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 Based on the information in both articles, what steps would you take to do an archaeology dig at a spot where people might have lived in the past? Describe the process you would follow to learn about these people, using only the information in the articles. Be sure to include details from both articles. 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 4 Name_________________ Passage________________ Main Idea _______________ • What contributions (key ideas) does the text make to support the main idea? • Write one new contribution (key idea) about the main idea. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details and Examples • What key details and examples from the section or paragraph explain more about the new contribution • (key idea)? • Key Detail or Example ________________________________________________________________________ • ________________________________________________________________________ • Key Detail or Example _________________________________________________________________________ • _________________________________________________________________________ • 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 a paragraph or section of the text that has strong text contributions to support a key idea. Ask, “Does the section or paragraph you chose have a strong statement about the main idea?” This is a contribution within a key ideaabout the main idea. (be sure students can identify the main topic). Have students write ONEbrief sentence about the new contribution (key idea). In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference. 1 • Ask students to look for key details and examplesthat explain more about the new strong contribution (key idea.) • Key detailsare reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea. • Example: if the main topic is about dogs and... • “The dog likes to play,” (is the new contribution(key Idea), • Then some key detailsmight be: • the dog likes to play fetch. • the dog likes to play with the ball. 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 idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (key idea ) and key details? ” 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 • Contribution (key idea) • Key Details Examples • Again and Again • Conclusions - Summarizing • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

11. Grade 4 Name________________ Passage_______________ Main Idea _______________ • What contributions (key ideas) does the text make to support the main idea? • Write one new contribution (key idea) about the main idea. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details and Examples • What key details or examples from the section or paragraph explain more about the new contribution (key idea)? • Key Detail or Example ________________________________________________________________________ • ________________________________________________________________________ • Key Detail or Example _________________________________________________________________________ • _________________________________________________________________________ • 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. • ____________________________________________________________________________ • _____________________________________________________________________________

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

13. Quarter 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.4.8 Research Target #4 • 11. What information can archaeologists find by sifting through a midden? Use details and examples found only in Article 2.

14. Quarter 3 Pre-Assessment Research Constructed ResponseAnswer Key Constructed Response RI.4.9 Research Target #3 • 12. What can a reader learn from Article 1? • What can a reader learn from Article 2? • Explain your answer using details and examples from both texts.

15. Quarter 3Pre-Assessment Selected Response Answer Key

16. Grade Pre-Assessment for Quarter 3 Reading Informational Text Student Copy Name ____________________

17. Student Directions: Read the Directions. Part 1 Your assignment: You will read two articles about archeologists. 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 what steps you would take to do an archaeology dig at a spot where people might have lived in the past? 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 archeologists. 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.

18. Grade Equivalence 6.8 Lexile 970 Combined Qualitative & Quantitative Measures Grade 4 Article 1: Basic Archaeology: What's a Dig? 1 One of the main things archaeologists do in their line of work is the dig. This is a project designed to find out more about a specific area and what it was like many, many years ago. Archaeologists might be looking for animal skeletons or plant remains. They might be looking for weather patterns or fire damage. 2 Whatever they're looking for, it usually involves digging. Why? Well, first of all, the wind is constantly blowing fresh dirt and trash all over the world. This airborne debris lands on the ground in tiny layers. After years of these tiny layers building up, what was once on the surface is buried underground. It's not that the ground has really sunk; it's more that more layers have been added on top. 3 So, archaeologists use their pickaxes and their drills and their brushes to find and piece together clues to what happened in an area's past. And the more they find, the more they understand. 4 For instance, by discovering seeds, archaeologists can also discover what kinds of crops the people who lived there grew or, if people didn't live there at all, what kind of wild plants or fruits or vegetables grew there. 5 Also, a dig might turn up fragments of clothing or shoes, giving archaeologists clues to what kind of clothing the people who lived there wore. 6 The basic idea behind the dig is to discover the past.

19. Grade Equivalence 8.0 Lexile 980 Combined Qualitative & Quantitative Measures Grade 4 Article 2: Basic Archaeology: What's a Midden? 1 It might sound a little silly, but archaeologists can find out a lot about people by looking through their trash. 2 People throw away things because those things aren't important or because the people have too much of those things already. By sifting through the garbage pile of a civilization, archaeologists can find out what was important to those people (or what they had too much of). 3 Why is this important? Sometimes, garbage is all that's left of a people. Especially if that people has been conquered by others, the buildings, tools, and food were probably consumed or destroyed long ago. A people's trash, especially if it was also trash to the invaders, might be left alone, enabling archaeologists to discover more about a people who left few clues to what they liked and didn't like. 4 Did they wear certain clothes? What kinds of food did they eat? What kind of tools did they use or throw away? Answers to all these questions can be found by sifting through a midden. 5 It could also be possible to find out more about a conquered people by searching the midden of their conquerors. Some invaders, not really knowing what's valuable to the people they're conquering, might very well throw away things that are extremely valuable. It is left to archaeologists to find these things and piece together the life stories of people long since conquered. 6 One person's trash could be another person's treasure.

20. Name ______________ Based on information in Article 1, what is the best definition of an archeologist? An archeologist is a person who looks under many layers of dirt. An archeologist is a person who digs with pickaxes, drills and brushes. An archeologist is a person who studies past human life by digging up the early remains of a culture. An archeologist is a person who looks for animals skeletons or plant remains. 1 Archeo is the Greek root word of archeologist. Based on the definition of archeologist in question 1, what does archeo most likely mean? last or ending first or beginning final most recent 2

21. Which two words help the reader understand what debris means? buried dig layers wind surface ground dirt trash 3 4. What does information in paragraph 3 of Article 1 help the reader to understand about archeologists? what types of tools they must use how long it takes to complete a dig how many clues are found at each dig what they learn about people from the past 4

22. 5. Based on Article 1, what do archaeologists study in addition to people who lived long ago? The reasons an area became full of debris long ago The general conditions in an area long ago The governments of the people long ago The ways people worked together long ago 5 6. Which details from Article 1, best supports the answer from question #5 above? “It's not that the ground has really sunk; it's more that more layers have been added on top.” “And the more they find, the more they understand.” “For instance, by discovering seeds, archaeologists can also discover what kinds of crops the people who lived there grew or, if people didn't live there at all, what kind of wild plants or fruits or vegetables grew there.” The ways people “Also, a dig might turn up fragments of clothing or shoes, giving archaeologists clues to what kind of clothing the people who lived there wore.” 6

23. 7. In both Articles 1 and 2, what are archeologist searching for? objects from the past midden from long ago seeds and crops used by people and cultures from long ago valuable objects 7 • 8. Which of these important ideas about archeologists, is found in both Article 1 and Article 2? • Archaeologists dig in the ground because old objects are found underground. • An archaeologist’s job is to learn about what things were like in the past. • An archaeologist has to work slowly and carefully so that clues are not damaged. • Archaeologists learn a lot about the past by digging in buried trash. 8

24. What clues about the past are archeologists looking for in both articles 1 and 2? Archaeologists might be looking for animal skeletons and weather patterns or fire damage. Archaeologists might discover more about a people who left few clues to what they liked and didn't like. The kind of tools they used or threw away. Archaeologists might turn up fragments of clothing giving clues to a certain kind of clothing the people wore. 9 10. In which paragraph would readers find the best information to understand the types of tools archaeologists use? Article 1, Paragraph 4 Article 2, Paragraph 3 Article 1, Paragraph 3 Article 2, Paragraph 1 10

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27. 13. Read the paragraph below. (Write and Revise W.4.2a-b) Did they wear certain clothes? What kinds of food did they eat? I think archaeologists work very hard. What kind of tools did they use or throw away? Which sentence does not support the main idea of the paragraph? Did they wear certain clothes? What kinds of food did they eat? I think archaeologists work very hard.. What kind of tools did they use or throw away? 14. It could also be possible to find out more about a conquered people by searching the midden of their conquerors. (Write and Revise L.4.3.a) Which word could be used to replace conquerors? friends invaders protectors neighbors

28. 15. Read the sentence below. (Write and Revise L.4.2c) Well first of all there is always the danger of breaking an old object during a dig. Which sentence shows where the commas should be placed? A. Well first of all, there is always the danger of breaking an old, object during a dig. B. Well, first of all, there is always the danger of breaking an old object during a dig. C. Well first of all, there is always the danger of breaking an old object, during a dig. D. Well first of all there is always,s the danger of breaking an old, object during a dig.

29. STOP Close your books and wait for instructions!

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

31. 2 3 1 6 5 4 7 9 8 10 11 12