1. 1 Pre-Assessment for Quarter 3 Reading Informational Text Grade

2. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 15 2.Students Assessment b.Page’s 16 – 30 This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment. Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment. Be sure you have printed a teacher’s Edition Printing Instructions… Be sure you have printed a teacher’s Edition ! Please print the teachers directions (pages 1 – 15). Read the directions before giving the assessment. Print pages 16 – 30 for each student. This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs. NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS Lexile Band* K–1N/A 2–3450L–725L420L–820L 4–5645L–845L740L–1010L 6–8860L–1010L925L–1185L 9-10960L–1115L1050L–1335L 11–CCR1070L–1220L1185L–1385L

3. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Grade 3 Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path to DOK 2 Informational Text Learning Progressions Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class. Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools. Answers questions about the purpose of different text features and search tools. Concept Development Understands that search or text features (tools) can provide information about a text or topic. Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic. Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic. RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Student Name 3 Independent Readers: Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) Read the selection and questions aloud to the student in English or Spanish. Read the selected response answers to the student. Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Types of Readers Note: Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Scoring Options Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre- assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html Scoring forms are available at:

4. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 4 Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Three a.Writing: Write and Revise (revision of short text) b.Language: Language and Vocabulary Use (accurate use of words and phrases) c.Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

5. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 5 Important Please Read Before Starting Assessment Quarter Three Preparing for Performance Tasks The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below. IMPORTANT – NEW Please make copies of the note-taking form for each student in your class if you choose to use it. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with before 1.Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research : In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task. 3. Planning : In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/. http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Part 1Part 2 Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Plan your essay (brainstorming pre-writing). Write, Revise and Edit W.5 Writing a Full Composition or Speech

6. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. 1.Read the text through to get the “gist” without the distraction of finding answers or note-taking. 2.Re-read the text. Take notes using a note-taking form. 3.Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.

7. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What ideas and details in the passages explain why humpback whales are special? OPTIONAL! (By 4 th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together) Teachers.... Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions). During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above). If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here are a few ideas: 1.Find a graphic organizer you’ve used before to plan a writing piece. 2.Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. 3.Be sure students know the criteria before they begin (what you are expecting them to do). 4.Share exemplary models of completed graphic organizers. Review the criteria.

8. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended SBAC research targets and embedded standards. http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf Research Informational Text Standards: (RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts). RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose. The note-taking forms in this assessment support the above goal and the following assessed research targets: Research Target 2 Locate, Select, Interpret and Integrate Information Research Target 3 Gather/ Distinguish Relevance of Information Research Target 4 Cite evidence to support opinions or ideas Writing Research Standards: Writing Standard 7: Shows and builds knowledge about a topic Writing Standard 8: Analyzes information for a purpose Writing Standard 9: Supporting with evidence and reason

9. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 9 Write one new key idea you learned about the main topic.. part of the passage Instruct students to look at a part of the passage they liked or one you’ve chosen for them (a paragraph or section). main topic key idea main topic Ask students “Does this part of the paragraph or section tell you something new about the main topic? (remind them of the main topic). This is a key idea about the main topic. part of the passage Instruct students to look at a part of the passage they liked or one you’ve chosen for them (a paragraph or section). main topic key idea main topic Ask students “Does this part of the paragraph or section tell you something new about the main topic? (remind them of the main topic). This is a key idea about the main topic. key details Ask students to look for key details that explain more about the “something new.” key details key idea key details give evidence to support a key idea (or idea). Example if the main topic is about dogs and... key Idea “The dog likes to play,” (is the key Idea), key details Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. key details Ask students to look for key details that explain more about the “something new.” key details key idea key details give evidence to support a key idea (or idea). Example if the main topic is about dogs and... key Idea “The dog likes to play,” (is the key Idea), key details Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. 11 22 Grade 1 Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. Differentiation: In grade one you can scaffold students by staring with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part in a mini lesson. These concepts can be taught separately: Main topic Key Ideas Key Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: In grade one you can scaffold students by staring with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part in a mini lesson. These concepts can be taught separately: Main topic Key Ideas Key Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. 33 Remember students will need to have a note- taking form for each passage. R E- read SEARCH SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE

10. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 10 Name_____________________ Passage_________________ Write one new key idea you learned about the main topic. Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. Grade 1 Note-Taking Form

11. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 11 Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Grade 1 Path to DOK - 1 Path to DOK - 2 End Coal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – APg DOK 2 – Ch DOK 2 – APmStandard Path to DOK 2 Informational Text Learning Progressions Recalls the meaning of specific words and phrases asked about a text read and discussed in class. Use and understand Standard Academic Language: ask, answer, question, determine, clarify, meaning, word, phrases and text. Select words or phrases connected to a text read and discussed in class when asked. L.1.6 Ask and answer who, what, when, why, and how questions about words and phrases in a text read and discussed in class. Use language structure (pre/suffixes) and word relationships to help determine the meaning of words. L.1.4b Uses frequently occurring root words (looks, looked) to help determine meaning. L.1.4c Concept Develop ment: Understa nds that word and phrases have specific meaning in a text. Use context to help ask or answer questions about the meaning of unknown words or phrases. L.1.4a L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Grade 1 Path to DOK - 1Path to DOK - 2 Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CiDOK 2 - ClDOK 2 - ANsDOK 3 - Cu DOK – 3 EVC Standard Path to DOK 3 Informatio nal Text Learning Progressio ns Retell specific points from a text read and discussed in class. Understands and uses Standard Academic Language: identify reasons, author, support, points and text. Answer who, what, when, where and how questions about specific points in a text read and discussed in class. Concept Developme nt: Understand s that reasons are details that tell or explain WHY. Uses a summarizing sentence frame to explain the reasons of a specific point (i.e., The author said ___ because ___). Matches teacher- provided reasons to specific points in a text (which reasons explain __?) Locates relevant points (points that are important) in a new text about a topic. Identifies the reasons an author gives to support points in a new text (will lead to main idea and key details in upper grades). RI.1.8 Identify reasons an author gives to support points in an informational text. Grade 1 Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - Cf DOK 2 - Ch DOK 2 - CkDOK 2 - ClDOK 2 - APnDOK 1 - ANoDOK 2 - ANtDOK 3 - ANyStandard Path to DOK 4 Informational Text Learning Progressions Recall basics facts from two texts read and discussed in class. Understand s and use Standard Academic Language: Similarities, differences, between illustrations, descriptions, procedures and topic. Answers questions requiring student to explain information found in illustrations, description s or procedures. Concept Develop ment Understa nds that two texts on the same topic will have similaritie s and differenc es. Identifies or explains the purpose of an illustration, a description or procedure (in general). Practices locating informati on from two texts about the same topic (i.e., which text uses an illustratio n to show ____?). Lists information found in two texts’ illustrations, descriptions or procedures to obtain and show understandi ng of a topic (can categorize information on a graphic organizer). Identify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text. Identify basic similarities of two new texts on the same topic. Identify basic differences between two new texts on the same topic. Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...) RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

12. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 12 SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. 2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information. Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion 2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Constructed Response Research Rubrics Target 4 ability to cite evidence to support opinions and ideas 2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas. 1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas. 0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.

13. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 13 11. Tell why the wind is important. Use examples from both articles. Constructed Response RI.8, Research Target 2 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.1.8 Research Target 4 Research Target 2: Locate, Select, Interpret and Integrate Information. RI.1.8: Identify reasons an author gives to support points in an informational text. Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to locate and select information about the prompt. Sufficient evidence that students can find and select information about the prompt would include facts/details students write about from both passages about what makes wind important. Students should be encouraged to use their notes. 3-5 examples are sufficient (if they are from both passages). The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Students interpret when they select facts as relevant evidence to support the prompt and integrate when they write about their evidence. Relevant evidence can include that the wind is Important for a reason. Reasons should be stated (i.e., wind pushes birds, wind makes mountains, wind helps seeds to grow, wind blows leaves off trees, wind cools us in the summer with a sea breeze, etc...). Student “Language” Response Example 2 Student gives 3- 5 sufficient reasons as evidence explaining why the wind is important from both passages. The wind is important for a lot of reasons. The wind helps the leaves blow off of trees. In the summer you can feel a soft sea breeze on the beach. That can help you feel not so hot. Did you know wind can help make energy too? The wind blows a windmill’s blades around and around and it helps make a motor go. Wind can even help a bird fly when it pushes it. 1 Student gives 1- 2 limited reasons as evidence explaining why the wind is important (limited means few details). The student does use examples from both passages. The wind blows a lot. It makes the beach cool and it makes mountains too. 0 The students does not give enough relevant information to answer the prompt. Wind makes my hair blow. I don’t like it.

14. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 14 12.Tell other facts you learned about the wind from both articles. Teachers: These are facts not mentioned in question #11. You may clarify this for students before they begin this question. Constructed Response RI.9 Research Target 3 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.1.9 Research Target 2 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information (or… such as fact from opinion) about the prompt. Sufficient evidence to determine relevancy would be facts that were not mentioned in the student’s response to question #11. This should have been clarified for students before they began this prompt. Relevant information would be details of how wind is made and any details about how a sea breeze is made (if not mentioned previously). Other relevant information would include details about specific information of how mountains are formed (again if the details were not mentioned previously). 2-3 Facts are sufficient for this prompt. Student “Language” Response Example 2 Student presents sufficient relevant details (2-3 facts) from both I learned how wind is made. The sun shines down and makes the land warm. This makes the air warm too so it goes up. Warm air goes up. Then when it goes up it meets the sky where the cold air is. When warm and cold air meet it makes the wind! This is like the sea breeze wind. First the warm air goes up from the beach. Then it meets the cool sea air and makes a sea breeze. The wind blows rocks and dirt too. When this happens it makes mountains. The mountains take many years to become mountains. 1 Student presents limited relevant details (1 fact) from 1 passage but much extraneous information. Wind is really neat. I feel wind sometimes and it hurts my ear. Wind happens when cold and warm air meet. I think that’s why when I feel wind sometimes its cold and sometimes its hot. 0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt. Wind blows at my school and makes me feel bad.

15. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 15 Quarter 3 Pre-Assessment Selected Response Answer Key

16. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 16 Pre-Assessment for Quarter 3 Reading Informational Text Name ____________________ Grade

17. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 17 Student Directions : Part 1 Your assignment: You will read two texts about wind. 1.Read both articles. 2.Take notes about the articles. 3.Answer the questions.

18. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Wind Article 1 1 Air is All Around You Did you know that air is all around you? When air moves it makes wind. You can feel wind on your face. You can see wind blow leaves off a tree. 2 What Makes the Wind? Have you ever wondered what makes the wind? The sun heats the land. The warm land air goes up to the sky and clouds. Cool air is in the sky. When the cool air meets the warm air it makes the wind. 3 What Makes a Sea Breeze? Do you like hard winds or soft winds? Some winds blow very hard but some winds blow softly. Soft blowing wind is called a breeze. If you feel a soft wind in the summer at the beach, it is a sea breeze. Warm beach air goes up to the sky. The air above the sea is cool. When the cool sea air meets the warm beach air it makes a sea breeze wind. 18 1.Sun warms the land. 2.Land warms the air. 3.Warm air rises. 4.Cool air moves down to meet the warm air. Grade Equivalent 1.2 Lexile: 520

19. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 19 What Can Wind Do? Article #2 Did you know that wind is very important? What can wind do? 1 Wind Makes Mountains When wind blows and blows it picks up rocks and dirt and moves them to another place. This makes mountains. It takes many years for mountains to form. 2 Wind Helps Plants Wind helps plants. It can make new plants by blowing their seeds to new places. 3 Wind Pushes Birds Birds know where to fly because the wind pushes them in a certain direction. Wind can help push airplanes and kites too. 4 Wind Makes Energy Windmills need wind to help make energy. First the wind blows. The wind moves the windmill’s blades. Then the blades turn around and around. When this happens it starts a motor. The motor helps make energy. Grade Equivalent 1.5 Lexile: 580

20. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 20 Name ______________ 1. Which phrase tells what wind is? A.a breeze B.blowing seeds C.air that moves D.warm air 2.Read the sentence. The wind pushes the birds in the right direction. What word means about the same as pushes? A. moves B. stops C. jumps D. starts Toward RI.1.4 DOK 1 – Cf Ask and answer who, what, when, why, and how questions about words and phrases in a text read and discussed in class. 1 Toward RI.1.4 DOK 2 – APg Use language structure (pre/suffixes) and word relationships to help determine the meaning of words. L.1.4b Uses frequently occurring root words (looks, looked) to help determine meaning. L.1.4c 2

21. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 21 3.Read the sentence: Soft blowing wind is called a breeze. Which phrase in the sentence tell you what a breeze is? A.blowing wind B.Wind is C.called a wind D.soft wind Toward RI.1.4 DOK 2 – APn Use context to help ask or answer questions about the meaning of unknown words or phrases. L.1.4a 3 4.Which sentence tells the most about the wind? A.Some winds blow hard. B.Some winds are soft. C.Wind can do many things. D.You can feel wind on your face. Toward RI.3.8 DOK 2 - Ci Uses a summarizing sentence frame to explain the reasons of a specific point. 4

22. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 22 5.Why does the author tell readers about warm and cool air? Select the best reason. A. To help the reader know how warm air feels. B.To help the reader understand what makes the wind. C.To help the reader understand about cool air. D.To help the reader know that wind blows. Toward RI.3.8 DOK 2 - Cl Matches teacher-provided reasons to specific points in a text (which reasons explain __?) 5 6.Why does the author of What Can Wind Do? tell that wind turns the windmill blades? A.The author wants to tell how wind helps make energy. B.The author wants to tell what a blade is. C.The author wants to tell how blades turn. D.The author wants to tell what makes wind. Toward RI.3.8 DOK 3 - Cu Identifies the reasons an author gives to support points in a new text (will lead to main idea and key details in upper grades). 6

23. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 7.What did the article What Can Wind Do? say the wind can help push? A.sky, clouds, and leaves B.birds, airplanes, and kites C.air, birds, and plants D.sky, kites and air Toward RI.3.9 DOK 1 - Cf Answers questions requiring student to explain information found in illustrations, descriptions or procedures. 23 7 8.Why is Article 1 (What Can Wind Do), better than Article 2 (Wind) to explain why wind is important? A.What Can Wind Do tells how wind can help but, Wind tells about how wind is made. B.What Can Wind Do tells about mountains but, Wind tells about sea breezes. C.What Can Wind Do tells about plants but, Wind tells about leaves. D.What Can Wind Do tells about birds but, Wind tells about wind on your face. Toward RI.3.9 DOK 2 - Cl Practices locating information from two texts about the same topic (i.e., which text uses an illustration to show ____?). 8

24. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 24 Toward RI.3.9 DOK 1 - ANo Identify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text. 9 9. Which paragraph can tell you about soft wind? A.What Makes the Wind B.Wind Helps Plants C.What Makes a Sea Breeze D.Wind Makes Energy 10. How are the articles What Can Wind Do and Wind the same? A.Both texts tell about wind and birds. B.Both texts tell about mountains and breezes. C.Both texts tell about kites and wind. D.Both texts tell facts about the wind. Toward RI.3.9 DOK 3 - ANy Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...) 10

25. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 25 11.Tell why the wind is important. Use examples from both articles. RI.1.8, Research Target 2 12.What facts did you learn about the wind from both of the articles? RI.1.9, Research Target 3

26. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 26 13. Read the paragraph below. (Write and Revise W.2) Did you know that air is all around you? When air moves it makes wind. You can feel wind on your face. You can see wind blow leaves off a tree. Which sentence could be added to this paragraph? A.I do not like the wind. B.You can hear the wind blow hard. C.Air can be very cold. D.I like to learn about the wind. 14. Wind can make new plants by blowing their seeds to new places. (Write and Revise L.6) Which word could be used to replace new? A.same B.different C.like D.old

27. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 27 15. Read the sentence below. (Write and Revise L.2.c) The wind can help push kites airplanes and birds. Which is the correct way to write this sentence? A. The wind can help push kites, airplanes, and birds. B. The wind can help push kites airplanes and, birds. C. The wind can help push kites airplanes, and birds. D. The wind can help, push kites, airplanes, and birds.

28. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 28 STOP Close your books and wait for instructions!

29. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond DOK 3 - Cu I can find the reasons an author gives to support specific points about something. 0123 Tell other facts you learned about the wind from both passages. 29 Standard RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. DOK 1 – Cf I can ask and who, what, when, why, and how questions about new words or phrases in text. DOK 2 – APg I can use root words to know what a word means or how it should be used. DOK 2 – APn I can find clues to help me figure out what words mean. DOK 2 - Cl I can match the reasons to specific points about something. Standard RI.1.8 Identify reasons an author gives to support points in an informational text. DOK 2 - Ci I can summarize (with reasons) why an author tells about something. DOK 2 - Cl I can find information in two texts about the same topic. DOK 1 - Cf I can answer questions about information in pictures, words or directions. DOK 3 - ANy I can find information about the same topic from two texts and explain how the information is the same and different. Standard RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Color your score blue.0123 Tell why the wind is important. Use examples from both texts. 3 4 5 6 8 7 10 1 2 11 Write and Revise Write and Revise questions are components of constructed response preparation. W.2 Which sentence could be added to this paragraph? L.2.4a Which word could be used to replace new? L.2.2b Which is the correct way to write this sentence? 131415 12 DOK 1 - ANo I can find information in titles, captions and other informational text features. 9

30. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 30 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12