Grade 3 Teacher Directions C ommon F ormative A ssessment

1. Quarter Two Reading Informational Text Grade 3 Teacher Directions Common Formative Assessment

2. Quarter Two Informational Text Common Formative Assessments Team Members and Writers Deborah Alvarado Ginger Jay Sara Retzlaff Haley Christensen Jenn Johnson Jami Rider Lindsay Crowell Laycee Kinsman Jennifer Robbins Monica Darnall Berta Lule Martha Rodriguez Diane Dow Alfonso Lule Jill Russo Liana Duran Heather McCullum Brent Saxon Carrie Ellis Gina McLain Leslie Sell Sheri Fisher Shawna Munson Erin Shepherd Lindsay Garcia Gustavo Olvera Niki Thoen Stephanie Gerig Christina Orozco Erin VanDyke Brooke Godfrey Gina Paulson StephanieWilkerson Christine Goldmann Teresa Portinga Christina Walters Jamie Goldstein Judy Ramer Melissa Hancock Erin Reamer Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniel’s and her amazing editing skills.

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 10 • Student Assessment (can be printed in a small booklet form) • Pages 11 – 29 • This material is intended for assessing reading informational standards RI - 5,6 and 7 at the end of quarter two. Do NOT allow students to read the passages before the assessment. In quarter two, students are also assessed on Write and Revise (see page 5). • Student scores for the common formative assessments can be recorded on the Class Assessment Summary Sheet. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can print the entire 29 pages – then divide it into two sections (teacher and student). The student booklet would be on regular 8 ½ X 11. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 11 – 29 in small student booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

4. Directions for Common Formative Assessment • 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. • Not 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. • Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. • Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. • Assessment Class Summary Sheet (scoring) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5). • When students have completed the constructed response score ONLYwith a number from (0 – 3) as indicated by the constructed response rubric. • Write and Revise • The special section for Write and Revise includes six selected response questions. Write and Revise questions are not included on the assessment summary sheets. They are for your information and instruction. • DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). • Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 28. • The last page in the student booklet is a reflection page (page 29). This last page is a reflection page for the students to think about what they missed and why. • Present ONEspecific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: • Ideas/Suggestions: • What did you not understand about the question? • Underline words you did not understand. • Rephrase the question.

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 two includes three write and revisecategories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Student results are for the teacher’s information and are not part of the assessment summary. Quarter 2 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two 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) Quarter 3 Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

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

7. Quarter 2 CFA Constructed Response Answer Key Constructed Response (RI 3.5) 6. A mountain climber is planning to climb Mount Everest. Based on the Diagram of Mount Everest, explain what he or she will see along the way to the summit. Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation:Essential elements that must be included in the student’s response is explicit reference to facts and/or examples from the diagram as well as a sequential order of those facts (from the bottom of the mountain to the summit). Aspects of the Task/Evidence: Some aspects to show evidence of the essential elements can include the name of the four camps along the path to the summit and parts of the mountain that have been named (along with elevations or some reference to elevation). Reference can also be made to the North and South faces of the mountain but are not essential. focused and organized, consistently addressing: Sentences should be logically sequenced and have varied length depending on the need. Extraneous information should not be included. If students use information from the text to support facts from the diagram it is acceptable but should not affect scores as it is not a requirement of the prompt.

8. Quarter 2 CFA Constructed Response Answer Key Constructed Response (RI.3.6) 12. Using evidence from the text, explain how the author feels about the people who attempt to climb Mount Everest. Do you agree or disagree? Explain why or why not. Scoring notes: “Teacher Language” Student gives essential elements of a complete interpretation: Essential elements that must be included in the student’s response state the author’s point of view using supporting text evidence. Aspects of the Task/Evidence: Student should convey that the author feels climbers of Mt. Everest must be brave/courageous to attempt the difficult and dangerous climb because of (1) high winds, (2) thin air, (3) freezing temperatures, and (4) a risk of avalanches. At least three of these risk factors should be mentioned. Student should state why they agree or disagree with the author’s point of view using supportive details from the text. focused and organized, consistently addressing: Student writing reflects the author’s point of view. Student states why or why not he or she agrees with the author’s point of view. The sentences vary in length and interest depending on the point the student is making about the topic

9. Quarter 2 CFA Constructed Response Answer Key Constructed Response How does the diagram and text help readers understand the types of teeth and their uses? 3.7 Scoring notes: “Teacher Language” Student gives essential elements of a completeinterpretation: Essential elements include showing the relationships of the diagram( labeling of the teeth) to the information presented in the text (i.e. incisors are located in the front of the mouth, molars are in the back sufficient relevant evidence: Students should state the use for each type of tooth using details from the text. Students should also include evidence from the diagram (i.e. shape and/or location, description and use of each type of tooth). Focused and organized and consistently addressing: The focus on relationship between the diagram and the text is consistent throughout the student’s writing. The sentences vary in length and interest depending on the point the student is making about the topic.

10. Quarter 2 CFA Selected Response Answer Key

11. Quarter Two Reading Informational Text Grade 3 Common Formative Assessment Reading Informational Text Name_______________

12. Climbing Mount Everest Mount Everest is the highest mountain in the world. Many believe it is the ultimate mountain to climb. It sits in the Himalayan mountain range. It is north of India in a country called Nepal. Everest is over 5 miles above sea level. That’s about 110 city blocks. The mountain is named after a man named Sir George Everest. He was a British general who lived in India in the 1800's. For over one hundred years, people tried again and again to climb the towering mountain. Unfortunately, they always failed. These brave climbers endured harsh mountain conditions. Mount Everest has high winds and freezing temperatures. The air is thin and there is a risk of avalanches. In 1953, two men were able to reach the top of Mount Everest. It took the two men over two months. Norman G. Dyhrenfurth was the first brave American to reach the top of Mount Everest. He reached the summit in 1963. Since then only a few others have been able to reach the top. Only the most courageous climbers attempt to reach the summit. Do you think you could do it? Diagram of Mount Everest Summit (29,028 ft) Base Camp (17,700 ft) Camp I (19,900 ft) Camp III (245300 ft) Camp II (21,300 ft) Camp IV (26,000 ft) Geneva Spur Lhotse (27,923 ft) Nuptse (25,850 ft) Lho La South Face Khumbu Glacier Khumbu Icetall North Face Caption 1 There are different camps after the Base Camp on Mt. Everest. This picture shows the elevation of each camp and the summit. Here is a link to some facts about Mt. Everest. http://teacher.scholastic.com/activities/hillary/archive/evefacts.htm

13. Name ___________________ What is the elevation of Mount Everest’s summit in feet? (RI 3.5) over 5 miles above sea level 110 city blocks 17,700 feet 29, 028 feet Why does the author include the diagram of Mount Everest? (RI 3.5) The author wants to show elevations of Mount Everest. The author wants to show how beautiful Mount Everest is. The author wants to show the snowfall amounts on Mount Everest. The author wants to show who climbed Mount Everest.

14. Why does the author most likely provide the hyperlink at the end of the article? (RI.3.5) to explain what the elevation diagram is showing so the reader can find more facts about Mount Everest to show the harsh conditions on the mountain so the reader can email the author of the article 4. What information does the caption provide? (RI.3.5) The caption names the people who climbed Mount Everest. The caption explains how long it takes to climb Mount Everest. The caption explains the purpose of the diagram. The caption provides the year Norman G. Dyhrenfurth successfully climbed Mount Everest

15. Which statement best explains why the author chose to put the word summit in bold print? (RI.3.5) The bold print emphasizes to the reader that summit is an important word in the text. The article is about the summit of Mount Everest. Summit is a difficult word to read. There is a diagram of the summit at the end of the article.

16. Which statement is a point of view? (RI 3.6) Mount Everest is the highest mountain in the world. Many believe it is the ultimate mountain to climb. The mountain is named after Sir George Everest. For over one hundred years, people tried again and again to climb the towering mountain. Which statement could be the author’s point of view? (RI 3.6) Unfortunately, they always failed. Climbers endured harsh mountain conditions. Mount Everest has high winds and freezing temperatures. Only the most courageous climbers attempt to reach the summit.

17. 9. What evidence supports the author’s point of view that climbing Mount Everest is dangerous? (RI 3.6) Mount Everest is over 5 miles above sea level. That’s about 110 city blocks. Many believe it is the ultimate mountain to climb. Mt. Everest has high winds, freezing temperatures, thin air, and a risk of avalanches. For over one hundred years, people tried again and again to climb the towering mountain. • What kind of person would be willing to climb Mt. Everest based on the author’s point of view? (RI3.6) • a courageous person • Norman G. Dyhrenfurth • Americans • a British general

18. 11. Based on the author’s point of view, why have only a small number of individuals attempted to climb Mt. Everest? (RI 3.6) Mount Everest is in India. It could take over two months to climb Mount Everest. Everest is over 5 miles above sea level. Only the most courageous would attempt to climb the mountain.

19. Types of Teeth 1 Everyone has several different types of teeth. Each type has a unique name and a different purpose. The teeth in the front of your mouth, and the easiest to see, are called incisors. There are four incisors on the top and four on the bottom. Incisors are shaped like tiny chisels with flat ends that are sharp. These teeth are used for cutting and chopping food. They are the first teeth to chew most food we eat. 2 The pointed teeth on either side of your incisors are called canineteeth. People have a total of four canine teeth, two on top and two on the bottom. Because they are pointed and sharp, they are used to tear food. 3 Next to your canine teeth are the first molars.You have eight premolars in all, four on top and four on the bottom. They have a completely different shape than both the incisors and canines. That is because  first molars are bigger, stronger, and have ridges – all of which makes them perfect for crushing and grinding food. 4 Finally, there are your second molars. You have eight of these, four on the top and four on the bottom. Molars are the toughest of the teeth. They are wider and stronger than premolars, and they have more ridges. Molars work closely with your tongue to help you swallow food. The tongue sweeps chewed food to the back of your mouth, where the molars grind it until it is mashed up and ready to be swallowed.

20. Types of Teeth(continued) 5 By age twenty, four more molars grow in the back of the mouth, one in each corner. These are called the wisdom teeth. People do not need wisdom teeth now, but many years ago these teeth were necessary to help people chew tough plants, which were an important part of the human diet. Now, many people get their wisdom teeth pulled by a dentist (a doctor who takes care of teeth) to keep them from crowding their other teeth. 5 The next time you eat, pay attention to which teeth do which jobs. Having a cookie? Incisors do a good job of biting into that tasty treat. What about a carrot? Those molars get the job done, not the teeth in front. How about a slice of pizza or a piece of bread? Your canines will help you tear at the food, and your premolars and molars will help you grind upthat pepperoni pizza or peanut butter and jelly sandwich.

21. Where are the incisors located? (RI 3.7) A. at the top of the mouth B. They are used for cutting and chopping food. C. in the front of the mouth D. in the back of the mouth, one in each corner 14. What teeth are located next to the incisors? (RI 3.7) canines first molars C. second molars D. wisdom teeth

22. 15. What teeth are used to crush and grind food? (RI 3.7) incisors canines molars wisdom teeth 16. Why are incisors the first teeth to chew most food we eat? (RI 3.7) Incisors crush and grind the food. B. Incisors cut and chop the food before we crush and grind it. C. Incisors help tear the food. Incisors are like the canine teeth.

23. 17. According to the text, where would the Wisdom Teeth be located on the diagram? (R.I.3.7) between the molars and canines behind the molars in the front of the mouth D. between the canines and incisors

24. 19. Read the paragraph below. (Write and Revise L.3.4a) Many people fail when they try to climb Mount Everest. The mountain has harsh weather. Mount Everest has high winds and freezing temperatures. Mount Everest is beautiful. The air is thin and there is a risk of avalanches. Which of the following sentences does not support why Mount Everest is dangerous to climb? The mountain has harsh weather. Mount Everest has high winds and freezing temperatures. Mount Everest is beautiful. The air is thin and there is a risk of avalanches. 20. Read the paragraph below. (Write and Revise L.3.4a) The pointed teeth on either side of your incisors are called canine teeth. People have a total of four canine teeth, two on top and two on the bottom. Because they are pointed and sharp, they are used to tear food. Which of the following sentences could be added to the paragraph to support the purpose of canine teeth. Many animals have canine teeth. The first set of canine teeth appear by the age of two. Canine teeth help hold food in order to tear it apart. It is important to have healthy teeth.

25. 21. The brave climbers endured harsh mountain conditions. (Write and Revise L.3.3a) What is the meaning of the word endured ? stopped survived moved had 22. Read the sentences below: (Write and Revise L.3.3a) Now, many people get their wisdom teeth pulled by a dentist, a doctor who takes care of teeth, to keep them from crowding their other teeth. Choose a word to replace pulled that has about the same meaning. changed removed cleaned disappeared

26. 23. Read the sentence below. (Write and Revise L.2c) I would like to go to the dentist after this weekend she told her mother. Which sentence shows the correct punctuation? A. I would like to go to the dentist after this weekend “she told her mother.” B. “I would like to go to the dentist,” after this weekend she told her mother. C. I would like to go to the dentist, “after this weekend” she told her mother. D. “I would like to go to the dentist after this weekend,” she told her mother. 24. Which of the following sentences, are punctuated correctly? (Write and Revise L.2c) “The climber explained,” We will climb in the morning. B. The climber explained, “ We will climb in the morning.” C. The climber explained, “ We will climb in the morning”. D. The climber “ explained,” We will climb in the morning.

27. STOP Close your books and wait for instructions!

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