1. ASSESSMENT 1 2 Term 4 Year Blueprint Text Question Numbers
Response Type
Points Possible
Reading Comprehension
ACELT Describe setting.
Breakfast with the Animals 1 SR 2
ACELT Describe the impact of setting on characters. 3
ACELT Describe the impact of setting on characters. 4 CR
ACELT Compare similar stories by different authors.
The Big Meet
The Summer Race 5
ESR 6
ACELT Compare stories with similar central messages.
The Frogs and the Well
The Fox and the Goat 7 8
ACELA Identify social dilemmas in stories.
A Village in Need 9
ACELA Identify the moral of the story. 10
Grammar
ACELA Identify and use reflexive pronouns. 11
ACELA Identify and use reflexive pronouns. 12
ACELA Identify concrete and abstract nouns. 13
ACELA Use commas in a series. 14
Total 18
Term 4
ASSESSMENT 1
Response Type Index
Selected Response (SR) Traditional multiple-choice question where students select one correct option.
Enhanced Selected Response (ESR) Multiple-choice response where students may select more than one correct option.
Constructed Response (CR) Students create a response such as writing/typing a sentence or math expression.
Extended Constructed Response (ECR) Students answer a question and explain their reasoning through words, pictures, or models.
Performance Task (PT) Students perform multiple tasks requiring the knowledge of multiple skills and concepts connected to a single outcome.
Year 2

2. Breakfast with the Animals
Blueprint
Blueprint
Read Breakfast with the Animals and answer questions 1-2.
Learning Objective: ACELT Describe setting. 1
Where does the story take place?
Responses
Analysis of Responses
 Sally’s house
Student did not determine where the setting takes place.
 in the morning
Student selected when the story takes place instead of where the story takes place.
 the zoo
Correct Answer
Breakfast with the Animals
Sally’s job starts very early in the morning. She is up before the sun rises. Sally is a zookeeper at the zoo. She is in charge of feeding the animals. First, she feeds the monkeys. They are very active and like to play with Sally. Then, the birds start to squawk when they see Sally bringing them seeds and fruit! The lions usually yawn lazily while Sally feeds them meat. The animals love Sally. She takes good care of them and sneaks them treats when she can.
Learning Objective: ACELT Describe setting. 1
Where does the story take place?
Responses
Analysis of Responses
 Sally’s house
Student did not determine where the setting takes place.
 in the morning
Student selected when the story takes place instead of where the story takes place.
 the zoo
Correct Answer
Learning Objective: ACELT Describe setting. 2
When does the story take place?
Responses
Analysis of Responses
 on the weekends
Student did not determine when the story took place.
 at the zoo
Student selected where the story takes place instead of when the story takes place.
 early in the morning
Correct Answer
Space between text& questions about this much
Where does the story take place?
Sally’s house
in the morning
the zoo 1
Learning Objective: ACELT Describe setting. 2
When does the story take place?
Responses
Analysis of Responses
 on the weekends
Student did not determine when the story took place.
 at the zoo
Student selected where the story takes place instead of when the story takes place.
 early in the morning
Correct Answer
Learning Objective: ACELT Describe the impact of setting on characters. 3
Describe the impact of the setting on the character.
Responses
Analysis of Responses
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at a hospital.
Student did not understand that the character’s actions (events in the story) are impacted by the setting.
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at the zoo.
Correct Answer
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at a movie theatre.
When does the story take place?
on the weekends
at the zoo
early in the morning 2
Learning Objective: ACELT Describe the impact of setting on characters. 3
Describe the impact of the setting on the character.
Responses
Analysis of Responses
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at a hospital.
Student did not understand that the character’s actions (events in the story) are impacted by the setting.
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at the zoo.
Correct Answer
 Sally is a zookeeper who feeds monkeys, birds and lions because she works at a movie theatre.
Describe the impact of the setting on the character.
Sally is a zookeeper who feeds monkeys, birds and lions because she works at a hospital.
Sally is a zookeeper who feeds monkeys, birds and lions because she works that the zoo.
Sally is a zookeeper who feeds monkeys, birds and lions because she works at a movie theatre. 3
Learning Objective: ACELT Describe the impact of setting on characters. 4
What is another event that could happen in the story because of the setting?
Sample Responses
1 point
Student provided a character action or event (different from the examples in the story) that could be done at the zoo.
0 points
Student did not understand the setting or how character’s actions (story events) are impacted by the setting.
Learning Objective: ACELT Describe the impact of setting on characters. 4
What is another event that could happen in the story because of the setting?
Sample Responses
1 point
Student provided a character action or event (different from the examples in the story) that could be done at the zoo.
0 points
Student did not understand the setting or how character’s actions (story events) are impacted by the setting.
What is another event that could happen in the story because of the setting? 4

3. Read The Big Meet and The Summer Race. Then, answer questions 5-6.
Blueprint
Read The Big Meet and The Summer Race. Then, answer questions 5-6.
The Big Meet
Roy and his team are practising for the school swim meet. Roy really wants to win his race. They practise swimming laps in the pool to get stronger and faster. The swim meet is next week, and Roy feels like he is in good shape. He thinks he
will win the race.
Learning Objective: ACELT Compare similar stories by different authors. 5
What is the same in the stories?
Responses
Analysis of Responses
 Both practice before their big race.
Correct Answer
 Both boys want to win their races.
 They are both swimming in a lake.
Student did not recognise that The Summer Race is the only story that takes place at a lake. This is a difference not a similarity.
Space between text& questions about this much
The Summer Race
Lee spent all summer at camp. He has become a good swimmer and is going to swim in the end-of-summer race at the lake. He has practised hard every day. Lee knows the race will be difficult, but he is ready.
Learning Objective: ACELT Compare similar stories by different authors. 5
What is the same in the stories?
Responses
Analysis of Responses
 Both practice before their big race.
Correct Answer
 Both boys want to win their races.
 They are both swimming in a lake.
Student did not recognise that The Summer Race is the only story that takes place at a lake. This is a difference not a similarity.
Space between text& questions about this much
Learning Objective: ACELT Compare similar stories by different authors. 6
What is different in the stories?
Responses
Analysis of Responses
 The swim team is in the pool and Lee is in a lake.
Correct Answer
 The swim team practises every day.
Student did not recognise that both characters were practising swimming laps. This is a similarity not a difference.
 Roy is on the school swim team and Lee is at camp.
What is the same in the stories?
Both practice before their big race.
Both boys want to win their races.
They are both swimming in a lake. 5
What is different in the stories? Select all that apply
Both practice before their big race.
Both boys want to win their races.
They are both swimming in a lake. 6
Learning Objective: ACELT Compare similar stories by different authors. 6
What is different in the stories?
Responses
Analysis of Responses
 The swim team is in the pool and Lee is in a lake.
Correct Answer
 The swim team practises every day.
Student did not recognise that both characters were practising swimming laps. This is a similarity not a difference.
 Roy is on the school swim team and Lee is at camp.
Assessment continues on the next page ►

4. Read the central message, and both stories.
Blueprint
Read the central message, and both stories.
Then, answer questions 7-8.
Central Message: Look before you leap.
The Frogs and the Well
adapted from Aesop’s Fables
Two Frogs lived together in a pond. But one hot summer the pond dried up, and they left it to look for another place to live. Frogs like wet places to live. One day they came to a deep well, and one of them looked down into it, and said to the other, "This looks like a nice cool place. Let us jump in and settle here." But the other, who was much more wise, replied, "Not so fast, my friend. Supposing this well dried up like the pond, how would we get out again?"
Learning Objective: ACELT Compare stories with similar central messages. 7
How are the stories similar?
Responses
Analysis of Responses
 Both take place near or in a well.
Correct Answer
 Both stories include frogs.
Student did not recognise that only one story includes frogs. This is a difference not a similarity.
 Both stories have characters that will need help out of the well.
Learning Objective: ACELT Compare stories with similar central messages. 7
How are the stories similar?
Responses
Analysis of Responses
 Both take place near or in a well.
Correct Answer
 Both stories include frogs.
Student did not recognise that only one story includes frogs. This is a difference not a similarity.
 Both stories have characters that will need help out of the well.
Space between text& questions about this much
The Fox and the Goat
adapted from Aesop’s Fables
A Fox fell into a well and could not escape. A thirsty Goat came to the well, and seeing the Fox, asked if the water was good. The Fox said it was excellent and invited the Goat to join him. The Goat jumped in the well, trapping himself with the Fox. The Fox had a plan. "If you place your hooves on the wall, I will run up your back and escape, and I will help you out afterwards." The Fox climbed up the Goat, got out of the well and ran off. The angry goat was mad at himself for not thinking ahead before he jumped in to the well. He only cared about his thirst and not a way to get out of the well.
Learning Objective: ACELT Compare stories with similar central messages. 8
How are the stories different?
Responses
Analysis of Responses
 Only one has a tricky fox.
Correct Answer
 Only one has characters looking for water.
Student did not recognise that in both stories the characters are looking for water. This is a similarity, not a difference
 Only one has characters that are trapped.
Learning Objective: ACELT Compare stories with similar central messages. 8
How are the stories different?
Responses
Analysis of Responses
 Only one has a tricky fox.
Correct Answer
 Only one has characters looking for water.
Student did not recognise that in both stories the characters are looking for water. This is a similarity, not a difference
 Only one has characters that are trapped.
Space between text& questions about this much
How are the stories similar?
Both take place near or in a well.
Both stories include frogs.
Both stories have characters that will need help out of the well. 7
What is different in the stories? Select all that apply
Only one story has a tricky fox.
Only one has characters looking for a new home.
Only one has characters that are trapped. 8

5. Space between text& questions about this much
Blueprint
Blueprint
Read A Village in Need and answer questions 9-10.
A Village in Need
A small village had been in a drought for a long time. There was very little rain, and it was hard to get water delivered. The villagers did not have enough water for drinking or for keeping their crops healthy. Their past plans to try to save water had not worked.
One day, a stranger came walking through the village. He had travelled across the entire country. He had been to other villages with the same problem.
So the stranger taught them how to dig a well to find and store water from underground. Everyone worked long and hard to dig a deep well in the ground. The well would
protect and save water for future use.
Learning Objective: ACELA Identify social dilemmas in stories. 9
What is the social dilemma in the story?
Responses
Analysis of Responses
 The villagers grow too many crops.
Student did not identify the correct social dilemma in the story.
 The soil is dry and cracked.
 The village is in a drought.
Correct Answer
Learning Objective: ACELA Identify social dilemmas in stories. 9
What is the social dilemma in the story?
Responses
Analysis of Responses
 The villagers grow too many crops.
Student did not identify the correct social dilemma in the story.
 The soil is dry and cracked.
 The village is in a drought.
Correct Answer
Space between text& questions about this much
What is the social dilemma in the story?
The villagers grow too many crops.
The soil is dry and cracked.
The village is in a drought. 9
Learning Objective: ACELA Identify the moral of the story. 10
What is the moral of the story?
Responses
Analysis of Responses
 Always play fair.
Student did not identify the correct moral of the story.
 Hard work pays off in the end.
Correct Answer
 Don’t talk to strangers.
Learning Objective: ACELA Identify the moral of the story. 10
What is the moral of the story?
Responses
Analysis of Responses
 Always play fair.
Student did not identify the correct moral of the story.
 Hard work pays off in the end.
Correct Answer
 Don’t talk to strangers.
What is the moral of the story?
Always play fair.
Hard work pays off in the end.
Don’t talk to strangers. 10
Assessment continues on the next page ►

6. Space between text& questions about this much
Blueprint
Use reflexive pronouns to answer questions
Learning Objective: ACELA Identify and use reflexive pronouns. 11
I went to the café and ordered ___________ a sandwich.
Responses
Analysis of Responses
 yourself
Student selected the incorrect reflexive pronoun.
 himself
 myself
Correct Answer
Learning Objective: ACELA Identify and use reflexive pronouns. 11
I went to the café and ordered ___________ a sandwich.
Responses
Analysis of Responses
 yourself
Student selected the incorrect reflexive pronoun.
 himself
 myself
Correct Answer
I went to the café and ordered ___________ a sandwich.
yourself
himself
myself 11
The dogs ran outside and got ____________ covered in dirt.
ourselves
themselves
yourselves 12
Learning Objective: ACELA Identify and use reflexive pronouns. 12
The dogs ran outside and got _____________ covered in dirt.
Responses
Analysis of Responses
 ourselves
Student selected the incorrect reflexive pronoun.
 themselves
Correct Answer
 yourselves
Learning Objective: ACELA Identify and use reflexive pronouns. 12
The dogs ran outside and got _____________ covered in dirt.
Responses
Analysis of Responses
 ourselves
Student selected the incorrect reflexive pronoun.
 themselves
Correct Answer
 yourselves
Which sentence below uses an abstract noun?
She ran around the field.
His bravery was amazing.
The teacher read quietly. 13
Learning Objective: ACELA Identify concrete and abstract nouns. 13
Which sentence below uses an abstract noun?
Responses
Analysis of Responses
 She ran around the field.
Student did not identify the sentence with the abstract noun.
 His bravery was amazing.
Correct Answer
 The teacher read quietly.
Space between text& questions about this much
Learning Objective: ACELA Identify concrete and abstract nouns. 13
Which sentence below uses an abstract noun?
Responses
Analysis of Responses
 She ran around the field.
Student did not identify the sentence with the abstract noun.
 His bravery was amazing.
Correct Answer
 The teacher read quietly.
Rewrite the sentence below using commas to separate items in the series.
Arthur packed a sandwich biscuits an apple and a bottle of water in his lunch. 14
Learning Objective: ACELA Use commas in a series. 14
Rewrite the sentence below using commas to separate items in the series.
Arthur packed a sandwich biscuits an apple and a bottle of water in his lunch.
Sample Responses
1 point
Student correctly rewrote the sentence using commas in the series.
Arthur packed a sandwich, biscuits, an apple and a bottle of water in his lunch.
0 points
Student is missing commas, or placed them incorrectly in the sentence.
Learning Objective: ACELA Use commas in a series. 14
Rewrite the sentence below using commas to separate items in the series.
Arthur packed a sandwich biscuits an apple and a bottle of water in his lunch.
Sample Responses
1 point
Student correctly rewrote the sentence using commas in the series.
Arthur packed a sandwich, biscuits, an apple and a bottle of water in his lunch.
0 points
Student is missing commas, or placed them incorrectly in the sentence.
END of Assessment 