Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

1. Grade Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 19 • Students Assessment • Page’s 20 – 37 • This booklet is intended for pre-assessing reading informational standards RI3,6 and 9 at the beginning of the fourth 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 – 19). Read the • directions before giving the assessment. • Print pages 20 – 37 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 students 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, pre-assessment 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)

5. Important Please Read Before Starting Assessment • Quarter Four Completing a Performance Tasks Part 1 Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2. Teacher Directions for Part 1: Be sure students have a note-taking page for each passage. Review how to take notes before the assessment. You may choose to practice using the note-taking page throughout the quarter during regular classroom instruction. Students have directions in their assessment booklet. Remind them to read their directions (these are written very similar to SBAC’s assessment directions). Key Components of Part 1: 1. 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 teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, 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.

6. Note-Taking in Part 1 of a Performance Task 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.

7. 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

8. Grade 1 Write one new key idea you learned about the main topic. . . 1 Instruct students to look at a part of the passage they liked or one you’ve chosen for them (a paragraph or section). Ask students “Does this part of the paragraph or section tell you something new about the main topic? (remind them of the main topic). This is akey ideaabout the main topic. Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. • Ask students to look for key detailsthat explain more about the “something new.” • key detailsgive evidence to support a key idea(or idea). • Example if the main topic is about dogs and ... • “The dog likes to play,” (is the key Idea), • Then some key detailsmight be: • the dog likes to play fetch. • the dog likes to play with the ball. 2 Remember students will need to have a note-taking form for each passage. 3 • Differentiation: • In grade one you can scaffold students by staring with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. • Students who need more direct instruction – teach each part in a mini lesson. These concepts can be taught separately: • Main topic • Key Ideas • Key Details • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

9. Name_____________________ Passage_________________ Write one new key idea you learned about the main topic. Grade 1 Note-Taking Form Explain more key details about the new key idea you learned. You can use words and pictures to tell about it.

10. Options for Part 2 of a Performance Task Writing a full-composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition. Part 2 In Part 2of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.” Teacher Directions for Part 2: Be sure students have reviewed how they will be scored on their full informational composition beforethe assessment (discuss the student rubric). Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction. Students should be familiar enough with your classroom writing process routine (write-revise-edit – standard W.5), before writing a full composition. Key Components of Part 2: Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please supply paper for your students. Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment.

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

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

17. Quarter 4 Pre-Assessment Research Constructed ResponseAnswer Key Constructed Response RI.1.3 Research Target 3 • 11. Do birds use their wings, if they can’t fly or fly just a little? Use examples from the texts to explain.

18. Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.1.9, Research Target 2 • How are the 2 texts the same? How are they different? Use examples from the texts to explain

19. Quarter 4 Pre-Assessment Selected Response Answer Key

20. Grade Pre-Assessment for Quarter 4 Reading Informational Text Student Form Name ____________________

21. Student Directions: Part 1 Your assignment: You will read two texts about birds. Read both texts. Take notes about the texts. Answer the questions. Part 2 Your assignment: You are going to the zoo. How will you know which animals are birds at the zoo? Explain how you will know using facts and details from the texts. Plan your writing. You may use your notes and answers. Write – Revise and Edit your first draft. Write a final draft about how you will know which animals are birds at the zoo. How you will be scored 1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense? 2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read and understand? 3. Conventions: Did you follow rules for capitals, punctuation and spelling?

22. What Makes a Bird? What is a bird? All birds have some things the same. What do all birds have? What do birds look like? Backbones All birds have a backbone. All birds have feathers. The feathers keep them warm. Some feathers help birds fly. All birds have a beak. It is called a bill. Birds use their bills for carrying, drilling and preening. All birds have wings. Even birds that do not fly have wings! Some wings are used for swimming. Wings have different colors and help us identify the kind of bird it is. All birds have two legs All birds have two legs for perching, walking, hopping or running. Some birds have thing long legs. Some have thick powerful legs. What can all birds do? All birds can navigate well Even birds that don’t fly. This means they can fly for many miles and not be lost. Birds that do not fly use navigation to find the same food or nesting sites. All birds lay eggs Egg sizes, shapes and colors are different for each bird. Some birds lay many eggs and some only one. All birds talk to each other Sometimes they talk in songs or calls. Mom birds talk to the babies. Only birds have all these features. Birds may have differences but only birds have all these features.

23. Do all Birds Fly? Birds that Do Not Fly The mighty ostrich can not fly. It is the largest living bird. The ostrich uses its wings to fan and cool its eggs. All birds have wings. All birds have feathers. But some birds fly only a little and some birds do not fly at all! A penguin can not fly. A penguin’s wings are better for swimming and diving. Birds that Fly a Little Chickens can fly, but just a little. Their wings are too small to fly for long. They use their wings to fly away from danger. They flap their wings and jump high. Peacocks can fly, but just a little. They can fly up into trees to get away from danger. Like chickens, when they fly it looks like they are jumping.

24. Why don’t birds get lost? They use their wings. They can navigate well. They do not fly far from their nests. They talk to each other. 1 What is one way birds can be different from each other? Some have thin legs and some have thick legs. Some birds do not have beaks. Some birds lay eggs and some birds do not. Some birds do not have feathers. 2

25. 3. What kind of bird flaps its wings to jump high? Birds that can fly. Birds that can’t fly. Birds that can fly a little. Birds with large wings. 3 4. What does a bird use for drilling? its wings its legs its feathers its beak 4

26. What might birds do when they navigate? The birds might fly in a V shape. The birds wings flap up and down. They fly up into trees to get away from danger. The birds fly to jump high. 5 What are two kinds of birds that do not fly? peacocks and penguins ostriches and penguins chickens and ostriches chickens and peacocks 6

27. What can keep birds warm? • Mother birds keep the babies warm. • Birds wings help keep them warm. • Nests help keep birds warm. • Feathers can keep birds warm. 7 What can you learn from both texts about birds that do not fly. Birds that do not fly navigate to find food. Some birds that do not fly use their wings to fan and cool eggs. Some birds that do not fly use their wings for swimming. Birds that do not fly navigate to find where to make a nest. 8

28. Which picture shows a bill? A. B. C. D. 9 • What information in What Makes a Bird? is not found in Do all Birds Fly? • “Some wings are used for swimming.” • “Egg sizes, shapes and colors are different for each bird.” • “All birds have wings.” • “All birds have feathers.” 10

30. 13. Read the paragraph below. (Write and Revise W.2) Did you know that some birds do not fly? A penguin does not fly. A robin can fly. An ostrich does not fly. Which sentence does not belong in the paragraph? Did you know that some birds do not fly? A penguin does not fly. A robin can fly. An ostrich does not fly. • The ostrich uses its wings to fan and cool its eggs. (Write and Revise L.6) • Which word or phrase could be used to replace fan? • block air from • blow air on • cover • grow

31. 15. Read the sentence below. (Write and Revise L.2.c) maria and tomas will go to see the new birds at the zoo on monday. Which is the correct way capitalize this sentence? A. Maria and tomas will go to see the new birds at the zoo on monday. B. maria and Tomas will go to see the new birds at the zoo on monday C. Maria and Tomas will go to see the new birds at the zoo on monday D. Maria and Tomas will go to see the new birds at the zoo on Monday.

32. Your assignment: You are going to the zoo. How will you know which animals are birds at the zoo? Explain how you will know using facts and details from the texts. Plan your writing. You may use your notes and answers. You may use a graphic organizer. Write – Revise and Edit your first draft. Your teacher will give you paper. 3. Now you will write your final draft to show how you know which animals are birds at the zoo. You may use your notes, graphic organizer and the questions you answered to finish writing your final draft.

35. STOP Close your books and wait for instructions!

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

37. 2 3 1 6 5 4 7 9 8 10 11 12