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 – 9 • Students Assessment (for students who read independently)-(to be printed in a booklet form) • Pages 10 – 25 • 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 25 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 10 – 25 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. • 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. • 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. • When students have completed the 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. You may enter Write and Revise scores on Quarter Two’s Class Assessment Summary Sheet. 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 the 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). The Adjustment Points (in purple) are the specific pre-assessed key skills.

6. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCCS 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 question 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. Constructed Response Answer Key Explain how each heading in Canine Couragecontributes to the overall development of the main purpose of the passage. Use examples from the text to support your answer. Scoring [Notes “Teacher or rubric language”] Essential Elements: The essential element of the task/prompt is that students address each section of Canine Courage in the context of its contribution to the overall development of the purpose of Canine Courage. To do so students must first determine the main purpose of the passage (the health of the rescue dogs who worked at the 9/11 site with some variations). Other Aspects/Evidence: Students should list each section of Canine Courage and details of how each section supported the purpose of the passage Canine Courage. Some aspects/evidence should include details from introductory passage (Section 1) and why there was a concern about the rescue dog’s health (because of the human reports) and other details or facts supporting the initial concern. Section 2 supports the purpose (addressing dog health issues) by stating reasons the dogs may have stayed healthy. These reasons can be listed or summarized. Section 3 supports the purpose by following the dogs that were at 9/11 over several years times to monitor their health. Section 4 “closes” the passage by relating back to why canine rescue workers are important. Facts, details (i.e., examples can vary as long as they support the purpose). Organization: The organization of student responses should parallel the sequence of the passage with sentences varying in length and style.

8. Constructed Response Answer Key Were Airscenting Dogsor Trailing and Tracking Dogs probably used most during the 9/11 rescue operation? Explain your answer . Give examples from the passage Canine Courageand the article Facts about Search and Rescue Dogs. • Scoring [Notes “Teacher or rubric language”] • Essential Elements: The essential element of the prompt is support with evidence from both texts which type of rescue dog was used most during the 9/11 rescue operation. • Other Aspects/Evidence: Aspects of the student answer should include an answer with support. Airscenting Dogs were most used during the 9/11 rescue operation. Students support this answer by using details/facts/examples from both texts. Evidence from Facts about Search and Rescue Dogs should include details about how airscenting dogs Use airborne human scent to find any person and how this is what was needed at the World Trade Center. Students may (but comparing is not required) compare this with Trailing and Tracking Dogs who only find one specific person. Students should have other evidence from both texts such as; • airscenting dogs work off-lead and over large areas (also necessary for this specific rescue operation). Any details or evidence from text is acceptable if it supports the prompt. Students should not support the prompt with opinion or personal background knowledge that is not in the text. • Organization: Students writing should be organized in such a way that it stays on topic and is logical. Sentences are varied as needed.

9. Quarter 2 Pre-Assessment Selected Response Answer Key

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

11. Canine Courage …By Laura McClure Section 1 Why have 9/11 rescue dogs fared better than human workers? After airplanes destroyed the World Trade Center's Twin Towers on September 11, 2001, veterinarian Cindy Otto went to New York City. She took with her dozens of dogs trained to find missing people. The search and rescue canines quickly went to work. They nosed their way through endless piles of steel and concrete. The air was thick with smoke, dust, and dangerous poisons. Many human rescue workers wore masks, but the dogs worked without masks. They needed their noses free so they could sniff out victims. Even with masks, human rescue workers faced danger. Many of the people who helped with the World Trade Center recovery reported breathing problems. Problems include asthma, coughs, wheezing, and chest pain. "The air at the site was so awful, I was sure the dogs would have problems too," Otto said. She organized a study to find out. More than five years later, Otto has good result. Many of the dogs remain healthy. In fact, the dogs are just as healthy as search and rescue dogs not who were not at the World Trade Center. Section 2 Stay-Safe Secrets Deja Vu and her handler, Pat Thompson, helped search for victims during 9/11. Thompson was afraid her dog had breathed in dangerous smoke and dust at the site. But "Deja Vu still has good health since 9/11," Thompson is happy to report. Otto has three ideas, about why the dogs stayed healthy and the people didn't. First, the dogs spent less time at the site than human rescue workers did. Second, Otto says dogs also are less at risk to have breathing problems. "When dogs have allergies, they tend to have skin problems," she explained. "But the owners haven't reported any skin problems. “ Third, another reason may be the dogs' nose. Scientists say a dog's nose, which is longer than a human's nose, can better filter air that goes to the dog's lungs. Even though the people and the canines breathed the same air, fewer dangerous poisons may have reached the dogs' lung.

12. Canine Courage continued... Section 3 Waiting Game Despite the good results, the dogs may still become ill," Otto says. Some diseases take years to show up, including cancer caused by asbestos exposure. Asbestos is hazardous material once used to fireproof buildings, including the World Trade Center. Some of the asbestos was released into the air when the twin towers fell. Cancer can take about five years to develop in dogs. "If the dogs are still healthy in two years it will be a good sign that they'll be fine," says Otto. Learning how to keep the canines healthy is important, says Philip R. Fox, a vet at the Animal Medical Center in New York City. "These animals are vital assets for state, local, and federal search and rescue programs." he said. Trish Cartino's Australian shepherd Joey searched for victims at the site of another 9/11 attack. "Search-and-rescue dogs like Joey are just doing what they love to do," Cartino says. "It's our responsibility to keep them safe. " Section 4 Hound Heroes Search-and-rescue dogs aren't born with the ability to find missing people. They must train for at least 20 hours a week for about a year and a half. A pup in training must be able to search for and locate a toy. Pups have to be able to do this with a lot of noise around them and for long periods of time. Being Inquisitive, trainable, and energetic are also pluses. Veterinarian Cindy Otto says there are about 100 search-and-rescue dogs in the United States. They c are a precious resource, she says. "No piece of equipment can ever do the job that these dogs do."

13. Name ______________ Which two sections of the passage Canine Courage, are written in compare and contrast text structures? Waiting Gameand Hound Heroes Hound Heroesand Stay-Safe Secrets Stay-Safe Secretsand Waiting Game Why have 9/11 Rescue Dogs Fared Better than Human Workers and Stay-Safe Secrets 1 2. The section Stay-Safe Secrets, contributes to the overall purpose of the passage Canine Courage by... emphasizing the importance of rescue dogs. exploring why rescue dogs may have stayed healthy. explaining that rescue dogs may still develop respiratory problems or cancer caused by asbestos exposure. emphasizing how rescue dogs can help humans. 2

14. How does the sentence, “Many human rescue workers wore masks, but the dogs worked without protective gear” contribute to the overall purpose of Section 1? It informs the reader of the rescue conditions. It describes how humans and canines worked differently during the rescue. It supports the purpose of Section 1. It provides a possible reason to why rescue dogs may have fared better than human workers. 3 4. What was the author’s purpose for writing the passage Canine Courage? The author wanted to show the order of events in the rescue efforts of 9/11. The author wanted to explain that rescue dogs are vital assets for state, local, and federal search and rescue programs. The author wanted to explain why people are concerned about the health of the rescue dogs at 9/11 and how important they are as search and rescue workers. The author wanted to inform the reader that dogs are less at risk to develop breathing problems. 4

16. 6. Which statement best supports how the author’s point of view in Canine Couragemay impact readers? Readers may have a new respect for search and rescue canines. Readers understand that search and rescue canines are doing what they love. Readers can compare human rescue workers to canine rescue workers. Readers learn about the effects of smoke, dust and dangerous toxins. 6 7. Which statement best expresses Cindy Otto’s point of view about rescue dogs? Veterinarian Cindy Otto says there are about 100 certified top-level search-and-rescue dogs in the United States. Otto feared that the dangerous rescue conditions would have similarly damaging health effects on canines. “The canines are a precious resource. No piece of equipment can ever do the job that these dogs do.” Otto explains that the 9/11 rescue dogs are not in the clear yet. 7

17. Facts about Search and Rescue Dogs Classifications of Search and Rescue Dogs The use of dogs in search and rescue is valuable in wilderness tracking, natural disasters and locating missing people. The people who work with the dogs are called handlers. Search and rescue dogs can be classified as airscenting dogsor trailing and tracking dogs. Training Training is rigorous, time-consuming and a learning process for both the dog and the handler. Types of Training

18. Based on Facts about Search and Rescue Dogswhat dog breeds would most likely become tracking and trailing dogs for search and rescue? only German Shepherds any kind of larger dog breed most likely smaller dog breeds only Springer Spaniels 8 9. Based on Canine CourageandFacts about Search and Rescue Dogs, what type of dogs probably most assisted during 9/11? Canines trained as tracking and trailing search and rescue dogs. Canines trained in socializing. Canines trained as airscenting search and rescue dogs. Canines that were younger than 12 months old. 9

19. 10. Using information from Canine CourageandFacts about Search and Rescue Dogswhich statement best supports that search and rescue dogs are not born with the ability to find missing people? Certain dogs are better as search and rescue canines than others. Search and rescue dogs spend 12 to 18 months in intensive training. Dogs that assist with search and rescue are very inquisitive Search and rescue canines are not born with the ability to find missing people. 10 11. Which statement infers that handlers spend much of their time with their dogs? Handlers care about their dogs and show a deep sense of responsibility for their health. Search and rescue dogs can be called upon at anytime to find a missing person. Some search and rescue dogs work on a lead with their handlers. Handlers and dogs work together and training is very time consuming. 11

21. 13. Read the paragraph below and then answer the question that follows. (Write and Revise W.6.2a-b) Everyone knows how hard it is to get gum off your shoe when you step on it, and cities face the same problem with sidewalks. Chewing gum that people throw on the ground has become a serious problem for many towns and cities. One way to remove this gum is to chill it so it is easier to peel away. Another way to get rid of it is to put some oil on it to make it softer and easier to remove. But none of these things is perfect. Which word is the clearest and most specific substitute for “things” A. efforts B. methods C. issues D. offers

22. 14. Read the sentence below and then answer the question that follows (Write and Revise L.6.3a) It is best to begin training a dog to become a search and rescue dog early in life, while it is still a puppy. A pup must be nice, inquisitiveness, trainability, and energetic. Each of these traits are O.K. Which two adjectives should be replaced by more precise descriptive words? A. O.K. and energetic B. trainability and inquisitiveness nice and O.K. puppy and nice 15. Read the sentence below, and then answer the question. (Write and Revise L.6.3b) The search and rescue dog work for many hours to find the missing boy. Select the word or phrase that best replaces work. A. works B. working C. worker D. worked

23. STOP Close your books and wait for instructions!

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

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