Quest One Assessment Double Ten Quest
Quest One: Addition & Subtraction within 20
Name:
Date:
Tool: 0-20 Number Line Hop forward to add (+) • Hop backward to subtract (-)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Question 1
8 + 5 =
Double Ten-Frame Support
Question 2
14 - 6 =
Double Ten-Frame Support
Question 3
9 + 7 =
Double Ten-Frame Support
Question 4
17 - 8 =
Double Ten-Frame Support
Question 5
6 + 11 =
Double Ten-Frame Support
Special Education & IEP Tracking Block
Used physical counters Used 0-20 number line Needed adult verbal prompts Independently colored frames
Accuracy Tracker
_____ / 5
Goal: 4/5 (80% mastery)
Quest Two Assessment Double Ten Quest
Quest Two: Addition & Subtraction within 20
Name:
Date:
Tool: 0-20 Number Line Hop forward to add (+) • Hop backward to subtract (-)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Question 1
7 + 9 =
Double Ten-Frame Support
Question 2
15 - 7 =
Double Ten-Frame Support
Question 3
12 + 6 =
Double Ten-Frame Support
Question 4
13 - 5 =
Double Ten-Frame Support
Question 5
8 + 8 =
Double Ten-Frame Support
Special Education & IEP Tracking Block
Used physical counters Used 0-20 number line Needed adult verbal prompts Independently colored frames
Accuracy Tracker
_____ / 5
Goal: 4/5 (80% mastery)
Quest Three Assessment Double Ten Quest
Quest Three: Addition & Subtraction within 20
Name:
Date:
Tool: 0-20 Number Line Hop forward to add (+) • Hop backward to subtract (-)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Question 1
9 + 5 =
Double Ten-Frame Support
Question 2
16 - 9 =
Double Ten-Frame Support
Question 3
11 + 7 =
Double Ten-Frame Support
Question 4
14 - 8 =
Double Ten-Frame Support
Question 5
7 + 6 =
Double Ten-Frame Support
Special Education & IEP Tracking Block
Used physical counters Used 0-20 number line Needed adult verbal prompts Independently colored frames
Accuracy Tracker
_____ / 5
Goal: 4/5 (80% mastery)
Quest Four Assessment Double Ten Quest
Quest Four: Addition & Subtraction within 20
Name:
Date:
Tool: 0-20 Number Line Hop forward to add (+) • Hop backward to subtract (-)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Question 1
8 + 7 =
Double Ten-Frame Support
Question 2
13 - 6 =
Double Ten-Frame Support
Question 3
9 + 9 =
Double Ten-Frame Support
Question 4
15 - 8 =
Double Ten-Frame Support
Question 5
12 + 5 =
Double Ten-Frame Support
Special Education & IEP Tracking Block
Used physical counters Used 0-20 number line Needed adult verbal prompts Independently colored frames
Accuracy Tracker
_____ / 5
Goal: 4/5 (80% mastery)
Quest Master Answer Key Double Ten Quest
Teacher Guide & Master Answer Key
Teacher Resource
Instructional Objective
Given visual supports, manipulatives, and adult support, student will fluently add and subtract within 20 using strategies (counting on, making ten, doubles, decomposing).
Special Ed IEP Suggestion
For students with fine-motor or visual processing goals, use two-colored physical plastic counters (red/yellow) in the ten-frames, or provide tactile highlighter lines on the number line.
Quest One Answers
8 + 5 = 13
14 - 6 = 8
9 + 7 = 16
17 - 8 = 9
6 + 11 = 17
Quest Two Answers
7 + 9 = 16
15 - 7 = 8
12 + 6 = 18
13 - 5 = 8
8 + 8 = 16
Quest Three Answers
9 + 5 = 14
16 - 9 = 7
11 + 7 = 18
14 - 8 = 6
7 + 6 = 13
Quest Four Answers
8 + 7 = 15
13 - 6 = 7
9 + 9 = 18
15 - 8 = 7
12 + 5 = 17
Quest Five Answers
9 + 8 = 17
16 - 7 = 9
11 + 6 = 17
14 - 5 = 9
7 + 7 = 14
IEP Goal Tracker Guide
Mastery Standard: Accuracy of 4/5 (80%) on any 2 consecutive assessments.
Retention check: Deliver Quest 5 two weeks after Quest 4 to confirm sensory-strategy independence.
Formative Assessment Strategy Checklist
Making Ten Strategy For 8 + 5, encourage students to move 2 counters from the 5 to fill the first 10-frame, making 10 + 3 = 13.
Decomposing for Subtraction For 14 - 6, subtract 4 to get to 10, then subtract the remaining 2 to get to 8. Emphasize the benchmark number 10.
Counting On / Counting Back Verify students point to the start number on the number line and hop the correct direction. "Hops" are the intervals, not the lines themselves.
Double Ten Quest Diagnostic assessments • Designed for IEP progress monitoring within 20.
Quest Five Assessment Double Ten Quest
Quest Five: Addition & Subtraction within 20
Name:
Date:
Tool: 0-20 Number Line Hop forward to add (+) • Hop backward to subtract (-)
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Question 1
9 + 8 =
Double Ten-Frame Support
Question 2
16 - 7 =
Double Ten-Frame Support
Question 3
11 + 6 =
Double Ten-Frame Support
Question 4
14 - 5 =
Double Ten-Frame Support
Question 5
7 + 7 =
Double Ten-Frame Support
Special Education & IEP Tracking Block
Used physical counters Used 0-20 number line Needed adult verbal prompts Independently colored frames
Accuracy Tracker
_____ / 5
Goal: 4/5 (80% mastery)
Shape Match One Shape Match Quest
Assessment One: Same or Different 2D Shapes
Name:
Date:
Verbal Prompt: "Look at these two shapes. Are they the SAME or DIFFERENT?"
Opportunity 1 Compare shapes
•
SAME
DIFFERENT
Opportunity 2 Compare shapes
•
SAME
DIFFERENT
Opportunity 3 Compare shapes
•
SAME
DIFFERENT
Opportunity 4 Compare shapes
•
SAME
DIFFERENT
Special Education Prompting & Observation Checklist
Required verbal prompt Used tactile pointing cue Self-corrected answer Independently tracked/matched
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Shape Match Two Shape Match Quest
Assessment Two: Same or Different 2D Shapes
Name:
Date:
Verbal Prompt: "Look at these two shapes. Are they the SAME or DIFFERENT?"
Opportunity 1 Compare shapes
•
SAME
DIFFERENT
Opportunity 2 Compare shapes
•
SAME
DIFFERENT
Opportunity 3 Compare shapes
•
SAME
DIFFERENT
Opportunity 4 Compare shapes
•
SAME
DIFFERENT
Special Education Prompting & Observation Checklist
Required verbal prompt Used tactile pointing cue Self-corrected answer Independently tracked/matched
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Shape Match Three Shape Match Quest
Assessment Three: Same or Different 2D Shapes
Name:
Date:
Verbal Prompt: "Look at these two shapes. Are they the SAME or DIFFERENT?"
Opportunity 1 Compare shapes
•
SAME
DIFFERENT
Opportunity 2 Compare shapes
•
SAME
DIFFERENT
Opportunity 3 Compare shapes
•
SAME
DIFFERENT
Opportunity 4 Compare shapes
•
SAME
DIFFERENT
Special Education Prompting & Observation Checklist
Required verbal prompt Used tactile pointing cue Self-corrected answer Independently tracked/matched
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Shape Match Four Shape Match Quest
Assessment Four: Same or Different 2D Shapes
Name:
Date:
Verbal Prompt: "Look at these two shapes. Are they the SAME or DIFFERENT?"
Opportunity 1 Compare shapes
•
SAME
DIFFERENT
Opportunity 2 Compare shapes
•
SAME
DIFFERENT
Opportunity 3 Compare shapes
•
SAME
DIFFERENT
Opportunity 4 Compare shapes
•
SAME
DIFFERENT
Special Education Prompting & Observation Checklist
Required verbal prompt Used tactile pointing cue Self-corrected answer Independently tracked/matched
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Shape Match Key Shape Match Quest
Teacher Guide & Master Answer Key
Teacher Resource
IEP Objective Target
Given two images of 2D shapes and verbal prompting, student will indicate if they are the SAME or DIFFERENT, in 3 out of 4 opportunities (75% accuracy).
Sensory Adaptation Tips
For students with low vision, trace the outline of each shape with hot glue or puffy paint to create a tactile boundary. Use textured papers for the different shapes.
Assessment One Answers
Opp 1. Circle & Circle SAME
Opp 2. Triangle & Square DIFFERENT
Opp 3. Star & Star SAME
Opp 4. Diamond & Rectangle DIFFERENT
Assessment Two Answers
Opp 1. Rectangle & Rectangle SAME
Opp 2. Circle & Oval DIFFERENT
Opp 3. Hexagon & Hexagon SAME
Opp 4. Triangle & Star DIFFERENT
Assessment Three Answers
Opp 1. Square & Square SAME
Opp 2. Diamond & Triangle DIFFERENT
Opp 3. Oval & Oval SAME
Opp 4. Circle & Rectangle DIFFERENT
Assessment Four Answers
Opp 1. Triangle & Triangle SAME
Opp 2. Hexagon & Square DIFFERENT
Opp 3. Star & Diamond DIFFERENT
Opp 4. Rectangle & Rectangle SAME
Standardized IEP Prompting Hierarchy Reference
Level 1: Verbal (V) Read standard verbal prompt. "Are they the same or different?" Avoid naming the shapes to maintain target cognitive isolation.
Level 2: Gestural (G) Point sequentially to the first shape, the second shape, and then gesture to the SAME and DIFFERENT cards.
Level 3: Modeling (M) Demonstrate on a sample shape card, pointing to the match, stating "These are the same," and coloring the SAME card.
Level 4: Tactile (T) Guide the student's finger to physically touch the outline of each shape to compare vertices and curves.
Shape Match Quest Diagnostic assessments • Designed for progress monitoring on 2D shape discernment.
Side Counter One Side Counter Quest
Assessment One: Counting Shape Sides
Name:
Date:
Verbal Prompt: "Count the straight sides of this object. How many sides does it have?"
Opportunity 1 Triangle Shape
write number
_____ sides
Opportunity 2 Door (Object)
write number
_____ sides
Opportunity 3 Clock (Object)
write number
_____ sides
Opportunity 4 Window (Object)
write number
_____ sides
Special Education Prompting & Observation Checklist
Required hand-over-hand count Used sensory tactile border Verbal cue/prompting given Independently wrote/counted
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Side Counter Two Side Counter Quest
Assessment Two: Counting Shape Sides
Name:
Date:
Verbal Prompt: "Count the straight sides of this object. How many sides does it have?"
Opportunity 1 Pizza Slice (Object)
write number
_____ sides
Opportunity 2 Envelope (Object)
write number
_____ sides
Opportunity 3 Orange Slice (Object)
write number
_____ sides
Opportunity 4 Square Shape
write number
_____ sides
Special Education Prompting & Observation Checklist
Required hand-over-hand count Used sensory tactile border Verbal cue/prompting given Independently wrote/counted
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Side Counter Three Side Counter Quest
Assessment Three: Counting Shape Sides
Name:
Date:
Verbal Prompt: "Count the straight sides of this object. How many sides does it have?"
Opportunity 1 Yield Sign (Object)
write number
_____ sides
Opportunity 2 Blackboard (Object)
write number
_____ sides
Opportunity 3 Gold Coin (Object)
write number
_____ sides
Opportunity 4 Picture Frame
write number
_____ sides
Special Education Prompting & Observation Checklist
Required hand-over-hand count Used sensory tactile border Verbal cue/prompting given Independently wrote/counted
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Side Counter Four Side Counter Quest
Assessment Four: Counting Shape Sides
Name:
Date:
Verbal Prompt: "Count the straight sides of this object. How many sides does it have?"
Opportunity 1 Ruler (Object)
write number
_____ sides
Opportunity 2 Book (Object)
write number
_____ sides
Opportunity 3 Tire Wheel (Object)
write number
_____ sides
Opportunity 4 Kite (Object)
write number
_____ sides
Special Education Prompting & Observation Checklist
Required hand-over-hand count Used sensory tactile border Verbal cue/prompting given Independently wrote/counted
Accuracy Tracker
_____ / 4
Goal: 3/4 (75% mastery)
Side Counter Key Side Counter Quest
Teacher Guide & Master Answer Key
Teacher Resource
IEP Objective Target
Given the image of a real-world object or actual 2D shape, verbal prompts and guiding questions, student will write the number of sides or match the image to the correct number in 3 out of 4 opportunities.
Progress Goal Standard
A score of 3/4 (75%) establishes the baseline performance. Mastery is achieved when student independently identifies/writes correct numbers on three consecutive weekly assessments.
Assessment One Answers
Opp 1. Triangle Shape 3 sides
Opp 2. Door (Rectangle) 4 sides
Opp 3. Clock (Circle) 0 sides
Opp 4. Window (Square) 4 sides
Assessment Two Answers
Opp 1. Pizza Slice (Triangle) 3 sides
Opp 2. Envelope (Rectangle) 4 sides
Opp 3. Orange Slice (Circle) 0 sides
Opp 4. Square Shape 4 sides
Assessment Three Answers
Opp 1. Yield Sign (Triangle) 3 sides
Opp 2. Blackboard (Rectangle) 4 sides
Opp 3. Coin (Circle) 0 sides
Opp 4. Picture Frame (Square) 4 sides
Assessment Four Answers
Opp 1. Ruler (Triangle) 3 sides
Opp 2. Book (Rectangle) 4 sides
Opp 3. Tire Wheel (Circle) 0 sides
Opp 4. Kite (Diamond) 4 sides
Evidence-Based Counting Interventions
Line-Marking Strategy Encourage students to draw a short line tick / through each side as they count it. This prevents double-counting or skipped sides.
The "Circle" Dilemma Students often struggle with circles, writing "1" side because of the single continuous curved boundary. Prompt them: "A side must be a flat, straight line. Does a circle have any straight lines?"
Scaffold with Blocks If the student struggles to write the number, provide sensory stamp numbers or magnetic number tiles to place in the answer boxes instead of pencil handwriting.
Side Counter Quest Diagnostic assessments • Designed for progress monitoring on 2D shape boundaries.
Draft Polish Booklet Draft Polish Quest
Opportunity 1: Focus, Reflect, and Edit
Name:
Date:
Today's Focus Topic: My Favorite Animal
Draw a quick picture of your animal, then write 2-3 sentences about it. Focus on your topic!
Draw Your Animal Here
Student Self-Reflection
I focused on my topic I used capital letters at the start I used spaces between my words
Peer & Adult Revision Support
Peer helper suggested a change I corrected a spelling/period
Peer Signature:
Assisted by: _____________________
Goal Met Goal Not Met
Opportunity 1 of 5
Draft Polish Quest
Opportunity 2: Focus, Reflect, and Edit
Name:
Date:
Today's Focus Topic: My Family
Draw a quick picture of your family, then write 2-3 sentences about them. Focus on your topic!
Draw Your Family Here
Student Self-Reflection
I focused on my topic I used capital letters at the start I used spaces between my words
Peer & Adult Revision Support
Peer helper suggested a change I corrected a spelling/period
Peer Signature:
Assisted by: _____________________
Goal Met Goal Not Met
Opportunity 2 of 5
Draft Polish Quest
Opportunity 3: Focus, Reflect, and Edit
Name:
Date:
Today's Focus Topic: Something I Love to Do
Draw a quick picture of your hobby, then write 2-3 sentences about it. Focus on your topic!
Draw Your Hobby Here
Student Self-Reflection
I focused on my topic I used capital letters at the start I used spaces between my words
Peer & Adult Revision Support
Peer helper suggested a change I corrected a spelling/period
Peer Signature:
Assisted by: _____________________
Goal Met Goal Not Met
Opportunity 3 of 5
Draft Polish Quest
Opportunity 4: Focus, Reflect, and Edit
Name:
Date:
Today's Focus Topic: My Best Friend
Draw a quick picture of your best friend, then write 2-3 sentences about them. Focus on your topic!
Draw Your Friend Here
Student Self-Reflection
I focused on my topic I used capital letters at the start I used spaces between my words
Peer & Adult Revision Support
Design Strength One Design Strength Quest
Science Assessment One: Testing Two Objects
Name:
Date:
The Problem: Carrying Heavy Blocks
We need to carry 10 heavy wooden blocks across the classroom. We tested a Paper Bag (Object A) and a Plastic Bucket (Object B) . Look at the test data below!
OBJECT A
Paper Bag
Test Results
■
■
■
Ripped at 3 blocks!
OBJECT B
Plastic Bucket
Test Results
Carried all 10 blocks!
Question 1: Compare Strengths Which object carried MORE blocks?
Paper Bag
Plastic Bucket
Question 2: Compare Weaknesses What was the weakness of the Paper Bag?
It ripped
It was too heavy
Question 3: Engineering Decision Which object is the BEST choice for our blocks?
Paper Bag
Plastic Bucket
Special Education Observation Checklist
Required verbal prompt Required redirection Used physical pointer cue Independently analyzed data
Accuracy Tracker
_____ / 3
Goal: 3/3 (100% target accuracy)
Design Strength Two Design Strength Quest
Science Assessment Two: Testing Two Objects
Name:
Date:
The Problem: Keeping Ice Cold
We need to keep our ice cubes cold on a hot summer day. We tested a Metal Cup (Object A) and a Foam Box (Object B) . Look at the test data below!
OBJECT A
Metal Cup
Test Results
Melted in 5 minutes!
Warm • Heat got inside
OBJECT B
Foam Box
Test Results
Ice stayed for 30 minutes!
Cold • Blocked the heat
Question 1: Compare Strengths Which object kept the ice cold LONGER?
Metal Cup
Foam Box
Question 2: Compare Weaknesses What was the weakness of the Metal Cup?
Let ice melt fast
It was too small
Question 3: Engineering Decision Which object is the BEST choice for our cooler?
Metal Cup
Foam Box
Special Education Observation Checklist
Required verbal prompt Required redirection Used physical pointer cue Independently analyzed data
Accuracy Tracker
_____ / 3
Goal: 3/3 (100% target accuracy)
Design Strength Three Design Strength Quest
Science Assessment Three: Testing Two Objects
Name:
Date:
The Problem: Building a Sturdy Bridge
We need to build a sturdy bridge to cross a small stream of water. We tested a Cardboard Strip (Object A) and a Wooden Block (Object B) . Look at the test data below!
OBJECT A
Cardboard Strip
Test Results
Bent & Collapsed!
Too weak for heavy toys
OBJECT B
Wooden Block
Test Results
Stood completely flat!
Sturdy • Holds all toy cars
Question 1: Compare Strengths Which object kept the bridge strong and did NOT bend?
Cardboard Strip
Wooden Block
Question 2: Compare Weaknesses What was the weakness of the Cardboard Strip?
It bent/collapsed
It was too hard
Question 3: Engineering Decision Which object is the BEST choice for our bridge?
Cardboard Strip
Wooden Block
Special Education Observation Checklist
Required verbal prompt Required redirection Used physical pointer cue Independently analyzed data
Accuracy Tracker
_____ / 3
Goal: 3/3 (100% target accuracy)
Design Strength Four Design Strength Quest
Science Assessment Four: Testing Two Objects
Name:
Date:
The Problem: Catching Dropped Balls
We need to design a machine that catches bouncy balls dropped from high above. We tested a Plastic Funnel (Object A) and a Mesh Net with holes (Object B) . Look at the test data below!
OBJECT A
Plastic Funnel
Test Results
Caught all 5 balls!
Smooth solid walls
OBJECT B
Mesh Net
Test Results
Balls fell straight through!
Holes are too big
Question 1: Compare Strengths Which object successfully caught the balls?
Plastic Funnel
Mesh Net
Question 2: Compare Weaknesses What was the weakness of the Mesh Net?
Let balls fall through
It was too small
Question 3: Engineering Decision Which object is the BEST choice for our ball catcher?
Plastic Funnel
Mesh Net
Special Education Observation Checklist
Required verbal prompt Required redirection Used physical pointer cue Independently analyzed data
Accuracy Tracker
_____ / 3
Goal: 3/3 (100% target accuracy)
Design Strength Key Design Strength Quest
Teacher Guide & Master Answer Key
Teacher Resource
NGSS Science Alignment
K-2-ETS1-3 Engineering Design: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
IEP Assessment Standard
Student will compare performance of two objects and state 1 strength and 1 weakness under adult guidance, with 100% diagnostic accuracy (3 out of 3 questions correct).
Assessment One Answers
Q1. More blocks? Plastic Bucket
Q2. Weakness of Bag? It ripped
Q3. Best choice? Plastic Bucket
Assessment Two Answers
Q1. Kept ice cold longer? Foam Box
Q2. Weakness of Metal? Melted ice fast
Q3. Best choice? Foam Box
Assessment Three Answers
Q1. Stronger bridge? Wooden Block
Q2. Weakness of Cardboard? Bent/Collapsed
Q3. Best choice? Wooden Block
Assessment Four Answers
Q1. Caught the balls? Plastic Funnel
Q2. Weakness of Net? Balls fell through
Q3. Best choice? Plastic Funnel
Engineering Design Instruction Tips
What is a Strength? Define strength as a feature of an object that helps it do its job. Ask: "What did the bucket have that helped it carry blocks? Thick, strong walls."
What is a Weakness? Define weakness as a feature that stops it from working. Ask: "What went wrong with the cardboard? It bent because cardboard is soft."
Scaffold with Real Objects Let students touch a real cardboard strip, wood blocks, plastic cups, and mesh nets. Feeling the textures connects tactile feedback to visual data.
Design Strength Quest Science Assessments • NGSS K-2-ETS1-3 Engineering Alignment.
Oral Reporter One Oral Reporter Quest
Social Studies Speech Quest • Opportunity One
Name:
Date:
Step 1: Read the Topic Text
"Firefighters are brave community helpers. They drive big, shiny red fire trucks and wear heavy yellow coats to protect themselves. Firefighters use long, strong hoses to spray water on hot flames to keep us safe."
Step 2: Plan Your Report (Draw or Write Notes)
Draw a helper picture
Topic
Fact 1
Fact 2
Redirection hint: Tell about their coat or their truck!
Step 3: Speak and Share Checklist
Audience
Clear Voice
Good Pace
Two Facts
Special Education Observation Checklist
Required verbal redirection Used pictorial speech planner Completed with adult assistance Independently spoke at pace
Opportunity Score
_____ / 4
Goal: 4/4 checkmarks (100%)
Oral Reporter Two Oral Reporter Quest
Social Studies Speech Quest • Opportunity Two
Name:
Date:
Step 1: Read the Topic Text
"The bald eagle is a special symbol of the United States. It is a large, strong bird with bright white feathers on its head and tail. The bald eagle stands for freedom and strength, and its picture is printed on special silver coins."
Step 2: Plan Your Report (Draw or Write Notes)
Draw the national bird
Topic
Fact 1
Fact 2
Redirection hint: Tell about its white head or what it stands for!
Step 3: Speak and Share Checklist
Audience
Clear Voice
Good Pace
Two Facts
Special Education Observation Checklist
Required verbal redirection Used pictorial speech planner Completed with adult assistance Independently spoke at pace
Opportunity Score
_____ / 4
Goal: 4/4 checkmarks (100%)
Oral Reporter Three Oral Reporter Quest
Social Studies Speech Quest • Opportunity Three
Name:
Date:
Step 1: Read the Topic Text
"Globes and maps help us find special places. A globe is a round ball that looks exactly like our blue Earth. A map is flat and can show roads, lakes, and green forests. We can use maps to plan a fun vacation."
Step 2: Plan Your Report (Draw or Write Notes)
Draw a globe or flat map
Topic
Fact 1
Fact 2
Redirection hint: Tell about what shape a globe is or what maps show!
Step 3: Speak and Share Checklist
Audience
Clear Voice
Good Pace
Two Facts
Special Education Observation Checklist
Required verbal redirection Used pictorial speech planner Completed with adult assistance Independently spoke at pace
Opportunity Score
_____ / 4
Goal: 4/4 checkmarks (100%)
Oral Reporter Four Oral Reporter Quest
Social Studies Speech Quest • Opportunity Four
Name:
Date:
Step 1: Read the Topic Text
"Schools long ago were very different from our schools today. Students of all ages studied together in just one small wooden room. They wrote on flat slate boards with white chalk instead of using computers, and they used wood logs to stay warm."
Step 2: Plan Your Report (Draw or Write Notes)
Draw a school long ago
Topic
Fact 1
Fact 2
Redirection hint: Tell about slate boards or the one-room schoolhouse!
Step 3: Speak and Share Checklist
Audience
Clear Voice
Good Pace
Two Facts
Special Education Observation Checklist
Required verbal redirection Used pictorial speech planner Completed with adult assistance Independently spoke at pace
Opportunity Score
_____ / 4
Goal: 4/4 checkmarks (100%)
Oral Reporter Five Oral Reporter Quest
Social Studies Speech Quest • Opportunity Five
Name:
Date:
Step 1: Read the Topic Text
"Autumn harvest is a special time of year. Families all around the world celebrate the crops that grow on big farms. They thank the farmers for yummy pumpkins, sweet apples, and yellow corn, and they share large holiday meals."
Step 2: Plan Your Report (Draw or Write Notes)
Draw a harvest vegetable
Topic
Fact 1
Fact 2
Redirection hint: Tell about pumpkins or what families share!
Step 3: Speak and Share Checklist
Audience
Clear Voice
Good Pace
Two Facts
Special Education Observation Checklist
Required verbal redirection Used pictorial speech planner Completed with adult assistance Independently spoke at pace
Opportunity Score
_____ / 4
Goal: 4/4 checkmarks (100%)
Oral Reporter Key Oral Reporter Quest
Teacher Guide & Speaking Rubrics
Teacher Resource
Speaking & Listening Goal
Report on a topic or text with appropriate facts and descriptive details, speaking clearly at an understandable pace (K-2 standard, assessed across 5 progressive opportunities).
SPED Accommodation
Permit students to point to their drawing as they share, or provide sentence starters (e.g., "The firefighter carries...") to initiate speech. Redirection is expected and scored.
Master Texts and Target Facts Reference
Quest 1
Firefighters: brave, shiny red fire trucks, wear heavy yellow coats, spray water. Prompt cue: "What color is the truck?" or "What do they wear?"
Quest 2
The Bald Eagle: large strong bird, white feathers on head, symbol of US, printed on coins. Prompt cue: "Where can you see a picture of the eagle?"
Quest 3
Globes & Maps: find places, globe is round like Earth, maps are flat, show roads/lakes. Prompt cue: "Is a globe flat or round?"
Quest 4
Schools Long Ago: different from today, one-room schoolhouse, slate boards and wood stoves. Prompt cue: "Did children long ago use computers?"
Quest 5
Autumn Harvest: thank farmers, yummy pumpkins, apples, yellow corn, holiday meals. Prompt cue: "What vegetables grow on the farms?"
Standardized Rubric Rubric (4 Checkmarks Total)
Audience Look 👀 Student looked toward the listener/teacher at least once during speech (eye contact support).
Clear Voice 🗣️ Speech is clear. Pronounces most keywords intelligibly under normal classroom acoustics.
Good Pace 🐢 Speaking speed is comfortable (not rushed). Pauses at periods or after major thoughts.
Two Facts 📋 Recounts at least two separate, accurate facts from the target social studies passage.
Oral Reporter Quest Speech Assessments • Designed for IEP and general Speaking & Listening tracking.
