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

2. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 15 2.Students Assessment b.Page’s 16 – 33 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. 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. 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 – 15). Read the directions before giving the assessment. Print pages 16 – 33 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

3. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 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. 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. http://sresource.homestead.com/index.html Scoring forms are available at: 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 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). 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?).

4. Rev. Control: 01/01/2014 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: 01/01/2014 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. 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.

6. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What ideas and details in the passages explain why humpback whales are special? 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.

7. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 7 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

8. Rev. Control: 01/01/2014 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: 01/01/2014 HSD – OSP and Susan Richmond 9 Grade 2 Write one new key idea (special focus) you learned about the main topic. Write one sentence that tells the most about the special focus of the key idea and the key details. What is the special focus of the key idea? Use key details from the paragraph or section. Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice). main topic key idea Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key idea about the topic. one Ask students to write the new key idea in one brief sentence. Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice). main topic key idea Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key idea about the topic. one Ask students to write the new key idea in one brief sentence. key details key idea Ask students to look for key details that explain more about the new special focus of the key idea. Key details key idea Key details give evidence to support a key idea. key details Instruct them to write 1 -2 key details in each box. main topic Example if the main topic is about dogs, then if... key Idea “The dog likes to play,” (is the key Idea), key details Some key details might be: the dog likes to play fetch. the dog likes to play with the ball. What is so special about the fact that dogs like to play? Perhaps because they make fun pets. key details key idea Ask students to look for key details that explain more about the new special focus of the key idea. Key details key idea Key details give evidence to support a key idea. key details Instruct them to write 1 -2 key details in each box. main topic Example if the main topic is about dogs, then if... key Idea “The dog likes to play,” (is the key Idea), key details Some key details might be: the dog likes to play fetch. the dog likes to play with the ball. What is so special about the fact that dogs like to play? Perhaps because they make fun pets. only one key idea key details Students write only one sentence that tell the most about the new key idea and key details. 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. Differentiation: Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Key Ideas Key Details Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately: Main Topic Key Ideas Key Details Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. 11 22 33 special focus key idea. special focus key idea special focus In grade two students are introduced to “special focus” in lieu of key idea. Introduce the term in class parallel with key idea. Explain to students, “A special focus explains why a key idea is so special. If the key idea in a paragraph is that whales can sing, it could be a special focus because it is so unique.” Remember students will need to have a note-taking form for each passage. R E- read SEARCH SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE What is the special focus of the key idea? Use key details from the paragraph or section.

10. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 10 Name________________ Passage______________ Main Topic ____________ Grade 2 Write one new key idea (special focus) you learned about the main topic. R E- read SEARCH SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE What is the special focus of the key idea? Use key details from the paragraph or section. What is the special focus of the key idea? Use key details from the paragraph or section. Write one sentence that tells the most about the special focus of the key idea and key details.

11. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 11 Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). Grade 2 Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 - CfDOK 1 - APgDOK 2 -ChDOK 2 - APnStandard Path to DOK 1,2 Informational Text Learning Progressions Locate specific words and phrases in an informatio nal text read and discussed in class. Use and understand Standard Academic Language: determine, words, phrases and topic. Select appropriate words or phrases connected to a specific topic read and discussed in class. L.2.4e Use glossaries and beginning dictionaries… Use accurate words and phrases to explain who, what, where, when or how about an informatio nal topic.. 2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unha ppy, tell/retell). L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). Concept Developm ent: Understan ds that specific words and phrases have meaning that is relevant to the text they are in. Use context to identify and determine the meaning of words and phrases. L.2.4a Use sentence- level context as a clue to the meaning of a word or phrase. Identify… L.2.4d compound word meanings based on individual words within. L.2.5b distinguish shades or meaning among closely related verbs RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Grade 2 Path to DOK - 1Path to DOK - 2Path to DOK - 3 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - APs DOK 3 - CuDOK 3 - EVC DOK 3 - AN-z Standard Path to DOK 3 Informational Text Learning Progressions Recall reasons about a topic the author makes in a text read and discussed in class. Define and understand Standard Academic Language: reasons, support, specific points, author, text Can answer questions about specific points in a text read and discussed in class. Concept Development: Understands that there are reasons authors make specific points text. Identifies specific points the author makes Locate reasons to support points the author makes. Distingui sh between reasons that do and do not support specific points. Answers a question that requires students to connect reasons to supporting points in a new text. Cites evidence to explain logically an author’s reason for making a specific point. RI.2.8 Describe how reasons support specific points the author makes in a text. Grade 2 Path to DOK - 1Path to DOK - 2Path to DOK - 3DOK - 4 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 2 - Cl DOK 2 - ANp DOK 2 - ANs DOK 3 - ANy DOK 3 Cu Standard DOK 4 - SYU Path DOK 4 Informationa l Text Learning Progressions Recall basic facts in two texts on the same topic read and discussed in class. Define and understand Standard Academic Language: compare and contrast, points, important and topic Select appropria te domain- specific words when discussin g the topic. Answer questions about the most importan t points in a text read and discussed in class. Concept Developme nt: Student understand s that some points are more important than others and can give an example. Identifies the most importan t points in two texts on the same topic. Locates key details as evidence of which informati on is importan t in two texts on the same topic (new text). Categoriz es or lists importan t points from two texts on the same topic using a graphic organizer (teacher has provided categorie s). Using a list of categorized important points in two texts on the same topic, can discuss similarities and differences between the two texts. Complet es a Venn diagram to compar e and contrast importa nt points in two texts on the same topic. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic (answers constructed response CFA questions at this level). To move to a DOK-4 students analyze points in two texts in order to write a new generalization, observation or conclusion about the topic. Student NAME 1

12. Rev. Control: 01/01/2014 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: 01/01/2014 HSD – OSP and Susan Richmond 13 11.List important points to show how roller skates have changed over many years. Use examples from both articles. Constructed Response RI.2.8, Research Target 2 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.3.8 and Research Target 2 Research Target 2: Locate, Select, Interpret and Integrate Information. RI3.8 Describe how reasons support specific points the author makes in a text. 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. Sufficient evidence to locate and select information would be finding specific examples of Important points that support how roller skates improved. If information does not support how skates improved (i.e. got better), the student did not recognize that the change over many years was one for improving roller skates. The prompt does not ask how skates improved because integrating information should help students arrive at this assumption themselves. The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. The prompt requires using examples (3-5 is sufficient) from both passages. This is integration of information. Interpreting information would be reaching a conclusion (roller skates improved). Student “Language” Response Example 2 Student integrates 5 sufficient examples and details of how roller skates have changed. The student interpets that roller skates have improved. Roller skates have changed. The first roller skates only had two little metal wheels. The next roller skates that were invented had three wheels. They were very hard to use because they could not turn. Then James Plimpton invented skates with four wheels that could turn. This made skates easy and fun to use. William Brown made wheels for skates that made skates even better and faster. Today people like to use rollerblades. Now people like to skate because inventors made skates better and easier to use. 1 Student gives 1 limited example of how roller skates have changed but with few details. The student does state that roller skates have improved. Roller skates are easy to use now because they got better. They got better because inventors made them better. One inventor made a skate that could turn better too. 0 The students does not give enough relevant information to answer the prompt. I like to skate but I fall down. Some people made skates. They are called inventors.

14. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 14 12.How are The History of Roller Skates and The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram. Constructed Response RI.2.9, Research Target 3 Quarter 3 Pre-Assessment Research Constructed Response Answer Key Toward RI.3.9 and Research Target 3 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI3.9 Compare and contrast the most important points presented by two texts on the same topic. 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 about the prompt. Students are presented with a Venn diagram to list similarities, differences and shared details about the two passages. Information in all categories should be relevant to the question (facts that show all three categories specifically) and not extraneous information. Relevant information to show how the passages are the same should include information about James Plimpton found in both passages ( made the first four wheel skate, the first skate that could turn, his skate was easy to use). Information that is different in The History of Roller Skates could include names of inventors, dates, and how each skate was better than the previous. Information that is different in The Father of Roller Skating should include information about James's life not mentioned in the History of Roller Skates ( there are many details listed). Student “Language” Response Example 2 Student presents sufficient relevant details (4-5 facts) from both passages with differences and shared (the “same” details (2-3 facts) between both passages. 1 Student presents limited relevant details (2-3 facts) from both passages with differences and shared (the “same” details (1 fact) between both passages.). 0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt. Facts from The Father of Roller Skating Facts Shared in Both Passages Facts from The History of Roller Skating James Plimpton lived on a farm. He worked in machine shops. He got sick. He ice-skated to get better. He opened the first skating rink. He wrote a book to show people How to skate. James made the first skates with four wheels. His skates were the first ones that could turn. His skates were easy to use John Merlin made the first skate in 1760. The first skate had two wheels. Mr. Petibled made a skate with 3 wheels. It was hard to use. James Plimpton made a new skate in 1863. It was a well-liked skate. It was used for over 100 years. William brown made axels on wheels. Scott Olson invented the rollerblade.

15. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 15 Quarter 3 Pre-Assessment Selected Response Answer Key

16. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 16 Pre-Assessment for Quarter 3 Reading Informational Text Name ____________________ Grade

17. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 17 Student Directions : Part 1 Your assignment: You will read two passages about roller skates. 1.Read both articles. 2.Re-read both articles. Take notes as you re-read. 3.Answer the questions.

18. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 18 The History of Roller Skates Article 1 Paragraph 1 The first roller skates were made in 1760. They were invented by John Merlin. Each skate had two very small wheels. Paragraph 2 In 1819 the first patent for a roller skate design was made. A patent is given to an inventor so no one can steal his idea. It is written on paper. The patent was given to Mr. Petibled. His skates had three wheels. The wheels were made of wood or metal. But, the skates he made were hard to use. The skates could not make turns. Paragraph 3 James Plimpton was an inventor too. He also had a patent for a new roller skate design. In 1863 he made the first roller skate that had four wheels. Two wheels were in the front and two wheels were in the back. His skates were easy to use. For the first time skaters could make turns. People liked his skates so much they used them for over 100 years! Figure 1 John Merlin’s Skates Figure 3 James Plimpton’s skate Figure 2 Mr. Petibled’s skate Grade Equivalence: 2.9 Lexile 500

19. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 19 The History of Roller Skates Paragraph 4 In 1876 roller skate wheels got even better. William Brown put the front wheels on one axel. He put the back wheels on another axel. The wheels were not locked like before. This made roller skates easier and faster to use. Paragraph 5 In 1979 a new kind of skate was invented. The inventor was Scott Olson. The new skates were called rollerblades. At first the rollerblades were on hard boots. Today they are on soft boots. People liked them rollerblades more than any other skates. Figure 4 Rollerblades Today

20. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 20 The Father of Roller Skating Article 2 Paragraph 1 James Plimpton was born in 1828. He grew up on a small farm. He wanted to know how the machines on the farm worked. He loved to help his father fix machines when they broke. James learned a lot about machines. When he got older, James worked in many machine shops. He learned even more about what made machines work. When he grew up he had his own shop. Paragraph 2 He worked very hard in his shop until he got sick. His doctor told him to go outside in the fresh air and ice skate. In the winter James went ice skating. But in the summer there was no place to ice skate. He wanted to skate in the summer too. But the roller skates for land were hard to use. They did not glide like the ice skates did on the ice. Paragraph 3 He knew he could reinvent a better roller skate. In 1863 James invented the first roller skate with four wheels. The skates were also the first ones that could turn left or right. His skates were safe and easy to use. Paragraph 4 James liked the new skates so much. He wanted everyone to enjoy them. He opened a roller skate shop. He made 2000 pairs of rollers skate each week! He opened the first roller skating rink. He wrote a book about how to skate. James did a lot to help helped people see it was a fun sport. James Plimpton is called the Father of Roller Skating. Grade Equivalence: 2.4 Lexile: 580

21. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 21 Name ______________ 1. What does the word inventor mean as used in The History of Roller Skates? You may use a dictionary. A.An inventor likes to see how machines work. B.An inventor is someone who helps other people. C.An inventor is a man. D.An inventor is someone who creates something new. 2.James knew he could reinvent a better roller skate. What does the pre-fix re most likely mean? A. make B. put together C. do it over D. start Toward RI.2.4 DOK 1 - Ce Select appropriate words or phrases connected to a specific topic. 1 Toward RI.2.4 DOK 1 - APg 2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).. 2

22. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 22 3.Read the sentence. James Plimpton opened the first roller skating rink. Which word or phrase in the sentence most helps the reader to understand what a rink is? A.James Plimpton B.the first C.opened D.roller skating Toward RI.2.4 DOK 2 – APn Use context to identify and determine the meaning of words and phrases. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. 3

23. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 23 4.What kind of skates do people like best today? A.James Plimpton’s skates B.rollerblades C.skates with two wheels D.Mr. Petibled’s skates 5.How were James Plimpton’s and Mr. Petibled’s skates different? A.James Plimpton’s skates had four wheels and could make turns, but Mr. Petibled’s skates had three wheels and were hard to use. B.James Plimpton’s skates had three wheels and could make turns, but Mr. Petibled’s skates were hard to use. C.James Plimpton’s and Mr. Petibled’s skates were hard to use, but both had wheels made of wood, metal or ivory. D.James Plimpton’s skates had two wheels and could not make turns, but Mr. Petibled’s skates were easy to use. Toward RI.2.8 DOK 2 – Cl Locate reasons to support points the author makes.. 5 Toward RI.2.8 DOK 1 - Cf Can answer questions about specific points in a text read and discussed in class. 4

24. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 7.Why did James Plimpton want to invent a new kind of roller skate? A.Roller skates were hard to use and could not turn. B.He wanted to skate on land in the summer. C.James Plimpton was an inventor. D.He wanted to invent a new kind of roller skate. Toward RI.2. 9 DOK 1 - Cf Can answer questions about specific points in a text read and discussed in class. 24 7 6.How does the reader know that James Plimpton’s skates were well-liked? A. His skates were safe and easy to use. B.People used them for over100 years. C.His skates could turn left or right. D.His skates were better than Mr. Petibled’s skates. Toward RI.2. 8 DOK 3 – Cu Answers a question that requires students to connect reasons to supporting points in a new text. 6

25. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond Toward RI.2.9 DOK 3 - EVC Categorizes or lists important points from two texts on the same topic using a graphic organizer (teacher has provided categories). 25 8.What did all of the inventors want to do? A.The inventors wanted skates with metal wheels. B.The inventors wanted fast skates. C.The inventors wanted to make better skates. D.The inventors wanted to have skates with four wheels. 9 9.Which list best shows how the wheels on roller skates have changed over many years? Toward RI.2.9 DOK 2 - Ck Identifies the most important points in two texts on the same topic. 8 1.Skates have two small metal wheels. 2.Skates have three wheels made of wood, metal or ivory. 3.Skates have four wheels that could turn left or right. 4.Skates have front and back wheels with their own axels. 1.Skates are invented in 1828. 2.Skates are hard to use. 3.Skates can turn left or right. 4.Skates can go faster. BA

26. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 26 10.Read the facts carefully about James Plimpton. Select the sentence that has the same facts in both articles? A.James Plimpton helped people to see that skating was a fun sport and wrote a book about how to skate. B.James Plimpton’s roller skates were the first ones with four wheels and could skate in a circle. C.James Plimpton went skating in the winter and in the summer. D.James Plimpton’s roller skates were safe and easy to use and were the first ones with four wheels. Toward RI.2.9 DOK 3 - EVC Completes a Venn diagram to compare and contrast important points in two texts on the same topic. 10 His skates were well-liked. His skates had two wheels in the front and two in the back. He invented the skates in 1863. His skates could turn left or right. He made 2000 pairs of skates each week. He is called the Father of Roller Skating. The Father of Roller Skating The History of Roller Skates Facts about James Plimpton ?

27. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 27 11.List important points to show how roller skates have changed over many years. Use examples from both articles. RI.2.8, Research Target 2

28. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 28 12.How are The History of Roller Skates and The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram. RI.2.9, Research Target 3 _______________________ ______________________ ____________________ ______________________ ___________________________ __________________________ _________________________ __________________________ ___________________________ __________________________ Facts from The Father of Roller Skating Facts from The History of Roller Skating Same Facts

29. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 29 13. Read the paragraph below. (Write and Revise W.2) You can roller skate in many ways. You can make turns and skate in a circle. Roller skates comes in many colors. You can even skate very fast. Which sentence does not belong in the paragraph? A.You can roller skate in many ways. B.You can make turns and skate in a circle. C.Roller skates comes in many colors. D.You can even skate very fast. 14.He opened a roller skate shop. (Write and Revise L.2.4.a) Which word could be used to replace opened? A.closed B.started C.shut D.had

30. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 30 15.Which closing has the comma in the correct place? (Write and Revise L.2.2b) A. Your friend, Sam B. Your, friend Sam C. Your friend Sam, D. Your, friend, Sam

31. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 31 STOP Close your books and wait for instructions!

32. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond DOK 3 – EVC I can cites the best evidence to explain an author’s reason for making a specific point. 0123 How are The History of Roller Skates and The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram. 32 Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. DOK 1 - Ce I can explain what a word or phrase means. L.2.4d Sometimes I use a dictionary or glossary. DOK 1 - APg 2.4b I can use pre-fixes to figure out what a word means. DOK 2 – APn L.2.4a I can use clues from others words in a sentence to help me know what a word means. DOK 3 – CU I can connect reasons to supporting points in a new text. Standard RI3.8 Describe how reasons support specific points the author makes in a text. DOK 1 - CL I can find reasons to explain about points I read. DOK 2 - Ck I can Identify the most important points in two texts about the same topic. DOK 1 - Cf I can answer questions about the most important points in a text. DOK 3 - ANy I can select the correct information needed to complete a Venn Diagram of important points in two texts on the same topic. Standard RI3.9 Compare and contrast the most important points presented by two texts on the same topic. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Color your score blue.0123 List important points to show how roller skates have changed over many years. Use examples from both articles. 3 4 5 6 87 10 1 2 11 Write and Revise Write and Revise questions are components of constructed response preparation. W.2 Read the paragraph. What sentence does not belong in the paragraph? L.2.4a Which word could be used to replace opened? L.2.2b Which closing has the comma in the correct place? 131415 12 DOK 2 - ANp I can identify lists with the most important points from two texts on the same topic. 9

33. Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond 33 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12