Data Teams

Common Formative Assessment Tool (CFA)

Analysis of Student Work
Reading: Key Ideas and Details (Non-Fiction)

Grade: 2 Date: October 3 - November 30, 2017

(Step 1)
Assessment (CFA):  I Can ask and answer w ​ ho, what, where, when, why, a ​ nd​ how​ to demonstrate 
(Student  understanding of key details in a text. 
Work/Assessment   
Selected for Analysis)  NOTES: 
  ● On PRE ​Change Question #2 to​: How do sloths stop themselves from falling 
Curriculum Maps:  to the ground when hanging upside down from tree branches? 
Wonders   
  Assessment Folder Link 
Link to Resources  Pre Test (​Discover the Rainforest) 
MID Assessment (​Wild Pets​) 
Post Test (​Rainforests: A Gift on Earth​) 
 
Standards:  RI.2.1: Ask and answer such questions as ​who, what, where, when, why, a ​ nd​ how​ to 
  demonstrate understanding of key details in a text. 
   
Grade 2 ELA Standards  Grade Level Clarifications/Understandings: 
  ●  
K-5 Unpacked Standards   
  Essential Skills/Concept  
Grade 2 Unpacked  ● Ask questions 
Standards  ● Answer who, what, where, when, why questions  
  ● Understand key details Identify main ideas and key details within the text 
   
  Vocabulary 
  question • answer • demonstrate • details• text • outline • passage 
   
  Questions Stems 
● Asking yourself questions that will help you understand the story like: Who is 
this story about? Where did it take place? What is happening now?  
● Why do you think the author included that detail?   
● Where in the passage did you find that key detail?   
● How do you know that is a key detail?   
● What details are important in order to tell the story?  
● How do the key details make a difference at the end of the story? 
 
 Data Collection – (Completed prior to 1​st​ meeting)
GRADE LEVEL PROFICIENCY BUCKETS
(Step 2)
(List number of students)

Room
Met: PRE Met: MID Met: POST Not Met: PRE Not Met: MID Not Met: POST
#
H3  1  17  10  19  4  8 
L1  1  20  19  21  1  2 
L2  7  17  21  20  5  0 
L3  2  17  17  16  1  1 
Total #  11  71  67  76  11  11 
Ss 
%  13%  87%  86%  87%  13%  14% 
s

Data Collection – (Done during meeting)

ANALYZING STUDENT WORK
(Step 3)

Strengths/Inferences
● Students have a ‘sense’ of finding key details. (Some highlighting text) 
Errors & Misconceptions/
Inferences
 
● Students are not answering in complete sentences. 
● Students not citing text in ‘how’ and ‘why’ type questions. 
● Students are not reading and interpreting the questions correctly.

SMARTe GOAL
(Step 4)
By November 15, 2017, 80% of second grade students will be able to find and underline answers to literal questions in 
an informational text in 3 out of 4 opportunities ​to demonstrate understanding of key details in a text. 
 
By November 30, 2017, 80% of second grade students will be able to answer literal questions from an informational 
text in 4 out of 5 opportunities ​to demonstrate understanding of key details in a text​.  

Met Goal: 86% YES!

INSTRUCTIONAL STRATEGIES
(What interventions are needed to move each group?)
 (Step 4)

Question Stems: 
● Asking yourself questions that will help you understand the story like: Who is this story about? Where did it 
take place? What is happening now? What is the problem in the story? How was the problem solved? 
● Where in the passage did you find that key detail?   
● How do you know that is a key detail that answers the question?   
● What details are important in order to tell the story?  
 
Use Wonders Tier 2 Comprehension Lessons 
1. QAR Right There Strategies: Lessons 3, 4 
2. Key Details (Informational Texts): Lessons 13,14, 215 
 
Use Scholastic ‘​Text-Marking Lessons for Active Nonfiction Reading​’ pgs. 14-16 ( have main idea already circled) 

FCCR: Identifying Key Details (Alligator story) 

From: ​The Reading Strategies Book​ b ​ y Jennifer Serravallo 

● Goal 8, Strategy 8.3: T
​ opic/Subtopic/Details 
○ Create anchor chart as a tree map 
● Goal 8, Strategy 8.2: N ​ otice What Repeats 
● Goal 8, Strategy 8.4: A​ sk Questions, Form Ideas ​(So students can not only answer ?s, but also ASK ?s. 

MET NOT MET

Grade Level Strategies: (​Ask​ and Answer Questions)  Grade Level Strategies: 
● Take Notes using Wonders Differentiated books  ● Highlighting key details according to the 
Notetaking worksheet   question being asked 
○ After writing each sections, students  ● Checklist for answering text dependent 
write a question to ask.  questions 
● Possible extension: Students highlight KEY details  ● Citing sources using “In the text it says...” or “In 
on their notes.  paragraph 2 it says…” 
● Share with a partner and justify why it’s a good  ● Teach QAR strategies, such as,...  
question  ○ Right There questions have answers that 
●   are “right there” in a passage. ​Readers 
can identify a Right There question 
because it often includes words like, 
According to the passage .​ . . , ​How many 
. . . , Who is . . . , Where is .​ . . , and ​What is 
. . .  

RESULT INDICATORS
(How will you know you’re being effective?)
(Step 5)

Student Behaviors and What to look for in student work

 
● Answer the questions in a complete sentence. 
● Highlight/underline key detail(s) that support the main idea of the passage. 
 REFLECTIONS
(Step 6)
● This CFA has helped students a lot with the Wonders Assessment 
● Students were more comfortable with using close reading skills. 
● The more fluent readers are getting better at searching in multiple areas for answers. 
● Students are beginning to synthesize key details into a main topic. 
● Students are able to find and use key details to help support main topic.