1. Hillsboro Elementary Interim
Interim Assessment
2014
Reading Informational Text
nterim
Grade 1
Teacher Directions
Hillsboro Elementary Interim
Assessment

2. Awesome Team Members, Writers and Editors!
Interim Assessment
Awesome Team Members, Writers and Editors!
Allen
Blake
Alvarado
Deborah
Christensen
Haley
Chronister
Nicole
Crowell
Lindsay
Daniels
Vicki
Darnall
Monica
Delplanche
Dow
Diane
Duran
Liana
Ellis
Carrie
Fisher
Sheri
Garcia
Gerig
Stephanie
Giard
Heather
Godfrey
Brooke
Goldmann
Christine
Hancock
Melissa
Incrovato
Jamie
Jay
Ginger
Johnson
Jenn
Kagawa Ko
Kinsman
Laycee
Laws
Kimberly
Leonard
Kelly
Lule
Berta
Lule
Alfonso
Maines
Sandra
McLain
Gina
Munson
Shawna
Orozco
Christina
Portinga
Teresa
Ramer
Judy
Reamer
Erin
Retzlaff
Sara
Rider
Jami
Rooke
Kelly
Russo
Jill
Saxton
Brent
Schoebel
Trina
Sell
Leslie
Shepherd
Stinson
Janet
Thoen
Nikki
Tovar
Arcema
VanDyke
Walters
Christy
Wedel
Mandy
Winters
Melanie
Zagyva
Alia

3. Important Information
This booklet is divided into two parts…
Teacher’s Resources and Answer Keys
Pages 1 – 9
Student Assessment (can be printed in a small booklet form)
Pages 10 – 23
This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first
school semester.
Printing Instructions…
The interim assessment should be ordered through the HSD Print Shop.
Be sure you order the section: Teachers Directions
Be sure you order one copy of the student assessment for each of your students.

4. Reporting Categories Important Scoring Information
Directions for Interim Assessment
The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy.
Grades K – 2
Students in kindergarten should have the passages read to them as a listening comprehension assessment.
Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them.
Grades 3 – 6
Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.
Synergy:
When students have finished the entire assessment enter the total number of correct for each of the four reporting categories. There is a possibility of 5 total points for each reporting category.
Selected Responses: 0-1 Point Each
Constructed Responses: 0 – 3 Points each
Reporting Categories
Please enter student scores into Synergy in the 4 reporting categories listed below. Selected response items are one point each. Constructed response items are up to 3 points each. There are 5 possible points for each of the four reporting categories for a total of 20 points in grade one.
4 Reporting Categories
Target 8
KEY DETAILS:
Standards 1 and 3
Target 9
CENTRAL IDEAS:
Standard 2
Target 11
REASONING - EVIDENCE:
Standard 6
Target 13
STRUCTURES-FEATURES:
Standards 5 and 7
SR Questions
5 Pts.
Questions:
1, 2, 5, 6, 7
3, 4, 11, 13, 14 
2 Pts.
Questions:9, 10
8, 12
CR Questions
3 Pts.
Question:15
Question: 16

5. Selected Response (SR) Questions 0 - 1 point (CR) - 3 Pts.
Optional Classroom Use:
You may use this class scoring sheet if you wish.
Interim Gr. 1
Selected Response (SR) Questions point (CR) - 3 Pts.
Reporting Categories
Key Details
Main Idea
Reason
Structure
Student Question # 1 2 5 6 7 3 4 11 13 14 9 19
15CR 8 12
16 CR 10 15 16 17 18 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Qu.# Class Total

6. 3 2 1  SBAC Reading Assessment Constructed Response General Template
The response:
gives essential elements of a complete interpretation of the prompt
addresses many aspects of the task and provides sufficient relevant evidence to support development
is focused and organized, consistently addressing the purpose, audience, and task
includes sentences of varied length and structure 2
gives some of the elements of an interpretation of the prompt
addresses some aspects of the task and provides some evidence to support development
has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task
includes sentences of somewhat varied length and structure 1
gives minimal elements of an interpretation of the prompt
addresses few aspects of the task and provides little relevant evidence to support development.
lacks focus and organization and generally does not address the purpose, audience, and task.
includes sentences with little variety in length and structure
The response does not meet any of the criteria.
Short Constructed Response
Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.
The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. 3 2 1 Interim Assessment Answer Key Constructed Response
15. Tell what you learned about each of the senses. Use examples from the text and illustration. (RI.1.6)
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Students give examples and details from both the text and illustrations to answer the prompt: how many senses there are and what you learned about each one.
Aspects of the Task/Evidence: Use of examples from the text and illustration. Students should state that there are five senses and give and example or detail about each one. Some of the details should come from the text and some from the illustration. There could be many combinations and all are correct if they are found explicitly in the text or illustration as long as all five senses are stated.
focused and organized, consistently addressing: All five senses are stated and sentences focus on the five senses. 3
Sample Response “Student Language” Student states that there are five senses and gives an example for each one from the text (i.e. “I Can..”) and illustration.
There are five senses. I can see a car with my eyes. I can hear music with my ears. I can smell a flower with my nose. I can touch with my hands. I taste with my tongue. 2
Sample Response Student states that there are five senses and lists three examples.
There are five senses. I can see a moon. I can hear a bell. I can feel a puppy. 1
Sample Response Student does not state that there are five senses. Student lists two examples but none from the illustrations.
I can see a moon. I can hear music.
Sample Response Student does not respond to the prompt.
I like to eat a banana.
Standard RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

8. 3 2 1 Interim Assessment Answer Key Constructed Response
16. Write about the sense of taste. Use details from the text and the illustration. (RI.1.7)
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Students give examples of the sense of taste using details from both the text and the illustration.
Aspects of the Task/Evidence: Students give at least three examples of things they can taste found in both the text and illustration (no extraneous information). From the text the explicit example is (1) a banana. From the illustrations explicit examples should include (1) banana (2) apple (3) grape (4) pizza (5) hamburger (6) turkey.
focused and organized, consistently addressing: All items come from text and illustration, not from personal experience. Sentences are organized to make sense. 3
Sample Response “Student Language” Student gave one example (banana) from the text and two examples (hamburgers and grapes) from the illustration.
I can taste with my tongue. I can taste hamburgers, a banana and grapes. I like to taste things. Food is yummy. 2
Sample Response Student gave two examples from the illustration and none from the text.
I can taste hamburgers and grapes. 1
Sample Response Student gave one example from the illustration and none from the text.
I like to eat hamburgers.
Sample Response Student did not answer the prompt.
Food is yummy.
Standard RI.1.7
Use the illustrations and details in a text to describe its key ideas.

9. Interim Assessment - Selected Response Answer Key
Reporting Categories KEY DETAILS MAIN IDEA REASONING STRUCTURE
Question 1 What is a cub? RI.1.1 A
Question 2 What is a polar bear like when it is first born? RI.1.1 B
Question 3 What is the main topic of “A Baby Polar Bear Grows Up”? RI.1.2 C
Question 4 What would be another good title for this story? RI.1.2 D
Question 5 If a polar bear cub can walk, find its own food and swim, what do you know about the cub? RI.1.3
Question 6 Why does the mother have to keep the cub warm? RI.1.3
Question7 What do all of your five senses help you to do? RI.1.1
Question 8 Which heading in The Five Senses tells about the sense of smell? RI.1.5
Question 9 What does the text tell about your sense of sight that the illustration does not show? RI.1.6
Question 10 Under which heading can you find information about how
you can feel? RI.1.6
Question 11 What is the main topic of The Five Senses? RI.1.2
Question 12 What gives you the sense of touch? RI.1.7
Question 13 What do all of the details under each heading tell about? RI.1.2
Question 14 Which of the five senses can help you feel a fuzzy puppy? RI.1.2
Question Constructed Response
RI.2.6
Question Constructed Response
RI.2.7

10. Name________________________
Interim Assessment
2014
Reading Informational Text
nterim
Interim
Student Assessment
Name________________________

11. A Baby Polar Bear Grows Up
A Baby Polar Bear Grows Up  1
Polar bears live in ice and snow. A polar bear baby is a cub. A cub is born with its eyes closed. It does not have much hair. A cub drinks its mother’s milk. The mother keeps the cub warm. 2
The cub grows bigger. Soon the cub can walk. Its mother shows it how to hunt. She shows it how to swim. The cub likes to play. It rolls in the snow. 3
The cub grows stronger. The cub learns to swim. It can find its own food. Now the cub can live by itself.

12. 2. What is a polar bear like when it is first born?
1. What is a cub?
A baby polar bear
Snow
A grown up polar bear
A mother polar bear
Standard RI.1.1
Ask and answer questions about key details in the text.
2. What is a polar bear like when it is first born?
It likes to play and roll in the snow.
Its eyes are closed and it does not have much hair.
It can swim and find its own food.
It can live by itself.
Standard RI.1.1
Ask and answer questions about key details in the text.

13. 3. What is the main topic of “A Baby Polar Bear Grows Up”?
It is about what a polar bear cub likes to do.
It is about how a baby polar bear cub learns to swim.
It is about what a polar bear cub is like and how it learns to live by itself.
It is about why a baby polar bear cub rolls in the snow
Standard RI.1.2
Identify the main topic and recall the key details of a text.
4. What would be another good title for this story?
Ice and Snow
An Animal in the Arctic
A Polar Bear Learns to Swim
The Life of a Polar Bear Cub
Standard RI.1.2
Identify the main topic and recall the key details of a text.

14. The cub can live by itself. The cub lives in ice and snow.
5. If a polar bear cub can walk, find its own food and swim, what do you know about the cub?
The cub was just born.
The cub can live by itself.
The cub lives in ice and snow.
The cub does not have much hair.
Standard RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
6. Why does the mother have to keep the cub warm?
It does not have much hair.
The cub likes to play.
It can find its own food.
The cub is born with its eyes closed.
Standard RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.

15. The Five Senses 1 My Five Senses
Your five senses help you learn about your world. 2
I Can See
Your eyes give you the sense of sight. You can see the moon. 3
I Can Hear
Your ears give you the sense of hearing. You can hear music. 4
I Can Smell
Your nose gives you the sense of smell. You can smell a flower. 5
I Can Taste
Your tongue gives you the sense of taste. You can taste a banana. 6
I Can Touch
Your skin gives you the sense of touch. You can feel a fuzzy puppy!

16. 7. What do all of your five senses help you to do? read better
learn about the world
smell good food
hear a bell ring
Standard RI.1.1
Ask and answer questions about key details in the text.
8. Which heading in The Five Senses tells about the sense of smell? 2 4 5 6
Standard RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

17. 9. What does the text tell about your sense of sight that the illustration does not show?
You can see a bear.
You can see a car.
You can see an umbrella.
You can see the moon.
Standard RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
10. Under which heading can you find information about how you can feel?
I Can Hear
I Can Smell
I Can Taste
I Can Touch
Standard RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

18. 11. What is the main topic of The Five Senses?
The main topic is the sense of touch.
The main topic is different facts about the five senses.
The main topic is the sense of sight.
The main topic is how the five sense are the same.
Standard RI.1.2
Identify the main topic and recall the key details of a text.
12. What gives you the sense of touch?
your ears
your nose
your tongue
your skin
Standard RI.1.7
Use the illustrations and details in a text to describe its key ideas.

19. 13. What do all of the details under each heading tell about?
All of the details under each heading tell about the sense of hearing.
All of the details under each heading tell what you can do.
All of the details under each heading tell what you can see.
All of the details under each heading tell about how you can smell and taste.
Standard RI.1.2
Identify the main topic and recall the key details of a text.
14. Which of the five senses can help you feel a fuzzy puppy?
the sense of touch
the sense of taste
the sense of smell
the sense of seeing
Standard RI.1.2
Identify the main topic and recall the key details of a text.

20. RI.1.7 (Teacher Only) Final Score: ______
15. Tell what you learned about each of the senses. Use examples from the text and illustration.
RI.1.6 (Teacher Only) Final Score_____
16. Write about the sense of taste. Use details from the text and the illustration.
RI.1.7 (Teacher Only) Final Score: ______

21. Close your books and wait for instructions!
STOP
Close your books and wait for instructions!

22. Student Self-Check 1
1.1
8 1.5 2
9 1.6 3
1.2
10 1.6 4
11 1.2 5
1.3
12 1.7 6
131.2 7
141.2
Color your score blue.
151.6
161.7

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