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Snakes
K-2 Formative Tools
Kindergarten Performance Task: Informational Text
Snakes
Written by Kate Riggs Creative Paperbacks, 2014
PEOPLE SHARE THE WORLD WITH OTHER ANIMALS
Table of Contents
Performance Task Overview ................................................................... 3
Time of Delivery ................................................................................ 3
Enduring Understanding ..................................................................... 3
Essential Questions ............................................................................ 3
Text Summary .................................................................................. 3
Rationale for Text Selection ................................................................ 3
Text Considerations ........................................................................... 3
Targeted Word Study/Vocabulary ........................................................ 4
Opportunities to Collect Information ..................................................... 5
Scoring Tools .................................................................................... 5
Sample Student Work Products ........................................................... 5
Instructional Next Steps ..................................................................... 6
Reflecting on the Formative Performance Task ...................................... 6
Days At-A-Glance .............................................................................. 7
CCSS Alignment Chart ........................................................................ 9
Get Ready, Get Set, Go! ................................................................... 11
DAY ONE ........................................................................................... 12
DAY TWO .......................................................................................... 18
DAY THREE ........................................................................................ 23
Collecting Student Information: RI.K.1/RI.K.4/RI.K.7 Comprehension
Checklist ........................................................................................... 25
Collecting Student Information: RI.K.2 Comprehension Checklist .............. 26
Collecting Student Information: RI.K.5 Parts of a Book Checklist .............. 27
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Snakes
Collecting Student Information: W.K.2/RI.K.2/RI.K.4 Writing and
Comprehension Checklist ..................................................................... 28
Collecting Student Information: L.K.1/L.K.2 Knowledge of Language and
Conventions Student Checklist ............................................................. 29
If/Then Chart ..................................................................................... 30
Teacher Resource: Gestures and Definitions .......................................... 32
Sample Student Work Product #1: STEP 2.9 .......................................... 33
Sample Student Work Product #2: STEP 2.9 .......................................... 34
Retrospective Journal .......................................................................... 35
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Snakes
Performance Task Overview
Time of Delivery
Based on text and task complexity, this formative tool is recommended for use during the first half of kindergarten.
Enduring Understanding
People share the world with other animals; we share our world with snakes.
Essential Questions
What do we know about snakes?
Where do snakes live? What do we know about their bodies?
What do snakes eat? What else do we know about snakes?
Text Summary
The author describes snakes, including details about where these animals live, their physical features, what they eat, and how they are born.
Rationale for Text Selection This text offers valid and important information about snakes, with details
that can be exciting for children to learn. It presents key details, establishes
a relationship between the text and photographs, and uses a simple layout and design, which makes it suitable for teachers to use as a powerful mentor
text for young learners. Presented as a read-aloud, Snakes can prepare kindergarten students for the more complex informational texts they will
encounter as they become mature readers.
Text Considerations
Students may be less familiar with or new to the structure of informational text
with domain-specific content. Their lack of experience could make it more difficult for students to retain information not connected to storylines with
engaging settings, characters, and problems. Therefore, multiple engagement strategies are incorporated with the read aloud to support young readers of
informational text.
Reptiles are an important part of our environment. However, some individuals, both adults and children, may experience anxiety when reading
about reptiles, especially snakes. Teachers can help ensure that students remain focused and engaged in learning by remaining objective and
promoting a culture of inquiry.
In some cultures, snakes are revered animals. This task has been written to
focus on factual and scientific information about snakes. Teachers working with students from populations where the study of snakes requires
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Snakes
sensitivity should use their knowledge of the student population and
community when implementing the task.
Targeted Word Study/Vocabulary
The texts chosen for the K-2 Formative Tools were selected because of their
rich vocabulary. The terms Focused or Fast Instruction1 (Glossary) used in conjunction with vocabulary refer to the allocation of time and the amount
of instruction.
Focused Instruction refers to those vocabulary words that are needed to carry meaning forward and, therefore, require more time. The term Fast
Instruction refers to words that will likely be scaffolded by the words and illustrations or will require only brief support from the teacher. Neither
approach requires isolated instruction, and students will benefit most from hearing and learning the words in the context of the story.
In both Focused and Fast Instruction the goal is not for students to
memorize an exact dictionary definition of a term or phrase. Activities will build deep understanding within the context of a text over the course of
multiple days.
Vocabulary in the text (Focused Instruction): live all around the world
reptile scales that cover their bodies
snake
Vocabulary in the text (Fast Instruction): born live
by themselves forked tongue
Vocabulary needed to talk about the text:
author back page
cover page
details facts
photograph title page
1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus: Integrating Vocabulary in the Classroom. In K. Wood, J.
Paratore, B. Kissell, & R. McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored Practices with New Research
(Chapter 2). Newark, DE: International Literacy Association.
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Snakes
Vocabulary needed to talk about the text (continued):
words in the text
Opportunities to Collect Information
CI Opportunities to collect information are embedded throughout the
performance task. These opportunities are designed to fit within the instructional experiences and to be invisible to the student. The student
work products collected within this task may be oral responses, gestures or written responses.
Scoring Tools
Scoring tools are provided to help educators analyze student responses and plan instructional next steps. The scoring tools incorporate evidence from
the PARCC Evidence Statements which describe the knowledge and skills that a task requires. The evidence(s) listed in each of the standards-aligned
checklists targets what the teacher needs to observe, analyze, and consider when planning instruction.
The scoring tools used in this performance task are checklists. Checklists are
standards-aligned and may reflect one or more standards. In this task, the RI.K.5 Parts of a Book checklist is an example of a single standard checklist.
The RI.K.1/RI.K.4/RI.K.7 Comprehension Checklist is an example of a combined checklist used when the student provides key details (RI.K.1)
using the photographs (RI.K.7) and vocabulary (RI.K.4) in the text.
Teachers unfamiliar with the use of these types of tools may find initially that they are more confident in using only a single part of a multi-part tool
for scoring or that it is best to apply all parts of a multi-part tool, but to a small group, rather than the whole class. As teachers learn to use these
types of tools, they may expand the application of the tools with their classes. Over the course of the first year of implementation of the formative
tasks, teachers should develop greater understanding of how these scoring tools allow for collection of information on student performances in relation
to the standards. They should be better poised to provide refined feedback to students and parents and to more efficiently alter instruction based on
information collected.
Sample Student Work Products For each written student work product created in the task, a sample student
work product is provided.
Sample student work products include a(n): Description of the task/prompt
Facsimile of the student work product Excerpt from the standards-aligned scoring tool
Scoring rationale Bulleted list of possible next steps
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Snakes
Materials needed to collect information and to analyze student work products
are noted as CI within the Step-by-Step Directions.
Instructional Next Steps The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task
The Retrospective Journal consists of a series of questions to guide the reflective process after the completion of the performance task. These
questions are intended to promote thinking and planning of standards-aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers working collaboratively as part of a professional learning community.
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Snakes
Days At-A-Glance
Times listed are approximate. Teachers should use professional judgment to determine the actual time needed for their students.
Day Duration
Description
Day
One
20 min
Read the text prior to delivering the first lesson in this task.
Introduce the text type, the title, and the author of Snakes.
Point out and name the front, back and title pages of the
book.
Read aloud the book, calling attention to the
illustrations/photographs.
Reread Snakes aloud a second time to discuss and support
the learning of:
o Key details
o Vocabulary
o Relationships between illustrations and text
Use shared writing to create a class chart, “All About Snakes.”
Invite discussion of additional facts which are not recorded on the class chart.
Use the RI.K.1/RI.K.4/RI.K.7 Comprehension Checklist (p.25) to collect student information during shared writing.
Day
Two
30 min
Use the Essential Questions to review facts from the text:
Where do snakes live?
What do we know about their bodies?
What do snakes eat?
What else do we know about snakes?
Explain that students will author a class book about snakes.
Review parts of the book (i.e., front, back and title pages).
Collect information using the RI.K.5 Parts of a Book Checklist (p.27).
Reread Snakes a third time and engage students in discussions to discuss the facts.
Collect information using the RI.K.2 Comprehension Checklist
(p.26).
Model writing a fact to transition from oral review to writing.
Prompt students to decide and rehearse the fact about which they’ll write.
Collect information using the RI.K.2 Comprehension Checklist (p.26).
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Snakes
Day Duration
Description
DAY
TWO
Continued
Support students to use a combination of drawing, dictating, and writing to compose their pages for the class book.
Collect information using the W.K.2/RI.K.2/RI.K.4 Writing and Comprehension Checklist (p.28) and the L.K.1/L.K.2
Knowledge about Language and Conventions Student Checklist (p.29).
Ask students to share their writing with a partner.
Day
Three
15 min
Ask students to identify the parts of their bound class book.
Collect information with the RI.K.5 Parts of a Book Checklist
(p.27).
Fill in the front, back, and title page of the class book as
decided by the class.
Celebrate the class book by sharing pages with the class.
Close with a discussion of the Enduring Understanding: We share our world with other animals; we share our world with
snakes.
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Snakes
CCSS Alignment Chart
Day.
Step Standard Evidence
Student
Work
Product
Scoring Tool If/Then
1.8
p.16
RI.K.1
With prompting
and support, ask
and answer
questions about
key details in the
text.
Provides
questions and/or
answers that
show
understanding of
key details in a
text.* (1)
Oral
Response:
Shared
Writing
Gestures
RI.K.1/
RI.K.4/
RI.K.7
Comprehension
Checklist
p.25
RI.K.1
p.30
RI.K.4
With prompting
and support, ask
and answer
questions about
unknown words in
the text.
Provides a
statement or
other expression
that shows
understanding of
unknown words in
an informational
text.* (1)
RI.K.4
p.30
RI.K.7
With prompting
and support,
describe the
relationship
between the
illustrations and
the text in which
they appear (e.g.,
what person,
place, thing, or
idea in the text an
illustration
depicts).
Provides a
description of the
relationship
between the
illustrations and
the text in which
they appear (e.g.,
what person,
place, thing, or
idea from the text
is depicted in an
illustration).* (1)
RI.K.7
p.30
2.6
p.20
2.8
p.21
RI.K.2
With prompting
and support,
identify the main
topic and retell key
details of the text.
Provides a
retelling of key
details in a text.
(2)
Oral
Response:
Partner
Share
RI.K.2
Comprehension
Checklist
p.26
RI.K.2
p.30
2.3
p.19
3.1
p.22
3.2
p.24
RI.K.5
Identify the front
cover, back cover,
and title page of a
book.
Provides an
identification of
the front cover of
a book. (1)
Provides an
identification of
the back cover of
a book. (2)
Provides an
identification of
the title page of a
book. (3)
Oral
Response:
Class
Discussion
RI.K.5
Parts of a Book
Checklist
p.27
RI.K.5
p.30
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Snakes
Day.
Step Standard Evidence
Student
Work
Product
Scoring Tool If/Then
2.9
p.22
W.K.2
Use a combination
of drawing,
dictating, and
writing to compose
informative or
explanatory texts
in which students
name what they
are writing about
and supply some
information about
the topic.
Informs or
explains using a
combination of
drawing,
dictating, and/or
writing, names what they are
writing about, and
supplies some
information about
the topic. (1)
Written
Response:
Page for
Class Book
W.K.2/
RI.K.2/RI.K.4
Writing and
Comprehension
Checklist
p.28
W.K.2
p.30
RI.K.2
With prompting
and support,
identify the main
topic and retell key
details of the text.
Provides a
retelling of key
details in a text.
(2)
RI.K.2
p.30
RI.K.4
With prompting
and support, ask
and answer
questions about
unknown words in
the text.
Provides a
statement or
other expression
that shows
understanding of
unknown words
in an
informational
text.* (1)
RI.K.4
p.30
2.9
p.21
L.K.1
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
L.K.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
Written
Response:
Page for
Class Book
L.K.1/L.K.2
Knowledge of
Language and
Conventions
Student
Checklist
p.29
*With prompting and support
(#) Evidence identified in PARCC Kindergarten Evidence Tables
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Snakes
Get Ready, Get Set, Go!
Get
Ready
Read Snakes by Kate Riggs.
Read all Step-by-Step Directions for each day before implementing the performance task.
Determine whether each day’s activities can be accomplished within the time estimated and plan additional sessions as
needed.
Determine access to the text for all students (e.g., digital text,
document camera, standard sized book).
Determine grouping options for each activity (e.g., whole-
group, small groups, partners).
Determine location for each activity (e.g., whole-group meeting area, a small-group meeting area, or one-to-one conferences).
Read all checklist headings to become familiar with descriptors for student responses.
Refer to the Glossary as needed.
Practice hand gestures needed for STEPs 1.5 through 1.8.
Determine how the class book will be bound.
Get
Set
For Day One:
Print Teacher Resource: Gestures and Definitions (p.32).
Obtain chart paper (or other writing surface [e.g., interactive
whiteboard] and title and format as class chart, “All About
Snakes.” This chart should be saved and used again with a subsequent performance task, Amazing Animals: Snakes.
Review, prepare, and print as needed: RI.K.1/RI.K.4/RI.K.7 Comprehension Checklist (p.25).
For Day Two:
Obtain blank paper for students to draw and write.
Display class chart, “All About Snakes.”
Obtain additional pages for front cover, back cover, and title
page.
Review, prepare checklists and print as needed (pp.26-29)
For Day Three:
Bind completed student pages into a class book.
Go! Begin DAY ONE.
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Snakes
DAY ONE Estimated time needed
20 minutes
Materials needed for Day One Snakes digital text
Snakes Covers and Title Page digital text: STEP 1.2
Teacher Resource: Gestures and Definitions (p.32): STEP 1.6 & 1.7 Class chart for shared writing titled, “All About Snakes”: STEP 1.8
RI.K.1/RI.K.4/RI.K.7 Comprehension Checklist (p.25): STEP 1.8
Key T=Teacher alone
T+S=Teacher & students S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 1.1 T+S
Introduce the text type, the title, and the author of Snakes.
You might say:
This is an informational book titled Snakes—a book that gives you
facts or details. The author is Kate Riggs.
STEP 1.2 T+S
Use Snakes (Covers and Title Page digital text) to identify
and show students the parts of a book.
Use the digital text to show the front of the book, the title page, and the back of the book, to identify and name the
concepts.
RI.K.5
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.3 T
Read aloud the entire book, calling attention to the
photographs.
You might say: Now let’s read the book and think about the facts we are learning
about snakes.
Without distracting from the general flow of the read-aloud, model how you are paying close attention to the relationship between the
content of the text and the photographs.
Point to the photographs as you pause to notice the details in the text.
Provide several seconds for the students to view the photographs as well. Be sure all students are able to see the
details provided in the photographs. Read with expression, emphasizing interest in the facts.
RI.K.1
RI.K.7
STEP 1.4 T+S
Set the purpose for reading aloud the book a second time—
to learn facts from the words and photographs.
You might say: This time, while I’m reading the book, let’s stop and talk about the
facts we’re learning from the words and from the photographs.
RI.K.7
STEP 1.5
T+S
Read aloud pages 6 and 7, note the word reptiles, discuss where snakes live, and introduce a gesture for support.
Prompt students to notice the word reptiles.
If needed, briefly explain that a reptile: Is a cold-blooded animal
Can’t control its temperature Reacts to the temperature of its surroundings (i.e., warm
when in the sun, cold and sluggish in the cold)
RI.K.1 RI.K.4
RI.K.7
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.5 Continued
Prompt students to use photographs to understand live all around the world:
Point to the photo of the snake in the sand and say, What do you notice about where this snake lives?
Then point to the snake on the leafy branch and say, What do you notice about where this snake lives?
Close with, What do these photos tell us about where snakes live?
Use oral cloze (Glossary) to introduce and demonstrate the first
of a set of hand gestures to support students’ learning of vocabulary and key details/facts.
You might say:
Let’s see if we can remember what we learned when I do this with
my hands.
When I say, “Snakes live…” you say, “All around the world” and make a large circle in the air with your hands to show “live all
around the world.” Let’s try it!
Say the words “Snakes live…” demonstrate with your hands simultaneously saying, “All around the world.”
Introduce the gesture and use oral cloze to reinforce.
You might say Students respond Gesture
p.6 Snakes live… all around the world Hands make a large circle in the air
RI.K.1 RI.K.4
RI.K.7
STEP 1.6 T+S
Read aloud pages 8 and 9, discuss snakes’ bodies, and
introduce a gesture for support.
RI.K.1
RI.K.4 RI.K.7
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.6 Continued
Prompt students to notice information about the snakes’ bodies: Where the scales are located
The connection between the photograph and the phrase “that cover their bodies”
The absence of arms and legs
Introduce two gestures and use oral cloze to reinforce.
You might say Students respond Gesture
p.8 Snakes have… scales that cover their bodies
Run hands up and down arms
p.9 Snakes do not have…
arms and legs Hold arms close to body
RI.K.1 RI.K.4
RI.K.7
STEP 1.7
T+S
Read pages 10-17 and follow the routine established with pages 6-9.
Read and prompt students to notice facts.
Teach gestures to clarify definitions (as needed).
Note relationships between illustrations (photographs) and text.
See, and if needed, print Teacher Resource: Gestures and Definitions Chart (p.32).
Page Text Gesture Definition
10 Big or little Hold hands far apart and move
closer
11 Forked tongue Hold up two fingers in “v” Divided into two parts at one end
12 Eat
Hold the tip of the thumb
touching other fingers tap
mouth
15 By themselves Hold up one finger Alone, without their mothers,
without other snakes
16 Lie around in
the sun
Hold head and arms back as
though basking in the sun
16 Look for food Hold hand above eyes as
though scanning the horizon
RI.K.1 RI.K.2
RI.K.4
RI.K.7
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.8 T+S
CI RI.K.1/RI.K.4/RI.K.7 Comprehension Checklist (p.25) CI Oral Response and Gestures
Introduce the class chart “All About Snakes” and add facts
from the text.
Post the class chart “All About Snakes” and ask students to contribute facts learned about where snakes live, their bodies, and
what snakes eat from the book Snakes.
Record students’ contributions to the chart and add their initials after each fact after it is written on the chart.
Prompt students to answer the questions as listed on the class
chart. As the facts are recorded, ask student whether the fact was
learned from the photograph, the words, or both.
Note: This class chart should be saved. It will be used for a compare and contrast activity in a later kindergarten performance
task, Amazing Animals: Snakes.
CI Collect information using the RI.K.1/RI.K.4/RI.K.7
Comprehension Checklist as students respond with words and/or gestures.
RI.K.1
RI.K.4 RI.K.7
RI.K.1 RI.K.4
RI.K.7
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 1.9 T+S
Discuss facts not covered by the three questions on the
class chart.
After recording student contributions that answer the three questions listed on the class chart, invite students to discuss other
facts learned during reading (e.g., that snakes lie in the sun, how they are born, etc.)
It is not necessary to record these facts on the class chart.
You might say:
Are there any other facts you learned during reading that do not tell us about snakes’ bodies or where they live or what they eat?
After the discussion is complete, tell students they will have more chances to think about snakes.
RI.K.1
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Snakes
DAY TWO Estimated time needed
30 minutes If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day Two
Snakes digital text RI.K.5 Parts of a Book Checklist (p.27): STEP 2.3
Sheet of chart paper (for modeling writing): STEP 2.7 A blank drawing/writing paper for each student: STEP 2.9
RI.K.2 Comprehension Checklist (p.26): STEP 2.6 W.K.2/RI.K.2/RI.K.4 Writing and Comprehension Checklist (p.28): STEP
2.9
L.K.1/L.K.2 Knowledge of Language and Conventions Student Checklist (p.29): STEP 2.9 (Use with conventional writing)
Sample Student Work Products #1 and #2 (pp.33-34): STEP 2.9
Key
T=Teacher alone T+S=Teacher & students
S+S=Student & student S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 2.1
T
Lead students to discuss and answer the Essential Question.
Discuss and answer the question: What do we know about snakes?
Where do snakes live?
What do we know about their bodies? What do snakes eat?
What else do we know about snakes?
Encourage words and gestures as responses.
RI.K.1 RI.K.2
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.2 T
Explain that students will author a class book about snakes.
You might say:
Today we are going to be authors of our very own class book to show others what we have learned about snakes.
When we’re done, we’ll place the book in our classroom library for
everyone to read!
STEP 2.3
T+S CI RI.K.5 Parts of a Book Checklist (p.27)
CI Oral Response
Use oral cloze to review the parts of a book.
You might say: Let’s review the parts of this book before we write our own class
book. This is the ___. (Pause for student response—the front cover.)
And this is the____. (Pause for student response—the back cover.)
And the first page on the inside is ___.
(Pause for student response—the title page.)
CI Collect information using the RI.K.5 Parts of a Book Checklist as students respond.
RI.K.5
RI.K.5
STEP 2.4
T+S
Reread the book aloud and use oral cloze to review key details/facts to prepare for writing in STEP 2.9.
Use oral cloze during read aloud to prompt students to finish sentences with words and gestures.
RI.K.1 RI.K.2
STEP 2.5 T+S
Demonstrate the “Fist List” as a strategy to review facts.
RI.K.1
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.5 Continued
You might say the following: Sometimes when I want to list all of the facts I’ve learned, I make
a Fist List to help me keep track.
Hold up a fist and lift one finger at a time as a fact is stated.
Say: The first fact I remember about snakes is that they are reptiles.
Can anyone help me remember another fact?
Solicit additional facts from students, unfolding a finger for each fact.
RI.K.2
RI.K.1
RI.K.2
STEP 2.6
S+S CI RI.K.2 Comprehension Checklist (p.26)
CI Oral Response using “Fist List”
Form partners to use the “Fist List” strategy to review facts.
Circulate and support partners during Turn & Talk as they use the
Fist List to review facts from Snakes.
CI Collect information on as many students as possible using the
RI.K.2 Comprehension Checklist.
RI.K.1 RI.K.2
RI.K.4
RI.K.2
STEP 2.7
T+S
Model writing a fact to transition from oral review to writing.
Solicit one fact about snakes from the class.
Engage in shared drawing and writing of the fact on a sheet of
chart paper. Model writing the fact and model creating a drawing
that is aligned with the fact.
When appropriate, use prompts to solicit contributions: How do we tell our reader we’re writing about snakes?
What fact should we write? What word(s) should we write?
What should we include in our drawing?
W.K.2 RI.K.2
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Snakes
Tips for Teacher Language & Student Engagement CCSS
STEP 2.8 S+S
CI RI.K.2 Comprehension Checklist (p.26) CI Oral Response
Provide an opportunity for students to rehearse which
fact(s) they will use in their writing.
Form partners to share the fact(s) they will use in their writing.
Circulate, encourage and listen for students’ use of key details.
Encourage the use of content specific words such as scales, forked tongue, etc.
CI Use the RI.K.2 Comprehension Checklist as students retell facts
during Turn & Talk to collect student information.
RI.K.1
RI.K.2 RI.K.4
RI.K.2
STEP 2.9
S CI W.K.2/RI.K2/RI.K.4 Writing and Comprehension Checklist
(p.28) CI L.K.1/L.K.2 Knowledge of Language and Conventions Student
Checklist (p.29) CI Written Response
CI Sample Student Work Product #1 (p.33)
CI Sample Student Work Product #2 (p.34)
Invite students to use a combination of drawing, dictating, and writing to compose a page for the class book.
This activity may be done in the whole group or in a small group
setting.
While explaining the activity, it may be helpful to hold up a copy of the writing paper to be used.
Distribute supplies to students for drawing and writing and take
dictation for students as needed.
Circulate and support students. Ask what fact(s) they will write.
Encourage students to use vocabulary from the text. Some emergent forms of writing may require transcription.
W.K.2 RI.K.2
RI.K.4
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Tips for Teacher Language & Student Engagement CCSS
STEP 2.9 Continued
CI Collect student information using the W.K.2/RI.K.2/RI.K.4 Writing and Comprehension Checklist.
CI The L.K.1/L.K.2 Knowledge of Language and Conventions
Student Checklist is also available if students demonstrate a level of conventional writing.
W.K.2
RI.K.2 RI.K.4
L.K.1
L.K.2
STEP 2.10
S+S
Celebrate by asking students to share their completed writing with a partner.
Invite students to share their writing with a partner. Listen for
students’ use of facts and vocabulary from the text.
Note: At the end of Day Two, bind individual student pages into a book,
adding three blank pages to be used as: A cover page
A title page
A back page
RI.K.1 RI.K.4
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DAY THREE Estimated time needed
20 minutes
Materials needed for Day Three
Class book Student writing from Day Two (bound into book form): STEP 3.1
RI.K.5 Parts of a Book Checklist (p.27): STEP 3.1
Key T=Teacher alone
T+S=Teacher & students S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language & Student Engagement CCSS
STEP 3.1 T+S
CI RI.K.5 Parts of a Book Checklist (p.27) CI Oral Response
Ask students to identify the parts of their class book.
Note: Prior to this lesson, the student-completed pages have been
bound into a class book that includes student-written pages and blank pages for the cover, title, and back pages.
Ask students to gesture with a Thumbs Up/Thumbs Down to identify the front of the book, the back of the book, and the
title page.
CI Collect information using the RI.K.5 Parts of a Book Checklist on targeted students.
RI.K.5
RI.K.5
STEP 3.2 T+S
CI RI.K.5 Parts of a Book Checklist (p.27)
CI Oral Response
Discuss how to complete the blank cover, title, and back pages of the class book.
RI.K.5
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Tips for Teacher Language & Student Engagement CCSS
STEP 3.2 Continued
Solicit possible titles for the front cover of the class book and ask students where the title belongs.
Choose one title and write it on the front of book as students
observe.
Ask students what else belongs on the cover of the book and how they want to identify the authors (e.g., using the teacher’s name,
writing individual names, using the room number, etc.).
Demonstrate rewriting the title and authors on title page.
CI Collect information using the RI.K.5 Parts of a Book Checklist on targeted students.
RI.K.5
RI.K.5
STEP 3.3 S
Celebrate student writing by highlighting the completed
class book.
Share pages from the class book using a document camera or by holding up the book and inviting students to read their pages to the
class.
Ask students to decide how they will share the book. Where will it
be kept? Will they invite parents, other students, or the principal to read the book?
STEP 3.4
T+S
Close with a discussion of the Enduring Understanding: People share the world with other animals; we share our
world with snakes.
Close the lesson with a brief discussion related to the Enduring
Understanding.
You might say: We read a book about snakes and wrote our own book about
snakes. Why did we need to learn about snakes?
RI.K.1 RI.K.2
RI.K.4
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Collecting Student Information: RI.K.1/RI.K.4/RI.K.7
Comprehension Checklist
Use with Oral Response and Gestures in STEP 1.8.
Standard Evidence (Scoring tool uses bold evidence)
RI.K.1 With prompting and support,
ask and answer questions about key
details in a text.
Provides questions and answers that show
understanding of the key details in a text.
(1)
RI.K.4 With prompting and support,
ask and answer questions about
unknown words in a text.
Provides a statement or other expression
that shows understanding of unknown words
in an informational text. (1)
Asks questions about unknown words in an
informational text. (2)
RI.K.7 With prompting and support,
describe the relationship between
illustrations and the text in which
they appear (e.g., what person,
place, thing, or idea in the text an
illustration depicts).
Provides a description of the relationship
between the illustrations and the text in
which they appear (e.g. what person, place,
thing, or idea from the text is depicted in an
illustration). (1)
RI.K.1 RI.K.4.1 RI.K.7
Asks and answers
questions when
contributing key
details to class
chart.
Shows
understanding of
unknown words in
a text.
Describes the
relationship
between
illustrations and
the text when
contributing key
details to the class
chart.
Student Name Yes No Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Collecting Student Information: RI.K.2 Comprehension Checklist
Use with Oral Response in STEP 2.6.
Use with Oral Response in STEP 2.8.
Standard Evidence (Scoring tool uses bold evidence)
RI.K.2 With prompting and
support, identify the main topic and retell key details of a text.
Provides a statement of the main topic of a text.
(1)
Provides a retelling of key details in a text. (2)
RI.K.2.2
Retells one or
more key details.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
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Collecting Student Information: RI.K.5 Parts of a Book Checklist
Use with oral response in STEP 2.3.
Use with oral response in STEPs 3.1 and 3.2.
Standard Evidence
RI.K.5 Identify the front
cover, back cover, and title page of a book.
Provides an identification of the front cover of a book. (1)
Provides an identification of the back cover of a book. (2)
Provides an identification of the title page of a book. (3)
RI.K.5.1 RI.K.5.2 RI.K.5.3
Identifies
Front Cover.
Identifies
Back Cover.
Identifies
Title Page.
Student Name Yes No Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Collecting Student Information: W.K.2/RI.K.2/RI.K.4 Writing
and Comprehension Checklist
Use with Written Response in STEP 2.9.
Standard Evidence (Scoring tool uses bold evidence)
W.K.2 Use a combination of
drawing, dictating, and writing to
compose informative or explanatory
texts in which students name what
they are writing about and supply
some information about the topic.
Informs or explains using a combination of
drawing, dictating, and/or writing, names
what they are writing about, and supplies
some information about the topic. (1)
RI.K.2 With prompting and
support, identify the main topic and
retell key details of a text.
Provides a statement of the main topic of a text. (1)
Provides a retelling of key details in a text. (2)
RI.K.4 With prompting and
support, ask and answer questions
about unknown words in a text.
Provides a statement or other expression that
shows understanding of unknown words in an
informational text. (1)
Asks questions about unknown words in an
informational text. (2)
W.K.2 RI.K.2.2 RI.K.4.1
Uses a combination of
drawing, dictating,
and writing to
compose a page for
the class book in
which the student
names what they are
writing about and
supplies some
information about the
topic.
Provides a retelling
of key details in a
text.
Provides a
statement or other
expression that
shows
understanding of
unknown words in
an informational
text.
Student Name Yes No Yes No Yes No
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.
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Collecting Student Information: L.K.1/L.K.2 Knowledge of
Language and Conventions Student Checklist Use with Written Response for students using conventional writing in STEP 2.9.
Standard
L.K.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Date:
CCSS Student Name: Yes No
L.K.1.A Uses only drawing to express ideas.
L.K.1.A Prints many upper- and lower-case letters.
L.K.1.B Uses frequently occurring nouns and verbs.
L.K.1.C Forms regular plural nouns orally by adding /s/ or /es/
(e.g., dog, dogs; wish, wishes).
L.K.1.D Understands and uses question words (interrogatives)
(e.g., who, what, where, when, why, how).
L.K.1.E Uses the most frequently occurring prepositions
(e.g., to, from, in, out, on, off, for, of, by, with).
L.K.1.F Produces and expands complete sentences in shared
language activities.
L.K.2.A Capitalizes the first word in a sentence and the
pronoun I.
L.K.2.B Recognizes and names end punctuation.
L.K.2.C Writes a letter or letters for most consonant and short-
vowel sounds (phonemes).
L.K.2.D Spells simple words phonetically, drawing on
knowledge of sound-letter relationships.
Insert ✓ in the appropriate box.
Prepare individual student copies of this checklist.
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If/Then Chart If… Then…
RI.K.1
students have difficulty
asking and answering questions about key
details in the text
Reread the book to increase familiarity, stopping after key facts are given in the text
and having students restate as questions.
Practice with student-created language
experience informational texts.
RI.K.2
students struggle to
retell key details
Provide prompting by showing the relevant
pages from the book focusing on the
pictures/photos to help students recall facts.
Implement similar lessons in small group to
reinforce skill development.
RI.K.4
students are not accurately using
vocabulary like scales, forked, and born live
when they share facts
about snakes
Ask students to contribute additional pages to
the class book with drawings and labels incorporating specific words.
Construct a content area word wall of words encountered in the reading: Our Snake Words.
Review the words daily and play quick games
that reference the words. For example: “I am thinking of a word on our wall that tells about
snakes’ skin.” (scales)
Add pictures to the key word lists or word
walls.
RI.K.5
students are not grasping the parts of a
book
Consistently review the parts of a book (even
briefly) at the beginning of a read-aloud.
Review the parts of a book during small-group
instruction.
Provide students with sticky notes that have
the parts of a book written on them. Have
students place the notes in the appropriate place in an informational big book.
RI.K.7
students are not making
connections between the content in the text and
the images in the photographs
Ask students to match photographs from the book (with the text covered) to text written on
sentence strips. Ask students to talk about why they made particular choices.
W.K.2
student writing does not reveal understanding of
information learned
During dictation, engage the student in orally
composing what he or she will write; follow by sharing the pen (both teacher and student
write) to draw, label, and write.
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If… Then…
about the topic
Continue modeling, drawing, labeling, and
writing in a variety of grouping opportunities.
L.K.1.A
students use only drawing to express ideas
when writing
Model use of print to express ideas by
transcribing student dictated ideas Provide students with key words they are likely
to use to express ideas using a word wall, and encourage students to use the word wall to
remind them of how to spell and print words when writing.
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Teacher Resource: Gestures and Definitions Use with STEP 1.5, 1.6, and 1.7.
Possible Gestures and Definitions for Snakes
Page Text Possible Gesture Definition
6
Live all
around the world
Draw a large circle in the
air with both hands
8 Scales that cover their
bodies
Run hands up and down arms
9
Do not have
arms and legs
Hold arms close to body
10 Big or little Hold hands far apart and
move closer
11 Forked
tongue Hold up two fingers in “V”
Divided into two parts at
one end
12 Eat Hold the tip of thumb touching other fingers,
tap mouth
15 By
themselves Hold up one finger
Alone, without their
mothers, without other snakes
16 Lie around in
the sun
Hold head and arms back
as though basking in sun
16 Look for food Hold hand above eyes as though scanning the
horizon
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Sample Student Work Product #1: STEP 2.9
Kindergarten Performance Task: Informational Text
Snakes by Kate Riggs Creative Paperbacks, 2014
STEP 2.9 Task Description: Students use a combination of drawing, dictating,
and writing to compose a page for a class book about snakes.
Transcription: They lay in the sun and have scales.
CI W.K.2/RI.K.2/RI.K.4 Writing and Comprehension Checklist
Uses a combination of drawing, dictating,
and writing to compose a page for the
class book in which the student names
what they are writing about and supplies
some information about the topic.
Provides a
retelling of key
details in a text.
Provides a statement or
other expression that shows
understanding of unknown
words in an informational
text.
Yes No Yes No Yes No
✓ ✓ ✓
Scoring Rationale: The student used drawing and writing to provide information on a topic, by
providing a retelling of key details from the words in the text (that snakes have scales and lie in the sun) and by demonstrating understanding of words from the
informational text: lay in the sun, scales.
Possible Next Steps: Model and prompt student to use nouns to identify topics.
Support student to hear beginning and ending sounds.
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Snakes
Sample Student Work Product #2: STEP 2.9
Kindergarten Performance Task: Informational Text
Snakes by Kate Riggs Creative Paperbacks, 2014
STEP 2.9 Task Description: Students use a combination of drawing, dictating,
and writing to compose a page for a class book about snakes.
Transcription: Snakes lay under the sun and go in the water.
CI W.K.2/RI.K.2/RI.K.4 Writing and Comprehension Checklist
Uses a combination of drawing, dictating,
and writing to compose a page for the
class book in which the student names
what they are writing about and supplies
some information about the topic.
Provides a
retelling of key
details in a text.
Provides a statement or
other expression that shows
understanding of unknown
words in an informational
text.
Yes No Yes No Yes No
✓ ✓ ✓
Scoring Rationale:
Used drawing and writing to provide information on a topic, by providing a retelling of key details from the text (that snakes lay in the sun and go in the
water) and by demonstrating understanding of the words and illustrations from the informational text: lie in the sun (words from the text) and snakes go into the water (illustration).
Possible Next Steps: Model and prompt student to align words and illustrations.
Prompt student to reread during writing to monitor meaning.
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Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task (including strengths/needs of the class relative to specific CCSS, as well as general
information learned about my students)?
What do I know about the strengths and needs of individuals or groups of
students relative to specific CCSS?
After reflecting on the outcomes of this performance task, these are the
curricular/instructional actions I want to take:
Comments:
