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

2. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 2 Quarter Four Informational Text Common Formative Assessments Team Members and Writers This assessment was developed working backwards by identifying the deep understanding of the two passages in order to write a performance task prompt. Key Ideas were identified to support constructed responses and key details align with the selected response questions. All questions support students background knowledge in order to answer the performance task prompt. Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills. Haley ChristensenMelissa HancockSandy MainesKelly Rooke Tammy ColeJamie IncrovatoGina McLainJill Russo Lindsay CrowellGinger JayShawna MunsonLeslie Sell Deborah DelplancheJenn JohnsonChristina OrozcoErin Shepherd Lindsay GarciaDovina IsraelTeresa PortingaErin VanDyle Heather GiardKo KagawaJudy RamerChristy Walters Brooke GodfreyKimberly LawsErin ReamerMelanie Winters Christine GoldmannAlfonso LuleSara RetzlaffAlia Zagyva Jamie GoldsteinBerta LuleJennifer Robbins

3. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 3 Important Information A.This booklet is divided into two parts… 1.Teacher Resources a.Page 1 – 20 2.Student Assessment b.Pages 21 – 43 This booklet is intended for assessing reading informational standards RI.3,6 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 – 20). Read the directions before giving the assessment. Print pages 21 – 43 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: 5-15-14 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: 5-15-14 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, CFA for quarter four includes six 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 Four 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: 5-15-14 HSD – OSP and © Susan Richmond 6 Important Please Read Before Starting Assessment Quarter Four Completing a Performance Task Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. 2 days Please take 2 days to complete a performance task. 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 Part 1 Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2. Teacher Directions for Part 1: 1.Be sure students have a note-taking page for each passage. 2.Review how to take notes before the assessment. You may choose to practice using the note- taking page throughout the quarter during regular classroom instruction. 3.Students have directions in their assessment booklet. Remind them to read their directions (these are written very similar to SBAC’s assessment directions). Key Components of Part 1: A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with 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 teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

7. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond Note-Taking in Part 1 of a Performance Task Teachers.... Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with. If you use the provided note-taking form, your students need to have had practice with the form before the assessment. Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section. All underlined words on the note-taking form are grade-level standard specific academic language. Important information about note-taking: During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently. Reading the questions first and then 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

8. Rev. Control: 5-15-14 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 8

9. Rev. Control: 5-15-14 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: 5-15-14 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 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.

11. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 11 Part 2 In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.” Teacher Directions for Part 2: 1.Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric). 2.Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction. 3.Students should be familiar enough with your classroom writing process routine (write-revise-edit – standard W.5), before writing a full composition. Key Components of Part 2: Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). 1.Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please supply paper for your students. 2.Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please supply paper for your students. 3.Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment. Options Options for Part 2 of a Performance Task Writing a full composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition.

12. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond Writing Informational Text Planning Checklist – Grade 2 Language and Writing Criteria 1 Point2 Points3 Points4 Points Purpose  Context – topic, question(s) to be answered  Focus/Controlling Idea  Evidence of gathered information or understanding something about the topic Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated Uses a combination of drawing, dictation, & writing (K) to compose. Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen. Uses a combination of drawing, dictation, & writing (K) to compose. Topic (context) and focus/controlling idea are clearly stated (gr K-2). Uses a combination of drawing, dictation, & writing (K) to compose. Explains something more about the topic OR a connection is made between topic & broader ideas. Clearly presents the topic and focus/ controlling idea. W.2.7 I read the passages. I read the prompt. W.2.7 I read the passages. W.2.7 I know what the topic is about. W.2.8 I read the passages again and take notes. Using a graphic organizer… W.2.8 I gather information about the topic for the beginning of my writing. W.2.8 I gather more information about the topic for the middle of my writing. W.2.8 I gather information about the topic for the end of my writing. 12

13. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Writing Informational Text Revise Checklist – Grade 2 Language and Writing Criteria 1 Point2 Points3 Points4 Points Organization  Overall coherence  Appropriate organizational patterns  Transitions connect ideas (e.g., compare-contrast, description, cause-effect)  May have headings, numbering, Attempts introduction, body, and conclusion, but one or more parts are missing Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense). Has overall coherence (K-2). Provides a concluding statement or section (gr, 1, 2). Intro, body, and conclusion support focus. Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas. Details/Elaboration  Naming  Describing, defining  Explaining  Comparing  Examples, facts, citations  Sensory and concrete details supporting topic  Analogies  Illustrations, graphics No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Some elaboration strategies are evident in drawings or writing (gr K-3), or with support/ questioning from peers or adults (gr K -1). Ideas may not be fully elaborated or details may be insufficient to support topic Some authentic details, definitions, facts, text evidence support focus. Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas Has a depth of information. Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts. Voice and Tone  Knowledgeable person  Vocabulary – Precise language  Sentence structure  Sentence variety Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing. Vocabulary use has minor errors. Dictates, writes, and expands simple complete sentences. Produces complete simple (K), compound (g, 1- 2),sentences. Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content- specific). Maintains voice/tone of knowledgeable person conveying information. Knows when to use formal-informal Language. Uses effective, precise vocabulary and variety of sentence structures. Beginning W.2a I introduce my topic. W.2a I use words to show it’s the beginning of my writing. Middle W.2b I use facts, details and definitions to develop important points about my topic. W.2b I use labels, drawings or other pictures to tell more about my topic. W.2b I use words to connect ideas (transitions). Ending W.2c I write a conclusion or ending about my topic. W.2c My ending tells only about my topic. W.2c I use words to show it’s the end of my writing (transitions). Vocabulary (Variants of Word Meaning) (as appropriate to task). L.2.5 I use words that almost mean the same to tell about my topic (nuances). L.2.5a I use word meaning correctly. L.2.5b I use several variants of verbs and adjectives to tell about my topic (shades of meaning). L.2.6 I use words that are about my topic (topic specific). L.2.1f I write simple and longer sentences. 13

14. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond Writing Informational Text Edit Checklist – Grade 2 Language and Writing Criteria 1 Point2 Points3 Points4 Points Conventions of Standard English  Grammar  Usage  Mechanics(capitalization, punctuation, spelling Edits with support from peers or adults (gr 2-3). Uses below grade-level basic mechanics with frequent errors. Edits with support from peers or adults (gr 2). Uses grade-appropriate basic mechanics and word use with some error Edits with support /resources (gr 2). Minor errors do not interfere with reader understanding (e.g., capitalization,punctuation; spelling.) Edits with support /resources. Has few or no errors in grammar, word usage, or mechanics as appropriate to grade. Grammar and Mechanics (as appropriate to task) L.2.2a I capitalize holidays and names. L.2.2b I use commas in greeting and letters. L.2.2 I use correct punctuation at the end of my sentences. L.2.2c I use apostrophes to show ownership. L.2.2e I check my spelling. Word Usage (as appropriate to task). L.2.1a-c I use nouns and pronouns correctly. L.2.d I use verbs correctly. L.2.1e I use adjectives to describe nouns. L.2.1e I use adverbs to describe verbs. L.2.1f I write simple and longer sentences. 14

15. Informational/Explanatory Writing Rubric Grades K - 2 Purpose and Organization Language and Writing Criteria 1 Point2 Points3 Points4 Points Purpose  Context – topic, question(s) to be answered  Focus/Controlling Idea  Evidence of gathered information or understanding something about the topic Uses a combination of drawing, dictation, & writing (K) to compose Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated Uses a combination of drawing, dictation, & writing (K) to compose. Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen. Uses a combination of drawing, dictation, & writing (K) to compose. Topic (context) and focus/controlling idea are clearly stated (gr K-2). Uses a combination of drawing, dictation, & writing (K) to compose. Explains something more about the topic OR a connection is made between topic & broader ideas. Clearly presents the topic and focus/ controlling idea. Organization  Overall coherence  Appropriate organizational patterns  Transitions connect ideas (e.g., compare-contrast, description, cause-effect)  May have headings, numbering, Attempts introduction, body, and conclusion, but one or more parts are missing Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense). Has overall coherence (K-2). Provides a concluding statement or section (gr, 1, 2). Intro, body, and conclusion support focus. Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas. Language and Elaboration of Evidence Details/Elaboration  Naming  Describing, defining  Explaining  Comparing  Examples, facts, citations  Sensory and concrete details supporting topic  Analogies  Illustrations, graphics No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Some elaboration strategies are evident in drawings or writing (gr K- 2), or with support/ questioning from peers or adults (gr K -1). Ideas may not be fully elaborated or details may be insufficient to support topic Some authentic details, definitions, facts, text evidence support focus. Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas. Has a depth of information. Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts. Voice and Tone  Knowledgeable person  Vocabulary – Precise language  Sentence structure  Sentence variety Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing. Vocabulary use has minor errors. Dictates, writes, and expands simple complete sentences. Produces complete simple (K), compound (g, 1- 2),sentences. Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific). Uses adult/peer feedback to revise. Maintains voice/tone of knowledgeable person conveying information. Knows when to use formal- informal language. Uses effective, precise vocabulary and variety of sentence structures. Conventions Conventions of Standard English  Grammar  Usage  Mechanics(capitalization, punctuation, spelling) Edits with support from peers or adults (gr 2). Uses below grade-level basic mechanics with frequent errors. Edits with support from peers or adults (gr 2). Uses grade-appropriate basic mechanics and word use with some errors. Edits with support /resources (gr 2). Minor errors do not interfere with reader understanding (e.g., capitalization,punctuation; spelling.) Edits with support /resources. Has few or no errors in grammar, word usage, or mechanics as appropriate to grade. 15

16. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 16 Quarter 4 CFA Selected Response Answer Key

17. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 17 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.

18. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 18 6. Describe the characteristics of a sequoia tree using details from both articles. Include 4 relevant details. Constructed Response RI.2.3 Research Target 3 Quarter 4 CFA Research Constructed Response Answer Key RI.2.3 Research Target 3 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Research Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to describe 4 characteristics of a sequoia tree. From Article 1 Giant Sequoias and Redwoods relevant details could include, (1) the sequoia tree is the largest tree in the world, (2) it has a huge trunk, (3) it’s leaves have scales, (4) it has large cones and seeds, (5) the wood is very rough, (6) its bark is reddish brown, (7) it grows by itself or in groups, and (8) it grows in central California. In article 2 The Largest Living Thing relevant details could include (1) sequoia tree grows in higher elevations, (2) they grow in central California, (3) their bark is rough and reddish brown and 3ft. thick, and (4) it is the widest and heaviest tree in the world. Responses to answer the prompt must include details only found in a text and details from both texts. Student “Language” Response Example 2 Student supports the prompt with relevant details from both texts with 8 relevant details. (should have at least 4) The sequoia tree is the largest tree in the world. It has a huge trunk. It takes many people to circle an entire trunk! The leaves on a sequoia tree have scales. Its cones are very large and so are its seeds. If you touch a sequoia tree the bark would feel really rough. It looks reddish brown. These are some characteristics of a sequoia tree that I learned from both texts. 1 Student supports the prompt with 3 relevant details from both texts. A sequoia tree is very big. It is the biggest tree in the world. I like them a lot. It has red bark that is also kind of brown. It grows in California. 0 Student does not answer the prompt. I could make a tree house in a tree as big as the sequoia tree!

19. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 19 12. In the article, The Largest Living Thing!, what does the author describe? Include 4 details from the article to support your answer. Constructed Response RI.2.6 Research Target 2 Quarter 4 CFA Research Constructed Response Answer Key RI.2.6 Research Target 2 Target 3 Locate, Select, Interpret and Integrate Information. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Constructed Response Research Target 2 Locate, Select, Interpret and Integrate Information. Teacher /Rubric “Language Response” The response: is able to locate and select information to answer the prompt. The response is evidence that the student is able to interpret the prompt and integrate the information into a complete response. Students locate/select information from The Largest Living Thing to show understanding that the author is describing the sequoia tree. Descriptive details that show evidence of interpreting the prompt correctly could include (1) the sequoia has a rough, reddish brown bark that can grow up to 3 feet thick, (2) it is the widest and heaviest tree in the world, (3) one tree – General Sherman is described as the largest living thing on the planet, (4) General Sherman weighs 2.7 million pounds and (5) is 275 feet tall. These are all descriptions found in the article. Responses should show that the student recognizes what the author is describing (the sequoia) and details about the descriptions the author gives. Student “Language” Response Example 2 Student locates/selects information that shows understanding that the author is describing the sequoia tree. Student gives 5 details to explain what the author describes in the text (needs 4 or more). The story is about sequoia trees because they are very large. The author describes how it looks. It is reddish brown and the bark feels really rough. The author describes a tree called General Sherman. This tree is the biggest thing on the entire planet! The author describes how much it weighs. It is 2.7 million pounds! And how tall it is. It is 275 feet tall. These are some things the author describes in the story. 1 Student recognizes that the author is describing a sequoia tree and gives 2 details that support descriptions. The Largest Living Thing is a text about sequoia trees. They are very, very large and described as reddish brown. I like them a lot. 0 Student does not answer the prompt. I would like to see a tree like that and have one in my yard too. I describe it as neat!

20. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to cite evidence that provides evidence of which article to read to learn about redwood trees. In order to find this evidence students must compare both articles and then support their answer using examples from both articles. Evidence from Giant Sequoias and Redwoods could include (1) redwoods are described in this article, and (specific details could include…), (2) The redwood tree is the tallest tree in the world, (3) some are taller than the Statue of Liberty, (4) redwood trees have a slender trunk, (5) The leaves on a redwood tree look more like needles, (6) redwood trees have cones and seeds too but they are smaller than a sequoias, (7) redwoods grow near the Pacific Ocean in northern California,(8) its wood is not as rough as a sequoia, and (9) it is dull brown. Evidence from The Largest Living Thing could include (1) the article only talks about sequoias, (2) the article tells many details about sequoias and German Sherwood and/or (3) no details about redwoods are given. Student “Language” Response Example 2 The student gives 4-5 details and/or examples from both articles explaining which article to read to learn about redwoods. The first story tells how a redwood tree is the tallest tree. I learned that is has slender trunk. I also learned that it is 379 feet tall. The first story tells a lot about redwood trees like the leaves are like needles. In the second story it is only about sequoia trees. This story says one tree is called General Sherman because it’s the biggest thing in the world but it doesn’t tell about redwoods at all. This is why I would learn more about redwoods from the first story. 1 Student understands that one article gives more information than the other but does not explain which article or give sufficient details or examples as evidence. I read to texts about trees. One tells about both kinds of trees and the other one tells only about one kind of tree. 0 Student does not answer the prompt. There are two kinds of trees. 20 18. You have read two articles. Which article would you read to learn about redwood trees? Explain why. Give 4 or more examples and details from both articles. Constructed Response RI.2.9, Research Target 4 Quarter 4CFA Research Constructed Response Answer Key RI.2.9 Research Target 4 Research Target 4: Ability to cite evidence to support opinions and ideas RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.

21. 21 Quarter Four Reading Informational Text Grade 2 C ommon F ormative A ssessment Name_________________

22. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 22 Student Directions Part 1 Your assignment: You will read two passages about Sequoia Trees. 1.Read both texts. 2.Re-read both texts. Take notes as you re-read. 3.Answer the questions. Part 2 Your assignment: Performance Task Prompt: You are a California Park Ranger teaching 2nd graders about the sequoia tree. Write about what you would teach them. Include the following information: What is the name of the tree? Where can you find the tree? What does it look like? Size, shape, bark, leaves, cones, seeds What is the name of the famous sequoia? Why is it famous? You will: 1.Plan your writing. You may use your notes and answers. 2.Write – Revise and Edit your first draft. 3.Write a final draft about Sequoia Trees. How you will be scored 1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense? 2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read and understand? 3. Conventions: Did you follow rules for capitals, punctuation and spelling?

23. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 23 Giant Sequoias and Redwoods Article Adapted by: Dr. Orobsllih Many people get the sequoia and redwood trees mixed up. They are actually very different trees. How can you tell if it’s a sequoia or a redwood tree? 1. A wide sequoia tree. The sequoia tree is the largest tree in the world. The sequoia tree has a huge trunk. Some sequoia trees are so wide a car can drive through them. 305 ft. 379 ft. 2. The Statue of Liberty and redwood tree are about the same height. The redwood tree is the tallest tree in the world. Many redwoods are taller than the Statue of Liberty! The redwood tree is tall but has a slender trunk. Sequoia Leaves, Cones and Seeds Leaves on the sequoia have scales. The sequoia cones and seeds are much larger than a redwood’s cones and seeds. 3. Large sequoia cones and seeds. Redwood Leaves, Cones and Seeds The leaves on a redwood tree look more like needles. Redwood trees have cones and seeds too but they are smaller than a sequoias. 4. Redwood cones and seeds.

24. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 24 Tree Bark The wood of the giant sequoia is very rough. The bark of the giant sequoia is bright reddish brown. The wood of the redwood is rough, but not as rough as a giant sequoia. The bark of the redwood is really dull brown. The bark of a redwood can be up to 1 foot thick. Giant Sequoias and Redwoods Continued… Sequoia Tree Redwood Tree Habitat Both sequoia and redwood trees are only found in the state of California. The giant sequoia grows by itself or in groups. It grows in central California. The redwood grows near the Pacific Ocean in northern California in groups all along the coast. Redwood Trees Sequoia Trees

25. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 25 The largest living thing! Article Written by: Dr. Orobsllih 1 Giant sequoias grow mostly in the higher elevations of central California. The dry heat of the mountains helps the sequoia cones to open and release seeds. Without the dry heat, sequoia seeds would not spread and reproduce. Giant sequoias are only found in the state of California. 2 The bark of the sequoia is rough. It looks reddish brown. The bark of the Giant Sequoia can grow up to 3 feet thick. The thick bark provides insect and fire protection for the trees. 3 Sequoias are the widest and heaviest tree in the world. Because of their weight, giant sequoias are called the largest tree in the world. One famous sequoia, known as General Sherman, weighs 2.7 million pounds and stands 275 feet tall! Not only is General Sherman the largest living tree, it also owns the title of the largest living thing on the planet..

26. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 2. What is the author showing when placing the picture of the Statue of Liberty next to a redwood tree in the first article? A.The branches of the redwood tree look like the Statue of Liberty’s crown. B.The redwood tree and the Statue of Liberty are both slender. C.The Statue of Liberty and the redwood tree are about the same height. D.The Statue of Liberty and the redwood tree are both in California. 1.What evidence from the article, Giant Sequoias and Redwoods supports that sequoia trees are very wide? A.A car can drive through them. B.It has a slender trunk. C.Sequoia cones and seeds are much larger. D.The giant sequoia grows by itself. 26 Name ______________ Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

27. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 4.According to the article, Giant Sequoias and Redwoods, why is the bark of a sequoia tree important? RI.2.3 A. The dry heat of the mountains helps the sequoia cones open. B.The thick bark provides insect and fire protections for the trees. C. The thick bark provides protection from bears D. General Sherman weighs 2.7 million pounds. 3.Based on information in the article, Giant Sequoias and Redwoods, how would you know if you had found a sequoia cone instead of a redwood cone? RI.2.3 A.Sequoias are the largest tree in the world. B.Leaves on the sequoia have scales. C.The sequoia has cones and seeds much larger than a redwood. D.The leaves on a redwood tree look more like needles. 27 Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

28. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 5. According to the article, The Largest Living Thing, why is the dry heat of the mountains important to the sequoia tree? RI.2.3 A.The heat helps the sequoia cones open so the seeds can spread and reproduce. B.The heat helps keep the bark rough and reddish brown. C.The heat helps the sequoia stay warm and dry. D.The heat makes the sequoias the largest trees in the world. 28 6.Describe the characteristics of a sequoia tree using details from both articles. Include 4 relevant details. RI.3- Research Target 4 Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

29. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 29 7. According to paragraph 1 in Giant Sequoias and Redwoods, why did the author choose to compare the giant sequoias and redwoods? RI.2.6 A.Giant sequoias are only found in the state of California. B.Many people get the sequoia and redwood trees mixed up. C.Many are taller than the Statue of Liberty. D.They are the largest living thing on the planet. 8. Why is The Largest Living Thing? a good title for the second article? RI.2.6 A.Giant sequoias grow mainly in the higher elevations of central California. B.The bark of the giant sequoia can grow up to 3 feet thick. C.The sequoia cones and seeds are much larger than a redwood’s. D.The sequoia known as General Sherman is the largest living thing on the planet. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

30. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 9. Why does the author include picture 1 in Giant Sequoias and Redwoods, of the people holding hands around a sequoia tree? RI.2.6 A.To show how wide a sequoia tree’s trunk is. B.To show that it is as tall as the Statue of Liberty. C.To show that the cones are different sizes. D.To show where in California the redwoods and sequoias are located. 30 Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 10. Where would a giant sequoia most likely grow? RI.2.6 A.in the higher elevations of central California B.in the lower elevations of central California C.in the higher elevations of central Oregon D.near the Pacific Ocean Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

31. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 31 11. Why did the author choose to include a map in the article Giant Sequoias and Redwoods? RI.2.6 A.To show the bark of the sequoia and redwood trees B.To show the location of California C.To show the location of sequoia and redwood trees D.To show the height of a redwood tree 12 In the article, The Largest Living Thing!, what does the author describe? Include 4 details from the article to support your answer. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

32. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 14. According to both articles, where are the Giant Sequoia trees found? RI.2.9 A.Northern California B.Near the Pacific Ocean C.in the mountains D.Central California 32 13. What key details do the authors provide in both articles, about the bark of a Giant Sequoia? RI.2.9 A.The bark of a giant sequoia can grow up to 3 feet thick. B.The sequoia bark is rougher than redwood bark. C.The bark of a sequoia is reddish brown and rough. D.The thick bark of a sequoia provides insect and fire protection for the tree. 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.

33. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 33 16. Which key detail below, is only found in the article, Giant Sequoias and Redwoods? RI.2.9 A.The sequoia tree is the largest tree in the world. B.The leaves on a redwood tree look more like needles. C.You can drive through a redwood tree. D.Sequoia and redwood trees are found in California. 15. Which detail below, is only included in the article, “The largest living thing!” RI.2.9 A.The bark is reddish brown. B.The bark can grow up to 3 feet thick. C.The bark is rough. D.They have slender trunks. 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.

34. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 34 17. How are both articles alike? RI.2.9 A.They both describe sequoia trees. B.They both describe leaves. C.They both describe insects. D.They both describe redwood trees. 18. You have read two articles. Which article would you read to learn about redwood trees? Explain why. Give 4 or more examples and details from both articles. RI.2.9 Standard RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

35. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 35 19. Read the paragraph below. (Write and Revise W.2) Many people get the sequoia and redwood trees mixed up. They are actually very different trees. Sequoias are the largest tree in the world. ____________________________________ Which sentence would best fit in the blank? A.Climbing a sequoia tree would be fun. B.Redwoods are the tallest tree in the world. C.I saw a redwood tree in California. D.There are many different kinds of trees. 20. Read the paragraph below: (Write and Revise W.2) General Sherman is a famous sequoia tree. It weighs 2.7 million pounds. It stands 275 feet tall! The redwood is another kind of tree. Which sentence does not belong in the paragraph? A.General Sherman is a famous sequoia tree. B.It weighs 2.7 million pounds. C.It stands 275 feet tall! D.The redwood is another kind of tree.

36. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 36 21. The thick bark provides insect and fire protection for the trees. (Write and Revise L.2.4a) Which word could be used to replace provides? A.helps B.gives C.takes D.runs 22. The wood of the redwood is not as rough as a giant sequoia. (Write and Revise L.2.4a) Which word or phrase could be used to replace rough ? A.soft B.smooth C.flat D.bumpy

37. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 24. Read the sentence below. (Write and Revise L.2.2a) redwoods and sequoias are in california Which sentence is capitalized and punctuated correctly? A. redwoods and sequoias are in California. B. Redwoods and sequoias are in california. C. redwoods and sequoias are in california. D. Redwoods and sequoias are in California. 37 23. Read the sentence below. (Write and Revise L.2.2a) The redwood grows near the pacific ocean in northern california. Which sentence is capitalized correctly? A. The redwood grows near the Pacific Ocean in northern california. B. The redwood grows near the Pacific Ocean in Northern California. C. The redwood grows near the Pacific Ocean in northern California. D. The redwood grows near the pacific ocean in northern California.

38. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 38 You will: 1. Plan your writing. You may use your notes and answers. You may use a graphic organizer. 2. Write – Revise and Edit your first draft. Your teacher will give you paper. 3. Performance Task Prompt: You are a California Park Ranger teaching 2nd graders about the sequoia tree. Write about what you would teach them. Include the following information: What is the name of the tree? Where can you find the tree? What does it look like? Size, shape, bark, leaves, cones, seeds What is the name of the famous sequoia? Why is it famous? How you will be scored 1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense? 2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read and understand? 3. Conventions: Did you follow rules for capitals, punctuation and spelling?

39. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 39 Name____________________________

40. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 40

41. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 41 STOP Close your books and wait for instructions!

42. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 42 1 2 3 4 5 6 3210 Standard RI.2.3 Describe the connection between a series of Historical events, scientific ideas or concepts, or steps in technical procedures in a text. 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.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 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.

43. Rev. Control: 5-15-14 HSD – OSP and © Susan Richmond 43 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12