Grade 6 Teacher Directions C ommon F ormative A ssessment

1

Grade 6Teacher Directions

Common Formative Assessment

Quarter Three

Reading Informational Text

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Quarter Three Informational Text Common Formative AssessmentsTeam Members and Writers

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Deborah Alvarado Heather Giard Sandra Maines Martha Rodriguez

Nicole Chronister Christine Goldmann Marie Maxwell Kelly Rooke

Tammy Cole Jamie Goldstein Heather McCullum Jill Russo

Lindsay Crowell Melissa Hancock Gina McLain Brent Saxton

Deborah Delplanche Jamie Incrovato Shawna Munson Leslie Sell

Diane Dow Ginger Jay Gustavo Olvera Erin Shepherd

Liana Duran Jenn Johnson Teresa Portinga Wendy Sunday

Carrie Ellis Ko Kagawa Judy Ramer Niki Thoen

Sheri Fisher Kimberly Laws Erin Reamer Mandy Wedel

Lindsay Garcia Berta Lule Sara Retzlaff

Stephanie Gerig Alfonso Lule Jennifer Robbins

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Important Information

A. This booklet is divided into two parts…

1. Teacher Resourcesa. Pages 1 – 16

2. Student Assessment b. Pages 17 – 35

This booklet is intended for assessing reading informational standards RI4, 8 and 9 at the end 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 – 16). Read thedirections before giving the assessment.

Print pages 17 – 35 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–1185L9-10 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 students 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 Revise 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 CFAs 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/

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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

It is 1930. Using information from both passages write an article for a sports magazine about what it takes to be a baseball player.

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 a 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


What topics or issues does the author state about the central idea?

Identify one new topic or issue the author brings to the reader’s attention about the central idea._________________________________________________________________________________________________________________________________________________________

Particular Details

What particular details from the section or paragraph explain more about the topic or issue and provide textual evidence about the central idea? • Particular Detail (explain more about the topic or issue) ________________________________________________________________________ _______________________________________________________________________

• Particular Detail (explain more about the topic or issue) _________________________________________________________________________ _________________________________________________________________________

• Particular Detail (explain more about the topic or issue) _________________________________________________________________________ _________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Ask yourself why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion.

Write a conclusion section. State the topic or issue you chose. Explain how the particular details about the topic or issue support the central idea. Your summary should be brief._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name________________ Passage________________ Central Idea________________

Grade 6

Instruct students to re-read and select a paragraph or section of the text that identifies a topic or issue about the central idea.

Ask, “Does the section or paragraph you chose state a new topic or issue about the central idea? A topic or issue explains a concern about the central idea.

Have students write one brief sentence about a new topic or issue the author brings to the reader’s attention about the central idea.

1Remember students will need to have a note-taking form for each passage.

Ask students to look for particular details that explain more about the topic or issue.

Explain “particular details about a topic or issue provide textual evidence about the topic or issue. Instruct students to write 3 brief particular details that are evidence of a topic or issue. 2

Have students re-read the section or paragraph with the topic or issue they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When author’s use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.”

3

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the particular detail sentences you wrote? Can the words help you write a conclusion section that summarizes how the topic or issue help the reader to better understand the central idea?

Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively. 4

Differentiation:Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately:

• Central Idea• Topic and Issue• Particular Details• Textual Evidence• Again and Again• Conclusions - Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


What topics or issues does the author state about the central idea ?

Identify one new topic or issue the author brings to the reader’s attention about the central idea._________________________________________________________________________________________________________________________________________________________

Particular Details

What particular details from the paragraph or section explain more about the topic or issue and provide textual evidence about the central idea? • Particular Detail (explains more about a topic or issue) ________________________________________________________________________ _______________________________________________________________________

• Particular Detail (explains more about a topic or issue) _________________________________________________________________________ _________________________________________________________________________

• Particular Detail (explains more about a topic or issue) _________________________________________________________________________ _________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Think about why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion.

Write a conclusion section. State the topic or issue you chose. Explain how particular details help the reader understand more about the central idea. Your summary should be brief.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name______________ Passage__________________ Central Idea_________________

R ES E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

Grade 6


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.


15. Use examples from the passages “Henry Louis Gehrig” and “Tyrus Raymond Cobb” to explain the meaning of perseverance.

Constructed Response RI.6.4, Research Target 3

Quarter 3 CFA Research Constructed Response Answer Key

RI.6.4 Research Target 3 Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Constructed Response Research Rubrics Target Evidence 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 about the meaning of perseverance as shown in relevant examples from the text.Based on the passage, “Henry Louis Gehrig,” relevant examples could include (1) Lou played in 2,130 consecutive games and played despite injury, (2) He got the nickname “Iron Horse,” because he never gave up. In the passage, “Tyrus Raymond Cobb”, examples could include: (1) Ty played 3,035 games and played through illness, (2) Ty’s father taught him the value of perseverance and he would stop at nothing to win. Students should come to the definition of perseverance in the context of the two passages as meaning to “not give up,” or stated in a similar way.

Student “Language” Response Example

2

Student gives 5-6 examples of the meaning of perseverance (2-3 for each baseball player). Student defines the word perseverance as used in the passages.The baseball players in both passages had perseverance. Lou Gehrig played in 2,130 consecutive games! He even played with broken bones. He was nick-named “Iron Horse,” because he never quit! Ty Cobb played 3,035 games. His father taught him to never stop and he didn’t! He played even though he was sick. Both baseball players played many games despite sickness. Based on this, perseverance could be defined as never quitting or giving up .

1

Student gives 1 example of the meaning of perseverance related to one passage. Student defines the word perseverance but does not have enough detail from both passages to support examples.Lou Gehrig made it into the Baseball Hall of Fame and Ty Cobb played in 3,035 games. Perseverance means to never give up. When I study really hard and get good grades I persevered.

0Student presents no evidence to distinguish relevant from irrelevant information about the prompt.Both baseball players were very good players!


16. Using evidence from the text, evaluate the claim, “The greatness of Ty Cobb was something that had to be seen and to see him was to remember him forever”.

Constructed Response RI.6.8 Research Target 4


RI.6.8 Research Target 4 Target 4Ability to cite evidence to support opinions and ideas.RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Constructed Response Research Rubrics TargetAbility to cite evidence to support opinions and ideas.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas about the greatness of Ty Cobb, but specifically the quote cited in the prompt. Evidence that could be cited to support the opinion of the quote could include: (1) He stole home 54 times, (2) played 3,035 games, (3) went to bat 11,429 times, (5) held the record for the most hits for 60 years, (6) played despite a fever of 103 degrees, (7) left money to needy students in Georgia for scholarships and (8) built a hospital.


2

Student gives many examples (6-8) of what made Ty memorable using the passage as evidence.A friend of Ty Cobb said, “The greatness of Ty Cobb was something that had to be seen and to see him was to remember him forever”. Ty was a famous baseball player. He is remembered because he stole home 54 times, played 3,035 games, went to bat 11,429 times and held the record for the most hits for 60 years, and played despite a fever of 103 degrees. Even though he was a great player it was his perseverance and hard work that let it all happen. Ty left money for needy kids and built a hospital. That is saying a lot about his greatness!

1Student gives 3-4 examples of what made Ty memorable from the passage. However some extraneous information is included and few details are used.Ty Cobb was a great baseball player set many records. He once played despite a fever and his father was a politician. He set a record for the most hits for 60 years and built a hospital. He was a great man.

0 The student does not give enough evidence to support the prompt.Ty Cobb loved to play baseball. His friend remembers him.


17. How are the events depicted in “Henry Louis Gehrig” and “Tyrus Raymond Cobb” alike and different? Use examples from the texts in your comparison.

Constructed Response RI.6.9 Research Target 2


RI.6.9 and Research Target 2 Target 2Locate, Select, Interpret and Integrate Information.RI.6.9: Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Constructed Response Research Rubrics TargetLocate, Select, Interpret and Integrate Information.

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to locate and select information about how theevents depicted about Gehrig and Cobb are alike and different. Information that should be locatedand selected specifically to answer the prompt could include: (1) where both men were born, (2)childhood, (3) baseball teams, (4) personalities and (5) legacies.The response: gives sufficient evidence of the ability to interpret and integrate information aboutboth men to state the likenesses and differences. Information that has been interpreted (assame/different) should be integrated into writing/answering the prompt. Likenesses between the twobaseball players could include: (1) both were close in age, (2) both were taught hard work – Cobb by hisfather and Lou had to do part-time jobs to help his family, (3) both played for baseball teams and lovedbaseball from a young age, (4) both set many records, (5) both played in spite of injuries or illness, (6) bothleft legacies of helping others – Ty left scholarships and built a hospital, Lou motivated others to find a curefor ALS. Differences between the two baseball players could include: (1) Ty was born in Georgia and Lou inNew York, (2) Ty did not like schoolwork while Lou attended Columbia University, (3) Ty played for manyteams, but Lou played for the Yankees for many years, (4) Ty invested money and built a hospital and leftscholarships to needy students while Lou died of ALS.


2

Student gives 3 examples of similarities and 2 examples of differences between Lou Gehrig and Ty Cobb.Lou Gehrig and Ty Cobb were both baseball players but they also had many other similarities and differences. Both men were alike because they were close in age. Lou was born in 1903 and Ty was born in 1886. Both men learned the importance of working hard and persevering when they were young. Lou had to work to help his family and Ty’s father taught him to work hard. Both men played baseball when they were young and grew up to set many records. But the two men were also different. Ty did not like to study, but Lou attended Columbia University. Ty played for many baseball teams, but Lou played for the Yankees.

1Student gives 1 example of a similarity and 1 example of a difference between Lou Gehrig and Ty Cobb with very few textual details.Lou Gehrig and Ty Cobb were both baseball players and both learned to work hard growing up. But Lou and Ty played for different baseball teams. This is how they were same and different.

0 The student does not give evidence of having selected or integrated information form the text.Both guys liked to play baseball and had a lot of fun doing it.


Quarter 3 CFA Selected Response Answer Key

Question 1 In the sentence, “He got the nickname the ‘iron Horse’ because of his perseverance,” what is the meaning of the word perseverance? B

Question 2 In the sentence, “Many baseball teams raise money to take a ‘strike’ at the disease,” what is the meaning of the phrase “take a ‘strike’”? C

Question 3 Which word below means “hit really hard”? D

Question 4 What is the most likely meaning of the word “pickup” when used in the sentence, “He began playing pickup baseball games in his neighborhood”? C

Question 5 In the sentence, “One fourth of his money went to the Cobb Educational Fund which gives college scholarships to needy students in Georgia,” what is the meaning of the word “scholarship”?

A

Question 6 Constructed Response RI.6.4

Question 7 What evidence supports the claim that Lou Gehrig was a hard worker? C

Question 8 Which of the following claims is not supported by evidence in the passage, “Henry Louis Gehrig”? D

Question 9 Which statement is the most reliable reason of why Ty Cobb was a millionaire? C

Question 10 What reason most effectively shows that Lou Gehrig did not feel angry about getting ALS? B

Question 11 Which of the following claims is not supported by evidence in the passage, “Tyrus Raymond Cobb”? A


Question 13 Which structure best describes the organization of the two passages? A

Question 14 Which of the following events is included in only “Henry Louis Gehrig”? B

Question 15 Which one of the following events is included in both passages? A

Question 16 How did the author present the events in the passage “Henry Louis Gehrig” differentlythan the author of “Tyrus Raymond Cobb?” D

Question 17 Why are the events in both passages depicted sequentially? A


Write and Revise Questions

Question 19 Select the statement that would most logically follow the paragraph. W.2b B

Question 20 Select the sentence that does not support this section. W.2b C

Question 21 Which word or phrase is the clearest and most specific substitute for “consecutive?” L.3a B

Question 22 Which word best replaces increase? L.3a D

Question 23 Select the correct way to revise this sentence. L.3b C

Question 24 Which sentence is punctuated correctly? L.3b A

17Name_______________

Grade 6

Common Formative Assessment


Quarter Three


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Student Directions: Read the Directions.

Part 1

Your assignment:You will read two passages about two men who were famous baseball players.As you read, take notes on your sources. Then you will answer several research questions about the sources.This will help you plan to write an informational essay: It is 1930. Using information from both passages write an article for a sports magazine about what it takes to be a baseball player.

Steps you will be following:In order to help you plan and write your essay, you will do all of the following:1. Read the two passages about the two men who were famous baseball players.2. Answer several questions about the passages.3. Plan your essay.

Directions for beginning:You will now read the passages. Take notes because you may want to refer to your notes while you plan your essay. You can refer to any of the sources as often as you like.

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.

19

6Henry Louis Gehrig

Henry Louis Gehrig was born in New York City on June 19, 1903. When Lou was five years old, his family moved close to the Giants’ baseball park. He began playing pickup baseball games in his neighborhood. He became one of the best sandlot players in the city. Lou was a Giants fan, and he went to games whenever he could save up the 25 cents needed for a seat. In 1917, the city of Chicago sponsored a game between New York’s baseball high school champions and the Chicago high school champions. In the ninth inning, Lou came to bat and hit a grand slam home run over the right-field wall. The next day, an article in the Chicago news sports section read: “Lou Gehrig’s blow would have made any big leaguer proud, yet it was walloped by a boy who hasn’t yet started to shave.” While he was in high school, Lou had to do part-time jobs to help his family. He worked in butcher shops and grocery stores and helped his mother on cleaning jobs. In 1921, Lou went to Columbia University on a football scholarship where he studied for a degree in engineering. In 1923, he played baseball as well as football for Columbia. A Yankee baseball scout was so impressed with Lou’s hitting that he signed him to the Yankees in 1923. His baseball jersey number was 4. Lou Gehrig played in 2,130 consecutive games for the Yankees. Lou played every day despite a broken thumb, a broken toe and back pain. Later X-rays showed 17 different broken bones that had “healed” while Lou continued to play. He got the nickname the “Iron Horse” because he never gave up. Lou hit four home runs in one game and had 23 grand slam home runs in all. He was an All-Star seven times. In 1934, Lou Gehrig won the Male Athlete of the Year. He was voted the Most Valuable Player twice. On July 4, 1939, Lou retired from baseball because he became very ill with a disease called ALS. Even thought he was ill, in his famous retirement speech he said, “Today I consider myself the luckiest man on the face of the earth.”

ALS is a disease that makes the muscles small and weak. Since that day, ALS is often called Lou Gehrig’s disease. Afterwards, many baseball teams raised money to take a “strike” at the disease. The Yankees retired the number 4 in his honor. He was elected to the Baseball Hall of Fame in 1939.

20Rev. Control: `12/27/2013 HSD – OSP and © Susan RichmondEnglishforEveryone.org

Tyrus Raymond Cobb Tyrus Raymond Cobb was born in Georgia on December 18, 1886, and grew up working on a farm in Royston, Georgia. His father was a teacher, principal and politician. He taught Ty the value of hard work and perseverance. Ty was bright, but didn’t have much interest in schoolwork. He was very competitive and would stop at nothing to win. Ty’s first team was the Royston Rompers. His nickname was “The Georgia Peach.” Ty played for many baseball teams including the Detroit Tigers. All in all, he played in 3,035 games and had 11,429 at bats in his career. He stole home 54 times, which stands today as the all-time record . He held the record for most hits for 60 years. On May 5, 1925, Ty had 16 total bases in one game. This set an American league record.

Ty likeD to play to win! Sportswriter Grantland Rice wrote, “He had a temperature of 103 and the doctors ordered him to bed for several days. Instead he played ball and got three hits, stole three bases, and won the game. Afterward he collapsed at the bench.” Ty Cobb died July 17, 1961, in Atlanta, Georgia. Ty invested wisely and was probably baseball’s first millionaire. One fourth of his money went to the Cobb Educational Fund which gives college scholarships to needy students in Georgia. He also built hospitals in Georgia. A friend of Ty’s said, “The greatness of Ty Cobb was something that had to be seen, and to see him was to remember him forever.”


1. In the sentence, “He got the nickname the ‘Iron Horse’ because of his perseverance,” what is the meaning of the word perseverance?

A. He is an animal.

B. He never gives up.

C. He plays baseball.

D. He is as heavy as a horse.

2. In the sentence, “Many baseball teams raise money to take a ‘strike’ at the disease,” what is the meaning of the phrase “take a ‘strike’”?

A. This meant to swing at a baseball and miss.

B. This meant to leave your job because of unfair working conditions.

C. This meant to help find a cure for Lou Gehrig’s disease.

D. This meant to knock down ten bowling pins.

RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.



4. What is the most likely meaning of the word “pickup” when used in the sentence, “He began playing pickup baseball games in his neighborhood”?

A. This meant a vehicle that you drive, like a truck

B. This meant to reach down and take something off the floor

C. This meant an unplanned game with friends

D. This meant a game with a pile of sticks

3. Which word below means “hit really hard”?

A. record

B. diseased

C. bunt

D. wallopedRI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.



6. Use examples from the passages “Henry Louis Gehrig” and “Tyrus Raymond Cobb” to explain the meaning of perseverance. RI.6.4

(Teacher Only) Final Score_____


5. In the sentence, “One fourth of his money went to the Cobb Educational Fund which gives college scholarships to needy students in Georgia,” what is the meaning of the word “scholarship”?

A. Money given as a reward for hard work and perseverance

B. Books to help students understand the game of baseball

C. Trophies given to students for academic achievement

D. Ships where students can take college classes


7. What evidence supports the claim that Lou Gehrig was a hard worker?

A. “Ty invested wisely and was probably baseball’s first millionaire.”

B. “In 1917, the city of Chicago sponsored a game between New York’s baseball high school champions and the Chicago high school champions.”

C. “He worked in butcher shops and grocery stores and helped his mother on cleaning jobs.”

D. “On July 4, 1939, Lou retired from baseball.”

RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

8. Which of the following claims is not supported by evidence in the passage, “Henry Louis Gehrig”?

A. He was a good student.

B. He was legendary.

C. He was competitive

D. He was generous. RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


9. Which statement is the most reliable reason of why Ty Cobb was a millionaire?

A. Ty built hospitals in Georgia.

B. Ty funded college scholarships to needy students.

C. Ty invested wisely.

D. Ty worked hard to earn his money.


10. What reason most effectively shows that Lou Gehrig did not feel angry about getting ALS?

A. He was elected to the Baseball Hall of Fame in 1939.

B. In his famous retirement speech he said, “Today I consider myself the luckiest man on the face of the earth.”

C. Many baseball teams raised money to take a “strike” at the disease.

D. In 1934, Lou Gehrig won the Male Athlete of the Year. He was voted the Most Valuable Player twice.




12. Using evidence from the text, evaluate the claim, “The greatness of Ty Cobb was something that had to be seen and to see him was to remember him forever”. RI.6.8


11. Which of the following claims is not supported by evidence in the passage, “Tyrus Raymond Cobb”?

A. He was a good student.

B. He was legendary.

C. He was competitive

D. He was generous.


13. Which structure best describes the organization of the two passages?

A. chronological

B. cause and effect

C. compare and contrast

D. persuasive

RI.6.9Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

14. Which of the following events is included in the passage “Henry Louis Gehrig” but not “Tyrus Raymond Cobb?”

A. childhood

B. college

C. career

D. deathRI.6.9Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).


15. Which one of the following events is included in both passages?

A. Both had an early interest in baseball.

B. Both received college scholarships.

C. Both had a serious illness.

D. Both founded charity organizations.


16. How did the author present the events in the passage “Henry Louis Gehrig” differently than the author of “Tyrus Raymond Cobb?”

A. The author shares Lou’s love for baseball.

B. The author highlights Lou’s baseball career.

C. The author emphasizes Lou’s perseverance.

D. The author gives more specific details.




17. Why are the events in both passages depicted sequentially?

A. The events follow the career paths of both men.

B. The events explain why both men became baseball players.

C. The sequence of events in both passages follow the school life of both men.

D. There are no cause and effects in the passages.

18. How are the events depicted in “Henry Louis Gehrig” and “Tyrus Raymond Cobb” alike and different? Use examples from the texts in your comparison. RI.6.9



19. Read the paragraph below. (Write and Revise W.2b – relevant facts)

Lou Gehrig played in 2,130 consecutive games for the Yankees. Lou played every day despite a broken thumb, a broken toe and back pain. Later X-rays showed 17 different broken bones that had “healed” while Lou continued to play.

Select the statement that would most logically follow the paragraph.

A. Broken bones should be re-set by a doctor.

B. Only a person who loved baseball would show such perseverance.

C. Lou Gehrig played may consecutive games.

D. Back pain is one of the worse injuries to have while playing baseball.

20. Read the section below. (Write and Revise W.2b – relevant facts)

Ty Cobb set many records. He set an all-time record for stealing home. He held the record for most hits for 60 years. He was a great player. He set an American league record for total hits in one game.

Select the sentence that does not support this section.

A. Ty Cobb set many records.

B. He set an all-time record for stealing home. He held the record for most hits for 60 years

C. He was a great player.

D. He set an American league record for total hits in one game.


22. Read the paragraph below. (Write and Revise Vocabulary L.3.a)

After high school Lou Gehrig increase his opportunities to play baseball at Columbia University.

Which word best replaces increase?

A. increases

B. increasingly

C. increasing

D. increased

21. Read the sentence below. (Write and Revise Vocabulary L.3.a)

Lou Gehrig played in 2,130 consecutive games for the Yankees

Which word or phrase is the clearest and most specific substitute for “consecutive?”

A. ongoing

B. sequential

C. chronological

D. in order


24. Which sentence is punctuated correctly? (Write and Revise- Edit and Clarify L.6.3b)

A. The article in the sports section read: “He knocked the ball out of the field, so his team won the game.”

B. The article in the sports section read, “He knocked the ball out of the field so his team won the game.”

C. The article in the sports section read He knocked the ball out of the field, so his team won the game.

D. “The article in the sports section read He knocked the ball out of the field,” so his team won the game.

23. Read the sentence below. (Write and Revise, Edit and Clarify L.3.b)

The New York Giants in 1934 beat the Chicago Bears.

Select the correct way to revise this sentence.

A. The New York Giants in 1934, defeated the Chicago Bears.

B. In 1934 the New York Giants beat the Chicago Bears.

C. In 1934, The New York Giants defeated the Chicago Bears.

D. The New York Giants, in 1934 beat the Chicago Bears.


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 In the sentence, “He got the nickname the ‘Iron Horse’ because of his perseverance,” what is the meaning of the word perseverance? RI.6.4

Question 2 In the sentence, “Many baseball teams raise money to take a ‘strike’ at the disease,” what is the meaning of the phrase “take a ‘strike’”? RI.6.4

Question 3 Which word below means “hit really hard”? RI.6.4

Question 4 What is the most likely meaning of the word “pickup” when used in the sentence, “He began playing pickup baseball games in his neighborhood”? RI.6.4

Question 5 In the sentence, “One fourth of his money went to the Cobb Educational Fund which gives college scholarships to needy students in Georgia,” what is the meaning of the word “scholarship”? RI6.4

Question 6: Constructed Response Circle Final Score RI.6.4 3 2 1 0

Question 7 What evidence supports the claim that Lou Gehrig was a hard worker. RI.6.8

Question 8 Which of the following claims is not supported by evidence in the passage, “Henry Louis Gehrig”? RI.6.8

Question 9 Which statement is the most reliable reason of why Ty Cobb was a millionaire? RI.6.8

Question 10 What reason most effectively shows that Lou Gehrig did not feel angry about getting ALS? RI.6.8

Question 11 Which of the following claims is not supported by evidence in the passage, “Tyrus Raymond Cobb”? RI.6.8


Question 13 Which structure best describes the organization of the two passages? RI.6.9

Question 14 Which of the following events is included in only “Henry Louis Gehrig”? RI.6.9

Question 15 Which one of the following events is included in both passages? RI.6.9

Question 16 How did the author present the events in the passage “Henry Louis Gehrig”Differently than the author of “Tyrus Raymond Cobb?” RI.6.9

Question 17 Why are the events in both passages depicted sequentially? RI.6.9



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