1. 5th Quarter Four 2014-15 CFA Reading: Literature Grade Five Targets
Standards
DOK 3
Reasoning and Evidence
RL.3
1-2 6
RL.6 2 5
Analysis Within and Across Texts
RL.9 4
Reading: Informational Grade Five
Targets
Standards
DOK 10
Reasoning and Evidence
RI.3
1-2 11
RI.6 3 12
Analysis Within and Across Texts
RI.9 4
Note: There may be more standards per target. Only standards assessed are listed.
Opinion Writing and Language
Targets
Standards
DOK 1a
Brief Opinion Write
W.1a, W.1b, W.1c, W.1d 3 1b
Write-Revise Opinion 2
Full Opinion Composition
W-1a, W-1b, W-1c, W-1d, W-4, W-5, W-8 4 8
Language-Vocabulary Use
W.5.2d
1-2 9
Edit and Clarify
L.5.1d

2. Quarter Four 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
Patty Gallardo
Sandra Maines
Jennifer Robbins
Aliceson Brandt
Dori George
Gina McLain
Kelly Rooke
Linda Benson
Heather Giard
Christina Orozco
Hailey Christenson
Sonja Grabel
Teresa Portinga
Tammy Cole
Dovina Greco
Judy Ramer
Translator: Zaida Rosa
Translator: Patricia Ramirez

3. This is a CFA to measure the task of writing an opinion piece
This is a CFA to measure the task of writing an opinion piece. Full compositions are always part of a Performance Task. A complete performance task would have:
Part 1
A Classroom Activity (30 Minutes)
Activity should include
New language and vocabulary students may encounter in passages (taught through a source that does not pre-teach the actual passages). Vocabulary that may be new to students in the passages in this assessment may include: science fair, project, matter, liquids, gases, solids, plasmas, molecules, atoms, filter, particles, microscope, visible, inflate, space, diffusion, material, properties, solids, geologists, resistance, characteristic, scientists, scientific and standard.
Utube Video: Song – States of Matter (2 minutes)
Physical Science – Properties of Matter (20 minutes)
3. (35 minutes – Independent work)
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 they’d like. The note-taking forms in this pre-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 (opinion piece).
SCORING
An opinion Rubric is provided. Students receive three scores:
Organization and Purpose
Evidence and Elaboration
Conventions

4. Directions About this Assessment Quarter 4 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 4 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 opinion pieces:
Statement of Purpose/Focus: Do you clearly state your opinion? Do you stay on topic?
Organization: Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions?
Elaboration of Evidence: Do you provide evidence from sources about your opinions and elaborate with specific information?
Language and Vocabulary: Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose?
Conventions: Do you use punctuation, capitalization and spelling correctly?
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

5. Grade 5
R E-
read S E A R C H
SOMETHING NEW
EXPLAIN MORE
AGAIN and AGAIN
RELEVANT OR NOT?
CONCLUDE
HAVE EVIDENCE
What problems or questions does the author state about the main idea?
Write one new problem or question the author brings to the reader’s attention about the main topic.
_____________________________________________________________________________
Key Details
What key details from the passage explain more about the problem or question?
Write two key details that provide an answer or a solution. Use Quotes from the text when possible.
Key Detail (has an answer or solution)
________________________________________________________________________
_________________________________________________________________________
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 and select a paragraph or section of the text with problems or questions about the main topic.
Ask, “Does the section or paragraph you chose state a new question or problem about the main idea?” This is a key detail that may help solve the problem or answer the question (be sure students can identify the main topic).”
Have students write ONE brief sentence about a new problem or question the author brings to the reader’s attention about the main idea. 1
Ask students to look for key details that explain more about the problem or question.
Explain “Key details about the main idea can help us find answers to a question or solution to a problem.” Instruct students to write 2 brief key details that provide an answer or solution.
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 details about problems and solutions? Can the words help you write one conclusion sentence that summarizes the problem and solution (or the question and answer)?”
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 mini lesson. These concepts can be taught separately:
Main Topic
Problem/solution question/answer
Key Details
Again and Again
Conclusions - Summarizing
ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

6. 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 5
Name_______________ Passage______________ Main Idea________________
What problems or questions does the author state about the main idea?
Write one new problem or question the author brings to the reader’s attention about the main idea.
________________________________________________________________________
_____________________________________________________________________________
Key Details
What key details from the section or paragraph explain more about the problem or question?
Write two key details that provide an answer or a solution. Use quotes from the text when possible.
Key Detail (has an answer or solution)
_________________________________________________________________________
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 key idea and the answer
and solution key details. Use some of the again and again words or ideas in your summary.
____________________________________________________________________________

7. 4 3 2 1 Grades 3 - 5: Generic 4-Point Opinion Writing Rubric
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 response is fully sustained and consistently and purposefully focused:
opinion is clearly stated, focused, and strongly maintained
opinion is communicated clearly within the context
The response has a clear and effective organizational structure creating unity and completeness:
effective, consistent 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 writer’s opinion 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 in usage and sentence formation e
effective and consistent use of punctuation, capitalization, and spelling 3
Proficient
The response is adequately sustained and generally focused:
opinion is clear and for the most part maintained, though some loosely related material may be present
context provided for the claim is adequate
The response has an recognizable organizational structure, 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 writer’s opinion 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 are present, but no systematic pattern of errors is displayed
adequate use of punctuation, capitalization, and spelling 2
Developing
The response is somewhat sustained with some extraneous material or a minor drift in focus:
may be clearly focused on the opinion but is insufficiently sustained
opinion on the issue may be unclear and 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 writer’s opinion 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 1
Merging
The response may be related to the purpose but may offer little or no focus:
may be very brief
may have a major drift
opinion 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 writer’s opinion that includes little or no use of sources, facts, and details:
use of evidence from sources 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 and meaning is often obscured
A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].
Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment

8. 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

9. Focus and Organization Elaboration and Evidence
Opinion Writing CFA
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 4
Total Students
% Proficient
25%
50%
% Exemplary
75%
Scoring Key:
Total # Correct 1
= Emerging
0 - 4 2
= Developing
5 - 7 3
= Proficient
8 - 10 4
= Exemplary
To use the Excel Version of this Score sheet.

10. 2 1 Quarter 4 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 RL.5.6 Prompt: In the text, Science Fair, how does the author show Avery knows matter is everywhere? Give examples from the text.
Teacher /Rubric “Language Response”
The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information. Students distinguish what information is relevant to explaining where Avery was able to find matter using her fish tank project. Examples of relevant information from the passage, “Science Fair” could be (1) Avery was able to identify examples of solids and liquids (2) she showed the presence of gas in the fish tank by noting the bubbles. Other information is acceptable if it is from the text.
Student “Language” Response Example 2
Student presents sufficient key details from the passage that show matter is everywhere.
Matter is found everywhere. Avery found solids in glass pebbles and miniature stone castles and even in the tank. Water is the liquid but she had a hard time finding a gas. She was excited when she saw the air bubbles in the tank because they are a gas. 1
Student presents minimal or partial details but does not give specific information or details.
Matter is everywhere even id desks, plants and water. Avery used her fish tank for her science project. She won a prize for the most surprising example of a state of matter.
Student presents no evidence to distinguish relevant from irrelevant information about the prompt.
Avery’s cool fish tank won the big blue ribbon. I am going to make a fish tank for my science fair project.
Standard RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.

11. Quarter 4 CFA 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 4 CFA Constructed Response Answer Key
Standard RL.5.9 Point Reading Constructed Response Rubric
Question #8 RL.5.9 Prompt: How could Avery have used information found in Matter is Everywhere but not found in Science Fair as part of the display for her project?
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”
Sufficient Evidence: Examples of relevant information include information about atoms and molecules, diffusion and identifying properties of matter
Specific Identifications (supporting details): Matter is made up of tiny particles called atoms, gases aren’t visible, a molecule is made up of two or more atoms, diffusion is molecules moving freely in liquids and gases, matter has material properties
Full Support (other details): viewing atoms through a microscope, molecules move like atoms, molecules move at different speeds, molecules move slower in solids than in liquids, atoms move freely in space, atoms are too tiny to see with the eye, molecules are always moving just like atoms, matter has material properties, materials are made up of atoms and molecules, materials are identified by their properties, the Mohs scale is one way of identifying material properties, various methods are used to group materials together 3
Student presents sufficient key details about matter that are additional to those found in Science Fair.
Avery could have said that a molecule is made up of two or more atoms. Atoms are too tiny to see with the eye; you need to use a special microscope. She also could explain that liquids and gases go through a process called diffusion. In addition, Avery could explain how matter is identified by material properties. Sometimes scientists use the Mohs scale. 2
Student presents partial key details about matter that are additional to those found in Science Fair.
Avery could have shown in her display board that molecules are made up of two or more atoms. She also could have shown how matter is identified using the Mohs scale. 1
Student presents minimal key details about matter that are additional to those found in Science Fair.
A molecule is made up of two or more atoms. Atoms are tiny particles that you can’t see.
Student presents no key details about matter that are additional to those found in Science Fair.
Avery’s project is about matter. My project would be way cooler!
Standard RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

12. 2 1 Quarter 4 CFA Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 2
Locate, Select, Interpret and Integrate Information.
Question #15 RI.5.6 Prompt: What do the periodic chart and the Mohs scale have in common? Use examples from both articles to clarify your response.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to locate and select information within and among sources of information in order to answer the prompt. Students locate (identify) and select information that answers the prompt; “What do the periodic chart and the Mohs scale have in common?”
The response gives sufficient evidence of the ability to interpret and integrate information within and among sources of information to answer the prompt. Students give examples of the periodic chart and Mohs scale in order to interpret and integrate a conclusion; what do they have in common? Student responses should include: (1) definitions or purpose of both the periodic charts and Mohs scale, (2) examples of how each is used and (3) a conclusion of their similarities (inferring in some way that both are used to measure, identify or group materials together).
Student “Language” Response Example 2
Student locates and selects an example of the periodic table and an example of the Mohs scale as well as drawing the conclusion as to what both have in common. Student uses sufficient details to support the response.
Long ago scientists could not share what they knew about matter. They all had different ideas. Now scientists are able to learn about matter by organizing and grouping information. Scientists can use the periodic chart to identify different elements. The periodic chart groups all of the known elements based on their properties and the number of proteins found in one atom of each element. There are 100 different elements we know of. The Mohs scale helps scientists group minerals by how hard they are to scratch. For instance, a diamond is described as hard because it is extremely difficult to scratch. Both the Mohs scale and the periodic table are methods to group information together. 1
Student explains the purpose of the periodic table and the Mohs scale as well as drawing the conclusion as to what both have in common. Student does not give sufficient details to support the response.
The periodic table identifies the different elements. The Mohs scale identifies how hard minerals are. Both help scientists identify different things.
The students does not give enough evidence of the ability to locate, select, interpret and integrate information.
Scientists use different tools like the periodic table and the Mohs scale.
Standard RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

13. 2 1 Constructed Response Research Rubrics Target 4
Quarter 4 CFA Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 4
ability to cite evidence to support opinions and/or ideas
Question #16 RI.5.9 Prompt: What is all matter made of? Give examples of how scientists
know what all matter is made of.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion in order to answer the prompt: What is all matter made of? Give examples of how scientists know what all matter is made of.
Relevant information will be specific to facts and details that support the students’ answers. Relevant facts and/or details should first include that all matter is made of atoms. Without this first response, the rest of the response will not be supportive or relevant. Relevant answers to how scientists know what matter is made of could include (1) microscopes help scientists to see the atoms, (2) atoms are invisible but we can see how they react , (3) atoms constantly move in matter (e.g., air pumped into a balloon inflates or perfume smells spread across the room), (4) atoms join together to make elements which join together to make matter and (5) properties of elements tell scientists about the kinds of atoms.
Student “Language” Response Example 2
Student gives sufficient examples of the ability to distinguish relevant from irrelevant information.
Everything around us that takes up space is matter. Scientists know that all matter is made of atoms. They can’t see the atoms because atoms are very tiny particles. Scientists use a special microscope called a scanning tunneling microscope to see atoms. If you blow air into a balloon the atoms move quickly and the gas in the balloon inflates. If you spray perfume in a room the atoms in the air help move the smell of the perfume around to other parts of the room. These are a few examples of how scientists know that all matter is made of atoms. 1
Student identifies what matter is made of but gives few examples of the ability to distinguish relevant from irrelevant information.
Matter is made of atoms so scientists have to be able to know how to find atoms. There are many ways to find or know about atoms. Scientists have studied to understand how to do this.
The students does not give enough evidence of the ability to distinguish relevant from irrelevant information.
Matter is what people study to learn about stuff.
Standard RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

14. 2 1 Teacher /Rubric “Language Response”
Quarter 4 CFA Brief Write Constructed Response Answer Key
Organization:
W.5.1c Target: 6a Write a Brief Text, W.5.1c linking opinion to reasons, Writing Target 6a
Citing from the text means to find and locate evidence but re-writing it in your own words including the text as a reference or source.
A student is writing an opinion letter for his class about learning about matter is important. Read the draft of his opinion letter and complete the task that follows.
Brief Write, Organization, W.5.1c, link opinion-reasons using words, phrases and clauses, Target 6a
We All Need to Understand Matter
Paragraph 1
Learning about matter is more than just learning something scientific.
When we learn about matter we learn more about everything around us!
We all need to know about matter.
Paragraph 2
Matter is made up of many things. When we learn about matter we
understand our world better.
Paragraph 3
I can’t think of anyone who doesn’t need to know something about
matter to be successful in the future, can you?
Add relevant evidence from the chart below, Facts About Matter, that would support the student’s opinion at the end of paragraph 2. Cite any sources you use.
Teacher /Rubric “Language Response”
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:
The student response should provide additional reasons to support the student’s opinion that logically extends and supports paragraph 2. The reasons students include should be from Facts about Matter. Evidence from this source should be stated in the student’s own words (but students may also include other logical ideas that support paragraph 2).
Student “Language” Response Example 2
The response provides additional reasons to extend and support paragraph two and logically transitions into paragraph 3. Student cites the source.
Regardless of what you want to be when you grow up you’ll have to know something about matter. According to the chart Facts About Matter for instance, everything around us is a liquid, solid, gas or plasmas. These are the 4 elements of matter. Doctors and nurses have to know about medicines which are made of liquids, solids and plasmas. Mechanics have to understand which liquids a vehicle needs. Cooks have to understand how much of a liquid or solid goes into a cake. Truck drivers to sea captains have to know how much cargo their vessels can carry! 1
The response provides some additional reasons to extend and support paragraph two and logically transitions into paragraph 3. Student does not cite the source.
We need to learn a lot about matter. Scientists study matter all of the time. They study atoms and molecules and other things that make matter. Its important.
The response provides no additional reasons to extend and support paragraph two.
If you have a science fair project like Avery you will learn a lot about matter too.
Facts about Matter
Everything around us is made of matter.
There are four states of matter called liquids, solids, gases and plasmas.
All matter is made of tiny particles called atoms.
Elements are the kinds of atoms that we can have.
When atoms bond together molecules are formed.
Everyone in their lifetime will need to understand how to use matter in one form or another.

15. Grade 5, Quarter 4 CFA Selected Response Answer Key
Question 1 How is Avery’s thinking about matter at the beginning of the story different from her
thinking in the end? RL.5.3 C
Question 2 How did the information the teacher gave in the lesson contribute to Avery’s success at
the science fair? RL.5.3 D
Question 3 How does the author show Avery’s different feelings in the story? Select the two best answers? RL.5.6 (both answers must be correct)
A,C
Question 4 What is the most likely reason the narrator stated that Avery won the prize for most surprising example of a state of matter? Rl.5.6 B
Question 5 Based on the information about matter from Matter Is Everywhere! and Science Fair what can you conclude about why Avery won an award for her project? RL.5.9
Question 6 How are It’s Elemental and Science Fair alike in explaining the role of atoms in matter? RL.5.9
Question Literary Constructed Response
RL.5.6
Question Literary Constructed Response
RL.5.9
Question 9 What is the connection between matter, elements and atoms? RI.5.3
Question 10 How does the periodic table benefit scientists? RI.5.3
Question 11 What do all four major categories of matter have in common? RI.5.6
Question 12 Which specific point is supported in both articles? RI.56 A
Question 13 What information from It’s Elemental is not found in Matter is Everywhere? RI.5.9
Question 14 In which set of articles would you find the most information in order to write most knowledgeably about how to identify different kinds of matter? RI.5.9
Question Informational Text Constructed Response
RI.5.6
Question Informational Text Constructed Response
RI.5.9
Write and Revise
Question 17
W.5.1c
Question 18 The writer wants to better develop reasons to support his opinion. Choose the two sentences that better develop the reason stated in the underlined sentence. W.5.1b (both must be correct)
B,D
Question 19 Choose the best words or phrases to replace the underlined words to make the writer’s meaning more clear.
Question 20 Choose the correct way to edit the underlined word.

16. _______________________
Quarter Four
ELA CFAssessment
Student Copy
5th
Student Name
_______________________

17. Science Fair Check-List
Student Directions: Read the Directions.
Part 1
Your assignment:
You will read several texts about the properties of matter.
As you read, take notes on these sources.
Then you will answer several research questions about these sources.
Your notes and answers will help you plan and write an opinion piece about the properties of matter.
Steps you will be following:
In order to help you plan and write your opinion piece, you will do all of the following:
1. Read several texts about the properties of matter.
2. Answer several questions about these sources.
3. Plan your writing opinion piece.
Directions for beginning:
You will now read the texts. Take notes because you may want to refer to your notes while you plan your opinion piece. You can refer to your answers, notes and any of the sources as often as you like when you write your opinion piece.
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 writing opinion piece.
Part 2
The judges created a checklist of the things students needed to include in their science fair projects. In your opinion, did Avery’s project have all the items on the checklist? Why or why not? Defend you answer using facts from the texts provided.
Science Fair checklist of required items
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 opinion piece.
How you will be scored
Science Fair Check-List
Display
Hypothesis
Data
Labels
Liquid Matter
Solid Matter
Gas Matter
Explanations
Conclusion
Purpose
Do you clearly state your opinion? Do you stay on topic?
Organization
Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions?
Elaboration:
of evidence
Do you provide evidence from sources about your opinions and elaborate with specific information?
of language and vocabulary
Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose?
Conventions
Do you use punctuation, capitalization and spelling correctly?

18. Science Fair Ginger Jay
Grade Equivalent 5.9
Lexile Measure 840L
Mean Sentence Length 13.65
Mean Log Word Frequency 3.69
Word Count 655
Science Fair
Ginger Jay
Avery walked into school with one thing on her mind- the science fair! She couldn't wait to get started on her project. She spent the morning daydreaming about holding a big blue ribbon. Her teacher told all of the 5th graders to create projects based on the states of matter. Avery wasn't sure what that meant, but she was excited to find out.
Later that day, Avery's teacher explained that everything in the world was made of matter. The desks, plants and water- even the air was made of matter. Avery thought this would make choosing a project really easy! Then her teacher explained that matter is divided into four groups- liquids, gases, solids and plasmas. "Oh no- this is getting complicated!," thought Avery. She knew what liquids and solids were. She sort of understood gases. However, she had no idea what a plasma was. She was starting to wonder if she would be getting that blue ribbon after all.
Avery was about to raise her hand and ask about plasmas, when she heard her teacher speak. "Class, for our science projects we will just be focusing on three states of matter- liquids, solids and gases." Avery was relieved. Her teacher went on to explain that all matter was made up of molecules, and that all molecules are made up of atoms. By the end of class, Avery also knew that molecules and atoms act differently in different states of matter. What she didn't know is how to even start on her science project!
By the time she got home Avery was very worried. Molecules, atoms, liquids and gases- it was all so confusing! She wanted to use her new fish tank in her project, but how? When her dad came home from work she talked to him about her problem. She explained her disappointment in not being able to use her fish tank. Her dad looked confused. "I think you should think about that idea a little more," he said. Avery had no idea how her fish tank would ever work, but she went upstairs to think about it anyway.
Gazing into her tank, Avery saw a liquid right away. "Water is a liquid, and of course there's water, it’s a fish tank!" she thought. She realized the little glass pebbles and miniature stone castle were both solids. "Even the tank itself is a solid!" she said out loud to herself. But no matter how hard she looked, she could not see a good example of a gas. She knew that the molecules in gases were able to move freely because the atoms are packed more loosely than in liquids or solids. She thought maybe the gas had simply escaped! Then all of sudden she saw something. A giant air bubble slipped out of the filter at the bottom of the tank and rose to the surface.
The day of the science fair was exciting and busy. Everyone was hauling their projects into school and setting them up on tables in the gym. Avery's dad helped her set up her fish tank, and carefully release the fish from the small plastic baggie back into the water. Avery had labeled every item in her tank as a solid or liquid. However, she didn't label the gas. Instead she placed a small card on the table that said, "Can you find the gas in my tank?"
Everyone enjoyed seeing Avery's fish tank and all her beautiful fish. They were shocked at how many examples she had found of solids and liquids. Most of all though, the students enjoyed being surprised by the big bubbles of air popping out of the filter- especially the younger classes! Who knew there would be gas in a fish tank? In the end, Avery didn't get a blue ribbon, but she did win the prize for most surprising example of a state of matter.

19. Grade Equivalent 5.9
Lexile Measure 780L
Mean Sentence Length 11.10
Mean Log Word Frequency 3.45
Word Count 577
 Matter is Everywhere!
Everything around us is made of matter—your clothes, the trees, even the water you drink! We divide matter into four major categories. They are called the four states of matter. They are liquids, gases, solids and plasmas. However, we will focus on the first three.
Whatever the state of matter may be, all matter is made of tiny particles called atoms. These particles are too tiny to see with the eye. They are even too small to see with a regular microscope. If you line up a million atoms next to each other, they will be as thick as a single piece of human hair. So, we can only look at atoms through very powerful tools. Such a tool is the “scanning tunneling” microscope.
How Do We Know?
We can easily see liquids and solids around us, but most gases aren’t visible. We can’t see the air around us, but it is still made of atoms. The atoms constantly move around freely in space. How can we tell?
Take a balloon, for example. When we pump air into a balloon, it inflates. That means that gas matter is filling the balloon and taking up space. The more air we blow into the balloon, the bigger it gets. So, we can observe the way gas moves around space. In the same way, inflatable pool toys also fill with air so that they can float on water. When we fill the plastic shells with air, the toys take shape. Since air is lighter than water, the pool toys can rest on the water without sinking. And then we can enjoy a sunny day while floating in a pool!
A molecule is made up of two or more atoms. Molecules are constantly moving. However, molecules move at different speeds within different kinds of matter. Molecules move slower in solids than they do in liquids. That’s because atoms in solids are tightly packed. There is less space to move around freely. The molecules in gas move the fastest.
Diffusion
Since the molecules move more freely in liquids and gases, they can undergo a process called diffusion. (Solids can diffuse as well, but it’s a much longer process.) Particles that are closely packed become freer during diffusion. That’s why, when you spray perfume in the corner of a room, you will soon smell it on the other side of the room. The perfume molecules are diffusing into the air molecules. This lets the smell of the perfume spread.
Identification
All matter has material properties. Materials are made up of atoms and molecules. We can identify materials according to different properties. Scientists have found several different measurements to help label materials. Some examples are temperature, hardness, color and length. Usually, these are used to measure solids, like rocks and minerals.
However, temperature can be used to measure liquids as well. When geologists study rocks, they often use the Mohs scale of mineral hardness. This scale allows us to describe the scratch resistance of various minerals. A diamond is described as hard because it is extremely difficult to scratch. Scientists can measure hardness with the Mohs scale and compare minerals to other minerals.
Scientists always use various methods to group materials together—that way, it’s easier to study and compare them. That’s another reason why we differentiate between liquids, gases, solids and plasmas!

20. Grade Equivalent 6.0
Lexile Measure 820L
Mean Sentence Length 12.03
Mean Log Word Frequency 3.50
Word Count 361
It’s Elemental!
All of the “stuff” around us that takes up space is called Matter. Matter is made out of elements. An element cannot be taken apart chemically to make any other substances. Elements are made up of microscopic parts called atoms.
Those atoms have all the properties of the element. A property is a characteristic. How is the element
experienced with the senses? What does it look like, feel like, taste like, sound like, or smell like? How does it act under certain conditions? How does it act when it is mixed with other elements?
When you answer these questions, you are describing an element’s properties. Atoms join together to make elements. Then those elements join together to make matter. The kind of atoms that connect, and the way they join, determines the properties of each element. The whole process is like building something out of blocks that connect together.
In the early days of scientific study, scientists started writing down what they were observing about elements. There were probably as many different ways to write it all down as there were people. Just think about the differences between the way you and your friends take notes in class!
It was hard for scientists to share information and build on each other’s studies. Information had to be organized in a standard way that scientists could all use. Of course there were changes and adjustments along the way, but we finally ended up with a chart called the periodic table.
In 1869, a Russian chemist named Dmitri Mendeleyev arranged all the known elements based on their properties and the number of proteins (positively charged particles) found in one atom of each element. Mendeleyev noticed a pattern in these numbers, and was even able to use the pattern to predict future elements before scientists discovered them!
Today, we know of about 100 different elements. There are 18 elements that are found in the largest amounts on Earth. You have probably heard the names of these 18 before: Hydrogen, Helium, Lithium, Beryllium, Boron, Carbon, Nitrogen, Oxygen, Fluorine, Neon, Sodium, Magnesium, Aluminum, Silicon, Phosphorus, Sulfur, Chlorine, and Argon. When it comes down to the building blocks of matter, it’s elemental!

21. How is Avery’s thinking about matter at the beginning of the story different from her thinking in the end?
Avery walked into school daydreaming about the science fair and at the end she had won the ribbon.
Avery learned that matter is divided into four groups-liquids, solids, gases, and plasmas.
Avery didn’t think she knew very much about matter and by the end she realized she knew more than she realized.
Avery was gathering information in the classroom and sharing what she had learned at the science fair.
Standard RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
How did the information the teacher gave in the lesson contribute to Avery’s success at the science fair?
Avery and her dad were able to use the information she learned about plasma in her fish tank project.
What Avery learned in the science lesson helped her win the big blue ribbon at the science fair
Avery was so confused about molecules, atoms, liquids and gases that she didn’t win the big blue ribbon.
The information about solids, liquids and gases helped Avery be successful with her science fair project.

22. The narrator wanted to show that if you try hard you will win a prize.
3. How does the author show Avery’s different feelings in the story? Select the two best answers.
The narrator describes Avery feeling excited at the beginning and confident in the end.
Avery is excited about winning the blue ribbon and angry when she doesn’t.
After learning about matter, Avery is worried and confused about her project idea.
The science fair was exciting and busy with everyone hauling their projects into school.
Standard RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
What is the most likely reason the narrator stated that Avery won the prize for most surprising example of a state of matter?
Avery had dreamed of winning the big blue ribbon for her project about matter from the beginning.
Even though she did not win the blue ribbon, Avery received recognition for unusual example of the use of gas.
The narrator wanted to show that if you try hard you will win a prize.
If you think about your idea a little more you can win the award for the most surprising example.

23. Elements are made up of tiny parts called atoms.
Based on the information about matter from Matter Is Everywhere! and Science Fair what can you conclude about why Avery won an award for her project?
The project had all four types of matter, liquids, gases, solids and plasma which is why it won an award.
Avery’s science fair project demonstrated diffusion with liquids and gases.
Avery was able to show a creative example of three types of matter, solid, liquid, and gas in her project.
Creative methods of grouping materials together show differences between liquids, solids, gases and plasmas.
Standard RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
How are It’s Elemental and Science Fair alike in explaining the role of atoms in matter?
Elements are made up of tiny parts called atoms.
Molecules are made up of atoms.
Molecules and atoms act differently in different states of
matter.
Both texts explain that matter is made up of many parts
including atoms.

24. In the text, Science Fair, how does the author show Avery knows matter is everywhere? Give examples from the text.
Standard RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.
8. How could Avery have used information found in Matter is Everywhere but not found in Science Fair as part of the display for her project?
Standard RL.5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

25. 9. What is the connection between matter, elements and atoms?
Atoms have all of the properties of the element.
Elements and atoms have different properties.
All matter is made of elements and elements are made of atoms.
Everything is made of matter or material.
Standard RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
10. How does the periodic table benefit scientists?
Scientists now know the names of the most common 18 elements on Earth.
The periodic tables organizes elements based on properties and proteins found in one atom of each element.
It describes how many known elements there are.
The periodic table organizes all known elements that all scientists can refer to.

26. 4. What do all four major categories of matter have in common?
Each of the four categories of matter have different properties.
Each of the four categories of matter are all made of atoms.
All matter can be sorted into four categories.
They are all invisible to our eyes.
Standard RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
12. Which specific point is supported in both articles?
Determining the identity of materials is based on its properties.
A canning tunneling microscope is the only way to look at atoms.
Another name for moving molecules is atoms.
A standardized chart was needed to share information.

27. 13. What information from It’s Elemental is not found in
Matter is Everywhere?
Matter is made of atoms.
Atoms are tiny or microscopic.
Scientists group elements together.
There are 100 known elements.
Standard RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
14. In which set of articles would you find the most information in order to write most knowledgeably about how to identify different kinds of matter?
A B C D.
Scanning Tunneling Microscopes
What is Diffusion?
The Inventor of the Periodic Table
Atoms are Tiny
What is Matter?
Molecules, Atoms and Elements
Properties of Matter
4 Categories of Materials
Scientists Long Ago
Solids and Gases
Diffusion
What are Properties?
Moving Molecules
What are Molecules?
1869
Diamonds

28. 15. What do the periodic chart and the Mohs scale have in common
15. What do the periodic chart and the Mohs scale have in common? Use examples from the text to clarify your response.
Standard RI.5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
16. What is all matter made of? Give examples of how scientists know what all matter is made of.
Standard RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

29. We All Need to Understand Matter
A student is writing an opinion letter for his class about learning about matter is important. Read the draft of his opinion letter and complete the task that follows.
Brief Write, Organization, W.5.1c, link opinion-reasons using words, phrases and clauses, Target 6a
We All Need to Understand Matter
Paragraph 1
Learning about matter is more than just learning something scientific. When we learn about matter we learn more about everything around us! We all need to know about matter.
Paragraph 2
Matter is made up of many things. When we learn about matter we understand our world better.
Paragraph 3
I can’t think of anyone who doesn’t need to know something about matter to be successful in the future, can you?
Add relevant evidence from the chart below, Facts About Matter, that would support the student’s opinion at the end of paragraph 2. Cite any sources you use.
 Facts about Matter
Everything around us is made of matter.
There are four states of matter called liquids, solids, gases and plasmas.
All matter is made of tiny particles called atoms.
Elements are the kinds of atoms that we can have.
When atoms bond together molecules are formed.
Everyone in their lifetime will need to understand how to use matter in one form or another.

30. A Science fairs are really a lot of fun.
18. A student is revising this draft. Read the draft of the paragraph and then complete the question that follows.
Revise a Text, W.1b develop opinion or delete details that do not, Writing Target 6b
Getting ready for a school science fair is a lot of work (especially if it is your first
time to enter a project in a science fair). Be ready to work really hard! Finally prepare a hypothesis. But most important don’t forget to smile and practice your presentation speech!
The writer wants to better develop reasons to support his opinion of how to get ready for a science fair. Which two sentences would best follow the underlined sentence?
A Science fairs are really a lot of fun.
First you have to decide on what your project will be.
C. My best friend won the fifth grade science fair last year.
Next you will need to organize your research, notes, materials and
procedures.

31. \ ` 20. Read the sentence and the question that follows.
A student wants to find words that are more appropriate for her fifth graders in the sentence below.
Language and Vocabulary, L.5.2d precise language and domain-specific vocabulary…Writing Target 8
Mary picked the topic The States of Matter for her science fair project, then she began the hard task of getting the resources she would need.
Choose the best words or phrases to replace the underlined words to make the writer’s meaning more clear and precise.
determined, changing
claimed, pulling together
examined, moving
selected, collecting
\ `
20. Read the sentence and the question that follows.
Edit and Clarify L.5.1d,, inappropriate shifts in verb tense, Target 9
At first, scientists start writing down what they were observing about elements.
Choose the correct way to edit the underlined word.
starting
started
starts
starter

32. Science Fair Check-List
Student Directions: Read the Directions.
Part 2
Your assignment:
The judges created a checklist of the things students needed to include in their science fair projects. In your opinion, did Avery’s project have all the items on the checklist? Why or why not? Defend your answer using facts from the texts provided.
Science Fair checklist of required items
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 opinion piece.
How you will be scored
Science Fair Check-List
Display
Hypothesis
Data
Labels
Liquid Matter
Solid Matter
Gas Matter
Explanations
Conclusion
Purpose
Do you clearly state your opinion? Do you stay on topic?
Organization
Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions?
Elaboration:
of evidence
Do you provide evidence from sources about your opinions and elaborate with specific information?
of language and vocabulary
Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose?
Conventions
Do you use punctuation, capitalization and spelling correctly?

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

36. 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
How is Avery’s thinking about matter at the beginning of the story different from her
thinking in the end? RL.5.3 2
How did the information the teacher gave in the lesson contribute to Avery’s success at
the science fair? RL.5.3 3
How does the author show Avery’s different feelings in the story? Select the two best answers? RL.5.6 (both answers must be correct) 4
What is the most likely reason the narrator stated that Avery won the prize for most surprising example of a state of matter? Rl.5.6 5
Based on the information about matter from Matter Is Everywhere! and Science Fair what can you conclude about why Avery won an award for her project? RL.5.9 6
How are It’s Elemental and Science Fair alike in explaining the role of atoms in matter? RL.5.9 7
I can explain why a narrator or speaker’s discourse style influences their point of view. RL.5.6 8
I can compare and contrast stories of the same genre with evidence, and make a conclusion of how the stories approach similar themes and topics. RL.5.9
Informational Text 9
What is the connection between matter, elements and atoms? RI.5.3 10
How does the periodic table benefit scientists? RI.5.3 11
What do all four major categories of matter have in common? RI.5.6 12
Which specific point is supported in both articles? RI.56 13
What information from It’s Elemental is not found in Matter is Everywhere? RI.5.9 14
Which set of articles would you find the most information in order to write most knowledgeably about how to identify different kinds of matter? RI.5.9 15
What do the periodic chart and the Mohs scale have in common? Use examples from the text to clarify your response. RI.5.6 2 1 16
What is all matter made of? Give examples of how scientists know what all matter is made of. RI.5.9 3
Writing 17
Add relevant evidence from the chart below, Facts About Matter, that would support the student’s opinion at the end of paragraph 2. Cite any sources you use. W.5.1c 2 1 18
Which two sentences would best follow the underlined sentence? W.5.1b 19
Choose the best words or phrases to replace the underlined words to make the writer’s meaning more clear. L.5.2d 20
Choose the correct way to edit the underlined word. L.5.1d

37. 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