1. Pre-Assessment for Quarter 1
Reading Informational Text
Grade

2. Important Information
This booklet is divided into two parts…
Teacher’s Resources
Page 1 – 9
Students Assessment (to be printed in a booklet form)
Page’s 10 – 20
This booklet is intended for pre-assessing reading informational standards RI1,2 and 3 at the beginning of the first quarter. Do NOT allow students to read the passages before the assessment.
Student scores can be recorded on the class Learning Progressions Checklists. Each correct selected response is one point. Each constructed response is a maximum of 3 points. Constructed response points should be added to the learning progression adjustment point the question is targeting.
Printing Instructions…
Decide on the primary way to use this booklet, then choose one of the following ways to print this material.
You can just print this entire 20 pages – then divide it into the two sections to use.
OR…
You might do the following by sending them to your Print Shop:
Print Shop instructions…
Print pages 10 – 20 in booklet format.
Set print driver properties to - - Original size 8 ½ x 11
Paper size = 11x17
Print type = Booklet

3. Directions for Pre-Assessment
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.
Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension.
Remind students to STOP on the “stop” page. Do not allow them to go on to the “happy face” page until you have scored their answers.
When scoring....
When students have finished the entire pre-assessment, mark each selected response question as correct or incorrect.
When students have completed the constructed response score ONLY with a number from 0 – 3.
DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet).
Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points.
The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs.
Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include:
What did you not understand about the question?
Underline words you did not understand.
Rewrite the question to reflect what you think it is asking.

4. Quarter One Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ck
DOK 2 - Cl
Standard
Recall who, what, where, when, why and how.
Define who, what, where, when, why and how.
Connect the terms who or what to topic/events, when and where to location; why and how to ideas and concepts.
Explain who, what, where, when, why or how.
Show the relationship between key details and answering questions
Identify who, what, where, when, how and why.
Locate information using key details in a text.
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Path to DOK - 1
Path to DOK - 2
End Goal
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ck
DOK 2 - Cl
Standard
Recall or locate basic facts within a multiparagraph text and specific paragraphs.
Define: identify, main topic, paragraph, text
Describe facts in a multiparagraph text and within specific paragraphs.
Show relationships between the main topic and facts within paragraphs.
Identify the main topic of a multiparagraph text.
Locate information to support the main topic in specific paragraphs.
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Path to DOK - 1
Path to DOK - 2
Path to DOK - 3
End Goal
DOK 1 -Ka
DOK 1 - Kc
DOK 1 - Ce
DOK 1 - Cf
DOK 2 - Cf
DOK 2- Ck
DOK 2 - APn
DOK 1 - ANo
DOK 2 - ANr
DOK 3 -Cu
Standard
Recall a series of historical events or scientific ideas or concepts, or steps
Define historical, scientific, steps in a technical procedure, ideas and concepts.
Select appropriate words to determine meaning of ideas or concepts.
Describe or explain ideas or concepts.
Explain why events can be connected to other events (concept developme nt).
Describe the connection between two historical events.
Describe the connection between two scientific ideas or concepts.
Obtain and interpret information presented in text, about historical events; scientific ideas or concepts; or steps in a technical procedure.
Identify graphic features of text such as: historical timelines, format for technical procedures, heading, captions, diagrams, and numbered steps
Analyze the unique text structure of steps in technical procedures.
Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures)
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

5. will be recorded in the last column as a comprehensive score.
Record student pre-assessment selected response scores on class sheets for instructional adjustments. The first quarter CFA score
will be recorded in the last column as a comprehensive score.
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
End Goal Example Constructed Response:
Grade 2
Path to DOK - 1
Path to DOK - 2
End Goal
DOK Guide 
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ck
DOK 2 - Cl
Standard
Path to DOK 1,2
Informational Text
Learning Progressions
Recall who, what, where, when, why and how.
Define who, what, where, when, why and how.
Connect the terms who or what to topic/events, when and where to location; why and how to ideas and concepts.
Explain who, what, where, when, why or how.
Show the relationship between key details and answering questions
Identify who, what, where, when, how and why.
Locate information using key details in a text.
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Student NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
End Goal Example Constructed Response:
Grade 2
Path to DOK - 1
Path to DOK - 2
End Goal
DOK Guide 
DOK 1 - Ka
DOK 1 - Kc
DOK 1 - Cf
DOK 2 - Ch
DOK 2 - Ck
DOK 2 - Cl
Standard
Path to DOK 2
Informational Text
Learning Progressions
Recall or locate basic facts within a multiparagraph text and specific paragraphs.
Define: identify, main topic, paragraph, text
Describe facts in a multiparagraph text and within specific paragraphs.
Show relationships between the main topic and facts within paragraphs.
Identify the main topic of a multiparagraph text.
Locate information to support the main topic in specific paragraphs
Student NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
End Goal Example Constructed Response:
Grade 2
Path to DOK - 1
Path to DOK - 2
Path to DOK - 3
End Goal
DOK Guide 
DOK 1 -Ka
DOK 1 - Kc
DOK 1 - Ce
DOK 1 - Cf
DOK 2 - Cf
DOK 2- Ck
DOK 2 - APn
DOK 1 - ANo
DOK 2 - ANr
DOK 3 -Cu
Standard
Path to DOK 3
Informational Text
Learning Progressions
Recall a series of historical events or scientific ideas or concepts, or steps
Define historical, scientific, steps in a technical procedure, ideas and concepts.
Select appropriate words to determine meaning of ideas or concepts.
Describe or explain ideas or concepts.
Explain how one historical event, scientific ideas or procedure is connected to another
Explain how one historical event is connected to another
Locate information to support the connections between ideas, concepts, events or procedures.
Obtain and interpret information presented in text, about historical events; scientific ideas or concepts; or steps in a technical procedure.
Identify graphic features of text such as: historical timelines, format for technical procedures, heading, captions, diagrams, and numbered steps
Analyze the unique text structure of steps in technical procedures.
Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures)
Student NAME 1 2 3 4 5 6 7 8 9

6. 3 2 1  SBAC Reading Assessment Constructed Response General Template
The response:
gives essential elements of a complete interpretation of the prompt
addresses many aspects of the task and provides sufficient relevant evidence to support development
is focused and organized, consistently addressing the purpose, audience, and task
includes sentences of varied length and structure 2
gives some of the elements of an interpretation of the prompt
addresses some aspects of the task and provides some evidence to support development
has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task.
includes sentences of somewhat varied length and structure 1
gives minimal elements of an interpretation of the prompt
addresses few aspects of the task and provides little relevant evidence to support development.
lacks focus and organization and generally does not address the purpose, audience, and task.
includes sentences with little variety in length and structure
The response does not meet any of the criteria.
Short Constructed Response
Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.
The goal of the short response questions is to require students to “succinctly show” their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. 3 2 1 Quarter 1 Pre-Assessment Constructed Response Answer Key
Why was being a printer a good trade for Benjamin?
Read paragraph (3) and write your answer.
Scoring [Notes:] Students recognize the essential element(s) of paragraph (3). Students should include in their writing that Benjamin liked to read and write (and perhaps infer that is why he would like to print books) and he could read the books he printed. Other aspects could include that he did not like other trades (blacksmith, carpenter or brick-maker) or that he wanted to read all of the time. These would add sufficient support evidence. Students consistently address why being a printer was a good trade for Benjamin. 3
Sample Response
Benjamin should be a printer. He liked to do things printers do. He liked to read and write. If he was a printer he could read all the books he printed. Other trades might not let him read and write all of the time. 2
It was good for Benjamin to be a printer. Printers make lots of books. His brother helped him. 1
Benjamin was a printer. He liked it. It was a good trade.
Sample Response (Student writing has little or nothing to do with the question.)
Benjamin reads books.
RI DOK 3 - Cl
Locate information to support the main topic in specific paragraphs.

8. 3 2 1 Quarter 1 Pre-Assessment Constructed Response Answer Key
12. What made Benjamin a good printer? Find evidence in the text.
Scoring [Notes:] Students should list or write details found explicitly in the text or inferred from details in the text. Students should include details that specifically connect Benjamin to being a good printer (this is the essential element) such as (but not all inclusive to), his love for reading and writing, wanting to read all of the time, his father sending him to school, his brother taking the time to teach him how to be a printer and working hard at his job. . Students can also include that he found a job at 16 as a printer. Other aspects that could add more sufficient evidence could be going to Philadelphia or wanting to be on his own – although these are not essential. Students consistently add details that contribute to the concept of why Benjamin was a good printer. 3
Sample Response
Benjamin Franklin always wanted to read and write. His father sent him to school and he did well in reading and writing. Printers have to be good at reading and writing. He made a good printer because he worked hard to learn. He learned from his brother and when he got a job as a printer in Philadelphia. All of these made him a good printer. 2
Benjamin Franklin was a good printer because he worked hard to be a good printer. He liked to read and write all the time. 1
Benjamin was a printer. He was a good printer.
Sample Response (Student writing has little or nothing to do with the question.)
A printer can make books.
RI DOK 3 - Cu
Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures)

9. Quarter 1 Pre-Assessment Selected Response Answer Key
Question 1
What did Benjamin like? B
Question 2
How old was Benjamin when he went to school? D
Question 3
Why did Benjamin go to school for two years? A
Question 4
Which sentence can be added to paragraph (2)?
Question 5
What is the main idea of this passage?
Question 6
Select the best title for paragraph (3). C
Question 7
Why did Benjamin go to Philadelphia?
Question 8
Why was Benjamin a good printer?
Question 9
Why did people like to read Benjamin’s newspaper?
Question 10
Why did Father send Benjamin to school and not his brothers and sisters?

10. Reading Informational Text
Pre-Assessment for Quarter 1
Reading Informational Text
Name ____________________
Grade

11. Benjamin Franklin the Printer
(1)
Benjamin Franklin was born in 1706 in Boston, Massachusetts. He had 16 brothers and sisters! Mother was at home and Father made candles. Benjamin loved to read and write more than his brothers or sisters.
(2)
Father did not have money to send 17 children to school. But, he did send Benjamin to school. Benjamin was ten years old. Benjamin did well in school. He liked to read and write. He did not like math. Benjamin went to school for two years because Father ran out of money. Then he helped Father in the candle shop.
(3)
When Benjamin was 12, Father wanted him to learn a trade. A trade is like a job. Benjamin did not want to be a blacksmith, carpenter or a brick-maker. He wished he could just read all the time. James was Benjamin’s big brother. James had a print shop. Benjamin helped James print books. Best of all, he could read the books he printed! James helped Benjamin learn to be a printer.
(4)
When Benjamin was 16 he left home. He wanted to be on his own. He went to Philadelphia, Pennsylvania and got a job as a printer. Benjamin worked hard. He saved money and soon had his own print shop.
(5)
Benjamin had a newspaper. People liked reading it. His newspaper made people laugh and think. Then he made a little book called Poor Richard’s Almanac. An almanac tells farmers when to plant crops.
Benjamin’s almanac had wise and funny sayings too. People still read his almanac today!

12. 1 2 Name ______________ What did Benjamin like?
Benjamin liked math.
Benjamin liked to read and write.
Benjamin liked to make candles.
Benjamin liked to make bricks. 1
RI DOK-1 Cf
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
2. How old was Benjamin when he went to school?
16 years old.
8 years old.
12 years old.
10 years old. 2
RI DOK-2 Ck
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

13. 3 4 Why did Benjamin go to school for two years?
His father ran out of money.
Benjamin needed to learn a trade.
He helped Father make candles.
Benjamin wanted to read and write. 3
RI DOK-2 Cl
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Which sentence can be added to paragraph (2)?
Benjamin learned to make books.
Benjamin wanted to stay in school.
Benjamin did not want to be a brick-maker.
Benjamin was very wise. 4
RI DOK-1 Cf
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

14. 5 6 What is the main idea of this passage?
Benjamin Franklin became a printer.
Benjamin Franklin is going to school.
Benjamin Franklin had many brothers and sisters.
Benjamin Franklin worked hard. 5
RI DOK-2 Ck
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Select the best title for paragraph (3).
12 Year Old Benjamin
Benjamin Likes Books
Benjamin Learns to be a Printer
Benjamin’s Brother James 6
RI DOK-2 Cl
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

15. 7 8 7. Why did Benjamin go to Philadelphia?
His father made candles.
He worked for his brother James.
He was sixteen.
He wanted to be on his own. 7
RI DOK-1 Cf
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
8. Why was Benjamin a good printer?
He liked to read and write.
James helped him learn to be a printer.
He went to school.
He had a print shop. 8
RI DOK-2 Ck
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

16. 9 10 Why did people like to read Benjamin’s newspaper?
He made people laugh and think.
Newspapers help farmers.
People liked Benjamin.
Newspapers help people learn. 9
RI DOK-2 APn
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Why did Father send Benjamin to school and not his brothers and sisters?
He did not have money to send all his children to school.
Benjamin liked to read and write more than his brothers and sisters.
Benjamin was 10 years old.
Benjamin wanted to be a printer. 10
RI DOK-3 Cu
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

17. 11. Why was being a printer a good trade for Benjamin
11. Why was being a printer a good trade for Benjamin? Read paragraph (3) and write your answer.
12. What made Benjamin a good printer? Find evidence in the text.

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

19. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.
DOK 2 – Cl Color your score blue.
Standard
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.
DOK 1 - Cf
I can answer a what question.
DOK 2 - Ck
I can answer a how question.
DOK 2 - Cl
I can find the answer in the text. 1 2 3
11. Why was being a printer a good trade for Benjamin? Read paragraph (3) and write your answer. 1 2 3 11
DOK 3 – Cu Color your score blue. 1 2 3
12. What made Benjamin a good printer? Find evidence in the text.
Standard
RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
DOK 1 - Cf
I can describe or add a fact to a paragraph that makes sense.
DOK 2 – Ck
I can tell the main idea of the text.
DOK 2 – Cl
I can find facts that support the main idea of a paragraph. 12 4 5 6
Standard
RI.3.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
DOK 1 - Cf
I can explain why something happened.
DOK 2 - Ck
I can describe a cause and effect between events.
DOK 2 - APn
I can interpret why in a historical text.
DOK 3 - Cu
Explain the connection of ideas within the given context (historical events, scientific ideas or concepts, or steps in technical procedures) 7 8 9 10
Quarter One CFA Pre-Assessment Informational Text – Important Adjustment Points

20. 1 2 3 4 5 6 7 8 9 10 11 12