1. 1 Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions Grade

2. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 19 2.Students Assessment b.Page’s 20 – 37 This booklet is intended for pre-assessing reading informational standards RI3,6 and 9 at the beginning of the fourth 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 – 19). Read the directions before giving the assessment. Print pages 20 – 37 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: 04/10/2014 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 students 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: 04/10/2014 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, pre-assessment for quarter four 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 Revise Assessed Categories for Quarter Four 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: 04/10/2014 HSD – OSP and Susan Richmond 5 Important Please Read Before Starting Assessment Quarter Four Completing a Performance Tasks Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. 2 days Please take 2 days to complete performance tasks. 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 Part 1 Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2. Teacher Directions for Part 1: 1.Be sure students have a note-taking page for each passage. 2.Review how to take notes before the assessment. You may choose to practice using the note-taking page throughout the quarter during regular classroom instruction. 3.Students have directions in their assessment booklet. Remind them to read their directions (these are written very similar to SBAC’s assessment directions). Key Components of Part 1: A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, 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 teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, 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.

6. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond Note-Taking in Part 1 of a Performance Task 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: 04/10/2014 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

8. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 8 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

9. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 9 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

10. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 10 Part 2 In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.” Teacher Directions for Part 2: 1.Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric). 2.Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction. 3.Students should be familiar enough with your classroom writing process routine (write- revise-edit – standard W.5), before writing a full composition. Key Components of Part 2: Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). 1.Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please supply paper for your students. 2.Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please supply paper for your students. 3.Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment. Options Options for Part 2 of a Performance Task Writing a full-composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition.

11. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond Writing Informational Text Planning Checklist – Grade 1 Language and Writing Criteria 1 Point2 Points3 Points4 Points Purpose  Context – topic, question(s) to be answered  Focus/Controlling Idea  Evidence of gathered information or understanding something about the topic Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated Uses a combination of drawing, dictation, & writing (K) to compose. Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen. Uses a combination of drawing, dictation, & writing (K) to compose. Topic (context) and focus/controlling idea are clearly stated (gr K- 2). Uses a combination of drawing, dictation, & writing (K) to compose. Explains something more about the topic OR a connection is made between topic & broader ideas. Clearly presents the topic and focus/ controlling idea. W.1.7 I understand the writing directions (prompt). W.1.7 I read each text. W.1.7 I know what the topic is about. W.1.7 I read each text again and take notes. Using a graphic organizer… W.1.8 I gather information about the topic for the beginning of my writing. W.1.8 I gather more information about the topic for the middle of my writing. W.1.8I gather information for the ending of my writing.

12. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Writing Informational Text Revise Checklist – Grade 1 Language and Writing Criteria 1 Point2 Points3 Points4 Points Organization  Overall coherence  Appropriate organizational patterns  Transitions connect ideas (e.g., compare-contrast, description, cause-effect)  May have headings, numbering, Attempts introduction, body, and conclusion, but one or more parts are missing Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense). Has overall coherence (K-2). Provides a concluding statement or section (gr, 1, 2). Intro, body, and conclusion support focus. Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas. Details/Elaboration  Naming  Describing, defining  Explaining  Comparing  Examples, facts, citations  Sensory and concrete details supporting topic  Analogies  Illustrations, graphics No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Some elaboration strategies are evident in drawings or writing (gr K-2), or with support/ questioning from peers or adults (gr K -1). Ideas may not be fully elaborated or details may be insufficient to support topic Some authentic details, definitions, facts, text evidence support focus. Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas Has a depth of information. Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus- concepts. Voice and Tone  Knowledgeable person  Vocabulary – Precise language  Sentence structure  Sentence variety Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing. Vocabulary use has minor errors. Dictates, writes, and expands simple complete sentences. Produces complete simple (K), compound (g, 1- 2),sentences. Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific). Maintains voice/tone of knowledgeable person conveying information. Knows when to use formal- informal Language. Uses effective, precise vocabulary and variety of sentence structures. Beginning W.1a I name my topic. W.1a I use words about my topic I have learned. Middle W.1b I write more details about my topic. W.1b I use drawings when it helps me tell more about my topic. W.1b My details connect together (transitions, similar ideas). Ending W.1c I write an ending about my topic. W.1c My ending tells only about my topic. W.1c I use words to show it’s the end of my writing (transitional). Vocabulary (Variants of Word Meaning) when appropriate to task L.1.5 I use words that almost mean the same to tell about my topic (nuances). L.1.5a I group words that belong together (cat, fury, meow). L.1.5b I use words to explain what something is (a duck is a bird that swims). L.1.5c I use words correctly because I know what they mean. L.1.5d I use different kinds of verbs to tell about my topic (shades of meaning). L.1.6 I use words that are about my topic (topic specific). L.1.1j I write short and longer sentences.

13. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond Writing Informational Text Edit Checklist – Grade 1 Language and Writing Criteria 1 Point2 Points3 Points4 Points Conventions of Standard English  Grammar  Usage  Mechanics(capitalization, punctuation, spelling Edits with support from peers or adults (gr 2-3). Uses below grade-level basic mechanics with frequent errors. Edits with support from peers or adults (gr 2). Uses grade-appropriate basic mechanics and word use with some error Edits with support /resources (gr 2). Minor errors do not interfere with reader understanding (e.g., capitalization,punctuation; spelling.) Edits with support /resources. Has few or no errors in grammar, word usage, or mechanics as appropriate to grade. Grammar and Mechanics (when appropriate to task) L.1.2a I capitalize dates and names of people. L.1.2b I use end punctuation for sentences. L.1.2c I use commas in dates. I use commas in a group of words. L.1.2d I spell words I have learned. L.1.2e I can sound spell new words. Word Usage (when appropriate to task) L.1.1a I print all upper and lowercase letters as needed. L.1.1b-c I use nouns correctly (common, proper and possessive). L.1.1d I use pronouns correctly. L.1.1e I use verbs correctly (past, present and future). L.1.1f I use adjectives to describe. L.1.1g I use words to connect my ideas (and, but, or, so, because). L.1.1h I use a, an and the correctly. L.1.1i I can use words to explain when or where something is (prepositions).

14. Informational/Explanatory Writing Rubric Grades K - 2 Purpose and Organization Language and Writing Criteria 1 Point2 Points3 Points4 Points Purpose  Context – topic, question(s) to be answered  Focus/Controlling Idea  Evidence of gathered information or understanding something about the topic Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated Uses a combination of drawing, dictation, & writing (K) to compose. Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen. Uses a combination of drawing, dictation, & writing (K) to compose. Topic (context) and focus/controlling idea are clearly stated (gr K-2). Uses a combination of drawing, dictation, & writing (K) to compose. Explains something more about the topic OR a connection is made between topic & broader ideas. Clearly presents the topic and focus/ controlling idea. Organization  Overall coherence  Appropriate organizational patterns  Transitions connect ideas (e.g., compare-contrast, description, cause-effect)  May have headings, numbering, Attempts introduction, body, and conclusion, but one or more parts are missing Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense). Has overall coherence (K-2). Provides a concluding statement or section (gr, 1, 2). Intro, body, and conclusion support focus. Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas. Language and Elaboration of Evidence Details/Elaboration  Naming  Describing, defining  Explaining  Comparing  Examples, facts, citations  Sensory and concrete details supporting topic  Analogies  Illustrations, graphics No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Some elaboration strategies are evident in drawings or writing (gr K-2), or with support/ questioning from peers or adults (gr K -1). Ideas may not be fully elaborated or details may be insufficient to support topic Some authentic details, definitions, facts, text evidence support focus. Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas. Has a depth of information. Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts. Voice and Tone  Knowledgeable person  Vocabulary – Precise language  Sentence structure  Sentence variety Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing. Vocabulary use has minor errors. Dictates, writes, and expands simple complete sentences. Produces complete simple (K), compound (g, 1- 2),sentences. Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific). Uses adult/peer feedback to revise. Maintains voice/tone of knowledgeable person conveying information. Knows when to use formal- informal language. Uses effective, precise vocabulary and variety of sentence structures. Conventions Conventions of Standard English  Grammar  Usage  Mechanics(capitalization, punctuation, spelling) Edits with support from peers or adults (gr 2). Uses below grade-level basic mechanics with frequent errors. Edits with support from peers or adults (gr 2). Uses grade-appropriate basic mechanics and word use with some errors. Edits with support /resources (gr 2). Minor errors do not interfere with reader understanding (e.g., capitalization,punctuation; spelling.) Edits with support /resources. Has few or no errors in grammar, word usage, or mechanics as appropriate to grade.

15. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 15 Quarter Four Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). 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). Path to DOK - 1Path to DOK - 2 Path to DOK - 3 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 – CfDOK 2 – Ch DOK 2 – Ci DOK 2 – Cl DOK 2 – ANp DOK 2 – ANsDOK 3 - Cu DOK 3 – APx Standard Recall events and informatio n in a text. Define terms “individual”, “event”, “idea/piece of information”, “connection”. Identify individuals, events, ideas, or pieces of information in a text. Describe individuals, events, ideas or pieces of informatio n in a text. NOT ASSESSED THIS QUARTER Explain how informatio n in a text connects two: events, individuals or ideas. Summariz e the events in a text. Locate informat ion about two: individu als, events or ideas. Group information (two : individuals, events or ideas) by a connection of time, sequence or cause and effect. Distinguish information (two: individuals, events or ideas) in a text connected by time, sequence or cause and effect. Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text. RI.1.3 Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a new text (Not read or discussed in class). Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – ChDOK 2 – CkDOK 2 – APnStandard Locate a picture, caption or text in a story that has been read and discussed in class. Define and use Standard Academic Language: illustrations, text, information, words, pictures, provide and distinguish between. Select appropriate term when referring to information provided by pictures (illustrations) or by text (words). Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. Concept Development Understands that information is provided by pictures. Understands that information is provided by text. Locate information provided by pictures. Locate information provided by the text. Obtain (select the accurate source for…) information based on text and illustrations. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

16. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 16 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.

17. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 17 Constructed Response RI.1.3 Research Target 3 Quarter 4 Pre-Assessment Research Constructed Response Answer Key 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 examples from the text to show how birds that do not fly or fly just a little use their wings. Relevant examples would be from Do all Birds Fly? could include: (1) the ostrich uses its wings to fan and cool its eggs, (2) a penguin uses its wings to swim and dive, (3) chickens use their wings to fly and jump high away from dange,r and (4) peacocks use their wings to fly away from danger. Examples that are not in the text but are from background experience are not considered relevant. Student “Language” Response Example 2 Student presents 3-4 relevant details to explain how birds use their wings that do not or fly only a little. Birds that do not fly use their wings too. The ostrich uses its wings to fan its eggs and make them cool but it can’t fly. A penguin uses its wings to swim and dive better but it can’t fly. Some birds fly a little. A chicken and peacock fly just a little. They use their wings to jump high or fly up a little away from danger. 1 Student presents 1-2 relevant details to explain how birds use their wings that do not or fly only a little. Penguins can’t fly. They swim with their wings. 0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt. I like birds a lot. I liked red and blue birds too. 11. Do birds use their wings, if they can’t fly or fly just a little? Use examples from the texts to explain. Toward RI.1.3 Research Target 3 Research Target 3: evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion RI.1.3: Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text.

18. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 18 Constructed Response RI.1.9, Research Target 2 Quarter 4 Pre-Assessment Research Constructed Response Answer Key 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 that would include facts/details about how the two texts are the same and different. 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. The ability to integrate information from both texts to explain similarities could include: (1) both texts tell about birds, (2) both texts tell details about wings, (3) both texts mention details about birds that do not fly, and (4) both texts tell about birds that do not fly but use their wings to swim. The ability to integrate information from both texts to explain differences could include in What Makes a Bird?: (1) explains what all look like (with examples), and (2) explains what all Birds do (with examples). Differences between the texts in Do all Birds Fly, could include: (1) birds that do not fly and (2) birds that fly a little. There are many variations to show differences between texts and all are acceptable if the examples are from the texts. Student “Language” Response Example 2 Student gives 1-2 examples of similarities and 1-2 examples of differences between both texts. I read two stories about birds. The first story tells about what all birds look like and things they do. If it doesn’t then it’s not a bird. Like all birds have beaks and wings. The other story is about how some birds do not fly but they still have wings. They can use their wings to swim. 1 Student gives 1 example of similarities and differences between both texts. One story said birds all look the same and one said some don’t fly. 0 The student does not give enough relevant information to answer the prompt. Birds can fly up. 12.How are the 2 texts the same? How are they different? Use examples from the texts to explain Toward RI.1.9 Research Target 2 Target 2 Locate, Select, Interpret and Integrate Information. RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures

19. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 19 Quarter 4 Pre-Assessment Selected Response Answer Key

20. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 20 Pre-Assessment for Quarter 4 Reading Informational Text Student Form Name ____________________ Grade

21. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 21 Student Directions : Part 1 Your assignment: You will read two texts about birds. 1.Read both texts. 2.Take notes about the texts. 3.Answer the questions. Part 2 Your assignment: You are going to the zoo. How will you know which animals are birds at the zoo? Explain how you will know using facts and details from the texts. 1.Plan your writing. You may use your notes and answers. 2.Write – Revise and Edit your first draft. 3.Write a final draft about how you will know which animals are birds at the zoo. How you will be scored 1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense? 2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read and understand? 3. Conventions: Did you follow rules for capitals, punctuation and spelling?

22. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 22 Only birds have all these features. Birds may have differences but only birds have all these features. All birds lay eggs Egg sizes, shapes and colors are different for each bird. Some birds lay many eggs and some only one. All birds talk to each other Sometimes they talk in songs or calls. Mom birds talk to the babies. All birds can navigate well Even birds that don’t fly. This means they can fly for many miles and not be lost. Birds that do not fly use navigation to find the same food or nesting sites. What can all birds do? All birds have two legs All birds have two legs for perching, walking, hopping or running. Some birds have thing long legs. Some have thick powerful legs. Backbones All birds have a backbone. All birds have a beak. It is called a bill. Birds use their bills for carrying, drilling and preening. All birds have wings. Even birds that do not fly have wings! Some wings are used for swimming. Wings have different colors and help us identify the kind of bird it is. All birds have feathers. The feathers keep them warm. Some feathers help birds fly. What Makes a Bird? What is a bird? All birds have some things the same. What do all birds have? What do birds look like?

23. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 23 All birds have wings. All birds have feathers. But some birds fly only a little and some birds do not fly at all! A penguin can not fly. A penguin’s wings are better for swimming and diving. The mighty ostrich can not fly. It is the largest living bird. The ostrich uses its wings to fan and cool its eggs. Birds that Do Not Fly Chickens can fly, but just a little. Their wings are too small to fly for long. They use their wings to fly away from danger. They flap their wings and jump high. Peacocks can fly, but just a little. They can fly up into trees to get away from danger. Like chickens, when they fly it looks like they are jumping. Birds that Fly a Little Do all Birds Fly?

24. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 2. What is one way birds can be different from each other? A. Some have thin legs and some have thick legs. B. Some birds do not have beaks. C. Some birds lay eggs and some birds do not. D. Some birds do not have feathers. toward RI.1.3 DOK 2 – ANs Distinguish information (two: individuals, events or ideas) in a text connected by time, sequence or cause and effect. toward RI.1.3 DOK 2 – Cl Locate information about two: individuals, events or ideas. 24 1. Why don’t birds get lost? A.They use their wings. B.They can navigate well. C.They do not fly far from their nests. D.They talk to each other. 1 2

25. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 3. What kind of bird flaps its wings to jump high? A.Birds that can fly. B.Birds that can’t fly. C.Birds that can fly a little. D.Birds with large wings. toward RI.1.6 DOK 1 – Cf Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. toward RI.1.3 DOK 3 - Cu Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text. 25 4. What does a bird use for drilling? A.its wings B.its legs C.its feathers D.its beak 3 4

26. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond toward RI.1.6 DOK 2 – APn Obtain information based on text and illustrations. toward RI.1.6 DOK 2 – Ch Concept Development Understands that information is provided by pictures. Understands that information is provided by text. 26 5.What might birds do when they navigate? A.The birds might fly in a V shape. B.The birds wings flap up and down. C.They fly up into trees to get away from danger. D.The birds fly to jump high. 5 6.What are two kinds of birds that do not fly? A.peacocks and penguins B.ostriches and penguins C.chickens and ostriches D.chickens and peacocks 6

27. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 7.What can keep birds warm? A.Mother birds keep the babies warm. B.Birds wings help keep them warm. C.Nests help keep birds warm. D.Feathers can keep birds warm. toward RI.1.9 DOK 2 - Cl Practices locating information from two texts about the same topic. toward RI.1.9 DOK 1 - Cf Answers questions requiring student to explain information found in illustrations, descriptions or procedures. 27 7 8.What can you learn from both texts about birds that do not fly. A.Birds that do not fly navigate to find food. B.Some birds that do not fly use their wings to fan and cool eggs. C.Some birds that do not fly use their wings for swimming. D.Birds that do not fly navigate to find where to make a nest. 8

28. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond target RI.1.9 DOK 3 - ANy Analyze similarities and difference of information in two texts on the same topic. toward RI.1.9 DOK 1 - ANo Identify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text. 28 9 10.What information in What Makes a Bird? is not found in Do all Birds Fly? A.“Some wings are used for swimming.” B.“Egg sizes, shapes and colors are different for each bird.” C.“All birds have wings.” D.“All birds have feathers.” 10 9.Which picture shows a bill? A. B. C. D.

29. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 29 11.Do birds use their wings, if they can’t fly or fly just a little? Use examples from the texts to explain. RI.1.3, Research Target 2 12.How are the 2 texts the same? How are they different? Use examples from the texts to explain. RI.1.9, Research Target 3

30. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 30 13. Read the paragraph below. (Write and Revise W.2) Did you know that some birds do not fly? A penguin does not fly. A robin can fly. An ostrich does not fly. Which sentence does not belong in the paragraph? A.Did you know that some birds do not fly ? B.A penguin does not fly. C.A robin can fly. D.An ostrich does not fly. 14. The ostrich uses its wings to fan and cool its eggs. (Write and Revise L.6) Which word or phrase could be used to replace fan? A.block air from B.blow air on C.cover D.grow

31. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 31 15. Read the sentence below. (Write and Revise L.2.c) maria and tomas will go to see the new birds at the zoo on monday. Which is the correct way capitalize this sentence? A. Maria and tomas will go to see the new birds at the zoo on monday. B. maria and Tomas will go to see the new birds at the zoo on monday C. Maria and Tomas will go to see the new birds at the zoo on monday D. Maria and Tomas will go to see the new birds at the zoo on Monday.

32. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 32 Your assignment: You are going to the zoo. How will you know which animals are birds at the zoo? Explain how you will know using facts and details from the texts. 1.Plan your writing. You may use your notes and answers. You may use a graphic organizer. 2.Write – Revise and Edit your first draft. Your teacher will give you paper. 3. Now you will write your final draft to show how you know which animals are birds at the zoo. You may use your notes, graphic organizer and the questions you answered to finish writing your final draft.

33. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 33 Name____________________________

34. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 34 Name____________________________

35. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 35 STOP Close your books and wait for instructions!

36. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond DOK 3 - Cu I can describe how the topic is connected to a fact. DOK 2 - Cl Locate information about two: individuals, events or ideas. DOK 2 - ANs I can explain how two details about a topic connect together. 0123 How are the 2 texts the same? How are they different? Use examples from the texts to explain. 36 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 Do birds use their wings, if they can’t fly or fly just a little? Use examples from the texts to explain. 3 8 10 2 11 Write and Revise Write and Revise questions are components of constructed response preparation. W.2 Which sentence does not belong in the paragraph? L.2.4a Which word could be used to replace fan. L.2.2b Which is the correct way to write this sentence? 13 14 15 12 DOK 1 - ANo I can find information in titles, captions and other informational text features. 9 Standard RI.1.3 Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a new text. DOK 2 – Ch I know that information can be found in pictures and text. DOK 2 – APn I can choose the right information from pictures and text to answer questions. Standard RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1 5 6 DOK 2 - Cf I can ask and answer who, what, when, why, and how questions about information in pictures and text. 4 7

37. Rev. Control: 04/10/2014 HSD – OSP and Susan Richmond 37 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12