INTERIM ASSESSMENT

2014-2015Teacher Directions

Third Grade

Debbie Alvarado Jamie Lentz Judy Ramer

Tammy Cole Alfonso Lule Irma Ramirez

Carrie Ellis Berta Lule Sara Retzlaff

Dori George Sandra Maines Jean Summers

Heather Girad Heather McCullum Nikki Thoen

Jamie Goldstein Gina McLain Maritza Dash

Raquel Lemus Teresa Portinga Jill Russo

Editor: Vicki Daniels (Thank you for all you do and your amazing editing skills!)

2014-2015 Interim Assessment WritersThis assessment is comprised of 50% literature and 50% informational text. The team members developed the selected and constructed response questions/prompts according to each standard’s Depth of knowledge (DOK), following the Hess CR Matrix.

The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy.

This assessment contains 20 total questions including 18 Selected Responses and 2 Constructed Responses. Selected Responses are 1 point each and Constructed Responses are 2 points each.

Assessment Targets

DOK-2Key Ideas – Details

Standard 1

DOK-2Central IdeaStandard 2

DOK 3-4Reasoning

Standards 3,6

DOK 2-3Text Structures

Standards 5,7

• 2 Literature SRs• 2 Informational SRs

• 2 Literature SRs• 2 Informational SRs

• 2 Literature SRs• 2 Informational SRs• 1 Literature CR• 1 Informational CR

• 3 Literature SRs• 3 Informational SRs

Total: 4 Total: 4 Total: 6 Total: 6

Possible Points: 4 Possible Points: 4 Possible Points: 8 Possible Points: 6

Directions:• Students read the passages• Students answer the SR and CR Questions.• *If you are not doing the performance task have students answer questions #1-20 only.• If you are not doing the performance task your students will stop on the red “stop sign.”

Grades K – 2

Students in kindergarten should have the passages read to them as a listening comprehension assessment.

Students in grades 1 – 2 should read the passages independently if they can; however, students not reading at grade level may have the passages read to them.

Grades 3 – 6

Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.

Grade 3

Literature Standard St. 1 St. 2 St. 3 St. 5 St. 6 St. 7

DOK Level 2 2 3 2 3 2

Informational Standard St. 1 St. 2 St. 3 St. 5 St. 6 St. 7

DOK Level 2 3 2 2 3 2

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Optional Performance Task Directions

*If you are not doing the performance task have students answer questions #1-20 only.

Important Note: This assessment has an Optional Performance Task ( it will not be recorded to Synergy). The purpose of the Performance Task (PT) is to allow those teachers to give a PT to students, if so desired, as an instructional experience.

Students should have access to spell-check resources but no grammar-check resources. Students can refer back to their passages, notes and 2 research constructed responses, as often they’d like if they are participating in the Performance Task.

Directions for Performance Task please do Part 1 before beginning the assessment.Part 11. A Classroom Activity (30 Minutes)

You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture). The classroom activity DOES NOT pre-teach any of the content that will be assessed!

2. Read literary and informational passages (30 minutes)Remind students to take notes as they read. During an actual SBAC assessment students are allowed to

keep their notes as a reference in order to complete their performance task.3. Answer the selected and constructed response questions.

Part 2 (after questions #1-20)• A Full-Composition (70 Minutes)15 minute break70 Minutes4. Students write their full composition (informational piece).

SCORINGAn Informational Rubric is provided for the performance task. Students receive three scores:

1. Organization and Purpose2. Evidence and Elaboration3. Conventions

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Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

ConventionsStatement of

Purpose/Focus Organization Elaboration of

EvidenceLanguage and

Vocabulary

4Exemplary

The response is fully sustained and consistently and purposefully focused:

• controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained.

• controlling idea or main idea of a topic is introduced and communicated clearly within the context .

The response has a clear and effective organizational structure creating unity and completeness:

• use of a variety of transitional strategies logical progression of ideas from beginning to end.

• effective introduction and conclusion for audience and purpose.

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details:

• use of evidence from sources is smoothly integrated comprehensive, and relevant .

• effective use of a variety of elaborative techniques .

The response clearly and effectively expresses ideas, using precise language:

• use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose.

The response demonstrates a strong command of conventions:

• few, if any, errors are present in usage and sentence formation.

• effective and consistent use of punctuation, capitalization, and spelling.

3Proficient

The response is adequately sustained and generally focused:

• focus is clear and for the most part maintained, though some loosely related material may be present.

• some context for the controlling idea or main idea of the topic is adequate.

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:

• adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end.

• adequate introduction and conclusion

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:

• some evidence from sources is integrated, though citations may be general or imprecise .

• adequate use of some elaborative techniques .

The response adequately expresses ideas, employing a mix of precise with more general language.

Use of domain-specific vocabulary is generally appropriate for the audience and purpose.

The response demonstrates an adequate command of conventions:

• some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed.

• adequate use of punctuation, capitalization, and spelling.

2Developing

The response is somewhat sustained and may have a minor drift in focus:

• may be clearly focused on the controlling or main idea, but is insufficiently sustained.

• controlling idea or main idea may be unclear and somewhat unfocused .

The response has an inconsistent organizational structure, and flaws are evident:

• inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end.

• conclusion and introduction, if present, are weak.

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:

• evidence from sources is weakly integrated, and citations, if present, are uneven.

• weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language:

• use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose.

The response demonstrates a partial command of conventions:

• frequent errors in usage may obscure meaning.

• inconsistent use of punctuation, capitalization, and spelling.

1Emerging

The response may be related to the topic but may provide little or no focus:

• may be very brief may have a major drift focus.

• may be confusing or ambiguous .

The response has little or no discernible organizational structure:

• few or no transitional strategies are evident .

• frequent extraneous ideas may intrude .

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:

• use of evidence from the source material is minimal, absent, in error, or irrelevant .

The response expression of ideas is vague, lacks clarity, or is confusing:

• uses limited language or domain-specific vocabulary.

• may have little sense of audience and purpose .

The response demonstrates a lack of command of conventions:

• errors are frequent and severe.

• meaning is often obscure.

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Grades 3 - 5: Generic 4-Point Informational/Explanatory Writing Rubric Performance Task

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Interim Research Constructed Response Answer Key

Constructed Response Research Rubrics Target 4ability to cite evidence to support opinions and/or ideas

Question #10 Prompt: “The Astronaut’s Diary” describes the life of an astronaut. At the end the narrator states “it’s a hard life.” Do you agree or disagree with the narrator? Use examples from the diary to support your answer.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support the student’s response. Student can either agree with the idea that an astronaut has a hard life or disagree with the idea that an astronaut has a hard life as long as examples from the text are used as support. Evidence from the text that supports the idea that the astronaut has a hard life can include: (1) there was so much work that they slept in shifts getting to the space station and at the space station, (2) Each person has to take turns staying awake getting to the space station and at the space station (3) any other detail about the work they have to do. Evidence from the text that supports the idea that the astronauts do not have a hard life can include: (1) they had real beds on the space station, (2) they shared the work, (3) they had better food, (4) any other positive detail about being an astronaut.

Student “Language” Response Example

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I agree that the astronauts have a hard life. To get to the space station they had to fly all night and someone had to be awake. At the space station they also had to stay awake to get the work done. There was always a lot of work both getting to the space station and on the space station. ORI disagree that the astronaut’s have a hard life. At the space station they had space and their own beds. They got vegetables to eat. They also shared the work so it was not too hard. They also get to travel in space.

1I think the astronauts have a hard life. They work hard and stay awake. ORI don’t think they have a hard life. They get big beds and lots of space.

0Yes, they have a hard life.ORThey don’t work a lot.

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Interim Research Constructed Response Answer Key

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

Question #20 Prompt: After reading about Project Mercury and the beginnings of space flight, do you think Project Mercury was important? Why or why not? Use examples from the text to support your answer.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to locate and select information that supports the idea that Project Mercury was valuable to NASA’s development of space flight. Evidence that supports the idea that Project Mercury was valuable include: (1) the first Americans went into space as part of Project Mercury, (2) some of the astronauts orbited the Earth, (3) the test flights helped NASA fix problems, (4) the test flights helped make the rockets safer, (5) NASA learned how people could live and work in space , (6) NASA learned how to fly a spacecraft, (7) any other detail explaining what NASA learned from Project Mercury.

The response gives sufficient evidence of the ability to interpret and integrate information regarding the importance of Project Mercury to NASA and space flight. The student must state that NASA learned many important lessons from Project Mercury. Evidence to be cited includes any of the previous details: (1) the first Americans went into space as part of Project Mercury, (2) some of the astronauts orbited the Earth, (3) the test flights helped NASA fix problems, (4) the test flights helped make the rockets safer, (5) NASA learned how people could live and work in space , (6) NASA learned how to fly a spacecraft, (7) any other detail explaining what NASA learned from Project Mercury that supports the student’s statement that Project Mercury helped NASA learn about spaceflight.

Student “Language” Response Example

2I think that Project Mercury was important because people went into space. NASA learned a lot from the flights. Some things NASA learned was how to make safe rockets and fly them, including orbiting the Earth! When problems happened they learned from them and fixed them so they would be safe the next time. They learned how astronauts live and work in space. They even tested the rockets with a monkey and two chimpanzees. Project Mercury helped NASA improve space flight for the future.

1 Project Mercury was important. They put people into space. NASA had many test flights which helped them get better and fix problems so they would not be unsafe the next time.

0 Project Mercury was important.

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2014-2015 Interim Assessment Selected Response Answer KeyQuestion 1 What was the astronaut’s decision? RL.1 B

Question 2 What grew in the garden on the space station? RL.1 C

Question 3 What details best summarize what you can see in the sky from Earth? RL.2 A

Question 4 What is the main idea of the passage? RL.2 A

Question 5 What explains how the astronauts did their work once the new crew arrived? RL.3 D

Question 6 What do we learn about the astronaut that was ill in paragraph 2? RL.5 C

Question 7 How did the author explain why the first night at the space station was great at first? RL.6

C

Question 8 What is he going to see through his telescope? RL.7 B

Question 9 How do the two illustrations in Outer Space, help show the meaning of the poem? RL.7 A

Question 10 RL.6 Constructed Response

Question 11 What happened when the first Atlas rocket with a Mercury capsule was launched? RI.1 D

Question 12 What was Project Mercury? RI.1 B

Question 13 Which detail might be added to the section Three Special Astronauts? RI.2 B

Question 14 What is the main idea of Project Mercury? RI.2 D

Question 15 What was an important outcome of Project Mercury’s test flights? RI.3 C

Question 16 Which paragraph explains one of the first things NASA did in 1959? RI.5 A

Question 17 What was NASAs point of view about the failed rocket launches? RI.6 D

Question 18 What kind of space craft did Alan Shepard fly? RI.7 B

Question 19 How long did it take Alan Shepard to fly 116 miles into space? RI.7 B

Question 20 RI.6 Constructed Response

INTERIM ASSESSMENT

2014-2015Name_____________________

The Astronaut’s Diary We were tired from all the work, so we slept in shifts. One of us had to be awake all the time because there was so much work to do. We flew all night, and finally we got to the space station. At the space station, we would do more work, but we would have less stress. The crew had so much work to do every day on our ship. However, now there would be more people to help us complete our tasks. Our crew shared the work. Once we moved into the space station, I felt great because there was so much more space. At last, we would have real beds to sleep in and we would have better food. The space station had a large garden where astronauts grew many kinds of vegetables. The six astronauts who lived on the space station were excited to see us. They said, “We have been waiting for you to come.” We were happy to see them, as well. During our trip we had been worried because we had heard that one of the crew members had been ill. “How are you feeling,” we asked. “I am doing better now. It’s just a cold,” she answered. We were glad to hear the news that it wasn’t serious. It was great to be at the space station at first because for dinner the crew ate good food. After we ate, we were hoping to go to sleep. But, before we could leave the table, one of the astronauts said, “We need to give you a job. Each person has to take turns staying awake. Here is the new schedule.” I glanced at the schedule and saw that I was first, so I would have to stay awake tonight. I felt a little down, and so tired. I had been awake and working for over 20 hours! But, I knew it was my duty as a member of the team so I sighed and said, “See you in the morning.” I became an astronaut so that I could travel into outer space. But now that I’m here, I have learned that it is even harder than I expected. Even though its hard, I enjoy every minute as an astronaut. http://teacher.depaul.edu/Documents/TheAstronautsDiaryfiction4thgrade.pdf

Outer SpaceBy Carol Weston

I look up from Earth and try to seeThe planets looking back at me.

I gaze at bright and distant starsAnd search for Mercury, Venus, Mars.

I squint at the Milky Way way up highAnd look for Jupiter in the sky.

Where are Saturn, Uranus, Neptune?They’re far away, high like the moon.

A telescope would be the bestFor spotting Pluto and the rest.

I look for planets in the sky.

http://www.tooter4kids.com/Space/Poems.htm

1. What was the astronaut’s decision?

A. They are going to the moon.

B. They are going to a space station.

C. The astronauts are going on a ship.

D. The astronauts are going to sleep.

2. What grew in the garden on the space station?

A. They had better food in the garden.

B. Fruit was grown in the garden.

C. They grew a variety of vegetables.

D. They were happy to have a garden.

Standard RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3. In the poem Outer Space, what details best summarize what you can see in the sky from Earth?

A. When you look in the sky you can see planets, stars and the moon.

B. In the sky you can see bright things.

C. When you look into the sky you can see the Earth.

D. I look into the sky from Earth and I can see astronauts.

4. What is the main idea of the passage The Astronaut’s Diary?

A. It is hard and challenging work to be an astronaut.

B. You can grow vegetables in outer space.

C. Astronauts take turns sleeping when they are in space.

D. They were excited when we arrived.

Standard RL.3.2Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

5. What explains how the astronauts did their work once the new crew arrived?

A. The astronauts would have real beds to sleep in and have better food.

B. Some of the astronauts were ill.

C. The crew made a good dinner with a variety of vegetables.

D. They worked as a team so that more people could help complete the tasks.

6. What do we learn about the astronaut from paragraph 2?

A.That the astronaut would have better food.

B.That the astronaut would have a real bed to sleep in.

C.That the crew worked as a team.

D.That the astronaut only had a cold.

Standard RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Standard RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

7. How did the author explain why the first night at the space station was great at first?

A. We flew all night and finally got to our destination.

B. The space station had a large garden that grew a variety of vegetables.

C. The first night was great because the crew ate good food.

D. The astronaut had to stay awake all night.

8. In the poem Outer Space, what does the author going see through the telescope?

A. He is going to see the Earth.

B. He is going to see planets and stars.

C. Through his telescope he will see birds.

D. Through his telescope he will se an astronaut.

Standard RL.3.6Distinguish their own point of view from that of the narrator or those of the characters

Standard RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting

9. How do the two illustrations in Outer Space, help show the meaning of the poem?

A. The writer is looking at the planets through a telescope.

B. It helps explain what a telescope is.

C. You can learn the names of the planets.

D. The poem says that telescopes are the best way to see Pluto.

10 “The Astronaut’s Diary” describes the life of an astronaut. At the end the narrator states “it’s a hard life.” Do you agree or disagree with the narrator? Use examples from the diary to support your answer.

Standard RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.

Standard RL.3.6Distinguish their own point of view from that of the narrator or those of the characters

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Project Mercury

Project Mercury Project Mercury was a NASA program. It launched the first Americans into space. Astronauts made six flights during the Mercury project. Two of those went to space and came right back down. Four of them went into orbit and circled Earth. NASA chose seven astronauts for Project Mercury in 1959. It was one of the first things NASA did. NASA was only six months old.

Test FlightsBefore astronauts flew, NASA had test flights. People were not on these launches. The flights let NASA find and fix problems. The first Atlas rocket that launched with a Mercury capsule exploded. The first Mercury-Redstone launch only went about four inches off the ground. NASA learned from these problems. NASA learned how to fix them. NASA made the rockets safer.

Three Special AstronautsThree other "astronauts" also helped make Mercury safer. A rhesus monkey, Sam, and two chimpanzees, Ham and Enos, flew in Mercury capsules. Enos even made two orbits around Earth. Lessons LearnedNASA learned a lot from Project Mercury. NASA learned how to put people in orbit. It learned how people could live and work in space. NASA learned how to fly a spacecraft. These lessons were very important. NASA used them in later space projects.

Lexile 620

Alan Shepard was a NASA astronaut. He was the first American to go to space on May 5, 1961. He flew on a Mercury spacecraft.

The spacecraft had just enough room for one person. He named his craft Freedom 7. He flew 116 miles high and then he came back down.

The flight lasted about 16 minutes.

Freedom 7

First American in Space

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12. What was Project Mercury?

A. a place to launch rockets

B. a NASA program

C. a project for landing on Mercury

D. a place to train chimpanzees

11. What happened when the first Atlas rocket with a Mercury capsule was launched?

A. The first Atlas rocket went into space and came

right back down.

B. The first Atlas rocket orbited Earth.

C. The first Atlas rocket only got four inches off the ground.

D. The first Atlas rocket exploded.

Standard RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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14. What is the main idea of Project Mercury?

A. Mercury was a rocket that exploded.

B. NASA had many test flights.

C. Three chimpanzees helped make Mercury safer.

D. NASA learned important lessons putting astronauts in space.

13. Which detail might be added to the section Three Special Astronauts?

A. Project Mercury was a NASA program.

B. The three “astronauts” made it possible to launch the first Americans into space.

C. NASA launched the first Americans in space in Project Mercury.

D. NASA was only six months old when it chose seven astronauts for Project Mercury in 1959.

Standard RI.3.2Determine the main idea of a text; recount the key details and explain how they support the main idea.

15. What was an important outcome of Project Mercury’s test flights?

A. NASA learned about rhesus monkeys.

B. NASA learned that Enos made two orbits around Earth.

C. NASA learned how to make rockets safer.

D. NASA learned how many flights Project Mercury could make.

16. Which paragraph in Project Mercury, explains one of the first things NASA did in 1959?

A.Project Mercury

B.Test Flights

C.Three Special Astronauts

D.Lessons Learned

Standard RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Standard RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

17. What was NASA’s point of view about the failed rocket launches?

A.Astronauts would need more training.

B.NASA decided to train chimpanzees to help.

C.NASA decided to quit trying so no one would be hurt.

D.Instead of giving up, NASA learned from the failures.

18. In the text First American in Space, what kind of spacecraft did Alan Shepard fly?

A.a large space craft

B.a Mercury space craft

C.his own space craft

D.a man made space craft

Standard RI.3.6Distinguish their own point of view from that of the author of a text

Standard RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

19. How long did it take Alan Shepard to fly 116 miles into space?

A.16 days

B.16 minutes

C.May 5th, 1961

D.a long time

20 After reading about Project Mercury and the beginnings of space flight, do you think Project Mercury was important? Why or why not? Use examples from the text to support your answer.

Standard RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Standard RI.3.6Distinguish their own point of view from that of the author of a text

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STOPClose your books and wait for instructions!

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Part 2 Performance Task

You will:1. Plan your writing. You may use your notes and answers. You may use a graphic

organizer.

2. Write – Revise and Edit your first draft (your teacher will give you paper).

3. Your assignment: Part 2 Your school newspaper is producing a science section about changes in space travel.

The students in your class have been asked to contribute. Write an informational article about the first astronauts’ experiences with space travel in Mercury One and Alan Shepard's First American in Space compared to the experience of the astronaut in An Astronaut’s Diary.

Using all sources, develop a main idea about the astronauts’ experiences. Choose the most important information to support your main idea. Then, write an

informational article about the main idea with details from the sources. Use your own words except when quoting directly from the sources.

How your report will be scored:1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea.2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout .3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information.4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose.5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.

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