Pre-Assessment for Quarter 2 Reading Informational Text

1. Grade Pre-Assessment for Quarter 2 Reading Informational Text

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 10 • Students Assessment (for students who read independently)-(to be printed in a booklet form) • Page’s 11 – 23 • This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. 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 • Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can just print this entire 23 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page. • OR… • You might do the following by sending them to your Print Shop: • Print Shop instructions… • Print pages 11 – 23 in a Small Student Booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

3. Directions for Pre-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. • When Scoring.... (Class Learning Progressions Checklists) • When students have finished the entire pre-assessment mark each selected response question as correct or • incorrect and each constructed response score ONLYwith a number from 0 – 3. • Write and Revise Scoring... (Please Read Page 4). • A special section for Write and Reviseselected response questions have been added to the second quarter pre-assessment. Please read page 4. Write and Revise is NOT on the Class Learning Progressions Checklists. • 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). • Student Self-Check Writtenin “I Can...” • Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. • The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. • 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: • What did you not understand about the question? • Underline words you did not understand. • Rewrite the question to what you think it is asking

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 two includes three write and reviseassessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. 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.

5. Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Note: Adjustment points (in purple) are duplicated by each question. The Adjustment points are rephrased as “I Can…” statements on the “Happy Face Page.”

6. Scoring Directions: For students who read independently, record student pre-assessment selected responsescores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score. Class Learning Progressions Checklist (for pre-assessments) Assessment Summary Sheet (for Pre-Assessment and CFA)

7. 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.

8. Quarter 2 Pre-Assessment Constructed Response Answer Key Constructed Response Describe the different stages in the life cycle of a plant. Use details from the text and illustration. RI.2.6 Scoring [Notes“Teacher and Rubric Language”] Essential elements: Students should focus on the prompt – different stages in the life cycle of a plant. Students should include details from both the text and the illustration. Aspects/relevant evidence: Evidence of understanding the prompt would include the specific details of a plant’s life cycle written in a sequential order. Details from the text may include beginning the life cycle as a seed, waiting for water and sun, then (mid-cycle but student doesn’t have to say mid-cycle), the plant begins to sprout and pushes out a seed, leaves and stems grow and finally the plant becomes an adult plant with flowers or fruit. Evidencefrom the illustration should include words from the Plant Cycle Illustration captions. These may or may not be also evident in text. Organization: Events should be sequenced. Sentences should be varied and structured according to need.

9. Quarter 2 Pre-Assessment Constructed ResponseAnswer Key Constructed Response 12. Number each box from 1 – 4, to show what happens first, next, then and last in the life cycle of a plant. RI.2.7 Scoring [Notes:]This constructed response is in a different format – very much like technology enhanced responses that may be seen on our future assessments. It is still a constructed response however because of the amount of text, the sequential order and the understanding of the topic (more complexity of thought than a selected response).

10. Quarter 2 Pre-Assessment Selected Response Answer Key

11. Grade Pre-Assessment for Quarter 2 Reading Informational Text Name ____________________

12. Plant Life Cycles 1 Every living thing goes through changes. Living things go through different stages. Then they reach the end of their life cycles and die. There are many kinds of plants. Each kind has its own life cycle. 2 Many plants start their life cycle as a seed. The seed needs certain things or it will not grow into a plant. Sometimes seeds wait in the ground until they can get the things they need. They wait for warmth from the sun. They wait for water. When they have what they need, they start to grow. A tiny little sprout will push out of each seed. The sprouts stretch up until they poke through the dirt and into the air. 3 The plants continue to grow when they get sunshine and water. The stems grow taller and leaves unfold. More leaves and stems grow on the main stems. The adult plants grow flowers. The flowers of many plants make fruit. The fruit has seeds inside it so more new plants can grow. 4 New plants look like their parent plants. Seeds from a parent plant will grow into the same kind of plant as the parent. When a seed begins to grow, it is the beginning of another plant life cycle. Life Plant Cycle Illustration 1. A seed falls to the ground. 2. Water and sun help it grow. 4. It makes fruit so more new plants can grow. 3. It grows leaves and stems.

13. Name ______________ How do plants begin their life cycle? as a root as a seed with water in the sun 1 What does a seed need to grow? water and sun food leaves and stems plants 2

14. Why is Plant Life Cycles a good title for the text? Apple trees are good. We need to learn about plants. Plants grow stems and leaves. The text is about a plant’s life cycle. 3 Which sentence explains what seeds do when they begin to grow? There are many kinds of plants. A tiny little sprout will push out of each seed. Seeds need certain things or they will not grow. Each kind of plant has its own life cycle. 4

15. Which sentence best describes a life cycle? Plants need certain things. Plants wait for warmth from the sun. C. At the end of its life cycle a plant dies. D. Living things go through different stages. 5 Which sentence best explains the author’s purpose for writing the text? The author wants the reader to understand the different stages of plant life cycles. The author wants the reader to understand what plants need in order to grow. The purpose of this text is to learn how to grow plants. The text explains how plant stems and leaves grow taller. 6

16. Look at the Plant Cycle Illustration. Why does a plant make fruit? In the last part of the illustration. The plant makes fruit so more seeds can grow. A seed falls to the ground. People enjoying eating the fruit. 7 8. Which sentence in the Plant Cycle Illustration explains what happens when plants get what they need to grow? A seed falls to the ground. Water and sun help it to grow. It grows leaves and stems. It makes fruit so more new plants can grow. 8

17. What can the Plant Cycle Illustration best help the reader to understand? It explains what happens at each stage of a plant’s life cycle. Plants have life cycles. Plants continue to grow as they get sun and water. The illustration explains that plants make fruit. 9 Based on the paragraph 4, which picture in the Plant Cycle Illustration shows a parent plant? picture number 1 picture number 2 picture number 3 picture number 4 10

19. 13. Read the paragraph below. (Write and Revise W.2) Every living thing goes through changes. Living things grow through different stages. Then they reach the end of their life cycles and die. There are many kinds of plants. Each kind has its own life cycle. Which sentence could be added to the paragraph? Plants have many leaves. The different stages are part of a life cycle. People are living things. Seeds can grow into trees. 14. A tiny little sprout will stretch out of each seed. (Write and Revise _______) Which word could be used to replace stretch? jump crawl drop grow

20. 15. Read the letter below. (Write and Revise____) Dear Mr. Carter, Thank-you for coming to our school and showing us how plants grow. It was fun to plant seeds with you! Your friend Tommy Where should a comma be placed in this letter? A. after Tommy B. after friend C. before friend D. before Tommy

21. STOP Close your books and wait for instructions!

22. Name _________________Color the happy face green if your answer was correct or red if your answer was incorrect. 11 Color your score blue. 3 2 1 12 Color your score blue. 6 5 4 10 7 9 8 13 14 15 Quarter Two Pre-Assessment Informational Text – Important Adjustment Points

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