1. 1 Quarter Three Reading Informational Text Quarter Three Reading Informational Text Grade 2 Teacher Directions C ommon F ormative A ssessment

2. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 2 Quarter Three Informational Text Common Formative Assessments Team Members and Writers Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills. Deborah AlvaradoHeather GiardSandra MainesMartha Rodriguez Nicole ChronisterChristine GoldmannMarie MaxwellKelly Rooke Tammy ColeJamie GoldsteinHeather McCullumJill Russo Lindsay CrowellMelissa HancockGina McLainBrent Saxton Deborah DelplancheJamie IncrovatoShawna MunsonLeslie Sell Diane DowGinger JayGustavo OlveraErin Shepherd Liana DuranJenn JohnsonTeresa PortingaWendy Sunday Carrie EllisKo KagawaJudy RamerNiki Thoen Sheri FisherKimberly LawsErin ReamerMandy Wedel Lindsay GarciaBerta LuleSara Retzlaff Stephanie GerigAlfonso LuleJennifer Robbins

3. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 3 Important Information A.This booklet is divided into two parts… 1.Teacher Resources a.Page 1 – 16 2.Student Assessment b.Pages 17 – 35 This booklet is intended for assessing reading informational standards RI.4,8 and 9 at the end 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 teacher’s directions (pages 1 – 16). Read the directions before giving the assessment. Print pages 17 – 35 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

4. Rev. Control: 12/27/2013 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 4 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 students reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html Scoring forms are available at:

5. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 5 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 Revise 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)

6. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 6 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

7. Rev. Control: 12/27/2013 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. 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.

8. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond Planning to Write a Full Composition Informational Full-Composition Performance Task Prompt What are some interesting facts about the moon? 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.

9. Rev. Control: 12/27/2013 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 a 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: Support with evidence and reason

10. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 10 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.

11. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 11 Name________________ Passage______________ Main Topic ____________ Grade 2 Write one new key idea (special focus) you learned about the main topic. R E- read SEARCH SOMETHING NEWEXPLAIN 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.

12. Rev. Control: 12/27/2013 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: 12/27/2013 HSD – OSP and © Susan Richmond 13 6. According to paragraph 2 in The Beautiful Moon, astronauts need special equipment. Describe the special equipment they need and tell why they need it. RI 2.4 Research Target 4 Constructed Response RI.2.4 Research Target 4 Quarter 3 CFA Research Constructed Response Answer Key RI.2.4 Research Target 4 Target 4 Ability to cite evidence to support opinions and ideas RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Constructed Response Research Rubric 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 opinions or ideas about the prompt (e.g., why astronauts need special equipment) and demonstrates understanding of words and phrases in the passage. Student responses should include (1) spacesuits and helmets protect astronauts from hot and cold, (2) helmets help them breathe because there is no air on the moon, and (3) heavy boots keep them from floating away. Students should not add extraneous information from their own background knowledge. If they do, it does not discredit their answers unless specific details from the text are not included. Student “Language” Response Example 2 Student answers the prompt by citing 3 facts of supporting evidence explaining what astronauts need to wear on the moon and why. Astronauts need special equipment on the moon. There are many reasons. They have to wear spacesuits and helmets to protect them from the hot and cold places on the moon. Their helmets help them breathe because there is no air on the moon. If astronauts did not wear heavy boots they would float away with each step on the moon. This is why astronauts need special equipment on the moon. 1 Student answers the prompt citing 1-2 facts of supporting evidence explaining what astronauts wear but not does not connect the reasons with specific references (they wear helmets because….) Astronauts have spacesuits. They have helmets too. They protect them on the moon. There is no air on the moon. Their boots are heavy and that helps them walk. 0 Student does not answer the prompt specifically. Astronauts are people in spacesuits.

14. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 14 12. How does the author support the point that the moon’s surface is covered with many unusual features? Use examples from both passages. RI 2.8 Research Target 3 Constructed Response RI.2.8 Research Target 3 Quarter 3 CFA Research Constructed Response Answer Key RI.2.8 Research Target 3 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.2.8 Describe how reasons support specific points the author makes in a text. Constructed Response Research Rubric Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Teacher /Rubric “Language Response” The response should give sufficient evidence of the ability to distinguish relevant from irrelevant information about the prompt (e.g., how does the author support that the moon’s surface is covered with many unusual features) using examples from both passages. Sufficient evidence of relevance should include (from The Beautiful Moon ): (1) there are holes called craters caused by large meteorites that crashed on the moon, (2) it reflects the light of the sun (from The Moon), (3) the moon is made of rock and dust, (4) also mentions craters as “depressions”, (5) also mentions reflecting the light of the sun, (6) has different phases we see from the sun’s light reflected on the moon. Students should not mention extraneous background information, even if it aligns with the prompt. All information should come from the text. There should be references from both passages. Both passages mention reflecting the light and craters so other facts need to be mentioned to support both passages. Student “Language” Response Example 2 The student gives 5-6 examples from both passages about the moon’s unusual surface features with supporting details by naming each passage. Stating air, water or life is extraneous information but does not count against the student. In the story The Moon, it says the moon’s surface is covered with many unusual features. The author states that the moon is made of rock and dust. Did you know there is no air, water or life on the moon? In this story the author says the moon has depressions called craters. Another unusual feature of the moon in this story is that on Earth we see the sun’s light reflect on the moon and it makes the different phases. In the story The Beautiful Moon the author calls the craters holes which were made by meteorites that crashed. This author also tells about light reflecting from the sun. These are the unusual features in these two stories about the moon’s surface. 1 Students gives 2-4 examples from both passages about the moon’s features but few supporting details. We read two stories about the moon. One story told about astronauts and the other story told about moon facts. Both stories said the moon is interesting. The astronauts saw unusual stuff like big holes called craters. The other story said the moon is just a lot of rock and dust. These are both neat. 0 The student does not answer the prompt. The moon is way up in the sky. I think its pretty.

15. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 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. Students should be able to locate and select examples of information about the moon from both texts. The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Students interpret information about the moon as they begin comparing important points. Students integrate the information from both texts by explaining how the points are the same or different. In the text The Moon, descriptions of the moon could include (1) interesting features, (2) made of rock and dust, (3) Has no air, water or life,(4) has depressions called craters and (5) appears to look different at times. In the text The Beautiful Moon, descriptions of the moon could include (1) some places are hot and some are Cold, (2) there is not air, (3) there are holes called craters and (4) it reflects the light of the sun. Both texts have these similarities: (1) interesting/unusual features, (2) has no air, (3) has depressions or holes called craters and possibly (4) reflecting light makes the moon look different at times. Note: This is a challenge for most second grade students. You can also use a Venn Diagram or chart as a constructed response if you feel it works better for your students when comparing. Student “Language” Response Example 2 Student gives 6 examples (3 from each text) describing the moon. Student summarizes with a sentence with 2 examples to show what information both texts have. Each text describes the moon. The first text is called The Moon. It says the moon is made of rock and dust. The moon has no air, no water and no life. It even has depressions called craters. The second text is called The Beautiful Moon. It says the moon can be hot or cold. It does not have air. It also says the moon has craters. Both texts say the moon has no air and has craters. 1 Student gives 2 examples to show what information both texts have and 1 description example from one text. I read two texts about the moon. They both said the moon has no air. One said it was made of rock and dust. 0 Student does not answer prompt with any examples or evidence. The moon is really big. 15 18. How does each text describe the moon? What is the same in both texts? Constructed Response RI.2.9, Research Target 2 Quarter 3 CFA Research Constructed Response Answer Key RI.2.9 Research Target 2 Research Target 2: Locate, Select, Interpret and Integrate Information. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

16. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 16 Quarter 3 CFA Selected Response Answer Key

17. 17 Quarter Three Reading Informational Text Grade 2 C ommon F ormative A ssessment Name_________________

18. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 18 Student Directions : Part 1 Your assignment: You will read two passages about the moon. 1.Read both passages. 2.Re-read both passages. Take notes as you re-read. 3.Answer the questions.

19. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 19 The Moon The moon’s surface is covered with many interesting features. The moon is made of rock and dust. The moon has no air, no water, and no life. The surface of the moon has depressions called craters. The moon is the Earth’s nearest neighbor. It is only about 200,000 miles away. The moon goes around the earth. It takes about one month for the moon to go all the way around the earth one time. The moon appears to look different at different times of the month, but it never really changes. The different shapes we see are called the phases of the moon. We see the different amounts of the sun’s light that are being reflected on the moon. On July 20 th, 1962, American astronauts landed on the moon. Neil Armstrong and Edwin Buzz Aldrin were the first people to walk on the moon. Phases of Moon Diagram

20. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 20 The Beautiful Moon (adapted) By Deborah Lynn Paragraph 1 Have you ever dreamed of going to the moon? In July 1969, two American astronauts walked on the moon. Their names were Neil Armstrong and Buzz Aldrin. If you visited the moon today, you would still be able to see their footprints! They also left behind the American flag. Paragraph 2 The environment on the moon is different than the earth’s environment. When the astronauts went to the moon, they needed special equipment. They wore spacesuits and helmets for protection, because some places on the moon are hot and some are cold. The helmets also helped them breathe because there is no air on the moon. They wore heavy boots to keep them from floating away. If you went for a walk on the moon, you would bounce with each step. Paragraph 3 The surface of the moon is unusual. There are holes, called craters, on the moon. The craters were caused by large rocks from space, called meteorites, crashing into the moon. Here is another interesting fact about the moon: Did you know that the moon is like a mirror? It reflects the light of the sun and sends it to Earth and makes the moon look bright and beautiful! Don’t you agree we have a beautiful moon?

21. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 2. The different shapes we see are called the phases of the moon. What word in the sentence helps the reader understand what phases means? A.shapes B.phones C.reflect D.light 1.In The Beautiful Moon paragraph 3, the text says “the surface of the moon is unusual.” What is the meaning of the word unusual? RI.2.4 A.the same B.different C.under D.craters 21 Name ______________ Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

22. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 4.“There are holes called craters on the moon.” Which word in the sentence helps the reader understand what craters means? RI.2.4 A.moon B. holes C. craters D. called 3.“It reflects the light of the sun and sends it to Earth and makes the moon look bright and beautiful.” In this sentence what does the word reflects mean? RI.2.4 A.surface B.phases C.mirrors D. light 22 Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

23. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 23 Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 6.According to paragraph 2 in The Beautiful Moon, astronauts need special equipment. Describe the special equipment they need and tell why they need it. RI.4- Research Target 4 5. “The craters were caused by large rocks from space called meteorites, crashing into the moon.” Which phrase from the sentence helps the reader understand the meaning of the word meteorites? RI.2.4 A. crashing into the moon B. from space C. large rocks D. caused by

24. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 24 7. Which detail from the text The Beautiful Moon, supports why astronauts need heavy boots? RI.2.8 A.The heavy boots help them breathe. B. The heavy boots reflect the light. C. The heavy boots protect their feet from the dust. D. The heavy boots keep them from floating away. Standard RI.2.8 Describe how reasons support specific points the author makes in a text. Standard RI.2.8 Describe how reasons support specific points the author makes in a text. 8. Which sentence from the text The Moon supports that the moon has many interesting features? RI.2.8 A.The moon is Earth’s nearest neighbor. B.The moon is made of rock and dust. C.It is only about 200,000 miles away. D.Neil Armstrong and Buzz Aldrin walked on the moon.

25. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 25 9. Look at the Phases of the Moon Diagram. What phase happens after a full moon? RI.2.8 A. new moon B. half moon C. waxing gibbous moon D. waning gibbous moon Standard RI.2.8 Describe how reasons support specific points the author makes in a text. Standard RI.2.8 Describe how reasons support specific points the author makes in a text. 10. Which statement from The Beautiful Moon supports that two American astronauts walked on the moon? RI.2.8 A.The astronauts were Neil Armstrong and Buzz Aldrin. B.When the astronauts went to the moon, they needed special equipment. C.The astronauts’ helmets helped them breathe. D.If you visited the moon today, you would still be able to see their footprints!

26. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 26 11. What reasons does the author give to support “The moon appears to look different at different times of the month, but it never changes.”? RI.2.8 A.The moon has no air, no water, and no life. B.The moon is the Earth’s nearest neighbor. C.Different amounts of the sun’s light is being reflected on the moon. D.Two astronauts landed on the moon. Standard RI.2.8 Describe how reasons support specific points the author makes in a text. 12. How does the author support the point that the moon’s surface is covered with many unusual features? Use examples from both passages. (RI.2.8)

27. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 14. Which fact is stated in both texts? RI.2.9 A.The moon is made of rock and dust. B.The moon goes around the earth. C.They needed special equipment for protection. D.The light of the sun is reflected on the moon. 27 13. Which important point is included in both The Beautiful Moon and The Moon? RI.2.9 A.The moon is the Earth’s nearest neighbor. B.The environment on the moon is different than the earth’s environment. C.American astronauts landed on the moon. D.Meteorites crashed into the moon. Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

28. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 28 16. What information could you most use to draw a picture of the moon’s surface? RI.2.9 A.Information about the American astronauts on the moon. B.Information about the interesting features of the moon. C.Information about the distance to the moon from Earth. D.Information about how the moon goes around the Earth. Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 15. Which important point is included in only one of the passages? RI.2.9 A.American astronauts landed on the moon. B.The moon’s surface has craters. C.They needed special equipment for protection. D.The light of the sun is reflected on the moon.

29. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 29 17. Which statement is supported by both texts? RI.2.9 A.There are holes or depressions, called craters, on the moon. B.The moon is made of rock and dust. C. The craters were caused by large rocks from space. D. The moon has no air, no water, and no life. Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 18. How does each text describe the moon? What is the same in both texts? RI.2.9

30. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 30 19. Read the paragraph below. (Write and Revise W.2) In July 1969, two American astronauts walked on the moon. _____________________________Their names were Neil Armstrong and Buzz Aldrin. If you visited the moon today, you would still be able to see their footprints! They also left behind the American flag. Which sentence would best fit in the blank? A.Footprints are made by stepping on soft land. B.They were the first astronauts to land on the moon. C.American flags are red, white, and blue. D.The moon is very bright from planet Earth. 20. Read the paragraph below: (Write and Revise W.2) The moon shines bright at night. The moon does not make its own light. Some people think the moon is made of cheese! The moon reflects the sun’s light. Which sentence does not belong in the paragraph? A.The moon shines bright at night. B.The moon does not make its own light. C.Some people think the moon is made of cheese! D.The moon reflects the sun’s light.

31. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 31 21. The moon’s surface is covered with many interesting land features. (Write and Revise L.2.4a) Which word could be used to replace features? A.rocks B.shapes C.maps D.holes 22. It takes about one month for the moon to orbit the Earth. (Write and Revise L.2.4a) Which word or phrase could be used to replace orbit ? A.go around B.find C.catch up to D.lose

32. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 24. Read the sentence below. (Write and Revise L.2.2a) the moon’s phases look different in america than in africa Which sentence is capitalized correctly? A. The moon’s phases look different in america than in africa. B. the moon’s phases look different in America than in Africa. C. The moon’s phases look different in america than in africa. D. The moon’s phases look different in America than in Africa. 32 23. Read the sentence below. (Write and Revise L.2.2a) neil armstrong and buss aldrin were american astronauts. Which sentence is capitalized correctly? A. neil Armstrong and buzz Aldrin were american astronauts. B. Neil armstrong and Buzz aldrin were American astronauts. C. Neil Armstrong and Buzz Aldrin were American astronauts. D. Neil Armstrong and Buzz Aldrin were american astronauts.

33. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 33 STOP Close your books and wait for instructions!

34. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 34 1 2 3 4 5 6 3210 Standard RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct. Shade in the box to show your written score. 7 8 9 10 11 12 3210 Standard RI.2.8 Describe how reasons support specific points the author makes in a text. 13 14 15 16 17 18 3210 Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

35. Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond 35 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12