Grade 4 Teacher Directions C ommon F ormative A ssessment

1. Quarter Three Reading Informational Text Grade 4 Teacher Directions Common Formative Assessment

2. Quarter Three Informational Text Common Formative Assessments Team 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.

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 16 • Student Assessment • Page’s 17 – 36 • This booklet is intended for assessing reading informational standards RI. 4, 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 teacher directions (pages 1 – 16). Read the • directions before giving the assessment. • Print pages 17 – 36 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.

4. Types of Readers 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. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” 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. Selected and Constructed Response QuestionsNote: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. Selected Response - Quarters 1 - 4 Students answer 10 Selected Response Questions about the passages. Scoring Options 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). 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. 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." 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?). Scoring forms are available at: http://sresource.homestead.com/index.html

5. 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 reviseassessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 Students “Read to Write” integrating basic writing and language revision skills. Write and Revise Assessed Categories for Quarter Three Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

6. 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 1and 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. • 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 1of 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 skillsstudents need in order to complete a performance task. • 3. Planning: In Part 2of 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/.

7. Note-Taking Teachers.... 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. Read the text through to get the “gist” without the distraction of finding answers or note-taking. Re-read the text. Take notes using a note-taking form. 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.

8. Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt Compare and contrast how Chicago changed because of two men. 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 are a few ideas: Find a graphic organizer you’ve used before to plan a writing piece. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. Be sure students know the criteria before they begin (what you are expecting them to do). Share exemplary models of completed graphic organizers. Review the criteria.

9. 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 topic • Writing Standard 8: Analyzes information for a purpose • Writing Standard 9: Supports with evidence and reason

10. Grade 4 Name_________________ Passage________________ Main Idea _______________ • What contributions (key ideas) does the text make to support the main idea? • Write one new contribution (key idea) about the main idea. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details and Examples • What key details and examples from the section or paragraph explain more about the new contribution • (key idea)? • Key Detail or Example ________________________________________________________________________ • ________________________________________________________________________ • Key Detail or Example _________________________________________________________________________ • _________________________________________________________________________ • Again and Again • What words, phrases or ideas does the author use again and again? Write them here. • Think about why the author uses them again and again. • Write one conclusionsentence that tells the most about the new contribution (key idea). • Use some of the again and again words or ideas in your summary. • ____________________________________________________________________________ • _____________________________________________________________________________ Instruct students to re-read a paragraph or section of the text that has strong text contributions to support a key idea. Ask, “Does the section or paragraph you chose have a strong statement about the main idea?” This is a contribution within a key ideaabout the main idea. (be sure students can identify the main topic). Have students write ONEbrief sentence about the new contribution (key idea). In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference. 1 • Ask students to look for key details and examplesthat explain more about the new strong contribution (key idea.) • Key detailsare reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea. • Example: if the main topic is about dogs and... • “The dog likes to play,” (is the new contribution(key Idea), • Then some key detailsmight be: • The dog likes to play fetch. • The dog likes to play with the ball. Remember students will need to have a note-taking form for each passage. 2 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 key idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (key idea ) and key details? ” 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. 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 authors use the same words, phrases or ideas Again and Againask yourself “why?” It means something is important.” 3 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 mini lesson. These concepts can be taught separately: • Main Topic • Contribution (key idea) • Key Details Examples • Again and Again • Conclusions - Summarizing • ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

11. Grade 4 Name________________ Passage_______________ Main Idea _______________ • What contributions (key ideas) does the text make to support the main idea? • Write one new contribution (key idea) about the main idea. • _____________________________________________________________________________ • _____________________________________________________________________________ • Key Details and Examples • What key details or examples from the section or paragraph explain more about the new contribution (key idea)? • Key Detail or Example ________________________________________________________________________ • ________________________________________________________________________ • Key Detail or Example _________________________________________________________________________ • _________________________________________________________________________ • Again and Again • What words, phrases or ideas does the author use again and again? Write them here. • Think about why the author uses them again and again. • Write one conclusionsentence that tells the most about the new contribution (key idea). • Use some of the again and again words or ideas in your summary. • ____________________________________________________________________________ • _____________________________________________________________________________

12. SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) 

13. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.4.4 Research Target #4 • What is a legacy? Give examples from the texts that support this statement: Jean Baptiste Pointe du Sable and Daniel Burnham left important legacies to the city of Chicago.

14. Quarter 3 CFA Research Constructed ResponseAnswer Key Constructed Response RI.4.8 Research Target #4 12. Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the text that supports your answer.

15. Quarter 3 CFA Research Constructed Response Answer Key Constructed Response RI.4.9 Research Target # 18. How did DuSable and Burnham’s plans make living in Chicago easier? Use examples from both passages.

16. Quarter 3 CFA Selected Response Answer Key

17. Quarter Three Reading Informational Text Grade 4 Common Formative Assessment Name_________________

18. Student Directions: Read the Directions. Part 1 Your assignment: You will read two passages about men who helped build Chicago. 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 comparing and contrasting how Chicago changed due to the plans of two men. 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 men who helped build Chicago. 2. Answer several questions about the passages. 3. Planyour 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. Questions Answer 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. Chicago Legacy: Burnham’s Plan Whatwas Daniel Burnham’s big idea? 1 When DuSable came to Chicago, it was not yet a city. In 1833, Chicago was incorporated as a town. Before then it was a settlement. About 350 people lived here. At first it grew slowly. Then Chicago grew very fast. By 1855, about 30,000 people lived here. That year the Burnham family moved here. Daniel Burnham was nine when he came to Chicago. He would grow up here. He would be part of Chicago’s progress. 2 By 1870, 300,000 people lived here. There was no plan for where everything should be. Chicago was crowded. The streets were too busy. People built homes in a hurry. They used wood. Most of the city was made of wood. The Great Chicago Fire happened in 1871. It lasted for 36 hours. Almost 18,000 buildings burned down. About 100,000 people lost their homes. Some people chose to leave. But most stayed. They would rebuild Chicago. 3 After the fire, people wanted to make Chicago a better city. They wanted to change the city. They took debris from the fire to make a park. Debris is what is left after a fire. Today that park is called Grant Park. They rebuilt houses. They rebuilt businesses. But there wasn’t a big plan. So streets started getting crowded again. 4 Daniel Burnham was an architect. Architects plan buildings. They think about who will use the buildings. They plan what they should look like. But Daniel Burnham did more than plan buildings. 5 He was one of the first people to have a job called “city planner.” A city plannerthinks about what a city needs. It needs many things. It needs parks and public buildings. It needs streets. A city planner thinks about the whole city. 6 Daniel Burnham knew how to make big plans. He was in charge of the World’s Columbian Exposition in 1893 held in Chicago. That was a big fair. There were more than 200 new buildings at the fair. Many people came from around the world to see it. They saw many new things. They saw movies. They saw electric light bulbs. Those were new inventions in 1893.

20. Chicago Legacy: Burnham’s Plan Whatwas Daniel Burnham’s big idea? 7 After the fair, Chicago kept growing. In 1906, more than two million people lived here. Daniel Burnham convinced leaders that the city needed a plan. They decided he should make that plan. He saw problems. He thought of ways to solve them. He planned ways to make the city better. He asked another architect to help him. That person was Edward Bennett. 8 In 1909 they finished their big plan. City leaders decided to do many parts of the plan. They added parks to the lakefront and neighborhoods. They added forest preserves. They 37 streets wider. Wide streets are called boulevards. Boulevards would make it easier for people to travel in Chicago. They built bridges over the Chicago River. They planned railroad stations. These changes took many years and a lot of money. 9 You can see Daniel Burnham’s legacy in Chicago today. Navy Pier is one part of his plan. The Michigan Avenue Bridge came from his plan. Union Station came from his plan too. It is a big train station. Burnham’s legacyis in many places in Chicago. It is part of how Chicago works. He said that it is important to have very big dreams. He said people should make great plans. That idea is still important today.

21. Chicago’s First Leader 1 Before there was a city of Chicago, a brave man moved here. It was tough to live here then. There were no stores. There were no settlers. It was very cold in the winter and hot in the summer. There was a lot of snow in winter, too. So, it was hard to travel then. In spring, there was a lot of rain and mud, and that made it hard to travel as well. 2 Then an early Chicago leader came here. His name was Jean Baptiste Point DuSable. He was the first person who was not a Native American to settle here. He was African American. DuSable built a cabin on the Chicago River. He started a business by trading with Native Americans. He opened a trading post here in the late 1770s. At first, it was just a small home. But he stayed for more than 20 years. He added to it. It became the most important part of the area. 3 Getting things to Chicago was hard. Chicago was a very small town. It was many miles away from any other city. At first, DuSable traded only with the Native Americans and explorers. He would give them tools and other goods and he would get back things that they grew, hunted, or made. As more people moved here, his trading post became more important. Settlers bought goods, too. 4 DuSable’s trading posthelped explorers to keep going. They could buy supplies at his post. This would let them travel further. That trading post helped start Chicago as a city. When families moved to Chicago, they could get what they needed at the trading post. Settlers bought many things from the trading post. 5 DuSable sold blankets, butter, furs, knives, cloth, and guns. Settlers and Native Americans traded or paid money for those things. 6 Jean Baptiste Point DuSable sold his trading post and moved on in 1800. He left a legacy, however. The trading post had been a kind of anchor of the growing community. 7 DuSable was the first person to help people come to Chicago. He helped them stay here, too. That is why Chicago called him the “father” of the city. He made it possible to settle here. 8 Today there is a harbor named for DuSable. There is a park too. That park is near where he started the first Chicago business. The location of the city is DuSable’s biggest legacy. It started where his trading post was! His post was the starting point for making the town that became today’s big city.

22. What does the phrase “trading post” mean in this passage? RI.4.4 a place to hitch your horse a place to get things you need a place located near a river. a place to build your home • The passage states that DuSable’s “trading post started Chicago’s progress.” What does the word progress suggest? RI4.4 • moving to a new place • something left behind • completing a task • development or growth

23. Which of the following would be something an architect would do? RI.4.4 • plan buildings • ride a horse • travel in Chicago • make new inventions • Which statement below best describes a city planner? RI.4.4 • A city planner thinks about the new inventions of 1893. • A city planner builds homes. • C. A city planner thinks about streets, parks, and buildings. • A city planner fights fires.

24. What is a synonym for the word boulevard? RI.4.4 river avenue fair station

25. 7. What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8 • Lots of people lived there. • People built homes in a hurry. • Most of the city was built from wood. • The fire lasted for 36 hours. 8. What evidence best supports what a city planner thinks a city needs? RI.4.8 Architects plan buildings. City planners draw pictures and make models. The city planner thinks about the whole city and what will make it better. D. The city planner thinks about parks and public buildings.

26. 9. What evidence supports why Daniel Burnham was • selected to head up the World’s Columbian Exposition?RI.4.8 • He was an architect and the first city planner. • He knew how to make big plans and was organized. • There were more than 200 new buildings at the fair. • His plan added parks and forest preserves. • 10. What evidence supports that travel was made easier due to Daniel Burnham’s plans? RI.4.8 • More than 2 million people lived there. • The plan added parks and forest preserves. • His plan included wider streets as well as more bridges and railroad stations. • City leaders decided to do many parts of Daniel Burnham’s plan.

27. 11. What evidence in the text shows that Daniel Burnham’s plans can still be seen today? RI.4.8 He planned ways to make the city of Chicago better. It took many years and a lot of money to carry out his plans. You can see Daniel Burnham’s legacy in Chicago today. There are many places in Chicago that came from his plan, like roads and bridges.

28. 13. What did settlers in Dusable’s time need most when they first moved to Chicago? RI.4.9 • They needed clothes for the snow and mud. • They needed to buy a home. • They needed furs and tools. • They needed food and supplies. • 14. Why did the Great Chicago Fire cause so much damage? RI.4.9 • There was no plan for where everything should be. • The buildings were too crowded and made of wood. • The people built homes in a hurry. • It was hard to get places and the streets were crowded..

29. 15. What made life hard for the settlers in DuSable’s time? RI.4.9 • Chicago was very crowded and there were too many people. • In Chicago, people had to travel by foot, or by boat or by horse. • Chicago was very small and there wasn’t much there. • In Chicago, people lived by a lake and the weather was cold. • 16. Why was life difficult in Chicago before the Great Fire? RI.4.9 • The city was growing very fast and there was no plan. • All of the buildings were built out of wood. • Only 350 people lived in Chicago at the time. • 18,000 buildings burned down.

30. 17. What do Burnham and DuSable’s legacies have in common? RI.4.9 • Both men built things that made Chicago a better city. • Both men have modern day buildings named after them. • Both men made plans that brought new inventions to Chicago. • Both men had buildings destroyed by fire.

31. 19. Read the paragraph below. (Write and Revise W.2a) Dusable’s trading post provided important goods. The trading post was on the Chicago River. He sold blankets, butter, furs, knives, cloth, and guns. Settlers could also buy tools and food others grew or hunted. Which of the following sentences does not support the paragraph? Dusable’s trading post provided important goods. The trading post was on the Chicago River. He sold blankets, butter, furs, knives, cloth, and guns. Settlers could also buy tools and food others grew or hunted. 20. Read the paragraph below: (Write and Revise L.2b) After the fire, people wanted to make Chicago a better city. They took debris from the fire to make a park. They rebuilt houses. They rebuilt businesses. ____________________________________________ Which sentence could be added to the paragraph? In 1870, 300,000 people lived in Chicago. Union Station came from Dusable’s plan. After rebuilding people decided that Chicago needed streets. Chicago grew to be one of the largest cities.

32. The two underlined words in the paragraphs need to be changed to make them more specific and appropriate. (Write and Revise L.3a) Read the paragraphs. Then answer the questions below. Jean Baptiste Point DuSable sold his trading post and moved on in 1800. He left a legacy, however. The trading post had been a kind of anchorfor the Chicago community. Probably the biggest legacy from DuSable is the city’s location. His post was the starting point for making the town that became today’s big city. 21. What is an appropriate phrase to replace anchor? unsafe shelter place to count on nice store hiding spot 22. What is a more specific word to replace biggest? least cool main smallest

33. 23. Read the sentence below. (Write and Revise L.3b) _____________ legacy was the trading post that is the starting point for making the town that became today’s big city. Which is the correct word to fill in the blank? A. Dusables B. Dusables’ C. Dusable’s D. Dusables’s 24. Which of the following sentences are punctuated correctly? (Write and Revise L.2b) The city leaders said, “We need a city planner.” B. The city leaders, “said we need a city planner.” C. “The city leaders said,” We need a city planner. D. The city leaders said we need a city planner.

34. STOP Close your books and wait for instructions!

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