ assetdetails/asset:9a56c9ae-8cfd-424c-8ce31804280d4a63/false?inav=false
CREDITS
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