Grade 5 Teacher Directions C ommon F ormative A ssessment

1. Quarter Three Reading Informational Text Grade 5 Teacher Directions Common Formative Assessment

2. Quarter Three Informational Text Common Formative Assessments Team Members and Writers Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

3. Important Information • This booklet is divided into two parts… • Teacher Resources • Page 1 – 16 • Student Assessment • Page’s 17 – 36 • This booklet is intended for assessing reading informational standards RI.4,8 and 9 at the end 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 – 16). Read the • directions before giving the assessment. • Print pages 17 – 36 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.

4. 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 students reflect (such as: What was the question asking, can you rephrase it?). Scoring forms are available at: http://sresource.homestead.com/index.html

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 four 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 Revise Assessed Categories for Quarter Four 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)

6. Important Please Read Before Starting Assessment • Quarter Three Preparing for Performance Tasks • The quarter three CFAs 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 1of 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 2of 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/.

7. 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.

8. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt Compare the similarities and differences between the obstacles Sequoya and Louis Braille overcame in order to create their alphabet systems. 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.

9. 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

10. Grade 5 Name___________________________ Passage__________________________ • What problems or questions does the author state about the main idea? • Write one new problem or question the author brings to the reader’s attention about the main topic. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details • What key details from the passage explain more about the problem or question? • Write two key details that provide an answer or a solution. Use Quotes from the text when possible. • Key Detail (has an answer or solution) • ________________________________________________________________________ • ________________________________________________________________________ • Key Detail (has an answer or solution) • _________________________________________________________________________ • _________________________________________________________________________ • Again and Again • What words, phrases or ideas does the author use again and again? Write them here. • Think about why the author uses them again and again. • Write one conclusionsentence that tells the most about the new contribution (key idea). • Use some of the again and again words or ideas in your summary. • ____________________________________________________________________________ • _____________________________________________________________________________ Instruct students to re-read and select a paragraph or section of the text with problems or questionsabout the main topic. Ask, “Does the section or paragraph you chose state a new question or problemabout the main idea?” This is a key detail that may help solve the problem or answer the question (be sure students can identify the main idea). Have students write ONEbrief sentence about a new problem or questionthe author brings to the reader’s attention about the main idea. 1 Ask students to look for key detailsthat explain more about the problem or question. Explain “Key details”about the main ideacan help us find answers to a questionor solution to a problem.” Instruct students to write 2 brief key details that provide an answeror solution. Remember students will need to have a note-taking form for each passage. 2 Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key details about problems and solutions? Can the words help you write one conclusionsentence that summarizes the problem and solution (or the question and answer)?” Summarizing is a vital part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively. Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When author’s use the same words, phrases or ideas Again and Againask yourself “why?” It means something is important.” 3 4 • Differentiation: • Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately: • Main Topic • Problem/solution question/answer • Key Details • Again and Again • Conclusions - Summarizing • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

11. Grade 5 Name_______________ Passage______________ Main Idea________________ • What problems or questions does the author state about the main idea? • Write one new problem or question the author brings to the reader’s attention about the main idea. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details • What key details from the section or paragraph explain more about the problem or question? • Write two key details that provide an answer or a solution. Use quotesfrom the text when possible. • Key Detail (has an answer or solution) • ________________________________________________________________________ • ________________________________________________________________________ • Key Detail (has an answer or solution) • _________________________________________________________________________ • _________________________________________________________________________ • Again and Again • What words, phrases or ideas does the author use again and again? Write them here. • Think about why the author uses them again and again. • Write one conclusionsentence that tells the most about the new key idea and the answer • and solution key details. Use some of the again and again words or ideas in your summary. • ____________________________________________________________________________ • _____________________________________________________________________________

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

13. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.5.4 Research Target 2 6. What specific examples are given in both passages using the word communicate? Based on these examples how would you define communicate?

14. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.5.8 Research Target 3 12. What reasons does the author give to explain why Louis Braille invented a written language system for the blind? Use evidence from the passage.

15. Quarter 3 CFA Research Constructed Response Answer Key Constructed Response RI.5.9 Research Target 4 18. Describe Sequoyah’s and Braille’s alphabet. What makes each alphabet unique?

16. Quarter 3 CFA Selected Response Answer Key

17. Quarter Three Reading Informational Text Grade 5 Common Formative Assessment Name_________________

18. Student Directions: Read the Directions. Part 1 Your assignment: You will read two passages about two important inventors. As you read, take notes on your sources. Then you will answer several research questions about the sources. This will help you plan to write an informational essay: Compare the similarities and differences between the obstacles Sequoya and Louis Braille overcame in order to create their alphabet systems. Steps you will be following: In order to help you plan and write your essay, you will do all of the following: 1. Read the two passages about the two inventors. 2. Answer several questions about the passages. 3. Planyour essay. Directions for beginning: You will now read the passages. Take notes because you may want to refer to your notes while you plan your essay. You can refer to any of the sources as often as you like. Questions Answer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.

19. Sequoyah Imagine a man who cannot read or write. Now imagine that same man creating a brand new alphabet from scratch. It sounds next to impossible, doesn’t it? Yet that is exactly what one man did—a man named Sequoyah. Born around 1770 in Tennessee, Sequoyah was a Cherokee. Like other Native Americans of that time, he could neither read nor write. He couldn’t help noticing, though, how white people wrote to one another on sheets of paper. They often used these “talking leaves,” as some Native Americans called them, to communicate. Back then, the Cherokee had no way to write down words in their own language. Sequoyah believed it was important for the Cherokee to have a system of writing. So, in 1809, he set out to create an alphabet that the Cherokee could use to do just that. Sequoyah started by drawing pictures, with each one representing a different word or idea. He soon realized that writing sentences using pictures would be much too difficult. There were too many words. No one would ever be able to remember that many pictures. Sequoyah decided to try a different approach. He began to develop symbols to stand for the sounds, or syllables that made up words. Twelve years later, he completed a system of writing with 86 different symbols. Each one stood for a different syllable in the Cherokee language. The symbols could easily be put together to form words. Soon thousands of Cherokee were able to read and write in their own language.

20. Louis Braille Have you ever noticed when you step into an elevator that next to the buttons showing the floor numbers, there are small plates with a series of raised dots and bumps? Did you ever wonder what those bumps and dots mean and why they are there? When you run your fingers over those plates, you feel the ridges. When blind people touch them, they read the floor numbers. In a grid of six bumps, with two across and three down, a configuration of two raised bumps across the top and one down on the right side is the number 4; one dot on the top left side and two across the middle is the number 8. Who invented this elaborate setup of bumps and dots that comprise an entire alphabet and numerical system that allows blind people to read with their fingers? Was it a distinguished scientist, or a brilliant author, or perhaps a famous artist? Actually, this system, which is called braille, was created by a blind 12‐year‐old French boy and was named for him. Louis was not always blind. He became blind by accident. Louis Braille was born on January 4, 1809 in a small country village near Paris called Coupvray. His father was a leather worker who made harnesses and other leather goods. One day, when he was just three years old, Louis was in his father’s leather workshop. Like many young children, Louis enjoyed imitating his father. He was fiddling with an awl, a small tool with a round wooden handle and a sharp, pointed metal tip that is used to punch holes in leather. While he was playing, the awl slipped and poked Louis in the eye. A doctor treated the wound as best he could and patched the eye. But the eye became infected, and the infection spread to the other eye. Within a short time, young Louis was totally blind in both eyes. In those days, many blind people became beggars or performers in sideshows. But Louis’s parents refused to allow their son’s disability to get in the way of his studies or his life. Louis attended school like his brothers and sisters, relying on his creativity, intelligence and drive to overcome obstacles. To help him navigate the village, his father made him canes. The local priest taught him to use his other senses to learn: his hearing to distinguish the calls of different birds, and his sense of smell to identify different plants and flowers. Louis was one of the brightest students in his school.

21. In 1819, at age 10, Louis earned a scholarship to attend the Royal Institute for Blind Youth in Paris, the first school in the world devoted to blind children. For Louis, going to the school meant leaving his family and the village he knew well, where he felt safe. But Louis and his family knew the school offered him the best opportunity to get an education and lead a successful life. There he excelled in studying history, math, science, and grammar, but he proved especially gifted at music. Louis became an accomplished pianist and organist. He even got a paid job as an organist, playing in a small church near the institute. The students at the school learned most of their subjects listening to lessons. But there were a few books that the school’s founder, a man named Valentin Hauy, had developed by printed raised, or embossed, letters. Reading that way was slow, and the books were large and heavy. But they were the only books available then for blind people. Louis Braille began to wonder: wasn’t there a better way to allow blind people to read? One day Louis learned about the work of a former French army captain named Charles Barbier. Captain Barbier had invented something called “night writing,” a code of 12 raised dots and dashes that allowed soldiers to communicate with one another at night without using lights that would alert the enemy to their location. The soldiers could “feel” the messages with their fingers, and keep safe. The code turned out to be too complex for the soldier, but it inspired Louis Braille. Louis simplified the system, reduced the series of dots from twelve to six and eliminated the dashes. By the time he was 20, Louis published his first alphabet for the blind, a system he continued to work on and perfect. And how did Louis create the dots he used in his revolutionary new system? He used an awl. The very tool that caused his blindness became the instrument that brought the opportunity for reading to Louis and generations of blind people to this day. The world was slow to accept Louis Braille’s innovation. Indeed, during his lifetime, his method was not widely accepted. Louis Braille died at the young age of 43 from tuberculosis, a devastating respiratory disease. He was buried in his home village of Coupvray. In time, Braille’s method became accepted around the world. “Braille” alphabets were created in languages spanning the globe. Today, we find them not only on elevator plates, but also on computers and cell phones. And the name Louis Braille stands for innovation, courage, and determination.

22. Using the text Sequoyah, determine the meaning of “talking leaves”. • Talking leaves were Native Americans that could not read or write. • Talking leaves are sheets of paper with words on them. • Talking leaves are pictures representing words or ideas. • Talking leaves is a system of writing with 86 different symbols. • 2. What is a synonym for the word approach as used in the text Sequoyah? • strategy • advance • alphabet • syllable

23. Luis relied on his creativity, intelligence and drive to overcome obstacles . • What is the best definition for obstacles as used in this sentence? • easy tasks • difficulties • calm • walls • 4. Which word could replace the word elaborateas used in the text Louis Braille? • useless • detailed • temper • meaningless

24. 5. Which word could replace the word symbols as used in the text Sequoyah? • puzzles • verses • signs • pictures

25. 7. Which sentence from the passage provides evidence of Louis Braille’s intelligence? • The local priest taught him to use his other senses to learn. • To help him navigate the village, his father made him canes. • Louis attended school like his brothers and sisters. • By the time he was 20, Louis published his first alphabet for the blind. • 8. Why did Sequoyah decide to try a different approach to his written language? • Each picture represented a different word. • He realized that writing sentences using pictures would be too difficult. • He realized people would not like the pictures. • Like other Native Americans of that time, he could neither read nor write.

26. 9. Which of the following details could be used to show Sequoyah’s success at creating a written language for the Cherokee? • He set out to create an alphabet that the Cherokee could use. • Sequoyah started by drawing pictures, with each one representing a different word or idea. • Soon thousands of Cherokee were able to read and write in their own language. • Each one stood for a different syllable in the Cherokee language. • 10. How did Louis’s parents’ actions show that they refused to allow their son’s disability to get in the way of his studies or life? • Louis invented an alphabet for the blind. • Louis was especially gifted in music. • Louis attended school like his brothers and sisters. • Louis was not always blind.

27. 11. What sentence from the passage demonstrates best the result of Luis Braille's innovation, courage, and determination? • “Braille” alphabets were created in languages spanning the globe. • The world was slow to accept Louis Braille’s innovation. • By the time he was 20, Louis published his first alphabet for the blind. • Louis’s innovation, courage, and determination helped him to study hard in school.

28. 13. Which statements is supported by both texts? • A written language can help people communicate and learn from one another. • Creating a written language is an easy thing to do. • People without written language cannot attend school. • It is important to be able to write in many different styles and languages. • 14. How are the achievements of Sequoyah and Louis Braille’s life similar? • They both enjoyed imitating their father’s work. • Both the men decided to create a tool that would help others like themselves. • Sequoia and Braille were unable to attend school. • They were both frustrated that nobody took them seriously.

29. 15. What did Luis Braille and Sequoyah both do, while creating their alphabet systems? • Both wanted alphabet systems with raised bumps. • Both felt their alphabet systems needed pictures. • Both copied other people’s alphabet systems. • Both redid their alphabet systems to make them easier to use. • 16. Why were both Captain Barbier’s “night writing” code and Sequoyah’s picture alphabet not useable? • Both systems took too long to create. • Both systems were too difficult or complex. • The letters were not raised enough. • Both would take too long to teach to others.

30. 17. What reason best explains why both Sequoyah and Braille were able to create useable alphabet systems? • Sequoia always loved to draw pictures. • Both went to school and studied other alphabet systems. • Both continued to work on and perfect their systems. • They were both frustrated that nobody took them seriously.

31. Which statement adds appropriate supporting detail to the information in the last paragraph of Sequoyah? (Write and Revise W.2a) In 1821, he introduced the alphabet and it quickly caught on. Sequoyah became a silversmith as a young man. Sequoyah was very dedicated to helping the Cherokee. He started his alphabet with pictures. 20. Which sentence is an appropriate addition to the last paragraph in the text of Luis Braille? (Write and Revise W.2b) Braille is a method of reading using raised dots. There are many other tools today to help people who are blind. Luis Braille became blind as a child. We can also find them on menus at restaurants.

32. 21. Read this sentence from the passage Sequoyah. Twelve years later, he completed a system of writing with 86 different symbols. Which set of words has the same meanings as the two underlined words in the sentence? (Write and Revise, L.3a) manner, rules method, signs routine, parts different, items 22. The fact that Sequoyah and Luis Braille created alphabets to help others is quite fearsome. Based on the root word and suffix, what does fearsome mean?(Write and Revise L.5c) complicated astonishing different lengthy

33. Read the sentence from the passage Sequoyah. Now imagine that same man creating a brand new alphabet from scratch. (Write and Revise L.5.5b) What does the underlined idiom mean in this sentence? Sequoyah created an alphabet from the beginning. Sequoyah created an alphabet by scratching out pictures. Sequoyah found help to create the alphabet. Sequoyah’s alphabet was created from symbols. • The local priest taught him to use his other senses to learn: hearing the sense of smell and the sense of touch. (Write and Revise L.2a) • What is the correct position of commas in the underlined section of the sentence? • hearing the sense of smell, and the sense of touch. • B. hearing the sense of smell and, the sense of touch. • C. hearing, the sense of smell, and the sense of touch. • D. hearing, the sense of smell and the sense of touch.

34. STOP Close your books and wait for instructions!

36. Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___ Question no.___