1. 1 Pre-Assessment for Quarter 2 Reading Informational Text Grade

2. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 10 2.Students Assessment (for students who read independently)-(to be printed in a booklet form) b.Page’s 11 – 25 B.This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. 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 B.Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name. Printing Instructions… Decide on the primary way to use this booklet, then choose one of the following ways to print this material. You can just print this entire 25 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page.OR… You might do the following by sending them to your Print Shop: Print Shop instructions… Print pages 11 – 25 in a Small Student Booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Small Student Booklet

3. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 3 Directions for Pre-Assessment 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. Not 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 Note: Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. When Scoring.... (Class Learning Progressions Checklists) When students have finished the entire pre-assessment mark each selected response question as correct or incorrect. When students have completed the constructed response score ONLY with a number from 0 – 3. Write and Revise Scoring... (Please Read Page 4). A special section for Write and Revise selected response questions have been added to the second quarter pre- assessment. Please read page 4. Write and Revise is NOT on the Class Learning Progressions Checklists. DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). Student Self-Check Written in “I Can...” Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: What did you not understand about the question? Underline words you did not understand. Rewrite the question to what you think it is asking

4. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 4 Write and Revise The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum. The HSD, Common Formative Assessment (CFA) for quarter two 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 2 1.Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two 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) Quarter 3 1.Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 1.Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

5. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 5 Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Questions for RL.1.5 1. Where is ___ located? 2. What is in the ____(front, back) of the book? 3. Where can I find information about ____? 4. Which part of the glossary tells me ____? 5. Where is the best place to find ____? 6. What is the purpose of a ___ in a text? 7. The table of contents are about ____ because ____. Teacher Hints: This is the first time “different text features” are addressed. Goal: 1. Use text features to locate information. 2. Use glossaries to locate information. 3. Use electronic menus and icons to locate information. Links: Smart Exchange Use an Index and Glossary Index and Table of Contents Mini-Lesson Worksheet Text Features Parts of a Book Finding Non-Fiction Features The Frog Beyond the Fairy-Tale Character: Searching Informational Text Grade 1 Path to DOK - 1Path to DOK - 2 End Coal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – ChDOK 2 – ClDOK 2 – APnStandard Path to DOK 2 Informational Text Learning Progressions Locate heading, table of contents, glossaries, electronic menus, and icons in texts that have been read and discussed in class. Define and use Standard Academic Language: text features, (e.g., heading, table of contents, glossary, electronic menu, icon), “key fact”, and “information.” Select appropriate words when describing various text features. Answers questions that require finding answers within various text features (read and discussed). Concept Development Understands that various text features help locate information and gives examples. Locate specific information from the text using headings, table of contents, glossaries, electronic menus, and icons that support the central idea (new text not discussed). Obtain and interpret information using headings, table of contents, glossaries, electronic menus, and icons (interpret means to apply learned information to a question). RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Student NAME RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Questions for RL.1.6 1. What is this a picture of? 2. What is another name for picture? (illustration) 3. What does the illustration tells about? How is it different that the words? 4. How are the words in the text and the illustrations the same/different? 5. What does the illustration and words in the text both show us? Teacher Hints: A picture may show how a plant needs water and light. The text however; may explain why its important. Goal: 1. Identify who is telling the story. Links: information on sensory mental images from written or oral text Circular Plot Structure Visualizing Word Poster Grade 1 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – ChDOK 2 – CkDOK 2 – APnStandard Path to DOK 2 Informational Text Learning Progressions Locate a picture, caption or text in a story that has been read and discussed in class. Define and use Standard Academic Language: illustrations, text, information, words, pictures, provide and distinguish between. Select appropriate term when referring to information provided by pictures (illustrations) or by text (words). Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. Concept Development Understands that information is provided by pictures. Understands that information is provided by text. Locate information provided by pictures. Locate information provided by the text. Obtain (select the accurate source for…) information based on text and illustrations. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Student NAME RI.1.7 Use the illustrations and details in a text to describe its key ideas Questions for RL.1.7 1. What is the text mostly about? 2. What are ___ ideas in the text about ____? 3. What words in the text tell us about ____? 4. Find the illustration(s) in the text that tell us that ____. 5. What else can we learn from the illustration about ___? Teacher Hints: Goal: 1. Use illustrations to describe key ideas. 2. Use details to describe key ideas. Links: Chart: Features of Informational Text Finding the Best Main Idea Students need to locate details before finding key ideas Identify Main Idea Find the Main Idea (key) about Storms Grade 1 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – ChDOK 2 – ClStandard Path to DOK 1,2 Informational Text Learning Progressions Retell parts of a story by referring to pictures or words in a text (read and discussed in class). Define and use Standard Academic Language: Illustrations, details, text, describe and phrase key ideas. Select appropriate words when talking about a story (uses the words illustrations and/or text). Answer who, what, when, where and how describing questions about key ideas in a text (read and discussed). Concept Development Understands that illustrations can show key ideas. Understands that details in the text tell about key ideas Locate key ideas using details in illustrations Locate key ideas using details found in the text. RI.1.7 Use the illustrations and details in a text to describe its key ideas Student NAME

6. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 6 Scoring Directions: selected response For students who read independently, record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score. RI.1.7 RI.1.7 Use the illustrations and details in a text to describe its key ideas Questions for RL.1.7 1. What is the text mostly about? 2. What are ___ ideas in the text about ____? 3. What words in the text tell us about ____? 4. Find the illustration(s) in the text that tell us that ____. 5. What else can we learn from the illustration about ___? Teacher Hints: Goal: 1. Use illustrations to describe key ideas. 2. Use details to describe key ideas. Links: Chart: Features of Informational Text Finding the Best Main Idea Students need to locate details before finding key ideas Identify Main Idea Find the Main Idea (key) about Storms Grade 1 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 – CfDOK 2 – ChDOK 2 – ClStandard Path to DOK 1,2 Informational Text Learning Progressions Retell parts of a story by referring to pictures or words in a text (read and discussed in class). Define and use Standard Academic Language: Illustrations, details, text, describe and phrase key ideas. Select appropriate words when talking about a story (uses the words illustrations and/or text). Answer who, what, when, where and how describing questions about key ideas in a text (read and discussed). Concept Development Understands that illustrations can show key ideas. Understands that details in the text tell about key ideas Locate key ideas using details in illustrations Locate key ideas using details found in the text. RI.1.7 Use the illustrations and details in a text to describe its key ideas Student NAME Class Learning Progressions Checklist (for pre-assessments) Assessment Summary Sheet ( for pre-assessment and CFA)

7. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 7 SBAC Reading Assessment Short Constructed Response General Template Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

8. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 8 7. What did you learn about penguins from the text and the map? Scoring [Notes “Teacher and Rubric Language”] Essential Elements: Students address the prompt - by stating facts about penguins found not only in the text but also in the map. Both should be evident. Aspects/relevant evidence: Evidence of understanding the prompt should include details or facts about penguins stated in the text. These could be that penguins are birds but can’t fly, there are many different kinds of penguins and where they live. The largest and smallest penguin should be mentioned. Facts can also include how penguins stay warm and that they are good swimmers. Organization: Students writing should be organized to make sense of the topic and not “veer” away from the topic. Sentences are structured and varied. Constructed Response RI.2.2 DOK 3 - Cl Locate information to support the main topic in specific paragraphs. Quarter 2 Pre-Assessment Constructed Response Answer Key

9. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 9 12. How do Adelie penguins act or behave? Use details from the text. Scoring [Notes “Teacher and Rubric Language”] Essential Elements: Students write only about the prompt using details found exclusively in the text. Aspects/relevant evidence: Students show evidence of understanding the prompt by using details from the text to explain how Adelie penguins act or behave. Students should only respond to the Adelie penguins actions or behaviors (not what they look like ). Specific details about actions/behaviors could include what they eat (an action) – fish and krill and snow and behaviors such as the male penguins taking care of the egg. Other facts can include how the penguins fight over the best rocks, loving to sled down hills and playing. Organization: Ideas should make sense and be consistent with the prompt. Sentences are varied and structured. Constructed Response RI.2.2 DOK 3 - Cl Locate information to support the main topic in specific paragraphs. Quarter 2 Pre-Assessment Constructed Response Answer Key

10. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 10 Quarter 2 Pre-Assessment Selected Response Answer Key

11. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 11 Pre-Assessment for Quarter 2 Reading Informational Text Name ____________________ Grade

12. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 12 "Copyright HaveFunTeaching.com" Penguins 1 Penguins are birds but they can’t fly. There are 17 different kinds of penguins. 2 Some penguins live on the continent of Antarctica. It is very cold and windy. The biggest penguin that lives in Antarctica is called the Emperor penguin and the smallest is called the Adelie penguin. 3 Penguins are great swimmers and have lots of fat to keep them warm. They swim very well and spend most of their lives in the sea. 4 They have more feathers than most other birds. Their feathers keep water away and help keep their skin dry. Glossary Paragraph 1 Many Kinds of Penguins Paragraph 2 Emperor and Adelie Penguins Paragraph 3 Penguins Swim Paragraph 4 Feathers

13. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 13 Name ______________ 1.Look at the map. What might be the best title for the map? A. A Cold Place B. Antarctica C. Penguins live in Antarctica. D. The South Pole Toward RI.1.5 DOK – 1 Cf Answers questions that require finding answers within various text features. 1 Toward RI.1.5 DOK –2 Cl Locate specific information from the text using headings, table of contents, glossaries, electronic menus, and icons that support the central idea. 2 2. Look at the glossary. Where can you read about how penguins swim? A.Paragraph 1 B.Paragraph 2 C.Paragraph 3 D.Paragraph 4

14. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 14 Toward RI.1.5 DOK – 2 APn Obtain and interpret information using headings, table of contents, glossaries, electronic menus, and icons. 3 Toward RI.1.6 DOK – 1 Cf Ask and answer who, what, when, why, and how questions about information provided by illustrations and by text. 4 4.What is the biggest penguin that lives in Antarctica? A.the Emperor penguin B.the big penguins C.the Adelie penguin D.the male penguin 3.Where does the map show that Emperor and Adelie penguins live? A.near the South Pole B.near the North Pole C.in the water D.on the ice

15. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 15 Toward RI.1.6 DOK – 2 Ch Concept Development Understands that information is provided by pictures and text. 5 6.Where can you find information about how a penguin’s skin stays dry? A.in the text B.on the map C.in the glossary D.in the water Toward RI.1.6 DOK – 2 APn Obtain (select the accurate source for…) information based on text and illustrations.. 6 5.What can you learn about penguins from the text that you can’t learn from the map? A.Penguins live near oceans. B.Some penguins live in Antarctica. C.Penguins live near the South Pole. D.Penguins have lots of fat to keep them warm.

16. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 16 7. What did you learn about penguins from the text and the map? Toward RI.1.6 DOK – 2 APn Obtain (select the accurate source for…) information based on text and illustrations.. 7

17. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 17 Adelie Penguin Where it lives They live in Antarctica. What it eats They eat fish and krill. They do not drink water, but eat snow. What it looks like The head is all black with a white ring around the eye. They have long tail feathers that drag on the ground when they walk. They have a white belly and a black back. Feathers cover most of the short beak. Adelie penguins are 8 or 9 pounds and 24 inches tall. Interesting facts They are the smallest of the Antarctic penguins. The male penguin takes care of the egg. They make nests of stones, and will fight over the best rocks. They are strong swimmers. They can jump out of the water onto the land. They love to sled down hills. They like to play. The baby penguin grows the fastest of all penguins. Leopard seals are a big enemy. Adelie Penguin

18. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 18 Toward RI.1.7 DOK – 1 Ce Select appropriate words when talking about a story (uses the words illustrations and/or text). 8 Toward RI.1.7 DOK – 1 Ck Answer who, what, when, where and how describing questions about key ideas in a text (read and discussed) 8. What is the smallest penguin in the Antarctica called? A. a baby penguin B. the Emperor penguin C. the Adelie penguin D. many penguins are small 9 9. What do Adelie penguins make their nests with? A.twigs B.stones C.leaves D.ice

19. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 19 10. What new information does the illustration tell about how an Adelie penguin looks? A.An Adelie penguin is 24 inches tall. B.An Adelie penguin is black on its back. C.An Adelie penguin has a white belly. D.An Adelie penguin has webbed feet. Toward RI.1.7 DOK – 2 Cl Locate key ideas using details in illustrations 10 Toward RI.1.7 DOK – 2 Cl Locate key ideas using details in the text. 11. How do we know Adelie penguins are strong swimmers? A.They jump out of the water onto land. B.They spend most of their lives in the sea. C.They eat fish. D.They like to swim. 11

20. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 20 12. How do Adelie penguins act or behave? Use details from the text. Toward RI.1.7 Cl Locate key ideas using details in the text. 12

21. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 21 13. Read the paragraph below. (Write and Revise W.2) The Adelie penguin head is all black with a white ring around the eye. It has long tail feathers that drag on the ground when it walks. The Adelie penguin has a white belly and a black back. Which sentence could be added to the paragraph? A.The Adelie penguin likes to play. B.The male penguin takes care of the egg. C.The Adelie penguin is only 8 or 9 pounds. D.Adelie penguins live where it is very cold. 14. The Adelie penguin is very small. (Write and Revise _L.6) Which word could be used to replace small? A.little B.big C.fat D.happy

22. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 22 15. Read the sentence below. (Write and ReviseL.2.c) The Adelie penguin eats fish krill snow and even squid. Which is the correct way to write this sentence? A. The Adelie penguin eats fish, krill snow and even squid. B. The Adelie penguin eats fish krill, snow, and even squid. C. The Adelie penguin eats fish, krill, snow, and even squid. D. The Adelie penguin eats fish krill snow and even, squid.

23. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 23 STOP Close your books and wait for instructions!

24. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 24 Standard RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. DOK 1 - Cf I can find answers in the text. DOK 2 - Cl I can find information from different text features. DOK 2 - APn I can find information from different text features and explain what it means. DOK 2 – Ch I know that information can be found in pictures and text. DOK 2 – APn I can choose the right information from pictures and text to answer questions. Standard RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. DOK 2 - Cf I can ask and answer who, what, when, why, and how questions about information in pictures and text. DOK 1 - Ck Answer who, what, when, where and how describing questions about key ideas in a text (read and discussed). DOK 1 - Ce Select appropriate words when talking about a story (uses the words illustrations and/or text). Standard RI.1.7 RI.1.7 Use the illustrations and details in a text to describe its key ideas DOK 2 - Cl Locate key ideas using details in illustrations. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Quarter Two Pre-Assessment Informational Text – Important Adjustment Points0123 7. What did you learn about penguins from the text and the map? 10 4 5 6 9811312 7 DOK 2 - Cl Locate key ideas using details in the text. 0123 12. How do Adelie penguins act or behave? Use details from the text. 12 Color your score blue. Write and Revise Write and Revise questions prepare students to answer constructed response questions more efficiently. L.6 Which word could be used to replace small? W.2 Which sentence could be added to the paragraph? L2c Which is the correct way to write this sentence? 13 1415

25. Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 25 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 11 12