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

2. Rev. Control: 04-10-14 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 - 33 This booklet is intended for pre-assessing reading informational standards RI3, 6 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before 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– 33 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 Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and third grade reading lexile band.

3. Rev. Control: 04-10-14 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: May vary for kindergarten

4. Rev. Control: 04-10-14 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: 04-10-14 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 Kindergarten – With Much Prompt and Support 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. 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. are scored 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: 04-10-14 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 aloud to your students. 2.Re-read the text, leading your students to use a note-taking form. 3.Read the questions aloud as students answer the questions.

7. Rev. Control: 04-10-14 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: 04-10-14 HSD– OSP and Susan Richmond 8 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. 11 main topic. Ask students to look explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” main topic. Ask students to look explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” 22 Remember students will need to have a note- taking form for each passage. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

9. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 9 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic.

10. Rev. Control: 04-10-14 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. Kindergarten students usually use a sequencing organizer or grouping ideas. With much support and scaffolding, 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 passages). 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 passages). Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide, or as you wish to use them. 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, or as you wish to use them. 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: 04-10-14 HSD– OSP and Susan Richmond Writing Informational Text Planning Checklist – Grade K 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.K.7 I know what topic I am writing about. W.K.7 I listened to the texts about the topic. W.K.7 I remember about the topic. W.K.7 I take notes about the topic (write, draw). Using a graphic organizer… W.K.8 I write or draw about the beginning of the text. W.K.8 I write or draw more details about the middle of the text. W.K.8I write or draw about the ending of the text.

12. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Writing Informational Text Revise Checklist – Grade K 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-3), 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. With Prompting and Support…. Beginning W.Ka I name my topic. W.Ka I use words I learned about my topic. Middle W.Kb I write or draw more details about my topic. W.Kb I label my drawings (sound spelling). W.Kb I use words or pictures to connect ideas about my topic. Ending W.2c I can write or draw about the ending of a text. W.2c My ending tells only about my topic (focus). Vocabulary (Variants of Word Meaning) as appropriate to task L.K.5a I group words or pictures together (categorizes ideas). L.K.5b -c I use word meaning correctly (can relate word meaning to antonyms). L.K.5d I use several kinds of verbs to tell about my topic (shades of meaning). L.2.6 I use words that are about my topic (topic specific). L.K.1f I sound spell simple sentences.

13. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond Writing Informational Text Edit Checklist – Grade K 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). 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 (as appropriate to task) L.K.2a I capitalize the first word in a sentence. I capitalize the word “I.” L.K.2b I know the end punctuation and name it. L.K.2c I can write letters for sounds I hear. L.K.2d I can sound spell simple words. Word Usage (as appropriate to task) L.K.1a I can print many upper and lowercase letters. L.K.1b I can use nouns and verbs I learn about. L.K.1c I can make a noun mean more than one. L.K.1d I can use question words. L.K.1e I can use words to show 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: 04-10-14 HSD– OSP and Susan Richmond 15 Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Grade K Path to DOK - 1Path to DOK - 2Path to DOK - 3Path to DOK - 4 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 3 - ANPDOK 3- APxDOK 2 - SYGDOK 4 - SYUStandard Path to DOK 4 Informatio nal Text Learning Progressio ns Recall details about specific illustrations, descriptions or procedures from a text read and discussed in class. Understand and use Standard Academic Language: similarities and differences, texts, illustrations, descriptions, procedures and topic. Answer what, who, when and where questions about illustrations, descriptions, and procedures in a read/discussed text. Concept Development: Student understands that two texts about the same topic can have similar or different illustrations, descriptions and procedures. Make generalizations between two texts on the same topic (how they are generally the same/different) about specific illustrations, descriptions or procedures. Gather, analyze, and organize illustrations, descriptions or procedures from two texts on the same topic (able to organize by lists or columns). Understands the concept of identifying similarities and differences between two texts (can explain or show without much prompting). Gather (to Synthesize) information within one source – finds all of the attributes about a topic that support___ (requires knowing similarities and differences). Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures Grade K Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 – Ch – Concept DevelopmentDOK 3 - ANp DOK 3 – Cu Standar d Path to DOK 3 Informational Text Learning Progressions Answers describing questions about individuals, events or ideas read to and discussed in text (rote memory). Define the terms understand and use Standard Academic Language: events, ideas, information, between, connect, individuals and text. Answers questions about individuals, events or ideas read to and discussed in class (requires more than memory). Explains connections between time and events, individuals, ideas or information. Explains connections between sequence of events, ideas or information. Explains connections between cause and effect of events. Organizes (categorizes) on a graphic organizer (draws or glues pictures) of when events happened (timeline), or how two individuals/ideas are the same or different (venn). RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Grade K Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1- KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClStandard Path to DOK 1,2 Informational Text Learning Progressions Retells the name of an author or illustrator in texts read and discussed in class. Define and be able to use Standard Academic Language: author, illustrator, story, role, telling and name. Answers questions that require explaining what an author and illustrator’s roles are in a story. Concept Development Explain who the author is and his/her role. Explain who the illustrator is and his/her role. Locate information or ideas presented in the text by the illustrator. Locate information or ideas presented in the text by the author. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

16. Rev. Control: 04-10-14 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: 04-10-14 HSD– OSP and Susan Richmond 17 Draw to show what beavers need to build their homes. Draw to show what ducks need to build their homes. Draw what beavers eat. Draw what ducks eat. Constructed Response RI.K.9, Research Target 2 Quarter 4 Pre-Assessment Research Constructed Response Answer Key toward RI.K.9 Research Target 2 Research Target 2 Locate, Select, Interpret and Integrate Information. RI.K.9 Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. 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. Students locate and select information about how ducks and beavers build their homes and what they eat. The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Student is able to integrate information about each prompt into one conclusion (a picture). To show what beavers build their homes with students could include: (1) trees, sticks, rocks, and plants. To Show what ducks build their homes with students could include: (1) grass, plants, or anything “feasible” from The illustrations and/or text. Students might also include where a duck builds its home although the prompt doesn’t specifically ask (trees, on the water, in the grass) as it may suggest what the duck builds its home with. Accept any reasonable answers. To show what beavers eat students could include: (1) trees, barks and twigs. To show what ducks eat students could include: (1) insects, small animals, plants, seeds and grasses. Student “Language” Response Example 2 Students should include 3-4 details about what beavers build their homes with. Students should include 3-4 details about what ducks build their homes with. Students should include 2-3 details about what beavers eat. Students should include 2-3 details about what ducks eat. 1 Students should include 1-2 details about what beavers build their homes with. Students should include 1-2 details about what ducks build their homes with. Students should include 1 detail about what beavers eat. Students should include 1 detail about what ducks eat. 0 None or very few of the pictures show an understanding of the prompts.

18. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 18 Toward RI.K.9 DOK 4 - SYU Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. 10 Constructed Response RI.K.9, Research Target 2 Quarter 4 Pre-Assessment Research Constructed Response Answer Key 1 Draw to show what beavers need to build their homes. trees, sticks, rocks, and plants 2 Draw to show what ducks need to build their homes. grass, plants, or anything “feasible” from the illustrations and/or text (students may add types of homes for birds) 3 Draw what beavers eat. trees, barks and twigs 4 Draw what ducks eat. insects, small animals, plants, seeds and grasses

19. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 19 11. What did you learn about ducks? Show what you learned with pictures and words. (Write and Revise L.K.2d) L.K.2.d Spell simple words phonetically, drawing on knowledge of sound- letter relationships. Quarter 4 Pre-Assessment Write and Revise Answer Key Students should use picture and words. Students should have all simple words spelled phonetically.

20. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 20 Quarter 4 Pre-Assessment Answer Key

21. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 21 Pre-Assessment for Quarter 4 Reading Informational Text Name ____________________ Grade

22. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 22 What do Animals Need? By Elizabeth Yeo An animal’s habitat is all around it. What can animals find in their habitats that they need? Animals Need Food and Water Animals find food and water in their habitat. A lion hunts other animals for its food. A giraffe eats the leaves of an acacia tree for its food. Bears need to roam a large area to find enough food. Animals Need a Home Animals find homes in their habitats. Beavers need trees to cut down to build their homes. Birds need a nest to hold their young. Bears need a den for their home. Fawns find a soft place in the woods to live. Animals Need to be Safe An animal’s home can protect it. There are other ways animals keep safe from danger. A lizard hides under rocks to protect itself from hungry birds. Some animals use camouflage. Some animals have sharp teeth. Large groups called herds, give animals a safe place to hide.

23. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond Toward RI.K.3 DOK 3 - ANp Categorize facts, details, events and information (graphic) of events, ideas, information and individuals and connections to time, sequence and cause and effect. Toward RI.K.3 DOK 2 - Ch Explains connections between cause and effect of events. 23 1.What is something all animals need in their habitats? 2.Draw or write about what each animal needs. 1 2 Students may circle, underline, point or shade in (if appropriate) the correct answer.C acacia trees B sticks A food and water B The bird needs a home. C The lizard needs to hide. A The bear needs food.

24. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 24 3.Which picture shows a way an animal can protect itself? 4.Which picture shows one reason beavers cut down trees? Students may circle, underline, point or shade in (if appropriate) the correct answer. Toward RI.K.3 DOK 3 - ANp Categorize facts, details, events and information (graphic) of events, ideas, information and individuals and connections to time, sequence and cause and effect. Toward RI.K.6 DOK 1 - Cf Answers questions that require explaining what an author and illustrator’s roles are in a story. 3 B in herds A eating berries 4 A to build a home B to sleep

25. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 25 A Beaver’s Habitat Beavers live where it is not too cold or too hot. Beavers are very good swimmers. They live in streams and lakes with trees. They live on banks. Beavers build dams. They build their dams across streams or lakes. The dam is made of sticks, rocks, and plants. The dam stops water and helps hide their home. Without a dam predators could find their babies. The dam keeps them safe. Beavers eat plants. They like to eat a few different kinds of trees, bark and small twigs. In the day they sleep in their home. A Duck’s Habitat Ducks love the water. They live in places with water like marshes, oceans, rivers, ponds and lakes. Ducks live almost everywhere. But, they don’t live in the Antarctica which is too cold for them. There are many kinds of ducks. Some ducks make a nest in the grass. Some make nests in trees. Some ducks even make nests on plants that float on the water. All of the nests are well hidden to keep the babies safe. Ducks eat food they find in the water. They like to eat plants, seeds, grasses, small insects and animals.

26. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond RI.K.6 DOK 2 - Cl Locate information or ideas presented in the text by the author. RI.K.6 DOK 2 - Cl Locate information or ideas presented in the text by the illustrator. 26 5 5. Where do beavers build dams? 6 6. How can a dam help the beavers? Students may circle, underline, point or shade in (if appropriate) the correct answer.B across the water A on a mountain A A dam can protect the beavers. B Beavers can eat fish that swim to the dam.

27. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond Toward RI.K.9 DOK 2 - Ck Make generalizations between two texts on the same topic (how they are generally the same/different) about specific illustrations, descriptions or procedures. TOWARD RI.K.9 DOK 1 - Cf Answer what, who, when and where questions about illustrations, descriptions, and procedures in a read/discussed text. 27 7 7. What do all ducks like? 8 8.Which pictures shows duck and a beaver homes that are the most different? Students may circle, underline, point or shade in (if appropriate) the correct answer.A trees B water B on the water A in a tree on the water

28. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond Toward RI.K.9 DOK 3- APx Understands the concept of identifying similarities and differences between two texts (can explain or show without much prompting). 28 9 9. How are beavers and ducks the same? Students may circle, underline, point or shade in (if appropriate) the correct answer.A They both live near water. B They build the same kind of homes.

29. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 29 Toward RI.K.9 DOK 4 - SYU Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. 10 1 Draw to show what beavers need to build their homes. 2 Draw to show what ducks need to build their homes. 3 Draw what beavers eat. 4 Draw what ducks eat. Constructed Response

30. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 30 11. What did you learn about ducks? Show what you learned with pictures and words. (Write and Revise L.K.2d) L.K.2.d Spell simple words phonetically, drawing on knowledge of sound- letter relationships.

31. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 31 Performance Task - Writing Prompt: You are going to teach a younger student what animals need. What will you tell them? You can write and draw what animals need.

32. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond 32 STOP Close your books and wait for instructions

33. Rev. Control: 04-10-14 HSD– OSP and Susan Richmond DOK 2 – Cl I can look at or remember words from a book to find information or ideas. 0123 I can write or draw what I learned in two texts. I can show what is the same and what is different. 33 DOK 2 - Ck I can explain how some things are the same or different in two texts about the same topic. DOK 1 - Cf I can answer a question about an illustration. Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3- APx I can tell what pictures or words show similarities or differences in two texts. Color the happy face green if your answer was correct or red if your answer was incorrect. 987 L.K.2d I spell simple words phonetically ( by sound). Write and Revise Write and Revise questions prepare students to answer constructed response questions more efficiently. Color your score blue. DOK 2 - Ch I can tell reasons why. DOK 3 - ANp I can organize information to show ideas. Standard RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. DOK 3 - ANp I can organize information to show cause and effects. DOK 2 – Cl I can look at pictures in a book to find information or ideas. Standard RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. DOK 1 - Cf I know what an author does. I know what an illustrator does. 1 2 3 4 6 5 DOK 4 - SYU Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. 10