Jessica Shuff

FRIT 7236
KA Part 1

First Grade Reading Comprehension

All Question Objectives: Students will be able to identify who is telling the story during
various points of the text.

Directions: Independently read the story, The Campsite, and answer the questions
below based on the text.

Jack, Nan and I were all packed into Jack’s truck. We drove to a campsite called the
Badlands. I asked, “Nan, why is this place called Badlands?” Nan said, “Well, a long time
ago farmers came here looking for land. When they saw all the rocks, sand, and stone,
they said, ‘This is bad land!’ The name just stuck. I said, “It’s bad land for farming, but it
is good land for camping!” We then set up our large tent. We got out our sleeping bags,
lanterns, and coolers. Jack started a fire. We put hot dogs on sticks and held them close
to the fire. I held mine over the fire too long. It was black. Jack said, “You can have
mine, Max.” Good thing because I didn’t want a burnt hotdog!

1. Who explained the reason for the campsite’s name (Badlands)

a. Nan
b. Jack
c. Narrator/Max

Level Type: Comprehension & Applying

2. Who told the readers “We put the hot dogs on sticks and held them close to the
fire?”
a. Jack
b. Narrator/Max
c. Nan

Level Type: Knowledge & Comprehension

3. Why does Nan say the farmers named the area The Badlands?
a. “It did not rain much so the land was bad.”
b. “The farmers couldn’t build houses or grow crops so they said, ‘The land
was bad.’”
c. "When they saw all the rocks and stone, they said, 'This is bad land!'"
Level Type: Comprehension

Assessment Plan

● Improving Test Reliability: According to Bookhart and Nitko (2015), test

reliability is the consistency of assessment results (p. 43). Because the objective
and standard that has been assessed will be retaught three times throughout the
school year, this test will be then administered additional instruction. If the test is
reliable, the students will score the same or better on this test.

● Improving Item Validity: For classroom assessments, Bookhart and Nitko

(2015), suggest a test is valid when test questions match learning objectives and
students are learning those objectives. The assessment was created for the
following learning objective: Students will be able to identify who is telling the
story at various points of the text. This assessment was modeled after the
curriculum documents provided by Richmond County ELA department. The text
on the assessment has a lexile level that matches the majority of the student’s
lexile level in the class.

● Differentiation of Instruction: Students in the class are homogeneously

grouped during ELA small groups. Students attend two small group stations a
day and activities match their ability level. The teacher models the standard and
objective in the large group mini lesson. Two stations are teacher-led where
students practice the standard and objective for the week. The stations are
differentiated based on reading levels. The reading materials are lexiled-based.
The amount of teacher support at the teacher-led stations varies and is
dependent on the student’s needs.

● Improving Student Learning: Throughout the week, formative assessments

can be conducted to see how the students are progressing with the learning
objective. The formative and informal assessments can inform teachers on level
of support needed. These assessments can also inform teachers if material needs
to be rigorous or remediated. Also, based on this information, teachers can adjust
groups so the students with the most need will visit the teacher station more
often in the week. Once the assessment is administered, results will then inform
future instruction and remediation. Students can practice the standard during
their independent station and visit the teacher station each day when the learning
objective is repeated.
● Improving Future Assessments: In the future, this test could be adapted
depending on the lexile levels in the class. Although most students in the class are
able to read the text independently, there are several students who will struggle.
Therefore, a teacher reads the text. When the teacher reads the text, the student
is no longer completing a reading comprehension task, they are completing a
listening comprehension task. If the text was adapted then all students could
independently and successfully read and comprehend the text. Also, the
complexity in the questions and higher order skills can be designed as the year
progresses.