Pre-Assessment for Quarter 3 Reading Informational Text Teacher Directions

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

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 15 • Students Assessment • Page’s 16 – 31 • 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. Do NOT allow students to read the passages before the assessment. • Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment. • Printing Instructions… Be sure you have printed a teacher’s Edition! • Please print the teachers directions (pages 1 – 15). Read the • directions before giving the assessment. • Print pages 16 – 31 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.

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. 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. Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). The Adjustment Points (in purple) are the specific pre-assessed key skills.

5. 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)

6. 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/.

7. 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. 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.

8. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt You are a scientist investigating the conditions at the Great Barrier Reef in Australia and the relief efforts they are using in Australia save the reef. Write an essay explaining how you will conduct your investigation while in Australia. 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.

9. 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

10. Grade 5 Name___________________________ Passage__________________________ • 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) • ________________________________________________________________________ • ________________________________________________________________________ • 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 conclusionsentence 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 questionsabout the main topic. Ask, “Does the section or paragraph you chose state a new question or problemabout 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 ONEbrief sentence about a new problem or questionthe author brings to the reader’s attention about the main idea. 1 Ask students to look for key detailsthat explain more about the problem or question. Explain “Key detailsabout the main ideacan help us find answers to a questionor solution to a problem.” Instruct students to write 2 brief key details that provide an answeror 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 conclusionsentence 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 author’s use the same words, phrases or ideas Again and Againask 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 in 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.

11. 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 quotesfrom the text when possible. • Key Detail (has an answer or solution) • ________________________________________________________________________ • ________________________________________________________________________ • 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 conclusionsentence 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. • ____________________________________________________________________________ • _____________________________________________________________________________

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

13. Quarter 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.5.8 Research Target #3 • 11. What reasons does the author give in Article 2, to support that marine litter is harming coral reefs?

14. Quarter 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.5.8 Research Target #2 • 12. Based on information found in both articles, why are coral reefs disappearing? Use examples from both articles.

15. Grade Pre-Assessment for Quarter 3 Reading Informational Text Student Form Name ____________________

16. Student Directions: Read the Directions. Part 1 Your assignment: You will read two articles about coral reefs. As you read, take notes on these sources. Then you will answer several research questions about these two sources. These will help you plan to write an informational essay explaining how you would conduct an investigation of the Great Coral Reef to see what relief efforts they are using in Australia to save the reef. Steps you will be following: In order to help you plan and write your essay, you will do all of the following: 1. Read two articles about coral reefs. 2. Answer several questions about the sources. 3. Planyour essay. Directions for beginning: You will now read two articles. Take notes because you may want to refer to your notes while you plan your essay. 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 essay.

17. Grade Equivalence 6.2 Lexile 900 Reef Rescueby Leigh Haeger Article 1 Great Barrier Reef Australia is often called "the land down under." That's because it lies in the Southern Hemisphere. The hit movie Finding Nemo follows a clownfish that is scooped up from the Great Barrier Reef. In real life, clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home. Stretching 1,250 miles along Australia's northeastern coast, the Great Barrier Reef is the longest coral reef in the world. A coral reef is a living underwater structure. But these days, the Great Barrier Reef has found itself in trouble. Overfishing, pollution, and high temperatures are harming its health. That's why the government in Australia is trying to help rescue the reef. Underwater Garden While coral may look like a plant, it is actually made up of tiny sea animals. Those sea animals are called coral polyps. As polyps die, they leave hard shells behind. Other polyps grow on top of the shells. Over thousands of years, they form a coral reef in warm water that is not very deep. In many ways, the Great Barrier Reef resembles an underwater garden. Coral can be hard or soft. It forms in different colors and in strange shapes. Some coral looks like hardened brains. Other coral looks like fans and lettuces. The reef bursts with schools of tropical fish, darting among gaps in the coral. The reef supplies food and shelter to creatures living in and around the coral. Turtles, sharks, sea horses, and crabs are among its many inhabitants.

18. Reef Rescue Helping Humans While the reef is important to ocean life, it helps humans, too. People rely on the reef for both food and jobs. It also provides medicine used to treat disease. Each year, the Great Barrier Reef contributes about $975 million to the economy through tourism and fishing. Stressed Out Reefs cannot survive without coral. The plants collect energy from the light of the sun through photosynthesis. Photosynthesis provides oxygen and sugar for the coral to feed on. Air and water pollution do not allow the sun’s rays to reach the coral. Is it surprising, then, that the Great Barrier Reef is under too much stress? Fishing nets and ships break off sections and damage the reef. At the same time, warmer sea temperatures have caused coral bleachingon half of the reef. The high temperatures cause the coral to turn white, often killing it. Reef Rescue In an effort to help save the reef, the government has limited fishing to two-thirds of the reef. That plan increases the number of "green zones." Those are areas that are off-limits to fishermen and boats. However, tourists and researchers can still visit them. Many fishermen are upset about the plan because they rely on the reef for jobs. Conclusion The Australian government says that its plan will help keep the reef safe from some threats. "It is very important that we give the reef proper protection for the future," said one government official. "The reef is Australia's greatest natural [treasure]."

19. Grade Equivalence 5.9 Lexile 950 Saving the Reefs Article 2 It's Alive! Coral reefs may look like rocks, but they are actually living structures. They are made up of tiny sea animals. Those tiny creatures are called coral polyps. The polyps build hard shells around themselves. When a polyp dies, it leaves behind its shell. Young polyps attach themselves to the old shells. Over many years, the polyps form a coral reef. Saving the Reefs Coral reefs are home to thousands of ocean plants and animals. Hundreds of clownfish dart in and out of the gaps in coral reefs. The reefs are home to thousands of ocean plants and animals. Along with fish, those animals include crabs, turtles, and sea horses. Those ocean creatures may soon have no place to live. A recent study shows that many coral reefs around the world are being destroyed. Some scientists say more than half of the world's reefs may be gone by the year 2030. Scientists are working hard to protect coral reefs. They are mapping and studying the reefs. Many protected areas are being widened. Fishing is not allowed in those areas. Solving the coral reef problem is a challenge, said one scientist. "It requires us to understand what's going on much better than we do.“ Why Coral Reefs are Disappearing There are a number of things damaging precious coral reefs. Fertilizer used on farms or home gardens washes into the oceans. The fertilizer creates conditions that make algae increase. Chemicals from sunscreen, pollution from sewage, and herbicides and pesticides used in farms or home gardens can all wash into oceans and poison coral. The water becomes a dead zonewhere no other sea creatures can live. Dead zones are places in the ocean where there is little or no oxygen. Marine life, such as plants and fish, can’t live in water without oxygen. The world’s largest dead zone is the Baltic Sea Litter in the oceans Marine litter also affects reefs in many areas. Did you know that the litter on land can end up in the oceans? Marine litter is hard to see because much of it floats under the surface of the water. The only place that we can really see marine litter is on the shorelines. Sea creatures can get tangled up in rope, wire and plastic bottle rings. Plastic usually breaks down into smaller pieces of plastic that many sea creatures mistake for food. Eating the plastic causes health problems. Plastic kills several reef species. Abandoned fishing nets – often called "ghost nets" because they still catch fish and other marine life - can entangle and kill reef organisms and break or damage reefs. The Great Pacific Garbage Patch In one part of the North Pacific Ocean, the ocean currents create a gyre (a huge slowly moving spiral of water). Scientists have found the world’s biggest floating landfill there. It’s hard to know how much garbage is in the gyre, but it’s probably millions of pounds. Scientists think that it is nearly impossible to scoop up all the trash—there is just way too much. Some people think it is as large as the continent of North America and over 100 feet deep. The Hawaiian Island reefs are particularly hurt by marine debris because of their the North Pacific gyre. From 2000 to 2006, over 500 tons of marine litter was removed from the Hawaiian Islands. Conclusion Saving our choral reefs is important because they disappearing. Scientists and governments encourage everyone to be responsible in this important fight. Air pollution, water pollution from marine liter, fishing nets and ships all cause damage. These are things humans can all take responsibility for.

20. Quarter 3Pre-Assessment Selected Response Answer Key

21. Name ______________ Photo is a Greek root word of photosynthesis. Based on the definition of photosynthesis in Article 1, what does photo most likely mean? water sugar light food 1 2. Read the sentence from the article. In one part of the North Pacific Ocean, the ocean currents create a gyre (a huge slowly moving spiral of water). What word or phrase might best replace gyre as it is used in this sentence? still place moving circle stirring ball 2

22. What is the best definition for bleaching as used in Article 1? to kill coral to remove the color from to transform the coral to add too much heat 3 4. Which statement provides evidence that the Great Barrier Reef is a valuable resource? Australia is often called “the land down under.” The Great Barrier Reef is home to thousands of sea creatures. A coral reef is a living underwater structure. The Great Barrier Reef is in trouble. 4

23. 5. Which sentence does not state a negative impact on the Great Barrier Reef? People rely on the Great Barrier Reef for both food and jobs. The Great Barrier Reef is under too much stress. Fishing nets and ships damage the reef. Sea temperatures have caused coral bleaching. 5 6. What evidence from Article 1 supports the point that limiting fishing will affect the economy? The government has limited fishing to two thirds of the Great Barrier Reef. The Great Barrier Reef contributes $975 million to the economy through fishing and tourism. The Australian government says the plan will help keep the Great Barrier Reef safe. The government plan increases the number of green zones. 6

24. 7. Which statement provides the best explanation of how a coral reef is formed? Read both articles. Coral reefs are formed by coral polyps leaving their hard shells behind them after they dye. Coral polyps die and leave a hard shell for younger polyps to attach themselves to and grow forming a hard coral reef. A coral reef is formed after thousands of years by the process of coral polyps building a hard shell around themselves, dying and then young polyps attaching themselves to the hard shells. Coral reefs are made up of thousands of hard shells. 7 8. What do both articles infer is the main cause for the disappearances of coral reefs? Pollution litter fishing humans 8

25. 9. Under which sections in Article 1, would readers find the best information to support the conclusion in Article 2? Helping Humans and Reef Rescue Underwater Garden, Helping Humans and Conclusion Stressed Out, Reef Rescue and Conclusion Great Barrier Reef and Helping Humans 9 10. You want to organize the information from both articles in categories to plan writing an essay about coral reefs. Which group of categories would provide the best way to organize information from both articles? 10

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28. 13. Read the paragraph below. (Write and Revise W.5.2a-b) Clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home. The reefs are home to thousands of ocean plants and animals. Coral reefs are indeed beautiful. Along with fish, those animals include crabs, turtles, and sea horses. A student is revising this paragraph and needs to take out information that does not support the main idea of this paragraph. Which of the following sentences does not support the main idea of the paragraph? A. Clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home B. The reefs are home to thousands of ocean plants and animals. C. Coral reefs are indeed beautiful. D. Along with fish, those animals include crabs, turtles, and sea horses.

29. 14. Read the sentences below. (L.5.3a) The coral polyps die. The sunlight cannot reach the coral. Which is the correct way to combine the two sentences? A. The coral polyps die so there is the sunlight cannot reach the coral. B. Since the sunlight does not reach the coral, the coral polyps die. The coral polyps die and the sunlight cannot reach the coral. The coral polyps die because the sunlight cannot reach the coral. 15. Read the sentence below. (Write and Revise L.5.2.b) While fishing nets can be harmful to coral reefs so can air pollution marine liter and water pollution. Which sentence shows where the commas should be placed? A. While fishing nets, can be harmful to coral reefs so can air pollution, marine liter and water pollution B. While fishing nets can be harmful to coral reefs so can air pollution, marine liter, and water pollution C. While fishing nets can be harmful to coral reefs, so can air pollution, marine liter, and water pollution D. While, fishing nets can be harmful to coral reefs so can air pollution marine liter, and water pollution

30. STOP Close your books and wait for instructions!

31. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. 1 2 3 4 6 5 8 7 10 9 Color your score blue. 11 15 14 13 12

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