Grade 5 Teacher Directions C ommon F ormative A ssessment

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Grade 5Teacher Directions

Common Formative Assessment

Quarter Two

Reading Informational Text

2Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan Richmond

Quarter Two Informational Text Common Formative Assessments

Team Members and Writers

Deborah Alvarado Ginger Jay Sara RetzlaffHaley Christensen Jenn Johnson Jami RiderLindsay Crowell Laycee Kinsman Jennifer RobbinsMonica Darnall Berta Lule Martha RodriguezDiane Dow Alfonso Lule Jill RussoLiana Duran Heather McCullum Brent SaxonCarrie Ellis Gina McLain Leslie SellSheri Fisher Shawna Munson Erin ShepherdLindsay Garcia Gustavo Olvera Niki ThoenStephanie Gerig Christina Orozco Erin VanDykeBrooke Godfrey Gina Paulson StephanieWilkersonChristine Goldmann Teresa Portinga Christina WaltersJamie Goldstein Judy RamerMelissa 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.

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information A. This booklet is divided into two parts…

1. Teacher’s Resources and Answer Keysa. Pages 1 – 10

2. Student Assessment (can be printed in a small booklet form)b. Pages 11 – 31

B. 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).

C. 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 31 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 – 31 in small student booklet format.

• Set print driver properties to - - Original size 8 ½ x 11• Paper size = 11x17• Print type = Small Student Booklet


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 ONLY with a number from (0 – 3) as indicated by the constructed response rubric.

Write and ReviseThe 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). Students think about what they missed and why.Present ONE specific 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.


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 revise categories 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 21. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Twoa. 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)

Quarter 31. Students write expanded constructed responses and move toward “Full

Compositions.”

Quarter 42. Students respond to a prompt requiring integrative research as part of a

“Performance Task” evidenced by a full composition, speech or visual display.


SBAC Reading AssessmentConstructed Response General Template

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The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

relevant evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

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The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently

addresses the purpose, audience, and task.• includes sentences of somewhat varied length and structure

1

The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant

evidence to support development.• lacks focus and organization and generally does not address the

purpose, audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

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.


3Sample Response “Student Language” Student gives an example of each text structure from the texts.Big Birds, Big City - Road to Recovery explains the cause (stopping DDT in 1972) and the effects of after DDT was banned, falcons starting returning to the U.S. But, in Stopping the Spread, - Who is at Risk, the author explains the problem, that malaria is spreading and the solutions ( stopping malaria with insecticides and proper medications).

2Sample Response Student identifies both text structures with some textual evidence but is not specific. Road to Recovery tells why the falcons are coming back. That is an effect. Who is at Risk explains that malaria is a problem.

1Sample Response Student is beginning to recognize some text structure but gives no examples or details.I think the Big Birds story tells what happened and then why but the other story does not.

0 Sample Response Answer has nothing to do with the prompt.Falcons are huge birds.

5. Identify the text structures in each of these sections from Big Birds, Big City and Stopping the Spread. Use examples from each section to explain how they are different.

Scoring: “Teacher or Rubric Language”Gives essential elements of a complete interpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt (identify the two text structures and explain how they are different).Addresses many aspects of the task and provides sufficient relevant evidence: Sufficient, relevant evidence would include examples from the text to show cause and effect in the section from Big Birds, Big City and problem and solution in the section from Stopping the Spread. Aspects that address the prompt should include at least 1 example from each section. Examples from Big Birds, Big City - Road to Recovery, would include that the U.S. government banned DDT in 1972, (effect: Today about 2,000 pairs of flacons next nationwide).”Examples of problem and solution in Stopping the Spread -Who is at Risk, explain the problems (that patients are infected with malaria) and where malaria is most seen (in Africa) and the solution of how insecticides could kill the mosquitos that transmit malaria as well as mosquito nets sprayed with insecticide. Another solution is medication.Student is focused and organized: Students writing reflects staying specific to the prompt with examples and evidence that are text dependent from the two provided sections. Students do not give information from other sections within the complete passages. The prompt response is organized in a logical way.

Constructed Response RI.5.5

Quarter 2 CFA Constructed Response Answer Key


3Sample Response Student uses evidence from both texts to explain the author’s point of view or purpose about DDT as a pesticide.The author of “Big Birds, Big City”, describes the near extinction of birds of prey, due to the impact DDT had on the shells of these birds’ eggs. The author’s purpose is to make readers aware of how banning DDT has increased the falcon’s population in the U.S. In the passage “Stopping the Spread”, the author mentions that DDT damages the environment and can harm humans, but may be used to stop the spread of malaria.

2Sample Response Student recognizes the author’s point of view in one text but has difficulty recognizing it in another. Examples and details are not explicitly stated.The author of Big Birds, Big City says DDT damaged bird and animals and now it is not allowed. The author of Stopping the Spread doesn’t really say.

1Sample Response Student makes little reference to specific passages and does not address the prompt.Malaria is a bad disease. DDT can be bad for the environment. I don’t think people should use DDT.

0 Sample Response (Has nothing to do with the prompt)Birds of prey are cool.

12. Based on the articles, explain both authors’ points of viewconcerning the use of DDT as a pesticide. Use evidence fromboth texts to support your response.

Scoring: “Teacher or Rubric Language..”Gives essential elements of a complete interpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt using evidence from both texts to support the answer.Addresses many aspects of the task and provides sufficient relevant evidence: Sufficient evidence from Big Birds, Big City should include noting that DDT should not be used as a pesticide due to the relationship between its use and harm to the environment. (Egg shells that are thin, damage to the environment, possible harm to humans, etc.) Other aspects of the text for sufficient evidence could include how the discontinued use of DDT has brought back falcons to the U.S. Both of these statements would reflect the purpose of the text Big Birds, Big City (when a standard says “point of view” it could also be “purpose”). Sufficient evidence from Stopping the Spread should include noting that although DDT is bad for humans WHO is considering increasing DDT to kill malaria-carrying mosquitos. Stopping the Spread emphasizes the seriousness of malaria and infers that side effects of DDT is better than having malaria.Students are focused and organized: The writing focuses on the prompt consistently using a variety of sentence lengths and types.


Quarter 2 CFA Constructed Response Answer Key


3Sample Response “Student Language” Student answers the prompt specifically and gives examples from both the text and the diagram supported by details.Photosynthesis is important because it allows plants to create their own food and produce oxygen. People need oxygen in order to survive. According the passage plants use light from the sun , water and carbon dioxide to create a chemical reaction known as photosynthesis. The plant then releases water and oxygen into the air. From the diagram, I notice that water from the reaction is released back into the soil and returns to the plant stem reviving the cycle once more.

2Sample Response Student addresses the prompt but does not reference text or diagram. Details are limited.Photosynthesis is important because it allows plants to create their own food. Plants need carbon dioxide to survive. They use light from the sun, water and carbon dioxide to create their own food in the form of sugar. The plant then releases water and oxygen.

1 Sample Response Student mentions the topic of photosynthesis but does not answer the prompt.Photosynthesis is the way plants grow. In my class, we planted a seed and we watched it grow. It did better in the light than in the dark.

0 Sample Response (has nothing to do with prompt)Photosynthesis is important because it is photosynthesis.

18. Draw on information from both the NASA Photosynthesis Diagram and the text Plants are Producers, in order to explain why photosynthesis is important.

Scoring: “Teacher or Rubric Language..”Student gives essential elements of a complete interpretation: The essential element of a complete interpretation is giving a complete answer to the specific prompt (i.e., using information from two sources) to explain the value of photosynthesis.Students address many aspects of the task and provide sufficient relevant evidence: Sufficient, relevant evidence would include examples of the roles of both plants and people in photosynthesis from the text and a description of the steps and/or cyclical nature of photosynthesis from the diagram. Students use content vocabulary correctly when providing specific examples such as the chemical reaction that takes place, the relationship between plants and people as well as the role of light and water. Students are focused and organized: The focus on photosynthesis and interdependent relationship of plants and people are clear and consistent throughout the student response. The sentences vary in length.


Quarter 2 Pre-Assessment Constructed Response Answer Key


Quarter 2 CFA Selected Response Answer KeyQuestion 1 Why did author most likely write the article Big Birds, Big City? RI.5.5 D

Question 2 In the section Experts Hope to Make Malaria a Disease of the Past in the passage Stoppingthe Spread, how does the reader know the author is using a problem and solution structure? RI.5.5 B

Question 3 Which is a cause and effect statement? RI.5.5 C

Question 4 Why did the author use a description structure in the section Who is at Risk in the passage Stopping the Spread? RI.5.5 B

Question 5 How does the author of Big Birds, Big City effectively explain why there are more falcons in the United States than in 1970? RI.5.5 B

Question 6 Constructed Response RI.5.5

Question 7 Which of the following statements would both authors of Big Birds, Big City and Stopping the Spread agree with? RI.5.6 A

Question 8 What is the key difference between the texts: Big Birds, Big City and Stopping the Spread? RI.5.6 D

Question 9 What conclusion do both Big Birds, Big City and Stopping the Spread support about the use of DDT? RI.5.6 D

Question 10 Which of the following would the author of Stopping the Spread support? RI.5.6 A

Question 11 Which of the following would the author of Big Bird, Big City support? RI.5.6 B

Question 12 Constructed Response RI.5.6

Question 13 According to the passage what role does chlorophyll play in photosynthesis ? RI.5.7 B

Question 14 According to the passage, what relationship does photosynthesis have between peopleand plants? D

Question 15 Why do people engage in conservation projects? RI.5.7 D

Question 16 According to the diagram, in what form does energy take when entering into thephotosynthesis cycle? RI.5.7 B

Question 17 According to the diagram, what combines with sugar in order for photosynthesis to occur? RI.5.7 A

Question 18 Constructed Response

Write and Revise Questions

Question 19 In what section of the text Big Birds, Big City would this sentence best be an appropriate addition? W.2a B

Question 20 Which sentence is an appropriate addition to the last paragraph in the text of Big Birds, Big City? W.2b C

Question 21 What does the phrase wiped out as noted in the text, Big City, Big Birds mean? L.3a B

Question 22 Which word or words have about the same meaning as the word lethargic as noted inthe text, Stopping the Spread ? L.3a A

Question 23 Which sentence shows the correct punctuation? L.2b C

Question 24 Which of the following sentences, are punctuated correctly? L.2a D

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Grade 5

Common Formative Assessment

Name_________________

Reading Informational Text

Quarter Two

12Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan RichmondEnglishforEveryone.org

Big Birds, Big CityWorld Almanac for Kids

Spotting a tourist in New York City used to be easy. All you had to do was look for someone toting a camera and aiming it at one of the city's many high-rise buildings. These days, however, even seasoned New Yorkers are looking skyward in awe. They are admiring the city's newest attractions: peregrine falcons. These majestic birds of prey, which were on the verge of extinction, aremaking a comeback across the United States. Some have even moved to NewYork City. The falcons aren't alone in calling the Big Apple home. Bald eagleshave also moved into the neighborhood. Death by DDTPeregrine falcons are the fastest creatures in the air. They can chasetheir prey at speeds of up to 200 miles per hour. The birds were nearly wiped out in the 1960s because of exposure to a pesticide called DDT. A pesticide is a chemical designed to kill insects and other pests that damage plants and crops. Scientists didn't realize in the 1940s, 1950s, and 1960s that DDT also harmed birds and other animals. According to biologists, DDT made the eggshells of peregrines and other birds thin and fragile. The shells broke before the baby peregrine falcons were ready to hatch. By 1970, there were only 39 known nesting pairs of peregrine falcons in the lower 48 states.

Road to RecoveryThe U.S. government banned DDT in 1972. A year later, Congress passed the federal Endangered Species Act. The law protected many animals that were in danger of dying out, including peregrine falcons. So today, about 2,000 pairs of falcons nest nationwide, including 16 couples in New York City. The first two falcon pairs moved to the city in 1983.

Some peregrine falcons have moved to New York City.

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Stopping the SpreadBy Pooja Makhijani

Experts Hope to Make Malaria a Disease of the PastA pale and sick 2-year-old girl is carried into a clinic in Kenya, in Africa. She is lethargic. The girl can barely open her eyes. She isn’t even strong enough to cry. The clinic’s doctor, Mary Hamel, recognizes the signs of malaria. Malaria is a dangerous disease caused by a germ spread through mosquito bites. (See "A Parasite’s Life") If left untreated, malaria can be fatal. "It was clear she would have died if she had not received prompt, expert care," says Hamel. Fortunately, the clinic’s staff was able to provide the girl with the necessary medicine. When Hamel checked in on her later, the little girl was sitting on her hospital bed, eating bread. Who Is at RiskHamel, a medical officer in the malaria branch of the U.S. Centers for Disease Control and Prevention (CDC), sees children with malaria every day. When a mosquito bites a person with malaria, it spreads the disease to the other people it bites. Patients infected with malaria typically experience flu-like symptoms, such as fever and chills. Without treatment, the disease can get much worse and can lead to blindness, brain damage, and death. Malaria infects about 350 million to 500 million people worldwide and claims at least 1 million victims each year, most of them children, according to the World Health Organization (WHO). About 90 percent of the world’s malaria cases happen in Africa, even though affordable mosquito nets and inexpensive insecticides are readily available. An insecticide is a chemical used to kill mosquitoes and other insects. Most of the people at risk for malaria live in poor tropical and subtropical countries, like those in Africa. The deadly disease hasn’t been found in the United States since 1951, when it was eradicated, or eliminated, through intensive malaria control efforts. "[Malaria is] a terrible and unnecessary tragedy, especially since we know how to prevent and treat the disease," Hamel told WR News. Sadly, malaria continues to spread.

Problems in the FightControlling malaria is difficult in poor countries. One reason is that medications to treat people who have the disease are expensive. People in rural Africa often cannot afford the drugs. "There is very little money to spend on something to prevent disease,"Hamel explains. "An insecticide-treated mosquito net can save a child’s life but costs up to $6, and most families cannot afford this.“

Help Is on the WayToday, several international organizations are developing ways to reduce the number of malaria cases. Scientists around the world are working on a vaccine to fight the disease. A vaccine is a medicine that protects people from getting certain diseases. The WHO is considering increased use of the chemical DDT to kill malaria-carrying mosquitoes. DDT damages the environment and potentially harms human health. However, some countries may accept The U.S. Agency for International Development (USAID) has increased funding for other insecticides, medicines, and mosquito nets by more than 30 percent. In addition, the White House wants Congress to triple spending on malaria prevention to $300 million by 2008.


Name ______________

1. Why did author most likely write the article Big Birds, Big City? RI.5.5

A. To help the reader understand a sequence of events.

B. To compare and contrast different chemicals that can hurt the environment and animals.

C. To describe different aspects of DDT.

D. To explain the cause and effect of DDT on falcons.

2. In the section Experts Hope to Make Malaria a Disease of the Past in the passage Stopping the Spread, how does the reader know the author is using a problem and solution structure? RI.5.5

A. The author describes a sick girl with signs of malaria.

B. The author explains why the girl is sick and the medical treatment that made her better.

C. The author explains the sequence of events in how the girl contracted malaria.

D. The author explains the causes and effects of malaria.

Standard RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


4. Why did the author use a description structure in the section Who is at Risk in the passage Stopping the Spread? RI.5.5

A. The author wanted to help control malaria in poor countries.

B. The author wanted to describe to readers how deadly malaria can be without proper treatment.

C. The author wants congress to pass the federal Endangered Species Act in the U.S.

D. The author wants readers to know that many people in poor countries can’t afford the malaria vaccine.

3. Which is a cause and effect statement? RI.5.5

A. The federal Endangered Species Acts is no longer needed in the U.S.

B. Birds should not build their nests on bridges and skyscrapers.

C. The banning of DDT in the U.S. has helped increase the bird population.

D. New Yorkers are looking skyward in awe.



5. How does the author of Big Birds, Big City effectively explain why there are more falcons in the United States than in 1970? RI.5.5

A. The author explains that many falcons are moving into U.S. cities.

B. The author explained what happened to the falcons and why their population is increasing.

C. The author provides solutions to increase the falcon population in the United States.

D. The author explains how many falcons are now in the United States.



Stopping the Spread- Problems in the FightControlling malaria is difficult in poor countries. One reason is that medications to treat people who have the disease are expensive. People in rural Africa often cannot afford the drugs. "There is very little money to spend on something to prevent disease,"Hamel explains. "An insecticide-treated mosquito net can save a child’s life but costs up to $6, and most families cannot afford this.“

6. Identify the text structures in each of these sections from Big Birds, Big City and Stopping the Spread. Use examples from each section to explain how they are different. (Teacher Only) Final Score_____

Read these two sections from the passages then answer the question below.

Big Birds, Big City- Road to RecoveryThe U.S. government banned DDT in 1972. A year later, Congress passed the federal Endangered Species Act. The law protected many animals that were in danger of dying out, including peregrine falcons. So today, about 2,000 pairs of falcons nest nationwide, including 16 couples in New York City. The first two falcon pairs moved to the city in 1983.


7. Which of the following statements would both authors of Big Birds, Big City and Stopping the Spread agree with? RI.5.6

A. DDT has a negative effect on the environment and its inhabitants.

B. The US government should not have banned DDT.

C. DDT has no effect on the environment but remains harmful to birds

D. DDT is a contagious disease.

8. What is the key difference between the texts Big Birds, Big City and Stopping the Spread? RI.5.6

A. Big Birds, Big City mainly focuses on the effects of DDT on the environment while Stopping the Spread mainly focuses on DDT’s effects on humans.

B. Big Bird, Big City mainly focuses on the increase of the bird populations in New York while Stopping the Spread mainly focuses on the harmful effects of malaria.

C. Big Bird, Big City mainly focuses on the effects of DDT on bird populations and Stopping the Spread mainly focuses on the effects of DDT on mosquito populations.

D. Big Birds, Big City mainly focuses on the effects of DDT on falcon pollutions while Stopping the Spread mainly focuses on the harmful effects of malaria.

Standard RI.5.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


9. What conclusion do both Big Birds, Big City and Stopping the Spread support about the use of DDT? RI.5.6

A. DDT can be selectively used to prevent the spread of disease.

B. For many decades DDT’s effects were unknown to scientists.

C. DDT’s effects are numerous including blindness and brain damage.

D. The effects of DDT are very harmful.

10. Which of the following would the author of Stopping the Spread support? RI.5.6

A. DDT can selectively be used to stop the spread of malaria.

B. The government should allow farmers to use DDT.

C. Currently a vaccine is the only cure for malaria.

D. DDT only effects bird populations.



11. Which of the following would the author of Big Bird, Big City support? RI.5.6

A. New Yorkers should support nesting sites for peregrine falcons..

B. Peregrine falcons should remain on the endangered species list.

C. DDT should be used to prevent the spread of malaria.

D. DDT is harmful to birds because digesting DDT is lethal.

12. Based on the articles, explain both authors’ points of view concerning the use of DDT as a pesticide. Use evidence from both texts to support your response. RI.5.6

(Teacher Only) Final Score_____



Plants are Producers

People are consumers. We have to spend large parts of our days finding, buying, cooking and eating our food. Did you ever think it might be nice to be able to make your own food like plants do? Plants are producers and perform a process called photosynthesis using light from the sun, water and carbon dioxide. Carbon dioxide is the gas we exhale when we breathe. The end result of this chemical reaction is sugar for the plant to “eat.” The plant releases water and oxygen, a gas all animals need to breathe, into the air. So how do plants do it, and why can’t we? Plants have special structures called chloroplasts that animals don’t have. Chloroplasts are round, flat organelles that are arranged in stacks called grana. These stacks are filled with chlorophyll. Chlorophyll is what gives leafy green plants their green color. Their main job is to absorb light from the sun. Chloroplasts can absorb every color except green. Light activates the chlorophyll. It creates an energy that splits molecules of water, separating them out into hydrogen and oxygen. Chemical reactions take place. Hydrogen from the water combines with carbon from the carbon dioxide we breathe out. Oxygen is released into the air. People and plants make perfect partners. Plants rely on the carbon dioxide that we breathe out, and we rely on the oxygen that they “breathe” out. This is one good reason for protecting plant life on Earth. Algae fields near the poles produce a constant supply of oxygen for us. So do the many plants of Earth’s rainforests. We need plants in order to survive. Conservation projects around the globe are aimed at protecting our natural resources, including numerous species of plants. Our quality of life and the very quality of the air we breathe depends upon our green plant partners.


NASA Photosynthesis Diagram


13. According to the passage what role does chlorophyll play in photosynthesis ? RI.5.7

A. Chlorophyll releases water and oxygen into the air for animals to breathe.

B. Chlorophyll gives leafy green plants their green color by absorbing light from the sun.

C. Chlorophyll combines with carbon to create oxygen released into the air.

D. Chlorophyll activates light, igniting a chemical reaction.

14. According to the passage, what relationship does photosynthesis have between people and plants? RI.5.7

A. People are consumers.

B. Carbon dioxide is the gas that people breathe.

C. Plants create an energy that splits molecules of water, separating them out into hydrogen and oxygen.

D. Plants rely on the carbon dioxide that we exhale and we rely on the oxygen that they “breathe” out.

Standard RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


15. Why do people engage in conservation projects? RI.5.7

A. Without conservations projects, the environment will be depleted of carbon dioxide..

B. Conservation projects are important to photosynthesis.

C. The Earth’s rainforests and algae fields are in danger D. Our quality of life depends on the health of our natural resources including

plants.

16. According to the diagram, in what form does energy take when entering into the photosynthesis cycle? RI.5.7

A. carbon dioxide

B. light

C. chemical

D. gravity



17. According to the diagram, what combines with sugar in order for photosynthesis to occur? RI.5.7

A. oxygen

B. energy

C. movement to the stem and root D. carbon dioxide

18.Draw on information from both the NASA Photosynthesis Diagram and the text Plants are Producers to evaluate and explain why photosynthesis is important. RI.5.7 (Teacher Only) Final Score_____



19. Read the sentence below. (Write and Revise W.2a)

Birds such as the Peregrine falcon faced extinction following exposure to DDT.

In what section of the text Big Birds, Big City would this sentence best be an appropriate addition?

A. in the introductory paragraph

B. in the section titled Death by DDT

C. in the section titled Road to Recovery

D. in the picture caption

20. Which sentence is an appropriate addition to the last paragraph in the text of Big Birds, Big City? (Write and Revise W.2b)

A. DDT is dangerous to birds and animals.

B. New Yorker’s are wondering where the falcons came from.

C. Perhaps the majestic flacons will survive after all.

D. Thin eggshells do not allow the baby falcon inside the egg to grow.


21. What does the phrase “wiped out” as noted in

the text, Big City, Big Birds mean? (L.3a)

A. fallen down

B. extinct

C. cleaned up

D. tired

22. Which word or words have about the same meaning as the word lethargic as noted in the text, Stopping the Spread ? (Write and Revise L.3a)

E. really tired

F. very deadly

G.allergic

D. sickly


23. Which sentence shows the correct punctuation? (Write and Revise L.2b)

A. In what ways do plants absorb nutrients from the Earths air, and why can’t we.

B. In what ways do plants absorb nutrients from the Earths air,

and why can’t we?

C. In what ways do plants absorb nutrients from the Earth’s air, and why can’t we?

D. In what ways do plants absorb nutrients from the Earth’s air, and why can’t we!

24. Which sentence is punctuated correctly? (Write and Revise L.2a)

A. Sunlight water, carbon dioxide and glucose are all part of the photosynthesis process.

B. Sunlight, water carbon dioxide and glucose are all part of the photosynthesis process.

C. Sunlight water carbon dioxide and, glucose are all part of the photosynthesis process.

D. Sunlight, water, carbon dioxide, and glucose are all part of the photosynthesis process.


STOPClose your books and wait for instructions!


Student Self-CheckHow Did You Do?Directions: Check the box for each answer as Correct or Not Correct.

Correct

NotCorrect

Question 1 Why did author most likely write the article Big Birds, Big City? RI.5.5

Question 2 In the section Experts Hope to Make Malaria a Disease of the Past in the passageStopping the Spread, how does the reader know the author is using a problem and solution structure? RI.5.5

Question 3 Which is a cause and effect statement? RI.5.5

Question 4 Why did the author use a description structure in the section Who is at Risk in the passage Stopping the Spread? RI.5.5

Question 5 How does the author of Big Birds, Big City effectively explain why there are more falcons in the United States than in 1970? RI.5.5

Question 6: Constructed Response RI.5.5 Circle Final Score 3 2 1 0

Question 7 Which of the following statements would both authors of Big Birds, Big City and Stopping the Spread agree with? RI.5.6

Question 8 What is the key difference between the texts: Big Birds, Big City and Stopping the Spread? RI.5.6

Question 9 What conclusion do both Big Birds, Big City and Stopping the Spread support about the use of DDT? RI.5.6

Question 10 Which of the following would the author of Stopping the Spread support? RI.5.6

Question 11 Which of the following would the author of Big Bird, Big City support? RI.5.6


Question 13 According to the passage what role does chlorophyll play in photosynthesis ? RI.5.7

Question 14 According to the passage, what relationship does photosynthesis have betweenPeople and plants?

Question 15 Why do people engage in conservation projects? RI.5.7

Question 16 According to the diagram, in what form does energy take when entering into thephotosynthesis cycle? RI.5.7

Question 17 According to the diagram, what combines with sugar in order for photosynthesis to occur? RI.5.7



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Date post:	24-Feb-2016
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