Formative Assessments
1
Text Features
RI 4.7
Can students fill in this chart to tell how the different text
features guide their understanding of the text and what the
author wrote?
2
Using Context
Clues to
Determine the
Meaning
RI 4.4
Use graphic organizer to show the meaning of unknown
words and what clues from the text allowed the reader to
know the meaning.
3
Telling What
Happened and
Why
RI 4.3
Use graphic organizer to tell what happened in a historical or
scientific text and why.
4
Explaining the
steps in a
technical text in
my own words
RI 4.3
Read a technical, procedural text and explain what happened
in own words
5
What
Information Did
I Read from
Both Texts?
RI 4.6
During and after reading a firsthand and secondhand account
of the same event, what information did I read that gave me
information about the event?
6
How are the
two accounts
you read
similar?
RI 4.9
Tell about how the firsthand and secondhand accounts read
about the same event are similar.
7
Name: ____________________________
Unit 5 Exit Slip RI 4.7
Summarizing Formative Assessment
My Observation of the Text Features
Information from
the text
Information from
the chart
I’m making observations from
a text that was:
 read to me
 I read to myself
Information from
the photograph
Name: ____________________________
Unit 5 Exit Slip RI.4.4
Writing a Summary Formative Assessment
Meanings of Unknown Words Using Context Clues
Word or Phrase The Meaning of
the word or
phrase
I’m finding words from a text
 read to me
 I read to myself
How I inferred
the meaning
Name: ____________________________
Unit 5 Exit Slip RI.4.3
Writing a Summary Formative Assessment
What Happened and Why Did It Happen?
I read…..
Or
What happened?
I’m explaining events from a
text
 read to me
 I read to myself
This Happened
Because…..
Or
Why?
Unit 5 RI 4.3
Formative Assessment
You just read a bunch of directions that told you
how to do something. Now, in your own words,
tell me how to do it.
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Unit 5 RI 4.6
Formative Assessment
You just read a firsthand and secondhand account
of the same event. What information did you learn
from each source?
Firsthand Account
Secondhand Account
Unit 5 RI 4.6
Formative Assessment
How are the two accounts you read similar?
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exit slips
1
2
Text Structure
(RI 4.5)
Text Features II
(RI 4.5)
Have students write about why the author chose to organize
the information in this passage as compare/contrast.
How do text features provide clues to the overall structure of
a text?
Determining the
Main Idea and
3
Details that
Use the graphic organize to find the main idea of a paragraph
and list supporting details that tell about the main idea.
Support
(RI 4.2)
How do the details
4
support the main
idea?
Use this chart to have students show how the details they
have chosen support the main idea of the passage or
paragraph.
(RI 4.2)
5
Was what I read a
first or
secondhand
account?
(RI 4.6)
Determine whether the text is a first or second hand account
and tell which details helped you know.
6
Finding Common
Points Between
Two Texts
(RI 4.6)
Students will determine some common points about two
texts about the same topic.
7
Determining
Details that
Support the
Author’s Point
(RI 4.8)
Note the details from the text that support the point the
author is making.
Name: ___________________
Unit 5
Exit Slip
Why did the author organize the text as
compare/contrast?
___________________________________
___________________________________
___________________________________
___________________________________
Name: ___________________
Unit 5
Exit Slip
Why did the author organize the text as
compare/contrast?
___________________________________
___________________________________
___________________________________
___________________________________
Name: __________________________________________ EXIT SLIP
How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP
How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP
How do text features provide clues to the overall structure of a text?
Name: __________________________________________ EXIT SLIP
How do text features provide clues to the overall structure of a text?
Name: ___________________
Unit 5
Exit Slip
Main Idea:
Details:
Name: ___________________
Main Idea:
Details:
Unit 5
Exit Slip
Name: ___________________
Main Idea:
Unit 5
Exit Slip
How do these details
support the main
idea?
Details:
Name: ___________________
Main Idea:
Details:
Unit 5
Exit Slip
How do these detail
support the main
idea?
Name: ___________________
What this a first or
secondhand
account?
What told me if it was
a first or secondhand
account?
Name: ___________________
What this a first or
secondhand
account?
Unit 5
Exit Slip
Unit 5
Exit Slip
What told me if it was
a first or secondhand
account?
Name: ___________________
Text 1
Common Points
Name: ___________________
Text 1
Common Points
Unit 5
Exit Slip
Text 2
Unit 5
Exit Slip
Text 2
Name: ___________________
The Author’s Point
Details that support the author’s point
Name: ___________________
Author’s Point
Unit 5
Exit Slip
Unit 5
Exit Slip
Details that support the author’s point
instructional tools
Performance
1
Task: Wildfires by
Seymour Simon
(RI 4.4)
2
3
Frayer Model (RI
4.4)
Synonym Word
Chains (RI 4.4)
Students determine the meaning of domain-specific words or
phrases, such as flammable, consumed, ablaze, and charred,
and important general academic words and phrases that
appear in Seymour Simon’s Wildfires.
This graphic organizer allows students to place the new
vocabulary term in the center and lists essential
characteristics, nonessential characteristics, examples and
non-examples (Frayer, Frederick, Kausmeier
(1969). A sample suggestion is provided.
Create a map with a target word in the center. Students
discuss personal associations and record these synonyms
around the
target center (Reading First,
2004).http://www.glencoe.com/sec/teachingtoday/download
s/pdf/keyword_cluster.pdf
Performance Task:
Wildfires by Seymour Simon
Nonfiction text includes words that we say are “domain specific”. This means that
they are words that relate directly to a topic. For example, if you are reading about
space, the word “Satellite” would be domain specific.
Read Seymour Simon’s Wildfires. Make a list of words you think are domain
specific and create definitions for each.
Word
Definition
Performance Task:
Wildfires by Seymour Simon
Nonfiction text includes words that we say are “domain specific”. This means that
they are words that relate directly to a topic. For example, if you are reading about
space, the word “Satellite” would be domain specific.
Read Seymour Simon’s Wildfires. Then, look at the list of domain specific words
from the text, and add a definition on the box provided.
Word
flammable
ablaze
consumed
charred
cycles
renew
Definition
Name:
Definitions:
Characteristics:
Word
Examples
Non-Examples
Key Word Cluster
We’ve just read a lot about the Titanic. In each box, write a key
word associated with the Titanic.
The
Titanic
Key Word Cluster
We’ve just read a lot about Space. In each box, write a key word
associated with Space.
Space