EL Education Curriculum



Unit 2 Assessment: Identifying Story Elements in

One Hot Summer Day

(For Teacher Reference)

Identifying Story Elements in One Hot Summer Day

This assessment centers on CCSS ELA RL.K.3, W.K.8, and L.K.6. In this assessment, students listen to and answer questions about the basic story elements in One Hot Summer Day by Nina Crews. Students use words and pictures to demonstrate understanding of character, setting, and major events and record their ideas on a storyboard graphic organizer. The assessment follows a similar sequence of reading, speaking and listening, and writing as in previous lessons but involves less teacher support in order to measure students’ independent progress toward the above standards.

CCSS Assessed:

• RL.K.3: With prompting and support, identify characters, settings, and major events in a story.

• W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Assessment Directions:

The assessment is administered in Unit 2, Lesson 15.

1. Briefly review the definitions of character, setting, and major events with students.

2. Post the Brave Irene anchor chart and Umbrella anchor chart and review the work that students did to identify the characters, setting, and major events of these two texts.

3. Point out the Unit 2 Assessment response sheet, pencils, and crayons at student workspaces.

4. Invite students to point to the first box on the Unit 2 Assessment response sheet and read aloud what is written in the first box: “Character.”

5. Invite students to turn and talk to an elbow partner to answer the first prompt: “Who is the character we read about in One Hot Summer Day?”

6. Invite students to draw and write about the character from One Hot Summer Day in the first box on the Unit 2 Assessment response sheet.

7. Invite students to point to the second box on the Unit 2 Assessment response sheet and read aloud what is written: “Setting.”

8. Invite students to turn and talk to an elbow partner to answer the second prompt: “Where did this story take place?”

9. Invite students to draw and write about the setting of One Hot Summer Day in the second box on the Unit 2 Assessment response sheet.

10. Invite students to point to the three boxes on the second page of the Unit 2 Assessment response sheet and read aloud what is written: “Events: First, Next, Last.”

11. Invite students to turn and talk to an elbow partner to answer the last two prompts: “What are some things that happened in this story? What are some things that the little girl did in the story?”

12. Invite students to draw and write about the events from One Hot Summer Day in the three boxes on the second page of the Unit 2 Assessment response sheet.

13. Circulate and support students by reviewing the prompts as needed and referring them to the Weather Word Wall, Brave Irene anchor chart, and Umbrella anchor chart as needed.

14. Collect Unit 2 Assessment response sheets and use the Unit 2 Assessment Rubric to evaluate students’ progress. Refer to the Assessment Sample Responses as a reference.

Unit 2 Assessment:

Identifying Story Elements in One Hot Summer Day

Name: __________________________ Date: ______________

Unit 2 Assessment Response Sheet, page 1

|Character |Setting |

Unit 2 Assessment Response Sheet, page 2

Events

|First |Next |Last |

Unit 2 Assessment: Identifying Story Elements in

One Hot Summer Day

Unit 2 Assessment Response Sheet

(Answers, for Teacher Reference)

|Character |Setting |

|Student response includes drawing of a girl with label “little,” and |Student response includes one of the following: |

|“girl,” and may also include one or more of the following: |drawing of buildings, cars, houses, roads with label “city” |

|girl wearing shorts |drawing of interior of house with label “house” |

|girl wearing short sleeves | |

Events

|First |Next |Last |

|Student response includes drawing of sun or |Student response includes drawing of rain or |Student response includes drawing of clouds |

|sunny day with label “sun” or “sunny” or |thunderstorm with label “rain” or “rainy” |clearing and rain stopping with label “cool”|

|“hot” and one or more of the following: |and: |or “no rain” or “not hot” and: |

|drawing of girl sitting in shade |drawing of happy girl splashing in puddles |drawing of happy girl playing on the |

|drawing of girl writing with chalk |drawing of girl dancing in rain |playground |

|drawing of girl eating ice pops | | |

Unit 2 Assessment: Identifying Story Elements in One Hot Summer Day

RL.K.3 Rubric

(For Teacher Reference)

• RL.K.3: With prompting and support, identify characters, settings, and major events in a story.

• W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

• L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

|Beginning: Student meets one or no criteria. |

|Developing: Student meets two or three criteria. (This may mean that the student is Proficient in one standard and Beginning in another.) |

|Proficient: Student meets all criteria. |

|Advanced: Student exceeds all criteria. |

|Criteria |Meets |Notes |

|Student correctly identifies and draws/labels main character. | | |

|Student correctly identifies and draws/labels setting. | | |

|Criteria |Meets |Notes |

|Student correctly identifies and draws/labels three major events that occur in the story. | | |

|The drawings/labels include weather vocabulary. | | |

|Student completes storyboard independently or with support from an adult/peer. (Either one | | |

|will meet this standard, but it is important to note which students are writing with greater| | |

|independence.) | | |

Unit 2 Assessment: Identifying Story Elements in

One Hot Summer Day

Assessment Sample Proficient Response

(For Teacher Reference)

Prompt: “Now that you have listened to One Hot Summer Day by Nina Crews, use your Unit 2 Assessment response sheet to capture the answers to the following questions:”

—  Who is the character we read about in One Hot Summer Day?

—  Where did this story take place?

— What are some things that happened in this story? What are some things that the little girl did in the story?

Sample Proficient response: See Unit 2 Sample Response Sheet on the following page.

|Beginning: Student meets one or no criteria. |

|Developing: Student meets two or three criteria. (This may mean that the student is Proficient in one standard and Beginning in another.) |

|Proficient: Student meets all criteria. |

|Advanced: Student exceeds all criteria. |

|Criteria |Meets |Notes |

|Student correctly identifies and draws/labels main character. | | |

|Criteria |Meets |Notes |

|Student correctly identifies and draws/labels setting. | | |

|Student correctly identifies and draws/labels three major | | |

|events that occur in the story. | | |

|The drawings/labels include weather vocabulary. | | |

|Student completes storyboard independently or with |(Either one will meet this standard, but it|Student completed all sections of graphic organizer independently and used Weather Word |

|support from an adult/peer. |is important to note which students are |Wall to label the words “hot,” “sunny,” and “rain.” |

| |writing with greater independence.) | |

Unit 2 Assessment: Identifying Story Elements in

One Hot Summer Day

Assessment Sample Responses

(For Teacher Reference)

Sample Beginning response: Student includes information in only one of the boxes of the storyboard OR information included in four or more boxes of the storyboard is incorrect.

Sample Developing response: Student includes information in only two or three boxes of the storyboard OR information included in three or more of the boxes of the storyboard is incorrect.

Sample Advanced response: Student response meets proficient criteria PLUS student includes one or more of the following:

— Sentence or words in “character” box conveying that girl is young and is dressed for a hot summer day

— Sentence or words in the “setting” box conveying that girl lives with her family in the city

— Sentence or words in the “first” box conveying that little girl plays outside in hot sun and does things to keep cool

— Sentence or words in the “next” box conveying that little girl dances and plays in the rain

— Sentence or words in the “last” box conveying that little girl plays at playground because it is no longer hot

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Language Arts Curriculum

MODULE LESSONS

Kindergarten: Module 2: Unit 2

Weather Wonders — Assessment

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