1. 1 Pre-Assessment for Quarter 1 Reading Informational Text Grade

2. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 9 2.Student’s Assessment (to be printed in a booklet form) b.Pages 10 – 20 B.This booklet is intended for pre-assessing reading informational standards RI 1,2 and 3 at the beginning of the first quarter. Do NOT allow students to read the passages before the assessment. C.Student scores can be recorded on the class Learning Progressions Checklists. Each correct selected response is one point. Each constructed response is a maximum of 3 points. Constructed response points should be added to the learning progression adjustment point the question is targeting. Printing Instructions… Decide on the primary way to print this booklet, then choose one of the following ways to use this material. You can just print this entire 20 pages – then divide it into the two sections to use.OR… You might do the following by sending them to your Print Shop: Print Shop instructions… Print pages 9 – 20 in booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Booklet

3. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 3 Directions for Pre-Assessment Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. Remind students to STOP on the “stop” page. Do not allow them to go on to the “happy face” page until you have scored their answers. When scoring.... When students have finished the entire pre-assessment mark each selected response question as correct or incorrect. When students have completed the constructed response score ONLY with a number from 0 – 3. DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: What did you not understand about the question? Underline words you did not understand. Rewrite the question to reflect what you think it is asking.

4. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 4 Quarter One Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CjDOK 2 - ClStandard Locate basic information in the text regarding events and specific details (read and discussed in class). Define (understand the meaning of…) terms: quote accurately, and drawing inferences. Answer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences. Explain the connection between using text as evidence to explain or draw inferences (concept development). Quotes specific parts of the text when answering questions about the text. Quote accurately from the text when explaining what the text says to support answers or inferences. RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Path to DOK - 1Path to DOK - 2 End Goal KaKaKcKcDOK 1 - CfDOK 2 - ChDOK 2 - CiDOK 2 - CkDOK 2 - ClStandard Locate basic information in the text regarding key details. Define: main idea, summarize, supporting and key details. Answer who, what, when, where and how questions about key details. Explain how key details are a clue to the main idea(s) of a text (concept development). Summarize the key details of a text. Identify two main ideas in a text. Locate and give examples of key details that support the identified two main ideas in a text. RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 – Cl DOK 3 – Cu (taught in several lessons) DOK 3 - ANzStandard Locate basic information in a historical, scientific or technical text (read and discussed in class). Define terms: relationship s, interactions, evidence (to support ideas), historical, scientific and technical texts. Answer who, what, when, where and how questions about individuals, events, ideas or concepts based on specific information. Explain (in general to develop a conceptual understanding of…) how individuals, events, ideas or concepts can interact in text. Locate information to support how two individuals interact in a text (continue with events, ideas or concepts). Explain the connection between two or more individuals or events in an historical text. Explain the connection between two or more ideas in a scientific text. Use the text to explain the relationships or interactions between ideas, individuals or events within one text. Using specific criteria from a text, analyze the interrelationship s between and among concepts, ideas, events or individuals. RI5.3 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.

5. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 5 selected response Record student pre-assessment selected response scores on class sheets for instructional adjustments. The first quarter CFA score will be recorded in the last column as a comprehensive score. RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. End Goal Example Constructed Response: Grade 5 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CjDOK 2 - ClStandard Path to DOK 2 Reading Literature CCSS Learning Progressions Locate basic information in the text regarding events and specific details (read and discussed in class). Define (understand the meaning of…) terms: quote accurately, and drawing inferences. Answer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences. Explain the connection between using text as evidence to explain or draw inferences (concept development). Quotes specific parts of the text when answering questions about the text. Quote accurately from the text when explaining what the text says to support answers or inferences. RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Student NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 RL5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. End Goal Example Constructed Response: Grade 5 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - Cf DOK 2 – Ch (concept development) DOK 2 - CiDOK 2 - CkDOK 2 - ClStandard Path to DOK 2 Reading Literature CCSS Learning Progressions Locate basic information in a story, drama or poem, regarding events and specific details. Define terms: theme, details, summarizes, character, challenges, sequence, story, drama, poem, response and reflection. Identify key literary elements specific to a poem (rhyme, alliteration, etc...), a drama (casts of characters,etc..) and stories (character, setting, events). Answer who, what, when, where and how describing questions about a story, drama or poem. Explain the connection between a story, drama or poem’s theme and details. Explain how challenges in a story, drama or poem link to characters’ responses. Summarize the key events in a story, drama or poem (including character responses to those events). Identify the theme of a story, drama or poem from details in the text. Locate details in a story, drama or poem that tell a character’s response to challenges or how a speaker in a poem reflects on a topic. RL5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 RL5.3 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). End Goal Example Constructed Response: Grade 5 Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - ANpDOK 3 - CuStandard Path to DOK 2,3 Reading Literature CCSS Learning Progressions Locate basic information in two or more stories or dramas regarding events and specific details (read and discussed in class). Define terms: literary elements (characters, setting, plot, etc.), compare and contrast, drama, specific details and interactions. Identify and describe events, characters, and setting in two or more stories or dramas. Answer describing who, what, when, where or how questions about two or more stories or dramas. Explain how two or more characters interact in a story or drama. Locate specific details in two or more stories or dramas about how characters interact. Categorize the specific details located in two or more stories or dramas using a graphic organizer. Connect the specific categorized details located in two or more stories or dramas. Identify similarities and differences. RL5.3 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). 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 20 21

6. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 6 SBAC Reading Assessment Constructed Response General Template Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to succinctly show their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 7 11. What are two main ideas in this article? Which key details in the article support these main ideas? Scoring [Notes:] Students should identify two main ideas in this article including the importance of the atmosphere for most living things and the four different layers of the atmosphere. Aspects of these main ideas may include general information about the composition, definition and/or location of the atmospheric layers, how the atmosphere provides protection from harmful rays, and altitude changes. Details that specifically address how the atmosphere affects all living things could include the need for air, water and heat protection. Details that specifically address the different layers of the atmosphere should include the names of each layer or the fact that there are four layers. Organization should be consistent with text descriptions. Sentence length should vary according to the information available. Constructed Response RI.5.2 Cl Locate and give examples of key details that support the identified two main ideas in a text.

8. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 8 12. How can people adjust to the different affects of the atmosphere? Use details and examples from the text to support your answer. Scoring [Notes:] Students should connect specific human situations (mountain climbing, being out in the sun, airplane design) to the effects of atmosphere changes or conditions. Aspects of this question could include reasons why the atmosphere changes or affects humans (altitude, temperature and pressure changes). Students should support each condition with at least one detail or example (relevant evidence) from the text explicitly. These might include wearing warmer clothing at high altitudes and using sun block or wearing sunglasses for protection from harmful rays. Details are organized and match the examples given. Sentence length and structure vary depending on the details and examples given. Constructed Response RI.5.3 ANz Using specific criteria from a text, analyze the interrelationships between and among concepts, ideas, events or individuals.

9. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 9 Quarter 1 Pre-Assessment Selected Response Answer Key

10. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 10 Pre-Assessment for Quarter 1 Reading Informational Text Name ____________________ Grade

11. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 11 The Earth is surrounded by an ocean of gases we call the atmosphere. The atmosphere is important because it contains the air most living things breathe. It also absorbs heat energy from the sun. It even recycles water by returning it back to the Earth as rain. Without the atmosphere, life as we know it could not exist on Earth. The atmosphere extends far above the surface of the Earth. Scientists discovered that the atmosphere is divided into layers, just like a layer cake. Each layer varies in thickness and in temperature. Each layer is composed, or made, of a different composition of gases. The layer of the atmosphere we live in is called the Troposphere. Tropo is a Greek word that means change. This first layer begins at sea level and ends about 9 miles up. The Troposphere contains about half of all the air in the entire atmosphere. Because it is at the bottom, air pressure, or the weight of the air, is greatest in this layer. All the clouds we see and the changes in weather we experience occur in the Troposphere. Air temperature and air pressure are not the same all the way up through the Troposphere. As altitude increases, air temperature and air pressure decreases. Mountain climbers must dress in warmer clothes as they climb higher. To keep air pressure constant as they gain altitude, airplanes are sealed to prevent air from escaping. There are three other layers above the Troposphere. They are the Stratosphere, Mesosphere and Thermosphere. Together they make up the remaining half of all the air that surrounds the Earth. This means the air in these layers is thinner and has less pressure than the air in the Troposphere. The Stratosphere contains a special gas called ozone, which is found in a layer called the ozone layer. This layer blocks out most of the dangerous rays from our sun. These dangerous rays cause sunburn, which can lead to skin cancer. There has been a lot of discussion about this layer over the past twenty years. Scientists have discovered that the ozone layer has gotten thinner due to pollution. Now, more harmful rays reach the Earth. To protect our skin from these rays, we must wear sun block while outside, especially in the summer when we wear less clothing. It is also wise to wear sunglasses on bright days to guard against damage to our eyes. By Jim Cornish The Atmosphere: The Ocean of Air Above Us Article from the Online resource site for the Improving Reading Comprehension Using Metacognitive Strategies (IRCMS) program.

12. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 12 Name ______________ 1.In which layer is air pressure the greatest? A.Stratosphere. B.Troposphere. C.Mesosphere. D.Thermosphere. RI.5.1 DOK – 1 Cf Answer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences. 1 2. Why did the word Troposphere come from the Greek word tropo? A.Greeks first discovered the atmosphere. B.Tropo is the Greek god of weather. C.The weather is always changing within the Troposphere. D.The Earth is shaped like a sphere. RI.5.1 DOK - 2 Cj Quotes specific parts of the text when answering questions about the text. 2

13. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 13 3.What does the word composition mean in this passage? A.Process material so that it is used again. B.The way the parts of something are arranged. C.To keep the air pressure constant. D.Music notes written on a page RI.5.1 DOK - 2 Cl Quote accurately from the text when explaining what the text says to support answers or inferences. 3 4. An alternate title for this reading passage might be: A.The Thinning Ozone Layer. B.Air Pressure and the Atmosphere. C.Weather Events and the Atmosphere. D.The Many Layers of the Atmosphere. RI.5.2 DOK - 2 Ci Summarize the key details of a text. 4

14. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 6. Which of the following set of details in the passage support the importance of our Earth’s atmosphere? A.There are three layers above the Troposphere that have thinner air and less pressure. B.The atmosphere contains the air we breathe while the stratosphere blocks out dangerous rays from our sun. C.It is wise to wear sunglasses on bright days to guard against damage to your eyes and sun block to protect your skin. D.Mountain climbers dress in warmer clothes as they climb higher because as altitude increases, air temperature and air pressure decrease. 14 5. Which of the following group of statements identify two main ideas of the passage? A.Now, more harmful rays reach the Earth. To protect our skin from rays we must wear sun block. B.Without the atmosphere life as we know it could not exist on the Earth. There are four layers of atmosphere surrounding Earth. C.There is less ozone for humans to breathe. The thinning ozone layer is increasing the air pressure on humans. D.Air temperature and air pressure are not the same all the way up through the Troposphere. As altitude increases, air temperature and air pressure decreases RI.5.2 DOK - 2 Ck Identify two main ideas in a text. 5 RI.5.2 DOK - 2 Cl Locate and give examples of key details that support the identified two main ideas in a text. 6

15. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 15 7. Which sentence best explains the changes in different layers of the atmosphere ? A.The air in the other three layers are thinner are thinner than the air in the Troposphere. B.Air pressure and air temperature are not the same all the way up through the Troposphere. C.As altitude increases, air temperature and air pressure decrease. D.The Stratosphere contains a special gas called ozone. RI.5.3 DOK - 2 Ch Explain (in general to develop a conceptual understanding of…) how individuals, events, ideas or concepts can interact in text. 7 8. Based on the diagram, which two layers of the atmosphere are closest to Earth? A.Troposphere and Mesophere B.Mesophere and Thermosphere C.Stratosphere and Mesophere D.Troposphere and Stratosphere RI.5.3 DOK - 1 Cl Locate information to support how two individuals interact in a text (continue with events, ideas or concepts). 8

16. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 16 9. Why is the air pressure greatest in the Troposphere? A.Because it is at the bottom. B.It contains half of the all the air in the atmosphere. C.The atmosphere is divided into layers. D.Because it has the highest altitude.. RI.5.3 DOK - 3 Cu Explain the connection between two or more ideas in a scientific text. 9 10. Which group of statements show the influences of the atmosphere on how people live? A.Airplanes are sealed to keep air pressure constant. Mountain climbers dress warmer in higher altitudes B.The atmosphere has four layers. Each of the four layers of the atmosphere have a name. C.The Earth is surrounded by an ocean of gases. The gases around the earth from the atmosphere. D.The clouds changes in the Troposphere. The Stratosphere is the second layer of our atmosphere. RI.5.3 DOK - 3 ANz Using specific criteria from a text, analyze the interrelationships between and among concepts, ideas, events or individuals. 10

17. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 17 11. What are the two main ideas of this article? Which key details in the article support these main ideas? 12. How can people adjust to the different affects of the atmosphere? Use details and examples from the text to support your answer.

18. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 18 STOP Close your books and wait for instructions!

19. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Standard RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.. DOK 1 - Cf I can find answers that are “right there” in the text. DOK 2 - Cj I can quote a specific part of the text when I answer a question. DOK 2 - Cl I can quote accurately from the text to support an inference. DOK 2 – Ck I can identify two main ideas in a text. DOK 2 - Cl I can identify details that support two main ideas in a text. Standard RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. DOK 2 - Ci I can summarize the key details of a text for a purpose. DOK 1 - Cl I can locate information to support how two concepts interact. DOK 2 - Ch I can explain how one concept in a text affects another concept. DOK 3 – ANz I can analyze connections between and among concepts. Standard RI5.3 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. DOK 3 – Cu I can explain the connection between two or more ideas. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Quarter One CFA Pre-Assessment Informational Text – Important Adjustment Points DOK-2 Cl Color your score blue. 190123 11. What are the two main ideas of this article? Which key details in the article support these main ideas? 0123 12. How can people adjust to the different affects of the atmosphere? Use details and examples from the text to support your answer. 9 3 4 56 8 7 10 1 2 11 12 DOK-3 Anz Color your score blue.

20. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 20 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12