This assessment evaluates the knowledge and skills students gained in module 1, including knowledge about seasonal change and work with story elements. It includes tasks that are familiar to students, such as completing story maps and identifying a central idea in a story. The assessment also measures how well students can apply their skills and knowledge to reading and understanding Little Tree by Loren Long. This new text introduces readers to a little tree that is not quite ready to let go of his leaves as seasonal change affects the natural world around him. This text extends student knowledge of how seasonal change affects nature and how the process of navigating change can feel scary.
• This assessment consists of a single listening comprehension section. Students complete five items assessing their listening comprehension.
ADMINISTRATION GUIDANCE
The first Listening Comprehension Assessment in each module does not have a digital version. Students complete the assessment on paper, but teachers can 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)
• classroom copy of stimulus text, Little Tree by Loren Long
• 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 Assessment
To administer the assessment, follow these steps:
1 Distribute a paper copy of the student answer sheet to each student.
2 Read the text aloud, holding it up to display the pages to the class.
a Model fluent reading.
b Read at a speed that is appropriate for students to follow along. Reading aloud should take 8 to 10 minutes.
c Pause briefly after each page.
d Familiarize yourself with the words to define. As you read, pause when you encounter each word from the list and provide its definition (e.g., Exclaimed means “shouted”).
Words to Define
unsure (adj ): not certain hardly (adv ): almost not at all
e To preserve the assessment's integrity:
i avoid offering commentary on aspects of the text, including illustrations, and ii only define words identified in the box.
3 Display the student answer sheet slide for the first item. Read aloud the directions.
4 Pause to give students time to circle, draw, or write their responses.
5 When all students are ready, display the next slide and read aloud the next item.
Student Answer Sheet
2. What does this repetition show about Little Tree?
c. He wants to stay warm as the seasons change.
c. to make them move around
b. He feels nervous about dropping his leaves.
a. He hopes to be different from the other trees.
3. What does it mean to ruffle leaves?
b. to change their color
a. to blow them off their branches
4. Why does Little Tree finally let go of his leaves?
d. He feels the cold of the snow.
c. He misses the sound of the dove.
b. He sees the other trees grow.
a. He feels too much sunlight.
5. What did you learn from Little Tree about change?
Teacher Version of Paper-Pencil Assessment
2. The text repeats the line “Little Tree just hugged his leaves tight.” Circle the picture that shows what the repetition tells us about Little Tree.
c. He wants to stay warm as the seasons change.
What does this repetition show about Little Tree?
a. He hopes to be different from the other trees. b. He feels nervous about dropping his leaves.
3. The text says, “The wind tickled the little tree as it passed through his branches and ruffled his leaves.” Circle the picture that shows what it means to ruffle leaves.
What does it mean to ruffle leaves?
a. to blow them off their branches b. to change their color c. to make them move around
4. Circle two pictures that show why Little Tree finally lets go of his leaves.
d. He feels the cold of the snow.
Why does Little Tree finally let go of his leaves?
c. He misses the sound of the dove.
b. He sees the other trees grow.
a. He feels too much sunlight.
5. Write two complete sentences to explain what you learned from Little Tree about change.
What did you learn from Little Tree about change?
SCORING TOOLS
Score the assessment by using the following tools. To learn more about general rules and rationales for scoring, refer to Implementation Resources.
Answer Key and Scoring Rules
Stem and Answer Key
ITEM 1 | Draw and label to add the setting and solution from Little Tree to the story map
What is the setting of the story? What is the solution?
Correct Answers:
Setting
Sample answer: [forest]
Solution
Sample answer: [Finally lets his leaves go]
ITEM 2 | The text repeats the line “Little Tree just hugged his leaves tight ” Circle the picture that shows what the repetition tells us about Little Tree
What does this repetition show about Little Tree?
Correct answer:
b He feels nervous about dropping his leaves
2 POINTS
Scoring Rules
Award points as follows:
Directions: Use the table below to assign a score for the response Use the sample answers as guidance
Score | Description
• 2 points | Both the drawing and label demonstrate an accurate comprehension of the text
• 1 point | Either the drawing or the label demonstrates an accurate comprehension of the text
• 0 points | The response is incorrect and does not demonstrate understanding of the text, is irrelevant to the prompt, or contains insufficient information to demonstrate comprehension
1 POINT
Award points as follows:
• 1 point given for correct answer
Stem and Answer Key
ITEM 3 | The story says, “The wind tickled the little tree as it passed through his branches and ruffled his leaves ” Circle the picture that shows what it means to ruffle leaves
What does it mean to ruffle leaves?
Correct answer:
c to make them move around
ITEM 4 | Circle two pictures that show why Little Tree finally lets go of his leaves
Why does Little Tree finally let go of his leaves?
Correct answers:
b He sees the other trees grow
c He misses the sound of the dove
Scoring Rules
1 POINT
Award points as follows:
• 1 point given for correct answer
2 POINTS
Award points as follows:
• 1 point given for each correct answer
Stem and Answer Key
ITEM 5 | Write two complete sentences to explain what you learned from Little Tree about change What did you learn from Little Tree about change?
Sample answer:
[Change can be scary, change helps us grow, and everything changes with time.]
3 POINTS
Scoring Rules
Award points as follows:
Directions: Use the table below to assign a score for the item Use the sample answer as guidance Score | Description
3 points | The response demonstrates an accurate comprehension of the text It includes all components required by the prompt 2 points | The response demonstrates partial comprehension of the text It includes some of the components required by the prompt 1 point | The response demonstrates minimal comprehension of the text It includes some or none of the components required by the prompt 0 points | The response is incorrect and does not demonstrate understanding of the text, is irrelevant to the prompt, or contains insufficient information to demonstrate comprehension
TOTAL POINTS: 9
Hand-Scoring Worksheet for Listening Comprehension Assessment 1
To support scoring this assessment, use this worksheet.
STIMULUS TEXT ANALYSIS
Little Tree by Loren Long (Philomel Books)
Literary • Fiction • Trade picture book • 377 words
QUALITATIVE
Meaning/Purpose
Structure
Language
The levels of meaning in this text are complex because of the nature of the metaphor of Little Tree and what his growth represents. Conceptually, parts of the story may be challenging for students at this level to grasp.
Complexity for grade level: moderately complex
The story presents events in chronological order; however, the use of complex sentences and the length of the text increase cognitive demand for students at this grade level.
Complexity for grade level: moderately complex
This text contains straightforward language and does not present difficult vocabulary demands. Some words, such as flutey and broad, may be unfamiliar, but these are well supported by the illustrations and narrative context.
Complexity for grade level: slightly complex
Knowledge Demands Students need prior knowledge of the changing seasons. They must also understand the seasonal life cycle of trees.
Complexity for grade level: moderately complex
QUANTITATIVE Lexile® measure: 530L
ATOS 2.60
OVERALL COMPLEXITY
The qualitative and quantitative complexity analysis indicates that Little Tree is a moderately 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. Recommended definitions provided in the Words to Define box also mitigate the qualitative language complexity.
ACHIEVEMENT DESCRIPTORS ASSESSED
BU: BU 4 2
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 23. The guidance includes common misconceptions or areas worth further targeting and suggested next steps.
Analyzing Reports
Entering Listening Comprehension Assessment 1 scores on the digital platform enables you to generate an automated visual report. Follow these steps to analyze the report for this assessment:
1
Look at the overall score for the assessment Note the class average as well as the students’ individual scores
2
Look at class and individual performance on each item
3
Identify 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 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.)
Teacher Note
Little Tree is an unpaginated text Number your text; begin with the second title page (where the author’s name appears) as page 1 Pages on the left will be even, and pages on the right will be odd
Item Reinforcements
Item 1
Item 2
Revisit: In lesson 18 Read, students used story stones to identify the setting and solution in The Little Yellow Leaf Review the terms setting, when and where a story takes place, and solution, how a problem is fixed or solved
Reinforce: To help students identify the setting and solution in Little Tree, distribute setting and solution story stones and invite students to raise the appropriate story stone to identify first the setting and then the solution in the story
Plan Future Practice: The following lesson provides further opportunities for students to practice identifying story elements:
• In lesson 30, students identify the main events in Poetree The Prologue to lesson 30 provides additional support if needed
Revisit: In lesson 19 Read, students examined what repetition in The Little Yellow Leaf reveals about the character’s feelings
Reinforce: To help students determine what the repeated line tells readers about Little Tree, remind students that when something is repeated, it happens again Ask these questions:
• How does Little Tree feel when he hugs his leaves tight?
• How do you know?
Plan Future Practice: The following lessons provide further opportunities for students to practice describing how words and phrases give meaning to a story:
• In lesson 31 Respond, students analyze what the title Poetree reveals about the story The Prologue to lesson 31 provides additional support if needed
Item 3
Item 4
Revisit: In lesson 15 Read, students used a class Context Clues Chart to determine the meaning of unknown words in Why Do Leaves Change Color?
Reinforce: To help students use context clues to determine the meaning of ruffle in Little Tree, create a new class Context Clues Chart, similar to the chart in lesson 15 Display pages 8–9 in Little Tree and instruct students to identify clues in the words and illustrations about the meaning of ruffle
Plan Future Practice: The following lesson provides further opportunities for students to practice using context clues to describe the meaning of a word:
• In lesson 29 Read, students examine the words and illustrations in Poetree to better understand the meaning of blossom
Revisit: In the Prologue to lesson 19, students practiced using time order words, words that describe when events happen, to recount the important events in The Little Yellow Leaf
Reinforce: To help students organize the events in Little Tree, instruct them to look and listen closely as you read aloud pages 22–28 of Little Tree, starting with “One summer, Little ” Invite students to use time order words (first, next, then, last) to recount the events that lead to Little Tree letting go of his leaves
Item Reinforcements
Item 5 Revisit: In lesson 20 Respond, students described the main character’s words and actions at the beginning and end of The Little Yellow Leaf to determine how the main character changes throughout the story
Reinforce: To help students identify something they learned from Little Tree about change, invite them to describe what has changed and what has not changed since the beginning of the story To support student understanding of how change affects Little Tree, ask these questions:
• What happens when Little Tree does not let go of his leaves?
• What happens when Little Tree finally lets go of his leaves?
• What does Little Tree learn when he lets go?
Plan Future Practice: The following lessons provide further opportunities for students to practice identifying the central idea of a story:
• In lesson 32, students discuss excerpts from Poetree to determine the central idea of the story The Prologue to lesson 32 provides additional support if needed
For additional recommendations and tips for responsive teaching, including a protocol for a deeper analysis of items, see Additional Reinforcements for Listening Comprehension Assessment 1 in the appendix.
APPENDIX
Additional Reinforcements for Listening Comprehension Assessment 1
To Help Students Build and Apply Content Knowledge and Vocabulary
This assessment does not assess content knowledge and vocabulary outside the context of the stimulus text. However, gaps in content knowledge or vocabulary may affect comprehension of this new text.
To reinforce content knowledge and vocabulary about books and libraries, review relevant module or Prologue activities, or read a volume of reading book.
• Looking Back
• Revisit the class Cycle of Seasons Chart and the Knowledge Card for cycle, both introduced in lesson 8. Invite students to recount the cycle of seasons and to describe the seasonal changes that occur with each season.
• Revisit the Prologue to lesson 8 Learn. Review the module terms from the lesson (branch, change, season), and facilitate a discussion about how seasonal change affects trees.
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 a small group 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
Long, Loren. Little Tree. Philomel Books, 2015.
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
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