1. 1 Quarter 1 Pre-Assessment Teacher Directions Grade 12 Selected-Response Items 4 Constructed-Response Items 1 Brief Write 1 Write to Revise a Text 1 Write to Revise Language/Vocabulary 1 Write to Edit or Clarify Sequential Steps toward Standard Mastery Performance Task at Grade Level

2. Quarter One Pre-Assessment Quarter One Pre-Assessment The actual assessed writing standards on this assessment are circled.

3. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 3 All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6 th grade teachers. Deborah Alvarado Lincoln Street Ko Kagawa Minter Bridge Linda Benson West Union Jamie Lentz Mooberry Anne Berg Eastwood Sandra Maines Quatama Aliceson Brandt Eastwood Gina McLain TOSA Sharon Carlson Minter Bridge Teresa Portinga Patterson Deborah Deplanche Patterson Judy Ramer Consultant Alicia Glasscock Imlay Sara Retzlaff McKinney Sonja Grabel Patterson Jami Rider Free Orchards Megan Harding Orenco Kelly Rooke Free Orchard Renae Iversen TOSA Angela Walsh Witch Hazel Ginger Jay Witch Hazel

4. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. All students should “move toward” taking the assessments independently but many will need scaffolding strategies. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. If that seems the case, please scaffold to gain a true understanding of student ability, noting when and what accommodations were needed. Connecting Assessment to Classroom Instruction How do the assessments connect to classroom instruction? Assessment is not an isolated event. The HSD assessments are an extension of classroom instruction. In the classroom assessment is on-going and monitors progress toward standards mastery. Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintShop/ WebSubmissionForms.aspx Order at HSD Print Shop… http://www.hsd.k12.or.us/Departments/PrintShop/ WebSubmissionForms.aspx Assessment Components as a Routine Classroom Practices Assessment ComponentsInstructional Components Pre-Assessments Use the DOK Leveled Learning Progression Tasks to monitor standard mastery. Standard DOK Level 50% Literary and 50% Informational TextStudents have equal access to both text types. Grade Level Content-Rich TextAll students read grade-level text, content rich text (with scaffolds as needed). Standard Academic Vocabulary Content-Domain Vocabulary. Ask questions using the standard’s vocabulary as well as the content domain vocabulary. Text –Dependent QuestionsAsk text-dependent questions from the standard’s DOK level. Selected and Constructed Responses Students have many opportunities to answer selected extended or constructed responses. Reading for Meaning Assess understanding using never before seen text (although the theme or topic should be grade-level “friendly” or familiar) and reading rubrics. Note-Taking Students “take notes” as they read to identify the central or main idea and it’s supporting details. SBAC Reading/Writing RubricsUse SBAC rubrics to access reading/writing. Read to Write Evidenced-Based Model Students read, discuss and write about a topic using evidence from the text to support inferences, conclusions and generalizations. Write and Revise Students revise brief texts, correct grammar and language/vocabulary in context and write brief texts (brief write rubrics should be used). Performance Tasks Students read, write, discuss and research a topic guided by a central insight or goal throughout a unit(s) of study with fully defined criteria, culminating in a final product or “performance task.” The final product can be a full composition, speech (using SBAC Rubrics) or other product meeting all criterion.

5. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Determining Grade Level Text Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures. Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8. Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability. The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text. Common Core BandFlesch-Kincaid®The Lexile Framework® 2 nd - 3 rd 1.98 - 5.34420 - 820 4 th - 5 rd 4.51 - 7.73740 - 1010 6 th – 8 th 6.51 - 10.34925 - 1185 9 th – 10 th 8.32 - 12.1210.50 - 1335 11 th - CCR10.34 - 14.2011.85 - 1385 4 Qualitative Factors Rate your text from easiest to most difficult between bands. Beginning of lower (band) grade End of lower (band) grade Beginning of higher (band) to mid End of higher (band) grade Not suited to band Purpose/Meaning Structure Language Clarity Language Overall Placement To see more details about each of the qualitative measures please go to slide 6 of: http://www.corestandards.org/assets/Appendix_A.pdf http://www.corestandards.org/assets/Appendix_A.pdf

6. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 6 DOK 1 - KaDOK - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 -ClStandard 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 Pre-Assessment and Learning Progressions The pre-assessments are very unique. toward a standard They measure progress toward a standard. Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a baseline 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: http://sresource.homestead.com/Grade-2.htmlhttp://sresource.homestead.com/Grade-2.html Example of a Learning Progression for RL.2.2.1 Pre-Assessments Measure Adjustment Points (in purple) CFA RL.2.2.1 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

7. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Quarter One 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. 7 DOK 1 - KaDOK - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 -ClStandard 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. NOT ASSESSED Concept Development Student understands that key details help tell who, what, where, when, why and how. SELECTED RESPONSE 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. SELECTED RESPONSE 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 DOK 1 -KaDOK 1- KcDOK 1 -CdDOK 1 -CfDOK 2 - ChDOK 2 - CkDOK 2 - ClStandard Recall events in a fable or folktale read and discussed in class. Uses and understands Standard Academic Language: moral, central message, lesson, fable, folktale, cultures and recount. Can define or explain what a fable, folktale, central message, lesson or moral is (in general). Answers who, what, when, where, how and why questions about events in a story that help determine a message, lesson or moral (read and discussed in class). SELECTED RESPONSE Concept Development: Student understands that fables or folktales convey a central message, lesson or moral and gives an example. Identify the central message, lesson or moral of a fable or folktale from diverse cultures (new story not read in class). SELECTED RESPONSE Locate information supporting the central message, lesson or moral of a fable or folktale from diverse cultures (new text). RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 3 - CuDOK 3 - CvDOK 3 - EVEStandard Recall the characters and major events of a story read and discussed in class. Uses and understands Standard Academic Language: characters, respond, major events, describe and challenges. Can define or explain what a character, major event and a challenge are (in general). Answers how questions about characters’ responses. Understands the meaning of “respond.” NOT ASSESSED Concept Development: Student understands that characters or people in general respond or react to events and challenges in different ways. Locate information in a text that describes a characters response. SELECTED RESPONSE Identifies a specific event that caused a character to respond. Infers how a character might respond to an event or challenge based on prior knowledge of a character’s behaviors or actions. SELECTED RESPONSE Uses evidence of character analysis of why it’s reasonable to assume a character responded a certain way. CONSTRUCTED RESPONSE RL.2.3 Describe how characters in a story respond to major events and challenges.

8. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Quarter One 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. 8 Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CdDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 - ClStandard Recall who, what, where, when, why and how. Define who, what, where, when, why and how. Connect the terms who or what to topic/events, when and where to location; why and how to ideas and concepts. Explain who, what, where, when, why or how. NOT ASSESSED Show the relationship between key details and answering questions Identify who, what, where, when, how and why. SELECTED RESPONSE Locate information using key details in a text. SELECTED RESPONSE RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 - ClStandard Recall or locate basic facts within a multiparagraph text and specific paragraphs. Define: identify, main topic, paragraph, text Describe facts in a multiparagraph text and within specific paragraphs. SELECTED RESPONSE Show relationships between the main topic and facts within paragraphs. Identify the main topic of a multiparagraph text. SELECTED RESPONSE Locate information to support the main topic in specific paragraphs. CONSTRUCTED RESPONSE RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK 1 -KaDOK 1 - KcDOK 1 - Ce DOK 1 - Cf DOK 2 - CfDOK 2- CkDOK 2 - APnDOK 1 - ANoDOK 2 - ANrDOK 3 -CuStandard Recall a series of historical events or scientific ideas or concepts, or steps Define historical, scientific, steps in a technical procedure, ideas and concepts. Select appropriat e words to determine meaning of ideas or concepts. Describ e or explain ideas or concep ts. Explain why events can be connected to other events (concept developme nt). Describe the connection between two historical events SELECTED REPONSE Describe the connecti on between two scientific ideas or concepts. Obtain and interpret information presented in text, about historical events; scientific ideas or concepts; or steps in a technical procedure. SELECTED RESPONSE Identify graphic features of text such as: historical timelines, format for technical procedures, heading, captions, diagrams, and numbered steps Analyze the unique text structure of steps in technical procedures. Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures) CONSTRUCTED RESPONSE RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

9. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RL2.2: 2 Point Short Reading Constructed Response Rubric Question #7 Prompt: What is the central message of The Ant and the Grasshopper? What details from the passage support your answer? Teacher Language and Scoring Notes: Sufficient Evidence would include that it is better to plan ahead and work hard. Responses may include (1) the grasshopper should not have played all summer, but worked to get ready for winter, (2) there is a time for working and playing and (3) It is better to plan ahead and be prepared. Specific identifications from the passage could include (1) grasshopper playing, (2) Ant getting food for winter, (3) Ant planning ahead for winter, (4) grasshopper being hungry in the winter because he didn’t gather food in the summer and (5) ant having food everyday Full Support from the passage include other relevant details or examples that support the main idea such as; (1) the grasshopper wished he would have listened to the ant, (2) the grasshopper saw that the ant had food during the winter, (3) the ant told the grasshopper he should be doing the same thing as he was and (4) the ant did not play with grasshopper when he asked, instead he was working. 2 The student gives a proficient response by providing evidence of the main idea of The Ant and The Grasshopper and uses specific examples from the passage as well as details about (supports) each example. The central message of this fable is that Grasshopper learns from Ant that always playing will not prepare you for what is ahead. It is better to work hard and plan ahead. Grasshopper learned this lesson when he saw that ant had food during the winter. He wished he would have listened to Ant and gathered food for winter. 1 The student gives a partial response by providing some evidence of the main idea from The Ant and the Grasshopper and some specific examples that reference the passage as well as details about each example. The central message is that it is better to work hard and plan ahead. Ant was ready for winter and had food everyday. The grasshopper didn’t have food because he played all summer. 0 The student provides no evidence about the main idea from The Ant and the Grasshopper and no relevant information or examples from the passage. Grasshoppers play and ants work. Toward RL.2.2 DOK 2 – Cl Locate information supporting the central message, lesson or moral of a fable or folktale from diverse cultures (new text).

10. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RL.2.3: 3 Point Reading Constructed Response Rubric Question #8 Prompt: What should the grasshopper have done during the summer? Use details from the passage to support your answer. Teacher Language and Scoring Notes: Sufficient Evidence (conclusion idea) includes that grasshopper should not have played all summer. Responses may include (1) the grasshopper should not have played all summer but worked to get ready for winter, (2) Grasshopper should have been working like ant was, and (3) he should have been storing away food for winter. Specific identifications from the text could include (1) grasshopper was chirping and singing, (2) grasshopper was hopping, (3) Ant was planning ahead for winter, (4) grasshopper was hungry in the winter because he didn’t gather food in the summer and (5) ant had food everyday. Full Support from the passage could include other relevant details or examples that support what grasshopper should have done such as; (1) the grasshopper wished he would have listened to the ant and gathered food for winter, (2) the grasshopper saw that the ant had food during the winter, (3) the ant told the grasshopper he should be doing the same thing as he was and (4) the grasshopper was hopping, singing and chirping during the summer, but ant was working. 3 The student gives a proficient response by providing evidence of what Grasshopper should have done and uses specific examples from the passage as well as details about (supports) each example. Grasshopper should not have been singing, chirping, hopping and playing all summer. Instead he should have listened to ant and gathered food for winter. He should have worked hard in the summer, like Ant did and then he would not have been hungry later on. Ant had food everyday, and if Grasshopper would have listened he would have too. 2 The student gives a partial response by providing some evidence of what Grasshopper should have done and some specific examples (the bucket) that reference the passage as well as some details about each example. Grasshopper should not have been playing and singing all summer. When Ant told him he should be gathering food, Grasshopper should have listened. Then he would not have been hungry all winter. 1 The student gives a minimal response about what Grasshopper should have done and a vague example that references the passage but the example has to be inferred as details are not supportive. Grasshopper played during the summer instead of working like Ant did. He should’ve listened to Ant. 0 The student provides no evidence about what Grasshopper should have done and no relevant information or examples from the passage. Grasshopper played during the summer. Toward RL.2.3 DOK 3 - EVE Uses evidence of character analysis of why it’s reasonable to assume a character responded a certain way.

11. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RI.2.2: 2 Point Short Reading Constructed Response Rubric Question #15 Prompt: Why was being a printer a good trade for Benjamin? Read paragraph 3 and write your answer. Teacher Language and Scoring Notes: Sufficient Evidence (conclusion/idea) should include essential elements of paragraph (3) such as; (1) Benjamin liked to read and write, (2) he could read books he printed and (3) he didn’t like other trades. Specific Identifications (supporting details) from the text could include: (1) he liked to print books so he could read his own writing, (2) he didn’t want to be a blacksmith, carpenter or brick-maker and (3) he wanted to read all of the time. Full Support from the text include other relevant details or examples from the text that support why being a printer was a good trade for Benjamin such as; (1) he was 12 when his father wanted him to learn a trade, (2) James was his brother, (3) James had a print shop and (4) Benjamin’s brother helped James print books and learn to be a printer. 2 The student gives a proficient response by providing evidence to explain why being a printer was a good trade for Benjamin as well as sufficient supporting details. Benjamin should be a printer. He liked to do things printers do. He liked to read and write. If he was a printer he could read all the books he printed. Other trades might not let him read and write all of the time. 1 The student gives a partial response by providing some evidence of why being a printer was a good trade for Benjamin, but few supporting details. It was good for Benjamin to be a printer. Printers make lots of books. His brother helped him. 0 The student provides no evidence about why Benjamin should be a printer. Benjamin Franklin was a famous man. Toward RI.2.2 DOK 3 - Cl Locate information to support the main topic in specific paragraphs.

12. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 1 Pre-Assessment Constructed Response Answer Key Standard RI.2.3: 3 Point Reading Constructed Response Rubric Question #16 Prompt: What made Benjamin a good printer? Find evidence in the text. Teacher Language and Scoring Notes: Sufficient Evidence (conclusion thought or idea) should include details that specifically connect Benjamin to being a good printer (this is the essential element). Because this is a DOK-3 response students go beyond the obvious or even extending obvious reasons to showing reason as to why Benjamin was a good printer. Reasoning requires inferencing. Specific Identifications (supporting details) found explicitly in the text could include: (1) his love for reading and writing, (2) his father sent him to school and (3) he learned from his brother. Full Support (any other details) from the text may include (1) he wanted to read all of the time, (2) at 16 he found a job as a printer. 3 Student gives a proficient response by providing evidence to support what made Benjamin a good printer using details explicitly from the text to infer why he was a good printer. Benjamin Franklin always wanted to read and write. His father sent him to school and he did well in reading and writing. Printers have to be good at reading and writing. He made a good printer because he worked hard to learn. He learned from his brother and then he got a job as a printer in Philadelphia where he had even more practice. All of these things made him a good printer. 2 Student gives a partial response by providing some evidence to support what made Benjamin a good printer using some details explicitly from the text. Benjamin Franklin was a good printer because he worked hard to be a good printer. He liked to read and write all the time. That’s why he was a good printer and he probably liked it a lot. 1 Student gives a minimal response and provides very little evidence to support what made Benjamin a good printer using few if any details explicitly from the text. Benjamin was a printer. He was a good printer. 0 Student provides no evidence to support the prompt. A printer can make books. Toward RI.2.3 DOK-3 Cu Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures)

13. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond Writing Standard W.2.1a,b Opinion Writing – Target 1a,b Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion. Question #17 Prompt: What is your opinion about both the ant and the grasshopper? Teacher Language and Scoring Notes: When students do a “brief write” they are not writing a full text, but are focusing only on a portion of the standard. Essential elements of a complete interpretation of the prompt would be answering each question with an opinion statement. Aspects of the task and sufficient relevant evidence to support development of the paragraph would include writing an opinion about the grasshopper and then the ant. The question does not ask to provide evidence or support for the opinion – this is just “stating an opinion.” However, evidence statements supporting the opinion should not be considered incorrect, as long as an opinion is actually stated. For instance “I think the grasshopper would rather play than work,” is not a true opinion. It is a statement of what the text said. A true opinion would be the student’s own words or perception about why the grasshopper would rather play than work (such as he was lazy, tired or bored) but is based on textual actions and is more like a “judgment.” Focused and organized, consistently addressing the purpose, audience, and task. Sentences are of varied length and structure. 2 Student answer was proficient as an opinion. An opinion was stated about the grasshopper and the ant. I think the grasshopper would rather play than work, so in my opinion he is kind of lazy. I think the ant works hard so later he will have enough to eat. In my opinion he is wise. 1 Student answer was partial as an opinion. An opinion was stated about either the grasshopper OR the ant based on textual evidence. The grasshopper likes to play. The ant is very smart. 0 Student answer did not state an opinion about the grasshopper or the ant. Grasshoppers are green. Quarter 1 Pre Assessment Brief Write Rubric Answer Key

14. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 14 Answer Key for W.2.1c – Write to Revise – SBAC Target 6b Write to Revise W.2.1c “…supply reasons that support the opinion.” Rubric (1 point) if student has the right order and supports the opinion with 1 or more sentences. 18. Read the paragraph below. When you do your homework then you can play. Sometimes you can’t play. It is not fun to go to school if your homework is not done. Sometimes you have to work first. Rewrite the paragraph so it makes sense. Add 1 or 2 more sentences of your own to support the opinion. Correct Order Sometimes you can’t play. Sometimes you have to work first. When you do your homework then you can play. It is not fun to go to school if your homework is not done. 1-2 more sentences or your own to support the opinion: Student may add any sentence(s) that supports the opinion that it is important to work before play.

15. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 15 Quarter 1 Pre-Assessment Selected Response Answer/Points Key

16. 16 Student Copy Pre-Assessment Quarter 1 Name____________________Grade Directions: Read each story. Then answer the questions about the story.

17. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 17 The Ant and the Grasshopper By Aesop One summer's day a grasshopper was hopping about. He chirped and sang. Then, an ant passed by. He was pulling a big ear of corn to his nest. He was very tired. "Why not come and play with me?" said the grasshopper. “You don’t need to work so hard.” "I am getting ready for the winter," said the ant. “You should do the same thing.” "Why should I get ready for winter?" said the grasshopper. “I have food for now to eat.” So the grasshopper went off to play. But the ant went on its way and kept on working. When the winter came the grasshopper had no food. He was so hungry. The grasshopper saw the ant had food each day. He wished he had listened to the ant. Grade Equivalent: 1.5 Lexile: 400 Mean Sentence Length: 8.06 Mean Log Word Frequency: 3.83 Word Count: 137

18. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 18 1. What was the ant doing when the grasshopper met him? A.The ant was pulling a big ear of corn to his nest and was very tired. B.The ant was looking for food to cook for dinner that night. C.He was going to his job on the ant hill. D.Ant was playing, singing and hopping. DOK 2 – Ck RL.2.1 Uses key details to identify who, what, where, when, why and how about a story not read in class. 2. Why didn’t the ant follow what the grasshopper was doing? A.He did not like the grasshopper’s loud singing. B.The ant was too hot in the summer heat and did not want to play outside. C.He was hungry and wanted to go to his nest. D.He was getting ready for winter and told the grasshopper he should do the same. DOK 2 –Cl RL.2.1 Finds information using key details to answer specific questions about a new story.

19. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 3.What did the grasshopper wish at the end of the story? A.He wished he had listened to the ant. B.He wished he would have read more books. C.He wished he didn’t ask the ant to play. D.He wished he would have made more friends during the summer. 19 4. What is the central message of the fable? A.Playing all the time is fun. B.Ants help grasshoppers. C.It is smart to plan ahead. D.Grasshoppers are lazy. DOK 2 – Ck RL.2.2 Identify the central message, lesson or moral of a fable or folktale from diverse cultures (new story not read in class). DOK 1 –Cf RL.2.2 Answers who, what, when, where, how and why questions about events in a story that help determine a message, lesson or moral (read and discussed in class).

20. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 20 6.What do you think the grasshopper will do next summer? A.He will play but not ask ant to play with him again. B.He will store food for the winter during the summer so he doesn’t go hungry again. C.He will play less and rest more during the summer. D.The grasshopper will eat less food so he doesn’t need as much to survive during the winter. 5. Which statement could be another title for this passage? A.The Grasshopper Who Played B.How the Ants Worked C.The Grasshopper That Learned D.Ants Are Not Playful DOK 2 – Cl RL2.3 Locate information in a text that describes a characters response. DOK 3 – Cv RL2.3 Infers how a character might respond to an event or challenge based on prior knowledge of a character’s behaviors or actions.

21. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 21 7. What is the central message of The Ant and the Grasshopper? What details from the passage support your answer? 8. What should the grasshopper have done during the summer? Use details from the passage to support your answer. Toward DOK 2 – Cl RL.2.2 Locate information supporting the central message, lesson or moral of a fable or folktale from diverse cultures (new text). Toward DOK 3 - EVE Uses evidence of character analysis of why it’s reasonable to assume a character responded a certain way. (Teacher Only) Final Score__________ (Teacher Only) Final Score_________

22. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 22 1 Benjamin Franklin was born in 1706 in Boston, Massachusetts. He had 16 brothers and sisters! Mother was at home and Father made candles. Benjamin loved to read and write more than his brothers or sisters. 2 Father did not have money to send 17 children to school. But, he did send Benjamin to school. Benjamin was ten years old. Benjamin did well in school. He liked to read and write. He did not like math. Benjamin went to school for two years because Father ran out of money. Then he helped Father in the candle shop. 3 When Benjamin was 12, Father wanted him to learn a trade. A trade is like a job. Benjamin did not want to be a blacksmith, carpenter or a brick-maker. He wished he could just read all the time. James was Benjamin’s big brother. James had a print shop. Benjamin helped James print books. Best of all, he could read the books he printed! James helped Benjamin learn to be a printer. 4 When Benjamin was 16 he left home. He wanted to be on his own. He went to Philadelphia, Pennsylvania and got a job as a printer. Benjamin worked hard. He saved money and soon had his own print shop. 5 Benjamin had a newspaper. People liked reading it. His newspaper made people laugh and think. Then he made a little book called Poor Richard’s Almanac. An almanac tells farmers when to plant crops. Benjamin’s almanac had wise and funny sayings too. People still read his almanac today! Benjamin Franklin the Printer Grade Equivalent 3.3 Lexile Measure 560L Mean Sentence Length 8.86 Mean Log Word Frequency 3.59 Word Count 257

23. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 23 Toward RI.2.1 DOK-2 Ck Identify who, what, where, when, how and why. 9. How old was Benjamin when he went to school? A.16 years old B.8 years old C.12 years old D.10 years old Toward RI.2.1 DOK-2 Cl Locate information using key details in a text. 10. Why did Benjamin go to school for two years? A.His father ran out of money. B.Benjamin needed to learn a trade. C.He helped Father make candles. D.Benjamin wanted to read and write.

24. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 24 Toward RI.2.2 DOK-1 Cf Describe facts in a multiparagraph text and within specific paragraphs. 11. Which sentence could be added to paragraph 2? A.Benjamin learned to make books. B.Benjamin wanted to stay in school. C.Benjamin did not want to be a brick-maker. D.Benjamin was very wise. Toward RI.2.2 DOK-2 Ck Identify the main topic of a multiparagraph text. 12. What is the main idea of this text? A.Benjamin Franklin became a printer. B.Benjamin Franklin is going to school. C.Benjamin Franklin had many brothers and sisters. D.Benjamin Franklin worked hard.

25. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 25 13. How did leaving home help Benjamin become a printer? A.He needed to make more money. B.He wanted to leave home. C.He found a job in a print shop. D.He liked to read and write. 14. Why did people like to read Benjamin’s newspaper? A.He made people laugh and think. B.Newspapers help farmers. C.People liked Benjamin. D.Newspapers help people learn. Toward RI.2.3 DOK-2 APn Obtain and interpret information presented in text, about historical events; scientific ideas or concepts; or steps in a technical procedure. Toward RI.2.3 DOK-2 Cl Describe the connection between two historical events.

26. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 26 15. Why was being a printer a good trade for Benjamin? Read paragraph 3 and write your answer. 16. What made Benjamin a good printer? Find evidence in the text. Toward RI.2.2 DOK 2 - Cl Locate information to support the main topic in specific paragraphs. Toward RI.2.3 DOK-3 Cu Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures)

27. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 27 17. What is your opinion about both the grasshopper and the ant? Brief Write, W2.a,b “… Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion. ” Teacher Only – Final Score __________

28. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 28 18. Read the paragraph below. When you do your homework then you can play. Sometimes you can’t play. It is not fun to go to school if your homework is not done. Sometimes you have to work first. Rewrite the paragraph so it makes sense. Add 1 or 2 more sentences of your own to support the opinion. Write to Revise W2.1c “… supply reasons that support the opinion.” Final Score __________

29. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 29 20. Read the sentence below. Edit and Clarify Language Standard L2.1d He wished he had ___________ to the ant. Choose the correct word to fill in the blank. A.listen B.listened C.listens D.listening 19. Read the sentence below. Language and Vocabulary Standard L2.6 An almanac describes when farmers should plant crops. Which word would best replace the word describes? A.asks B.thinks C. explains D. tests

30. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 30 STOP Close your books and wait for instructions!

31. Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond 31 Informational Text 9 I can answer a how question using key details. RI.2.1 10 I can use key details to find the answer in the text. RI.2.1 11 I can describe or add a fact to a paragraph that makes sense. RI.2.2 12 I can tell the main idea of the text. RI.2.2 13 I can describe a cause and effect between events. RI.2.3 14 I can interpret why in a historical text. RI.2.3 15 I can find facts that support the main idea of a paragraph. RI.2.2 16 Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures). RI.2.3 Literary Text 1 I can answer a what question using key details. RL.2. 2 I can use key details to find the answer in the text. RL.2.1 3 I can answer questions that help me figure out what the central message is. RL.2.2 4 I can tell the central message of the text. RL.2.2 5 I can find information in the text to describe a character. RL.2.3 6 I can guess how a character will probably act. RL.2.3 7 I can find evidence to support the central message. RL.2.2 8 I can explain why a character acted a certain way. RL.2.3 Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct.