1. 1 Quarter 1 Pre-Assessment Teacher Directions Grade Reading 12 Selected-Response Items Research 4 Constructed-Response Items Writing 1 Brief Write 1 Write to Revise a Text Writing w/Integrated Language 1 Write to Revise Language/Vocabulary 1 Write to Edit or Clarify

2. Quarter One Pre-Assessment Quarter One Pre-Assessment The actual assessed writing standard s on this assessment are boxed.

3. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 3 All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K- 6 th grade teachers. Deborah Alvarado Lincoln Street Ko Kagawa Minter Bridge Linda Benson West Union Jamie Lentz Mooberry Anne Berg Eastwood Sandra Maines Quatama Aliceson Brandt Eastwood Gina McLain TOSA Sharon Carlson Minter Bridge Teresa Portinga Patterson Deborah Deplanche Patterson Judy Ramer Consultant Alicia Glasscock Imlay Sara Retzlaff McKinney Sonja Grabel Patterson Jami Rider Free Orchards Megan Harding Orenco Kelly Rooke Free Orchard Renae Iversen TOSA Angela Walsh Witch Hazel Ginger Jay Witch Hazel

4. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. All students should “move toward” taking the assessments independently but many will need scaffolding strategies. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. If that seems the case, please scaffold to gain a true understanding of student ability, noting when and what accommodations were needed. Connecting Assessment to Classroom Instruction How do the assessments connect to classroom instruction? Assessment is not an isolated event. The HSD assessments are an extension of classroom instruction. In the classroom assessment is on-going and monitors progress toward standards mastery. Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintSh op/WebSubmissionForms.aspx Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintSh op/WebSubmissionForms.aspx Assessment Components as Routine Classroom Practices Assessment ComponentsInstructional Components Pre-Assessments Use the DOK Leveled Learning Progression Tasks to monitor standard mastery. Standard DOK Level 50% Literary and 50% Informational TextStudents have equal access to both text types. Grade Level Content-Rich TextAll students read grade-level, content rich text (with scaffolds as needed). Standard Academic Vocabulary Content-Domain Vocabulary Ask questions using the standard’s vocabulary as well as the content domain vocabulary. Text –Dependent QuestionsAsk text-dependent questions from the standard’s DOK level. Selected and Constructed ResponsesStudents have many opportunities to answer selected or constructed responses. Reading for Meaning Assess understanding using never before seen text (although the theme or topic should be grade-level “friendly” or familiar) and reading rubrics. Note-Taking Students “take notes” as they read to identify the central or main idea and its supporting details. SBAC Reading/Writing RubricsUse SBAC rubrics to access reading/writing. Read to Write Evidenced-Based Model Students read, discuss and write about a topic using evidence from the text to support inferences, conclusions and generalizations. Write and Revise Students revise brief texts, correct grammar and language/vocabulary in context and write brief texts (brief write rubrics should be used). Performance Tasks Students read, write, discuss and research a topic guided by a central insight or goal throughout a unit(s) of study with fully defined criteria, culminating in a final product or “performance task.” The final product can be a full composition, speech (using SBAC Rubrics) or other product meeting all criterion.

5. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Determining Grade Level Text Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures. Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8. Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability. The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text. Common Core BandFlesch-Kincaid®The Lexile Framework® 2 nd - 3 rd 1.98 - 5.34420 - 820 4 th - 5 rd 4.51 - 7.73740 - 1010 6 th – 8 th 6.51 - 10.34925 - 1185 9 th – 10 th 8.32 - 12.1210.50 - 1335 11 th - CCR10.34 - 14.2011.85 - 1385 4 Qualitative Factors Rate your text from easiest to most difficult between bands. Beginning of lower (band) grade End of lower (band) grade Beginning of higher (band) to mid End of higher (band) grade Not suited to band Purpose/Meaning Structure Language Clarity Language Overall Placement To see more details about each of the qualitative measures please go to slide 6 of: http://www.corestandards.org/assets/Appendix_A.pdf http://www.corestandards.org/assets/Appendix_A.pdf

6. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 6 DOK 1 - KaDOK - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 -ClStandard Mastery Recall who, what, where, when, why and how about a story read and discussed in class. Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details Connect the terms who to characters; where and when to setting; what and how to sequence of events. Ask and answer who, what, where, when, why and how questions about key details in a text. Concept Development Student understands that key details help tell who, what, where, when, why and how. Uses key details to identify who, what, where, when, why and how about a story not read in class. Finds information using key details to answer specific questions about a new story. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Pre-Assessment and Learning Progressions The pre-assessments are very unique. toward a standard They measure progress toward a standard. Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a base-line picture of a student’s strengths and gaps, measuring skills and concepts, students need “along the way,” in order to achieve standard mastery. So what about a “post-assessment?” There is not a standardized post-assessment. The true measure of how students are doing “along the way,” is assessed in the classroom during instruction and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs measure the “end goal,” or standard mastery. However, without the pre-assessments, how will we know what our instruction should focus on throughout each quarter? Learning Progressions: are the predicted set of skills needed to be able to complete the required task demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix. The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points). These points are tasks that allow us to adjust instruction based on performance. For instance, if a student has difficulty on the first “purple” adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the learning progression. There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor progress. It is available at: http://sresource.homestead.com/Grade-2.html Example of a Learning Progression for RL.2.1 Pre-Assessments Measure Adjustment Points (in purple) CFA RL.2.1 grade-level standard assessment. After the pre-assessment is given, Learning Progressions provide informal formative assessment below and near grade-level “tasks” throughout each quarter. Beg. of QTR Throughout the QTR END of QTR

7. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Quarter One: Reading Literature Learning Progressions The indicated boxes highlighted before the standard, are assessed on this pre- assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. 7 DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 – CfDOK 2 - ChDOK 2 - ClStandard Recall details from a literary text read and discussed in class (rote memory). Define - understand the Standard Academic Language: Key details, ask, answer, questions, text and tell. Identifies statements that ask questions and those that do not. Identifies an answer or response statement. NOT ASSESSED Ask and answer who, what, when and where questions about specific key details in a text read in class (questions should not be previously discussed). SELECTED RESPONSE Concept Development Understands that key details are most relevant to specific questions. Locates key details in a text in order to ask and answer why and how questions about a text (read but not previously discussed). SELECTED RESPONSE RL.1.1 Ask and answer questions about key details in a text. DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - CiDOK 2 - Ck DOK – 2 Cl Standard Retells key details discussed and read in class about the central message or lesson (rote memory) of a literary text. Define - understands the Standard Academic Language: retell, key details, demonstrate, understand, central message, and lesson. Identifies first, middle and ending of a literary story using the sequence terms correctly. Uses key details from a literary text to answer questions about a central message or lesson. SELECTED RESPONSE Concept Development Understands that key details support (tell about) the central message or lesson. Summarizes a literary text using key details (a text read in class but not summarized in class). SELECTED RESPONSE Identify the central message or lesson of a text using key details as support or evidence (read but not discussed). CONSTRUCTED RESPONSE RL1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - Ck DOK – 2 Cl Standard Recall the characters, setting, and major events in a story (read and discussed in class). Define - understand the Standard Academic Language: characters, setting, major (key), events, (key) details, describe. Identifies characters, setting or events in a text to demonstrate an understanding of the accurate use of academic language. SELECTED RESPONSE Answers questions about who the (characters), what (majors events/plot), where and when (setting) in the story. SELECTED RESPONSE Show the relationships between key details and characters, setting or major events. Identify major events from the story using key details CONSTRUCTED RESPONSE RL.1.3 Describe characters, settings, and major events in a story, using key details.

8. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 8 Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 – CfDOK 2 - ChDOK 2 - ClStandard Recall details from the story. Define (Understand the meaning of the terms) “Key details”, “statement”, “question”, “ask”, and “tell.” Be able to ask and answer questions about character, setting and event sequence using key details in a text. Ask and answer who, what, when, why and how questions about key details in a text. NOT ASSESSED Ask and answer questions explaining why. SELECTED RESPONSE Locates key details in a text. SELECTED RESPONSE RI.1.1 Ask and answer questions about key details in a text. Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 – CfDOK 2 – CiDOK 2 – CkDOK 2 – ClStandard Recall the main topic and key details of an informational text. Define the terms “main topic”, “retell”, and “key details.” Identify key details about the topic. SELECTED REPSONSE Explain how the key details of a text relate to the main topic (concept development). Retell (summarize) key details from the text. Identify the main idea (topic) SELECTED RESPONSE Identify key details that support the main idea (topic) CONSTRUCTED RESPONSE RI.1.2 Identify the main topic and retell key details of a text 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 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. SELECTED RESPONSE 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. SELECTED RESPONSE Describe the connection of time, sequence or cause and effect between two individuals, events, ideas, or pieces of information in a text. CONSTRUCTED RESPONSE 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). Quarter One: Reading Informational Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre- assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.

9. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond An Important Note for Grade 1: During the first quarter of first grade most students are not reading fluently and have not taken an assessment with selected and constructed responses in this format. Read the stories to the students and ask the questions as Listening Comprehension rather than Reading Comprehension questions. Do the assessment (or part of the assessment) as an instructional practice piece. This is a learning experience for first graders and should look more like an instructional piece rather than an assessment. Do not expect students to do this independently. This assessment can be done as a class project over several weeks with the literary section taught at a different time than the informational section. Scaffold throughout the year so students are reading and doing more of the assessments as independently as they are able. Directions for Selected Responses Part One “This is an assessment or “test.” An assessment lets us know what we can learn more about (show them the model assessment copy). I am going to read a story to you called The New Kid in Town. Then I will ask you some questions about the story.” Read the Story The New Kid in Town. Part Two “Now I am going to ask you some questions about the story. Keep the answers in your mind (point to your head) and don’t speak them with your voice.” Model asking a question and keeping it in your mind. Then model answering a question without speaking the answer aloud. You may want to write a question on the board and then four possible choices (A,B,C,D). Read each choice and then go back and shade in the circle by the correct choice. Read each question for The New Kid in Town. Do the entire assessment as a “class project” using an overhead and allowing a few students to shade in answers. Students practice keeping the answers in their “mind.” It is important to discuss each answer immediately after it is chosen to help students understand why it is or is not correct. Directions for Constructed Responses Part Three “We have practiced finding answers about the story. We have filled or shaded in some bubbles to show the answers we think are correct.” “Now we are going to answer questions about the story in a different way. We will listen to a question and then write and draw about it to show we understand.” “Listen to the question “ (read the first constructed response prompt). Discuss the answer as a class. Model on the board how you would answer the question with words and pictures. Allow 2-3 students to add words in the sentence frame or pictures to your model. Then ask: “Do our words and pictures answer the question? “ Have students complete the next constructed response question on blank paper. Allow them to discuss and share their answers and their thinking. Repeat the process for the informational text: Bottlenose Dolphins and all Writing and Language prompts.

10. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RL.1.2: 2 Point Short Reading Constructed Response Rubric Question #7 Prompt: What did Dylan learn at the new school? Draw and write about what he learned. (Details can be shown in drawing or writing) Teacher Language and Scoring Notes: Sufficient Evidence (general idea) of the prompt would include information in writing and drawing about what Dylan learned at the new school. This is a DOK-2 question so students should respond with more information to explain the obvious. Specific Identifications (supporting details) could include in drawing and writing (the sentence prompt) that Dylan learned: (1) his school was large, (2) had 500 or a “lot” of kids and (3) that he could make new friends even in a new school (this in particular, is a DOK 2 answer). Specific: Full Support other details that could support the evidence of what he learned may include (1) he met two boys or sat with two boys at lunch – Kamil and James, (2) identifying that the old and new schools are different. Note: Any drawings or words that represent something found explicitly in the text to support the prompt is acceptable. 2 The student gives a proficient response by providing evidence of what Dylan learned at the new school and supporting what he learned with details. Student completes the sentence frame: Dylan learned he could make new friends. Drawings should include 2 or more details supporting that Dylan made new friends. 1 The student gives a partial response by providing some evidence of what Dylan learned at the new school and supporting what he learned with few details. Student completes the sentence frame: Dylan learned his school was big (or there were lots of kids). Drawings should include 1 or more details supporting that the new school had lots of kids. 0 The student provides no evidence about what Dylan learned at school. Student writes or draws but shows no evidence of answering or understanding the prompt. Toward RL.1.2 DOK 2 - Ck Identify the central message or lesson of a text using key details as support or evidence (read but not discussed).

11. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RL.1.3: 3 Point Reading Constructed Response Rubric Question #8 Prompt: Will Dylan have new friends? Tell how you know. Write and draw about it. Teacher Language and Scoring Notes: Sufficient Evidence (conclusion or central idea) of the prompt would be writing and drawing to show if Dylan would have new friends with support of how the student knows or concludes that is/not true. Specific identifications (key details) would include completing the sentence frame Dylan _______ have new friends (will/will not) and drawing (or more writing) to explain the answer. This is a DOK 2 question so the answer should go beyond the obvious. Students should draw the conclusion that Dylan will make new friends based on the textual evidence. Answers at this level may include: (1) Dylan with the two boys Kamil and James, (2) lots of kids at the school to make friends with and (3) Dylan eating lunch with the boys. Pictures of things “not happening” in the story are not acceptable. Full Support (other details) should include in other details that support the completed sentence frame in some way such as James saying, “Now you can have friends here.” 3 The student gives a proficient response by providing evidence of showing why Dylan will have new friends. The student finishes the sentence frame by inserting that Dylan will have new friends (as there is evidence of this but there is no evidence that he will not have new friends, except conjectures that are not explicit in the text). Student draws or writes more to show at least 2 more details showing Dylan with new friends in some way. 2 The student gives a partial response by providing some evidence of showing why Dylan will have new friends. The student finishes the sentence frame by inserting that Dylan will have new friends but only 1 vague detail that supports the statement. 1 The student gives a minimal response about why Dylan will have new friends. The student finishes the sentence frame by inserting that Dylan will have new friends but without further details to support the statement. 0 The student provides no evidence about why Dylan will have new friends. Student finishes the sentence frame by inserting that Dylan will not have new friends or does not answer the prompt in any other way that is supportive of the prompt. Toward RL.1.3 DOK 2 - Ck Identify major events from the story using key details

12. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RI.1.2: 2 Point Short Reading Constructed Response Rubric Question #15 Prompt: What did you learn about dolphins in the story? Write and Draw about it. RI.1.2 Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes: Sufficient Evidence (conclusion/idea) of the prompt would be writing (completing the sentence frame) and drawing to show what the student learned about dolphins in the story. It is a difficult concept for first graders at the beginning of the year to understand or summarize that dolphins can “do many things (which is the main idea of the story). Any answer a student gives to show that dolphins can do more than one thing is sufficient evidence of understanding the prompt. Specific Identifications (supporting details) support the completed sentence frame: Dolphins can __________. Students should respond with more than one answer such as: dolphins can (1) talk to each other, (2) swim in the sea, (3) like to play and (4) eat fish and squid. These are actions dolphins “do.” Responses that Fully Support with other details may include: dolphins (1) swim in groups, (2) come to the top of the water to get air and (3) can squeak. Full support would not include descriptions of a dolphin as descriptions are not a correct response to what dolphins “do.” 2 The student gives a proficient response by providing evidence of what dolphins can do. Student completes the sentence frame with what dolphins can “do,” including more than one fact from the story. Student draws or writes more to show other things dolphins can do or to illustrate the sentence frame. 1 The student gives a partial response by providing some evidence of what dolphins can do. Student completes the sentence frame with what dolphins can “do,” with only one fact from the story. Student does not draw or write about other things dolphins can do nor illustrate the sentence frame. 0 The student provides no evidence about what dolphins can do. Student completes/or not the sentence frame but does not show what dolphins can do nor draws about what dolphins can do. Toward RI.1.2 DOK 2 – Cl Identify key details that support the main idea (topic)

13. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RI.1.3: 3 Point Reading Constructed Response Rubric Question #16 Prompt: How does a dolphin get air? Write and draw more about it. Teacher Language and Scoring Notes: Sufficient Evidence (conclusion thought or idea) would be that students explain how a dolphin gets air by completing the sentence frame and then writing and drawing more to explain (reason why or how) the dolphin gets air. This is a DOK-3 question which moves beyond the obvious or even explaining the obvious and into reasoning how or why. Student answers should show more depth of understanding. Reasoning answers usually include the word, “because…” Specific Identifications (supporting details) should include the sentence frame: “A dolphin has a blowhole to get air” (or describing the hole in some way). Writing and drawing “more about it,” should show reasoning such as: (1) dolphins have to come to the top to get air, (2) they come to the top every 2 or 3 minutes and reasoning that (3) when dolphins come to the top they get air through their blowhole because they can’t breathe in the water. Specific Full Support (any other details) should support the student reasoning that dolphins must surface every 2 or 3 minutes to get air. Drawings or more writing could include (1) illustrating the photograph in the story showing the blowhole. 3 Student gives a proficient response by providing evidence to support how a dolphins gets air and reasons more about how or why. Student completes the sentence frame with the word blowhole or hole. Student provides more about how dolphins get air by showing a sense of reason (i.e., the dolphin can’t breathe under water so it has to come to the top every 2 or 3 minutes to get air). 2 Student gives a partial response by providing some evidence to support how a dolphin gets air and some reasoning about how or why. Student completes the sentence frame with the word blowhole or hole. Student shows some sense of reason but not a complete or thorough answer (i.e., the dolphin has to come to the top to breathe). 1 Student gives a minimal response and provides very little evidence to support how a dolphin gets air and little or no reasoning of how or why. Student completes the sentence frame with the word blowhole or hole but does not provide any reasoning to explain how or why the dolphin uses the blowhole. 0 Student provides no evidence to support how dolphins get air. Student response does not answer the prompt or show understanding of the prompt. 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.

14. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Brief Write Rubric Answer Key Writing Standard W.1a-b, Opinion Writing – SBAC Target 6a “… Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion.” Question #17 Prompt: Did James say the right thing to Dylan when he said, “Now you have friends here?” Teacher Language and Scoring Notes: When students do a “brief write” they are not writing a full text, but are focusing only on a portion of the standard. Essential elements of a complete interpretation of the prompt would be completing the sentence frame with an opinion. The question/prompt does not ask the student to explain the reason. Aspects of the task and sufficient relevant evidence would be a simple statement showing an opinion. 2 Student answer was proficient. An opinion was stated about if James said the right thing. Student completed the response with I think James _________ (did or did not say) the right thing. 1 Student answer was partial. An opinion was not stated about if James said the right thing but effort was made. Student attempted an opinion (i.e., I think James was nice) but not really answering the question. 0 Student answer did not state an opinion about if James said the right thing. Student’s response in no way suggests an opinion. Answer Key for W.1c – Write to Revise – SBAC Target 6b Rubric (1) point if sentences are in order and 1-2 sentences were added to support the opinion in the paragraph. Rubric (1 point) if student tells what the girl thought and explains why. 18. Finish the paragraph to show the girl’s opinion. The girl sat on the grass. Her cat was up in the tree. It would not come down. The girl thought_______________ because___________________________.

15. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 15 Quarter 1 Pre-Assessment Selected Response Answer/Points Key

16. 16 Student Copy Pre-Assessment Quarter 1 Name____________________Grade Directions: Read each story. Then answer the questions about the story.

17. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 17 The New Kid in Town Readworks.org 2013 1 Dylan was the new kid in class. He had moved to the city from a small town. 2 Dylan sat with Kamil and James at lunch. 3 “This school is different. It is big,” Dylan said. “There are so many kids here. My old school was small. It had only 50 kids.” 4 “There are 500 kids here. That is different,” Kamil said. 5 “I had friends there,” said Dylan. “Now you have friends here,” said James. “That part is the same! Grade Equivalent 0.8 Lexile Measure 480L Mean Sentence Length 8.70 Mean Log Word Frequency 3.76 Word Count 87

18. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 18 1. Where did Dylan move from? A.a big city B.a small town C.a big house 2.How is Dylan’s new school most different from his old school? A.The new school is in a city. B.The new school has more kids than the old school. C.It is far away from his old school. Toward RL.1.1 DOK 2 – Ch Ask and answer questions explaining why Toward RL.1.1 DOK 2 - Cl Locates key details in a text in order to ask and answer why and how questions about a text (read but not previously discussed).

19. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 3.Which word tells about Dylan’s new school? A.small B.tall C.big 19 4. What is the story mostly about? A. Dylan meets Kamil and James. B. The new school has 500 kids. C. Dylan goes to a new school. Toward RL.1.2 DOK 1 - Cf Uses key details from a literary text to answer questions about a central message or lesson. Toward RL.1.2 DOK 2 - Ci Summarizes a literary text using key details (a text read in class but not summarized in class).

20. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 20 6.When does Dylan sit down with James and Kamil? A.at lunch time B.before school C.after school 5. Who are the characters in the story? A.The three characters are the school, the teacher, and Dylan. B.The three characters are Dylan, James and Kamil. C.The three characters are the kids, the teacher, and Dylan. Toward R.1.3 DOK 1 - Cd Identifies characters, setting or events in a text to demonstrate an understanding of the accurate use of academic language. Toward RL.1.3 DOK 1 - Cf Answers questions about who the (characters), what (majors events/plot), where and when (setting) in the story.

21. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 21 7. What did Dylan learn at the new school? Draw and write about what he learned. Dylan learned ___________________________________. 8. Will Dylan have new friends? Draw or write to show how you know. Dylan __________ have new friends. will/ will not Toward RL.1.2 DOK 2 - Ck Identify the central message or lesson of a text using key details as support or evidence (read but not discussed). Toward RL.1.3 DOK 2 - Ck Identify major events from the story using key details

22. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 22 Bottlenose dolphins are smart. They live in the sea. They are sea animals. They are grey. They swim in groups and talk to each other. They squeak! Dolphins like to play. Bottlenose dolphins can grow to be 8 to 12 feet long. They can live for 50 years. Bottlenose dolphins come to the top of the water to get air. They come to the top every 2 or 3 minutes. A dolphin has a hole on top of its head called a blowhole. That is how it gets air. Dolphins eat fish and squid. They do not chew food. Bottlenose Dolphins Grade Equivalent 1.4 Lexile Measure 310L Mean Sentence Length 6.60 Mean Log Word Frequency 3.68 Word Count 99 By Elizabeth Yeo

23. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 10. Why do dolphins come to the top of the water? A.Dolphins need to talk. B.Dolphins like to play. C.Dolphins need to get air. 23 9. Why do dolphins live in the sea? A.They are sea animals. B.They like to play with other dolphins. C.They eat squid and fish. Toward RI.1.1 DOK 2 - Ch Ask and answer questions explaining why. Toward RI.1.1 DOK 2 - Cl Locates key details in a text.

24. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 12. What is the story mostly about? A.This story tells lots of things about dolphins. B.A dolphin lives in the sea. C.Dolphins are smart. 11. How long can a dolphin live? A.Dolphins live for 5 years. B.A dolphin can live for 20 years. C.They can live for 50 years. 24 Toward RI.1.2 DOK 1 - Cd Identify key details about the topic. Toward RI.1.2 DOK 2 – Ck Identify the main idea (topic)

25. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 13.How often does a dolphin come to the top of the water? A.every minute B.every 2 or 3 minutes C.every 30 minutes 25 14. How does a dolphin eat its food? A.A dolphin swallows its food. B.A dolphin chews its food. C.A dolphin likes to eat its food fast. Toward RI.1.3 DOK 2 – Cl Locate information about two: individuals, events or ideas. 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.

26. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 26 15. What did you learn about dolphins in the story? Write and Draw about it. RI.1.2 Teacher Only/ Score ______________ Dolphins can_________________________________________. 16. How does a dolphin get air? Write and draw more about it. RI.1.3 The dolphin has a ______________ to get air. 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. Toward RI.1.2 DOK 2 – Cl Identify key details that support the main idea (topic)

27. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 27 17. Did James say the right thing to Dylan when he said, “Now you have friends here?” Brief Write, W.1a,b “… Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion.” Teacher Only - Final Score__________ I think James __________________________________________. 18. Finish the paragraph to show the girl’s opinion. Write to Revise W.1c “… supply reasons that support the opinion.” Final Score__________ The girl sat on the grass. Her cat was up in the tree. It would not come down. The girl thought _____________________________ because _____________________________________________.

28. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 28 20. Which sentence shows the correct capital and period? Edit and Clarify Language Standard: L.1.1a A.Come to my house B.Come to my House. C.Come to my house. 19. Which set of words makes a complete sentence? Language and Vocabulary Standard: L1.6 A.the cat B.I see the cat. C.i am big

29. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 29 STOP Close your books and wait for instructions!

30. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 30 Informational Text 9 I can answer a “why “ question. RI.1.1 10 I can find important details in the text. RI.1.1 11 I can find important details about the topic. RI.1.2 12 I can tell what the text is mostly about. RI.1.2 13 I can find two details about the topic. RI.1.3 14 I can tell what caused something to happen (connecting ideas) RI.1.3 15 I can find key details to support the main idea (topic). RI.1.2210 16 I can describe how the topic is connected to a fact (i.e., dolphins have blowholes because...). RI.1.33210 Literary Text 1 I can tell about a text read in class. RL.1.1 2 I can answer how or why questions about a new text. RL.1.1 3 I can find details to tell what a text is mostly about. RL.1.2 4 I can tell what a text is mostly about. RL.1.2 5 I know what a character, setting or event is in a story. RL.1.3 6 I can answer questions about a character, setting or event in a story. RL.1.3 7 I can tell what the story is mostly about using key details. RL.1.2210 8 I can tell about the most important events in a story using key details. RL.1.33210 Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct.