Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

1. Grade Pre-Assessment for Quarter 4 Reading Informational Text Teacher Directions

2. Important Information • This booklet is divided into two parts… • Teacher’s Resources • Page 1 – 15 • Students Assessment • 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 the • directions 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.

3. 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

4. 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 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 Four 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)

5. Important Please Read Before Starting Assessment • Quarter Four Completing a Performance Tasks 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: Be sure students have a note-taking page for each passage. 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. 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 skillsstudents need in order to complete a performance task.

6. Note-Taking in Part 1 of a Performance Task 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.

7. 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: Supporting with evidence and reason

8. Grade 3 • Key Idea • Write 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 Again • What 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 conclusionsentence that tells the most about the new key idea and key details. • Use some of the again and again words if you can. • ____________________________________________________________________________ • _____________________________________________________________________________ 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 ideaabout the main idea(be sure students know what the main idea(be is). Have students write ONEbrief sentence about the new key idea. 1 • Ask students to look for key details that explain more about the new key idea. • Key detailsare 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 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 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 Againask yourself “why?” It means something is important.” 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 ideas or key detailssentences 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. 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 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.

9. Grade 3 Name_________________ Passage_______________ Main Idea ____________ • Key Idea • Write 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 Again • What 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 conclusionsentence that tells the most about the new key idea and key details. • Use some of the again and again words if you can. • ____________________________________________________________________________ • ____________________________________________________________________________

10. 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. Part 2 In Part 2of 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: Be sure students have reviewed how they will be scored on their full informational composition beforethe assessment (discuss the student rubric). 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. 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: 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). 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. 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.

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

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

17. Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.3.6 Research Target #3 • 11. Explain why the author probably wrote the second article. Use details from the text to explain your answer.

18. Quarter 4 Pre-Assessment Research Constructed ResponseAnswer Key Constructed Response RI.3. Research Target #2 • 12. Why do some rainbows look different than others? Give examples of different kinds of rainbows from both articles.

19. Quarter 4 Pre-Assessment Selected Response Answer Key

20. Grade Pre-Assessment for Quarter 4 Reading Informational Text Student Form Name ____________________

21. 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. Planyour 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. 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. 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: Plan your writing. You may use your notes and answers. Write – Revise and Edit your first draft (your teacher will give you paper). 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?

22. Rainbow Colors By 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.

23. Rainbow Questions By Weather Wiz Kids 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. 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. 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.

24. What makes a rainbow? Many differentcolors makes a rainbow. Sunshine makes rainbows. The sun shining through drops of water make a rainbow. Raindrops make rainbows. 1 What creates the different colors in a rainbow? Raindrops fall and slant through sunlight in different ways. Sunlight mixes with raindrops. There are several colors in a rainbow. Sunlight is actually white and then changes color. 2

25. Which statement best describes one feature of a double rainbow? There are actually two rainbows side by side. The colors of each rainbow are opposite images of each other. The lower the sun in the sky the higher the arc of the rainbows. Sunlight makes the two rainbows. 3 4. Why did the author write the second article? The author is a rainbow scientist. The author wants people to enjoy rainbows. The author wanted to examine the different colors. The author wanted to answer questions people may ask about rainbows. 4

26. 5. What most explains the purpose of each article? The purpose is to describe different rainbows. The purpose is to compare different kinds of rainbows. The purpose is to explain what causes different kinds of rainbows. The purpose is to explain the sequence of how rainbows are made. 5 In Rainbow Questions, how does the author explain why people only see rainbows as an arc shape? A rainbow appears to be an arc in the sky. The horizon blocks the full shape of the rainbow and the arc is all that can be seen. Most pictures show rainbows as arc shapes. Pilots high in the sky can sometimes see an entire rainbow. 6

27. 7. What are two conditions that must be met in order for someone to see a rainbow? It must be raining and a rainbow must be in the sky. To see a rainbow you must be outside and in the sunshine. The sun must be shining and a rainbow must be in the sky. It must be raining and the sun shining. 7 • 8. What has to be slanting through falling rain, “just right” for a moonbow to occur? • moonlight or moonshine • sunlight or sunshine • different colors of raindrops • white sunshine 8

28. What information can be found in both articles? The reason double rainbows occur. The definition of a spectrum. Why different types of rainbows occur. Understanding upside down rainbows. 9 • What is the most significant difference between how an upside down rainbow is made compared to how other rainbows are made? • The upside down rainbow is created in a unique way. • The upside down rainbow does not form an arc, but appears to be smiling. • Other rainbows have the entire spectrum of colors. • The upside down rainbow is not created by light shining through rain. 10

30. 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? • 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. 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? distance skyline mountain sea

31. 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.”

32. Part 2 You will: Planyour writing. You may use your notes and answers. You may use a graphic organizer. Write – Revise and Edit your first draft (your teacher will give you paper). 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?

35. STOP Close your books and wait for instructions!

36. Color the happy face green if your answer was correct or red if your answer was incorrect. 1 2 3 5 6 4 7 8 9 10 Color your score blue. 11 13 14 15 12

37. 2 3 1 6 5 4 7 9 8 10 11 12