1. 1 Pre-Assessment for Quarter 3 Reading Informational Text Grade

2. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 19 2.Students Assessment b.Page’s 20 – 32 This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as “listening comprehension,” before the assessment. Be sure you have printed a teacher’s Edition Printing Instructions… Be sure you have printed a teacher’s Edition ! Please print the teachers directions (pages 1 – 19). Read the directions before giving the assessment. Print pages 20– 32 for each student. This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs. NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS Lexile Band* K–1N/A 2–3450L–725L420L–820L 4–5645L–845L740L–1010L 6–8860L–1010L925L–1185L 9-10960L–1115L1050L–1335L 11–CCR1070L–1220L1185L–1385L Note: Many “Read Alouds” for kindergarten (such as Green Eggs and Ham) are between a second and third grade reading lexile band.

3. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Grade 3 Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path to DOK 2 Informational Text Learning Progressions Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class. Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools. Answers questions about the purpose of different text features and search tools. Concept Development Understands that search or text features (tools) can provide information about a text or topic. Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic. Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic. RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Student Name 3 Independent Readers: Students read selections independently without reading assistance. Students complete the selected response answers by shading in the bubble. Students complete the constructed response answers by writing a response for each question. Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader) Read the selection and questions aloud to the student in English or Spanish. Read the selected response answers to the student. Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.” Types of Readers Note: Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. Selected Response - Quarters 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. Class Check-Lists (Reading Learning Progressions form) There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional). Scoring Options Class Summary Assessment Sheet This is a spreadsheet to record each quarter’s pre- assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2." Write and Revise Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC. Student Self-Scoring Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not. Student Reflection The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html Scoring forms are available at: May vary for kindergarten

4. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 4 Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Three a.Writing: Write and Revise (revision of short text) b.Language: Language and Vocabulary Use (accurate use of words and phrases) c.Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

5. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 5 Important Please Read Before Starting Assessment Quarter Three Preparing for Performance Tasks The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1 Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below. IMPORTANT – NEW Please make copies of the note-taking form for each student in your class if you choose to use it. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with before 1.Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research : In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task. 3. Planning : In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer. Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read. Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/. http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. Part 1Part 2 Read two paired passages. Take notes while reading (note-taking). Answer SR and CR research questions about sources Plan your essay (brainstorming pre-writing). Write, Revise and Edit W.5 Writing a Full Composition or Speech

6. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Kindergarten: Read the text to students. Re-read the text again for students to “note-take.” Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text. 1.Read the text through to get the “gist” without the distraction of finding answers or note-taking. 2.Re-read the text. Take notes using a note-taking form. 3.Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.

7. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt Describe events in the life of a sea turtle or a snapping turtle. OPTIONAL! (By 4 th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together) Teachers.... Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions). During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above). If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here are a few ideas: 1.Find a graphic organizer you’ve used before to plan a writing piece. 2.Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses. 3.Be sure students know the criteria before they begin (what you are expecting them to do). 4.Share exemplary models of completed graphic organizers. Review the criteria.

8. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended SBAC research targets and embedded standards. http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf 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

9. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 9 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. Read the text with the students. Ask the students if the text is about (use irrelevant examples – a french-fry?, a hair?). main topic This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic. Ask students to draw a picture of the main topic. 11 main topic. Ask students to look explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” main topic. Ask students to look explain more about the main topic. main topic), ideas details Tell students, “When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.” ideas details Ask students, “What ideas or details can you find and tell about?” 22 Remember students will need to have a note- taking form for each passage. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: Students who need more pages – print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Ideas Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

10. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 10 Name_____________________ What is the text mostly about? This is the main topic. Draw a main topic picture. Grade K Use letters, words or pictures. Tell more about the main topic.

11. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 11 Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Grade K Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 - CfDOK – 2ChDOK – 2 ClDOK – 2 APnStandard Path to DOK 1,2 Informational Text Learning Progressions Recalls word meanings from an informational text read and discussed in class. Understands and uses correctly Standard Academic Language: ask, answer, questions, unknown, words and text – when listening to and discussing informational texts. Select appropriate words when meaning is evident (point to the picture that means ___ or shows a ___). (L.K.4a Identify new meanings for familiar words and apply them accurately...) Asks and answers basic who, what, when, where and how questions about unknown words in an informational text read and discussed in class. Concept Development : Student understands that words represent things, actions and feelings. (L.K.5c Identify real- life connections between words and their use..) Locates words that give specific meaning to a text (what words help us to know how ___ feels) read and discussed in class. L.K.4 (Determine or clarify the meaning of unknown and multiple-meaning words and phrases.) Asks questions about words within the context of the story (What is a ___?) Answers questions about words within the context of a story (Why did the boy say__ when__)? RL.K.4 Ask and answer questions about unknown words in a text. Grade K Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CjDOK 2 - Cl DOK – 2 ANs DOK 3 - Cv DOK 3 - EVC Standard Path to DOK 3 Informationa l Text Learning Progressions Locate or tell about specific points in a text read and discussed in class. Understand and use Standard Academic Language: author, points, reasons, identify, support and text. Answer questions when asked about specific points in a text using who, what, when, where or how. Concept Developme nt: Understan ds that a “point” is what an author is trying to explain and “reasons” tell why. Can match points to reasons – causes to effects (matches a picture of lava to a volcano, or a danger sign to a fire) from a text read and discussed in class. Locate reasons in the text that support the specific points by explaining why (snakes are harmful …if they are poisonous tells why the author says don’t touch!”) Distinguish relevant and irrelevant reasons of support about specific points in a text (explains why ___ is a good reason (relevant) to not ___. Identify reasons an author gives to support points in a text with little prompting can draw or identify in a new text read but not discussed in class. Cite evidence that supports points in a text (can answer a question by referring to a specific place in the text). RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. Grade K Path to DOK - 1Path to DOK - 2Path to DOK - 3Path to DOK - 4 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 3 - ANPDOK 3- APxDOK 2 - SYGDOK 4 - SYUStandard Path to DOK 4 Informatio nal Text Learning Progressio ns Recall details about specific illustrations, descriptions or procedures from a text read and discussed in class. Understand and use Standard Academic Language: similarities and differences, texts, illustrations, descriptions, procedures and topic. Answer what, who, when and where questions about illustrations, descriptions, and procedures in a read/discussed text. Concept Development: Student understands that two texts about the same topic can have similar or different illustrations, descriptions and procedures. Make generalizations between two texts on the same topic (how they are generally the same/different) about specific illustrations, descriptions or procedures. Gather, analyze, and organize illustrations, descriptions or procedures from two texts on the same topic (able to organize by lists or columns). Understands the concept of identifying similarities and differences between two texts (can explain or show without much prompting). Gather (to Synthesize) information within one source – finds all of the attributes about a topic that support___ (requires knowing similarities and differences). Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures

12. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 12 SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. 2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information. 0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information. Constructed Response Research Rubrics Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. 0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas. 2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas. 1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas. 0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.

13. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 13 Draw to show how snapping turtles move. Draw to show how sea turtles move. Draw the turtle that lives in the sea. Draw the turtle that lives in a pond. Constructed Response RI.K.9, Research Target 2 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.K.9 and Research Target 2 Research Target 2: Locate, Select, Interpret and Integrate Information. Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to locate and select information about the prompt. Student draws a turtle with legs to show how a snapping turtle moves. Student draws a turtle with flippers to show how a sea turtle moves (or drags across the sand). The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Student is able to integrate information from both articles to differentiate between details about snapping and sea turtles. Students draws 2 or more details about a sea turtle (i.e., flippers, swimming in the sea, growing extremely large) that are different than the snapping turtle. Student draws 2 or more details about a snapping turtle that are different than a sea turtle ( i.e., legs, sharp claws, snapping jaw, long tail, swims in pond). Student “Language” Response Example 2 #1- Turtle has legs #2- Turtle has flippers #3 - 2 or more details about a sea turtle #4 - 2 or more details about a snapping turtle 1 #1 or #2- only one is correct #3 - 1 details about a sea turtle #4 - 1 detail about a snapping turtle 0 None or very few of the pictures show an understanding of the prompts

14. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 14 11. Write letters, words or pictures to tell about a snapping turtle. (Write and Revise L.1b) Standard L.K.1b Snapping Turtle Answer Key Student draws or uses words/letters to demonstrate an understanding of nouns or verbs that are used to tell about a snapping turtle. 3-4 or more examples is sufficient. There could be many other examples including: Turtle Eggs Hole Sand Pond Claws Snaps Tail

15. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 15 Quarter 3 Pre-Assessment Answer Key

16. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 16 From the Beach to the Sea Article #1 1 A sea turtle digs a hole in the beach. She lays many eggs in the hole. She puts sand over the hole. Then she will go back into the water. 2 The eggs are left all alone. The sun warms the eggs. They begin to hatch. 3 The baby sea turtles do not have legs. They have flippers. They must drag slowly across the beach to get to the water. It is very dangerous. Many animals eat baby sea turtles. Grade Equivalent 1.7 Lexile 670 Students have their own copies in their test booklets.

17. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 17 From the Beach to the Sea 4 Some of the baby sea turtles get to the sea. In the sea the turtles can get away from danger. They use their flippers to swim fast. 5 The turtles need food to grow. Sea turtles do not have teeth. They have strong jaws to grab and tear their food. 6 Sea turtles can grow very large. Some sea turtles can live up to 150 years old!

18. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 18 From the Sand to the Pond Article #2 1 From the Sand to the Pond The snapping turtle digs a hole in sandy soil. She lays eggs 80 eggs. She leaves the eggs and goes back to the pond. The eggs are very small like a dime. 2 Soon the baby snapping turtles hatch. The baby turtles are brown, olive or black. They have a little tooth to help break open the egg shell. 3 Other larger animals eat baby snapping turtles. Baby snapping turtles can’t protect themselves. After they hatch they search for a pond, swamp or small lake. It can be very dangerous. Grade Equivalent 2.6 Lexile 720 Students have their own copies in their test booklets.

19. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 19 From the Sand to the Pond 4 Some of the baby turtles find a water home. They sit on the muddy bottom of the pond. They can hide in the mud. 5 They do not have teeth. They have jaws with sharp edges that look like teeth. They eat plants or small animals. The baby turtles begin to grow. 6 Now the snapping turtles have large heads and long necks. They have a pointed snout. Their jaws are very powerful. They have large legs with powerful claws. They have a long tail. Snapping turtles can weigh up to 85 pounds and most live to be about 30 years. 7 Snapping turtles do not make good pets! Snapping turtles have a short temper. They are aggressive. They can’t hide in their own shells so they snap to protect themselves.

20. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 20 Pre-Assessment for Quarter 3 Reading Informational Text Name ____________________ Grade

21. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 21 From the Beach to the Sea Article #1 1 A sea turtle digs a hole in the beach. She lays many eggs in the hole. She puts sand over the hole. Then she will go back into the water. 2 The eggs are left all alone. The sun warms the eggs. They begin to hatch. 3 The baby sea turtles do not have legs. They have flippers. They must drag slowly across the beach to get to the water. It is very dangerous. Many animals eat baby sea turtles such as crabs and birds. Grade Equivalent 1.7 Lexile 670

22. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 22 From the Beach to the Sea 4 Some of the baby sea turtles get to the sea. In the sea the turtles can get away from danger. They use their flippers to swim fast. 5 The turtles need food to grow. Sea turtles do not have teeth. They have strong jaws to grab and tear their food. 6 Sea turtles can grow very large. Some sea turtles can live up to 150 years old!

23. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Toward RI.K.4 DOK 2 - Cl Locates words that give specific meaning to a text (what words help us to know how ___ feels) read and discussed in class. Toward RI.K.4 DOK 1 - Cf Asks and answers basic who, what, when, where and how questions about unknown words in an informational text read and discussed in class. 23 1.Where does a sea turtle lay eggs? 2.What word in this sentence tells us the baby sea turtle moves slowly across the beach? 1 2 Students may circle, underline, point or shade in (if appropriate) the correct answer.A a hole B a nest C the water They must drag slowly across the beach to get to the water. B drag A slowly C moves

24. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 24 3.What makes it dangerous for baby sea turtles to go to the water after they hatch? 4.What happens when the sun warms the eggs? Toward RI.K.8 DOK 2 - Cj Can match points to reasons – causes to effects (matches a picture of lava to a volcano, or a danger sign to a fire) from a text read and discussed in class. 4 Toward RI.K.4 DOK 2 - APn Answers questions about words within the context of a story (Why did the boy say__ when__)? 3 A crawling B animals A The baby hatches. B The eggs get too hot. Students may circle, underline, point or shade in (if appropriate) the correct answer.

25. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 25 Toward RI.K.8 DOK - 2 ANs Distinguish relevant and irrelevant reasons of support about specific points in a text (explains why ___ is a good reason (relevant) to not ___. Toward RI.K.8 DOK- 3- EVc Cite evidence that supports points in a text (can answer a question by referring to a specific place in the text). 6 5 5.What does the sea turtle do to get away from danger? 6. How does the author show that sea turtles can grow very large? A It goes to the beach. B It swims fast. Students may circle, underline, point or shade in (if appropriate) the correct answer.A with a picture of a big sea turtle B with a picture of little sea turtles

26. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 26 From the Sand to the Pond Article #2 1 From the Sand to the Pond The snapping turtle digs a hole in sandy soil. She lays eggs 80 eggs. She leaves the eggs and goes back to the pond. The eggs are very small like a dime. 2 Soon the baby snapping turtles hatch. The baby turtles are brown, olive or black. They have a little tooth to help break open the egg shell. 3 Other larger animals eat baby snapping turtles. Baby snapping turtles can’t protect themselves. After they hatch they search for a pond, swamp or small lake. It can be very dangerous. Grade Equivalent 2.6 Lexile 720

27. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 27 From the Sand to the Pond 4 Some of the baby turtles find a water home. They sit on the muddy bottom of the pond. They can hide in the mud. 5 They do not have teeth. They have jaws with sharp edges that look like teeth. They eat plants or small animals. The baby turtles begin to grow. 6 Now the snapping turtles have large heads and long necks. They have a pointed snout. Their jaws are very powerful. They have large legs with powerful claws. They have a long tail. Snapping turtles can weigh up to 85 pounds and most live to be about 30 years. 7 Snapping turtles do not make good pets! Snapping turtles have a short temper. They are aggressive. They can’t hide in their own shells so they snap to protect themselves.

28. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 28 Toward RI.K.9 DOK 2 - Ck Make generalizations between two texts on the same topic (how they are generally the same/different) about specific illustrations, descriptions or procedures. Toward RI.K.9 DOK 1 - Cf Answer what, who, when and where questions about illustrations, descriptions, and procedures in a read/discussed text. 7 7. About how big are snapping turtles’ eggs? 8 8.Which picture parts show how snapping turtles and sea turtles are the most different? B about the size of a penny A about the size of a dime Students may circle, underline, point or shade in (if appropriate) the correct answer.A B

29. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond Toward RI.K.9 DOK 3- APx Understands the concept of identifying similarities and differences between two texts (can explain or show without much prompting). 29 9 9. What do both kinds of turtles do? Students may circle, underline, point or shade in (if appropriate) the correct answer.A snap to protect themselves B swim with flippers C dig a hole to lay eggs

30. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 30 Toward RI.K.9 DOK 4 - SYU Gather (to Synthesize) information within two sources – finds all of the attributes about a topic from both sources that support ___. 10 1 Draw to show how snapping turtles move. 2 Draw to show how sea turtles move. 3 Draw the turtle that lives in the sea. 4 Draw the turtle that lives in a pond. Constructed Response

31. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 31 11. Write letters, words or pictures to tell about a snapping turtle. (Write and Revise L.1b) Snapping Turtle

32. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 0123 I can write or draw what I learned in two texts. I can show what is the same and what is different. 32 Standard RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. DOK 1 - Cf I can asks or answers questions about a new word in a text I am reading. DOK 2 - Cl I can find a word in the text to explain what something means. DOK - 2 ANs I can find the right and most information to explain or answer a question. DOK- 3- EVc I can find evidence to show I understand a question. Standard RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. DOK 2 - Cj I can tell why something happens in the text. DOK 2 - Ck I can explain how some things are the same or different in two texts about the same topic. DOK 1 - Cf I can answer a question about an illustration. Standard RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). DOK 3- APx I can tell what pictures or words show similarities or differences in two texts. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Quarter Three CFA Pre-Assessment Informational Text – Important Adjustment Points 9 4 56 8 7 1 2 DOK 2 - APn I can answer questions using the words in the story. 3 10 L.K.1b Use nouns or verbs to tell about a snapping turtle. Write and Revise Write and Revise questions prepare students to answer constructed response questions more efficiently. Color your score blue.