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

2. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 2 Important Information A.This booklet is divided into two parts… 1.Teacher’s Resources a.Page 1 – 9 2.Student’s Assessment (to be printed in a booklet form) b.Page’s 10 – 20 B.This booklet is intended for pre-assessing reading informational standards RI 1, 2 and 3 at the beginning of the first quarter. Do NOT allow students to read the passages before the assessment. C.Student scores can be recorded on the class Learning Progressions Checklists. Each correct selected response is one point. Each constructed response is a maximum of 3 points. Constructed response points should be added to the learning progression adjustment point the question is targeting. 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 20 pages – then divide it into the two sections to use.OR… You might do the following by sending them to your Print Shop: Print Shop instructions… Print pages 10 – 20 in booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Booklet

3. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 3 Directions for Pre-Assessment 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. 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.... 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. 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). 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 reflect what you think it is asking.

4. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 4 Quarter One Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

5. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 5 selected response Record student pre-assessment selected response scores on class sheets for instructional adjustments. The first quarter CFA score will be recorded in the last column as a comprehensive score. RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. End Goal Example Constructed Response: Grade 3 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - K1aDOK 1 - K1cDOK 1 - C1fDOK 2 - ChDOK 2 - ClStandard Path to DOK 1,2 Reading Literature CCSS Learning Progressions Locate basic facts or events in a story. Define the terms (understands) text, questions, answers and asks. Explain who, what, where, when or how when asking or answering questions about the text. Show relationships between why questions and answers. Locate information to support answers found in text. RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Student NAME 1 2 3 4 5 6 7 8 9 10 11 RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. End Goal Example Constructed Response: Grade 3 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CiDOK 2 - CkDOK 2 - ClStandard Path to DOK 2 Reading Literature CCSS Learning Progressions Recall key details and from the text. Define main idea, support, and key details. Describe parts of the text that have key details. Explain how key details indicate a main idea (in general). Summarize the text by recounting the key details. Determine the main idea of the text by evidence of key details. Locate the specific key details that support the main idea. RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Student NAME 1 2 3 4 5 6 7 8 9 10 11 12 22 RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. End Goal Example Constructed Response: Grade 3 Path to DOK - 1Path to DOK - 2 End Goal DOK Guide  DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 1 ChStandard Path to DOK 2 Reading Literature CCSS Learning Progressions Locate or recall specific steps in a technical procedure, historical event or scientific idea or concept. Define transitional words pertaining to time sequence and cause and effect such as; first, then, next, after that, finally. Define (understand) the terms historical, scientific and technical as well as time, sequence and cause/effect. Describe how a series of events or ideas are related by explaining who, what, when, where or how. Explain a cause and effect of a historical event. Explain the sequence of steps in a technical procedure. Explain time elements between a series of historical events. Explain the influence of time and cause/effect on scientific ideas or concepts. RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect Student NAME 1 2 3 4 5 6 7 8 9 10 11 12

6. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 6 SBAC Reading Assessment 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 “succinctly show” their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 7 11 What key details support the main idea of this passage? Use details from the passage in your explanation. Scoring [Notes:] Students should include details that support the main idea of George Washington Carver ‘s contributions to farmers (essential element). Aspects of this addressing sufficient and supporting evidence could include some of the following: helping southern farmers grow peanuts, constant farming of cotton wearing out the land/soil and the Tuskegee Institute helping farmers around world (i.e., farm research). There are a few but not all inclusive. Students may include other details about the uses of peanuts or Carter’s life span but only in moderation as these do not consistently support the main idea of Carter’s contributions. Constructed Response RI.3.2 DOK 3 - Cl Analyze the interrelationship between an event in a historical text, analyzing what happened and why (continue for procedures, ideas or concepts). Quarter 1 Pre-Assessment Constructed Response Answer Key

8. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 8 12. George Washington Carver was in charge of farm research at Tuskegee Institute. Why was this important? Use information from the passage in your explanation. Scoring [Notes:] Students will understand and note that George Washington Carver was in charge of farm research at Tuskegee Institute (essential element for interpretation). Students will infer the connection of being “in charge” to Carter having the opportunity to teach. Other aspects of Carver’s being in charge of farm research at Tuskegee Institute may include (but does not limit responses) Tuskegee was a college and connecting Carver as a teacher. Students will be consistent in their explanation using varied sentence lengths to convey ideas. Constructed Response RI.3.3 DOK 2 - Ch Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Quarter 1 Pre-Assessment Constructed Response Answer Key

9. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 9 Quarter 1 Pre-Assessment Selected Response Answer Key

10. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 10 Pre-Assessment for Quarter 1 Reading Informational Text Name ____________________ Grade

11. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 11 George Washington Carver George Washington Carver lived from 1864 to 1943. He spent much of his life helping farmers to use their land in better ways. His ideas have helped farmers in many countries around the world. Carver was in charge of farm research at Tuskegee Institute, a college in Alabama. He taught students how to farm. He also worked with southern farmers on their land. In the southern part of the United States, most farmers had grown cotton for so many years that the soil had worn out. Carver showed them how to improve the land. Carver said the farmers should plant peanuts. Peanuts would enrich the soil. Farmers asked who would buy so many peanuts if they planted them. Carver answered by finding more than 300 new ways to use peanuts. Farmers could feed the vines to farm animals. They could use the hulls for fertilizer. Carver even found a way to make paper from the peanut shells. When Carver died, he left his money to help people to keep working on farm research. Today, people from many countries come to the George Washington Carver Foundation at Tuskegee Institute. There they learn better ways of farming. George Washington Carver Online resource site for the Improving Reading Comprehension Using Metacognitive Strategies (IRCMS) program

12. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 12 Name ______________ Quarter One CFA Pre-Assessment Informational Text – Important Adjustment Points 1.Who was George Washington Carver? A.He was a man who spent much of his life helping farmers. B.George Washington Carver was a peanut farmer. C.He lived from 1864 to 1943. D.George Washington Carver worked at the Tuskegee Institute. RI.3.1 DOK 1 - Cf Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 1 2. Why did George Washington Carver help farmers? A.So farmers could grow cotton. B.So farmers could improve their land. C.He taught them about peanuts. D.He helped farmers in many ways. RI.1 DOK 2 - Ch Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2

13. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 13 3.What was the name of the college where George Washington Carter was in charge of farm research? A.A farmers college B.A southern college C.Alabama D.Tuskegee Institute RI.3.1 DOK 2 - Cl Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3 4.Which sentence best shows how Carter worked hard to find ways to use peanuts? A.Carver told the farmers to grow peanuts instead of cotton. B.Carver discovered more than 300 ways to use peanuts. C.Carver helped farmers in many countries. D.Farmers could feed peanut vines to farm animals. RI.3.2 DOK 1 - Cf Determine the main idea of a text; recount the key details and explain how they support the main idea. 4

14. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 14 RI.3.2 DOK 2 - Ck Determine the main idea of a text; recount the key details and explain how they support the main idea. 5.What is the main idea of this passage? A.George Washington Carver was in charge of farm research at Tuskegee Institute. B.George Washington Carver helped farmers grow peanuts. C.George Washington Carver was a very good farmer. D.George Washington Carver was very dedicated to helping farmers improve their land. 5 6.Read this main idea from this passage: What key detail best supports this main idea? A.The land was worn out from growing cotton. B.He even found a way to make paper from the peanut shells. C.He worked with southern farmers. D.His work at Tuskegee Institute helped him work with farmers. RI.3.2 DOK 2 - Cl Determine the main idea of a text; recount the key details and explain how they support the main idea. 6 Carver answered by finding more than 300 new ways to use peanuts.

15. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 15 RI.3.3 DOK 1 - Cf Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect 7 RI.3.3 DOK 2 - Ch Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect 7.How might the Tuskegee Institute help farmers from around the world? A.Farmers continue to research better ways to improve their land. B.George Washington Carver left his money to the institute. C.George Washington Carver worked at the institute. D.Farmers in the southern states can learn from the institute. 8 8. What event caused the southern farmers to ask for George Washington Carter’s help? A.The farmers wanted another crop to grow. B.The farmers could not grow cotton because the land was worn out. C.Many farmers had heard about George Washington Carver. D.The farmers needed a new fertilizer.

16. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 16 9.Why were the farmers worried about growing peanuts? A.The farmers did not know who would buy the peanuts if they planted them. B.The farmers only wanted to grow cotton. C.They had worked on the land for many years. D.The farmers had never grown peanuts before. RI.4.3 DOK 2 - Ch Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 9 RI.3.3 DOK 2 - Ch Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 10.Which sentence best explains how George Washington Carver helped farmers even after he died? A.Carver died in 1943. B.Carver had taught the farmers many ways to use their land better. C.When Carver died he left his money so farm research could continue. D.Carver worked hard to discover many ways to use peanuts. 10

17. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 17 11.What key details support the main idea of this passage? Use details from the passage in your explanation. 12. George Washington Carver was in charge of farm research at Tuskegee Institute. Why was this important? Use information from the passage in your explanation.

18. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 18 STOP Close your books and wait for instructions!

19. Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond 19 Standard RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. DOK 1 - Cf I can answer a “who” question about someone in the text. DOK 2 - Ch I can answer a “why” question. DOK 2 - Cl I can locate information found in the text. DOK 2 – Ck I can determine the main idea of a passage. DOK 2 – Cl I can locate specific key details that support the main idea. Standard RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea DOK 1 - Cf I can select a key detail that supports a main idea. DOK 2 - Ch I can explain the cause and effect of a historical event. DOK 1 - Cf I can answer a how question about an event. DOK 2 - Ch I can explain the relationship between an event and its outcome/effect. Standard RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect DOK 2 - Ch I can explain an inferred cause and effect of a historical event. Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect. Quarter One CFA Pre-Assessment Informational Text – Important Adjustment Points DOK-2 Cl Color your score blue.0123 12. George Washington Carver was in charge of farm research at Tuskegee Institute. Why was this important? Use information from the passage in your explanation. 0123 11 What key details support the main idea of this passage? Use details from the passage in your explanation. 9 3 4 56 8 7 10 1 2 11 12 DOK-2 Ch Color your score blue.

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