Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

1

Pre-Assessment for Quarter 4Reading Informational TextTeacher Directions

Grade

2Rev. Control: 04/15/2014 HSD – OSP and Susan Richmond

Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 15

2. Students Assessment b. Page’s 16 – 32

This booklet is intended for pre-assessing reading informational standards RI3, 6 and 9 at the beginning of the fourth quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teachers directions (pages 1 – 15). Read thedirections before giving the assessment.

Print pages 16 – 32 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–1010L6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L11–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, pre-assessment for quarter four 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 Four

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 AssessmentQuarter Four Completing a Performance Tasks

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

Please take 2 days to complete performance tasks.

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

Part 1

Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2.

Teacher Directions for Part 1:

1. Be sure students have a note-taking page for each passage.2. Review how to take notes before the assessment. You may choose to practice using the note-

taking page throughout the quarter during regular classroom instruction.3. Students have directions in their assessment booklet. Remind them to read their directions (these

are written very similar to SBAC’s assessment directions).

Key Components of Part 1:

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 teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, 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.

Rev. Control: 04/15/2014 HSD – OSP and Susan Richmond

Note-Taking in Part 1 of a Performance TaskTeachers....

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.


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

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


Key IdeaWrite one new key idea about the main idea

____________________________________________________________________________

____________________________________________________________________________

Key Details

Explain more about the new key idea. Write two key details from the section or paragraph that support the key idea.

• Key Detail __________________________________________________________________

__________________________________________________________________________

• Key Detail _________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words or phrases does the author use again and again? Write them here. Think about why the author keeps using them again and again.

Write one conclusion sentence that tells the most about the new key idea and key details. Use some of the again and again words if you can.____________________________________________________________________________

_____________________________________________________________________________

Grade 3

Instruct students to re-read a paragraph or section of the text they liked.

Ask, “Does the section or paragraph you chose state something new about the main idea?” This is a key idea about the main idea(be sure students know what the main idea (be is).

Have students write ONE brief sentence about the new key idea . 1

Ask students to look for key details that explain more about the new key idea.

Key details are reasons that support a key idea. Instruct students to write 2 brief key details that support the key idea.

Example: If the main idea (be is about dogs and..

“The dog likes to play,” (is the key Idea),Then some key details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

2

Have students re-read the paragraph or section 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.”

3Instruct 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 key ideas or key details sentences you wrote? Can the words help you write one conclusion sentence that tell the most about the key idea you chose?”

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:

• Main Topic• Key Idea• Key Details• Again and Again• Conclusions - Summarizing

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

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

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


Key IdeaWrite one new key idea about the main idea

____________________________________________________________________________

____________________________________________________________________________

Key Details

Explain more about the new key idea. Write two key details from the paragraph or section that support the new key idea.

• Key Detail _________________________________________________________________________

__________________________________________________________________________

• Key Detail _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words or phrases does the author use again and again? Write them here. Think about why the author keeps using them again and again.

Write one conclusion sentence that tells the most about the new key idea and key details. Use some of the again and again words if you can.____________________________________________________________________________

____________________________________________________________________________

Grade 3

Name_________________ Passage_______________ Main Idea ____________

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


Part 2

In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.”

Teacher Directions for Part 2:

1. Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric).

2. Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction.

3. Students should be familiar enough with your classroom writing process routine (write-revise-edit – standard W.5), before writing a full composition.

Key Components of Part 2:

4. Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage).

2. Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first draft of

their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please provide paper for your students.

3. Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment.

Options for Part 2 of a Performance Task

Writing a full-composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition.


Writing Informational Text Planning Checklist – Grade 31 Point 2 Points 3 Points 4 Points

Purpose, FocusThe response may be related to the topic but may provide little or no focus:

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

2 may be confusing or ambiguous .

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

1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused .

The response is adequately sustained and generally focused:

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

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

The response is fully sustained and consistently and purposefully focused:

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

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

W.3.7 I read the prompt.W.3.7 I read each passage.W.3.7 I understand the main idea of each passage.W.3.7 I read each passage again and took notes.

Using a graphic organizer W.3.8 I gather and sort evidence for the introduction of my composition. W.3.8 I gather and sort evidence for the development of my composition.W.3.8 I gather and sort evidence for the conclusion of my composition.


Writing Informational Text Revise Checklist – Grade 31 Point 2 Points 3 Points 4 Points

OrganizationThe response has little or no discernible organizational structure:

1 few or no transitional strategies are evident .

2 frequent extraneous ideas may intrude .

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

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

2 conclusion and introduction, if present, are weak.

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:

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

2 adequate introduction and conclusion

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

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

2 effective introduction and conclusion for audience and purpose.

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

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

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:

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

2 weak or uneven use of elaborative techniques

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

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

2 adequate use of some elaborative techniques .

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:

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

2 effective use of a variety of elaborative techniques .

Language

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

1 uses limited language or domain-specific vocabulary.

2 may have little sense of audience and purpose .

The response expresses ideas unevenly, using simplistic language:

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

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 clearly and effectively expresses ideas, using precise language:

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

BeginningW.3.2a I introduce my topic and restate my purpose (prompt).W.3.2a I group similar ideas in my introduction.W.3.2a I use illustrations to make my ideas clearer.W.3.2a I use transitional words to help readers move to the middle of my writing.

MiddleW.3.2b I use facts, definitions and details to develop ideas.W.3.2b My ideas connect or go together.W.3.2c I use transitional words within categories of ideas.W.3.2c I use transitional words to help readers move to the end of my writing.

EndingW.3.2d I write a conclusion or ending about my topic.W.3.2d My ending summarizes the main ideas or purpose (prompt).

W.3.2d I use words to show it’s the end of my writing (transitions).

Vocabulary (variants of word meaning) as appropriate to taskL.3.5a I use literal and nonliteral meanings of words and phrases in my writing.L3.5b I use words correctly because I know their meaning. L.3.5c I use words that have similar meanings ( knew, believed, suspected).L.3.6 I use words that are about my topic (topic specific and academic language).L.3.6 I use words my audience will understand.L.3.1i I write simple, compound, and complex sentences.L.3.3a I choose words and phrases for effect.


Writing Informational Text Editing Checklist – Grade 41 Point 2 Points 3 Points 4 Points

ConventionsThe response demonstrates a lack of command of conventions:

1 errors are frequent and severe.

2 meaning is often obscure.

The response demonstrates a partial command of conventions:

1 frequent errors in usage may obscure meaning.

2 inconsistent use of punctuation, capitalization, and spelling.

The response demonstrates an adequate command of conventions:

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

2 adequate use of punctuation, capitalization, and spelling.

The response demonstrates a strong command of conventions:

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

2 effective and consistent use of punctuation, capitalization, and spelling

Grammar and Mechanics (as appropriate to task)

L.3.2a I capitalize appropriate words in titles.L.3.2b I use commas in addresses.L.3.2c I use commas and quotation marks in dialogue.L.3.2d I use apostrophes to show ownership.L.3.2e-f I check my spelling. I use spelling patterns I know.L.3.2g I use dictionaries to correct my spelling.

Word Usage (as appropriate to task)L.3.1a I use nouns, pronouns, verbs, adjectives and adverbs correctly in sentences.L.3.1b I understand how to write and use plural nouns.L.3.1c I use abstract nouns when needed (e.g. childhood).L.3.1d-e I use verbs and verb tenses correctly.L.3.1f My verbs makes sense with my subjects or pronouns (They drive/drives away).

L.3.1g I use adverbs to compare correctly (loud, louder, loudest).L.3.1h I use conjunctions to combine sentences (I wanted more candy, but Sam wanted popcorn).


Informational/Explanatory Writing Rubric: Grades 3 - 5

Score Statement of Purpose and Focus and Organization Development: Language and Elaboration of Evidence Conventions

4 Points

The response is fully sustained and consistently and purposefully focused:

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

2. 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:

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

2 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:

1 use of evidence from sources is smoothly integratedcomprehensive, and relevant .

2 effective use of a variety of elaborative techniques .

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

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

The response demonstrates a strong command of conventions:

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

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

3 Points

The response is adequately sustained and generally focused:

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

2 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:

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

2 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:

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

2 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:

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

2 adequate use of punctuation, capitalization, and spelling.

2 Points

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

1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused .

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

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

2 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:

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

2 weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language:

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

The response demonstrates a partial command of conventions:

1 frequent errors in usage may obscure meaning.

2 inconsistent use of punctuation, capitalization, and spelling.

1 Point

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

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

2 may be confusing or ambiguous .

The response has little or no discernible organizational structure:

1 few or no transitional strategies are evident .

2 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:

1 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:

1 uses limited language or domain-specific vocabulary.

2 may have little sense of audience and purpose .

The response demonstrates a lack of command of conventions:

1 errors are frequent and severe.

2 meaning is often obscure.

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

14


Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4End Goal

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANp DOK 3 - Cu DOK 3 - ANy DOK 4 - SYU Standard

Read and Discussed in Class:Locate key details in two texts on the same topic.Locate important points in text texts on the same topic.

Define (understand and use) Standard Academic Language: Compare, contrast, important points, key details, presented and topic.

Answers who, what, where, when or how questions about key details, from two texts on the same topic.

Concept development:Students understand that key details and important points can be found in two texts on the same topic.

Locate important points in two texts on the same topic (these are major points or main ideas supporting the topic).

Categorize or list key details from two texts on the same topic under important points or main ideas.

Explain the connection between two texts on the same topic using supporting evidence (key details).

Compare and contrast similarities and differences of key details about important points in two texts on the same topic.

Synthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion.

RI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

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

Grade 3Path 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 - ANp Standard

Path to DOK 2Informational TextLearning Progressions

Recall: specific steps in a technical procedure Recall: a series of historical events. Recall scientific ideas or concept. ...in text read/discussed.

Define transitional words pertaining to time sequence and cause and effect such as; first, then, next, after that, finally. Define (understand) the terms historical, scientific and technical as well as time, sequence and cause/effect.

Describe how a series of events, ideas or concepts, or scientific steps are related when explaining who, what, when, where or how.

Not assessed in Quarter 4.

Explain a cause and effect of a historical event. Explain the sequence of steps in a technical procedure. Explain time elements between a series of historical events. Explain the influence of time and cause/effect on scientific ideas or concepts.

Locate information that explains a specific cause/effect or sequence about ideas, or concepts in a historical, scientific or procedural text.

Classify ideas or concepts from two texts in order to locate the most important points.

RI3.3 Describe 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

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - ANq DOK 3 - Cu DOK 3 - Cw DOK 3 - ANA Standard

Path to DOK 2,3Informational TextLearning Progressions

Recall what an author conveys in a text about an event (read and discussed in class).

Define (understand and use) Standard Academic Language: point of view, distinguish, author, and phrase “from that of...”.

Describe or explain specific parts of a text that give understanding to an author’s point of view. Not assessed in quarter 4.

Concept DevelopmentUnderstands that an author’s point of view is reflected in words and gives an example of his/her own point of view.

Identifies and lists the author’s points of views within a text. Compares an author’s point of view with their own.

Explain an author’s point of view using supporting evidence from the text.

Describe how an author’s point of view may affect the reader’s own point of view.

Analyze how an author’s point of view is different than your own.

RI3.6 Distinguish their own point of view from that of the author of a text.


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

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

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

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


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

fact from opinion.

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

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

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


Target 4Ability to cite evidence to support opinions and ideas.

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

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

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


11. Explain why the author probably wrote the second article. Use details from the text to explain your answer.

Constructed Response RI.3.6 Research Target #3

Quarter 4 Pre-Assessment Research Constructed Response Answer Key

Toward RI.3.6 Research Target 3

Research Target 3:Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.RI.3.6

Constructed Response Research Rubrics Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to distinguish relevant from irrelevantinformation (or… such as fact from opinion) about the prompt. Students must determine information that isrelevant to their opinion as to why the author wrote the article. Students should first determine or statetheir opinion and then give evidence to support their opinion.

The author’s purpose in writing this article was to answer questions people may have about rainbows. Students should state this in similar words or intent. Relevant evidence to support this could include: (1) the title of the article “Rainbow Questions, (2) each paragraph begins with a question, (3) the authoranswers the question stated in each paragraph and (4) any examples or details from the text used as(2) supporting evidence as to why the author probably wrote the second article.

Student “Language” Response Example

2

Student states a reason the author wrote the article and then supports it with 2 sufficient relevant information examples from the article, using many details and facts.The article was called Rainbow Questions. This gave me a clue that the author wrote the article to answer questions about rainbows. As I kept reading I saw that each paragraph began with a rainbow question. The first paragraph is, How do we get rainbows? Then the author explains that rainbows are made when the sunlight passes through raindrops. Another examples is the last paragraph, Can a rainbow appear during the night? The author answers the question. Yes. A rainbow can appear in the night but it is very rare. It is called moonshine. So I believe the author wrote this article to answer questions about rainbows based on this evidence.

1Student infers the author’s purpose but is not clearly stated. The student gives 1-2 examples but with limited details or facts.The article was about rainbow questions. The author asked rainbow questions. Then the author told about them. The author wrote about upside down rainbows and night rainbows.

0 The students does not give enough relevant information to answer the prompt.Rainbows can be in the daytime or nighttime. They have many colors.


12. Why do some rainbows look different than others? Give examples of different kinds of rainbows from both articles.

Constructed Response RI.3. Research Target #2

Quarter 4 Pre-Assessment Research Constructed Response Answer Key

Toward RI.3.9 Research Target 2Target 2Locate, Select, Interpret and Integrate Information.RI.3.9Synthesize key details presented in two texts aboutthe same topic, correlating the most important pointsinto one conclusion.

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

Teacher /Rubric “Language Response”The response: gives sufficient evidence of the ability to locate and select information about theprompt. Students must locate and then select the information from both articles in order to answer theprompt. Students locate the different kinds of rainbows and then select information about each type in orderto describe their differences.The response: gives sufficient evidence of the ability to interpret and integrate information aboutthe prompt. Students interpret information when analyzing differences and integrate information whensummarizing why different kinds of rainbows look different.Student Responses that indicate the processes mentioned above could include: (1) listing rainbows that aredifferent (e.g., double rainbows, moonbows, upside down rainbows), (2) describing their differences (e.g.,double rainbows are two rainbows side by side, moonbows occur at night and are white, upside downrainbows looks like a smile), and (3) explaining what causes the differences or variations of each (makingthem look different). Examples of causes of variations could include: (1) Double rainbows look differentbecause the sunlight reflects two times inside the water. The colors at the top are opposite from those at thebottom. (2) Moonbows are caused by moonlight (not sunlight) shining through drops of water. This makesthe moonbow look white. (3) Upside down rainbows are caused by sunlight shining through ice crystals highin the sky. This makes it look like a smile.

Any answers supported by facts from the articles are acceptable,but there should be examples from both articles.

Student “Language” Response Example

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Student gives examples of two different types of “rainbows,” and explains why each looks different. Student uses many details from both texts.Not all rainbows look the same. Some even have different names. Rainbows can look different because they are created in different ways. When I think about rainbows I think about the ones you usually see that look like an arc with many colors. But not all look like this. These rainbows are made when sunlight passes through raindrops. But did you know that some rainbows look like twins? They are called double rainbows. When the sunlight reflects two times inside the raindrops it forms two rainbows. Even their colors are different. One has colors that are upside down from the other! There are also rainbows called moonbows. Moonbows don’t look like regular rainbows either. At night if the moonshine slants just right through the rain, it makes a moonbow. They are very rare and look bright white! These are two examples of how rainbows can look different and why.

1Student gives examples of 3 different kinds of rainbows but does not explain why each look different.There are many kinds of rainbows. Most rainbows look like the kind we see in the sky all the time. Some rainbows look different. Different kinds of rainbows are called moonbows, upside down rainbows and double rainbows. They all look different from each other.

0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt.I have only seen one kind of rainbow. It has six colors in it.


Quarter 4 Pre-Assessment Selected Response Answer Key

Question 1 What makes a rainbow? RI.3.3 C

Question 2 What creates the different colors in a rainbow? RI.3.3 A

Question 3 Which statement best describes a feature of a double rainbow? RI.3.3 B

Question 4 Why did the author probably write the second passage? RI.3.6 D

Question 5 What most explains the purpose of each text? RI.3.6 C

Question 6 In Rainbow Questions, how does the author explain why people might think arainbow is an arc shape? RI.3.6 B

Question 7 What are two conditions that must be met in order for someone to see arainbow? RI.3.9 D

Question 8 What has to be slanting through falling rain, “just right” for a moonbow to occur? RI.3.9 A

Question 9 What information can be found in both reports? RI.3.9 C

Question 10 What is the most significant difference between how an upside down rainbow is made compared to how other rainbows are made? RI.3.9 D

Question 11 Constructed Response

Question 12 Constructed Response

Write and Revise

Question 13 Which sentence does not support the main idea of the paragraph? (W.2L.3.4a) C

Question 14 Which word means about the same as horizon? (L.3.3.a) B

Question 15 Which example below shows the correct way to write the sentence?(L.3.2c) B

Optional: Performance Task Prompt

You have been asked to write a report for a science channel on TV to explain what makes different kinds of rainbows and why. Use examples, details and illustrations from both articles.


Pre-Assessment for Quarter 4Reading Informational Text

Student Form

Name ____________________

Grade


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two articles about rainbows.As you read, take notes on these sources. Then you will answer several research questions about these two sources. These will help you plan to write. You have been asked to write a report for a science channel on TV to explain what makes different kinds of rainbows and why.

Steps you will be following:In order to help you plan and write your report, you will do all of the following:1. Read two articles about rainbows.2. Answer several questions about the sources.3. Plan your essay.

Directions for beginning:You will now read two articles. 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.

Part 2 Your assignment: You have been asked to write a report for a science channel on TV to explain what makes different kinds of rainbows and why. Use examples, details and illustrations from the texts.

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

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

3. Write a final draft for your rainbows report.

How you will be scored

1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense?

2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read

and understand?

3. Conventions: Did you follow rules for capitals, punctuation and spelling?


Rainbow ColorsBy Nussbaum

Rainbows are seen when the sun comes out after a rainstorm. The sun shines through drops of water. This makes a Rainbow.

When the sunlight shines through the raindrops it slants in different ways. The slants make the red, orange, yellow, green, blue, and purple colors that you see in a rainbow. Together, these colors are known as the spectrum. These colors can sometimes be seen in waterfalls too.

Did you know that there are double rainbows? In a double rainbow, the sunlight reflects two times inside the water. This forms two rainbows. In double rainbows, the colors at the top are opposite from those at the bottom. Instead of the purple at the top you can see it at the bottom.

There are also rainbows that look white! These rainbows are called moonbows. They are so rare that very few people will ever see one. Moonbows are caused by moonlight (rather than sunlight) shining through drops of water.


Can rainbows make a full-circle?If you could get up high enough in the sky you might be able to see all of a rainbow. When the sun and rain make a rainbow it is really a full-circle rainbow. We can't see the entire circle, because the horizon blocks it from our view. Pilots high in the sky do sometimes see the full-circle rainbows.

How do we get rainbows?Rainbows are spectacular rays of color. Sunlight looks white, but it's really made up of different colors...red, orange, yellow, green, blue, and purple. The sun makes rainbows when white sunlight passes through rain drops.

Where do you look for a rainbow?When can you see a rainbow? First, it must be raining. Second, the sun must be shining. Third, you must be between the sun and the rain. The lower the sun is in the sky, the higher the arc of the rainbow will be.

What is an upside-down rainbow?An upside-down rainbow is caused by sunlight shining through thin, tiny ice crystals high in the sky. It has nothing to do with rain. Some people refer to this as a 'smile rainbow.'

Can a rainbow appear during the night?Yes, they're called moonbows! The nighttime rainbow is very rare and happens only when the moon is very bright enough. Then the moonshine has to slant just right through the falling rain to make a moonbow.

Rainbow QuestionsBy Weather Wiz Kids


1. What makes a rainbow?

A. Many different colors makes a rainbow.

B. Sunshine makes rainbows.

C. The sun shining through drops of water make a rainbow.

D. Raindrops make rainbows.

2. What creates the different colors in a rainbow?

A. Raindrops fall and slant through sunlight in different ways.

B. Sunlight mixes with raindrops.

C. There are several colors in a rainbow.

D. Sunlight is actually white and then changes color.

Toward RI.3.3 DOK 2 - ChExplain the influence of time and cause/effect on scientific ideas or concepts.. 1

Toward RI.3.3 DOK 2 Cl

Locate information that explains a specific cause/effect or sequence about ideas, or concepts in a historical, scientific or procedural text.

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3. Which statement best describes one feature of a double rainbow?

A. There are actually two rainbows side by side.

B. The colors of each rainbow are opposite images of each other.

C. The lower the sun in the sky the higher the arc of the rainbows.

D. Sunlight makes the two rainbows.

Toward RI.3.3 DOK 2 – ANpClassify ideas or concepts from two texts in order to locate the most important points. 3

toward RI.3.6 DOK 2 - ANqIdentifies and lists the author’s points of views within a text. Compares an author’s point of view with their own.

4. Why did the author write the second article?

A. The author is a rainbow scientist.

B. The author wants people to enjoy rainbows.

C. The author wanted to examine the different colors.

D. The author wanted to answer questions people may ask about rainbows.

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5. What most explains the purpose of each article?

A. The purpose is to describe different rainbows.

B. The purpose is to compare different kinds of rainbows.

C. The purpose is to explain what causes different kinds of rainbows.

D. The purpose is to explain the sequence of how rainbows are made.

6. In Rainbow Questions, how does the author explain why people only see rainbows as an arc shape?

A. A rainbow appears to be an arc in the sky.

B. The horizon blocks the full shape of the rainbow and the arc is all that can be seen.

C. Most pictures show rainbows as arc shapes.

D. Pilots high in the sky can sometimes see an entire rainbow.

toward RI.3.6 DOK 3 - CuExplain an author’s point of view using supporting evidence from the text.

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toward RI.3. 6 DOK 3 – ANA

Analyze how an author’s point of view is different than your own.

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8. What has to be slanting through falling rain, “just right” for a moonbow to occur?

A. moonlight or moonshine

B. sunlight or sunshine

C. different colors of raindrops

D. white sunshine

toward RI.3. 9 DOK 1 - CfAnswers who, what, where, when or how questions about key details, from two texts on the same topic

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7. What are two conditions that must be met in order for someone to see a rainbow?

A. It must be raining and a rainbow must be in the sky.

B. To see a rainbow you must be outside and in the sunshine.

C. The sun must be shining and a rainbow must be in the sky.

D. It must be raining and the sun shining.

Toward RI.3.9 DOK 2 - ClLocate important points in two texts on the same topic (these are major points or main ideas supporting the topic).

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Toward RI.3.9 DOK 3 - CuExplain the connection between two texts on the same topic using supporting evidence (key details).

9. What information can be found in both articles?

A. The reason double rainbows occur.

B. The definition of a spectrum.

C. Why different types of rainbows occur.

D. Understanding upside down rainbows.

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10.What is the most significant difference between how an upside down rainbow is made compared to how other rainbows are made?

A. The upside down rainbow is created in a unique way.

B. The upside down rainbow does not form an arc, but appears to be smiling.

C. Other rainbows have the entire spectrum of colors.

D. The upside down rainbow is not created by light shining through rain.

Toward RI.3.9 DOK 4 - SYuSynthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion.

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11. Explain why the author probably wrote the second article. Use details from the text to explain your answer. RI.3.6, Target 3

12. Why do some rainbows look different than others? Give examples of different kinds of rainbows from both articles.

RI.3.9, Research Target 2


13. Read the paragraph below. (Write and Revise W.2-L.3.4a)

Rainbows have many beautiful colors. Together the colors that make up a rainbow is called the spectrum. Red is my favorite color. The colors in the spectrum are red, orange, yellow, green, blue, and purple.

Which sentence does not support the main idea of the paragraph?

A. Rainbows have many beautiful colors.B. Together the colors that make up a rainbow is called the

spectrum.C. Red is my favorite color.D. The colors in the spectrum are red, orange, yellow, green,

blue, and purple.

14. Read the sentence. (Write and Revise L.3.3.a)

We can't see the entire circle, because the horizon blocks it from our view.

Which word means about the same as horizon?

A. distance

B. skyline

C.mountain

D.sea


15. Read the sentence below. (Write and Revise L.3.2c)

“A double rainbow is expected to occur,” according to today's newspaper.

Which example below shows the correct way to write the sentence?

A. “A double rainbow is expected to occur, according to today's newspaper.”

B. “A double rainbow is expected to occur,” according to today's newspaper.

C. “A double rainbow is expected to occur” according to todays newspaper.

D. A double rainbow is expected to occur, “ according to today's newspaper.”


Part 2

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: You have been asked to write a report for a science channel on TV to explain what makes different kinds of rainbows and why. Use examples, details and illustrations from both articles.

How you will be scored

1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense?

2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your

sentences easy to read and understand?

3. Conventions: Did you follow rules for capitals, punctuation and spelling?


Name____________________________



STOPClose your books and wait for instructions!


DOK 3 - CuI can explain how two texts on the same topic are the same or different and give evidence.

DOK 3 – ANAI can analyze how an author’s point of view is different than your own.

0 1 2 3Why do some rainbows look different than others? Give examples of different kinds of rainbows from both articles.

StandardRI3.3Describe 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.

DOK 3 – CuI can explain an author’s point of view using supporting evidence from the text.

StandardRI3.6Distinguish their own point of view from that of the author of a text.

DOK 2 - ANqI can Identify and list the author’s points of views within a text.

DOK 2 - ClI can find important points in two texts on the same topic.

DOK 1 - CfI can answer who, what, where, when or how questions about key details, from two texts on the same topic.

DOK 4 - SYuI can put key details together from two texts about the same topic, and make a conclusion.

StandardRI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

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

Color your score blue.

0 1 2 3Explain why the author probablywrote the second article. Usedetails from the text to explain youranswer.

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

W.2 –L.3.4aWhich sentence does not support the main idea of the paragraph?

L.3.3.aWhich word means about the same as horizon?

L.3.2cWhich sentence is written correctly?

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DOK 2 - Ch

I can explain the cause and effect of an event, idea or concept.

DOK 2 - ANpI can classify ideas or concepts from two texts in order to locate the most important points.

DOK 2 - ClI can locate information that explains a specific cause/effect.

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Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

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