Grade 6 Teacher Directions C ommon F ormative A ssessment

1. Quarter One Reading Informational Text Grade 6 Teacher Directions Common Formative Assessment

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 9 • Student Assessment (can be printed in a small booklet form) • Pages 10 – 29 • This material is intended for assessing reading informational standards RI - 1,2 and 3 at the end of quarter 1. Do NOT allow students to read the passages before the assessment. • Student scores can be recorded on the (1) Learning Progressions Checklist(in the last box) or student scores can also be recorded on the (2) Class Assessment Summary Sheet (enter the total number of correct selected responses for each standard). Each constructed response receives a score from 0 – 3. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can print the entire 29pages – then divide it into two sections (teacher and student). This would be a regular 8 ½ X 11 sheet for students per page. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 10 – 29 in booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

4. Directions for Common Formative 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-Readers or Far Below Grade Level: • (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.... ....(Assessment Class Summary Sheet) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5) on the Assessment Class Summary Sheet. • Each constructed response receives a score from 0 – 3 as indicated by the constructed response rubric. • DO NOT write recommendations for the student as to why a score was incorrect in their test booklet. It is important for students to reflect on their own answers (after the tests have been scored) on the reflection sheet (last page of student booklet). • Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 28. • The last page in the student booklet is a reflection page (page 29). 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

5. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

6. Quarter 1 CFA Constructed ResponseAnswer Key Constructed Response RI.6.2 6. Explain why your body needs protein. Use examples from the text to support your reasons. Scoring notes “Teacher Language” Students give essential elements of a completeinterpretation of the prompt which focus on explaining the need for protein using only examples and evidence from the text. Students address many aspectsof the task and provide sufficient relevant evidenceto support development of their writing. Aspects of evidence with this prompt should include comprehensive evidence (more than 2 statements) from the text. These may include how protein supports the organs (by making hemoglobin and building cardiac muscle) as well as affecting the immune system. Students’ writing is focused and organized, consistently addressingthe purpose, audience, and task. Students may address other aspects of protein if those aspects support the need for protein. Writing includes sentences of variedlength and structure.

7. Quarter 1 CFA Constructed ResponseAnswer Key Constructed Response RI.6.3 12. Explain how and why descriptions of the Loch Ness Monster have changed over time. Use details from the text. Scoring Notes: “Teacher Language” Students give essential elements of a completeinterpretation of the prompt which focus on explaining how and why descriptions of the Loch Ness Monster have changed over time. Students not only tell how but must infer the “why.” Explanations can be considered correct if relevant evidence supports them. Students address many aspectsof the task and provide sufficient relevant evidenceto support development of their writing. Some of these aspects should include following a timeline of how different people of different eras have viewed “Nessie.” Other aspects can include descriptions of myths, scientific writings, first-person accounts and opinions. Students’ writing is focused and organized, consistently addressingthe purpose, audience, and task – changes over time. Writing includes sentences of variedlength and structure.

8. Quarter 1 CFA Constructed Response Answer Key Constructed Response RI.6.1 17. Cite at least four examples of textual evidence to support the inference that Molly Claussen loves her work as a rodeo seamstress. Scoring Notes: “Teacher Language” Students give essential elements of a completeinterpretation of the prompt which focus on supporting the inference that Molly Claussen loved her work. Inferences or supporting evidence should not move away from this focus. Students address many aspectsof the task and provides sufficient relevant evidenceto support development of their writing. Some of these aspects should include words such as “love” and “like” when she refers to sewing. Other inferences could be that sewing was a hobby for Molly and hobbies are activities people like to do. Aspects such as “always have sewn,” and the fact that she continues to sew for Rodeos are clues that she likes what she does. Students’ writing is focused and organized, consistently addressingthe purpose, audience, and task Writing includes sentences of variedlength and structure.

9. Quarter 1 CFA Selected Response Answer Key

10. Quarter One Reading Informational Text Grade 6 Common Formative Assessment Reading Informational Text Grade 6 Name_______________

11. Nutrition Lesson 1 People say, you need to eat protein, but what is it? Many foods contain protein. The best sources are beef, poultry, fish, eggs, dairy products, nuts, seeds, and legumes like black beans and lentils. Your muscles, your organs, and your immune system are made up mostly of protein. 2 Your body uses the protein you eat to make lots of specialized protein molecules that have specific jobs. For instance, your body uses protein to make hemoglobin. That is the part of red blood cells that carries oxygen to every part of your body. Other proteins are used to build cardiac muscle. What's that? Your heart! In fact, whether you're running or just hanging out, protein is doing important work like moving your legs, moving your lungs, and protecting you from disease. 3 Food from animals, such as meat and milk, is called complete. Most vegetable protein is incomplete. It does not give you as much protein as the animal foods. People who eat a vegetarian diet can still get what they need; they just need to eat a wide variety of protein-rich vegetable foods. 4 For instance, if you have peanut butter on whole-grain bread you're set. Likewise, red beans won't give you everything you need, but red beans and rice will do the trick. The good news is that you don't have to eat all you need in every meal. As long as you have a variety of protein sources throughout the day, your body will grab what it needs from each meal. EnglishforEveryone.org

12. Nutrition Lesson • 5 • You can figure out how much protein you need if you know how much you weigh. Each day, kids need to eat about 0.5 grams of protein for every pound they weigh. That's a gram for every 2 pounds you weigh. Your protein needs will grow as you get bigger, but then they will level off when you reach adult size. Adults, for instance, need about 60 grams per day. • 6 • You can look at a food label to find out how many protein grams are in a serving. But if you're eating a balanced diet, you don't need to keep track of it. It's pretty easy to get enough protein.

13. Name ______________ What is the central idea of the passage “Nutrition Lesson”? RI.6.2 Kids need to eat about 0.5 grams of protein for every pound they weigh. Many foods contain protein. Protein is important for your body and can be found in a balanced diet. D. Your body uses protein to make hemoglobin. 2. Which statement bestexplains where vegetarians get their protein? RI.6.1 “They just need to eat a wide variety of protein-rich vegetable foods.” “People who eat a vegetarian diet can still get what they need.” “If you have peanut butter on whole-grain bread you’re set.” “Red beans and rice will do the trick.

14. Why is it important to include protein in your diet? RI.6.1 “People say you need to eat protein.” B. “As long as you have a variety of protein sources throughout the day, your body will grab what it needs from each meal.” C. “Other proteins are used to build cardiac muscle.” D. “Your muscles, your organs, and your immune system are made up mostly of protein.” In the fifth paragraph, what can you infer about how much protein you need? RI.6.1 The older you are the more protein you need. Everyone needs 60 grams per day. The more you weigh the more protein you need. Kids need to eat about 5 grams of protein per pound.

15. Which of the following statement from the text do not support the central idea? RI.6.2 As long as you have a variety of protein sources throughout the day, your body will grab what it needs from each meal. You can look at a food label to find out how many protein grams are in a serving. Your muscles, your organs, and your immune system are made up mostly of protein. Many foods contain protein.

16. THE MYSTERIOUS LOCH NESS MONSTER Is the monster in the loch a myth? Not nessie-sarily! Read on to learn the history of this mysterious creature. 1 SUNLIGHT DANCES DOWN THE BLUE expanse of Loch Ness. A light breeze stirs the water where Castle Urquhart guards the curve of the bay. It is a fine, calm day to launch a boat or cast a line. Or is it? Is something out there? An upturned boat? A log? A mass of water plants? Or could it be Nessie—the fabled Loch Ness Monster? 2 For centuries, debate has raged over whether a huge, unknown creature inhabits this mysterious loch—largest, longest, and deepest of three lakes threading Scotland’s wildly beautiful Great Glen. Vikings may have been first to ask the question. Their mythology tells of “water horses” in Scotland’s lochs. The first written account of a lake creature dates back to the sixth century when, says an ancient Latin text, a swimmer was killed by a frightful beast near the lochs north end. St. Columba, on hearing of the attack, rowed out and scolded the monster so severely that never since that time has it been known to repeat such a misdeed. 3 Rumors and whisperings of a “horrible great beastie” continued, century after century. But they were spoken in hushed tones and not often when strangers were about. In the 1930s, however, word of the Loch Ness Monster began to spread. Nessie made a big splash in 1934 when Rupert Gould, a respected scientific writer, published a book called The Loch Ness Monster and Others.

17. THE MYSTERIOUS LOCH NESS MONSTER 4 Residents and visitors to the loch began coming forward with stories of sightings, some from earlier times. An elderly gentleman wrote to Gould, recalling that about 1871 he saw something “like an upturned boat...wriggling and churning up the water.” In a startling land encounter, a London couple driving home from a holiday in 1933 saw an enormous, black “prehistoric animal” loom in front of them, then shuffle into the loch. 5 Stories grew more dramatic, descriptions more specific. The image of Nessie with long neck, multiple humps, and long tail emerged.The first photo of Nessie was snapped by a workman who watched “an object of considerable dimensions” rise out of the dark loch. His photo is believed to be authentic, but it is too blurry to prove anything. A clearer (but, as it turned out, much less authentic) shot of Nessie labeled “the surgeon’s picture” was produced by Robert Wilson, a London doctor. Although years later the photo was proven to be a hoax, it remains the best known likeness of Nessie. Hoaxes (and, possibly, hallucinations) aside, the case for a real Nessie continued to grow. 6 Researchers began using modern tools to find an answer to the riddle. In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera. A photo showed what looked like a big flipper with a bulky, rough-textured body. Although debate still rages, emphasis seems to have shifted from trying to prove whether Nessie exists to determining what she could be. Crypto zoologists (scientists who study mysterious animals) suggest it might be a primitive snakelike whale called zeuglondon, a long-neck seal, or a school of giant eels.

18. THE MYSTERIOUS LOCH NESS MONSTER • 7 • Prevailing opinion, however, favors the idea that Nessie is a plesiosaur, a descendant of dinosaurs long thought extinct but somehow able to survive in the deep loch. Undoubtedly, of course, Nessie is not alone. To have survived for so many centuries, she must be part of a breeding family. In fact, more than one creature has been seen at once—although such sightings are rare. • 8 • The mystery is far from being solved. No one theory fits all data. Scientists even argue about what is actually “data.” No body or body parts identified with the monster have ever been found. And ancient myth may be, after all, simply myth. • 9 • But some photos and films do appear to be authentic. Reported Nessie sightings now number more than 3,000 and counting. Perhaps there is more truth to those old tales than we imagine after all.

19. Name ______________ 7. Which of the following examples in the text support the existence of the Loch Ness Monster? RI.6.1 “In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera.” “A clearer shot of Nessie labeled “the surgeon’s picture” was produced by Robert Wilson, a London doctor.” “No body or body parts identified with the monster have ever been found.” D. “This mysterious loch-largest, longest, and deepest of three lakes threading Scotland’s wildly beautiful Great Glen.” 8. In which paragraph does the author provide an example to support the development of science based research to prove the existence of the Loch Ness Monster? RI.6.3 paragraph 4 paragraph 5 paragraph 6 paragraph 7

20. 9. Which of the following statements disproves the existence of the Loch Ness Monster? RI.6.1 “The first photo of Nessie was snapped by a workman who watched “an object of considerable dimensions” rise out of the dark loch.”. “No body or body parts identified with the monster have ever been found.” C. “Reported Nessie sightings now number more than 3,000 and counting.” D. “In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera.” 10. What is the theme of “The Mysterious Loch Ness Monster”? RI.6.2 After years of sightings, the Loch Ness Monster is still a mystery. Science is an important tool to solve mysteries. There have been many sightings of the Loch Ness Monster. Myths like the Loch Ness Monster are stories told through the ages.

21. 11. Which of the following details support the theme of “The Mysterious Loch Ness Monster”? RI.6.2 “The image of Nessie with long neck, multiple humps, and long tail emerged.” B. “Researchers began using modern tools to find an answer to the riddle.” C. “No one theory fits all data.” “Rumors and whisperings of a “horrible great beastie” continued, century after century.”

22. STITCH ’ER UP! It takes more than horses, cows, cowboys, and cowgirls to make a rodeo. Meet Molly Claussen, a seamstress from Gaston, Oregon, who sews rodeo outfits. THE NEWBERG GRAPHICnewspaper tells about her interesting job. THE CROWD YELLS, the horses gallop in and the girls wear smiles on their faces representing the St. Paul Rodeo, but they also sparkle in the sunlight from their custom made outfits by seamstress Molly Claussen. Horses and rodeos have been a part of Claussen’s life for many years, but it wasn’t until she used her sewing abilities to make outfits for her granddaughter, Stephanie, who was into “rodeo queening” that the hobby took on a new life. “I have always sewed,” she said. “My mother was a good seamstress and I made my own wedding dress when I got married and did all the family’s sewing. I made my own clothes and my daughters—I made their prom dresses.” Claussen, who lives in Gaston, began sewing for rodeo courts after retiring from management in the state’s court system in Hillsboro five years ago. She is now entering her third year of sewing for the St. Paul Rodeo court. In addition, Claussen is kept busy sewing for the Miss Rodeo Oregon competition and courts for the Clackamas County Rodeo, Molalla Buckaroo, Salem Rodeo, and others. “It seems like it’s pretty much year-round now,” Claussen said. “Miss Rodeo Oregon vies in December for Miss Rodeo America and I sewed up until December . . . (then) we try to take a few weeks off.” This year Claussen began sewing in February and has continued nonstop. She finished one deadline for the Rose Parade two days prior to the event. With rodeo courts doing their coronations earlier in the year she is better able to schedule the girls for all of their fittings and meet all of her deadlines. Claussen gets help from her partner, Jerry Hall, who does the embroidery work at their business, located in Claussen’s home, Country Stitchin. “I had no idea what call there was for a seamstress,” Claussen said. “I also do sewing for people who show horses. I was surprise about how much sewing there really is. I love doing it. You don’t mind putting in the hours if you love the work you are doing.”

23. STITCH ’ER UP! Although every rodeo is different, St. Paul annually needs three outfits for the court. Claussen works on the clothes up until the queen’s coronation in May. Each woman has an arena outfit with chaps, a dress outfit for public appearances and a trail shirt. The items are made to mix and match so as not to clash with each other. It also takes a special way of designing the outfits in order for the women to be able to maneuver in them. “Our family grew up with horses and rodeo and I knew what it took to make things pretty and to be able to ride a horse in it,” she said. Generally, the St. Paul Rodeo prefers what Claussen calls retro Western wear. Because she had purchased an industrial sewing embroidery machine and the couple also sews caps and jackets with it, she has been able to use it to sew on leather, adding fringe and sparkles. This year Claussen did something new by adding embroidery on the courts chaps with chap maker Ken Coleman of St. Paul. The two worked together to design the chaps and Claussen embroidered on the heavy leather creating a dramatic effect. But the seamstress approaches her work as more than just sewing a few outfits. “It has to be a gift; like a painter when he’s painting a picture, it’s a feeling and a creation,” she said. “I can use my creativity and I like to make pretty things. I like to sew pretty fabrics and add stones and beads.” Claussen also designs the clothing with inspiration from magazines and pageants; she also gets help from the women themselves. One year a girl even gave Claussen the outfit her grandmother wore while in the court and she was able to make a shirt from it. After all the sewing is complete, the seamstress is able to enjoy the rodeo and admire her hard work. This was the first year the St. Paul Rodeo held a style show in which Claussen’s work was featured, among others. “It was so much fun,” she said. “When you see a woman on stage with your creation on you say, well, that turned out nice.”

24. Name ______________ 13. How does Molly Claussen’ssewing change over the course of the text? RI.6.3 She sews her own wedding dress, she sews as a hobby for her family and then she sews for the rodeo courts. She sews her own wedding dress, she sews for the rodeo courts and then she sews as a hobby for her family. She sews for the rodeo courts, she sews as a hobby for her family and then she sews her own wedding dress. She sews as a hobby for her family, she sews for the rodeo courts and then she sews her own wedding dress. 14. Which example does the author use to introduce Claussen’sinterests in becoming a rodeo seamstress? RI.6.3 “She used her sewing abilities to make outfits for her granddaughter, Stephanie, who was into “rodeo queening”.. “Claussen is kept busy sewing for the Miss Rodeo Oregon competition and courts for the Clackamas Country Rodeo, Molalla Buckaroo, Salem Rodeo, and others.” C. “I have always sewed.” D. “Our family grew up with horses and rodeo and I knew what it took to make things pretty and to be able to ride a horse in it”.

25. 15. All of the following statements would be used in a summary of the text except: RI.6.2 Claussen sews for many rodeo courts. Horses and rodeos were a part of her childhood. Sewing is an art, like painting a picture. D. Claussen works with other designers. 16. What textual evidence supports the quality of her sewing? RI.6.1 “My mother was a good seamstress.” “Our family grew up with horses and rodeo.” “Each woman has an arena outfit with chaps, a dress outfit for public appearances and a trail shirt.” “The St. Paul Rodeo held a style show in which Claussen’s work was featured.”

26. 17. Which of the following statements from the text best captures the theme? RI.6.2 Claussen “ is entering her third year of sewing for the St. Paul Rodeo court.” “You don’t mind putting in the hours if you love the work you are doing.” “It takes more than horses, cows, cowboys, and cowgirls to make a rodeo.” “When you see a woman on stage with your creation on you say, well, that turned out nice.”

27. STOP Close your books and wait for instructions!

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