Grade Pre-Assessment for Quarter 4 Reading Informational Text

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

NEW CCSS Lexile Band (range)
Important Information This booklet is divided into two parts… Teacher Resources Page 1 – 19 Student Assessment Pages 20 – 39 This booklet is intended for pre-assessing reading informational standards RI3, 6 and 9 at the beginning of the fourth quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment. Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment. Printing Instructions… Be sure you have printed a teacher’s Edition! Please print the teacher’s directions (pages 1 – 19). Read the directions before giving the assessment. Print pages 20 – 39 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–1 N/A 2–3 450L–725L 420L–820L 4–5 645L–845L 740L–1010L 6–8 860L–1010L 925L–1185L 9-10 960L–1115L 1050L–1335L 11–CCR 1070L–1220L 1185L–1385L

Types of Readers Independent Readers: Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. 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.” 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 1 - 4 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. Scoring Options Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Grade 3 Sample 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 - Cl DOK 2 - APn Standard Learning Progressions Informational Text Path to DOK 2 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 Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect upon each question they missed and why. Teacher prompts may help students reflect (such as: What was the question asking? Can you rephrase it?). Scoring forms are available at:

Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, pre-assessment for quarter four includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 Students “Read to Write” integrating basic writing and language revision skills. Write and Revise Assessed Categories for Quarter Four Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

Important Please Read Before Starting Assessment
Quarter Four Completing a Performance Tasks Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Please take 2 days to complete performance tasks. Part 1 Part 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 Part 1 Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2. Teacher Directions for Part 1: Be sure students have a note-taking page for each passage. Review how to take notes before the assessment. You may choose to practice using the note-taking page throughout the quarter during regular classroom instruction. Students have directions in their assessment booklet. Remind them to read their directions (these are written very similar to SBAC’s assessment directions). Key Components of Part 1: 1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

Note-Taking in Part 1 of a Performance Task
Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. Read the text through to get the “gist” without the distraction of finding answers or note-taking. Re-read the text. Take notes using a note-taking form. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.

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

R E- read S E A R C H SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE Grade 6 Name________________ Passage________________ Central Idea________________ What topics or issues does the author state about the central idea? Identify one new topic or issue the author brings to the reader’s attention about the central idea. ____________________________________________________________________________ _____________________________________________________________________________ Particular Details What particular details from the section or paragraph explain more about the topic or issue and provide textual evidence about the central idea? Particular Detail (explain more about the topic or issue) ________________________________________________________________________ _______________________________________________________________________ _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Ask yourself why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion. Write a conclusion section. State the topic or issue you chose. Explain how the particular details about the topic or issue support the central idea. Your summary should be brief. ___________________________________________________________________________ Instruct students to re-read and select a paragraph or section of the text that identifies a topic or issue about the central idea. Ask, “Does the section or paragraph you chose state a new topic or issue about the central idea? A topic or issue explains a concern about the central idea. Have students write one brief sentence about a new topic or issue the author brings to the reader’s attention about the central idea. 1 Remember students will need to have a note-taking form for each passage. Ask students to look for particular details that explain more about the topic or issue. Explain “particular details about a topic or issue provide textual evidence about the topic or issue. Instruct students to write 3 brief particular details that are evidence of a topic or issue. 2 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 particular detail sentences you wrote? Can the words help you write a conclusion section that summarizes how the topic or issue help the reader to better understand the central idea? 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. Have students re-read the section or paragraph with the topic or issue they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When author’s use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 3 4 Differentiation: Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately: Central Idea Topic and Issue Particular Details Textual Evidence Again and Again Conclusions - Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

Grade 6 R E S E A R C H SOMETHING NEW EXPLAIN MORE AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE Name______________ Passage__________________ Central Idea_________________ What topics or issues does the author state about the central idea ? Identify one new topic or issue the author brings to the reader’s attention about the central idea. ____________________________________________________________________________ _____________________________________________________________________________ Particular Details What particular details from the paragraph or section explain more about the topic or issue and provide textual evidence about the central idea? Particular Detail (explains more about a topic or issue) ________________________________________________________________________ _______________________________________________________________________ _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Think about why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion. Write a conclusion section. State the topic or issue you chose. Explain how particular details help the reader understand more about the central idea. Your summary should be brief.

Options for Part 2 of a Performance Task
Writing a full-composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition. Part 2 In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.” Teacher Directions for Part 2: Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric). Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction. Students should be familiar enough with your classroom writing process routine (write-revise-edit – standard W.5), before writing a full composition. Key Components of Part 2: Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please provide paper for your students. Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment.

Writing Informational Text Planning Checklist – Grade 6
1 Point 2 Points 3 Points 4 Points Purpose, Focus The response may be related to the topic but may provide little or no focus: 1 may be very brief may have a major drift focus. 2 may be confusing or ambiguous. The response is somewhat sustained and may have a minor drift in focus: 1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused . The response is adequately sustained and generally focused: 1. focus is clear and for the most part maintained, though some loosely related material may be present. 2 some context for the controlling idea or main idea of the topic is adequate. The response is fully sustained and consistently and purposefully focused: 1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. 2. controlling idea or main idea of a topic is introduced and communicated clearly within the context . W.6.7 I read the prompt. I understand the task, purpose and audience focus question or task. I read each passage, viewed videos or studied other sources. I understand the main idea of all sources and how each relates to the prompt. W.6.8 I took accurate notes from each source. I use my own words in my notes and summarize or paraphrase to avoid plagiarism. I made a list of my sources and important quotes. I list basic bibliographic information for sources. I assess how credible the sources are. Using a graphic organizer… I gather and sort relevant information for my introduction. I list general observations and have a specific and clear focus for my introduction W.6.2b I gather and sort relevant concrete, specific details or examples and illustrations or multiple print and digital sources for developing ideas about my topic. I gather and sort relevant information for a conclusion section or statement.

Writing Informational Text Revise Checklist – Grade 6
1 Point 2 Points 3 Points 4 Points Organization The response has little or no discernible organizational structure: 1 few or no transitional strategies are evident . 2 frequent extraneous ideas may intrude . The response has an inconsistent organizational structure, and flaws are evident: 1 inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end. 2 conclusion and introduction, if present, are weak. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: 1 adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. 2 adequate introduction and conclusion The response has a clear and effective organizational structure creating unity and completeness: 1 use of a variety of transitional strategies logical progression of ideas from beginning to end. 2 effective introduction and conclusion for audience and purpose. Evidence and Elaboration of Ideas The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: 1 use of evidence from the source material is minimal, absent, in error, or irrelevant The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: 1 evidence from sources is weakly integrated, and citations, if present, are uneven. 2 weak or uneven use of elaborative techniques The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: 1 some evidence from sources is integrated, though citations may be general or imprecise . 2 adequate use of some elaborative techniques . The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details: 1 use of evidence from sources is smoothly integrated comprehensive, and relevant . 2 effective use of a variety of elaborative techniques . Language The response expression of ideas is vague, lacks clarity, or is confusing: 1 uses limited language or domain-specific vocabulary. 2 may have little sense of audience and purpose . The response expresses ideas unevenly, using simplistic language: 1 use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose The response adequately expresses ideas, employing a mix of precise with more general language. Use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response clearly and effectively expresses ideas, using precise language: 1 use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose. Beginning W.6.2a I introduce my topic clearly, restate my purpose and provide a general observation or focus. W.6.2a,d The ideas and language in my introduction are appropriate for my audience. My introductory ideas are organized and integrated in a specific text structure. I elaborate my introductory ideas with headings, graphics, or multimedia when useful. W.6.2c I use transitional words to help readers link ideas to the middle of my writing. Middle W.6.2b I use facts, definitions, concrete details, quotations and examples to develop my topic. I develop my topic with relevant facts and details. My information is smoothly integrated between (paragraphs, sections or headings). I use transitions to clarify relationships among ideas and concepts along in a logical way. I use transitional words to help readers link ideas to the end of my writing. Ending W.6.2f I write a concluding statement or section. W.6.2d The ideas and language in my conclusion are appropriate for my audience. My conclusion follows information or explanations I’ve presented. I use words to show it’s the end of my writing (transitions). Vocabulary (variants of word meaning) as appropriate to task L.6.5a I can interpret figures of speech (e.g., personification) in the text. L.5.5b I use words correctly because I understand their meaning. L.5.5c I use words with similar meanings correctly (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6 I use academic and domain vocabulary for my audience and purpose. L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style. W.6.2e L.6.3b Maintain consistency in a formal style and tone.

Writing Informational Text Editing Checklist – Grade 6
1 Point 2 Points 3 Points 4 Points Conventions The response demonstrates a lack of command of conventions: 1 errors are frequent and severe. 2 meaning is often obscure. The response demonstrates a partial command of conventions: 1 frequent errors in usage may obscure meaning. 2 inconsistent use of punctuation, capitalization, and spelling. The response demonstrates an adequate command of conventions: 1 some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. 2 adequate use of punctuation, capitalization, and spelling. The response demonstrates a strong command of conventions: 1 few, if any, errors are present in usage and sentence formation. 2 effective and consistent use of punctuation, capitalization, and spelling Grammar and Mechanics (as appropriate to task) L.6.2a I use punctuation (commas, parentheses, dashes) in sentences correctly. L.6.2b I spell correctly. Word Usage (as appropriate to task) L.6.1a I use pronouns in the proper case (subjective, objective, possessive) correctly. L6.1b I use intensive pronouns (e.g., myself, ourselves) correctly. L6.1c I correct inappropriate shifts in pronoun, number and person. L.6.1d I correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Informative/Explanatory Writing Rubric: Grades 6 - 11
Score Statement of Purpose and Focus and Organization Development: Language and Elaboration of Evidence Conventions 3 Points The response is fully sustained and consistently and purposefully focused: 1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. 2. controlling idea or main idea of a topic is introduced and communicated clearly within the context . The response has a clear and effective organizational structure creating unity and completeness: 1 use of a variety of transitional strategies logical progression of ideas from beginning to end. 2 effective introduction and conclusion for audience and purpose. 3 strong connections among ideas, with some syntactic variety. The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: 1 use of evidence from sources is smoothly integrated, comprehensive, and concrete effective use of a variety of elaborative techniques. The response clearly and effectively expresses ideas, using precise language: 1use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose. The response demonstrates a strong command of conventions: 1 few, if any, errors are present in usage and sentence formation. 2 effective and consistent use of punctuation, capitalization, and spelling. 2 Points The response is adequately sustained and generally focused: 1. focus is clear and for the most part maintained, though some loosely related material may be present. 2 some context for the controlling idea or main idea of the topic is adequate. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: 1 adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. 2 adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas. The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: 1 some evidence from sources is integrated, though citations may be general or imprecise. 2 adequate use of some elaborative techniques. The response adequately expresses ideas, employing a mix of precise with more general language use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response demonstrates an adequate command of conventions: 1 some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. 2 adequate use of punctuation, capitalization, and spelling 1 Point The response may be related to the topic but may provide little or no focus: 1 may be very brief may have a major drift focus. 2 may be confusing or ambiguous. The response has little or no discernible organizational structure: 1 few or no transitional strategies are evident. 2 frequent extraneous ideas may intrude. The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: 1 use of evidence from the source material is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose The response demonstrates a lack of command of conventions: 1 errors are frequent and severe and meaning is often obscure. 0 Point A response gets no credit if it provides no evidence of the ability to fill in with key language from the intended target.

Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). The Adjustment Points (in purple) are the specific pre-assessed key skills. Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - APn DOK 2 - ANr DOK 3 - Cu DOK 3 - APx DOK 3 - ANz DOK 3 SYH Standard Recall key details, basic facts, definitions and events in a text. Define: key, analyze, elaborate, individual, anecdotes, illustrated, introduced Explain who, what, where, when or how when answering questions about individuals, events or ideas in a text. Show the relationship between key individuals, events or ideas and how they are introduced, illustrated and elaborated on in a text (examples or anecdotes). Identify key events, individuals or ideas in a text. Locate specific examples or anecdotes to support information about key individuals, events or ideas. Obtain information about a key individual, event, or idea using text features. Analyze the organization of key events, individuals or ideas in a text (through introduction, illustration and elaboration). Using examples and anecdotes as supporting evidence from the text explain and connect ideas about a key individual, event, or idea. Students analyze in detail an event, idea or individual. Students provide details about the introduction, illustration and elaboration. Analyze the interrelationships among the concept of how key individuals, events or ideas are introduced by the use of illustration, elaboration and introduction. 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). Grade 6 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4 End Goal DOK Guide  DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 3- Cu DOK 3- Cw DOK 3- APx DOK 3- EVC DOK 3- SYH Standard Path to DOK 3 Informational Text Learning Progressions Recall an example of an author’s point of view (read and discussed in class). Define (understanding meaning of..) Standard Academic Language: determine, point of view, author’s purpose, conveyed Answer questions about the author’s point of view or purpose in a text (read and discussed in class). Concept Development Explain why the author’s point of view is important (it establishes or reflects a purpose). Identify the author’s point of view in a text read in class (but not discussed in class). Connect text examples of the author’s point of view to the text’s stated or unstated purpose. Describe how the author’s point of view or purpose impacts the reader. Connect examples of the author’s point of view to the text’s stated or unstated purpose in a text not read or discussed in class. Cite specific examples to show how the author’s point of view or purpose is supported throughout a new text. Synthesize in detail examples in a text, showing how the author’s point of view is conveyed in each. RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. Grade 6 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4 End Goal DOK Guide  DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl DOK 2 - ANp DOK 3 - ANy DOK 3 - EVF DOK 4 - CK DOK 4 - APM DOK 4 - ANP DOK 4 – SYU Standard Path to DOK 4 Reading Literature CCSS Learning Progressions Recall events written about the same person in two different text genres (read and discussed in class) Understands and uses Standard Academic Language: presentation compare, contrast, memoir, biography (or auto). Answers basic questions about a person from 2 text types (biography-memoir-auto), read and discussed in class. Concept Development Understands that different authors present information differently about a person (as shown in memoirs, biographies or auto-biographies) Summarize the key events about a person from a memoir or biography (just one text – then scaffold to a second). Locate answers about specific events about a person found in a memoir and biography Explain how facts about a person’s life are presented differently in two text types (memoir, biography). Analyze why one text type may not present facts about a person in the same way another text type does. Draw conclusions about the similarities-differences between a memoir and a biography written about the same person. Which text most accurately portrays the person and why? Decide which text type about a person (memoir-biography) is best to use as a source for another content. Would you use a biography or a memoir as a source to understand arguments about a person’s character? Give examples of memoirs -biographies that are associated with other domains, themes, or contribute to historical, geographical or social issues. Gather, analyze and organize multiple information sources from memoirs –biographies about a person for a purpose (essay or speech). RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

 SBAC Reading Assessment 2 1 2 1 2 1
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. 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. 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. The response gives no evidence of the ability to cite evidence to support opinions or ideas.

Constructed Response RI.6.6 Research Target #2
Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.6.6 Research Target #2 11. Read the quote: “With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe.” How does the author support this statement throughout the article Ice Picks? Constructed Response Research Rubrics Target 3 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 in order to respond to the prompt; “How does the author support the statement…the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe?” Student responses should include information that is specifically relevant from the article. Irrelevant information (such as person experience or references to another text) are not acceptable responses to the prompt. Relevant information could include: (1) the invisible cosmic messengers are neutrinos, (2) they are plentiful in the universe, (3) Ice Cube is the largest detector for neutrinos in the world, (4) certain kinds of neutrinos from gamma-rays occur in the universe each day, (4) Ice Cube can tell what is making all of the energy from gamma-rays by recording neutrinos’ data and, (5) neutrinos from gamma-rays could help scientists understand more about the universe. Any response that is supported by textual evidence and is specific to the prompt is acceptable. Student “Language” Response Example 2 Student gives 3-4 sufficient examples of relevant information about how the author supports the quote. The purpose of Ice Cube is to detect neutrinos. Throughout the article Ice Picks, the author explains the importance of neutrinos because they are “invisible cosmic messengers that might offer clues to some of the biggest mysteries of the universe.” This connection is made when the author states that neutrinos are plentiful in the universe and that they occur daily in the universe (from gamma-rays). The author mentions the universe or space consistently when referring to the neutrinos. Ice Cube will record the data from specific kinds of neutrinos which in turn can help scientists understand more about the universe. 1 Student gives 1- 2 limited ( with few details ) examples of relevant information about how the author supports the quote. The author talks about the universe all through the text. He also talks about space. So I know this is about the universe. Then the author talks about how someday we can understand the mysteries of space. We can understand because of a new huge telescope called Ice Pick. The students does not give evidence of relevant information to support the prompt. The text is all about space and finding out neat stuff about space. Toward RI Research Target 2 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.6.6 Cite specific examples to show how the author’s point of view or purpose is supported throughout a text.

Constructed Response RI.6.9 Research Target #4
Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response RI.6.9 Research Target #4 STEM Educator Armando Caussade was selected as the 2014 Ice Cube PolarTREC teacher. Based on the article Ice Picks, what kind of events might Caussade experience? How could these experiences help him achieve his goals as a teacher? Constructed Response Research Rubrics – Target 4 Ability to cite evidence to support opinions and ideas. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to cite evidence to support the idea of how Armando Caussade will use the events and experiences as a STEMEducator working with Ice Cube to help him achieve his goals as a teacher. Sufficient evidence would begin with recognizing Caussade’s goals as stated in the text STEMEducator. Caussade’s goals were stated as: (1) as a way to explore his own interests in science, (2) improving his knowledge base and (3) to be a role model to encourage other educators to engage in “real, meaningful research projects” and connect directly with scientists. Students must connect Caussade’s goals to events he might experience working on Ice Cube. Events that could help him achieve his goals could include experiences: (1) working with or learning from scientists from 30 countries, (2) working with or learning how the largest telescope in the world operates, (3) learning more about the universe through neutrinos, (4) understanding more about what happens in space, and (5) showing other educators that they can work with real scientists on real projects. There could be many variables in response to this prompt and inferences or generalizations. All are acceptable as long as students use evidence from the text in some way to support those generalizations. Student “Language” Response Example 2 Student gives 5 – 6 reasons supported by evidence to support that Caussade’s working on the Ice Cube project will help him achieve his goals as an educator. Armando Caussade is a teacher who was accepted to work with scientists on a project called Ice Cube in the Antarctica. Ice Cube is the largest neutrinos telescope in the world. Caussade loves astrology so working with a telescope is a perfect fit for him. He wants to learn more about science and this will give him an opportunity to work with real scientists on a real project! Caussade also wants to be a role model for other educators to work with scientists. He can show other educators what he has learned and share the experiences with them afterwards. He might experience seeing neutrinos through Ice Cube and seeing distant galaxies. He also might experience seeing how Ice Cube gets data and how to keep it in good working order. 1 Student gives 2-4 reasons but few details as evidence to support the prompt. Mr. Caussade is a teacher who gets to go to the South Pole and work with real scientists. He will learn a lot about a huge telescope. He will learn how it works and probably see some neat stuff in space. Mr. Caussade can help other teachers too from what he learns. Student presents no evidence to support the prompt. The teacher will go to the South Pole. That is on the bottom of the Earth. Toward RI Research Target 4 Target 4 Ability to cite evidence to support opinions and ideas. RI.6.9 Synthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion.

Quarter 4 Pre-Assessment Selected Response Answer Key
Question 1 Which is an example of Ice Cube’s design purpose? RI.6.3 D Question 2 What does the location of Ice Cube tell us about neutrinos? RI.6.3 C Question 3 Why does the author of Ice Picks, call neutrinos “invisible cosmic messengers?” RI.6.3 B Question 4 Which statement best articulates to the reader the vast dimensions of Ice Cube? RI.6.6 A Question 5 From what specific source would neutrinos emerge that would inform scientist of how energy is produced ? RI.6.6 Question 6 What is consistently stated or inferred all through the text? RI.6.6 Question 7 Based on the quote above what do both Madsen and Caussade have in common? RI.6.6 Question 8 Why is Dr. Jim Madsen mentioned in STEM Educator? RI.6.9 Question 9 Which statement most supports the purpose of the article STEM Educator? RI.6.9 Question What information about neutrinos is stated in Part 2 of Ice Picks that is not in Part 1? RI.6.9 Question Constructed Response RI.6.6 Question Constructed Response RI.6.9 Write and Revise Question 13 W.6.2a-b Question 14 Which word could be used to replace apparent? L.6.3b Question 15 Which two verbs would be more precise and grade appropriate to replace the underlined verbs? L.6.3a

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

Student Directions: Read the Directions.
Part 1 Your assignment: You will read one article about a telescope and an article about a STEMEducator. 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 report. Steps you will be following: In order to help you plan and write your essay, you will do all of the following: Read two articles. Answer several questions about the sources. Plan your informational report. Directions for beginning: You will now read two articles. Take notes because you may want to refer to your notes while you plan your informational report. 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 informational report. Part 2 You will: Plan your writing. You may use your notes and answers. You may use a graphic organizer Write – Revise and Edit your first draft (your teacher will give you paper). Your assignment: Write an informational report. You are a STEMEducator returning from the Ice Cube project in the Antarctica. You have been asked to write a report about your experiences to encourage other teachers to apply to the National Science Foundation program, PolarTREC. How you will be scored How your report will be scored: The people scoring your report will be assigning scores for: 1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea 2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and How well you stay on topic throughout. 3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information. 4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose. 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.

A new telescope is buried more than a mile beneath the Antarctic ice.
Ice Picks Part 1 By Kirsten Weir A new telescope is buried more than a mile beneath the Antarctic ice. Physicist, Jim Madsen goes to work in Antarctica during the South Pole summer. Antarctica in the summer has 24 hour sunlit days. But, his project, a giant telescope called Ice Cube, requires total darkness. But the sunshine doesn’t affect Ice Cube because it’s located deep within the Antarctic ice, where it is pitch-black. Ice Cube was made to find tiny invisible particles from space. “We have these particles that we think are the most plentiful in the universe, but they’re almost impossible to detect,” he says. Almost ... but not quite. The Ice Cube team has hundreds of scientists from more than 30 countries. The scientists know that the ice-covered continent is a perfect place to detect the particles. With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe. Ice Cube is the largest neutrino detector in the world. Detecting Neutrinos Ice Cube isn’t your normal telescope. It doesn’t show details of Pluto’s surface or take beautiful snapshots of distant galaxies. It doesn’t even point toward the sky. Ice Cube detects neutrinos. Neutrinos are some of the smallest particles in the universe. They are smaller even than atoms. They’re invisible and have hardly any mass. They have no electric charge. Because of this, neutrinos zip easily around space. A neutrino can travel billions of miles through the cosmos, passing right through planets as it goes. Trillions of neutrinos are speeding through your body at this very moment. Neutrinos are very hard to detect, says Madsen. Complete darkness and a large expanse of something clear are essential to find them. Antarctica’s deep, clear ice is perfect for this. Ice Cube is made up of more than 5,000 basketball-sized detectors called digital optical modules (DOMs). They’re set on long cables, like beads on a string. Each cable is hung inside a deep hole in the ice. 86 strings are hung inside holes that extend as far as 1.5 miles below the surface. The dots show where long cables are hung inside deep holes in the ice.

Ice Picks Part 2 Mystery Matter
Ice Picks Part 2 Mystery Matter Neutrinos come from high-energy events. Some neutrinos are created on Earth by the nuclear reactions in nuclear power plants. Some are created when cosmic rays (high energy particles from space) crash with atoms in the air. Others are created in the sun. The Ice Cube scientists are not looking at neutrinos that come from those sources. They’re hunting for neutrinos from distant, violent events such as supernovas or gamma ray bursts. A supernova is the death explosion of a huge star. A gamma ray burst is a giant explosion that sends out a blast of high energy. Gamma ray bursts occur once or twice a day somewhere in the universe. What triggers those outbursts? We have no idea, but Ice Cube might help us find out. “If there are neutrinos coming from gamma rays,” says Madsen, “Ice Cube will tell us something about what could be making all that energy.” Ice Cube was completed after seven years. Scientists are now looking over the data it has found so far. It’s too soon, though, to say what the telescope has found. The scientists are still figuring out how to know which neutrinos are created in Earth’s atmosphere and which ones come from space. “That’s the tricky part,” says Madsen. “Up until now, nobody has had a telescope large enough that you could get this information,” he says. “We’re hoping we’ll find something brand-new.”

Armando Caussade Selected as 2014 Ice Cube PolarTREC Teacher
STEM Educator Armando Caussade Selected as 2014 Ice Cube PolarTREC Teacher Since 2009, teachers have gained research experience at the South Pole. PolarTREC, is a National Science Foundation program. It pairs scientists with teachers to provide field experiences to polar regions. Armando Caussade, a STEM teacher from Puerto Rico, will travel to the South Pole, Antarctica. He will be there during the 2014–2015 polar season. Caussade is a teacher in Puerto Rico and lectures on astronomy at a University in Puerto Rico. In September 2013, Caussade applied for the PolarTREC teacher experience. He interviewed and was accepted. Caussade was selected to work with the IceCube team at the South Pole. He will help keep IceCube in good working order. Caussade has a strong understanding of astronomy. Astronomy is easily linked to physics. So, he was paired with physicist Dr. James Madsen. Madsen has been working from the beginning with the Ice Cube project. Madsen speaks highly of Caussade, “His passion for astronomy was apparent from the first. He has experience with a wide range of audiences. He has worked with high school students, college students, and the public. Caussade sees the experience as a way to explore his own interests in science. He wants to improve his knowledge base. Caussade would like to be a role model to encourage other educators to engage in “real, meaningful research projects” and connect directly with scientists.

1 2 What does the location of Ice Cube tell us about neutrinos?
Which is an example of Ice Cube’s design purpose? Ice Cube was designed to detect atoms Ice Cube was designed to detect details of Pluto’s surface. Ice Cube was designed to take snapshots of distant galaxies. Ice Cube was designed to detect invisible particles from space called neutrinos. Toward RI DOK 2 - Cl Locate specific examples or anecdotes to support information about key individuals, events or ideas. 1 What does the location of Ice Cube tell us about neutrinos? Scientists prefer to learn about neutrinos in a cold and quiet place. The location of Ice Cube tells us that neutrinos only exist in the cold climate of the Antarctica. The location tells us that neutrinos are more likely to be detected in darkness and in a large clear expanse of land. The Antarctica was the perfect place for hundreds of scientists to gather. Toward RI DOK 3 - Cu Using examples and anecdotes as supporting evidence from the text explain and connect ideas about a key individual, event, or idea. 2

Why does the author of Ice Picks, call neutrinos “invisible cosmic messengers?”
Neutrinos travel billions of miles through the cosmos, passing right through planets. Neutrinos are invisible particles travelling through the cosmos that could give us clues to mysteries of the universe. Neutrinos can only be seen through a special telescope. Messengers bring or send information. Toward RI DOK 3 - ANz Analyze the interrelationships among the concept of how key individuals, events or ideas are introduced by the use of illustration, elaboration and introduction. 3 Which statement best articulates to the reader the vast dimensions of Ice Cube? “86 strings are suspended inside holes that extend as far as 1.5 miles below the surface.” “Ice Cube is made up of more than 5,000 basketball-sized detectors called digital optical modules.” “They’re arranged on long cables…” “Ice Cube isn’t your typical telescope.” Toward RI DOK 2 - Ck Identify the author’s point of view or purpose. 4

5. From what specific source would neutrinos emerge that would inform scientist of how energy is produced? cosmic rays dark matter gamma rays atoms Toward RI DOK 3- Cw Describe how the author’s point of view or purpose impacts the reader. 5 What is consistently stated or inferred all through the text? IceCube is located deep within the Antarctic ice. What scientists hope to learn from Ice Cube. Ice Cube is the largest telescope in the world. DOMs record data about every neutrino hit. Toward RI DOK 3- EVC Cite specific examples to show how the author’s point of view or purpose is supported throughout a text. 6

7 8 8. Why is Dr. Jim Madsen mentioned in STEM Educator?
“The idea is to use neutrinos to learn about the universe,” Madsen says. Based on the quote above what do both Madsen and Caussade have in common? Both are interested in studying the universe. Madsen would like to be a physicist Both are working on the Ice Cube project. Madsen is also studying neutrinos. toward RI DOK 2- Cl Locate answers about specific events about a person found in a memoir or biography. 7 8. Why is Dr. Jim Madsen mentioned in STEM Educator? because he explains the purpose of the Ice Cube project because works on the Ice Cube project because of his interest in neutrinos because of his connection to Armando Caussade toward RI DOK 2 – ANp Explain how facts about a person’s life are presented differently in two text types. 8

Which statement most supports the purpose of the article STEM Educator?
Caussade and Madsen are interested in science. Educators can connect directly with scientists. Ice Cube could help scientists discover something new. Caussade was accepted to participate in the PolarTREC teacher experience. toward RI DOK 3 – EVF Draw conclusions about the similarities-differences between a memoir and a biography written about the same person. Which text most accurately portrays the person and why? 9 10. What information about neutrinos is stated in Part 2 of Ice Picks that is not in Part 1? The definition of neutrinos. The purpose of Ice Cube’s design. The specific type of neutrinos that scientists want to study. Why Ice Cube is located in the Antarctica. toward RI DOK 4 – ANP Gather, analyze and organize multiple information sources from memoirs –biographies about a person for a purpose (essay or speech). 10

11. Read the quote: “With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe.” How does the author support this statement throughout the article Ice Picks? Toward RI DOK 3- EVC Cite specific examples to show how the author’s point of view or purpose is supported throughout a text. 11

STEM Educator Armando Caussade was selected as the 2014 Ice Cube PolarTREC teacher. Based on the article Ice Picks, what kind of events might Caussade experience? How could these experiences help him achieve his goals as a teacher? toward RI DOK 4 - SYU Gather, analyze and organize multiple information sources from memoirs – biographies about a person for a purpose (essay or speech). 12

Ice Cube the largest neutrino detector in the world is made from 5000 digital optical modules. (W.6.2a) Which is the correct way to write this sentence? (Ice Cube) the largest neutrino detector in the world, is made from digital optical modules. B. Ice Cube (the largest neutrino detector in the world), is made from digital optical modules. C. Ice Cube (the largest neutrino detector in the world) is made from 5000 digital optical modules. D. Ice Cube the largest neutrino detector in the world (is made from) 5000 digital optical modules. 14. His passion for astronomy was apparent from the first. (Write and Revise L.6.3b) Which word could be used to replace apparent? unclear obvious vague precise

Ice Cube was made to find tiny invisible particles from space.
15. Read the sentence below and then answer the question that follows. (Write and Revise L.6.3a) Ice Cube was made to find tiny invisible particles from space. Which two verbs would be more precise and grade appropriate to replace the underlined verbs? A. formed and catch B. ready and seek prepared and hunt created and detect

Part 2 You will: Plan your writing. You may use your notes and answers. You may use a graphic organizer Write – Revise and Edit your first draft (your teacher will give you paper). Your assignment: You are a STEMEducator returning from the Ice Cube project in the Antarctica. You have been asked to write a report about your experiences to encourage other teachers to apply to the National Science Foundation program, PolarTREC. How your report will be scored: The people scoring your report will be assigning scores for: 1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea 2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and How well you stay on topic throughout. 3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information. 4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose. 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.

Name____________________________

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

3 1 2 4 5 6 7 8 9 10 11 13 14 15 12 Name _________________ Standard
Color the happy face green if your answer was correct or red if your answer was incorrect. Standard RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). DOK 1 - Cl I can locate specific examples of an event illustrated in a text. DOK 3 – Cu I can identify a set of examples of how an idea is elaborated on in a text. DOK 3 – APx I can analyze in detail how an author introduces a key idea or event. 3 1 2 Standard RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.. DOK 2 - Ck I can identify the author’s point of view in a text. DOK 3 – Cw I can describe how the author’s point of view or purpose impacts the reader. DOK 3 - EVC I can find examples in a text that support the author’s point of view or purpose. 4 5 6 Standard RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). DOK 2 – Cl I can locate answers about specific events of a person found in different types of texts. DOK 2 – ANp I can explain how or why facts about a person’s life are presented differently in two text types. DOK 3 – EVF I can draw conclusions about the similarities-differences between texts (a memoir, biography , etc..) written about the same person. DOK 4 - ANP I can gather, analyze and organize multiple information sources about a person in order to write an essay or present a speech. 7 8 9 10 Color your scores blue. 1 2 3 How does the author support this statement throughout the article Ice Picks? Write and Revise Write and Revise questions are components of constructed response preparation. W.6.2a-b Which is the correct way to write this sentence? L.6.3b Which word could be used to replace apparent? L.6.3a Which two verbs would be more precise and grade appropriate to replace the underlined verbs? 11 1 2 3 STEM Educator Armando Caussade was selected as the 2014 Ice Cube PolarTREC teacher. Based on the article Ice Picks, what kind of events might Caussade experience? How could these experiences help him achieve his goals as a teacher? 13 14 15 12

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Grade Pre-Assessment for Quarter 4 Reading Informational Text

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