Pre-Assessment for Quarter 1 Reading Informational Text

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

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 9 • Student’s Assessment (to be printed in a booklet form) • Pages 10 – 20 • This booklet is intended for pre-assessing reading informational standards RI 1, 2 and 3 at the beginning of the first quarter. Do NOT allow students to read the passages before the assessment. • Student scores can be recorded on the class Learning Progressions Checklists. Each correct selected response is one point. Each constructed response is a maximum of 3 points. Constructed response points should be added to the learning progression adjustment point the question is targeting. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can just print this entire 20 pages – then divide it into the two sections to use. • OR… • You might do the following by sending them to your Print Shop: • Print Shop instructions… • Print pages 9 – 20 in booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Booklet

3. Directions for Pre-Assessment • 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. • Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. • Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. • When scoring.... • When students have finished the entire pre-assessment mark each selected response question as correct or incorrect. • When students have completed the constructed response, score ONLYwith a number from 0 – 3. • DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). • Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. • The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. • Present ONEspecific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: • What did you not understand about the question? • Underline words you did not understand. • Rewrite the question to reflect what you think it is asking.

4. Quarter One Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). The Adjustment Points (in purple) are the specific pre-assessed key skills.

5. Sample of Learning Progression Checklists Record student pre-assessment selected responsescores on class sheets for instructional adjustments. The first quarter CFA score will be recorded in the last column as a comprehensive score.

6. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to succinctly show their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. Constructed Response Answer Key Read these details: a. Scientists receive signals from radio transmitters attached to animals. b Satellites relay information from the signals. c. Signals are received from thousands of migrating animals. Identify and explain the central idea of these particular details. Scoring [Notes:] note: This is “teacher talk” or what a teacher would like to see. Students should connect the idea of satellites, signals, transmitters and migration to formulate a purpose or central idea. They should include what each has in common toward the stated goal (i.e., central idea – scientists tracking animals for a reason – to ensure their safety and survival while migrating). These are essential elements of the task and also provide relevant evidence of understanding. Other aspects could include details on how scientists plan to accomplish tracking migrating animals (satellites, the pathway of signal transmissions through NASA and then to scientists, etc...). Details and explanations are consistently connected to the central idea. Sentences are consistent in length with the explicitness of the information student has provided.

8. Constructed Response Answer Key Analyze how the author helps the reader understand the idea that tracking migrating animals could impact their survival. Use examples from the passage in your analysis. Scoring [Notes:] Students should use examples from the passage to explain why scientists feel they need to study migration. Responses should center around specific reasons stated by the author that could convince a reader that tracking migrating animals is necessary. These are essential elements to this task. Other aspects might include ways scientists plan to use technology (i.e., how transmitters and satellites work). Relevant pieces of evidence from the passage are details that support the central idea (animals travel long distances, they are decreasing in number). Students consistently stay on topic. Sentences vary in length and structure for giving a clearer understanding of the task.

9. Quarter 1 Pre-Assessment Selected Response Answer Key

10. Grade Pre-Assessment for Quarter 1 Reading Informational Text Name ____________________

11. Animals on the Move Animals on the Move A flock of geese flies gracefully overhead. You wish you could see the world as they see it. You wish you could fly and be as free as they are. You wonder where they are going in such a hurry! Well, don't envy them too much, because they may be on a very long, tiring journey. Many geese and other birds migrate thousands of miles every year. Some travel over 7,000 miles one way! Some may travel up to 1,000 miles without even a rest stop, crossing the Gulf of Mexico or the Sahara Desert. These birds must follow their food supply and they must return to certain locations to breed. They Migrate to Survive! Besides birds, some other long-distance travelers are fish, sea turtles, bears, caribou, whales, and porpoises. Some of these kinds of animals are shrinking in population. Some are in danger of disappearing forever. Scientists want to know what is happening to them and why. As part of the answer, they want to know where the animals go, how they get there, and how long they stay. A good way to learn about animals is to track them from space. Scientists pick individual animals and fit them with lightweight, comfortable radio transmitters. Signals from the transmitters are received by special instruments on certain satellites as they pass overhead. These satellites are operated by the National Oceanic and Atmospheric Administration (NOAA). The polar orbits of the satellites let them see nearly every part of Earth as it rotates below and receive signals from thousands of migrating animals. After the satellite gets the signal from the animal's transmitter, it relays the information to a ground station. The ground station then sends the information to NASA's Goddard Space Flight Center in Maryland. Goddard then sends the information about the animal to the scientists, wherever they may be. Tracking migrating animals using satellites may help us figure out how to make their journeys as safe as possible and help them survive. 1 2 3 4 5 6 7 http://spaceplace.nasa.gov/migration/en/

12. Name ______________ Why does the author say we shouldn’t envy geese? We wish to be as free as they are. They must find food. They are in for a long, tiring journey. They cross the Gulf of Mexico or the Sahara Desert. 1 2. Which statement best explains why scientist are studying migration patterns of animals? To trace their food supply and breeding locations. Scientists want to know what is happening to them and why. Scientists want to know how far migrating animals travel. Some animals migrate thousands of miles every year. 2

13. Why might the author have mentioned fish, sea turtles, bears and other animals in this passage? Geese fly but other animals walk or swim to travel. The author mentions other animals they are studying. Scientists want to know where all of the animals go. The author wants the reader to know that geese are not the only animal that migrates. 3 4. What details from the passage best support the idea that migration is long-distance? Many geese and other birds migrate thousands of miles ever year. Some may travel up to 1,000 miles without even a rest stop. Some animals travel while others stay in one location. Geese have a long tiring journey. You wonder where they are going in such a hurry! Scientist want to know how animals get to a new location and how long they stay. 4

14. 5. Which statement best summarizes why animals migrate? Animals migrate each year to different locations and stay for long periods of time. Caribou, whale and porpoises are some of the animals that migrate each year. Many birds and other animals also migrate each year. Animals migrate to follow their food supply and some must return to certain locations to breed. 5 6. What sentence would be an appropriate addition for paragraph four? Sea turtles, whales and porpoises are ocean migrating animals. What is it about migrating birds and animals that increase their likelihood of becoming an endangered species? There may be several methods of tracking migrating animals. Although migrating animals often travel long distances, it is necessary for their survival. 6

15. 7. What is a key component of scientists being able to track migrating animals by satellite? Scientists need to be able to track animals from space. Migrating animals are fitted with radio transmitters. NOAA is an organization that helps track migrating animals. Scientists want to know where animals go, how they get there and how long they stay. 7 8. What happens after a satellite receives a signal? NASA sends the information to the scientists. The ground station sends information to NASA. The transmitter sends a signal. The satellite relays information to a ground station. 8

16. 9. What example best elaborates on the idea that satellite transmissions may help migrating animals survive? Scientists study animals to make sure they can migrate safely. If scientists know where animals go and how they get there using satellite transmission, food sources could be traced and studied. This might help scientists understand if there is enough food for their long journey. Many animals are shrinking in population. If animals shrink in population they become endangered species. Satellites can’t track an endangered species. Satellites are made by NASA and have many purposes. One purpose is to track animals. 9 10. How does the author introduce and prepare the reader for the idea of tracking migrating animals from space? In order to know where migrating animals go, how they get there and how long they stay, scientist can track them from space. Tracking animals may help scientists help animals stay safe and survive. Animals can wear transmitters to help satellites track them from space. Animals travel long distances as they migrate. Some kinds of animals are shrinking in population. 10

18. STOP Close your books and wait for instructions!

19. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. DOK – 2 Ck Color your score blue. 1 3 2 11 DOK – 3 APx Color your score blue. 4 5 6 12 7 9 8 10 Quarter One CFA Pre-Assessment Informational Text – Important Adjustment Points

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