Sequential Steps toward Standard Mastery

Sequential Steps toward Standard Mastery
Teacher Directions Quarter 3 Pre-Assessment Grade Quarter 2 Pre-Assessment 5th Sequential Steps toward Standard Mastery Reading 12 Selected-Response Items 1 Constructed Response Research 3 Constructed-Response Writing 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w/ Integrated Language 1 Language/Vocabulary 1 Edit/Clarify Performance Task at Grade Level

5th Quarter Three 2014-15 Pre-Assessment
Reading: Literature Grade Three Targets Standards DOK 3 Word Meanings RL.4 1-2 6 Text Structures/Features RL.7 2 5 Analysis Within and Across Texts RL.9 4 Reading: Informational Grade Three Targets Standards DOK 10 Word Meanings RI.4 1-2 11 Reasoning and Evidence RI.8 3 12 Analysis Within and Across Texts RI.9 4 Note: There may be more standards per target. Only standards assessed are listed. Narrative Writing and Language Targets Standards DOK 1a Brief Narrative Write W.3a, W.3b, W.3c, W.3d 3 1b Write-Revise Informational 2 Full Narrative Composition W-3a, W-3b, W-3c, W-3d, W-4, W-5, W-8, W-9 4 8 Language-Vocabulary Use L.3a L.6 1-2 9 Edit and Clarify L.5.1a

This is a pre-assessment 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) Pre classroom Performance Task 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: Tuskegee College, Civil War, mill, salt factory, coal miner, Agricultural College, scholarship, mentor, high marks, underground railroad, station, North Star, Big Dipper, Quakers, ferried, A video, class/group activity or read aloud to build background about the time of slavery, the underground railroad and /or Harriet Tubman’s work will increase understanding of language and vocabulary . This 2 minute You Tube video is a good support for the understanding and vocabulary of this performance task: 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 (narrative piece). SCORING A Narrative Rubric is provided. Students receive three scores: Organization and Purpose Evidence and Elaboration Conventions

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

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

Quarter Two Reading Literature Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. DOK 1 - Kc DOK 1 - Ce DOK 1 - APg DOK 2 - APn DOK 2 - ANq DOK 3 - ANA Standard Understands and uses Academic Standard Language accurately: determine, words, phrases, text, figurative, metaphors, similes and language. Selects correct figurative language, (metaphors or similes) when meaning is made clearly evident in the text. L.5.5a Interpret figurative language, including similes and metaphors, in context. Determines the meaning of figurative language using common Greek and Latin affixes and roots when appropriate (L.5.4b). L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs. Use context clues and details within text passages in order to determine the meaning of words and phrases.(L.5.4a). SELECTED RESPONSE Identify examples of literary devices (metaphors and similes) within a text. Interpret the meaning of literary devices (metaphors and similes) as they are used within a text. CONSTRUCTED RESPONSE RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn DOK 1 - ANo DOK 2 - ANp DOK 3 - EVC Standard Recall basic details or facts about the use of meaning, tone or beauty in a text (read and discussed in class). Define and Understand the meaning of the Standard Academic Language: tone, beauty/effectiveness, visual and multimedia features (such as features presented in graphic novels, multimedia presentations of fiction, folktale, myth or poem). Answer who, what, when, where or how questions about meaning, tone or beauty in a text (read and discussed in class). Concept Development Understands that visual/multimedia elements contribute to the meaning and tone of the piece. Locate examples of visual or multimedia elements that contribute meaning, tone or beauty to a specific text. SELECTED RESPONSE Obtain information from visual or multimedia features that specifically lends an interpretation to the meaning, tone or beauty of a text. Identifies what specific visual or multimedia elements represent (meaning, beauty, tone, etc...). Categorizes the identified visual or multimedia features represented in a novel, presentation, folktale, myth or poem (possible graphic). Cite evidence and develop a logical argument for how the categorized visual or multimedia elements add to the meaning, tone, and beauty of a text CONSTRUCTED RESPONSE RL5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem). DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Ck Recall or locate basic information in stories of the same genre regarding events and specific details (read and discussed in class). Understands and uses Standard Academic Language terms: compare and contrast, genre, mysteries, adventures, approaches, similar - theme and topic. Identify similarities of characters, setting, and event sequence in stories of the same genre. Answers basic questions about how stories with similar themes or topics (read and discussed in class) are introduced and conclude. Concept Development: Understands that different genre can approach themes and topics differently (mysteries approach the plot early, adventures approach exciting risks early on). Summarize events in stories of the same genre (introduction, development and conclusion). Discuss how each story has a similar approach to a topic or theme based on the genre type. Make generalizations about how to recognize stories of the same genre (What story elements do you see in most mysteries? Adventures?) DOK 2 - ANp DOK 2 - ANt DOK 3 - ANz DOK 3 - EVE DOK 3 - SYH DOK 4 - CL DOK 4 - SYU Standard Categorize (list on a graphic) approaches to themes and topics noted in stories of the same genre. Distinguish between genres by identifying characteristics. Compare and contrast theme and topic approaches within the same genre. Use a graphic organizer to note similarities and differences (Venn). SELECTED RESPONSE Share results of comparing and contrasting how different genres approach a theme or topic. Verify the reasonableness of the results during discussion or presentation. Synthesize information within one text about how it approaches a theme or topic. What influence did genre play? Develop (write) the generalized results of how specific genres approach a theme or topic. Apply this generalization to new texts (not read or discussed in class). Does the generalization apply to all? Compare and contrast multiple stories of the same genre using evidence gathered, generalizations, any graphics used, etc… Conclude with a statement or section about approaches to themes and topics. CONSTRUCTED RESPONSE RL5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Quarter Two Reading Informational Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. DOK 1 - Ka DOK 1 - Ce DOK 1 - APg DOK 2 - APn Standard Locate domain-specific words and phrases studied or discussed in a text (basic recall of location). Understands and uses Academic Standard Language accurately: determine, general, academic, domain, specific, words, phrases, relevant. Select words and phrases when meaning or definition is clearly evident. L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. SELECTED RESPONSE L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. CONSTRUCTED RESPONSE RI5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANs DOK 3 - Cu DOK 3 - APx Standard Recall basic facts about particular points in a text (read and discussed in class). Understands and using Standard Academic Language accurately: reasons, evidence, support and particular points. Answer basic questions about particular points (important statements, beliefs, etc...an author makes) from a text read and discussed in class. Concept Development: Understands that authors must support what they say with reasons and evidence. Locates a reason for a statement made by an author found explicitly in the text (continue with evidence). SELECTED RESPONSE Within a text, identify a reason or evidence that supports a particular point (keep simple to practice) and explain why it supports the point. Explain the connection between a list of particular points and each point’s supporting reason or evidence (use categorized lists or graphic organizers). In a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support. CONSTRUCTED RESPONSE RI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANp DOK 2 - ANs DOK 3 - Cu DOK 4 - CK DOK 4 - ANP DOK 4 – SYU Standard Recall basic facts about a topic or event from several texts (read and discussed in class). Understand and use Standard Academic Language accurately: Integrate, topic, knowledgeably and topic specific vocabulary related to the subject area. Answer specific who, what, when, where or how questions about the same topic or event from several texts read and discussed in class. Concept Development: Student understands that to obtain a complete idea of a topic they need to integrate information from several sources. Locate specific examples of information from several texts on the same topic following a teacher’s prompt. Make lists or categories (graphs) of similar information found in several texts about the same topic. SELECTED RESPONSE Using a provided prompt about a topic, student determines what is relevant or not to the prompt using several sources (planning, graphic organizers). A student provides an explanation of how ideas were selected for relevance in a graphic organizer about a specific topic/prompt Student explains why topic concepts are interrelated across several texts justifying their selections of relevant information about a topic. Gather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic. CONSTRUCTED RESPONSE RI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

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.

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. ____________________________________________________________________________

Student score explained
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of events. W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. W.5.3.e Provide a conclusion that follows from the narrated experiences or events Narrative Full Composition Performance Task Score “4” Student Sample 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 Student score explained The student establishes a setting and character. The focus is clearly maintained throughout the story. The narrator’s point of view 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 overcoming a challenge. 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 (vicious, mercilessly, elated, slinking) . Concrete and expressive vocabulary makes the story effective ( sauntered right out in the open, mocking, and expressive dialogue). The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade. Thomas the Little Cat Thomas was a little cat that wanted to be a big cat. He always had to hide and run from the bigger cats who continually bullied him on the block. The worst offender was a giant yellow tabby named Cynthia! She was a monster, with the longest claws Thomas had ever seen. Once Cynthia had purposely hid behind the red rose bushes in front of his house and waited for him to walk past. When he did she jumped on top of him and clawed him mercilessly. He was battered from head to toe and if a cat could have a black eye then Thomas probably had one! Most of the other cats on the block weren’t as bad as Cynthia but they followed her and did whatever she did just to impress her. All but one old grayed whiskered cat that is, Mr. Harvey. Mr. Harvey may not have been fast and mean anymore like he was in his younger days, but he made up for it by being wise. When Mr. Harvey learned what Thomas had to endure day after day he decided to put a stop to the bullying. He had a plan. He waited until everything was quiet on the block one afternoon and then approached Thomas’ house. He quietly meowed for Thomas, being extra careful not to scare him off. When Thomas saw it was Mr. Harvey he was happy. He felt like he at least had one friend on the block. Mr. Harvey and Thomas talked for a long time about the plan to stop the bullying. Thomas was elated. Surely it would work, but they wouldn’t find out until the next day. Bright and early the next morning they were ready to put their plan into action. Thomas walked out in the broad daylight and instead of slinking around the bushes and hiding behind trees as he would normally do, he sauntered right out into the open where Cynthia and all of the other cats could easily spot him. Sure enough Cynthia and all of the other cats started to approach Thomas. Cynthia was of course, in the lead. Thomas almost chickened out because she looked so ferocious, but he didn’t! He stuck to the plan. Immediately Cynthia started mocking him saying, “You’d better run little Thomas. I’m much bigger and stronger than you!” The other cats laughed. But instead of running, Thomas just sat and opened his mouth as wide as he could possibly open it. “What’s the matter Thomas,” she said, “Are you hoping a bird will fly into your mouth for breakfast?” At that all of the cats roared in delight. Then, suddenly a huge sound came from Thomas’ mouth. Instead of a meow it sounded like a lion’s roar. The trees almost seemed to shake. The sound was so loud all of the other cats covered their ears with their paws. Again, Thomas opened his mouth and out came a loud, scary roar but this time not only was it loud, but birds flew out of the trees in fright. The other cats ran away but Cynthia was so frightened she couldn’t move. Her ears were down and her tail was tucked. Her fur stood straight up! Thomas walked stealthily toward her. And step by step he spoke to her saying, “Each time your friends continue to bully me I will be forced to let out my powerful roar. “ Cynthia shook her head, stepped backward, turned and ran as fast as she could. After that Cynthia and the other cats never bothered her again, Mr. Harvey became Thomas’ hero and best friend, and Thomas could go wherever he pleased without worrying about being bullied. His reputation grew on the block and beyond! The small cat with the big roar was famous. So what was the plan? How had Mr. Harvey and Thomas pulled it off? Well, that remains a secret, even to this day, but if you go and look inside Mr. Harvey’s garage near his house you’ll find an old but workable chainsaw.

4 3 2 1 Grades 3 - 8: Generic 4-Point Narrative Writing Rubric
Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions Statement of Purpose/Focus 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 3 Proficient The narrative, real or imagined, is adequately focused and generally maintained throughout: adequately establishes a setting, narrator and/or characters, and point of view* The narrative, real or imagined, has an evident plot helping create a sense of unity and completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of a variety of transitional strategies adequate sequence of events from beginning to end adequate opening and closure for audience and purpose The narrative, real or imagined, provides adequate elaboration using details, dialogue, and description: adequate use of a variety of narrative techniques that generally advance the story or illustrate the experience The narrative, real or imagined, adequately expresses experiences or events: adequate use of sensory, concrete, and figurative language generally advance the purpose The narrative, real or imagined, demonstrates an adequate command of conventions: some errors in usage and sentence formation but no systematic pattern of errors is displayed adequate use of punctuation, capitalization, and spelling 2 Developing The narrative, real or imagined, is somewhat maintained and may have a minor drift in focus: inconsistently establishes a setting, narrator and/or characters, and point of view The narrative, real or imagined, has an inconsistent plot, and flaws are evident: inconsistent use of basic transitional strategies with little variety uneven sequence of events from beginning to end opening and closure, if present, are weak weak connection among ideas The narrative, real or imagined, provides uneven, cursory elaboration using partial and uneven details, dialogue, and description: narrative techniques, if present, are uneven and inconsistent The narrative, real or imagined, unevenly expresses experiences or events: partial or weak use of sensory, concrete, and figurative language that may not advance the purpose The narrative, real or imagined, demonstrates a partial command of conventions: frequent errors in usage may obscure meaning inconsistent use of punctuation, capitalization, and spelling 1 Merging The narrative, real or imagined, may be maintained but may provide little or no focus: may be very brief may have a major drift focus may be confusing or ambiguous The narrative, real or imagined, has little or no discernible plot: few or no transitional strategies are evident frequent extraneous ideas may intrude The narrative, real or imagined, provides minimal elaboration using little or no details, dialogue, and description: use of narrative techniques is minimal, absent, in error, or irrelevant The narrative, real or imagined, expression of ideas is vague, lacks clarity, or is confusing: uses limited language may have little sense of purpose The narrative, real or imagined, 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

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 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.

2 1 Quarter 3 Pre-Assessment Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Question #7 Prompt: How did the illustrations in the story, Underground Railroad, contribute to the understanding of the message in the story? Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to locate and select information that supports what it was like to gain freedom on the Underground Railroad. The student should point out that both the picture of the Big Dipper and the picture of the map helped the reader to “see” what the author is talking about. The response gives sufficient evidence of the ability to interpret and integrate information about how the picture and map can show how hard it was to travel on the Underground Railroad. The student should state that these illustrations helped to show how difficult the trip would have been; the map showing how far they went by foot, and the picture showing how little they had to look at in a night sky. Student “Language” Response Example 2 The student locates and selects information to support that the map contributing to the message of freedom from slavery and the student interprets and integrates information about how hard the trip on the Underground Railroad would have been: In the story written by Anna Freedom, the map shows the route she talked about taking on the Underground Railroad. It shows how long it was and what states she went through. It helps you to see how long and difficult the trip would have been to get to freedom, especially because they were walking so far. Also, the picture of the Big Dipper showed what it looked like and helped me to see what Anna would have been looking at in the sky to help her go North. It would have been difficult to just follow stars and to do it at night. 1 The student locates and selects some information to support that the map contributing to the message of freedom from slavery and the student interprets and integrates information about how hard the trip on the Underground Railroad would have been: The map shows the trip on the Underground Railroad. The picture shows the Big Dipper that they looked at to show how to go north (no indication of how hard the trip was). The student does not give enough evidence of the ability to locate, select, interpret and integrate information. There was a map and a picture of stars. Toward RL DOK 3 - EVC Cite evidence and develop a logical argument for how the categorized visual or multimedia elements add to the meaning, tone, and beauty of a text.

2 1 Quarter 3 Pre-Assessment 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 #8 Prompt: What do both Harriet Tubman and Underground Railroad tell us about slavery? Cite evidence from both to support your answer. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information. Relevant information would include evidence that supports that slavery is wrong. The student should point out that in the poem the author says that Harriet didn’t come into this world to be a slave, suggesting that it is wrong. She also says that Harriet isn’t going to “take no stuff” referring to what she was going through with slavery was wrong. In the other piece it says that working in the fields is back-breaking work, that she was a house slave, and that she was being sold…all things that indicate she didn’t have freedom. A concluding statement should include that slavery is wrong. Student “Language” Response Example 2 Student is able to distinguish relevant information: Both stories told me that slavery is not right. In the story is said that working in the fields is back breaking work and that she was a slave and was going to be sold. I know that’s not right, that people shouldn’t be owned by someone else. In the poem it said that Harriet didn’t come into this world to be a slave. I know that she would say that because no one wants to be a slave. So both stories are about how slavery isn’t right. 1 Student is able to distinguish some relevant information: Both stories are about slavery and how it is wrong. In the poem it says that Harriet didn’t come into this world to be a slave because she knows it’s wrong. Student is not able to distinguish relevant information: These stories are about Harriet Tubman. Toward RL DOK 4 - SYU Compare and contrast multiple stories of the same genre using evidence gathered, generalizations, any graphics used, etc… Conclude with a statement or section about approaches to themes and topic.

Quarter 3 Pre-Assessment 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. DOK-3 Quarter 3 Pre-Assessment Constructed Response Answer Key Standard RI.5 Point Reading Constructed Response Rubric Question #15 (prompt): How was Booker’s success in later years, most likely influenced by his early life? Support your answer with details from both the early and later years of his life. 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: Sufficient Evidence should connect important points that Booker T. Washington’s later success was influenced by his early life. Specific identifications (supporting details) would be any details that infer how Booker’s early life may have contributed to the success he had. Because this is a DOK-3 there are many possible answers that are acceptable if they are supported with evidence from the text. Examples of how his early life may have shaped his success in later years could include that (1) being born a slave he saw firsthand how difficult life was for slaves so in later years, he wanted to help others in the same situation (In 1881, the Alabama law approved $2,000 for the Tuskegee College), (2) Booker wanted to attend school but couldn’t so in later years, he appreciated education more, (Booker T. Washington graduated from Hampton in 1875 with high marks), (3) he worked hard from a young age so in later years, hard work was expected, (Later, General Armstrong offered Washington a job teaching at Hampton) (4) he understood what it was to be poor, (5) he was supported by a coal miner’s wife to go to school an hour each day so Booker knew that education was possible, although difficult. Full Support could include (other details) any details or examples specifically from Booker’s Early Life if they support specific examples of his later success. 3 The student gives a proficient response by stating important points about how Booker’s success in later years was influenced by his early life. Booker T. Washington had a very difficult early life. He was born a slave and slaves had no rights. He especially wanted to go to school but it was against the law. But he never gave up on his dream of going to school. He got up each morning at 4 a.m. to practice reading! If he had given up, Booker would not have been successful in starting a college later in life. In 1881 Tuskegee College was opened and he was in charge! From the time he was a little boy Booker had to work hard. He helped his stepfather in a salt factory beginning at the age of 9. He worked hard all his life. He worked as a houseboy in 1866 and worked many jobs to support himself. He worked as a janitor in college. I believe if Booker was not a hard worker he would not have kept on trying. In later life he was a teacher and head of Tuskegee College which all takes a lot of work! 2 The student gives a partial response by stating important points about how Booker’s success in later years was influenced by his early life but with few examples from the text. Booker was a success in life. He went and became a teacher even though it was hard to learn because he wasn’t allowed to go to school as a little boy. He was also in charge of a college. He worked hard to learn to read and write which is why he could be successful. 1 The student gives a minimal response by stating important points about how Booker’s success in later years was influenced by his early life with no examples from the text. Booker T. Washington was very smart. He was a teacher. He worked really hard. The student does not address the prompt specifically. Long ago slaves were not allowed to go to school or read or write. That is really sad. Toward RI DOK 3 - APx In a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support.

2 1 Constructed Response Research Rubrics Target 4
Quarter 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 4 ability to cite evidence to support opinions and/or ideas Question #16 Prompt: What contributions did both Sequoyah and Booker T. Washington make to better the lives of others? How were their contributions similar and different? Use evidence from both texts. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to cite evidence to support the opinion/idea of what contributions both Sequoyah and Booker T. Washington made to education and how they were similar or different. Students should state definite opinions/ideas of contributions of both men and how they were similar or different. Sufficient evidence to support the stated opinion/idea for Sequoyah could include that (1) he started a system of writing, (2) he thought it important for the Cherokee people to communicate on paper and have their own writing system and (3) Cherokees were able to read and write because of him. Sufficient evidence to support the stated opinion/idea for Booker T. Washington could include that (1) he was able to better lives because he himself learned to read and write, (2) he attended college and became a teacher and (3) many freed slaves were able to attend a college that he was in charge of. Similarities and differences between the two men can be any specific statements supported by the text. Student “Language” Response Example 2 Student states the contributions of both Sequoyah and Booker T. Washington to better the lives of others with evidence cited from the text. Sequoyah felt it was very important that the Cherokee people could communicate on paper and have their own system of writing. He created a Cherokee alphabet and it took him 12 years. He is the only person known to have made an entire alphabet all alone. Because of him, Cherokees were able to read and write in their own language. Booker T. Washington wanted to read and write but was not allowed to learn to because he was a slave. He found ways to learn anyway. He studied hard and after the Civil War he got a scholarship to a college. Soon he was a teacher and then a college head. Because of him, newly freed slaves were able to attend college. Both men made people’s lives better because they helped others get an education but in different ways. Sequoyah invented an alphabet and Booker made it possible for freed slaves to go to school. 1 Student minimally or vaguely states the contributions of both Sequoyah and Booker T. Washington to better the lives of others with minimal or vague evidence cited from the text. Sequoyah and Booker T. Washington were men who made a difference in other people’s lives. They both helped others be able to read and write better. The student does not answer the prompt. I’m glad there were people like Sequoyah and Booker T. Washington because they helped others. Toward RI DOK 4 - ANP Gather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic.

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 Pre-Assessment Brief Write Constructed Response Answer Key Organization: Conclusion and Temporal Words W.5.3c Target: 1a Write a Brief Text, W.3c Temporal Words, Writing Target 1a Prompt: In one or two paragraphs, write an ending for the narrative that follows naturally from the events or experiences in the narrative. Brief Write, Organization, W.5.3c, writing a conclusion – temporal words Target 1a The New Books A farmer decided to send his four sons to school. He gave each son a book for school. The next day, he asked his sons, “What have each of you done with your new books at school?” The oldest son told him, “I studied my book hard so I can continue to do well at school!” The second son told his father, “I sold my book so I could buy more.” The youngest son told his father, “I shared my book with another student at school.” The third son told his father, “I gave my book away to a boy who had none.” The father told his sons that one of them used his new book in the best way. 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 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 have a statement that explains what happened after the four sons shared with their father, what they did with their new books. Students should use temporal words to signify event changes from beginning to end. Student “Language” Response Example 2 The response provides a transition from the “body of the story” to the conclusion and provides a satisfying ending to the narrative that follows logically from the events or experiences in the story. All the children were waiting for the farmer to say something about the books. They waited and waited. They started to get a little nervous about what their dad was thinking. Finally the farmer said, “One of you used his book in the best way. And it was you!” He pointed to the oldest son. “You studied hard in your book so that you could continue to do well in school. That was so smart! You were thinking about the future. I’m really proud of you.” He gave his oldest son a big hug. “Now next year we can all learn from you!” Everyone hugged the oldest son, and then they all decided to study more from their own books so that they too would have good futures. 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 narrative that may provide some closure and/or somewhat logically from the events or experiences in the story. The children looked at their father. “I wonder what he’s thinking,” they all thought. Then the father looked at the children and said, “So you all used your books in the best way you could. So next time lets see how you do at school and maybe we can get ice cream afterwards.” The response does not complete the narrative in a logical way. The youngest son jumped up and down and wanted to go play. He was only six years old and didn’t really care about the book much yet. That’s why he decided to go play on the swings in his yard.

Grade 5, Quarter 3 Pre-Assessment Selected Response Answer Key
Question 1 What details in the passage, The Underground Railroad, help you to know what the word, ferried, means? Toward 5.4 DOK-2 APn C Question 2 Why did the author use the term, “back-breaking” in her piece, The Underground Railroad? Toward RL.5.4 DOK-3 ANA B Question 3 How does the map in the story, The Underground Railroad, contribute to the meaning in the story? Toward RL.5.7 DOK-2 Cl D Question 4 How does the illustration in The Underground Railroad, show the meaning of the road to freedom? Toward RL.5.7 DOK-1 ANo A Question 5 What do Harriet Tubman and Underground Railroad both emphasize about slavery? Toward RL.5.9 DOK-3 ANz Question 6 How did the poem about Harriet Tubman show us her feelings about slavery? Toward RL.5.9 DOK-3 SYH Question Literary Constructed Response 5.7 Question Literary Constructed Response 5.9 Question 9 What is a synonym for the word approach as used in the text Sequoyah? Toward RI.5.4 DOK-1 APg Question 10 In this sentence from Sequoyah, “They often used these “talking leaves,” as some Native Americans called them, to communicate,” why did the Cherokee most likely use the phrase talking leaves? Toward RI.5.4 DOK-2 APn Question 11 In the passage Booker T. Washington what is the most likely reason the author states, “ Born on April 5, 1856, Booker’s life had little promise early on.” Toward RI.5.8 DOK-2 Cl Question 12 Why did Sequoyah decide to try a different approach to his written language? Toward RI.5.8 DOK-2 ANs Question 13 How are the achievements of Sequoyah and Booker T. Washington’s life most similar? Toward RI.5.9 DOK-2 APn Question 14 What two reasons are most relevant in explaining why both Sequoyah and Booker were successful? Toward RI.5.9 DOK-2 ANs (both must be correct) A,C Question Informational Text Constructed Response 5.8 Question Informational Text Constructed Response Write and Revise Question 17 Brief Write In one or two paragraphs, write an ending for the narrative that follows naturally from the events or experiences in the narrative. W.5.3c Question 18 The writer wants to add dialogue to the paragraph. Which line of dialogue would best fit after the last sentence? W.5.3b Revise a Text Question 19 Choose the two words that best replace both of the underlined words. L.3a L.6 Language Use Question 20 Choose the correct way to edit the grammar usage errors. L.5.1a

5th Grade Student Copy Pre-Assessment Quarter 3
Name ____________________ Grade 5th

As you read, take notes on these sources.
Read the Directions. Part 1 You will read several literary and informational text sources about people who have overcome incredible challenges in their lives . 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 fictional narrative story. You are going to write a narrative story about a character who overcomes an incredible challenge. Use details from the texts you have read to add to your narrative. Steps you will be following: In order to help you plan and write your narrative 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 literary and informational texts. Take notes because you may want to refer to your notes when you later 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: These will help you plan to write a fictional narrative story. You are going to write a narrative story about a character who overcomes an incredible challenge. Use details from the texts you have read to add to your narrative. 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. 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.).

Harriet Tubman by Eloise Greenfield Harriet Tubman didn't take no stuff Wasn't scared of nothing neither. Didn't come in this world to be no slave And wasn't going to stay one either. "Farewell!" she sang to her friends one night She was mighty sad to leave 'em. But she ran away that dark, hot night Ran looking for her freedom. She ran to the woods and she ran through the woods With the slave catcher right behind her. And she kept on going till she got to the North Where those mean men couldn't find her. Nineteen times she went back South To get three hundred others. She ran for her freedom nineteen times To save black sisters and brothers. Harriet Tubman didn't take no stuff Wasn't scared of nothing neither Didn't come in this world to be no slave And didn't stay one either And didn't stay one either.

as told by Anna K. Freedom
Underground Railroad as told by Anna K. Freedom A Fictional Personal Narrative by Lane Calhoun My name is Anna K. Roberts and I was born a slave in 1816 in Maryland. From the time I was six years old I worked as a house slave. I was lucky because I didn’t have to work the fields like most other slaves. Working the fields is back breaking work. I was owned by the Roberts family and lived on their plantation. When I was 14, I learned that I would be sold to another family. My mother had already been sold and I was alone in the world. I decided to run away. There were rumors that a woman people called Moses helped slaves who wanted to run away. She was once a slave too but found a way to escape. A friend, a white woman, helped me contact this Moses. I was really afraid of being caught. That is how I learned about the Underground Railroad and the woman people called Moses. Her real name was Harriet Tubman. Harriet had escaped through the Underground Railroad and now she helped other slaves escape too. She helped so many slaves escape, that slave owners were offering a $40,000 reward for her capture. I thought Harriet must be really smart and clever. One late night, a woman came to me and led me north. I didn’t even know her name. She brought me some clothes and a bag of dried bread and beef. She said Moses had sent her! The woman and I walked 10 miles to a “station,” where I met some other slaves. Then she left and all of us slaves were told to wait there for a message. The station was a place to stay. I learned the Underground Railroad didn’t really mean a railroad. Underground meant “hidden” and railroad meant “along the way.” So we were hidden along the way by folks wanting to help us be free. We had to walk 10 to 20 miles between some stations and always moved north. To move north, I learned from other enslaved people how to follow Polaris, the North Star and the Big Dipper’s two stars on the pouring edge, which always point straight ahead to the north.

Underground Railroad continued….
We were given directions between each station of where to go next. We followed the Big Dipper night after night. We followed the North Star through Delaware and into Pennsylvania. Finally when we made it to Philadelphia. The Quakers there helped me to find work. The Quakers were a group of people who believed slavery was morally wrong. The first thing I did was change my name to Anna K. Freedom! I was no longer a Roberts slave! I worked hard and earned extra money to help the Underground Railroad. I had friends at the plantation that I knew would like to escape but mostly I wanted my mother to come to Philadelphia. After two years, I would return on the bright night sky to Maryland along with Harriet Tubman. We ferried three friends and my mother out of slavery. I was never happier. My mother and I cried and hugged and thanked God over and over. Harriet “Moses” Tubman was not only my hero, but we became friends. She made over 19 trips to the South and helped over 300 slaves to freedom. Harriet’s Route to Freedom Bucktown, Maryland to Philadelphia Pennsylvania Approximately 130 miles

“I worked hard and earned extra money.”
What details in the passage, The Underground Railroad, help you to know what the word, ferried, means? “I worked hard and earned extra money.” “I would return on the bright night sky.” “…my mother out of slavery” “I was never happier.” Toward RL DOK 2 - APn Use context clues and details within text passages in order to determine the meaning of words and phrases.(L.5.4a). 2. Why did the author use the term, “back-breaking” in her piece, The Underground Railroad? To point out that field work is done with your back only. To show how hard the field work was on a slave. To say that you could break your back when you worked. To prove how strong someone must be when working in a field. Toward RL DOK 3 - ANA Interpret the meaning of literary devices (metaphors and similes) as they are used within a text.

It shows what the country looked like at that time.
3. How does the map in the story, The Underground Railroad, contribute to the meaning in the story? It shows what the country looked like at that time. It shows which states the slaves had to travel through. It shows the picture of what the Big Dipper looks like. It shows how far they traveled by foot to gain freedom. Toward RL DOK 2 - Cl Locate examples of visual or multimedia elements that contribute meaning, tone or beauty to a specific text. 4. How does the illustration in The Underground Railroad, show the meaning of the road to freedom? It shows that the stars were a guide to freedom for slaves. It shows what slaves saw at night while they were in the fields. It shows what the slaves thought about at night. It shows the road that the slaves took to get freedom. Toward RL DOK 1 - ANo Identifies what specific visual or multimedia elements represent (meaning, beauty, tone, etc...)

They both wrote about Harriet Tubman and what she did.
What do Harriet Tubman and Underground Railroad both emphasize about slavery? They both wrote about Harriet Tubman and what she did. They both talked about slavery and the Underground Railroad. They both showed that slavery meant a lack of freedom. They both are piece about American history Toward RL DOK 3 - ANz Compare and contrast theme and topic approaches within the same genre. Use a graphic organizer to note similarities and differences. How did the poem about Harriet Tubman show us her feelings about slavery? It showed us that she wasn’t scared of anything. It said that being a slave meant not having her freedom. It said that she was sad to leave her friends. It showed us that she kept on going until she got to the north. Toward RL DOK 3 - SYH Synthesize information within one text about how it approaches a theme or topic. What influence did genre play

understanding of the message in the story?
How did the illustrations in the story, Underground Railroad, contribute to the understanding of the message in the story? Toward RL DOK 3 - EVC Cite evidence and develop a logical argument for how the categorized visual or multimedia elements add to the meaning, tone, and beauty of a text. 8. What do both Harriet Tubman and Underground Railroad tell us about slavery? Cite evidence from both to support your answer. Toward RL DOK 4 - SYU Compare and contrast multiple stories of the same genre using evidence gathered, generalizations, any graphics used, etc… Conclude with a statement or section about approaches to themes and topic.

Sequoyah Imagine a man who cannot read or write. Now imagine that same man creating a brand new alphabet from scratch. It sounds next to impossible, doesn’t it? Yet that is exactly what one man did—a man named Sequoyah. Born around 1770 in Tennessee, Sequoyah was a Cherokee. Like other Native Americans of that time, he could neither read nor write. He couldn’t help noticing, though, how white people wrote to one another on sheets of paper. They often used these “talking leaves,” as some Native Americans called them, to communicate. Back then, the Cherokee had no way to write down words in their own language. Sequoyah believed it was important for the Cherokee to have a system of writing. So, in 1809, he set out to create an alphabet that the Cherokee could use to do just that. Sequoyah started by drawing pictures, with each one representing a different word or idea. He soon realized that writing sentences using pictures would be much too difficult. There were too many words. No one would ever be able to remember that many pictures. Sequoyah decided to try a different approach. He began to develop symbols to stand for the sounds, or syllables that made up words. Twelve years later, he completed a system of writing with 86 different symbols. Each one stood for a different syllable in the Cherokee language. The symbols could easily be put together to form words. Soon thousands of Cherokee were able to read and write in their own language. His single-handed achievement marks the only known instance of an individual creating a totally new system of writing. Today, his legacy lives on in the hearts and minds of his beloved Cherokee people. In 1925 the General Council of the Cherokee Nation voted to make the alphabet official.

Booker T. Washington Born in Virginia in the mid-to-late 1850s, Booker T. Washington put himself through school and became a teacher. In 1881, he founded Tuskegee College in order to train African Americans in farming. Early Life Born on April 5, 1856, Booker’s life had little promise early on. In Virginia, as in most states before the Civil War, the child of a slave became a slave. Booker's mother worked as a cook. Booker never knew his father. Booker and his mother lived in a one-room log cabin with a large fireplace. At an early age, Booker carried sacks of grain to the mill. It was hard work for a small boy. They lived near a school house. Looking inside, he saw children his age sitting at desks and reading books. He wanted to go to school but it was against the law to teach slaves to read and write. After the Civil War, his mother moved to West Virginia. There she married Washington Ferguson. The family was very poor. 9-year old Booker went to work in a salt factory with his stepfather instead of going to school. Booker's mother knew he wanted to learn and got him a book to read. He learned the alphabet and how to read and write basic words. Because he was still working, he got up nearly every morning at 4 a.m. to practice reading. At about this time, Booker took the first name of his stepfather as his last name, Washington. In 1866, Booker T. Washington got a job as a houseboy working in a coal miner’s home. The coal miner’s wife learned that Booker was smart and honest. She wanted to help him. Over the two years he worked for her, she allowed him to go to school for an hour a day during the winter months.

Booker T. Washington continued…
Education After the Civil War and the freedom of slaves, Booker’s dream of an education could come true. In 1872, Booker T. Washington left home and walked 500 miles to Hampton Agricultural College in Virginia. Along the way he took odd jobs to support himself. He was able to attend the school and took a job as a janitor to help pay the cost. The school's founder soon offered him a scholarship. The founder felt it was important to support newly freed slaves by helping them get an education. He soon became Washington's mentor. Legacy Booker T. Washington graduated from Hampton in 1875 with high marks. In 1879, he was asked to speak at Hampton's graduation. Later, General Armstrong offered Washington a job teaching at Hampton. In 1881, the Alabama law approved $2,000 for the Tuskegee College. General Armstrong was asked to hire a white man to run the school, but instead he hired Booker T. Washington. Classes were first held in an old church, while Washington traveled all over the countryside telling about the school and raising money. Under Booker T. Washington's leadership, Tuskegee became a leading school in the country. In 1901, President Theodore Roosevelt invited Booker T. Washington to the White House. He was the first African American to be asked to the White House. Booker T. Washington remained the head of Tuskegee Institute until his death on November 14, 1915, at the age of 59.

What is a synonym for the word approach as used in the text Sequoyah?
Read the sentence from the passage Sequoyah. “Sequoyah decided to try a different approach.” What is a synonym for the word approach as used in the text Sequoyah? strategy alphabet advance syllable Toward RI DOK 1 - APg L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. 10. In this sentence from Sequoyah, “They often used these “talking leaves,” as some Native Americans called them, to communicate,” why did the Cherokee most likely use the phrase talking leaves? Cherokee Indians noticed that white men wrote on leaves. The Cherokee Indians compared the paper that white men used to communicated and write on, to leaves. “Talking leaves” was another way to say “communicate.” When white men ran out of paper, they wrote on leaves. Toward RI DOK 2 - APn L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Booker’s family was very poor. Booker’s mother worked as a cook.
In the passage Booker T. Washington what is the most likely reason the author states, “ Born on April 5, 1856, Booker’s life had little promise early on.” Booker’s family was very poor. Booker’s mother worked as a cook. Booker’s mother was a slave and a child of a slave was also a slave. Booker had to go to work at an early age rather than go to school. Toward RI.5.8 DOK 2 - Cl Locates a reason for a statement made by an author found explicitly in the text (continue with evidence). 12. Why did Sequoyah decide to try a different approach to his written language? He realized that writing sentences using pictures would be too difficult. Each picture represented a different word He realized people would not like the pictures. Like other Native Americans of that time, he could neither read nor write. Toward RI DOK 2 - ANs Within a text, identify a reason or evidence that supports a particular point and explain why it supports the point.

They both enjoyed working at a young age.
13. How are the achievements of Sequoyah and Booker T. Washington’s life most similar? They both enjoyed working at a young age. Both were able to learn to read and write.. Sequoia and Booker were both unable to attend school. Both men were able to help people with the same experiences they’d had. Toward RI DOK 2 - ANp Make lists or categories (graphs) of similar information found in several texts about the same topic. 14. What two reasons are most relevant in explaining why both Sequoyah and Booker were successful? Although they both had obstacles, they both persevered. Both went to school and studied other alphabet systems. Both continually worked on learning and doing more. They both created their own alphabet system. Toward RI DOK 2 - ANs Using a provided prompt about a topic, student determines what is relevant or not to the prompt using several sources .

16. What contributions did both Sequoyah and Booker T. Washington
Question #15 (prompt): How was Booker’s success in later years, most likely influenced by his early life? Support your answer with details from both the early and later years of his life. Toward RI DOK 3 - APx In a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support. 16. What contributions did both Sequoyah and Booker T. Washington make to better the lives of others? How were their contributions similar and different? Use evidence from both texts. Toward RI DOK 4 - ANP Gather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic.

In one or two paragraphs, write an ending for the narrative that follows naturally from the events or experiences in the narrative. Brief Write, Organization, W.5.3c, writing a conclusion – temporal words Target 1a The New Books A farmer decided to send his four sons to school. He gave each son a book for school. The next day, he asked his sons what they had done with their new books at school. The oldest son told him that he studied his book hard so he could continue to do well at school. The second son told his father that he sold his book so he could buy more. The youngest son told his father that he shared his book with another student at school that day. The third son told his father that he gave his book away to a boy who had none. The father told his sons that one of them used his new book in the best way.

A He screamed at the top of his lungs, “SCAT!” He said nothing.
18. A student is revising this draft. Read the draft of the paragraph and then complete the question that follows. Revise a Text, W.3b Dialogue Elaboration, Writing Target 1b He had been running mile after mile, always following the North Star and the Big Dipper. How much longer until he got to a station where it would be safe and he could rest? He heard a loud snap coming from behind him. He ducked down low behind a tree and saw it was just a lone raccoon. The writer wants to add dialogue to the paragraph. Which line of dialogue would best fit after the last sentence? A He screamed at the top of his lungs, “SCAT!” He said nothing. C. Then the raccoon looked at him and said, “Go Away!” D. “Oh, it’s just you little fellow, he whispered. “I thought someone was chasing me for sure!”

\ ` A student wants to rewrite a sentence from the passage Sequoyah
so it is more appropriate for her class. Language and Vocabulary, L.5.3a Audience, Writing Target 8 “Twelve years later, he completed a system of writing with 86 different symbols.” Choose the two words that could best replace both of the underlined words. manner, rules method, signs routine, parts different, items \ ` 20. Read the sentence and the question that follows. Edit and Clarify L.5.1a, speech order Correlative Conjunctions Target 9 With this bad weather, Harriet’s plan will _______be delayed _______ be canceled. Choose the correct way to edit the grammar usage errors. neither nor both or either or both and

details from the texts you have read to add to your narrative.
Part 2 Your assignment: These will help you plan to write a fictional narrative story. You are going to write a narrative story about a character who overcomes an incredible challenge. Use details from the texts you have read to add to your narrative. 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!
STOP Close your books and wait for instructions!

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 I can use context clues and details in a text to determine the meaning of words and phrases RL.5.4 2 I know meaning of literary devices (metaphors and similes) as they are used within a text. RL.5.4 3 I can find examples of illustrations or other media that contribute meaning, tone or beauty to a text. RL.5.7 4 I can explain what different parts of illustrations or multimedia show meaning, beauty or tone. RL.5.7 5 I can compare and contrast themes and topics of the same genre. RL.5.9 6 I can synthesize information within one text about how it approaches a theme or topic. RL.5.9 7 I can cite evidence and give a logical argument of how multimedia elements can add to the meaning, tone, and beauty of a text RL.5.7 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 I can use synonyms, antonyms and homographs to better understand each of the words. RI.5.4 10 I can use the context clues of cause/effect relationships and comparisons in text to find the meaning of a word or phrase. RI.5.4 11 I can locate a reason for a statement made by an author. RI.5.8 12 I can identify a reason or evidence that supports a particular point the author makes. RI.5.8 13 I can categorize similar information found in several texts about the same topic. RI.5.9 14 I can determine what is relevant or not about a topic using several sources, in order to answer a prompt. RI.5.9 15 I can connect particular points to their reasons or evidence. RI.5.8 2 1 16 I can gather and organize topic specific information from texts for a purpose (essay or speech). RI.5.9 3 Writing 17 In one or two paragraphs, write an ending for the narrative that follows naturally from the events or experiences in the narrative. W.5.3c 2 1 18 The writer wants to add dialogue to the paragraph. Which line of dialogue would best fit after the last sentence? W.5.3b Revise a Text 19 Choose the two words that best replace both of the underlined words. L.3a L.6 Language Use 20 Choose the correct way to edit the grammar usage errors. L.5.1a

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

Sequential Steps toward Standard Mastery

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