1. 1 Pre-Assessment for Quarter 2 Reading Informational Text Grade

2. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 10 2.Students Assessment (for students who read independently)-(to be printed in a booklet form) b.Page’s 11 – 26 B.This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. 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 B.Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name. Printing Instructions… Decide on the primary way to use this booklet, then choose one of the following ways to print this material. You can just print this entire 26 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page.OR… You might do the following by sending them to your Print Shop: Print Shop instructions… Print pages 11 – 26 in a Small Student Booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Small Student Booklet

3. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 3 Directions for Pre-Assessment 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 Note: Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. When Scoring.... (Class Learning Progressions Checklists) When students have finished the entire pre-assessment mark each selected response question as correct or incorrect. When students have completed the constructed response score ONLY with a number from 0 – 3. Write and Revise Scoring... (Please Read Page 4). NOT A special section for Write and Revise selected response questions have been added to the second quarter pre- assessment. Please read page 4. You may enter Write and Revise scores on Quarter Two’s Class Assessment Summary Sheet. Write and Revise is NOT on the Class Learning Progressions Checklists. DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). Student Self-Check Written in “I Can...” Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: What did you not understand about the question? Underline words you did not understand. Rewrite the question to what you think it is asking

4. Rev. Control: 11/15/2013 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 two 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 2 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two 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) Quarter 3 1.Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 1.Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

5. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 5 Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Grade 3 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. Grade 3 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ANqDOK 3 - CuDOK 3 - CwDOK 3 - ANAStandard Path to DOK 2,3 Informational Text Learning Progressions Recall what an author conveys in a text about an event (read and discussed in class). Define (understand and use) Standard Academic Language: point of view, distinguish, author, and phrase “from that of...”. Describe or explain specific parts of a text that give understand ing to an author’s point of view. Concept Development Understands that an author’s point of view is reflected in words and gives an example of his/her own point of view. Identifies and lists the author’s points of views within a text. Compares an author’s point of view with their own. Explain an author’s point of view using supporting evidence from the text. Describe how a n author’s point of view may affect the reader’s own point of view. Analyze how an author’s point of view is different than your own. RI3.6 Distinguish their own point of view from that of the author of a text. Grade 3 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 1 - ChDOK 2 - Cl DOK 2 - APnStandard Path to DOK 2 Informational Text Learning Progressions Locate or recall specific illustrations (maps, photographs) or specific words from a text read and discussed in class (rote memory). Define (understand and use) Standard Academic Language: illustrations, maps and photographs, the phrase “gained from”, demonstrate, key events and occur. Answers questions using illustrations as well as words in a text. Concept Development Understands that words of a text and illustrations (maps or photographs) are informational sources. Identifies a main idea or generalizati on(s) about how or why key events occur using illustrations or text. Locates specific illustration s or text informatio n as evidence to support a central idea. Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding. RI3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

6. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 6 Scoring Directions: selected response For students who read independently, record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score. Class Learning Progressions Checklist (for pre-assessments) Assessment Summary Sheet (for Pre-Assessment and CFA) 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.

7. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 7 SBAC Reading Assessment Constructed Response General Template Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to “succinctly show” their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

8. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 8 11 Explain how and why Elise Graham’s feelings about her name, changed from the beginning of the passage to the end of the passage. Use details from the text. Scoring [Notes: “Teacher and Rubric Language”] Essential Elements: Student will focus only on responding to the prompt – how Elise’s feelings evolved. Aspects/Relevant Evidence: Aspects and/or relevant evidence should include beginning and ending details from the text about Elise’s feelings. In response to HOW, these should include at the beginning of the text how she was teased about having the name Graham. This may also include how students did not believe her when she told them her Uncle Sylvester invented the Graham Cracker. At the end of the text, relevant aspects/evidence should include details from the text that Elise is glad she’s a Graham (its better than a boa constrictor!). Evidence in response to WHY, can vary between opinion with supported evidence – perhaps Elise changed because scientists have proven her uncle correct. Any possibility of WHY is acceptable if there is textual evidence. Organization: Ideas are organized from beginning to end sequentially with supporting evidence of the prompt. Sentences are varied and structured. Constructed Response Quarter 2 Pre-Assessment Constructed Response Answer Key Toward RI.3.6 DOK 3 – ANa Analyze how an author’s point of view is different than your own.

9. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 9 12. Based on the passage and illustrations, explain why Sylvester chose the ingredients he used to make graham crackers. Scoring [Notes: "Teacher and Rubric Language”] Essential Elements: Student will focus only on responding to the prompt – why Sylvester chose the ingredients for graham crackers. Aspects/Relevant Evidence: Aspects and relevant evidence to demonstrate understanding the prompt should include 1) reasons for selecting the ingredients and 2) including some of the ingredients. Students should include some of the “reasons,” (i.e., watching people eat unhealthy foods and becoming sick or overweight, noting that a dog who was fed whole wheat became healthy, Sylvester eating natural foods felt better, etc...). Ingredients listed should be both from the text and the illustrations. Although the prompt does not specifically ask for a list of ingredients, in order to answer the prompt sufficiently to explain “why” some would need to be included. Ingredients from the text include graham flour and whole wheat bread. Ingredients listed in the illustration would include milk, eggs and molasses. Organization: Students organize their responses and evidence logically in reference to the prompt using a variety of sentence lengths and structures. Constructed Response Quarter 2 Pre-Assessment Constructed Response Answer Key Toward RI.3.7 DOK 2 - APn based on the illustrations Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding.

10. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 10 Quarter 2 Pre-Assessment Selected Response Answer Key

11. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 11 Pre-Assessment for Quarter 2 Reading Informational Text Name ____________________ Grade

12. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 12 Choose Your Style! Read about..... Choose Your Style

13. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 13 Name ______________ 1.What is the purpose of the sidebar, “ Choose Your Style ?” A.This is part of a menu about toppings. B.This is information about the different toppings people put on hot dogs. C.This sidebar is at the bottom of the page. D.The information on this sidebar helps the reader to know what state to visit. 2.According to the timeline, when did American college students refer to wagons as “dog wagons? A. 1480 B. 1980 C. 1890 D. 1904 Toward RI.3.5 DOK 1 - Cf Answers questions about the purpose of different text features and search tools. 1 Toward RI.3.5 DOK 2 - Cl Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic. 2

14. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 14 3.Where do many people live that like cole- slaw as a topping on their hot dogs? A.New York B.The South C.Kansas City D.Chicago Toward RI.3.5 DOK 2 – APn Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic. 3

15. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 15 Whole-Wheat Unprocessed Bread My Name Is Graham, as in Cracker by Janice Barrett Graham It’s not easy having Graham for a last name. Our family gets teased a lot. One day in kindergarten my daughter, Elise, got tired of being called “graham cracker.” So she told everybody at school that her Uncle Sylvester invented graham crackers. They laughed. “Sure he did,” they said. Guess what? It’s true. Today we have graham crackers because of Elise’s great-great- great-great-great-uncle! He was born in 1794–a sickly boy named Sylvester Graham, who had no parents to care for him. He grew up wishing he were strong and healthy. He went to college and became a minister. But all his preaching was about good health. He watched people gulp down their food. They gulped down greasy piles of fried potatoes, slabs of red meat and pounds of pastries. He thought they looked like snakes swallowing their huge meals whole! Then he saw the same people get sick or overweight. Doctors back then didn’t know how to cure them. Sylvester read about an experiment in which a dog, fed only white bread, got sick and died. But a dog that was fed whole-wheat bread stayed healthy. Sylvester began to wonder if the processing of grains to make white flour destroyed some of the nutrients. He changed his own diet to mostly whole grains, fresh fruits, and vegetables. He felt a lot better, and he couldn’t wait to share his new ideas. White Processed Bread

16. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond Original Graham Crackers Other Names..............Graham Wafer Creator.......................Sylvester Graham Place Invented...........New Jersey, USA Original Ingredients Graham FlourMilk MolassesEggs 16 My Name Is Graham, as in Cracker continued.. Huge crowds gathered to hear the small excited man in a high collar and tailcoat. “Eat foods that are good for you,” cried Sylvester. “Find Nature’s way and follow her!” Many people took his advice, and he began to hope that someday all Americans would stop eating like boa constrictors. Flour made from the whole-wheat grain was named after Sylvester. With this graham flour, his followers, called Grahamites, baked bread and crackers. Instead of hot morning gruel, the popular breakfast at the time, Grahamites ate the first cold cereal, “Granula,” made of crumbled rebaked graham crackers. Sylvester Graham had only a hunch that munching on whole- grain snacks was good for you. Back then, newspapers called him “a nut among the crackers.” But today, 150 years later, scientists are proving he was right. And factories make millions of packages of graham crackers each year. So now, Even when Elise gets teased, she’s glad her name is Graham, as in cracker. At least it’s better than, say, Boa Constrictor! “My Name Is Graham, as in Cracker” by Janice Barrett Graham from Highlights for Children, January 1996. Copyright © 1996 by Highlights for Children, Inc., Columbus, Ohio.

17. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 17 4.Why does the author say, “It’s not easy having Graham for a last name”? A.Graham is a very unusual name. B.Her family gets teased a lot. C.The author’s daughter was tired of everyone calling her “graham cracker.” D.Her Uncle Sylvester invented graham crackers. 5.Why does Sylvester compare people to boa constrictors? A. When people gulped down food Sylvester thought “they looked like snakes swallowing a huge meal whole.” B.People were sick or overweight and doctors did not know how to cure them. C.Boa constrictors eat huge meals whole. D.Sylvester wondered if boa constrictors ate a lot of red meat. Toward RI.3.6 DOK 3 – Cu Explain an author’s point of view using supporting evidence from the text. 5 Toward RI.3.6 DOK 1 - Cf Describe or explain specific parts of a text that give understanding to an author’s point of view. 4

18. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond Toward RI.3. 7 DOK 1 - Cf Answers questions using illustrations as well as words in a text. 18 7 6. Why did the author probably write this passage? A. The author wanted to explain why having the name of Graham was not fun. B.The author wanted to persuade people to eat graham crackers. C.The author wanted to provide readers with some history about how graham crackers really got their name. D.The author wanted to describe the importance of eating graham crackers to stay healthy. 7. How did being a sickly boy affect Sylvester’s actions when he grew up? A.People called him names. B.Sylvester was sick when he grew up too. C.He hoped people would stop eating like boa constrictors. D.He grew up preaching about good health. Toward RI.3. 6 DOK 3 – ANa Analyze how an author’s point of view is different than your own. 6

19. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond Toward RI.3.7 DOK 2 - APn the text Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding. 19 8.Why might the author have included the illustration of two kinds of bread? A.The author might have wanted to describe the kinds of bread in the story. B.The author might have wanted to show a picture of the kinds of bread people eat. C.The author wanted people to eat both types of bread. D.The author might have wanted the readers to be able to see the two kinds of bread the dogs were fed. 9 9.What did Sylvester wonder when the dog who was fed whole wheat stayed healthy? A.Sylvester wondered if the processing of grains to make white flour destroyed some of the nutrients. B.Sylvester wanted to know what kinds of foods he should eat to stay healthy. C.He wondered why the dogs were fed two different kinds of bread. D.Sylvester wanted to know why people kept eating greasy foods. Toward RI.3.7 DOK 2 - Cl Identifies a main idea or generalization(s) about how or why key events occur using illustrations or text. 8

20. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 20 10. Which sentence from the passage best supports the photograph? A.“With this graham flour, his followers, called Grahamites, baked bread and crackers.” B. “And factories make millions of packages of graham crackers each year.” C.“But today, 150 years later, scientists are proving he was right.” D.“Flour made from the whole-wheat grain was named after Sylvester.” Toward RI.3.7 DOK 2 - APn based on the illustrations Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding. 10 11.Explain how and why Elise Graham’s feelings about her name changed from the beginning of the passage to the end of the passage. Use details from the text.

21. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 21 12.Based on the passage and illustrations, explain why Sylvester chose the ingredients he used to make graham crackers.

22. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 22 13. Read the paragraph below. (Write and Revise W.2-L.3.4a) Sylvester Graham wanted others to be healthy. When he grew up he preached about eating healthy foods. He wanted a dog. He told people to eat fruit, vegetables and whole grains. Which sentence does not support the main idea of the paragraph? A.Sylvester Graham wanted others to be healthy. B.When he grew up he preached about eating healthy foods. C.He wanted a dog. D.He told people to eat fruit, vegetables and whole grains. 14. Sylvester began to wonder if the processing of grains to make white flour destroyed some of the nutrients. (Write and Revise L.3.3.a) Which word could be used to replace nutrients? A.wheat B.health C.vitamins D.taste

23. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 23 15. Read the sentence below. (Write and Revise L.3.2c) Sylvester said Eat foods that are good for you. Which sentence shows where the comma and quotation marks should be placed? A. “Sylvester, said Eat foods that are good for you.” B. Sylvester said, “Eat foods that are good for you.” C. Sylvester “said Eat foods, that are good for you.” D. Sylvester said “Eat foods that are, good for you.”

24. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 24 STOP Close your books and wait for instructions!

25. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 0123 Based on the passage and illustrations, explain why Sylvester chose the ingredients he used to make graham crackers. 25 Standard RL.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. DOK 1 - Cf Answers questions about the purpose of different text features and search tools. DOK 2 - Cl Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic. DOK 2 – APn Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic. DOK 3 – Cu Explain an author’s point of view using supporting evidence from the text. DOK 3 – ANa Analyze how an author’s point of view is different than your own. Standard RI.3.6 Distinguish their own point of view from that of the author of a text. DOK 1 - Cf Describe or explain specific parts of a text that give understanding to an author’s point of view. DOK 2 - Cl Identifies a main idea or generalization(s) about how or why key events occur using illustrations or text. DOK 1 - Cf Answers questions using illustrations as well as words in a text. DOK 2 - Ch Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding Standard RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). DOK 2 - APn Obtain and interpret information based on the illustrations and the words in the text to demonstrate understanding. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Color your score blue.0123 Explain how and why Elise Graham’s feelings about her name, changed from the beginning of the passage to the end of the passage. Use details from the text. 9 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 –L.3.4a Read the paragraph. What sentence does not belong? L.3.3.a Choose a word to replace the underlined word. L.3.2c Select the sentence that shows the correct use of commas and quotes in dialogue. 131415 12

26. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 26 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12