Grade 5 Teacher Directions Hillsboro Elementary Interim Assessment

1. Interim Assessment 2014 Reading Informational Text nterim Grade 5 Teacher Directions Hillsboro Elementary Interim Assessment

2. Interim Assessment Awesome Team Members, Writers and Editors!

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 9 • Student Assessment (can be printed in a small booklet form) • Pages 10 – 29 • This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first • school semester. • Printing Instructions… • The interim assessment should be ordered through the HSD Print Shop. • Be sure you order the section: Teachers Directions • Be sure you order one copy of the student assessment for each of your students.

4. Important Scoring Information • Directions for Interim Assessment • The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy. • Grades K – 2 • Students in kindergarten should have the passages read to them as a listening comprehension assessment. • Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them. • Grades 3 – 6 • Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise. • Synergy: • When students have finished the entire assessment enter the total number of correct points for each of the fourreporting categories. There is a possibility of 5 total points for each reporting category. • Selected Responses: 0-1 Point Each • Constructed Responses: 0 – 3 Points each • Reporting Categories

5. Optional Classroom Use: You may use this class scoring sheet if you wish.

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. Interim Assessment Answer Key Constructed Response Note: The response goal is for students to see beyond just information within the text but to compare text purposes. 12. How are both passages, Who Are Weand Election of the President similar and different? Use examples from both passages as evidence to support your answer. (RI.5.6) Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation:Essential elements of a complete interpretation consists of explicit evidence of support from the two texts in order to answer the prompt: how both passages are similar and different. Aspects of the Task/Evidence: Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence. Some of these aspects (examples) could include these similarities (1) both passages are about government processes (civic duties – electing a President) - the similarities are few – if a student rationalizes another similarity with enough evidence it is acceptable (i.e., electing a president depends on our civic duty of voting). Some of the aspects of differences could include (1) Who Are Wefocuses on the importance of studying Civics while Election of the President focuses on the process of how Presidents are elected (2) Who Are Weis informative while Election of the Presidentis more explanatory. Focused and organized, consistently addressing: Students consistently address the prompt and do not give extraneous information ( their personal points of view or information from other sources). Writing is organized in such a way that it makes sense.

8. Interim Assessment Answer Key Constructed Response Note: Students must clarify what “blazed the trail” means and state the problem in order to support the prompt identifying which section details and examples originate from. 16. Explain how suffragists “blazed the trail” for women’s rights to vote. Use examples from both sections of the passage A Fight to Vote • Scoring [Notes} “Teacher Language” • Student gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of explicit evidence of support from the two sections in the text in order to answer the prompt: how suffragists blazed the trail for women’s voting rights. • Aspects of the Task/Evidence: Note: Information specifically from the timeline is in bold print. Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence. Some of these aspects (examples) could include: (1) identifying in some way what the idiom “blazed a trail” means – important! (2) stating the problem: In Seneca Falls, NY the NWSA was formed where some women recognized that “all men” in the Declaration of Independence should have said “all men and women are created equal.” (3) women worked hard to get to vote (4) suffragists gave talks and traveled the country to promote this idea (4) Susan Anthony was arrested when she voted but did not give up (5) it took many years for women to be able to vote but suffragists kept fighting for the right (6) Women held rallies in NY and Washing D.C. (7) women who “blazed the trail” did not live to see the day women could vote in 1920 – Susan Anthony in her last speech said “Failure…is impossible.” Other examples are acceptable if they are explicitly supported in the text. • Focused and organized, consistently addressing: Students consistently address the prompt and do not give extraneous information ( their personal points of view or information from other sources). Writing is organized in such a way that it makes sense.

9. Interim Assessment - Selected Response Answer Key Reporting CategoriesKEY DETAILS MAIN IDEA REASONING STRUCTURE

10. Interim Assessment 2014 Reading Informational Text nterim Interim Student Assessment Name________________________

11. Who Are We? Are you a master at math? A rock star at reading? What about civics? If you are like millions of Americans, your government know-how might be more of a “know-little.” Civics is the study of the rights and duties of citizens. A good citizen needs to know at least basic information about the nation, such as how the government is run. He or she also needs to know about the country’s history and the problems and challenges facing the nation today. However, recent studies have found that a lot of Americans don’t know enough about the United States. In one study, only one in three Americans could name the three branches of government. In another, less than 4 percent of teens in Arizona could pass a citizenship test. That is a test people from other countries need to pass to become U.S. citizens. Those findings could make Uncle Sam want to move to Canada! After all, if citizens don’t know about their country, they can’t help run it, says former U.S. Supreme Court Justice Sandra Day O’Connor. “We are [very lucky] to have a stable ... government,” she told WR News. “But ... it is the citizens of our nation who must preserve our system of government, and we cannot forget that.” Citizen’s Rule! When the country’s founders wrote the Constitution in 1787, they did something completely unheard of—they gave the power to the people! They thought U.S. citizens should have a say in how the nation is run. One of the most important responsibilities Americans have is voting. U.S. citizens elect the people who run the country, from city officials to the U.S. president. Those elected officials make and enforce, or put into effect, laws that affect the whole country.

12. That’s why it’s so important that people get clued in on civics, says Syd Golston. She is the president of the National Council for the Social Studies. “People who vote need to be informed [or educated] because they’re really making the decisions,” Golston told WR News. Civics in Motion Some U.S. education experts say schools spend less time teaching civics now than they did in the past. “It used to be a subject that was taught ... So many minutes a day,” says Margaret Branson. She is the associate director of the Center for Civic Education. “The teaching of civics and government has just dropped off dramatically.” O’Connor is trying to change that. She has spoken out in TV interviews, stressing the value of learning about the United States. She also works with Our Courts, a Web site that teaches children about civics. Other star citizens are speaking out on Uncle Sam’s behalf. Actor Richard Dreyfuss is crafting a national plan for civics education. Former Supreme Court Justice David H. Souter is stepping up civics talk in schools in his home state of New Hampshire. Corbis Uncle Sam wants you to learn more about civics!

13. 1. According to the text Who Are We?, why is it important for citizens to know, “at least basic information about the nation”? • Citizens need to know about the country’s history, its problems, and how the government is run. • Teenagers need to be able to pass the citizenship test to become United States citizens. • People who vote need to be informed because they’re really making the decisions. • The teaching of civics and government has just dropped off dramatically. 2. Which of the following statements best explains the connection between knowledge of civics and the citizenship test in the passage, Who Are We? The knowledge of civics can prepare you to pass a citizenship test. Less than 4% of teens in Arizona could pass the citizenship test. Systems of government need to be preserved. Reading a newspaper can increase your knowledge of civics.

14. 3. Which key detail supports the main idea from the section, “Citizens Rule!” in the passage, Who Are We? Civics is the study of the rights and duties of citizens. All U.S. citizens need to vote for our president. We are very lucky to have a stable government. Voters elect the people who run our country. • 4. Which statement summarizes Margaret Branson’s view on civic education in Who Are We? • Uncle Sam wants you to learn more about civics! • Civics is being taught less now than in previous years. • A national plan for civics education should be developed. • Star citizens need to speak out about civics education.

15. 5. What question is not answered by details in the passage, Who Are We? What does a good citizen need to know? What is a citizenship test? How many congressmen does each state have? What are some start citizens doing on Uncle Sam’s behalf? • 6. What might be an alternate title for the passage Who Are We? • Support Uncle Sam • Americans Need to Learn More About The United States • A National Civics Plan • Star Citizens Speak Out for Civics

16. Election of the President The process of electing a President was set up in the United States Constitution. The Constitution requires a candidate for the presidency to be: • At least 35 years old • A natural born citizen of the United States • A resident of the United States for 14 years So how does one become President of the United States? The elections. The following steps outline the general process for presidential elections. Step 1: Primaries and Caucuses There are many people who would like to become President. All of these people have their own ideas about how our government should work. Some of these people can belong to the same political party. That's where primaries and caucuses come in. In these elections, party members get to vote for the candidate that will represent their party in the upcoming general election. Step 2: National Conventions At the end of the primaries and caucuses, each party holds a national convention to finalize the selection of one Presidential nominee. During this time, each Presidential candidate chooses a running mate (or Vice-Presidential candidate).

18. 7. What are the requirements a person must meet in order to become a presidential candidate? Use either the graphic organizer, How To Become President of the United Statesor the article Election of a Presidentto find the answer. • They must be a natural born citizen of the US, be at least 35 years old, and have lived in the US for 14 years. • They must understand the constitution, be elected during a primary, and select a vice president. • They must be at least 35 years old and live in the US. • They must take the oath of the office and be inaugurated during the month of January. • 8. How does the author of Who Are We? discuss civic responsibility differently than the author of Election of the President? Choose the best statement to support your answer. • InWho Are We? Civics education is very important to create a democratic society. • InElection of the President notes that presidents have requirements under the US Constitution. • InWho Are We? andin Election of the President the steps to citizenship are outlined and demonstrate the power people have. • In Who Are We?the author describes the need for civic education and in Election of the President the author details the voting process.

19. 9. What conclusion might the reader draw after reading the passage Election of the President? The requirements of electing an American President are very specific. The process of electing an American President should be changed. The only qualification needed to becoming President of the United States is being nominated by a national convention. The most important process in the presidential nomination involves the primaries and caucuses. • 10. In the article, Election of a President, what best describes the relationship between the primaries and caucuses, and the general election? • The United States Constitution determines the candidates for the primaries and caucuses. • The primaries and caucuses decide who will represent the party for the general election • The primaries and caucuses determine how the electoral college will vote. • The General Election decides how electoral college will vote.

20. 11. Which of the details below supports the main idea of the passage, “Election of the President”? • People cast votes for individual candidates who are running for president.. • There are many people who would like to become president. • There are several steps in the process of electing a new president • The electoral college is an effective system for nominating a president.

22. The Fight to Vote Women suffragists changed the United States March 01, 2013 By Nellie Gonzalez Cutler Time for Kids Women suffragists marched in the streets across the nation. "We hold these truths to be self-evident: that all men are created equal." With those words, the Declaration of Independence set forth the idea of equality. But the women at the Woman's Rights Convention in Seneca Falls, New York, in 1848, felt that a key phrase was missing. Elizabeth Cady Stanton, Lucretia Mott and others rewrote the Declaration. "All men and women are created equal," they insisted. They resolved that it was "the duty of the women of this country" to fight for suffrage, or the right to vote. Seneca Falls was the beginning of a long road to suffrage. Those who wanted to expand voting rights to all Americans were called suffragists. Suffragists demonstrated, gave talks and traveled the country. In 1872, Susan B. Anthony voted in Rochester, New York. She was arrested and convicted of breaking the law. "My natural rights, my civil rights, my political rights, my judicial rights, are all alike ignored," she said at her trial. Six years later, Senator A.A. Sargeant, of California, introduced an amendment to the Constitution to ensure that women could vote. But it took another 42 years before all women in the U.S. were guaranteed the right to vote. On November 2, 1920, 8 million American women voted in a presidential election for the first time. The women who blazed the trail did not live to see that historic day. In her last speech, one month before she died, in 1906, Anthony urged women to continue to fight for the vote. "Failure," she told her audience, "is impossible."

23. The Fight to Vote One Step at a Time Women worked hard to get the vote. Here are some of the main events. 1848 The Woman's Rights Convention is held in Seneca Falls, New York. Elizabeth Cady Stanton writes the Declaration of Sentiments. 1869 Stanton and Susan B. Anthony (shown) form the National Woman Suffrage Association (NWSA). Only women can join. Lucy Stone forms the American Woman Suffrage Association (AWSA). It is open to men and women. 1872 Anthony and supporters vote in the presidential election. They are arrested. 1878 A woman suffrage amendment is first introduced in the U.S. Congress. 1890 The NWSA and AWSA merge to form the National American Woman Suffrage Association. 1912-14 Women hold rallies in New York City and Washington, D.C. 1917 Police arrest women who are picketing outside the White House. By 1918, about half the states have granted full or partial voting rights to women. 1919 Congress passes the 19th Amendment, called the Susan B. Anthony Amendment. It is ratified, or confirmed, one year later.

24. 13. Which of the following statements best describes the author’s main purpose in The Fight to Vote? • The author wrote this article to convince women that it is important to vote. • The author describes how woman suffragists fought for women to be able to vote in the United States. • The author told about the life of an important suffragist, Susan B. Anthony. • The author describes the challenges faced by women in the late 1800s and early 1900s. • 14. What might be the reason The Fight to Votewas divided into two sections? • Both sections are about women’s rights to vote. • The first section tells mostly about the struggles women had to have the right to vote. • The first section gives specific details about the events, while the second section summarizes the events in a timeline. • The second section outlines the events that led up to women having the right to vote.

25. 15. Which statement best describes a similarity between the two articles, Who Are We? and The Fight to Vote? Voting is an important right for all the citizens of the United States of America. Women in the United States should always have the right to vote. It is important for voters in the United States to understand the three branches of government. Voting in the United States has a long history of difficulties for women.

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