Quarter Three Reading Informational Text

1. Quarter Three Reading Informational Text Grade 2 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 • Pages 17 – 35 • 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 teacher’s directions (pages 1 – 16). Read the • directions before giving the assessment. • Print pages 17 – 35 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 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 Revise 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)

6. 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/.

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 What are some interesting facts about the moon? 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 a 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: Support with evidence and reason

10. 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

11. 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.

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

13. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.2.4 Research Target 4 6. According to paragraph 2 in The Beautiful Moon, astronauts need special equipment. Describe the special equipment they need and tell why they need it. RI 2.4 Research Target 4

14. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.2.8 Research Target 3 12. How does the author support the point that the moon’s surface is covered with many unusual features? Use examples from both passages. RI 2.8 Research Target 3

15. Quarter 3 CFA Research Constructed Response Answer Key Constructed Response RI.2.9, Research Target 2 18. How does each text describe the moon? What is the same in both texts?

16. Quarter 3 CFA Selected Response Answer Key

17. Quarter Three Reading Informational Text Grade 2 Common Formative Assessment Name_________________

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

19. The Moon The moon’s surface is covered with many interesting features. The moon is made of rock and dust. The moon has no air, no water, and no life. The surface of the moon has depressions called craters. The moon is the Earth’s nearest neighbor. It is only about 200,000 miles away. The moon goes around the earth. It takes about one month for the moon to go all the way around the earth one time. The moon appears to look different at different times of the month, but it never really changes. The different shapes we see are called the phases of the moon. We see the different amounts of the sun’s light that are being reflected on the moon. On July 20th, 1962, American astronauts landed on the moon. Neil Armstrong and Edwin Buzz Aldrin were the first people to walk on the moon. Phases of Moon Diagram

20. The Beautiful Moon (adapted) By Deborah Lynn Paragraph 1 Have you ever dreamed of going to the moon? In July 1969, two American astronauts walked on the moon. Their names were Neil Armstrong and Buzz Aldrin. If you visited the moon today, you would still be able to see their footprints! They also left behind the American flag. Paragraph 2 The environment on the moon is different than the earth’s environment. When the astronauts went to the moon, they needed special equipment. They wore spacesuits and helmets for protection, because some places on the moon are hot and some are cold. The helmets also helped them breathe because there is no air on the moon. They wore heavy boots to keep them from floating away. If you went for a walk on the moon, you would bounce with each step. Paragraph 3 The surface of the moon is unusual. There are holes, called craters, on the moon. The craters were caused by large rocks from space, called meteorites, crashing into the moon. Here is another interesting fact about the moon: Did you know that the moon is like a mirror? It reflects the light of the sun and sends it to Earth and makes the moon look bright and beautiful! Don’t you agree we have a beautiful moon?

21. Name ______________ In The Beautiful Moonparagraph 3, the text says “the surface of the moon is unusual.” What is the meaning of the word unusual? RI.2.4 the same different under craters 2. The different shapes we see are called the phasesof the moon. What word in the sentence helps the reader understand what phases means? shapes phones reflect light

22. “It reflects the light of the sun and sends it to Earth and makes the moon look bright and beautiful.” In this sentence what does the word reflects mean? RI.2.4 surface phases mirrors D. light “There are holes called craters on the moon.” Which word in the sentence helps the reader understand what craters means? RI.2.4 moon B. holes C. craters D. called

23. 5. “The craters were caused by large rocks from space called meteorites, crashing into the moon.” Which phrase from the sentence helps the reader understand the meaning of the word meteorites? RI.2.4 A. crashing into the moon B. from space C. large rocks D. caused by

24. 7. Which detail from the text The Beautiful Moon, supports why astronauts need heavy boots? RI.2.8 The heavy boots help them breathe. B. The heavy boots reflect the light. C. The heavy boots protect their feet from the dust. D. The heavy boots keep them from floating away. 8. Which sentence from the text The Moonsupports that the moon has many interesting features? RI.2.8 The moon is Earth’s nearest neighbor. The moon is made of rock and dust. It is only about 200,000 miles away. Neil Armstrong and Buzz Aldrin walked on the moon.

25. 9. Look at the Phases of the Moon Diagram. What phase happens after a full moon? RI.2.8 A. new moon B. half moon C. waxing gibbous moon D. waning gibbous moon 10. Which statement from The Beautiful Moon supports that two American astronauts walked on the moon? RI.2.8 The astronauts were Neil Armstrong and Buzz Aldrin. When the astronauts went to the moon, they needed special equipment. The astronauts’ helmets helped them breathe. If you visited the moon today, you would still be able to see their footprints!

26. 11. What reasons does the author give to support “The moon appears to look different at different times of the month, but it never changes.”? RI.2.8 The moon has no air, no water, and no life. The moon is the Earth’s nearest neighbor. Different amounts of the sun’s light is being reflected on the moon. Two astronauts landed on the moon.

27. 13. Which important pointis included in both The Beautiful Moon and The Moon? RI.2.9 The moon is the Earth’s nearest neighbor. The environment on the moon is different than the earth’s environment. American astronauts landed on the moon. Meteorites crashed into the moon. 14. Which fact is stated in both texts? RI.2.9 The moon is made of rock and dust. The moon goes around the earth. They needed special equipment for protection. The light of the sun is reflected on the moon.

28. 15. Which important pointis included in only one of the passages? RI.2.9 American astronauts landed on the moon. The moon’s surface has craters. They needed special equipment for protection. The light of the sun is reflected on the moon. 16. What information could you most use to draw a picture of the moon’s surface? RI.2.9 Information about the American astronauts on the moon. Information about the interesting features of the moon. Information about the distance to the moon from Earth. Information about how the moon goes around the Earth.

29. 17. Which statement is supported by both texts? RI.2.9 There are holes or depressions, called craters, on the moon. The moon is made of rock and dust. C. The craters were caused by large rocks from space. D. The moon has no air, no water, and no life.

30. 19. Read the paragraph below. (Write and Revise W.2) In July 1969, two American astronauts walked on the moon. _____________________________Their names were Neil Armstrong and Buzz Aldrin. If you visited the moon today, you would still be able to see their footprints! They also left behind the American flag. Which sentence would best fit in the blank? Footprints are made by stepping on soft land. They were the first astronauts to land on the moon. American flags are red, white, and blue. The moon is very bright from planet Earth. 20. Read the paragraph below: (Write and Revise W.2) The moon shines bright at night. The moon does not make its own light. Some people think the moon is made of cheese! The moon reflects the sun’s light. Which sentence does not belong in the paragraph? The moon shines bright at night. The moon does not make its own light. Some people think the moon is made of cheese! The moon reflects the sun’s light.

31. 21. The moon’s surface is covered with many interesting land features. (Write and Revise L.2.4a) Which word could be used to replace features? rocks shapes maps holes 22. It takes about one month for the moon to orbit the Earth. (Write and Revise L.2.4a) Which word or phrase could be used to replace orbit? go around find catch up to lose

32. 23. Read the sentence below. (Write and Revise L.2.2a) neil armstrong and buss aldrin were american astronauts. Which sentence is capitalized correctly? A. neil Armstrong and buzz Aldrin were american astronauts. B. Neil armstrong and Buzz aldrinwere American astronauts. C. Neil Armstrong and Buzz Aldrin were American astronauts. D. Neil Armstrong and Buzz Aldrin were american astronauts. 24. Read the sentence below. (Write and Revise L.2.2a) the moon’s phases look different in america than in africa Which sentence is capitalized correctly? A. The moon’s phases look different in america than in africa. B. the moon’s phases look different in America than in Africa. C. The moon’s phases look different in america than in africa. D. The moon’s phases look different in America than in Africa.

33. STOP Close your books and wait for instructions!

34. Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct. Shade in the box to show your written score.

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