1 Pre-Assessment for Quarter 3 Reading Informational Text Grade

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 15 2.Students Assessment b.Page’s 16 – 32 This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning 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. Be sure you have printed a teacher’s Edition 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. NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS Lexile Band* K–1N/A 2–3450L–725L420L–820L 4–5645L–845L740L–1010L 6–8860L–1010L925L–1185L L–1115L1050L–1335L 11–CCR1070L–1220L1185L–1385L

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Grade 3 Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path to DOK 2 Informational Text Learning 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 Development Understands 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 3 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. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Types of Readers Note: 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 Students answer 10 Selected Response Questions about the passages. 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. 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 student’s reflect (such as: What was the question asking, can you rephrase it?). Scoring forms are available at:

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 4 Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Three a.Writing: Write and Revise (revision of short text) b.Language: Language and Vocabulary Use (accurate use of words and phrases) c.Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 5 Important Please Read Before Starting Assessment Quarter Three Preparing for Performance Tasks The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below. IMPORTANT – NEW Please make copies of the note-taking form for each student in your class if you choose to use it. 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 before 1.Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research : In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task. 3. Planning : In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Part 1Part 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

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 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. 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.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What ideas and details in the passages explain why humpback whales are special? OPTIONAL! (By 4 th 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: 1.Find a graphic organizer you’ve used before to plan a writing piece. 2.Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. 3.Be sure students know the criteria before they begin (what you are expecting them to do). 4.Share exemplary models of completed graphic organizers. Review the criteria.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 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. 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

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 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 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. ____________________________________________________________________________ ____________________________________________________________________________ _ 9 Grade 3 Instruct students to re-read a paragraph or section of the text they liked. main idea Ask, “Does the section or paragraph you chose state something new about the main idea?” key idea main idea main idea This is a key idea about the main idea(be sure students know what the main idea (be is). ONE key idea Have students write ONE brief sentence about the new key idea. Instruct students to re-read a paragraph or section of the text they liked. main idea Ask, “Does the section or paragraph you chose state something new about the main idea?” key idea main idea main idea This is a key idea about the main idea(be sure students know what the main idea (be is). ONE key idea Have students write ONE brief sentence about the new key idea. 11 key details key idea Ask students to look for key details that explain more about the new key idea. Key details key idea Key details are reasons that support a key idea. Instruct students to write 2 brief key details that support the key idea. main idea Example: If the main idea (be is about dogs and.. key Idea “The dog likes to play,” (is the key Idea), key details Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. key details key idea Ask students to look for key details that explain more about the new key idea. Key details key idea Key details are reasons that support a key idea. Instruct students to write 2 brief key details that support the key idea. main idea Example: If the main idea (be is about dogs and.. key Idea “The dog likes to play,” (is the key Idea), key details Then some key details might be: the dog likes to play fetch. the dog likes to play with the ball. 22 Again and Again Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Again and Again Explain, “When author’s use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” Again and Again Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Again and Again Explain, “When author’s use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 33 key ideas or key details one conclusion 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 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. key ideas or key details one conclusion 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 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. 44 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. 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 SEARCH SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 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 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. ____________________________________________________________________________ 10 Grade 3 Name_________________ Passage_______________ Main Idea ____________ R E- read SEARCH SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 11 Path to DOK - 1Path to DOK - 2 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 - APgDOK 2 – Apn Context CluesStandard Locate domain- specific words and phrases studied or discussed in a text (basic recall of location). Understands and uses Academic Standard Language accurately: determine, general, academic, domain, specific, words, phrases, relevant. Select words and phrases when meaning or definition is clearly evident. L.3.4d: Uses glossaries or beginning dictionaries to determine or clarify meaning. L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/unco mfortable, care/careless, heat/preheat) L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). L.34 a Use sentence- level context as a clue to the meaning of a word or phrase. L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered). RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ClDOK 2 - CmDOK 2 - ANsDOK 3 - CuStandard Read and discussed in class: Locate a sentence within a paragraph. Locate a paragraph within a text. Define (understand and use) Standard Academic Language: logical, connection, between, particular (sentences and paragraphs), comparison, cause/effect, sequence words (first, second, third, etc...). Describe or explain who, what, when, where or how using transitional words when speaking or writing: Sequence words (e.g. first, next, then, after that, finally). Cause/Effect language (cause, effect, if, then, because). Comparison language (more, less, -er,-est, etc...). Concept Development: Students understand that sentences and paragraphs are logically connected (by ideas, events, etc...) and transitional language is often a clue about the connections. Locate supporting information between particular sentences and paragraphs in a text using transitional language as a clue. Analyze/Identify the text structures of comparison, cause and effect or sequence by identifying signal words, transitions or semantic cues. Explain why sentences and paragraphs in a text are connected (use structural text references – comparison, cause/effect/ first/second/thi rd in a sequence). RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Path to DOK - 1Path to DOK - 2Path to DOK - 3Path to DOK - 4 End Goal DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - Cl DOK 2 - ANp DOK 3 - CuDOK 3 - ANyDOK 4 - SYUStandard 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 Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 12 SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research Rubrics Target 2 Locate, 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. Constructed Response Research Rubrics Target 3 Evidence 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. Constructed Response Research Rubrics Target 4 Ability 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.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond In the article The Humpback Whale, explain how and why the author compares humpback whales to other things. Constructed Response RI.3.8 Research Target #2 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.3.8 and Research Target 2 Research Target 2: Locate, Select, Interpret and Integrate Information. RI.3.8 Explain why sentences and paragraphs in a text are connected (use structural text references – comparison, cause/effect/ first/second/third in a sequence). Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to locate and select information about the prompt. Students must locate and then select the information that compares the humpback whale to other things such as comparing the humpback whale to a crane, bird, camel, fingerprint and how children sing. The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Students must interpret why the author used these comparisons and integrate that information in order to answer the prompt. Sufficient evidence of integration would be statements that reflect that the student understands “why” the author compares each thing to a humpback whale (e.g., The humpback whale’s flippers look like wings when it jumps out of the water). Student “Language” Response Example 2 Student gives 3 sufficient examples of how the author compares a humpback whale to other things and explains why. The author uses compares the humpback whale to other things to explain facts about the humpback whale. One fact is that a humpback whale weight about as much as a 50 ton crane. Another fact is that when a humpback whale jumps out of the water its flippers look like a bird’s wings. When I think about the whale and then the things the author compares it to it helps me understand more about the humpback whale. When the author says a camel has a hump but a humpback whale’s hump is just really when it dives under water and arches its back, I can really understand about its hump better. That is why the author compares the humpback whale to other things. 1 Student gives 2 limited examples of how the author compares a humpback whale to other things but only explains why in detail one of the examples. The author compares a humpback whale to a bird. A bird has wings. A humpback whale has flippers that can look just like a bird’s wings. A humpback whale can sing too. They sing beautiful songs. 0 The students does not give enough relevant information to answer the prompt. Humpback whales are really big. They can even fly out of the water.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond What key details in Facts about Humpback Whales and The Humpback Whale explain why the humpback whale is easy to spot? Constructed Response RI.3.8 Research Target #2 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.3.9 and Research Target 3 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.3.9 Synthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion. Constructed Response Research Rubrics Target3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information (or… such as fact from opinion) about the prompt. Students must distinguish what evidence from both passages are relevance in explaining why the humpback whale is easy to recognize. Relevant information from The Humpback Whale would be specific details that make a humpback whale easy to recognize. These include visual recognition factors such as its large flippers, looks like it has a hump when it dives, and its large size (50 tons). Non-visual clues make the humpback whale easy to recognize if you are a scientist ( by its unique fluke and singing). In Facts about Humpback Whales, visual clues include its 12 foot wide tail and how it slaps the water (lobtailing) and how it jumps out of the water. Student “Language” Response Example 2 Student presents sufficient relevant details from both passages that supports why a humpback whale is easy to recognize. Some of these are visual and some are not (do not need to differentiate). The humpback whale is easy to recognize for many reasons. If you see a whale in the ocean and you aren’t sure if it’s a humpback whale look at its flippers. They are the largest of any whale. You might also see it jumping out of the water like an acrobat or slapping the water with its large tail. If you see it dive under the water part of its back sticks up and looks like a hump. These are some of the ways you can recognize a humpback whale. Scientists can find specific humpback whales because they have flukes under their tails that are one of a kind (just like our fingerprints) and because they sing very complex songs. These are a few of the ways to recognize a humpback whale. 1 Student presents limited relevant details from both passages supporting why a humpback whale is easy to recognize but adds details that do not contribute to the prompt (such as humpbacks are intelligent). Humpback whales are easy to recognize. They are very intelligent. They also can sing beautiful songs. Humpback whales are very big and they jump out of the water. 0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt. Humpback whales are so pretty. They can do many things other whales can’t do. I hope I see one.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 15 Quarter 3 Pre-Assessment Selected Response Answer Key

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 16 Pre-Assessment for Quarter 3 Reading Informational Text Name ____________________ Grade

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 17 Student Directions : Read the Directions. Part 1 Your assignment: You will read two articles about humpback whales. 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 an informational essay explaining what makes humpback whales special. Steps you will be following: In order to help you plan and write your essay, you will do all of the following: 1. Read two articles about humpback whales. 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. 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.

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 18 The Humpback Whale Section 1 What weighs about the same as a 50 ton crane? The humpback whale! The humpback whale is easy to spot. It is one of the longest of all whales. Humpback whales can be 40 to 50 feet long and weigh up to 50 tons! Section 2 Some people say the humpback whale has wings like a bird! But, they are really large flippers. They are the largest flippers of any whale. Section 3 Do humpback whales really have a hump on their back like a camel? When a humpback whale gets ready to dive under the water, it arches its body. It only looks like a hump coming out of the water. Grade Equivalence 3.9 Lexile 800

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 19 Section 4 Does a humpback whale have fingerprints like people do? The humpback whale has a tail with a deep notch. Underneath the tail there are white patches called flukes. Each whale’s fluke is different than any other whales, just like our fingerprints are different than anyone's. Scientists can recognize different humpback whales by their flukes. Section 5 Humpback whales can sing beautiful songs, but not like we do! The male humpback whale sings the songs. All of the songs have meaning and are very complex. Because the songs are complex scientists, believe that humpback whales are very intelligent. Graphic courtesy David Rothenberg The Humpback Whale

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 20 Facts about Humpback Whales Section 1 Description The humpback whale is an easy whale to spot. Not only is it huge (40-50 tons) but it is 40 to 50 feet long! 50 feet is about as tall as a five story building. Many people say the humpback whale has a hump on its back! But when the humpback dives under the water he arches his back. It only looks like a hump. Humpback whales have large flippers. Their flippers are a third of their body size. The scientific name for humpback whales is Megaptera which means “huge-wings.” Humpback whales can be gray to black. They have white markings under their tails called flukes. These markings are unique to each whale and help scientists identify them. The humpback’s tail is about 12 feet wide. Humpbacks stick their tail out of the water, swing it around and slap the water. This is called lobtailing. The reason they lobtail is not known. Section 2 Behavior Humpback whales are known for their complex whale songs. Scientists have been studying these songs for many years. Only males have been found to sing. The songs all have a reason and are very complex. This makes scientists believe that humpback whales are very intelligent. Humpback whales are famous for leaping out of the water. They use their strong tails to slap the water. Their tails help propel them all the way out of the ocean. Humpbacks hunt in groups in very clever ways. The hunting members make a circle under the water. Then, all of the whales blow bubbles at the same time. The wall of bubbles traps small fish for the humpbacks to eat. This is called bubble-net feeding. Section 3 One of a Kind Humpback whales are “one of a kind” for many reasons. They are one of the largest whales. They are the only whale that sings such complex songs. They work in hunting teams and use clever ways to catch food. They are the acrobats of the ocean and are known as very intelligent. Grade Equivalence 3.5 Lexile 730

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 21 Name ______________ 1. What does the word intelligent mean when describing the humpback whale? You may use a dictionary. A.Intelligent means that humpback whales can jump out of water. B.Humpback whales are very intelligent. C.The word intelligent is used in the passage to explain that humpback whales can do many things. D.The word intelligent in the passage is used to mean that humpback whales are very smart. 2.The scientific name for humpback whales is Megaptera. What does the pre-fix mega most likely mean? A. large B. small C. swimmer D. fast Toward RI.3.4 DOK 1 - Ce Select words and phrases when meaning or definition is clearly evident. L.3.4d: Uses glossaries or beginning dictionaries to determine or clarify meaning. 1 Toward RI.3.4 DOK 1 - APg L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Note: Although mega is used here as a prefix it is also classified as a Latin root. 2

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 22 3.Scientists believe that humpback whales are very intelligent. Which statement best explains what scientists believe? A.Scientists wonder if humpback whales are very intelligent. B.Scientists think that humpback whales are very intelligent. C.Scientists say that humpback whales are very intelligent. D.Scientists heard that humpback whales are very intelligent. Toward RI.3.4 DOK 2 – APn L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered). 3

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 23 4.Which sentence best explains why the author of The Humpback Whale compares a humpback whale to a 50 ton crane? A.They both are very large. B.The humpback whale is like a 50 ton crane. C.They humpback whale weighs about the same as a 50 ton crane. D.The whale is bigger than the crane. 5.Why does the author of The Humpback Whale compare a humpback’s tail to a fingerprint? A.The author compares the humpback whale’s tail to a fingerprint in the text. B.Each humpback whale’s tail is different than any other humpback whale just like our fingerprints are different than any other person. C.Humpback whale’s tails and our fingerprints are the same. D.The author wanted the reader to know about fingerprints. Toward RI.3.8 DOK 2 – Cm Locate supporting information between particular sentences and paragraphs in a text using transitional language as a clue. 5 Toward RI.3.8 DOK 1 - Cf Describe or explain who, what, when, where or how using transitional words when speaking or writing: Sequence words (e.g. first, next, then, after that, finally). Cause/Effect language (cause, effect, if, then, because). Comparison language (more, less, -er,- est, etc...). 4

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 7. What do both articles state about the humpback whale’s flippers? A.The humpback whale’s flippers are very large. B.The humpback whale’s flippers are a third of its body size. C.The humpback whale’s flippers look like large wings. D.The humpback whale’s flippers are black and gray. Toward RI.3. 9 DOK 1 - Cf Answers who, what, where, when or how questions about key details, from two texts on the same topic Why are all of the sentences in section 5 of The Humpback Whale about songs? A. The sentences in section 5 connect the idea that whales and people both sing songs but in different ways. B.Section 5 is all about singing songs. B.Humpback whales sing songs. C.The sentences in section 5 explain that the male humpback whale sings the songs. Toward RI.3. 8 DOK 3 – Cu Explain why sentences and paragraphs in a text are connected (use structural text references – comparison, cause/effect/ first/second/third in a sequence). 6

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Toward RI.3.9 DOK 3 - Cu Explain the connection between two texts on the same topic using supporting evidence (key details) Why do some people think a humpback whale has a hump on its back? A.The name of the whale is humpback whale. B.Humpback whales have large humps on their backs. C.Some people think a humpback whale has a hump on its back. D.The humpback whale arches its back when it dives under the water and it looks like a hump. 9 9.How are Facts about Humpback Whales and The Humpback Whale the same? A.Both passages describe how humpback whales are different than other whales. B.Both passages compare a humpback whale to a crane. C.Both passages are the same. D.Both passages have information about humpback whales. Toward RI.3.9 DOK 2 - Cl Locate important points in two texts on the same topic (these are major points or main ideas supporting the topic). 8

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond What statement found in both articles best summarizes one reason why scientists think humpback whales are intelligent? A.Humpback whales must be very intelligent to be able to create complex song. B.Humpback whales are the most intelligent whale. C.Humpback whales are intelligent because of the many things they can do that other whale’s can’t do. D.Humpback whales hunt in teams in clever ways. Toward RI.3.9 DOK 4 - SYu Synthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion In the article The Humpback Whale, explain how and why the author compares humpback whales to other things. RI.3.8, Research Target 2

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond What key details in Facts about Humpback Whales and The Humpback Whale explain why the humpback whale is easy to spot? RI.3.9, Research Target 3

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Read the paragraph below. (Write and Revise W.2-L.3.4a) Humpback whales are famous for leaping out of the water. They are beautiful to watch. They can jump completely out of the ocean. Their strong tails help them leap out of the water. Which sentence does not support the main idea of the paragraph? A.Humpback whales are famous for leaping out of the water. B.They are beautiful to watch. C.They can jump completely out of the ocean. D.Their strong tails help them leap out of the water. 14.Read the sentence. (Write and Revise L.3.3.a) The songs all have a purpose and are very complex. Which word means about the same as complex? A.simple B.difficult C.clear D.plain

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Read the sentence below. (Write and Revise L.3.2c) The whale jumped out of the water like an acrobat said Max. Which example below shows the correct way to write the sentence? A. The whale jumped out of the water like an acrobat “said Max.” B. “The whale jumped out of the water like an acrobat” said Max. C. “The whale jumped out of the water like an acrobat,” said Max. D. “The whale jumped out of the water like an acrobat said Max.”

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 30 STOP Close your books and wait for instructions!

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond DOK 3 - Cu I can explain how two texts on the same topic are the same or different and give evidence. DOK 3 – Cu I can explain how sentence or paragraphs are connected. I use the text structure to help me What key details in Facts about Humpback Whales and The Humpback Whale explain why the humpback whale is easy to recognize? 31 Standard RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. DOK 1 - Ce I can explain what a word or phrase means. Sometimes I use a dictionary or glossary. DOK 1 - APg I can use root words to figure out what a word means. DOK 2 – APn I can choose the right words to describe feelings. I can choose words to describe how strongly someone feels about something. DOK 2 – Cm I can find information in connected sentences or paragraphs using word clues such as (i.e., like or compare). Standard RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). DOK 1 - Cf I can answer or explain “why” using comparing words. DOK 2 - Cl I can find important points in two texts on the same topic. DOK 1 - Cf I can answer who, what, where, when or how questions about key details, from two texts on the same topic. DOK 4 - SYu I can put key details together from two texts about the same topic, and make a conclusion. Standard RI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Color your score blue.0123 In the passage The Humpback Whale, explain how and why the author compares humpback whales to other things Write and Revise Write and Revise questions are components of constructed response preparation. W.2 –L.3.4a Which sentence does not support the main idea of the paragraph? L.3.3.a Which word means about the same as complex? L.3.2c Which sentence is written correctly?

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond