1 Pre-Assessment for Quarter 3 Reading Informational Text Grade.

1

Pre-Assessment for Quarter 3Reading Informational Text

Grade

2Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond

Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 15

2. Students Assessment b. Page’s 16 – 30

This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning 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 – 15). Read thedirections before giving the assessment.

Print pages 16 – 30 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.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L


Grade 3 SamplePath to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

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-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.

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and

should not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

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).

Scoring Options

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."

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.

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 student’s reflect (such as: What was the question asking, can you rephrase it?).

http://sresource.homestead.com/index.html

Scoring forms are available at:





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 revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Three

a. Writing: Write and Revise (revision of short text)

b. Language: Language and Vocabulary Use (accurate use of words and phrases)

c. Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)


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 1 and 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.

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 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 skills students 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/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond

Note-TakingTeachers....

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.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. 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.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

What ideas and details in the passages explain why humpback whales are special?

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 area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


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 topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


Write one new key idea you learned about the main topic...

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 a key idea about the main topic.

Ask students to look for key details that explain more about the “something new.”

key details give 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 details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

1

2

Grade 1

Explain more key details about the new key idea you learned. You can use words and pictures to tell about it.

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.

3

Remember students will need to have a note-taking form for each passage.

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


Name_____________________ Passage_________________

Write one new key idea you learned about the main topic.

Explain more key details about the new key idea you learned. You can use words and pictures to tell about it.

Grade 1 Note-Taking Form


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

Grade 1Path to DOK - 1

Path to DOK - 2

End Coal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 – Cf DOK 2 – APg DOK 2 – Ch DOK 2 – APm Standard

Path to DOK 2Informational TextLearning Progressions

Recalls the meaning of specific words and phrases asked about a text read and discussed in class.

Use and understand Standard Academic Language: ask, answer, question, determine, clarify, meaning, word, phrases and text.

Select words or phrases connected to a text read and discussed in class when asked. L.1.6

Ask and answer who, what, when, why, and how questions about words and phrases in a text read and discussed in class.

Use language structure (pre/suffixes) and word relationships to help determine the meaning of words. L.1.4bUses frequently occurring root words (looks, looked) to help determine meaning. L.1.4c

Concept Development:Understands that word and phrases have specific meaning in a text.

Use context to help ask or answer questions about the meaning of unknown words or phrases. L.1.4a

L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Grade 1Path to DOK - 1 Path to DOK - 2 Path to DOK - 3

End GoalDOK

Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl DOK 2 - ANs DOK 3 - Cu DOK – 3 EVC

Standard


Retell specific points from a text read and discussed in class.

Understands and uses Standard Academic Language: identify reasons, author, support, points and text.

Answer who, what, when, where and how questions about specific points in a text read and discussed in class.

Concept Development:Understands that reasons are details that tell or explain WHY.

Uses a summarizing sentence frame to explain the reasons of a specific point (i.e., The author said ___ because ___).

Matches teacher-provided reasons to specific points in a text (which reasons explain __?)

Locates relevant points (points that are important) in a new text about a topic.

Identifies the reasons an author gives to support points in a new text (will lead to main idea and key details in upper grades).

RI.1.8 Identify reasons an author gives to support points in an informational text.

Grade 1Path to DOK - 1 Path to DOK - 2 Path to DOK - 3

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - APn DOK 1 - ANo DOK 2 - ANt DOK 3 - ANy Standard


Recall basics facts from two texts read and discussed in class.

Understands and use Standard Academic Language: Similarities, differences, between illustrations, descriptions, procedures and topic.

Answers questions requiring student to explain information found in illustrations, descriptions or procedures.

Concept DevelopmentUnderstands that two texts on the same topic will have similarities and differences.

Identifies or explains the purpose of an illustration, a description or procedure (in general).

Practices locating information from two texts about the same topic (i.e., which text uses an illustration to show ____?).

Lists information found in two texts’ illustrations, descriptions or procedures to obtain and show understanding of a topic (can categorize information on a graphic organizer).

Identify specific text features (titles, captions, etc...)within illustrations,descriptions or procedures in order to answer questions about a text.

Identify basic similarities of two new texts on the same topic.Identify basic differences between two new texts on the same topic.

Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...)

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3evidence of the ability to distinguish relevant from irrelevant information such

as fact from opinion

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4ability to cite evidence to support opinions and ideas

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


11. Tell why the wind is important. Use examples from both articles.

Constructed Response RI.8, Research Target 2

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.1.8 Research Target 4

Research Target 2:Locate, Select, Interpret and Integrate Information.

RI.1.8:Identify reasons an author gives to support points in an informational text.

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information.

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to locate and select information about theprompt. Sufficient evidence that students can find and select information about the prompt would includefacts/details students write about from both passages about what makes wind important. Students should beencouraged to use their notes. 3-5 examples are sufficient (if they are from both passages).

The response: gives sufficient evidence of the ability to interpret and integrate information about theprompt. Students interpret when they select facts as relevant evidence to support the prompt andintegrate when they write about their evidence. Relevant evidence can include that the wind isImportant for a reason. Reasons should be stated (i.e., wind pushes birds, wind makes mountains,

windhelps seeds to grow, wind blows leaves off trees, wind cools us in the summer with a sea breeze, etc...).

Student “Language” Response Example

2

Student gives 3- 5 sufficient reasons as evidence explaining why the wind is important from both passages.The wind is important for a lot of reasons. The wind helps the leaves blow off of trees. In the summer you can feel a soft sea breeze on the beach. That can help you feel not so hot. Did you know wind can help make energy too? The wind blows a windmill’s blades around and around and it helps make a motor go. Wind can even help a bird fly when it pushes it.

1Student gives 1- 2 limited reasons as evidence explaining why the wind is important (limited means few details). The student does use examples from both passages.The wind blows a lot. It makes the beach cool and it makes mountains too.

0 The students does not give enough relevant information to answer the prompt.Wind makes my hair blow. I don’t like it.


12. Tell other facts you learned about the wind from both articles.

Teachers: These are facts not mentioned in question #11. You may clarify this forstudents before they begin this question.

Constructed Response RI.9 Research Target 3

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.1.9 Research Target 2Target 3Evidence of the ability to distinguish relevant fromirrelevant information such as fact from opinion. RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures

Constructed Response Research Rubrics Target 3evidence of the ability to distinguish relevant from irrelevant

information such as fact from opinion

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information (or… such as fact from opinion) about the prompt. Sufficient evidence to determine relevancy would be facts that were not mentioned in the student’s response to question #11. This should have been clarified for students before they began this prompt. Relevant information would be details of how wind is made and any details about how a sea breeze is made (if not mentioned previously). Other relevant information would include details about specific information of how mountains are formed (again if the details were not mentioned previously). 2-3 Facts are sufficient for this prompt.

Student “Language” Response Example

2

Student presents sufficient relevant details (2-3 facts) from bothI learned how wind is made. The sun shines down and makes the land warm. This makes the air warm too so it goes up. Warm air goes up. Then when it goes up it meets the sky where the cold air is. When warm and cold air meet it makes the wind! This is like the sea breeze wind. First the warm air goes up from the beach. Then it meets the cool sea air and makes a sea breeze. The wind blows rocks and dirt too. When this happens it makes mountains. The mountains take many years to become mountains.

1Student presents limited relevant details (1 fact) from 1 passage but much extraneous information.Wind is really neat. I feel wind sometimes and it hurts my ear. Wind happens when cold and warm air meet. I think that’s why when I feel wind sometimes its cold and sometimes its hot.

0Student presents no evidence to distinguish relevant from irrelevant information about the prompt.Wind blows at my school and makes me feel bad.


Quarter 3 Pre-Assessment Selected Response Answer Key

Question 1 Which phrase tells what wind is ? C

Question 2 The wind pushes the birds in the right direction. What word means aboutthe same as pushes? A

Question 3 Which words in the sentence tell you what a breeze is? D

Question 4 Which sentence tells the most about wind? C

Question 5 Why does the author tell readers about warm and cool air? Select the best reason. B

Question 6 Why does the author of What Can Wind Do? tell that wind turnsthe windmill blades? A

Question 7 What did the article What Can Wind Do? say the wind can help push? B

Question 8 Why is Article 1 (What Can Wind Do), better than Article 2 (Wind) to explain why wind is important? A

Question 9 Which paragraph can tell you about soft wind? C

Question 10 How are the articles What Can Wind Do and Wind the same? D

Question 11 Constructed Response

Question 12 Constructed Response

Write and Revise

Question 13 Which sentence could be added to this paragraph? B

Question 14 Which word could be used to replace new? B

Question 15 Which is the correct way to write this sentence? A


Pre-Assessment for Quarter 3Reading Informational Text

Name ____________________

Grade


Student Directions:

Part 1

Your assignment:You will read two texts about wind.

1. Read both articles.

2. Take notes about the articles.

3. Answer the questions.


WindArticle 1

1Air is All Around YouDid you know that air is all around you? When air moves it makes wind.You can feel wind on your face. You can see wind blow leaves off a tree.

2What Makes the Wind?Have you ever wondered what makes the wind?The sun heats the land. The warm land air goes up to the sky and clouds.Cool air is in the sky. When the cool air meets the warm air it makes the wind.

3What Makes a Sea Breeze?Do you like hard winds or soft winds? Some winds blow very hard but some winds blow softly. Soft blowing wind is called a breeze. If you feel a soft wind in the summer at the beach, it is a sea breeze. Warm beach air goes up to the sky. The air above the sea is cool. When the cool sea air meets the warm beach air it makes a sea breeze wind.

1. Sun warms the land.2. Land warms the air.3. Warm air rises.4. Cool air moves down

to meet the warm air.

Grade Equivalent 1.2Lexile: 520


What Can Wind Do? Article #2

Did you know that wind is very important? What can wind do?

1Wind Makes MountainsWhen wind blows and blows it picks up rocks and dirt and moves them to another place. This makes mountains. It takes many years for mountains to form.

2Wind Helps PlantsWind helps plants. It can make new plants by blowing their seeds to new places.

3Wind Pushes BirdsBirds know where to fly because the wind pushes them in a certain direction. Wind can help push airplanes and kites too.

4Wind Makes EnergyWindmills need wind to help make energy. First the wind blows. The wind moves the windmill’s blades. Then the blades turn around and around. When this happens it starts a motor. The motor helps make energy.

Grade Equivalent 1.5Lexile: 580


Name ______________

1. Which phrase tells what wind is?

A. a breeze

B. blowing seeds

C. air that moves

D. warm air

2. Read the sentence. The wind pushes the birds in the right direction.

What word means about the same as pushes? A. moves

B. stops

C. jumps

D. starts

Toward RI.1.4 DOK 1 – CfAsk and answer who, what, when, why, and how questions about words and phrases in a text read and discussed in class. 1

Toward RI.1.4 DOK 2 – APgUse language structure (pre/suffixes) and word relationships to help determine the meaning of words. L.1.4bUses frequently occurring root words (looks, looked) to help determine meaning. L.1.4c 2


3. Read the sentence:

Soft blowing wind is called a breeze. Which phrase in the sentence tell you what a breeze is?

A. blowing wind

B. Wind is

C. called a wind

D. soft wind

Toward RI.1.4 DOK 2 – APnUse context to help ask or answer questions about the meaning of unknown words or phrases. L.1.4a

3

4. Which sentence tells the most about the wind?

A. Some winds blow hard.

B. Some winds are soft.

C. Wind can do many things.

D. You can feel wind on your face.Toward RI.3.8 DOK 2 - CiUses a summarizing sentence frame to explain the reasons of a specific point.

4


5. Why does the author tell readers about warm and cool air? Select the best reason.

A. To help the reader know how warm air feels.

B. To help the reader understand what makes the wind.

C. To help the reader understand about cool air.

D. To help the reader know that wind blows.

Toward RI.3.8 DOK 2 - ClMatches teacher-provided reasons to specific points in a text (which reasons explain __?)

5

6. Why does the author of What Can Wind Do? tell that wind turns the windmill blades?

A. The author wants to tell how wind helps make energy.

B. The author wants to tell what a blade is.

C. The author wants to tell how blades turn.

D. The author wants to tell what makes wind.

Toward RI.3.8 DOK 3 - CuIdentifies the reasons an author gives to support points in a new text (will lead to main idea and key details in upper grades). 6


7. What did the article What Can Wind Do? say the wind can help push?

A. sky, clouds, and leaves

B. birds, airplanes, and kites

C. air, birds, and plants

D. sky, kites and airToward RI.3.9 DOK 1 - CfAnswers questions requiring student to explain information found in illustrations, descriptions or procedures.

7

8. Why is Article 1 (What Can Wind Do), better than Article 2 (Wind) to explain why wind is important?

A. What Can Wind Do tells how wind can help but, Wind tells about how wind is made.

B. What Can Wind Do tells about mountains but, Wind tells about sea breezes.

C. What Can Wind Do tells about plants but, Wind tells about leaves.

D. What Can Wind Do tells about birds but, Wind tells about wind on your face.

Toward RI.3.9 DOK 2 - Cl

Practices locating information from two texts about the same topic (i.e., which text uses an illustration to show ____?).

8


Toward RI.3.9 DOK 1 - ANoIdentify specific text features (titles, captions, etc...)within illustrations, descriptions or procedures in order to answer questions about a text.

9

9. Which paragraph can tell you about soft wind?

A. What Makes the Wind

B. Wind Helps Plants

C. What Makes a Sea Breeze

D. Wind Makes Energy

10. How are the articles What Can Wind Do and Wind the same?

A. Both texts tell about wind and birds.

B. Both texts tell about mountains and breezes.

C. Both texts tell about kites and wind.

D. Both texts tell facts about the wind.

Toward RI.3.9 DOK 3 - ANyAnalyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc...)

10


11. Tell why the wind is important. Use examples from both articles. RI.1.8, Research Target 2

12. What facts did you learn about the wind from both of the articles?

RI.1.9, Research Target 3


13. Read the paragraph below. (Write and Revise W.2)

Did you know that air is all around you? When air moves it makes wind. You can feel wind on your face. You can see wind blow leaves off a tree.

Which sentence could be added to this paragraph?

A. I do not like the wind.

B. You can hear the wind blow hard.

C. Air can be very cold.

D. I like to learn about the wind.

14. Wind can make new plants by blowing their seeds to new places. (Write and Revise L.6)

Which word could be used to replace new?

A. same

B. different

C. like

D.old


15. Read the sentence below. (Write and Revise L.2.c)

The wind can help push kites airplanes and birds.

Which is the correct way to write this sentence?

A. The wind can help push kites, airplanes, and birds.

B. The wind can help push kites airplanes and, birds.

C. The wind can help push kites airplanes, and birds.

D. The wind can help, push kites, airplanes, and birds.


STOPClose your books and wait for instructions!


DOK 3 - CuI can find the reasons an author gives to support specific points about something.

0 1 2 3Tell other facts you learned about the wind from both passages.

StandardRI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

DOK 1 – CfI can ask and who, what, when, why, and how questions about new words or phrases in text.

DOK 2 – APgI can use root words to know what a word means or how it should be used.

DOK 2 – APnI can find clues to help me figure out what words mean.

DOK 2 - ClI can match the reasons to specific points about something.

StandardRI.1.8 Identify reasons an author gives to support points in an informational text.

DOK 2 - CiI can summarize (with reasons) why an author tells about something.

DOK 2 - ClI can find information in two texts about the same topic.

DOK 1 - CfI can answer questions about information in pictures, words or directions.

DOK 3 - ANyI can find information about the same topic from two texts and explain how the information is the same and different.

StandardRI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures.

Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.

Color your score blue.

0 1 2 3Tell why the wind isimportant. Use examplesfrom both texts.

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87 10

1 2

11

Write and ReviseWrite and Revise questions are components of constructed response preparation.

W.2 Which sentence could be added to this paragraph?

L.2.4aWhich word could be used to replace new?

L.2.2bWhich is the correct way to write this sentence?

13 14 15

12

DOK 1 - ANoI can find information in titles, captions and other informational text features.

9


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Date post:	25-Dec-2015
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1 Pre-Assessment for Quarter 3 Reading Informational Text Grade.

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