1. 6 Grade Teacher Directions Quarter 1 Pre-Assessment Reading
12 Selected Response Items
1 Constructed Response
Research
3 Constructed Response
Writing
1 Full Composition (Performance Task)
1 Brief Write
1 Write to Revise
Writing w/ Integrated Language
1 Language/Vocabulary
1 Edit/Clarify

2. 6 Quarter One Pre-Assessment Reading: Literature Targets Standards DOK1
Key Details
RL.6.1 RL.6.3 (can move to a DOK of 3)
1-2 2
Central Ideas
RL. 6.2
Reading: Informational
Targets
Standards
DOK 8
Key Details
RI. 6.1 RI.6.3 (can move to a DOK of 3)
1-2 9
Central Ideas
RI. 6.2 2
Actual writing standards assessed in this assessment are boxed.
Writing
Targets
Standards
DOK 1a
Brief Opinion Write
W-1a, W-1b, W-1c, W-1d, W-8 3 1b
Write-Revise Opinion 2 8
Language-Vocabulary Use
L.6.3.a
1-2 9
Edit and Clarify
L.6.1c

3. All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers.
Deborah Alvarado
Lincoln Street
Ko Kagawa
Minter Bridge
Linda Benson
West Union
Jamie Lentz
Mooberry
Anne Berg
Eastwood
Sandra Maines
Quatama
Aliceson Brandt
Gina McLain
TOSA
Sharon Carlson
Teresa Portinga
Patterson
Deborah Deplanche
Judy Ramer
Consultant
Alicia Glasscock
Imlay
Sara Retzlaff
McKinney
Sonja Grabel
Jami Rider
Free Orchards
Megan Harding
Orenco
Kelly Rooke
Free Orchard
Renae Iversen
Angela Walsh
Witch Hazel
Ginger Jay

4. Assessment Components Instructional Components
Order at HSD Print Shop…
Directions
The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making.
All students should “move toward” taking the assessments independently but many will need scaffolding strategies.
It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. If that seems the case, please scaffold to gain a true understanding of student ability, noting when and what accommodations were needed.
Connecting Assessment to Classroom Instruction
How do the assessments connect to classroom instruction? Assessment is not an isolated event. The HSD assessments are an extension of classroom instruction. In the classroom assessment is on-going and monitors progress toward standards mastery.
Assessment Components as a Routine Classroom Practices
Assessment Components
Instructional Components
Pre-Assessments
Use the DOK Leveled Learning Progression Tasks to monitor standard mastery.
Standard DOK Level
50% Literary and 50% Informational Text
Students have equal access to both text types.
Grade Level Content-Rich Text
All students read grade-level text, content rich text (with scaffolds as needed).
Standard Academic Vocabulary
Content-Domain Vocabulary.
Ask questions using the standard’s vocabulary as well as the content domain vocabulary.
Text –Dependent Questions
Ask text-dependent questions from the standard’s DOK level.
Selected and Constructed Responses
Students have many opportunities to answer selected extended or constructed responses.
Reading for Meaning
Assess understanding using never before seen text (although the theme or topic should be grade-level “friendly” or familiar) and reading rubrics.
Note-Taking
Students “take notes” as they read to identify the central or main idea and its supporting details.
SBAC Reading/Writing Rubrics
Use SBAC rubrics to access reading/writing.
Read to Write Evidenced-Based Model
Students read, discuss and write about a topic using evidence from the text to support inferences, conclusions and generalizations.
Write and Revise
Students revise brief texts, correct grammar and language/vocabulary in context and write brief texts (brief write rubrics should be used).
Performance Tasks
Students read, write, discuss and research a topic guided by a central insight or goal throughout a unit(s) of study with fully defined criteria, culminating in a final product or “performance task.” The final product can be a full composition, speech (using SBAC Rubrics) or other product meeting all criteria.

5. Determining Grade Level Text
Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures.
Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8.
Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability.
The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text.
Common Core Band
Flesch-Kincaid®
The Lexile Framework®
2nd - 3rd
4th - 5rd
6th – 8th
9th – 10th
11th - CCR
4 Qualitative Factors
Rate your text from easiest to most difficult between bands.
Beginning of lower (band) grade
End of lower (band) grade
Beginning of higher (band) to mid
End of higher (band) grade
Not suited to band
Purpose/Meaning
Structure
Language Clarity
Language
Overall Placement
To see more details about each of the qualitative measures please go to slide 6 of:

6. Pre-Assessment and Learning Progressions
The pre-assessments measure progress toward a standard.
Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a base-line picture of a student’s strengths and gaps, measuring skills and concepts students need along the way, in order to achieve standard mastery.
So what about a post-assessment? There is not a standardized post assessment.
The true measure of how students are doing along the way, is assessed in the classroom during instruction and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs measure the end goal, or standard mastery. However, without the pre-assessments, how will we know what our instruction should focus on throughout each quarter?
Learning Progressions: are the predicted set of skills needed to be able to complete the required task demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix.
The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points). These points are tasks that allow us to adjust instruction based on performance. For instance, if a student has difficulty on the first purple adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the learning progression.
There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor progress. It is available at:
Example of a Learning Progression for RL.2.1
Pre-Assessments Measure Adjustment Points (in purple)
CFA
RL.2.1 grade-level standard assessment.
After the pre-assessment is given, Learning Progressions provide informal formative assessment below and near grade-level tasks throughout each quarter.
Beg. of QTR
Throughout the QTR
END of QTR
DOK 1 - Ka
DOK - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ck
DOK 2 -Cl
Standard Mastery
Recall who, what, where, when, why and how about a story read and discussed in class.
Use and define Standard Academic Language:
who, what, where, when, why, and how; ask, answer, questions, key details
Connect the terms who to characters; where and when to setting; what and how to sequence of events.
Ask and answer who, what, where, when, why and how questions about key details in a text.
Concept Development
Student understands that key details help tell who, what, where, when, why and how.
Uses key details to identify who, what, where, when, why and how about a story not read in class.
Finds information using key details to answer specific questions about a new story.
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

7. Quarter One Reading Literature Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 -Cl
DOK 2 - Cn
Standard
Recalls facts or examples explicit in text (previously read and discussed in
class).
Define – Understanding meaning of Standard Academic Language: analysis, textual evidence, “drawn from,” inferences, explicitly and cite.
Answers who, what, where, when or how questions citing text as evidence (previously read and discussed in class).
NOT ASSESSED
Concept Development Students understand that analysis means looking at text evidence to draw a conclusion or inference.
Make basic (explicit) inferences drawn from the text.
SELECTED RESPONSE #1
Locate information to support analysis of explicit-implicit inferences.
SELECTED RESPONSE #2
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ci
DOK 2 - Cj
DOK 2 – Cl
DOK 2 - Cm
Standard
Recall particular details about a theme or central idea read and discussed in class.
Define (understand meaning of...) Standard Academic Language: theme, central idea, details, summary, personal opinions and judgments, “distinct from,” unbiased
Identify literary elements in a text connected to theme or central idea (key details, text plot and development, etc...)
Answers questions about particular details in a previously read text.
SELECTED RESPONSE #3
Concept Development
Understands that details that are unbiased convey the central idea or theme of a text.
Identifies that “non-examples” consist of details that are personal opinions or judgments.
Provide a summary of the text distinct from personal opinions or judgments.
SELECTED RESPONSE #4
Identify the central idea or theme of a text.
Locates relevant (devoid of personal opinion) information about a central idea using particular details.
CONSTRUCTED
RESPONSE #7
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 1 – Ch
Concept Development
DOK 2 - Cj
DOK 2 - Cl
DOK 2 - Cn
Recall the plot, character responses, specific episodes and resolution of a story or drama previously read and discussed in class.
Define (understanding meaning of...) Standard Academic Language: drama, plot, unfold, series, episodes, response, resolution, “character change.”
Identifies literary elements of a story read and discussed in class including: the plot, sequence of episodes, plot development (unfolding) and resolution,
Answers questions about how characters respond or change to episodes or events in a story.
NOT ASSESSED
Understands that there are events that cause a plot to unfold.
Understands that characters respond or change to events as a plot moves toward resolution.
Summarizes key events in a story or drama.
Make basic inferences or predictions about how a story or drama will unfold.
Make basic inference or logical predictions about how a character will respond to a plot.
Locates information to support which parts in a story indicate a character’s response or change.
SELECTED RESPONSE #5
DOK 2 - ANr
DOK 3 - Cv
DOK 3 - APx
DOK 3 - ANA
DOK 3 - EVC
DOK 3 - SYH
DOK 4 - EVS
DOK 4 SYU
Standard
Identify use of literary devices in plot development (rising action – episodes – resolution).
Identifies specific examples in a text of literary devices that indicate a change in plot development.
Identifies the key points (action, episodes, resolution, etc...) that indicate plot change or development (new text).
SELECTED RESPONSE #6
Analyze (organize facts, examples or details graphically) the interrelationship between character change and plot resolution.
Cite evidence to evaluate the logic or reasoning of plot development.
Synthesize information within a series of episodes to prove a theory or conclusion of why a plot unfolded as it did and what may have happened differently.
Justify how a character responds or changes as the plot moves toward a resolution.
CONSTRUCTED RESPONSE #8
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

8. Quarter One Reading Informational Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 -Cj
DOK 2 - Cl
Standard
Recalls facts or examples explicit in text (previously read and discussed in
class).
Define – Understanding meaning of Standard Academic Language: analysis, textual evidence, “drawn from,” inferences, explicitly and cite.
Answers who, what, where, when or how questions citing text as evidence (previously read and discussed in class).
NOT ASSESSED
Concept Development Students understand that analysis means looking at text evidence to draw a conclusion or inference.
Make basic (explicit) inferences drawn from the text.
SELECTED RESPONSE #9
Locate information to support analysis of explicit-implicit inferences.
SELECTED RESPONSE #10
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well.
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ci
DOK 2 - Ck
DOK 2 - Cl
Standard
Recall particular details about a central idea in a text previously read and discussed in class.
Define (understand terms) Standard Academic Language: central idea, key details, summary, personal opinions and judgments, “distinguish from,” and conveyed.
Identify particular details (from a list) supporting a central idea (as discussed in class).
Answers who, what, where, when or how questions about a central idea using supporting details as evidence (read and discussed in class).
SELECTED RESPONSE #11
Concept Development
Students understand that particular details are more relevant in conveying a main idea.
Provide a summary of the text using key details (without personal opinions or judgments).
SELECTED RESPONSE #12
Identify the central idea(s)
of a text using particular-relevant details.
Locates specific information, examples or particular details about a central idea (text not read or discussed in class).
CONSTRUCTED RESPONSE #15
RI6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ck
DOK 2 - Cl
DOK 2 - ANr
DOK 3 - Cu
DOK 3 - APx
DOK 3 SYH
Standard
Recall key details, basic facts, definitions and events in a text.
Define (understand terms) Standard Academic Language:
key, analyze, elaborate, event, idea, examples, individual, anecdotes, illustrated, introduced.
Explain who, what, where, when or how when answering questions about key individuals, events or ideas in a text.
Identify key events, individuals or ideas in a text.
NOT ASSESSED
Locate specific examples of how an events, individuals or ideas are introduced, illustrated and elaborated on in a text.
SELECTED RESPONSE #13 
Organize individuals, events or ideas in a text under similarities of introduction, illustration and elaboration (3 column graphic-organizer).
List examples or anecdotes of how an individual, event or idea is introduced in a text.
 SELECTED RESPONSE #14
List examples or anecdotes of how an individual, event or idea is illustrated or elaborated on in a text.
Students analyze in detail an event, idea or individual by providing details about the introduction, illustration and elaboration (use reasoning skills).
SELECTED RESPONSE #16
RI6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

9. A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RL.6.2: 2 Point Short Reading Constructed Response Rubric
Question #7 (prompt): Explain the central idea of the passage Save the Whales using details from the text. (note: the central idea is not that a whale was stuck on the sand, but that Jake got to experience a whale rescue).
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes:
Sufficient Evidence for the prompt should include a stated central idea supported by details from the text ( a boy’s experience with rescuing a whale when he never expected it to ever happen to him).
Specific identification (supporting details) should include details that contribute to the stated central idea such as (1) Jake had never expected to get a chance to save a real whale and (2) the sightseers became rescuers and the connection with (3) the bumper sticker on his family’s car “Save the whales!”
Full Support (other details) would be any other details that supports the central idea. The prompt is not asking students to explain how the whale was rescued, but locate and explain the central ideas with details from the text. 2
The student gives a proficient response by stating the central idea supported by specific details from the text.
The central idea of the passage Save the Whales is that a boy who never expected to really help save the whales, became involved in a real whale rescue. One details that supports this central idea specifically is when the passage says they were no longer sightseers, but had become rescuers. 1
The student gives a partial response of a central idea but without specific details from the text.
The central idea is that you can rescue a whale if it gets stuck on the sand. Jake saw a whale on the sand and everyone tried to rescue it.
The student provides no evidence of explaining a central idea.
Whales get stuck on the beach and its really sad.
Toward RL.6.2 DOK 2 - Cn
Locates relevant (devoid of personal opinion) information about a central idea using particular details.

10. A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RL Point Reading Constructed Response Rubric
Question #8 (prompt): Explain why rescuing the whale might have been more
difficult if the whale sightings had not been made public.
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes:
Sufficient Evidence should answer the prompt by connecting the whale’s rescue to the fact that the reported whale sightings brought more people to the beach which may have resulted in the whale being rescued in a timely manner. This connection involves a lot of reasoning as it is a DOK-3 question.
Specific identifications (supporting details) should include any reasonable answer that connects how the rescue of the whale was made easier by the amount of people that were at the beach when the whale became stranded. Some of these details could include (1) more people were at the beach because the sightings were reported in the newspaper, (2) the whale stranding was reported more quickly because people at the beach were there and (3) the number of people at the beach were able to use their car headlights to shine on the whale for the rescue workers when it became dark.
Full Support (other details) would include any details from the text that supports how the number of people at the beach made an impact on rescuing the whale. 3
The student gives a proficient response by explaining the connection between the whale rescue and the public involvement using supporting details.
The whale sightings in the passage were reported by a newspaper. Many people read the newspaper and went to see the whales that were sighted swimming close to shore. When a whale became stranded on the beach everyone tried to help. If people had not seen the whale become stranded, it probably would have not been reported as quickly which would have been dangerous for the whale. Rescuers came while the people lined up their cars to keep headlights shining on the beach. It was a good thing the whale sightings were made public. 2
The student gives a partial response by explaining the connection between the whale rescue and the public involvement using some supporting details.
A newspaper reported that there were whale sightings on the beach so a lot of people went to see the whales
and were able to help with the whale by supporting the rescue workers. 1
The student gives a minimal response of connection between the whale rescue and the public involvement.
The whale was on the beach. Jake and his family were able to help.
The student gives no response that sufficiently addresses the prompt.
People enjoy seeing whales especially when they are so close to the short. I know I would!
Toward RL.6.3 DOK 4 - EVS
Justify how a character responds or changes as the plot moves toward a resolution.

11. 2 1 Question #15 (prompt): Read these details:
A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RI.6.2: 2 Point Short Reading Constructed Response Rubric
Question #15 (prompt): Read these details:
a. Scientists receive signals from radio transmitters attached to animals.
b Satellites relay information from the signals.
c. Signals are received from thousands of migrating animals.
What is the central idea of these particular details.
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes:
Sufficient Evidence for the prompt should include a central idea statement or summary of the three details cited. Students should connect the idea of satellites, signals transmitters and migration to formulate a purpose or central idea.
Specific identifications (supporting details) for the prompt would include what each of the three details have in common toward the stated goal or central idea (e.g., scientists tracking animals for a reason). Some of these details would include, (1) to ensure animal safety and survival while migrating, (2) details on how scientists plan to accomplish tracking migrating animals such as satellites.
Full Support would include only details that would support the two listed main ideas. Details and explanations are consistently connected to the central idea. 2
The student gives a proficient response identifying the central idea and supporting it with details.
This passage is about helping migrating animals. Using satellites to track animals while they migrate can be done by putting transmitters on animals. Scientists receive signals that help them understand where animals are and how they get there. This information can be used to make migration safer for animals. Because many migrating animals are in danger of disappearing the central idea of this passage is how technology can save these animals. 1
The student gives a partial response identifying the central idea and supporting it with partial details.
Animals have a hard time migrating because they can’t find enough food. Scientists can help the animals with transmitters so they know what is happening.
The student does not give a stated main idea.
We all need food to survive.
Toward RI.6.2 DOK 2 - Cl
Locates specific information, examples or particular details about a central idea (text not read or discussed in class).

12. A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RI Point Reading Constructed Response Rubric
Question #16 (prompt): Analyze how the author helps the reader understand why tracking migrating animals could impact their survival. Use examples from the passage in your analysis.
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes:
Sufficient Evidence should include an analysis of how the author emphasizes tracking migrating animals to impact their survival.
Specific identifications (supporting details) Full Support should include reasons to explain why scientists feel they need to study migration. Responses should center around specific reasons stated by the author that could convince a reader that tracking migrating animals is necessary. Responses should include the connection between tracking animals and survival such as (1) Some migrating animals are shrinking in population, migrating birds must follow their food supply and they must return to certain locations to breed. (which could impact their survival), and (2) scientists want to know what is happening to them and why. 3
The student gives a proficient response by connecting why tracking migrating animals could impact their survival using examples and ideas from the passage.
The author tells the reader that many birds and animals that migrate are shrinking in population. Furthermore, unless scientists understand why they are shrinking, these animals could disappear forever! These birds and animals need to eat to survive as they journey (sometimes thousands of miles). Is something happening to their food supply or is there another reason? One way to find out is for satellites to track their journey by putting transmitters on thousands of these birds and animals. 2
The student gives a partial response of connecting why tracking migrating animals could impact their survival with few examples from the passage.
We need to know why animals are not migrating as much as they used to. If scientists find out they can help save migrating birds and animals. Many scientists are trying to solve the puzzle of what’s happening to the migrating population. I think it’s a very worthy cause. 1
The student gives a vague response to the prompt without connecting why tracking migrating animals could impact their survival and uses no examples from the passage.
The author wants the reader to know that some animals migrate and some animals are dying when they migrate. That explains how its impacting their survival rate.
The student does not address the prompt.
Animals can migrate. They can go many miles to migrate and even go South for the winter where its warmer and there is more food.
Toward RL DOK 3 - APx
Students analyze in detail an event, idea or individual by providing details about the introduction, illustration and elaboration (use reasoning skills.

13. Note: “Brief Writes” should take no longer than 10 minutes
Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension.
Quarter 1 Pre-Assessment Brief Write Constructed Response Answer Key
OPINION W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Question Prompt #17: You have read two passages about helping animals. In your opinion, which passage had the best information about helping animals? Why? Explain your reasons with evidence from both passages.
Teacher /Rubric Language Response
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”
Teacher Language and Scoring Notes:
Gives essential elements of a complete interpretation of the prompt which would include a specific opinion statement about which passage had the best information about helping animals. Students explain why supported by reasons and evidence from both passages.
Addresses many aspects of the task including information from both passages. An example could be the following opinion statement: “Animals on the Move,” had the best information about helping animals. The statement would then be supported with reasons such as the passage Animals on the Move (1) had information about how far animals migrate, (2) included more than one animal (3) explained the problem thoroughly and (4) explained how scientists were going to help and why.
Students should compare the two passages. For example, in comparison with Animals on the Move, a response could be that Save the Whales (1) was about one animal, (2) was more of an experience for a boy than a scientific understanding, (3) did not give any further information about how or why whales become stranded.
Student Language Response Example 3
Student gives a proficient response by stating a definite opinion (essential element) about which passage had the best information about helping animals, supported by reasons (many aspects) specific to the opinion and consistently addressing the purpose (focused and organized).
Animals on the Move had much more thorough information about helping animals than Save the Whales. The information in Animals on the Move focused on why migrating animals are disappearing and what could be done about it. The information in Save the Whales focused on the experience of one boy and his part in rescuing a whale. The focus was more on the boy than the whale. An example of this is the statement, “Then, in what looked like a leap of joy, it rose in an arc over the water—a sight that was their reward for helping.” In contrast in Animals on the Move, the statement, “Tracking migrating animals using satellites may help us figure out how to make their journeys as safe as possible and help them survive,” shows where the focus is – the animals. Animals on the Move gave very scientific information about how the scientists were going to track migrating animals. In Save the Whales, there was no scientific information or explanation about how to save whales in general. 2
Student gives a partial response by stating a definite opinion (essential element) about which passage had the best information about helping animals, supported by some reasons (some aspects) specific to the opinion and consistently addressing the purpose (focused and organized).
I thought that Animals on the Move had the best information. If I were a scientist or wanted to be one I could use this story to understand exactly how scientists follow migrating animals. It told step by step what the scientists were going to do to help the animals. It was a lot of information that I could use to write a report or something. The other story was Save the Whales and it was about how a boy helped save a whale. It really didn’t have information for writing a report or anything like that. 1
Student gives a minimal response by stating a vague opinion (essential element) about which passage had the best information about helping animals, but not supported by reasons (aspects) specific to the opinion and consistently addressing the purpose (focused and organized).
One story was about a lot of animals that migrate like birds, turtles and just about everything and it had lots of ideas. The other story was about a whale.
Student gives no opinion (essential element) to answer the prompt.
Well, I think whales are really pretty and big. I’d like to see one. More than just a bird.

14. Grade 6, Quarter 1 Pre-Assessment Selected Response Answer Key
Question 1 What does the sentence, “Suddenly, Jake and his family and all the others were no longer sightseers,” tell the reader? Toward RL.6.1 DOK 2-Cl B
Question 2 Which statement tells what event will occur in the passage? Toward RL.6.1 DOK 2-Cn C
Question 3 What happened when the waves receded? Toward RL.6.2 DOK 1-Cf A
Question 4 Which statement is based on fact? Toward RL.6.2 DOK 2-Cj
Question 5 Which was not a direct factor of the whale’s rescue? Toward RL.6.3 DOK 2-Cn
Question 6 What reason most supports Jake’s attitude about making sandwiches?
Toward RL.6.3 DOK 3- APx D
Question Literary Constructed Response Toward RL.6.2 DOK 2- Cm
2 pts.
Question Literary Constructed Response Toward RL.6.3 DOK 4- EVS
3 pts.
Question 9 Which statement best explains why scientists are studying migration patterns of animals? Toward RI.6.1 DOK 2- Cj
Question 10 Why might the author have mentioned fish, sea turtles, bears and other animals in this passage? Toward RI.6.1 DOK 2- Cl
Question 11 What details from the passage best support the idea that migration is long-distance?
Toward RI.6.2 DOK 1- Cf
Question 12 Which statement best summarizes why animals migrate? Toward RI.6.2 DOK 2- Ci
Question 13 What happens after a satellite receives a signal? Toward RI.6.3 DOK 2- Cl
Question 14 What example best elaborates on the idea that satellite transmissions may help migrating animals survive? Toward RI.6.3 DOK 3- Cu
Question Informational Text Constructed Response Toward RI.6.2 DOK 2- Cl
Question Informational Text Constructed Response Toward RI.6.3 DOK 3- APx
Write and Revise
Question Brief Write
Question Write for Revision Correct Order W.6.1a Target 6b
Question 19 Which word is the clearest and most specific substitute for “things”? L.6.3.a
Question 20 Select the correct way to revise the highlighted sentence. L.6.1, L.6.2

15. 6 Grade Student Copy Pre-Assessment Quarter 1
Name ____________________
Grade 6

16. Grade Equivalent: 4.3
Lexile Measure:760L
Mean Sentence Length:12.76
Mean Log Word Frequency: 3.77
Word Count: 370
Save the Whales
Source: Readworks
“Save the whales!” That’s what the bumper sticker on the Smiths’ car read. It was an abstract idea, of course. Jake liked having the sticker make a statement. He just never expected to get a chance to save a real whale, one right in his own neighborhood. It was a Saturday morning when the newspaper first reported the whale sightings.
A pod of the mammals were swimming close to shore. Everyone around the beach town rushed out to the shore to see them. They were expecting a beautiful show, better than a movie, but nothing they’d have to do anything about.
Then one whale swam toward them, right at the shoreline. It came in with the waves, and when the waves receded, it stayed. Its massive body rested on the sand. Suddenly, Jake and his family and all the others were no longer sightseers. They had to become rescuers. A few people ran toward the animal. They pushed and tried to force the whale back into the water, but it was no use. An animal rescue squad soon arrived in a truck with cranes and huge stretchers to help move the huge animal.
Jake and his family couldn’t do much on the beach, so they went back to their house and made sandwiches and hot tea to bring to the rescuers. At least, Jake thought, they could help in some way.
Back at the beach, they offered the food to the rescuers and were happy to see that it was needed. It was getting dark. Some people lined up their cars to keep the headlights shining on the beach. The rescuers would not give up. As the tide came in, they heaved the whale into the surf.
They cheered when it headed out to sea. It swam out about a mile and then disappeared for a moment under the sea. Then, in what looked like a leap of joy, it rose in an arc over the water—a sight that was their reward for helping.
1 abstract: expressing a quality or idea without referring to an actual person or thing
2 pod: a group of whales gathered together, like a “school” of fish or a “herd” of cattle.
ReaderWorks.org     
Text: Copyright © 2007 Weekly Reader Corporation.  All rights reserved.
Weekly Reader is a registered trademark of Weekly Reader Corporation.   
Used by permission.  
© 2010 Urban Education Exchange.  All rights reserved.

17. 2. Which statement tells what event will occur in the passage?
What does the sentence, “Suddenly, Jake and his family and all the others were no longer sightseers,” tell the reader?
They could no longer see the whale.
They were needed to help save the whale instead of just enjoy seeing it.
A whale was stranded on the beach.
Sightseers are people who go to see interesting places and things.
Toward RL.6.1 DOK 2 -Cj
Make basic (explicit) inferences drawn from the text.
2. Which statement tells what event will occur in the passage?
“Saturday morning the newspaper first reported the whale sightings.”
“A pod of the mammals were swimming close to shore.”
“He just never expected to get a chance to save a real whale.”
“Save the whales!” “That’s what the bumper sticker on the Smiths’ car read.”
Toward RL.6.1 DOK 2 - Cl
Locate information to support analysis of explicit-implicit inferences.

18. What happened when the waves receded?
One of the whales lay on the sand.
The whales left the shore.
Everyone rushed out to the shore to see the whales.
A whale swam toward the shoreline.
Toward RL.6.2 DOK 1 - Cf
Answers questions about particular details in a previously read text.
4. Which statement is fact-based?
Jake and his family experienced a whale rescue.
Everyone was glad to help rescue the whale.
Whales are a beautiful sight to see.
People were sad to see a whale stranded on the beach.
Toward RL.6.2 DOK 2 - Cj
Provide a summary of the text distinct from personal opinions or judgments.

19. 5. Which was not a direct factor of the whale’s rescue?
People shined their car headlights unto the beach.
A rescue squad arrived with trucks and cranes.
The waves receded from the beach.
The rescuers used huge stretchers.
Toward RL DOK 2 - Cn
Locates information to support which parts in a story indicate a character’s response or change.
What reason most supports Jake’s attitude about making sandwiches?
Jake wanted to be a whale-rescuer.
He could not do much on the beach.
The rescuers were hungry.
It was helping in some way.
Toward RL.6.3 DOK 3 - APx
Identifies the key points (action, episodes, resolution, etc...) that indicate plot change or development (new text).

20. 7. Explain the central idea of the passage Save the Whales using details from the text.
Toward RL.6.2 DOK 2 - Cl
Locates relevant (devoid of personal opinion) information about a central idea using particular details.
8. Explain why rescuing the whale might have been more difficult if the whale sightings had not been made public.
Toward RL DOK 4- EVS
Justify how a character responds or changes as the plot moves toward a resolution.

21. Grade Equivalent: 8.0
Lexile Measure: 930L
Mean Sentence Length:13.92
Mean Log Word Frequency: 3.50
Word Count: 334
Animals on the Move
Kristen Erickson 1
A flock of geese flies gracefully overhead. You wish you could see the world as they see it. You wish you could fly and be as free as they are. You wonder where they are going in such a hurry! 2
Well, don't envy them too much, because they may be on a very long, tiring journey. Many geese and other birds migrate thousands of miles every year. Some travel over 7,000 miles one way! Some may travel up to 1,000 miles without even a rest stop, crossing the Gulf of Mexico or the Sahara Desert. 3
These birds must follow their food supply and they must return to certain locations to breed.
They Migrate to Survive! 4
Besides birds, some other long-distance travelers are fish, sea turtles, bears, caribou, whales, and porpoises. Some of these kinds of animals are shrinking in population. Some are in danger of disappearing forever. Scientists want to know what is happening to them and why. As part of the answer, they want to know where the animals go, how they get there, and how long they stay. 5
A good way to learn about animals is to track them from space. Scientists pick individual animals and fit them with lightweight, comfortable radio transmitters. Signals from the transmitters are received by special instruments on certain satellites as they pass overhead. These satellites are operated by the National Oceanic and Atmospheric Administration (NOAA). The polar orbits of the satellites let them see nearly every part of Earth as it rotates below and receive signals from thousands of migrating animals. 6
After the satellite gets the signal from the animal's transmitter, it relays the information to a ground station. The ground station then sends the information to NASA's Goddard Space Flight Center in Maryland. Goddard then sends the information about the animal to the scientists, wherever they may be. 7
Tracking migrating animals using satellites may help us figure out how to make their journeys as safe as possible and help them survive.
Video Link:

22. 9. Which statement best explains why scientists are studying migration patterns of animals?
To trace their food supply and breeding locations.
Scientists want to know what is happening to them and why.
Scientists want to know how far migrating animals travel.
Some animals migrate thousands of miles every year.
Toward RI DOK 2 - Cj
Make basic (explicit) inferences drawn from the text.
10. Why might the author have mentioned fish, sea turtles, bears and other animals in this passage?
Geese fly but other animals walk or swim to travel.
The author mentions other animals they are studying.
Scientists want to know where all of the animals go.
The author wants the reader to know that geese are not the only animal that migrates.
Toward RI DOK 2-Cl
Locate information to support analysis of explicit-implicit inferences.

23. 12. Which statement best summarizes why animals migrate?
11. What details from the passage best support the idea that migration is long distance?
Many geese and other birds migrate thousands of miles every year. Some may travel up to 1,000 miles without even a rest stop.
Some animals travel while others stay in one location.
Geese have a long tiring journey. You wonder where they are going in such a hurry!
Scientist want to know how animals get to a new location and how long they stay.
Toward RI.6.2 DOK 1 - Cf
Answers who, what, where, when or how questions about a central idea using supporting details as evidence .
12. Which statement best summarizes why animals migrate?
Animals migrate each year to different locations and stay for long periods of time.
Caribou, whale and porpoises are some of the animals that migrate each year.
Many birds and other animals also migrate each year.
Animals migrate to follow their food supply
and some must return to certain locations to breed.
Toward RI DOK 2 - Ci
Provide a summary of the text using key details. The summary should be distinct from personal opinions or judgments.

24. 13. What happens after a satellite receives a signal?
NASA sends the information to the scientists.
The ground station sends information to NASA.
The transmitter sends a signal.
The satellite relays information to a ground station.
Toward RI DOK 1 - Cl
Locate specific examples of how an event, individual or idea is introduced , elaborated or illustrated on in a text.
14. What example best elaborates on the idea that satellite transmissions may help migrating animals survive?
Scientists study animals to make sure they can migrate safely.
If scientists know where animals go and how they get there using satellite transmission, food sources could be traced and studied. This might help scientists understand if there is enough food for their long journey.
Many animals are shrinking in population. If animals shrink in population they become endangered species. Satellites can’t track an endangered species.
Satellites are made by NASA and have many
purposes. One purpose is to track animals.
Toward RI DOK 3 - Cu
List examples or anecdotes of how an individual, event or idea is introduced, illustrated or elaborated on in a text.

25. a. Scientists receive signals from animal transmitters.
15. Read these details:
a. Scientists receive signals from animal transmitters.
b Satellites relay information from the signals.
c. Signals are received from thousands of migrating animals.
What is the central idea of these particular details.
Toward RI DOK 2 - Cl
Students locate specific information, examples or particular details about a central idea (text not read or discussed in class).
16. Analyze how the author helps the reader understand that tracking migrating animals could impact their survival. Use examples from the passage in your analysis.
Toward RI DOK 3 - APx
Students analyze in detail an event, idea or individual. Students provide details about the introduction, illustration and elaboration.

26. 17. You have read two passages about helping animals
17. You have read two passages about helping animals. In your opinion, which passage had the best information about helping animals? Why? Explain your reasons with evidence from both passages.
Brief Write W.6.1b: Students can support claims with clear reasons and relevant evidence, using credible sources and demonstrate an understanding of the topic or text. Target 6a

27. Read the passage and then answer the question.
Write to Revise W.6.1a: Students can introduce claims and organize reasons and evidence clearly. Target 6b
By the time we reached the shore, Jimmy and I were out of
breath. Sweat was trickling into my eyes and soaking my t-shirt.
“Where is it?” he asked in short gasps as we looked
around beach.
I was dizzy from running so hard, so I didn’t notice it until mother gave us a wave. There it was, laying on the beach. It looked just like the pictures in the newspaper. People were trying to help by pouring water over it.
Select the group of sentences that would follow the given passage most logically.
It was always nice to go to the beach. “We’re worn out,” I said. “Is there anymore lemonade?”
“Is this the whale in the newspaper?” I asked mother. “I got here as soon as I could.”
Jimmy and I strolled over to a rescuer. “Excuse me,” I said “Would you mind telling us where the lifeguard is?”
“We’ve got to get out of here,” said Jimmy, and I agreed. Even though I wanted to swim, I followed him back to the sidewalk.

28. Select the correct way to revise the highlighted sentence.
19. Read the paragraph below.
L.6.3a Students can vary sentence patterns for meaning, reader/listener interest and style. Target 8
Beached whales can be a very serious problem. One way to help a beached whale is to wait for the tide to come in and hope the whale can swim back to the sea. Another way is for rescue workers to use giant stretchers attached to cranes. Yet another way to help a whale is to keep it wet by digging a trench to it from the sea. None of these things are perfect, but rescuers have to try many ideas.
Which word is the clearest and most specific substitute for
things?
efforts
issues
methods
offers
20. Read the sentence.
The whale was caught off the coast of Anchorage, Alaska, in 2007, it had been coasting in the sea for more than a century.
L.6.1 and L.6.2 Students demonstrate the command of conventions of Standard English and grammar when writing. Target 9
Select the correct way to revise the highlighted sentence.
The whale was caught off the coast of Anchorage, Alaska, in It had been coasting in the sea for more than a century.
The whale was caught off the coast of Anchorage, Alaska, in 2007 it had been coasting in the sea for more than a century.
The whale was caught off the coast of Anchorage, Alaska, in 2007 and it had been coasting in the sea for more than a century.
In 2007, the whale was caught off the coast of Anchorage, Alaska, where it had been coasting in the sea for more than a century.

29. Close your books and wait for instructions!
STOP
Close your books and wait for instructions!

30. 2 1 3 Student Scoring Literary Text Informational Text 1 2 3 4 5 6 7 8
Color the box green if your answer was correct. Color the box red if your answer was not correct.
Literary Text 1
I can make inferences drawn from the text. RL.6.1 2
I can find information to analyze inferences. RL.6.1 3
I can answer questions about details in a text. RL6.2 4
I can summarize text without inserting my own opinion. RL.6.2 5
I can find information in a text that indicate a character’s response or change. RL.6.3 6
I can find key points that indicate a plot change or development in a text. RL.6.3 7
I can find relevant information about a central idea using particular details. RL.6.2 8
I can justify how a character responds or changes as the plot moves toward a resolution. RL.6.3
Informational Text 9
I can infer what the text means using details from the text. RI.6.1 10
I can locate information to explain an inference. RI.6.1 11
I can find details that support a specific main idea. RI.6.2 12
I can summarize a text with facts and not opinion. RI.6.2 13
I can locate specific examples of an event illustrated in a text. RI.6.3 14
I can identify a set of examples of how an idea is elaborated on in a text. RI.6.3 15
I can use details to identify a main or central idea. RI.6.2 2 1 16
I can analyze in detail how an author introduces a key idea or event. RI.6.3 3 17
I can support claims with clear reasons and relevant evidence, using credible sources and demonstrate an understanding of the topic or text. W.6.1.b 18
I can introduce claims and organize reasons and evidence clearly. W.6.1.a 19
I can vary sentence patterns for meaning, reader/listener interest, and style.
L.6.3.a 20
Student can demonstrate the command of conventions of Standard English and grammar when writing. L.6.1., L.6.2