4th Quarter Three CFA Reading: Literature Grade Four Targets Standards

4th Quarter Three CFA Reading: Literature Grade Four Targets Standards
DOK 3 Word Meanings RL.4.4 1-2 6 Text Structures/Features RL.4.7 2 5 Analysis Within and Across Texts RL.4.9 4 Reading: Informational Grade Four Targets Standards DOK 10 Word Meanings RI.4.4 1-2 11 Reasoning and Evidence RI.4.8 3 12 Analysis Within and Across Texts RI.4.9 4 Note: There may be more standards per target. Standards assessed in this assessment are boxed. Narrative Writing and Language Targets Standards DOK 1a Brief Narrative Write W.4.3a, W.4.3b, W.4.3c, W.4.3d 3 1b Write-Revise Informational 2 Full Narrative Composition W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.8, W.4.9 4 8 Language-Vocabulary Use L.4.3a 1-2 9 Edit and Clarify L.4.1d

Quarter Three English Language Arts Common Formative Assessments
Team Members and Writers This assessment was developed working backwards by identifying the deep understanding of the two passages. Key Ideas were identified to support constructed responses and key details were aligned with the selected response questions. All questions support students’ background knowledge of a central insight or message. Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills and our “in-house” writer Ginger Jay. Deborah Alvarado Berta Lule Judy Ramer Christina Orozco Alfonso Lule Jill Russo Linda Benson Sandy Maines Sharon Carlson Maritza Dash Gina McLain Anne Berg Heather Giard Nicole Thoen Aliceson Brandt Translator: Zaida Rosa Translator: Patricia Ramirez All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers. Deborah Alvarado Lincoln Street Sonja Grabel Patterson Gina McLain TOSA Linda Benson West Union Megan Harding Orenco Teresa Portinga Anne Berg Eastwood Renae Iversen Judy Ramer Consultant Aliceson Brandt Ginger Jay Witch Hazel Sara Retzlaff McKinney Sharon Carlson Minter Bridge Ko Kagawa Jami Rider Free Orchard Deborah Deplanche Jamie Lentz Mooberry Kelly Rooke Free Orchards Alicia Glasscock Imlay Sandra Maines Quatama Angela Walsh

This is a CFA to measure the task of writing a narrative text
This is a CFA to measure the task of writing a narrative text. Full compositions are always part of a Performance Task. A complete performance task would have: Part 1 A classroom activity (30 Minutes) Passages or stimuli to read 3 research questions There may be other constructed response questions. Part 2 A Full-Composition (70 Minutes) Students should have access to spell-check resources but no grammar-check resources. Students can refer back to their passages, notes and 3 research questions and any other constructed responses, as often as they’d like. The note-taking forms in this assessment were created for informational text. If you choose to use these, please have your students take notes while reading the informational passages. Directions 30 minutes You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture).The classroom activity DOES NOT pre-teach any of the specific content that will be assessed! 35 minutes Students read the passages independently. If you have students who can not read the passages you may read them to those students but please make note of the accommodation. Remind students to take notes as they read. During an actual SBAC assessment students are allowed to keep their notes as a reference. Students answer the 3 research questions or other constructed response questions. Students should also refer to their answers when writing their full opinion piece. 15 minute break 70 Minutes Students write their full composition (narrative piece). SCORING A Narrative Rubric is provided. Students receive three scores: Organization and Purpose Evidence and Elaboration Conventions

City Planning Classroom Activity
This classroom pre-activity follows the Smarter Balanced Assessment Consortium general design of contextual elements, resources, learning goals, key terms and purpose [ The content within each of these was written by……Carrie Ellis and Judy Ramer The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed potentially unfamiliar concepts that are associated with the scenario key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Throughout the activity, it is permissible to pause and ask students if they have any questions. Resources needed: Chart paper & marker Graph paper or construction paper Pencils and crayons Learning Goals: Students will learn what the important components are when building a city. Students will understand why placement of different city components need to be intentionally. Students will understand the key terms: Note: Definitions are provided here for the convenience of facilitators. Students are expected to understand these key terms in the context of the task, not memorize the definitions. Industrial: area of the city where factories operate and things are made (warehouses, factories, docks, shipping…) Municipal: area of the city where government buildings operate (city hall, jails, police station…) Commercial: area of the city where business operate and where people go to shop (stores, doctors’ offices, salons) Residential: area of the city where people live (houses, apartments, condos, mobile homes…) [Purpose: The facilitator’s goal is to make the students aware of what components make up a well planned city. Students will develop this understanding by creating a city of their own. *Facilitators can decide whether they want to display ancillary materials using an overhead projector or computer/Smartboard, or whether they want to produce them as a handout for students.

City Planning Classroom Activity continued…
Facilitator says: (this activity is based on the National Geographic site, “Planning a New Town”) “Today we will get ready for the “City Planning” Performance Task, which is about how past cities were developed and how thoughtful planning is important for meeting the needs of the people that will live there. Let’s start by discussing what you know about what makes up a city. Turn to a partner/discuss in your group for two minutes about what are the different parts of a city.” [Have paper & pencils/whiteboards available for students to record their ideas if they wish.] Discussion question: What are the different parts of a city? [write the discussion question on chart paper/board for students to refer to]. Possible student responses (unscripted): Streets Buildings Schools Parks Hospital Homes Facilitator says: [Facilitator sets up a Cognitive Content Dictionary, using the 4 terms under vocabulary for the headings; Residential, Commercial, Industrial, Municipal. See example in Ancillary Materials.] “These are the 4 types of spaces that a city typically has. Let’s take a look at the first one. What do you predict the definition is of 'residential’ and what might you find in that space?” Discussion Question: What do you predict the definition is of 'residential’ and what might you find in that space? [2 minute discussion; share out] My home Trees Neighborhoods [Point out that residential areas are where people live and can have a variety of dwellings like houses, apartments, mobile homes, duplexes, parks, schools, and libraries. Point out that some of these can be in multiple areas.] [Facilitator continues this with the other 3 spaces, asking the question, “What do you predict the definition is of ‘________’ and what might you find in that space?” [2 minute discussion for each; share out with each one] Possible student responses for “Commercial” (unscripted): Grocery stores Department stores Gas stations [Point out that commercial areas are where businesses operate and people shop for goods; salons, hospitals, doctors’ offices, schools, parks, libraries…some being in multiple areas.]

Possible student responses for “Industrial” (unscripted): Factories Warehouses Docks Shipping [Point out that industrial areas are where products are made and shipped; post office, …some being in multiple areas.] Possible student responses for “Municipal” (unscripted): Court house Community Center Police Station Fire Station [Point out that municipal areas are where government operates in a city; water and light, animal control, City Hall…some being in multiple areas.] Facilitator says: “Do you think each of these space types should have the same amount of room? How would you decide that?” Discussion Question: Do you think each of these space types should have the same amount of room? How would you decide that? [2 minute discussion; share out] Possible student responses (unscripted): There should be more space for residential because you’ll need more homes than stores. There should be more space for commercial because buildings/stores take a lot of space. Facilitator says: “When putting these different spaces together, is there anything you need to think of when making decisions about where to put all the buildings and homes?” Discussion Question: When putting these different spaces together, is there anything you need to think of when making decisions about where to put all the buildings and homes? There needs to be a school near my home. Put the homes in the area where the land is the nicest. [Point out that putting a school next to a jail would not be an ideal choice; grocery stores and schools should be near homes…) Facilitator says: “Now, using what you know about city planning, you and your group will design a city of your own. With your paper and crayons, create a map of your city, as if you are looking at it from above. This doesn’t have to be perfect…just a sketch of your idea. Label all the pieces. Make sure you follow these guidelines: Color code for the different spaces (commercial, residential, industrial, municipal) . Label all important structures and areas. [warn them not to label EACH structure, but general ones, i.e.., not every home or specific business, but one of a kind buildings like library, hospital…] Don’t forget to plan how people will get around in your city.

[Work/plan for 10 minutes; share out by doing a “field trip” around the room, having each group explain why they placed things where they did and responding to questions from the rest of the students.] Facilitator says: “In your performance task, you will be learning more about how one famous city was planned long ago. The group work you did today should help prepare you for the research and writing you will be doing in the performance task.” Note: Facilitator should collect student notes from this activity.

Ancillary Materials Residential Commercial Industrial Municipal
Residential Commercial Industrial Municipal Prediction: Definition: An area of the city where people live. An area of the city where business operate and people shop/get services. An area of the city where products are made and shipped. An area of the city where the government operates. Examples: houses, apartments, condos, schools, parks stores, offices, hospitals, salons, schools, parks factories, warehouses, docks, shipping areas city hall, community center, fire station, police station, water & light

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 Band Flesch-Kincaid® The Lexile Framework® 2nd - 3rd 4th - 5rd 6th – 8th 9th – 10th 11th - CCR 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:

Directions About this Assessment Quarter 3 Performance Task
Order at HSD Print Shop… Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. All students should “move toward” taking the assessments independently but many will need scaffolding strategies. If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a student needed. About this Assessment This assessment includes: Selected Response, Constructed Response, and a Performance Task. Types of SBAC Constructed Response Rubrics in this Assessment Reading 2 Point Short Response 2-3 Point Extended Response Writing 4 Point Full Composition Rubric (Performance Task) 2-3 Point Brief Write (1-2 Paragraphs) Rubric 2-3 Point Write to Revise Rubrics as Needed Research 2 Point Rubrics Measuring Research Skill Use Quarter 3 Performance Task The underlined sections are those scored on SBAC. Please take 2 days to complete performance tasks. Part 1 Part 2 Classroom Activity if Desired/Needed Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Components of Part 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. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills needed to complete a performance task. These CR questions are scored using the SBAC Research Rubrics rather than reading response rubrics. Class Activity Plan your essay (brainstorming -pre-writing). Write, Revise and Edit (W.5) Writing a Full Composition or Speech Components of Part 2 Planning Students review notes and sources and plan their composition. Write, Revise and Edit Students draft, write, revise and edit their writing. Word processing tools should be available for spell check (but no grammar check). This protocol focuses on the key elements of writing narratives: introduction (narrator and/or setting and characters) organization (event sequence) development (narrative techniques such as dialogue, pacing, description reflection, and multiple plot lines) transitions (to sequence events) conclusion conventions of standard English. There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menu

Name_________________ Passage________________ Main Idea _______________
Grade 4 R E- read S E A R C H SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE What contributions (key ideas) does the text make to support the main idea? Write one new contribution (key idea) about the main idea. _____________________________________________________________________________ Key Details and Examples What key details and examples from the section or paragraph explain more about the new contribution (key idea)? Key Detail or Example ________________________________________________________________________ ________________________________________________________________________ Key Detail or Example _________________________________________________________________________ _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again. Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary. ____________________________________________________________________________ Instruct students to re-read a paragraph or section of the text that has strong text contributions to support a key idea. Ask, “Does the section or paragraph you chose have a strong statement about the main idea?” This is a contribution within a key idea about the main idea. (be sure students can identify the main topic). Have students write ONE brief sentence about the new contribution (key idea ). In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference. 1 Ask students to look for key details and examples that explain more about the new strong contribution (key idea.) Key details are reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea. Example: if the main topic is about dogs and... “The dog likes to play,” (is the new contribution (key Idea), Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. Remember students will need to have a note-taking form for each passage. 2 Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (key idea ) and key details? ” Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively. Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When authors use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 3 4 Differentiation: Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately: Main Topic Contribution (key idea) Key Details Examples Again and Again Conclusions - Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

Name________________ Passage_______________ Main Idea _______________
R E S E A R C H SOMETHING NEW EXPLAIN MORE AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE Grade 4 Name________________ Passage_______________ Main Idea _______________ What contributions (key ideas) does the text make to support the main idea? Write one new contribution (key idea) about the main idea. _____________________________________________________________________________ Key Details and Examples What key details or examples from the section or paragraph explain more about the new contribution (key idea)? Key Detail or Example ________________________________________________________________________ ________________________________________________________________________ Key Detail or Example _________________________________________________________________________ _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again. Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary. ____________________________________________________________________________

Quarter 3 CFA Research Constructed Response Answer Key
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 3 CFA Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question #7 RI.4.7 (Prompt): Describe the impact the earthquake had on the people and city of San Francisco. Use details or examples from both sources in your answer. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information – how do both the text and the video display the effects of the earthquake on San Francisco. Relevant details from the text San Francisco Earthquake of 1906 that emphasize the disaster could include pictures of (1) the fallen buildings, (2) the train off its track, (3) the tents people lived in, (4) the smoke from the fires, (5) the rubble on the ground and (6) the picture of the fault line. Relevant details from the video Earthquake! for showing the details of the disaster could include (1) the world tilting, (2) Papa yelling “It’s an earthquake, son!,” (3) a huge explosion, (4) blowing up buildings, (5) gas fires, (6) no water, (7) wind and (8) smoky glow. Student “Language” Response Example 2 Student response has sufficient relevant information from both sources describing the impact of the earthquake on San Francisco. Both the text and the video are about the earthquake in San Francisco. The video show pictures of fallen buildings and people living in tents. The train is off the track and the roads are blocked with fallen buildings so people will not be able to get around. There is smoke in the background. In the story, the boy feels the earthquake and sees part of the house across the street fall down with the man inside. He hears an explosion. He is fighting off the fires that start after the earthquake. There is no water to put out the fires and the sky is a strange color. 1 Student response gives some or partial relevant and perhaps some irrelevant information from both sources describing the impact of the earthquake on San Francisco. The story tells how the boy couldn’t take care of the animals because of the earthquake. There wasn’t any water. They were all scared, even the mice. The man’s house crashed and I don’t know where he is going to live. The train was off the track and the city is a big mess. Student gives a personal response and no information from the sources. I would be scared in an earthquake. My house might burn down and my dog ran away. I don’t want to be in an earthquake. Standard RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Quarter 3 CFA Constructed Response Answer Key
Standard RL Point Reading Constructed Response Rubric Question #8 (prompt): What can the reader learn about making a city safe after reading “Earthquake!” and, “Chicago Legacy: Burnham’s Plan”? Use information from both sources in your answer. Sufficient Evidence of ability to use information from both texts to identify how to make a city safe. Specific Identifications (supporting details) from Earthquake! could include (1) access to water and (2) buildings or homes that are not made of wood. Supporting details from Chicago Legacy: Burnham’s Plan could include (1) planning where things should be, (2) spacing houses farther apart, (3) limiting use of wood in construction, (4) more and/or wider streets, (5) planning before building-thinking about the whole city, (6) hire a city planner and/or an architect, (7) planning for ships, and/or trains and, (8) access to water during emergencies. Full Support (other details): gives specific examples, explanations or elaborations from the texts. 3 Student response has sufficient information from both sources about making a city safer. In the story Earthquake! the reader learns that what you build houses out of is important. You can’t use too much wood because wood catches on fire easily. There were many fires but there was not enough water to put them out. In the text Chicago Legacy: Burnham’s Plan the reader learns that it is also important to make wider streets so homes are not too close together so fire doesn’t spread quickly. Hiring a city planner is important. A city planner can help decide where to put buildings and make sure they are not too close together, as well as making sure there is enough water nearby to put out fires. 2 Student response has partial information from both sources about making a city safer. The reader learned that in the story Earthquake that a family can be in danger when they live in a wood house or in a city where everything is made of wood. So to be safe don’t live in just wood houses. In the story about Chicago the reader can learn that city planners are a big help. They can show people how to make things safer. 1 Student response has minimal information from both sources about making a city safer. I liked both stories and both of them told about fires. I think fires are dangerous and you need to have a lot of water to be safer. Student gives a personal response and no information from the sources I live in the city just like the boy in the story. Standard RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

2 1 Constructed Response Research Rubrics Target 4
Quarter 3 CFA Research Constructed Response Answer Key Constructed Response Research Rubrics Target 4 ability to cite evidence to support opinions and/or ideas Question #15 RI.4.8 (Prompt): Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the text that supports your answer. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas in regard to the prompt: how Burnham’s job as a city planner helped change Chicago. Students should answer the prompt using specific evidence as support. Specific evidence could include (1) Daniel Burnham was a city planner and thought about the whole city, (2) he was in charge of the World’s Columbian Exposition in Chicago for which many buildings were built, (3) he came up with a plan to improve the city, and (3) he planned parks, streets, bridges, railroads and other buildings. Student “Language” Response Example 2 Student gives sufficient evidence to support how Burnham helped change Chicago. Daniel Burnham‘s job as a city planner helped change Chicago. He planned and organized the World’s Columbian Exposition in 1893 held in Chicago. Then he thought about the city’s needs. He made lots of plans to make the city better. Using his plans, Chicago built many bridges and railroads. Those changes can still be seen today. 1 Student gives limited evidence to support how Burnham helped change Chicago. Daniel Burnham was a city planner. He planned buildings and was in charge of the exposition. The student does not give enough relevant information to answer the prompt. Daniel Burnham helped Chicago. Standard RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

2 1 Quarter 3 CFA Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Question # 16 RI.4.9 (Prompt): How did DuSable and Burnham both contribute to making Chicago a great city? Use information from, “Chicago’s First Leader” and, “Chicago Legacy: Burnham’s Plan” to support your answer. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to locate and select key points. The response gives sufficient evidence of the ability to interpret and integrate information. The response gives sufficient evidence Relevant details include (1) DuSable opened a trading post that helped explorers to keep going, (2) the trading post made it possible to settle in Chicago, (3) Trading with the Native Americans, (4) DuSable was called “father” of the city, (5) Burnham was an architect (helped plan a city,) (6) one of the first city planners, (7) Burnham thought about what the city needed (8) planned the World‘s Colombian Exposition and, (9) Burnham solved problems the city had. Student “Language” Response Example 2 Student response integrates sufficient information from both texts about Burnham and DuSable. DuSable and Burnham were both important. DuSable opened a trading post. He traded with Native Americans. DuSable sold blankets, butter, furs, knives, cloth, and guns. It would be fun to go to a trading post! Burnham was an architect. He thought about what the city needed to make it a better and safer place to live. Both men contributed to the city growing and becoming a great city. 1 Student response integrates partial information from both texts about Burnham and DuSable but has extraneous information. DuSable opened a trading post. He sold blankets and knives. Burnham was a city planner. They both made the city great! I would like to go to the trading post! Student only gives information from one source or only talks about one of the two people DuSable had a trading post. It would be fun to go to a trading post. He traded with the Native Americans. Standard RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

2 1 Teacher /Rubric “Language Response”
Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension. Quarter 3 CFA Brief Write Constructed Response Answer Key Organization: Conclusion and Temporal Words W.4.3c Target: 1a Write a Brief Text, W.4.3c Transitional Words, Writing Target 1a A student is writing a story for class about two friends who want to start their own trading post. Read the draft of the story and complete the task that follows. Write a Brief Text, W.3c Temporal Words, Writing Target 1a Diego and Sara were best friends and had lots in common. They both loved to read and they lived on the same street. One day they had just finished reading about a settler in 1880 who had a trading post. Diego said, “Hey Sara, we could have our own trading post right here on our street!” “What would we trade?” Sara asked. In one or two paragraphs, write an ending for the story that describes the events and experiences in the story. Teacher /Rubric “Language Response” Teacher Language and Scoring Notes: The student response should provide a conclusion (1-2 paragraphs) that logically follows and supports the preceding information about the events and experiences of the characters in the story. The conclusion should explain what happened after Diego said “We could have our own trading post….” and use transitional words to signal event order. Student “Language” Response Example 2 The response provides transition (words or phrases) from the “body of the story” to the conclusion and provides a satisfying ending to the story that provides closure and/or follows logically from the events or experiences in the story. Then Diego said, “We could trade for books! We both love to read and I sure need some new books to read.” Sara said, “That’s true! I bet my old books would be new books to someone else.” So Diego and Sara decided to set up a trading post the next day. They would call it the New for Old Books Trading Post. The next day Sara’s mother found a long table they could use. Diego’s father made a wooden sign. They spent most of the day going through all of the old books they no longer wanted. Then they posted fliers around the street that said, “Old Books for New Books Trading Post…Come and bring your old books and trade them for New to You books!” Later in the day they opened for business. They had so many kids come that they couldn’t believe it. Everyone got “new” books. Afterwards, they were tired but happy to have so many old but new books to read! What a success! 1 The response provides a limited transition from the “body of the story” to the conclusion and provides a general or partial ending to the story that may provide some closure and/or somewhat follow logically from the events or Diego and Sara thought about what to trade at their trading post. Diego wanted to trade baseball cards and Sara wanted to trade recipes for cupcakes. Then they thought they should trade books because they both liked to read. So that’s what they did. They had help from their parents and other friends on the block. Sometimes it’s nice to get others involved. If I had a trading post I’m not sure what I would trade. But, you never know for sure. The response provides no transition from the body of the story to the conclusion and has an unclear or incomplete ending to the story that does not provide closure. A trading post is where settlers traded furs long ago sometimes with Native Americans and sometimes with other settlers. Diego should have a trading post to trade things that helps other people too.

Grades 3 - 5: Generic 4-Point Informational/Explanatory Writing Rubric
Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: 3rd-L.3.2 4th-L.4.2, L.4.3b 5th-L.5.2 Statement of Purpose/Focus Text Types & Purposes: 3rd-W.3.2a-b 4th-W.4.2a-b 5th-W.5.2a-b 3rd-W.3.2c-d 4th-W.4.2c-d 5th-W.5.2c-d Elaboration of Evidence Research to Build and Present Knowledge: 3rd-W.3.7-8 4th-W.4.7-9 5th-W.5.7-9 Language and Vocabulary Conventions & Vocab. Acquisition: 3rd-L.3.1b-i, L.3.3a & L.3.6 4th-L.4.1, L.4.3a, & L.4.6 5th-L.5.1b-e, L.5.3a & L.5.6 4 Exemplary (E) The response is fully sustained and consistently and purposefully focused: controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. controlling idea or main idea of a topic is introduced and communicated clearly within the context . The response has a clear and effective organizational structure creating unity and completeness: use of a variety of transitional strategies logical progression of ideas from beginning to end. effective introduction and conclusion for audience and purpose. The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details: use of evidence from sources is smoothly integrated comprehensive, and relevant . effective use of a variety of elaborative techniques . The response clearly and effectively expresses ideas, using precise language: use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose. The response demonstrates a strong command of conventions: few, if any, errors are present in usage and sentence formation. effective and consistent use of punctuation, capitalization, and spelling. 3 Proficient (M) The response is adequately sustained and generally focused: focus is clear and for the most part maintained, though some loosely related material may be present. some context for the controlling idea or main idea of the topic is adequate. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. adequate introduction and conclusion The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise . adequate use of some elaborative techniques . The response adequately expresses ideas, employing a mix of precise with more general language. Use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response demonstrates an adequate command of conventions: some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. adequate use of punctuation, capitalization, and spelling. 2 Developing (NM) The response is somewhat sustained and may have a minor drift in focus: may be clearly focused on the controlling or main idea, but is insufficiently sustained. controlling idea or main idea may be unclear and somewhat unfocused . The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end. conclusion and introduction, if present, are weak. The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: evidence from sources is weakly integrated, and citations, if present, are uneven. weak or uneven use of elaborative techniques The response expresses ideas unevenly, using simplistic language: use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose. The response demonstrates a partial command of conventions: frequent errors in usage may obscure meaning. inconsistent use of punctuation, capitalization, and spelling. 1 Merging (NY) The response may be related to the topic but may provide little or no focus: may be very brief may have a major drift focus. may be confusing or ambiguous . The response has little or no discernible organizational structure: few or no transitional strategies are evident . frequent extraneous ideas may intrude . The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: use of evidence from the source material is minimal, absent, in error, or irrelevant . The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary. may have little sense of audience and purpose . The response demonstrates a lack of command of conventions: errors are frequent and severe. meaning is often obscure. A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Student score explained
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4b Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4c Use a variety of transitional words and phrases to manage the sequence of events. W.4d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.43 Provide a conclusion that follows from the narrated experiences or events. Narrative Full Composition Performance Task Score “4” Example SBAC Rubric Grades 3 - 8 score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions Statement of Purpose/Focus Organization Elaboration of Evidence Language and Vocabulary 4 Exemplary The narrative, real or imagined, is clearly focused and maintained throughout: effectively establishes a setting, narrator and/or characters, and point of view* The narrative, real or imagined, has an effective plot helping create unity and completeness: effective, consistent use of a variety of transitional strategies logical sequence of events from beginning to end effective opening and closure for audience and purpose The narrative, real or imagined, provides thorough and effective elaboration using details, dialogue, and description: effective use of a variety of narrative techniques that advance the story or illustrate the experience The narrative, real or imagined, clearly and effectively expresses experiences or events: effective use of sensory, concrete, and figurative language clearly advance the purpose The narrative, real or imagined, demonstrates a strong command of conventions: few, if any, errors in usage and sentence formation effective and consistent use of punctuation, capitalization, and spelling Student score explained The student establishes a setting and character. The focus is clearly maintained throughout the story. The narrator’s point of view (being excited) is clearly expressed. The student has a beginning, middle and an ending in sequential order that moves forward with transitional words and in a logical order of events. The opening and conclusion create unity. The student elaborates with details from passages about what makes a city safe and uses dialogue effectively. The student uses narrative techniques of dialogue and description to advance the story. The student’s voice is knowledgeable about the information. The student uses sensory language (excited, smack) and some figurative language – “oops I got carried away,” Concrete vocabulary make the story effective (boulevards, earthquake, gas lines, fire, wooden buildings, etc..). The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade. You are going to write your own narrative story about a character that lived after Your character wants to help plan and build a better city. Describe the city that your character is going to plan and build and how he or she will do it. Use details from the texts you have read to help you write your story (be sure to use your own words). Student Exemplar Example: (the next two pages)

Farmville Student Narrative Performance Task Exemplar Example:
Edward hung up the phone then slammed his fist down hard on his desk, “Yes!” His coffee cup flew off his desk and across the room, landing with a SMACK on the floor. “Oops, I guess I got carried away!” He grinned. He just got his first job as a new architect and it was a big one! The call was from Meg Brian, the mayor of a tiny city called Farmville. The farmers that lived near Farmville decided it was time for the city to grow. “Mr. Turner,” began Ms. Brian, “Your college recommended you as a gifted architect that might be willing to take on a challenge and at a reasonable rate.” Edward was more than willing! If he did well this could be the start of his career! He told Ms. Brian that he would begin immediately by making plans for the tiny city of Farmville to grow. He was nervous but confident that he could do this . Edward had two weeks to make a plan. He had a list of everything the farmers wanted in their tiny city but he also had other ideas they had not thought of. “Time for me to get down to work,” he said. For the next two weeks he was glued to his desk. He worked ten to twelve hours a day. Then he’d drink coffee and work late into each night. Edward worked so hard he sometimes forgot to eat! Finally he was ready to present his plan. “Whew! I’m ready! I just hope the major and the farmers like my plan for Farmville.” Edward gathered up his blueprints and headed out the door. It was the first time he had left his house in two weeks! When he reached Farmville Mayor Meg Brian and the farmers were all gathered in the little building they used for city meetings. Edward could tell they were anxious and excited as they shook his hand and welcomed him with huge smiles. One farmer said, “Thank you, young man for taking on this challenge. We need our little city to grow so our kids will want to stay here and we won’t have to travel so far to get things we really need.” After everyone settled down Edward began. To set the scene, the writer includes details about where the story took place. In the introduction, the writer describes a character, what happened first and establishes focus. Dialogue and description are used effectively throughout the story. The writer includes details about what the character felt and what he was thinking. The writer uses transitional language to move the story along. The writer has a continued logical order of events, beginning, middle and a conclusion that follows the order of events.

Farmville “My plans for the city of Farmville have 4 important points,” he said. “These points will allow Farmville to grow into the city you need.” Edward projected the four points on a screen for all to see. Safety Main Buildings Homes and Small Businesses Recreation Step One: He began with safety as step one. “Farmville has only a few old wooden buildings. The gas lines are old and could easily break open if there is an earthquake. Then fires could quickly destroy the wooden buildings,” he explained. So our first step would be to put in new gas lines and tear down the old wooden buildings. Then, we would have a safe place to build roads, bridges and boulevards. The last step in safety is making sure we have enough water piped across the entire city if there is a fire. Step Two: Next is step two. This step is about the main buildings. He said, “With wide roads we’ll have plenty of room to bring in materials to build. The buildings in Farmville will be made of brick, concrete and other materials that don’t catch on fire easily. “Edward showed them a map of where the new city hall, school, fire station, police station, hospital, bank and grocery store would be. Step Three: “I’m really excited about step three,” Edward said. “Farmville’s homes and businesses can expand for miles around because we’ve made wide streets and room to grow. There will be plenty of room to build more homes as the city grows.” Step Four: The final step was recreation. Edward explained that parks would make the city beautiful and more people would want to live there. There was also a plan for a fishing pond and camping area in the forest that was nearby. “Well that’s it. I hope you like my plans,” Edward said. He looked around nervously. It was dead quiet. He didn’t know if they liked the plans or not. As he waited for a response one farmer stood up and clapped. Then another and another, until they all joined in. Finally Major Brian stood up and announced, “Folks, I think we have the perfect plan for Farmville,” as she shook Edward’s hand. The writer uses extensive detail and descriptions. The writer has an interesting and logical conclusion.

ELP 4th – 5th Grade Band Standards Organized by Modality
Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others. Listening & reading 9 - create clear and coherent grade-appropriate speech and text 10 - make accurate use of standard English to communicate in grade-appropriate speech and writing 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, and drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation. Speaking & Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive modalities*: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3). Listening, speaking, reading, and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing Standard An ELL can… By the end of an English language proficiency level, an ELL in grades 4-5 can . . . 4 Productive (S & W) …construct grade-appropriate oral and written claims and support them with reasoning and evidence. 1 2 3 5 …express an opinion about a familiar topic. …construct a simple claim about a familiar topic, and give a reason to support the claim. …construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim. …construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement. …construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement. This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just-right scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next. Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

Focus and Organization Elaboration and Evidence
Narrative Writing Pre-Assessment Performance Task Student and Class Scoring: School Year: Grade: Teachers Name: School: Student Name: Focus and Organization Elaboration and Evidence Conventions Student Total ELP Score Score 1. 2. 3. 4. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Scoring Key: Total # Correct 1 = Emerging 0 - 4 2 = Developing 5 - 7 3 = Proficient 8 - 10 4 = Exemplary

Grade 4 - Quarter 3 CFA Selected Response Answer Key
Question 1 Which clues help you identify the meaning of the word trough? RL.4.4 B Question 2 Why did “a great splintering crash” likely occur? RL.4.4 D Question 3 How are Earthquake! and the video San Francisco Earthquake of 1906 the same? RL.4.7 Question 4 How is Earthquake! different from the video San Francisco Earthquake of 1906? RIL4.7 A Question 5 What conclusion can you draw from the text and the video about the destruction of the city? RL.4.9 C Question 6 What was the greatest result of the earthquake and fire in San Francisco? RL.4.9 Question Literary Constructed Response RL.4.7 Question Literary Constructed Response RL.4.9 Question 9 What does the phrase “trading post” mean in the passage, Chicago’s First Leader? RI.4.4 Question 10 Which statement below best describes a city planner? RI.4.4 Question 11 What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8 Question 12 Which evidence best supports what a city planner thinks a city needs? RI.4.8 Question 13 According to Chicago Legacy: Burnham’s Plan why was life difficult in Chicago before the Great Fire? RI.4.9 Question 14 What do Burnham and DuSable’s legacies have in common? RI.4.9 Question Informational Text Constructed Response RI.4.8 Question Informational Text Constructed Response RI.4.9 Write and Revise Question Brief Write W.4.3c Question 18 Which line of dialogue would best fit after the last sentence? W.4.3b Question 19 The student has decided that the two bold words are too easy for his teacher. Choose the two words that best replaces the bold words. L.4.3a Question 20 Which sentence shows the adjectives in correct order? L.4.1d NOTE Explanation: The article “a” comes first. The word “beautiful” shows an opinion and it comes next. The adjective that describes the horse should come third, followed by the noun.

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Quarter Three ELA CFAssessment Student Copy Student Name _______________________ 4th

As you read, take notes on these sources.
Read the Directions. Part 1 You will read several literary and informational texts about how cities are planned and built. As you read, take notes on these sources. Then you will answer several research questions about these sources. These will help you plan to write a narrative story. You are going to write a narrative story Steps you will be following: In order to help you plan and write your article, you will do all of the following: Read the literary and informational texts. 2. Answer several questions about the sources. 3. Plan your story. Directions for beginning: You will now read several types of texts. Take notes because you may want to refer to your notes while you plan your narrative story. You can refer to any of the sources as often as you like. Questions Answer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your narrative story. Part 2 Your assignment: You are going to write your own narrative story about a character that lived after Your character wants to help plan and build a better city. Describe the city that your character is going to plan and build and how he or she will do it. Use details from the texts you have read to help you write your story (be sure to use your own words). You will: Plan your narrative writing. Be sure to include a beginning, middle and end. You may use your notes and answers. Write-Revise and edit your first draft (your teacher will give you some paper. Write a final draft of your narrative story. How you will be scored Purpose how well you maintain your focus, and establish a setting, narrator and/or characters. Organization how well the events logically flow from beginning to end using effective transitions and how well you stay on topic throughout the story. Elaboration: of evidence how well you elaborate with details, dialogue, and description to advance the story or illustrate the experience. of language and vocabulary how well you effectively express experiences or events using sensory, concrete, and figurative language that is appropriate for your purpose. Conventions how well you follow the rules of grammar, usage, and mechanics (spelling, punctuation, capitalization, etc.).

Grade Level: 3.5 Lexile Measure: 680L Mean Sentence Length: 9.65 Mean Log Word Frequency: 3.45 Word Count: 415 Earthquake! A Story of Old San Francisco By Kathleen V. Kudlinski (excerpt) Phillip sat up and leaned into the dark and silent bedroom. Through the open window, he could hear dogs all over San Francisco. Some were barking, some were howling, and some were yapping, listening, then yapping again. From the chorus of howls to the south it seemed that every dog in the pound was wide awake. By now, so was Phillip. He grabbed his work boots off the back stoop and ran to the stable. As Phillip reached for the door handle something ran across his slipper. It was a baby mouse! He cradled it in his hand and watched as half a dozen more mice fled through the crack under the door. Phillip set the baby down gently into the hay. “There, little fella.” It turned in a confused circle, then ran outside. Phillip reached for the lantern on its hook inside the door. He lit it and turned the flame on high. He filled Duchess’s bucket from the spigot above the bog watering trough. He filled it and left the water running. He opened her stall door and reached in to hang the bucket, and the world tilted. “It’s an earthquake, son!” Papa yelled back from across the stable. “Stay down. She can’t last forever.” ……………………. The porch of the minister’s house across the street looked crooked somehow. As Phillip watched, it toppled forward with a great splintering crash. Dust and dirt flew from beneath it. Buster started barking desperately. Pastor Olson opened his door and stopped just before he fell into the ruins. He stood in the empty doorway in silence, staring at the space where his porch had been. The air shattered with the sound of a huge explosion. Dynamite? thought Phillip. A cannon? “Steady, boys,” Pastor Olson was saying. “They’re blowing up buildings to try to stop the fires from spreading. The whole city is built of wood. There are gas fires starting up all over. There’s no water. And this wind isn’t helping either.” He rubbed his face. “I don’t know how they’ll stop it.” ………………………… The road was still full of people fleeing from the fires. As twilight fell, the smoky glow from fires downtown painted the sky a strange dusky red. Phillip’s shoulders ached from carrying water. His hands stung where the ladles of the heavy buckets had bitten in. But he made another six trips, filling each horse’s bucket to the top for the night.

Chicago Legacy: Burnham’s Plan
Grade Level: 4.3 Lexile Measure: 430L Mean Sentence Length: 7.36 Mean Log Word Frequency: 3.58 Word Count: 589 Chicago Legacy: Burnham’s Plan What was Daniel Burnham’s big idea? 1 In 1833, Chicago was incorporated as a town. Before then it was a settlement. About 350 people lived here. At first it grew slowly. Then Chicago grew very fast. By 1855, about 30,000 people lived here. That year the Burnham family moved here. Daniel Burnham was nine when he came to Chicago. He would grow up here. He would be part of Chicago’s progress. 2 By 1870, 300,000 people lived here. There was no plan for where everything should be. Chicago was crowded. The streets were too busy. People built homes in a hurry. They used wood. Most of the city was made of wood. The Great Chicago Fire happened in It lasted for 36 hours. Almost 18,000 buildings burned down. About 100,000 people lost their homes. Some people chose to leave. But most stayed. They would rebuild Chicago. 3 After the fire, people wanted to make Chicago a better city. They wanted to change the city. They took debris from the fire to make a park. Debris is what is left after a fire. Today that park is called Grant Park. They rebuilt houses. They rebuilt businesses. But there wasn’t a big plan. So streets started getting crowded again. 4 Daniel Burnham was an architect. Architects plan buildings. They think about who will use the buildings. They plan what they should look like. But Daniel Burnham did more than plan buildings. 5 He was one of the first people to have a job called “city planner.” A city planner thinks about what a city needs. It needs many things. It needs parks and public buildings. It needs streets. A city planner thinks about the whole city. 6 Daniel Burnham knew how to make big plans. He was in charge of the World’s Columbian Exposition in 1893 held in Chicago. That was a big fair. There were more than 200 new buildings at the fair. Many people came from around the world to see it. They saw many new things. They saw movies. They saw electric light bulbs. Those were new inventions in 1893.

Chicago Legacy: Burnham’s Plan
What was Daniel Burnham’s big idea? 7 After the fair, Chicago kept growing. In 1906, more than two million people lived here. Daniel Burnham convinced leaders that the city needed a plan. They decided he should make that plan. He saw problems. He thought of ways to solve them. He planned ways to make the city better. He asked another architect to help him. That person was Edward Bennett. 8 In 1909 they finished their big plan. City leaders decided to do many parts of the plan. They added parks to the lakefront and neighborhoods. They added forest preserves. They added wider streets. Wide streets are called boulevards. Boulevards would make it easier for people to travel in Chicago. They built bridges over the Chicago River. They planned railroad stations. These changes took many years and a lot of money. 9 You can see Daniel Burnham’s legacy in Chicago today. Navy Pier is one part of his plan. The Michigan Avenue Bridge came from his plan. Union Station came from his plan too. It is a big train station. Burnham’s legacy is in many places in Chicago. It is part of how Chicago works. He said that it is important to have very big dreams. He said people should make great plans. That idea is still important today.

Which clues help you identify the meaning of the word trough?
barking, howling, yapping bucket, spigot, watering shattered, explosion, dynamite twilight, smoky, dusky Standard RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). 2. Why did “a great splintering crash” likely occur? Dogs were barking and howling. The world tilted. There was an earthquake. There was a huge explosion.

They both show what happens to a family in an earthquake.
How are Earthquake! and the video San Francisco Earthquake of 1906 the same? They both show what happens to a family in an earthquake. They both show what happens in a stable. They both show a father and son saving their animals. They both show the impact of the earthquake on San Francisco. Standard RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. How is Earthquake! different from the video San Francisco Earthquake of 1906? The text is about one family and the video is about the whole city. The video is about an earthquake and the text is about an explosion. The video is about one family and the text is about the whole city. The text is about an explosion and the video is about an earthquake.

The city was destroyed by an earthquake.
What conclusion can you draw from the text and the video about the destruction of the city? The city was destroyed by an earthquake. The city was destroyed by fire. The city was destroyed by the earthquake and fires. The city did not have enough water to put out the fires. Standard RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. What was the greatest consequence of the earthquake and fire in San Francisco? People were unable to work because the trains could not run. Animals needed new stables to live in. There was a huge mess to clean up. The city needed to be rebuilt from the ground up.

Describe the impact the earthquake had on the people and city of San Francisco. Use details or examples from the text Earthquake! and the video San Francisco Earthquake of 1906. Standard RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. 8. What can the reader learn about making a city safe after reading Earthquake! and, Chicago Legacy: Burnham’s Plan? Use information from both sources in your answer. Standard RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Chicago’s First Leader
Grade Level: 4.4 Lexile Measure: 680L Mean Sentence Length: 10.85 Mean Log Word Frequency: 3.67 Word Count: 434 Chicago’s First Leader 1 Before there was a city of Chicago, a brave man moved here. It was tough to live here then. There were no stores. There were no settlers. It was very cold in the winter and hot in the summer. There was a lot of snow in winter, too. So, it was hard to travel then. In spring, there was a lot of rain and mud, and that made it hard to travel as well. 2 Then an early Chicago leader came here. His name was Jean Baptiste Point DuSable. He was the first person who was not a Native American to settle here. He was African American. DuSable built a cabin on the Chicago River. He started a business by trading with Native Americans. He opened a trading post here in the late 1770s. At first, it was just a small home. But he stayed for more than 20 years. He added to it. It became the most important part of the area. 3 Getting things to Chicago was hard. Chicago was a very small town. It was many miles away from any other city. At first, DuSable traded only with the Native Americans and explorers. He would give them tools and other goods and he would get back things that they grew, hunted, or made. As more people moved here, his trading post became more important. Settlers bought goods, too. 4 DuSable’s trading post helped explorers to keep going. They could buy supplies at his post. This would let them travel further. That trading post helped start Chicago as a city. When families moved to Chicago, they could get what they needed at the trading post. Settlers bought many things from the trading post. 5 DuSable sold blankets, butter, furs, knives, cloth, and guns. Settlers and Native Americans traded or paid money for those things. 6 Jean Baptiste Point DuSable sold his trading post and moved on in He left a legacy, however. The trading post had been a kind of anchor of the growing community. 7 DuSable was the first person to help people come to Chicago. He helped them stay here, too. That is why Chicago called him the “father” of the city. He made it possible to settle here. 8 Today there is a harbor named for DuSable. There is a park too. That park is near where he started the first Chicago business. The location of the city is DuSable’s biggest legacy. It started where his trading post was! His post was the starting point for making the town that became today’s big city.

a place to hitch your horse a place to get things you need
What does the phrase “trading post” mean in the passage, Chicago’s First Leader? a place to hitch your horse a place to get things you need a place located near a river a place to build your home Standard RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 10. Which statement below best describes a city planner? A city planner thinks about the new inventions of 1893. A city planner builds homes. C. A city planner thinks about streets, parks, and buildings. A city planner fights fires.

Lots of people lived there. People built homes in a hurry.
11. What was a major reason that the buildings burned easily in the Great Chicago Fire? Lots of people lived there. People built homes in a hurry. Most of the city was built from wood. The fire lasted for 36 hours. Standard RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 12. Which evidence best supports what a city planner thinks a city needs? The city planner thinks about parks and public buildings. City planners draw pictures and make models. The city planner thinks about the whole city and what will make it better. D. Architects plan buildings. Standard RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

13. According to Chicago Legacy: Burnham’s Plan,
why was life difficult in Chicago before the Great Fire? The city was growing very fast and there was no plan. All of the buildings were built out of wood. Only 350 people lived in Chicago at the time. 18,000 buildings burned down. Standard RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. This question is asking students to integrate information within one text…but the concept is similar. 14. What do Burnham and DuSable’s legacies have in common? Both men have modern day buildings named after them. Both men built things that made Chicago a better city. Both men made plans that brought new inventions to Chicago. Both men had buildings destroyed by fire. Standard RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

15. Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the text that supports your answer. Standard RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 16. How did DuSable and Burnham both contribute to making Chicago a great city? Use information from, Chicago’s First Leader and, Chicago Legacy: Burnham’s Plan to support your answer. Standard RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

17. A student is writing a story for class about two friends who want to start their own trading post. Read the draft of the story and complete the task that follows. Diego and Sara were best friends and had lots in common. They both loved to read and they lived on the same street. One day they had just finished reading about a settler in 1880 who had a trading post. Diego said, “Hey Sara, we could have our own trading post right here on our street!” “What would we trade?” Sara asked. In one or two paragraphs, write an ending for the story that describes the events and experiences in the story. Write a Brief Text, W.4.3c Temporal Words, Writing Target 1a A student is writing a paragraph about an architect. Read the draft of the paragraph in the box. The architect studied a city map to plan on where to build a new park. Then, she was ready to present her new plan to the city council. Which line of dialogue would best fit after the last sentence? “Do you mind if I have dinner first?” she said. The architect said, “A city park is a great idea.” “City council members, I am now ready to present my plan,.” she said. “Would you like me to make a plan?” said the architect. Revise a Text, W.4.3b Dialogue Elaboration, Writing Target 1b `

\ ` \ ` brown A beautiful horse jumped when the earth shook
19. A student visits a San Francisco museum and learns about the earthquake of He writes his teacher a letter about it. Read the draft of the letter and answer the question that follows. Today I went to a museum to learn about the San Francisco earthquake of The quake was huge. It lasted less than a minute. But it started fires around the city that burned for three days! The student has decided that the two bold words are too easy for his teacher. Choose the two words that best replaces the bold words. big, lit massive, ignited gigantic, began enormous, made Language and Vocabulary, L.4.3a Audience, Writing Target 8 \ ` Read the words below. brown A beautiful horse jumped when the earth shook Which sentence shows the adjectives in correct order? A beautiful and brown horse jumped when the earth shook. Beautiful and brown, the horse jumped when the earth shook. A beautiful, brown horse jumped when the earth shook. A brown, beautiful horse jumped when the earth shook. Edit and Clarify L.4.1d, adjective order Target 9 \ `

Plan your writing. You may use your notes and answers.
Part 2 Your assignment: You are going to write your own narrative story about a character that lived after Your character wants to help plan and build a better city. Describe the city that your character is going to plan and build and how he or she will do it. Use details from the texts you have read to help you write your story (be sure to use your own words). You will: Plan your writing. You may use your notes and answers. Write – Revise and Edit your first draft (your teacher will give you paper). Write a final draft of your narrative story. You will be scored by…. Purpose how well you maintain your focus, and establish a setting, narrator and or characters. Organization how well the events logically flow from beginning to end using effective transitions and how well you stay on topic throughout the story. Elaboration: of evidence how well you elaborate with details, dialogue, and description to advance the story or illustrate the experience. of language and vocabulary how well you effectively express experiences or events using sensory, concrete, and figurative language that is appropriate for your purpose. Conventions how well you follow the rules of grammar, usage, and mechanics (spelling, punctuation, capitalization, etc.).

Close your books and wait for instructions!
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Literary Text 1 2 3 4 5 6 7 8 Informational Text 9 10 11 12 13 14 15
Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct. Literary Text 1 Which clues help you identify the meaning of the word trough? RL.4.4 2 Why did “a great splintering crash” likely occur? RL.4.4 3 How are Earthquake! and the video San Francisco Earthquake of 1906 the same? RL.4.7 4 How is Earthquake! different from the video San Francisco Earthquake of 1906? RL.4.7 5 What conclusion can you draw about from the text and the video about the destruction of the city? RL.4.9 6 What was the greatest consequence of the earthquake and fire in San Francisco? RL.4.9 7 Describe the impact the earthquake had on the people and city of San Francisco. Use details or examples from the text Earthquake! and the video San Francisco Earthquake of RL.4.7 8 What can the reader learn about making a city safe after reading Earthquake! and, Chicago Legacy: Burnham’s Plan? Use information from both sources in your answer. RL.4.9 Informational Text 9 What does the phrase trading post mean in this passage, Chicago’s First Leader? RI.4.4 10 Which statement below best describes a city planner? RI.4.4 11 What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8 12 What evidence best supports what a city planner thinks a city needs? RI.4.8 13 According to Chicago Legacy: Burnham’s Plan why was life difficult in Chicago before the Great Fire? RI.4.9 14 What do Burnham and DuSable’s legacies have in common? RI.4.9 15 Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the text that supports your answer. RI.4.8 2 1 16 How did DuSable and Burnham both contribute to making Chicago a great city? Use information from, Chicago’s First Leader and, Chicago Legacy: Burnham’s Plan to support your answer. RI.4.9 Writing 17 In one or two paragraphs, write an ending for the story that describes the events and experiences in the story. W.4.3c 3 2 1 18 Which line of dialogue would best fit after the last sentence? W.4.3b 19 The student has decided that the two bold words are too easy for his teacher. Choose the two words that best replace the bold words. L.4.3a 20 Which sentence shows the adjectives in correct order? L.4.1d

1st minute Something I did well on…. 2nd Minute Something that was new to me or I need more practice with… 3rd Minute Something I don’t understand…. Reflection Page

4th Quarter Three CFA Reading: Literature Grade Four Targets Standards

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4th Quarter Three CFA Reading: Literature Grade Four Targets Standards

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