Pre-Assessment for Quarter 3 Reading Informational Text

1. Grade Pre-Assessment for Quarter 3 Reading Informational Text

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 15 • Students Assessment • Page’s 16 – 33 • 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 – 33 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. 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)

5. 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.

6. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What ideas and details in the passages explain why humpback whales are special? 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.

7. 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/.

8. 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

9. Grade 2 Write one new key idea (special focus) you learned about the main topic. Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice). Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key ideaabout the topic. Ask students to write the new key idea in one brief sentence. In grade two students are introduced to “special focus” in lieu of key idea. Introduce the term in class parallel with key idea.Explain to students, “A special focusexplains why a key idea is so special. If the key ideain a paragraph is that whales can sing, it could be a special focusbecause it is so unique.” 1 What is the special focus of the key idea? Use key details from the paragraph or section. What is the special focus of the key idea? Use key details from the paragraph or section. • Ask students to look forkey details that explain more about the new special focus of the key idea. • Key detailsgive evidence to support a key idea. • Instruct them to write 1 -2 key details in each box. • Example if the main topicis about dogs, then if... • “The dog likes to play,” (is the key Idea), • Some key detailsmight be: • the dog likes to play fetch. • the dog likes to play with the ball. • What is so special about the fact that dogs like to play? Perhaps because they make fun pets. Remember students will need to have a note-taking form for each passage. 2 Write one sentence that tells the most about the special focus of the key idea and the key details. • Differentiation: • Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs. • Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: • Main Topic • Key Ideas • Key Details • Summarizing • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Students write only onesentence that tell the most about the new key ideaand 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. 3

10. Grade 2 Name________________ Passage______________ Main Topic ____________ Write one new key idea (special focus) you learned about the main topic. What is the special focus of the key idea? Use key details from the paragraph or section. What is the special focus of the key idea? Use key details from the paragraph or section. Write one sentence that tells the most about the special focus of the key idea and key details.

11. Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

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

13. Quarter 3 Pre-Assessment Research Constructed Response Answer Key • Constructed Response RI.2.8,Research Target 2 • List important points to show how roller skates have • changed over many years. Use examples from both articles.

14. Quarter 3 Pre-Assessment Research Constructed ResponseAnswer Key • Constructed Response RI.2.9, Research Target 3 • How are The History of Roller Skatesand The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram.

15. Quarter 3 Pre-Assessment Selected Response Answer Key

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

17. Student Directions: Part 1 Your assignment: You will read two passages about roller skates. Read both articles. Re-read both articles. Take notes as you re-read. Answer the questions.

18. Grade Equivalence: 2.9 Lexile 500 The History of Roller Skates Article 1 Paragraph 1 The first roller skates were made in 1760. They were invented by John Merlin. Each skate had two very small wheels. • Paragraph 2 • In 1819 the first patent for a roller skate design was made. A patent is given to an inventor so no one can steal his idea. It is written on paper. The patent was given to Mr. Petibled. His skates had three wheels. The wheels were made of wood or metal. But, the skates he made were hard to use. The skates could not make turns. • Paragraph 3 • James Plimpton was an inventor too. He also had a patent for a new roller skate design. In 1863 he made the first roller skate that had four wheels. Two wheels were in the front and two wheels were in the back. His skates were easy to use. For the first time skaters could make turns. People liked his skates so much they used them for over 100 years! Figure 1 John Merlin’s Skates Figure 2 Mr. Petibled’s skate Figure 3 James Plimpton’s skate

19. The History of Roller Skates • Paragraph 4 • In 1876 roller skate wheels got even better. William Brown put the front wheels on one axel. He put the back wheels on another axel. The wheels were not locked like before. This made roller skates easier and faster to use. • Paragraph 5 • In 1979 a new kind of skate was invented. The inventor was Scott Olson. The new skates were called rollerblades. At first the rollerblades were on hard boots. Today they are on soft boots. People liked them rollerblades more than any other skates. Figure 4 Rollerblades Today

20. Grade Equivalence: 2.4 Lexile: 580 The Father of Roller Skating Article 2 Paragraph 1 James Plimpton was born in 1828. He grew up on a small farm. He wanted to know how the machines on the farm worked. He loved to help his father fix machines when they broke. James learned a lot about machines. When he got older, James worked in many machine shops. He learned even more about what made machines work. When he grew up he had his own shop. Paragraph 2 • He worked very hard in his shop until he got sick. His doctor told him to go outside in the fresh air and ice skate. In the winter James went ice skating. But in the summer there was no place to ice skate. He wanted to skate in the summer too. But the roller skates for land were hard to use. They did not glide like the ice skates did on the ice. Paragraph 3 He knew he could reinvent a better roller skate. In 1863 James invented the first roller skate with four wheels. The skates were also the first ones that could turn left or right. His skates were safe and easy to use. Paragraph 4 James liked the new skates so much. He wanted everyone to enjoy them. He opened a roller skate shop. He made 2000 pairs of rollers skate each week! He opened the first roller skating rink. He wrote a book about how to skate. James did a lot to help helped people see it was a fun sport. James Plimpton is called the Father of Roller Skating.

21. Name ______________ What does the word inventor mean as used in The History of Roller Skates? You may use a dictionary. An inventor likes to see how machines work. An inventor is someone who helps other people. An inventor is a man. An inventor is someone who creates something new. 1 James knew he could reinvent a better roller skate. What does the pre-fix re most likely mean? make put together do it over start 2

22. Read the sentence. James Plimpton opened the first roller skating rink. Which word or phrase in the sentence most helps the reader to understand what a rink is? James Plimpton the first opened roller skating 3

23. What kind of skates do people like best today? James Plimpton’s skates rollerblades skates with two wheels Mr. Petibled’s skates 4 How were James Plimpton’s and Mr. Petibled’s skates different? James Plimpton’s skates had four wheels and could make turns, but Mr. Petibled’s skates had three wheels and were hard to use. James Plimpton’s skates had three wheels and could make turns, but Mr. Petibled’s skates were hard to use. James Plimpton’s and Mr. Petibled’s skates were hard to use, but both had wheels made of wood, metal or ivory. James Plimpton’s skates had two wheels and could not make turns, but Mr. Petibled’s skates were easy to use. 5

24. How does the reader know that James Plimpton’s skates were well-liked? His skates were safe and easy to use. People used them for over100 years. His skates could turn left or right. His skates were better than Mr. Petibled’s skates. 6 • Why did James Plimpton want to invent a new kind • of roller skate? • Roller skates were hard to use and could not turn. • He wanted to skate on land in the summer. • James Plimpton was an inventor. • He wanted to invent a new kind of roller skate. 7

25. What did all of the inventors want to do? The inventors wanted skates with metal wheels. The inventors wanted fast skates. The inventors wanted to make better skates. The inventors wanted to have skates with four wheels. 8 • Which list best shows how the wheels on roller skates have changed over many years? A B 9

26. Read the facts carefully about James Plimpton. Select the sentence that has the same facts in both articles? James Plimpton helped people to see that skating was a fun sport and wrote a book about how to skate. James Plimpton’s roller skates were the first ones with four wheels and could skate in a circle. James Plimpton went skating in the winter and in the summer. James Plimpton’s roller skates were safe and easy to use and were the first ones with four wheels. Facts about James Plimpton His skates could turn left or right. He made 2000 pairs of skates each week. He is called the Father of Roller Skating. The Father of Roller Skating His skates were well-liked. His skates had two wheels in the front and two in the back. He invented the skates in 1863. The History of Roller Skates ? 10

28. How are The History of Roller Skatesand • The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram. RI.2.9, Research Target 3 Same Facts ___________________________ ___________________________ __________________________ _________________________ _________________________ __________________________ ___________________________ __________________________ Facts from The Father of Roller Skating _______________________ ______________________ ____________________ ____________________ ____________________ ______________________ ______________________ ______________________ Facts from The History of Roller Skating

29. 13. Read the paragraph below. (Write and Revise W.2) • You can roller skate in many ways. You can make turns and skate in a circle. Roller skates comes in many colors. You can even skate very fast. • Which sentence does not belong in the paragraph? • You can roller skate in many ways. • You can make turns and skate in a circle. • Roller skates comes in many colors. • You can even skate very fast. • He opened a roller skate shop. (Write and Revise L.2.4.a) • Which word could be used to replace opened? • closed • started • shut • had

30. Which closing has the comma in the correct place? (Write and Revise L.2.2b) A. Your friend, Sam B. Your, friend Sam C. Your friend Sam, D. Your, friend, Sam

31. STOP Close your books and wait for instructions!

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

33. 2 3 1 6 5 4 7 9 8 10 11 12