Pre-Assessment for Quarter 3 Reading Informational Text

1. Grade Pre-Assessment for Quarter 3 Reading Informational Text

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 19 • Students Assessment • Page’s 20– 32 • This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before the assessment. • Printing Instructions… Be sure you have printed a teacher’s Edition! • Please print the teachers directions (pages 1 – 19). Read the • directions before giving the assessment. • Print pages 20– 32 for each student. • This would print each student page as an 8 ½ X 11 page… • or login to the Print Shop and order pre-assessments and/or CFAs. Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and third grade reading lexile band.

3. Types of Readers Independent Readers: 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. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) Read the selection and questions aloud to the student in English or Spanish. Read the selected response answers to the student. Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. Selected and Constructed Response QuestionsNote: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. May vary for kindergarten Scoring Options Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). Scoring forms are available at: http://sresource.homestead.com/index.html

4. Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter three includes three write and reviseassessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Three Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

5. Important Please Read Before Starting Assessment • Quarter Three Preparing for Performance Tasks • The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 • Performance tasks have two parts (Part 1and Part 2). In quarter three students will complete the tasks highlighted below. • IMPORTANT – NEW • Please make copies of the note-taking form for each student • in your class if you choose to use it. • 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 note-taking form is provided for your students to use for this assessment 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. • 2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a • student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skillsstudents need in order to complete a performance task. • 3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the • brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. • Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. • Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

6. Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Kindergarten: Read the text to students. Re-read the text again for students to “note-take.” Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. Read the text through to get the “gist” without the distraction of finding answers or note-taking. Re-read the text. Take notes using a note-taking form. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.

7. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt Describe events in the life of a sea turtle or a snapping turtle. OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together) Teachers.... Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions). During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above). If you would like your students to have the experience of “planning” a full informational composition after completing Part 1(this assessment) here are a few ideas: Find a graphic organizer you’ve used before to plan a writing piece. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. Be sure students know the criteria before they begin (what you are expecting them to do). Share exemplary models of completed graphic organizers. Review the criteria.

8. Research Note-Taking In the Classroom • The note-taking forms are scaffolded in grades K – 6 following the recommended • SBAC research targets and embedded standards. • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf • Research Informational Text Standards: • (RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts). • RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose. • The note-taking forms in this assessment support the above goal and the following • assessed research targets: • Research Target 2 • Locate, Select, Interpret and Integrate Information • Research Target 3 • Gather/ Distinguish Relevance of Information • Research Target 4 • Cite evidence to support opinions or ideas • Writing Research Standards: • Writing Standard 7: Shows and builds knowledge about a topic • Writing Standard 8: Analyzes information for a purpose • Writing Standard 9: Supporting with evidence and reason

9. Grade K Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. 1 Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. Remember students will need to have a note-taking form for each passage. Use letters, words or pictures. Tell more about the main topic. Ask students to look explain more about the main topic. Tell students, “When we want to explain more about (name the main topic),we can look to see what else happened. We are looking for ideasand details.” Ask students, “What ideasor detailscan you find and tell about?” 2 • Differentiation: • Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. • Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: • Main Topic • Ideas • Details • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

10. Grade K Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Use letters, words or pictures. Tell more about the main topic.

11. Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

12. SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) 

13. Quarter 3 Pre-Assessment Research Constructed Response Answer Key • Constructed Response RI.K.9, Research Target 2 • Draw to show how snapping turtles move. Draw to show how sea turtles move. Draw the turtle that lives in the sea. Draw the turtle that lives in a pond.

14. 11. Write letters, words or pictures to tell about a snapping turtle. (Write and Revise L.1b) Standard L.K.1b Snapping Turtle Answer Key Student draws or uses words/letters to demonstrate an understanding of nouns or verbs that are used to tell about a snapping turtle. 3-4 or more examples is sufficient. There could be many other examples including: Turtle Eggs Hole Sand Pond Claws Snaps Tail

15. Quarter 3Pre-Assessment Answer Key

16. Students have their own copies in their test booklets. Grade Equivalent 1.7 Lexile 670 From the Beach to the Sea Article #1 1 A sea turtle digs a hole in the beach. She lays many eggs in the hole. She puts sand over the hole. Then she will go back into the water. 2 The eggs are left all alone. The sun warms the eggs. They begin to hatch. 3 The baby sea turtles do not have legs. They have flippers. They must drag slowly across the beach to get to the water. It is very dangerous. Many animals eat baby sea turtles.

17. From the Beach to the Sea 4 Some of the baby sea turtles get to the sea. In the sea the turtles can get away from danger. They use their flippers to swim fast. 5 The turtles need food to grow. Sea turtles do not have teeth. They have strong jaws to grab and tear their food. 6 Sea turtles can grow very large. Some sea turtles can live up to 150 years old!

18. Students have their own copies in their test booklets. Grade Equivalent 2.6 Lexile 720 From the Sand to the Pond Article #2 1 From the Sand to the Pond The snapping turtle digs a hole in sandy soil. She lays eggs 80 eggs. She leaves the eggs and goes back to the pond. The eggs are very small like a dime. 2 Soon the baby snapping turtles hatch. The baby turtles are brown, olive or black. They have a little tooth to help break open the egg shell. 3 Other larger animals eat baby snapping turtles. Baby snapping turtles can’t protect themselves. After they hatch they search for a pond, swamp or small lake. It can be very dangerous.

19. From the Sand to the Pond 4 Some of the baby turtles find a water home. They sit on the muddy bottom of the pond. They can hide in the mud. 5 They do not have teeth. They have jaws with sharp edges that look like teeth. They eat plants or small animals. The baby turtles begin to grow. 6 Now the snapping turtles have large heads and long necks. They have a pointed snout. Their jaws are very powerful. They have large legs with powerful claws. They have a long tail. Snapping turtles can weigh up to 85 pounds and most live to be about 30 years. 7 Snapping turtles do not make good pets! Snapping turtles have a short temper. They are aggressive. They can’t hide in their own shells so they snap to protect themselves.

20. Grade Pre-Assessment for Quarter 3 Reading Informational Text Name ____________________

21. Grade Equivalent 1.7 Lexile 670 From the Beach to the Sea Article #1 1 A sea turtle digs a hole in the beach. She lays many eggs in the hole. She puts sand over the hole. Then she will go back into the water. 2 The eggs are left all alone. The sun warms the eggs. They begin to hatch. 3 The baby sea turtles do not have legs. They have flippers. They must drag slowly across the beach to get to the water. It is very dangerous. Many animals eat baby sea turtles such as crabs and birds.

22. From the Beach to the Sea 4 Some of the baby sea turtles get to the sea. In the sea the turtles can get away from danger. They use their flippers to swim fast. 5 The turtles need food to grow. Sea turtles do not have teeth. They have strong jaws to grab and tear their food. 6 Sea turtles can grow very large. Some sea turtles can live up to 150 years old!

23. Students may circle, underline, point or shade in (if appropriate) the correct answer. Where does a sea turtle lay eggs? B C A a hole a nest the water 1 What word in this sentence tells us the baby sea turtle moves slowly across the beach? They must drag slowly across the beach to get to the water. C B A slowly drag moves 2

24. Students may circle, underline, point or shade in (if appropriate) the correct answer. What makes it dangerous for baby sea turtles to go to the water after they hatch? B A 3 crawling animals What happens when the sun warms the eggs? 4 B A The eggs get too hot. The baby hatches.

25. Students may circle, underline, point or shade in (if appropriate) the correct answer. What does the sea turtle do to get away from danger? 5 A B It swims fast. It goes to the beach. 6. How does the author show that sea turtles can grow very large? B A with a picture of little sea turtles with a picture of a big sea turtle 6

26. Grade Equivalent 2.6 Lexile 720 From the Sand to the Pond Article #2 1 From the Sand to the Pond The snapping turtle digs a hole in sandy soil. She lays eggs 80 eggs. She leaves the eggs and goes back to the pond. The eggs are very small like a dime. 2 Soon the baby snapping turtles hatch. The baby turtles are brown, olive or black. They have a little tooth to help break open the egg shell. 3 Other larger animals eat baby snapping turtles. Baby snapping turtles can’t protect themselves. After they hatch they search for a pond, swamp or small lake. It can be very dangerous.

27. From the Sand to the Pond 4 Some of the baby turtles find a water home. They sit on the muddy bottom of the pond. They can hide in the mud. 5 They do not have teeth. They have jaws with sharp edges that look like teeth. They eat plants or small animals. The baby turtles begin to grow. 6 Now the snapping turtles have large heads and long necks. They have a pointed snout. Their jaws are very powerful. They have large legs with powerful claws. They have a long tail. Snapping turtles can weigh up to 85 pounds and most live to be about 30 years. 7 Snapping turtles do not make good pets! Snapping turtles have a short temper. They are aggressive. They can’t hide in their own shells so they snap to protect themselves.

28. Students may circle, underline, point or shade in (if appropriate) the correct answer. 7. About how big are snapping turtles’ eggs? B A about the size of a dime about the size of a penny 7 Which picture parts show how snapping turtles and sea turtles are the most different? B A 8

29. Students may circle, underline, point or shade in (if appropriate) the correct answer. 9. What do both kinds of turtles do? A snap to protect themselves B swim with flippers C dig a hole to lay eggs 9

30. Constructed Response 10 1 2 Draw to show how sea turtles move. Draw to show how snapping turtles move. 4 3 Draw the turtle that lives in a pond. Draw the turtle that lives in the sea.

31. 11. Write letters, words or pictures to tell about a snapping turtle. (Write and Revise L.1b) Snapping Turtle

32. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. 1 3 2 5 6 4 7 9 8 Color your score blue. 10 Quarter Three CFA Pre-Assessment Informational Text – Important Adjustment Points