Common Core Pilot Unit

From Start to Finish


This is a working bulletin board where you find a hub of resources pertaining to the Common Core Pilot Unit. It will focus on posting up-to-date information on implementing the Pilot Unit and providing samples of the tasks along the way for future reference. More information will be added as we progress through the Pilot Unit.

Latest Update On...

Common Formative Assessment Answer Key Issues.. (Pre & Post Tests)

  • For constructed response items requiring use of a scoring guide, Advanced is 4 points, Proficient is 3 points, Progressing is 2 points, and Beginning is 1 point. The point values from these constructed response items are included in the total of the entire pre or post test (which reflects total points earned for constructed response and selected response items).
  • Total points earned for the pre (and post) are reported in SMART, not percentages. If the scoring guides or answer keys are not clear or have a typo, make a determination as a grade level team for how points will be counted for each item. Smart will accept any values from 0-100 for each pilot test.

  • If any parts of the assessment are not clear, questions can be modified to better match the rigor and intent of the standard being assessed.


  • For the Pre-Assessment Scoring Guide on Reading Standard L.K.5, there is no Advanced criteria when the students are sorting the animals

First Grade

  • There has been some concerns regarding the language expectation on the Pre-Asssessment Writing Section. Teachers should note that this specific Common Core Standard (L.1.1.J: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts) does not state that the student has to explicitly know this vocabulary. It can be interpreted that the student merely know how to apply these concepts depending on how the teacher presents it.
  • Recommendation: Use a bridge map to show all of the parallel terminology and its visual application as a sentence.
  • The Post-Assessment Reading Answer Key has 15 possible points, not 11.

Second Grade

  • No current issues addressed

Third Grade

  • The total number of points for the Pre-Assessment Writing portion is 24 points maximum (4 points for Writing, 4 points for Language, and 16 points for the short answer)
  • There is no scoring guide for the short answer portion. The Answer Key sent through Print Shop was not complete. All answers can be found in the CFA portion of the units, available on the ACSD Common Core site under Teacher Tools.

Fourth Grade

  • One of the questions on the pre-assessment is unclear. (2nd question of the 2nd page??) Teachers are asked to review the test questions and are free to have the flexibility to modify the questions so students have better clarity to respond.
  • See modifying CFA questions response in "General" above. Regarding the scoring and reporting of the 4th grade assessment, teachers as a team can determine whether they'd prefer to enter one combined score (reading and writing) for the whole pretest, or whether they'd prefer to split it into two scores; one reading and one writing.

Fifth Grade

  • In the Pre-Assessment portion of the Reading Section, Question 1 focuses on Main Idea, while Question 2 asks for Supporting Details.
  • Some teachers are crossing out portions about the Main Idea on Question 2 because it is already addressed in the previous question. This is so students are not penalized twice for selecting the incorrect main idea in the first question.

Sixth Grade

  • There is clarity issues with the presentation portion of the assessment.
  • Teachers have provided an alternative prompt to get better clarity of their understanding.
  • Alternative Prompt: You've just interviewed King Tut and asked him the following questions (see questions from original prompt). Now write one a paragraph article based on the answers he gave.
  • The presentation is part of the Reading Score.
  • Teachers also called on students who they wanted to focus on (i.e. Target Students) and called on the proficient and advanced students (i.e. Students who consistently do well) at a later time.