Grade 4 Teacher Directions C ommon F ormative A ssessment

1. Quarter Two Reading Informational Text Grade 4 Teacher Directions Common Formative Assessment

2. Quarter Two Informational Text Common Formative Assessments Team Members and Writers Deborah Alvarado Ginger Jay Sara Retzlaff Haley Christensen Jenn Johnson Jami Rider Lindsay Crowell Laycee Kinsman Jennifer Robbins Monica Darnall Berta Lule Martha Rodriguez Diane Dow Alfonso Lule Jill Russo Liana Duran Heather McCullum Brent Saxon Carrie Ellis Gina McLain Leslie Sell Sheri Fisher Shawna Munson Erin Shepherd Lindsay Garcia Gustavo Olvera Niki Thoen Stephanie Gerig Christina Orozco Erin VanDyke Brooke Godfrey Gina Paulson StephanieWilkerson Christine Goldmann Teresa Portinga Christina Walters Jamie Goldstein Judy Ramer Melissa Hancock Erin Reamer Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniel’s and her amazing editing skills.

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 10 • Student Assessment (can be printed in a small booklet form) • Pages 11 – 30 • This material is intended for assessing reading informational standards RI - 5,6 and 7 at the end of quarter two. Do NOT allow students to read the passages before the assessment. In quarter two, students are also assessed on Write and Revise (see page 5). • Student scores for the common formative assessments can be recorded on the Class Assessment Summary Sheet. • 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 30 pages – then divide it into two sections (teacher and student). The student booklet would be on regular 8 ½ X 11. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 11 – 30 in small student 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. • Not 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. • 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. • Assessment Class Summary Sheet (scoring) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5). • When students have completed the constructed response score ONLYwith a number from (0 – 3) as indicated by the constructed response rubric. • Write and Revise • The special section for Write and Revise includes six selected response questions. Write and Revise questions are not included on the assessment summary sheets. They are for your information and instruction. • DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are 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 27. • The last page in the student booklet is a reflection page (page 28). This last page is a reflection page for the students to think about what they missed and why. • 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: • Ideas/Suggestions: • What did you not understand about the question? • Underline words you did not understand. • Rephrase the question.

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 two includes three write and revisecategories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Student results are for the teacher’s information and are not part of the assessment summary. Quarter 2 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two 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) Quarter 3 Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

6. 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.

7. Quarter 2 CFA, Constructed Response Constructed Response RI.4.5 6. Describe the overall structure that the author used in this article about Helen Keller. Give at least three examples from the text to support your answer. Scoring [Notes:]“Teacher Language” Student gives essential elements of a complete interpretation: It clearly states that chronological order is the overall structure that the author used. It describes the overall structure of events in Helen’s life in a clear and logical way. Aspects of the Task/Evidence: Students must state chronological order as the overall structure used by the author for any points to be given. At least 3 or more examples in chronological order are cited from the text. Focused and organized, consistently addressing: Sentences vary in length with a consistent focus on chronology of events in Helen’s life.

8. Quarter 2 CFA, Constructed Constructed Response RI.4.6 13. What did the author want us to learn from his article compared to what Helen wanted us to learn from her speech? How are these types of information similar or different? Scoring [Notes:]“Teacher Language” Student gives essential elements of a complete interpretation: Know that the type of information the biographer used were facts and events in Helen’s life. Helen’s speech gave counsel and lessons learned throughout her life. Both texts are about her life, but one is informational and the other is reflective. The biography has a broad audience whereas the speech was intended for a particular group of school children. Aspects of the Task/Evidence: Specific ways that these texts are similar: both are about Helen Keller’s life and experiences, both talked about some outcomes for her struggles. Differences may include the biography lists specific events in Helen’s life while the speech shares Helen’s reflections from things she has learned through her struggles. Focused and organized, consistently addressing prompt:The sentences vary in length and interest depending on the point the student is making about the topic.

9. Quarter 2 CFA, Constructed Response Constructed Response RI.4.7 18. Explain what role Anne Sullivan played in Helen Keller’s life. Use examples from the timeline. Scoring [Notes:] “Teacher of Rubric Talk” Student gives essential elements of a complete interpretation: The essential element for a complete interpretation is in the descriptions of the role Anne Sullivan played in Helen Keller’s life. Examples from the timeline should be associated as support of that role. Aspects of the Task/Evidence: Tasks or evidence of the interpretation reference timeline dates and facts. Timeline “facts” that are specific to the role Anne played in Helen’s life should include 1887 (Anne taught Helen to spell with her hands), 1888 (Anne taught Helen to read and write in Braille) and 1900 (Anne attended college with Helen). Other dates can be mentioned if they attribute Helen’s life events as a consequence of Anne’s support in some way or inference (although this is not required). Focused and organized, consistently addressing: Students sentences are organized sequentially following the timeline and have varied lengths and structures as needed.

10. Quarter 2 CFA Selected Response Answer Key

11. Quarter Two Reading Informational Text Grade 4 Common Formative Assessment Name_________________

12. Text 1 Helen Keller (A Biography) Helen Keller was born June 27, 1880, in Tuscumbia, Alabama. Though not wealthy, her father owned a cotton plantation, and was the editor of a weekly newspaper called The Alabamian. Helen’s growth was normal until she was 19 months old when she became very ill with a high fever. Helen’s doctors did not know what was wrong with her but told her parents that she would probably die. Doctors now believe that Helen most likely had scarlet fever or meningitis, diseases that cause high fevers. Helen’s high fever eventually went away, and it looked like she would get better, but Helen’s mother noticed that she did not respond to sounds like the dinner bell, and she did not blink if somebody waved a hand in front of her face. Helen survived the illness but lost her eyesight and hearing. Helen was blind and deaf. Helen was frustrated because she could not see or hear and had to rely on touch to discover the world. This frustration led to many behavior problems; Helen had terrible temper tantrums and horrible table manners. At dinner, she would move around the table eating off everyone’s plates. Her relatives thought she needed to be placed in an institution because her parents could not control her. Helen’s mother decided to look for help, and she found a doctor who specialized in the deaf and blind. This doctor told her to contact Dr. Alexander Graham Bell, the inventor of the telephone, who also worked with the deaf. Dr. Bell believed Helen could be taught, and he helped her mother find Anne Sullivan, a teacher. Anne suffered from vision problems herself but had operations to improve her eyesight. Despite the operations, Anne had trouble finding a job. When the offer came to teach Helen, Anne agreed even though she had no experience teaching the deaf and blind. Anne began by teaching Helen to finger spell and by trying to correct Helen’s bad behavior. Helen’s behavior improved, but she did not truly understand finger spelling until April 5, 1887, when Anne poured water into one of Helen’s hands and finger spelled the word water on the palm of Helen’s other hand. Helen finally understood what Anne was saying, and from that point, Helen quickly learned hundreds of words. EnglishforEveryone.org

13. Name ______________ • According to the text, what was the overall effect of Helen’s childhood fever? RI.45 • Helen survived, but lost her eyesight and hearing • Helen’s growth was normal until she was 19 months old. • Helen’s parents thought she would die. • Alexander Graham Bell helped Helen’s mother find Anne Sullivan. • Why is chronological order a good way to organize the information in this text? RI4.5 • It shows the problems and solutions in Helen’s life. • It compares Helen’s life to Anne’s. • It describes the events in Helen’s life in a clear and logical way. • It shows that Helen became blind and deaf because of her fever.

14. Helen had a problem of bad behavior. According to the text what was the solution? RI.4.5 • Helen moved around the table eating off everyone’s plate. • Alexander Graham Bell invented the telephone. • Anne Sullivan had an operation to improve her eyesight. • Helen’s parents hired Anne Sullivan to teach Helen. • According to the text, how are Helen’s and Anne’s lives similar? RI.4.5 • They both became ill from a high fever. • Helen and Anne both had vision problems. • They both suffered from poor hearing. • Helen and Anne both had an operation for their eyesight.

15. At first Helen did not understand finger spelling. How did Anne solve this problem? RI.4.5 • Anne waved a hand in front of her face. • Anne poured water on Helen’s hand while finger spelling the word “water”. • Anne taught Helen hundreds of words. • Anne taught Helen how to use the Braille alphabet.

16. Text 2 Address to the 1,200 School Children, delivered before the Adelaide Town Hall at Adelaide, South Australia (June 30, 1948) Transcription"Address to the 1,200 School Children“ Helen Keller Dear Boys and Girls- I am always happy when I am among young people. I cannot see your bright faces or hear your merry voices, but I feel your loving interest. Just now you are learning many wonderful things about the world we live in, and the splendid tasks you will perform when you [are older]. Your teachers are planting a [perfect] world in your hearts, and I hope you will hold fast to it in the days to come. It has been said that to [do] what is [right] is difficult, but the very effort to gain it creates character and strength. Only through overcoming [problems] can you accomplish anything worthwhile. We think little of what we win easily. It is struggle that gives victory its [value].

17. 7. What kind of information does Helen Keller focus on in her speech ? RI.4.6 • how she cannot see them • the splendid tasks you will do when you are older • to do what is right is difficult • lessons from doing hard things in her life 8. What kind of information does the biographer focus on in the text Helen Keller? RI.4.6 the illness that causes her disability things that she did to improve life for deaf and blind people how she learned to read and write D. facts about her life and early challenges

18. 9. What information does the biographer give us that • Helen does NOT share in her speech? RI.4.6 • Helen was blind and deaf. • Teachers teach you amazing things. • She improved life for deaf and blind people.  • Helen believes that working hard is valuable. • 10. Helen said, “Only through overcoming problems can you accomplish anything worthwhile.” Which of Anne’s actions did the most to help Helen overcome her problems? RI.4.6 • Anne suffered from vision problems herself, but had operations to improve her eyesight. • Anne corrected Helen’s bad behavior and taught her to finger spell and read Braille. • Anne went to college with Helen. • Helen and Anne worked together for many years making the country a better place for the blind and deaf.

19. 11. Which quote from the biography (text 1) best supports Helen’s statement from text 2, “Only through overcoming problems can you accomplish anything worthwhile.”? RI.4.6 • “Helen’s doctors did not know what was wrong with her but told her parents that she would probably die.” • “Dr. Bell believed Helen could be taught and helped her mother find Anne Sullivan, a teacher.” • “Anne began by teaching Helen to finger spell and by trying to correct Helen’s bad behavior.” • “Helen eventually learned Braille…and even went on to graduate from college.”

21. The Life of Helen Keller (A Timeline)

22. 13. How does the timeline help you understand Helen Keller’s life? RI.4.7 • It tells the year Helen Keller was born. • It shows where Helen Keller lived at different times in her life. • It states some of the problems that Helen Keller had to overcome. • It shows the order of major events in Helen Keller’s life. • 14. Which of these statements is the first sign that Helen Keller overcame a struggle? RI.4.7 • Helen Keller lost her hearing and sight due to an illness. • Helen Keller wrote her first book. • Helen Keller learned to read and write in Braille. • A movie was made about Helen Keller’s life.

23. 15. What event explains why Helen Keller’s parents hired a teacher? RI.4.7 • Helen was born on a farm in Alabama. • Helen lost her hearing and sight due to illness • Helen entered Radcliffe College. • Helen wrote a book about her life.   • 16. What was one reason Helen was able to attend college? RI.4.7 • Helen wrote 13 books. • Annie attended classes with her. • Helen was born on a farm in Alabama. • Helen’s first book was “A Story of My Life.”

24. 17. How does the timeline help readers to understand how long it took Helen to prepare for college? RI.4.7 • From the time Helen learned to read until the time she first went to college was 15 years. • Helen prepared for college by learning to read and write in Braille and working with Annie. • Helen lost her hearing and sight when she was only two years old. • The timeline shows dates and times of events in Helen’s life.

25. 19. Read the paragraph below. (Write and Revise W.2a) Read and Write with Braille In 1800, most people thought blind people would never be able to read.  Louis Braille thought differently. Louis loved to play on his family’s farm. Louis Braille invented the Braille alphabet for the blind. He used just six dots! Which of the following sentences does not support the paragraph? In 1800, most people thought blind people would never be able to read.  Louis loved to play on his family’s farm. Louis Braille invented the Braille alphabet for the blind. He used just six dots! 20. Read the paragraph below: (Write and Revise L.2b) Braille is a raised dot alphabet. The dots are raised off the paper like little bumps. Braille is very helpful. A blind person can feel the raised bumps and read. Which sentence does not support how Braille works? Braille is a raised dot alphabet. The dots are raised off the paper like little bumps. Braille is very helpful. A blind person can feel the raised bumps and read.

26. The two underlined words in the paragraph need to be changed to make them more specific and appropriate. (Write and Revise L.3a) Read the paragraph. Then answer the questions below. Beth and her mother live in France. Beth is blind. Beth and her mother went to visit the Louis Braille Museum. Louis Braille is the inventor of the Braille alphabet. His Braille code helped blind people throughout the world be able to read. The stone house in which he was born is now a museum. It can be visited in Coupvray, France. The museum is very goodfor those who use Braille to read and write. Beth thinks the museum is awesome! 21. What is an appropriate word to replace good? special okay unusual fine 22. What is a more specific word to replace awesome? acceptable cool perfect neat

27. 23. Read the sentence below. (Write and Revise L.3b) School’s select _________ for the ways they help the students learn. Which is the correct word to fill in the blank? A. teacher’s B. teachers C. teachers’ D. teachers’s 24. Which of the following sentences are punctuated correctly? (Write and Revise L.2b) “I enjoyed the Braille museum said Beth.” B. I enjoyed the Braille museum, “said Beth.” C. I enjoyed the Braille museum, said Beth. D. “I enjoyed the Braille museum,” said Beth.

28. STOP Close your books and wait for instructions!

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