Grade 6 Teacher Directions Quarter 4 PreAssessment Reading

Grade 6 Teacher Directions Quarter 4 Pre-Assessment Reading 12 Selected-Response Items 1 Constructed Response Research 3 Constructed Response Writing 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w/ Integrated Language 1 Language/Vocabulary 1 Edit/Clarify Order at HSD Print Shop… http: //www. hsd. k 12. or. us/Departments/Print. Shop/ Web. Submission. Forms. aspx Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

Quarter Four 6 Pre-Assessment Reading: Literature Grade Six Targets Standards DOK 3 Reasoning and Evidence RL. 6. 3 1 -2 6 Reasoning and Evidence RL. 6. 6 2 5 Analysis Within and Across Texts RL. 6. 9 4 Reading: Informational Grade Six Targets Standards DOK 10 Reasoning and Evidence RI. 6. 3 1 -2 11 Reasoning and Evidence RI. 6. 6 3 12 Analysis Within and Across Texts RI. 6. 9 4 Note: There may be more standards per target. Writing standards assessed in this assessment are boxed. Opinion Writing and Language Targets Standards DOK 1 a Brief Opinion Write W. 61 a, W. 6. 1 b, W. 6. 1 c, W. 6. 1 d 3 1 b Write-Revise Opinion W. 6. 1 a, W. 6. 1 b, W. 6. 1 c, W. 6. 1 d 2 2 Full Opinion Composition W. 6. 1 a, W. 6. 1 b, W. 6. 1 c, W. 6. 1 d, W. 6. 4, W. 6. 5, W. 6. 8 4 8 Language-Vocabulary Use W. 6. 2 d 1 -2 9 Edit and Clarify L. 6. 1 c 1 -2 Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6 th grade teachers. Deborah Alvarado Lincoln Street Ko Kagawa Minter Bridge Linda Benson West Union Jamie Lentz Mooberry Anne Berg Eastwood Sandra Maines Quatama Aliceson Brandt Eastwood Gina Mc. Lain TOSA Sharon Carlson Minter Bridge Teresa Portinga Patterson Deborah Deplanche Patterson Judy Ramer Consultant Alicia Glasscock Imlay Sara Retzlaff Mc. Kinney Sonja Grabel Patterson Jami Rider Free Orchard Megan Harding Orenco Kelly Rooke Free Orchards Renae Iversen TOSA Angela Walsh Witch Hazel Ginger Jay Witch Hazel Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 3

This is a pre‐assessment to measure the task of writing an opinion piece. Full compositions are always part of a Performance Task. A complete Performance Task would have: Part 1 • A classroom activity (30 Minutes) • Passages or stimuli to read • 3 research questions • There may be other constructed response questions. Part 2 • A Full‐Composition (70 Minutes) Students should have access to spell‐check resources but no grammar‐check resources. Students can refer back to their passages, notes and 3 research questions and any other constructed responses, as often they’d like. The note‐taking forms in this pre‐assessment were created for informational text. If you choose to use these, please have your students take notes while reading the informational passages. Directions 30 minutes 1. You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture). The classroom activity DOES NOT pre‐teach any of the specific content that will be assessed! 35 minutes 2. Students read the passages independently. If you have students who can not read the passages you may read them to those students but please make note of the accommodation. Remind students to take notes as they read. During an actual SBAC assessment students are allowed to keep their notes as a reference. 3. Students answer the 3 research questions or other constructed response questions. Students should also refer to their answers when writing their full opinion piece. 15 minute break 70 Minutes 4. Students write their full composition (opinion piece). SCORING An opinion Rubric is provided. Students receive three scores: 1. Organization and Purpose 2. Evidence and Elaboration 3. Conventions Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 4

STEM This classroom pre-activity follows the Smarter Balanced Assessment Consortium general design of contextual elements, resources, learning goals, key terms and purpose [http: //oaksportal. org/resources/] The content within each of these was written by Anne Berg, Aliceson Brandt and Ko Kagawa. The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: 1. an understanding of the setting or situation in which the task is placed 2. potentially unfamiliar concepts that are associated with the scenario 3. key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Throughout the activity, it is permissible to pause and ask students if they have any questions. Resources needed: • Video found at: http: //www. clevercrazes. com/page/What_Is_STEM/79/55/ • A computer connected to the internet, a projector and a speaker • Paper and pencils for each group Learning Goals: • Students will understand the context of the key concepts related to the topic: o STEM is an interdisciplinary way of thinking that can be applied to both teaching and learning. Students will understand the key terms: Note: Definitions are provided here for the convenience of facilitators. Students are expected to understand these key terms in the context of the task, not memorize the definitions. • STEM: a focus on Science, Technology, Engineering, Mathematics in education • Interdisciplinary: involving two or more academic areas of study [Purpose: The facilitator’s goal is to introduce students to the idea that STEM is an interdisciplinary way of thinking that can be applied to both teaching and learning. This activity will allow students to be active participants as they explore the STEM field. ] Note: The following section can be modified to accommodate various teacher‐student interaction types such as a teacher‐led discussion with the entire class, a teacher‐student discussion for remote locations with a single student, or small groups. [Divide the students in small groups of two to four students. Give each group a piece of a paper and a pencil. ] *Facilitators can decide whether they want to display ancillary materials using an overhead projector or computer/Smartboard, or whether they want to produce them as a handout for students. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

STEM continued… Facilitator says: “Today we are going to watch a video that will introduce us to what STEM is. Before we begin, what do you think STEM is? ” Possible student responses (unscripted) • I think STEM has something to do with science and technology. • I think it is a part of a plant. • I think it a type of school. Facilitator says: “Those are all great ideas! STEM is an approach to education that stands for Science, Technology, Engineering and Mathematics. It is what we call an interdisciplinary approach to learning and working, which means blending multiple subjects together to look at a topic in different ways. The video we are about to watch will show STEM is an interdisciplinary approach to thinking about issues. Later we will work together to do the same!” [Display the video on the SMARTBoard/Computer/Projector: http: //www. clevercrazes. com/page/What_Is_STEM/79/55/ ] Facilitator says: [Write and read aloud “What were some of the ways that the video looked at light? Be sure to keep in mind that they thought about it as a problem and also as a way to help people. ”] [Give the students three minutes to discuss and write down their thoughts. After about three minutes, have students share their ideas with the class. Ask the students to share their response to the question and record them under the initial question. ] Possible student responses (unscripted) • Light comes from the sun. • Light from the sun gives us Vitamin D. • Light allows us to see colors, like in a rainbow. • Light is used to light up our houses. • Light is a problem for us because it causes our skin to burn. Facilitator says: “You are right! The students in the video showed us that we can look at light from a variety of perspectives. Remember that this is called an interdisciplinary approach. You are going to use this approach to think about water. [Write and read aloud: “Let’s start with a way of thinking about water. How and where is water represented in our world? ”] [Give the students four minutes to discuss and write down their thoughts. After about four minutes, have students share their ideas with the class. Ask the students to share their responses to the question and record them on the board. ] Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

STEM continued… Possible student responses (unscripted) • We find water in lakes, oceans, rivers and swimming pools. • Water can come from a tap in our sink. • Water falls from the sky as rain, and is a part of the water cycle. Facilitator: [Write and read aloud “What kind of problems exist, related to water? ”] [Give the students four minutes to discuss and write down their thoughts. After about four minutes, have students share their ideas with the class. Ask the students to share their response to the question and record them under the initial question. ] Possible student responses (unscripted) • Clean drinking water is not available everywhere in the world. • When there isn’t enough water, we call that a drought. • When there is too much water (rain) we have floods. • Water levels are rising around the world. Facilitator says: “Water can cause problems, like we just talked about, but it can also help us solve them. ” [Write and read aloud: “What are some ways we can use water to solve problems? ”] [Give the students four minutes to discuss and write down their thoughts. After about four minutes, have students share their ideas with the class. Ask the students to share their responses to the question and record them under the initial question. ] Possible student responses (unscripted) • Water can be used as an energy source in hydroelectric power. • It can be used to help farmers grow crops. • Clean water keeps us alive. Facilitator says: “We have looked at water as a way of creating and solving problems. ” [Write and read aloud: “What are some career opportunities that are associated with water? ”] [Give the students four minutes to discuss and write down their thoughts. After four minutes, have students share their ideas with the class. Ask the students to share their responses to the question and record them under the initial question. ] Possible student responses (unscripted) • Working in a hydroelectric power plant. • Working as a marine biologist. • Working to bring clean water to people who do not have it. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

STEM continued… Facilitator says: “Remember that STEM is an interdisciplinary way of thinking about and using skills from Science, Technology, Engineering, Mathematics and even other academic areas! Today we used STEM skills to look at topics like light and water. In your performance task, you will be learning more about STEM education. The group work you did today should help prepare you for the research and writing you will be doing in the performance task. ” Note: Facilitator should collect student notes from this activity. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. All students should move toward taking the assessments independently but many will need scaffolding strategies. If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a student needed. About this Assessment This assessment includes: Selected Response, Constructed Response, and a Performance Task. Types of SBAC Constructed Response Rubrics in this Assessment http: //www. livebinders. com/play? id=774846 Reading • 2 Point Short Response • 2‐ 3 Point Extended Response Writing • 4 Point Full Composition Rubric (Performance Task) • 2‐ 3 Point Brief Write (1‐ 2 Paragraphs) Rubric • 2‐ 3 Point Write to Revise Rubrics as Needed Research • 2 Point Rubrics Measuring Research Skill Use Quarter 4 Performance Task The underlined sections are those scored on SBAC. Please take 2 days to complete performance tasks. Part 1 Part 2 • Classroom activity if desired/needed • Read two paired passages. • Take notes while reading (note‐taking). • Answer SR and CR research questions about sources • Classroom Activity • Plan your essay (brainstorming ‐pre‐writing). • Write, revise and edit (W. 5) • Writing a Full Opinion composition. Components of Part 1 Components of Part 2 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 notetaking 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. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills needed to complete a performance task. These CR questions are scored using the SBAC Research Rubrics rather than reading response rubrics. Planning Students review notes and sources and plan their composition. Write, revise and edit Students draft, write, revise and edit their writing. Word processing tools should be available for spell check (but no grammar check). This protocol focuses on the key elements of writing opinion pieces: 1. Statement of Purpose/Focus: Do you clearly state your opinion? Do you stay on topic? 2. Organization: Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions? 3. Elaboration of Evidence: Do you provide evidence from sources about your opinions and elaborate with specific information? 4. Language and Vocabulary: Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose? 5. Conventions: Do you use punctuation, capitalization and spelling correctly? There are NO technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various online instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menu Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

Pre-Assessments and Learning Progressions The pre-assessments are unique and measure progress toward a standard. Unlike the Common Formative Assessments which measure standard mastery, the pre‐assessments are more like a baseline picture of a student’s strengths and gaps, measuring skills and concepts students need along the way in order to achieve standard mastery. Beg. of QTR Example of a Learning Progression for RL. 6. 1 Pre‐Assessments Measure Adjustment Points (in purple) After the pre‐assessment is given, Learning Progressions provide informal formative assessment below and near grade-level tasks throughout each quarter. DOK 1 - Ka Recall who, what, where, when, why and how about a story read and discussed in class. DOK - Kc Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details DOK 1 - Cd Connect the terms who to characters; where and when to setting; what and how to sequence of events. DOK 1 - Cf Ask and answer who, what, where, when, why and how questions about key details in a text. DOK 2 - Ch Concept Development Student understands that key details help tell who, what, where, when, why and how. DOK 2 - Ck Uses key details to identify who, what, where, when, why and how about a story not read in class. CFA Throughout the QTR DOK 2 -Cl Finds information using key details to answer specific questions about a new story. END of QTR RL. 6. 1 gradelevel standard assessment. Standard Mastery RL. 2. 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text So what about a post assessment? There is not a standardized post assessment. The true measure of how students are doing along the way is assessed in the classroom during instruction and classroom formative assessment. For this reason The CFA’s are not called post assessments. The CFAs measure the end goal, or standard mastery. However, without the pre‐assessments, how will we know what our instruction should focus on throughout each quarter? Learning Progressions: are the predicted set of skills needed to be able to complete the required task demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix. The pre‐assessments measure student proficiency indicated on the boxes in purple (adjustment points). These points are tasks that allow us to adjust instruction based on performance. For instance, if a student has difficulty on the first purple adjustment point (DOK‐ 1, Cf) the teacher will need to go back to the tasks prior to DOK‐ 1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the learning progression. There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor progress. The checklists are available at: http: //sresource. homestead. com/Grade‐ 6. html Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 10

Quarter Four Reading Literature Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf Recall the plot, character responses, specific episodes and resolution of a story or drama previously read and discussed in class. Define (understanding meaning of. . . ) Standard Academic Language: drama, plot, unfold, series, episodes, response, resolution, “character change. ” Identifies literary elements of a story read and discussed in class including: the plot, sequence of episodes, plot development (unfolding) and resolution. Answers questions about how characters respond or change to episodes or events in a story. DOK 2 - ANr Identify use of literary devices in plot development (rising action – episodes – resolution). DOK 1 – Ch Concept Development Understands ds that there are characters events that respond or cause a change to plot to events as a unfold. plot moves toward resolution. DOK 3 - Cv Identifies specific examples in a text of literary devices that indicate a change in plot development. DOK 3 - APx Identifies the key points (action, episodes, resolution, etc. . . ) that indicate plot change or development (new text). DOK 1 - Cf Identify or Describe describe the or characters identify in a story a specific from the point of narrator or view in a speakers text. point of view (previously read‐ discussed in class. ). DOK 2 - Ch Concept Develop ment Student understa nds which point of view the story is being told in (1 st or 3 rd). DOK 3 - EVC DOK 3 - SYH Cite evidence to Synthesize evaluate the logic information within or reasoning of a series of plot development. episodes to prove a theory or conclusion of why a plot unfolded as it did and what may have happened differently. DOK 2 - Ck DOK 2 - ANq Explain how an author uses point of view in a text as a literary device. SELECTED RESPONSE #3 T A SS Identify examples (list or categorize) how points of view are used as literary devices (to show emotion, opinion, influence, etc…). DOK 3 - APx Answers Show an questions understan that require ding of Describing how point ways an of view is author uses developed points of by an view to author by influence following readers. text structure SELECTED in a new RESPONSE text. #4 DOK 3 - Cw DOK 4 - EVS Justify how a character responds or changes as the plot moves toward a resolution. SELECTED RESPONSE #2 DOK 3 - ANA Analyze how telling the story from a specific point of view influences the reader’s interpretati on of a text. NO T A SS ES SE Understa nds and uses Academic Vocabular y: genre, historical novels, approach es, theme, compare, contrast, fantasy, and topics. DOK 1 - Cd Identifie s different literary element s within different genres. D DOK 1 - Kc NO DOK 1 - Ka Locates historica l novels, poems, and stories of different genre. DOK 2 - Cn Make basic inference or logical predictions about how a character will respond to a plot. DOK 2 - APn Concept Makes Applies Developm generalizat understand ent ion about ing of how Understa how different nds that different genre approach genres approach themes and approach themes topics in a topics and topics. next differentl context. y. SELECTED RESPONSE #5 DOK - 2 Ch DOK 2 - Ck Locates information to support which parts in a story indicate a character’s response or change. NOT ASSESSED DOK 3 - ANA Analyze (organize facts, examples or details graphically) the interrelationship between character change and plot resolution. ES Define (understand, meaning of. . . ) Standard Academic Language: point of view, narrator, 1 st person, speaker, author, 3 rd person, development. D DOK 1 - Cd SE DOK 1 - Kc DOK 2 - Cl Make basic inferences or predictions about how a story or drama will unfold. NOT ASSESSED SELECTED RESPONSE #1 DOK 1 - Ka Recall a point of view within a text. DOK 2 - Cj Summarizes key events in a story or drama. DOK 4 SYU Standard RL. 6. 3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. DOK 3 - EVC Cite evidence to show the author’s point of view is developed in a text for a specific purpose. CONSTRU CTED RESPONSE #7 Standard DOK 4 - ANP RL. 6. 6 Explain how an author develops the point of view of the narrator or speaker in a text. Gather, analyze and organize how authors from many sources use point of view to gain readers attention. DOK 4 - SYU Compares Analyzes Connects Synthesizes similarities (compares specific ideas within one text informatio in genre and of how two or (at a time) of n across approaches contrasts) more genre each studied multiple to themes how are the same genre (i. e. , a sources or and topic different or different graphic texts for (not text using showing the contrasting). structures in examples approaches to purpose of different from the text. themes and comparing genres topics). approaches contribute to similar to their themes or approaches topics. in similar themes and CONSTRUC topics. TED RESPONSE SELECTED #8 RESPONSE #6 DOK 2 - ANp DOK 2 - ANr DOK 3 - Cu DOK 3 - SYH Standard RL. 6. 9 Compare and contrast text in different forms or genres (e. g. , stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 11

Quarter Four Reading Informational Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter. DOK 1 - Ka Recall key details, basic facts, definitio ns and events in a text. DOK 1 - Kc DOK 2 - Cl Ck Explain Identify Locate specific who, what, key examples of how where, events, an events, when or individuals or how when uals or ideas are answering ideas in introduced, questions a text. illustrated and about key elaborated on in individuals, a text. events or NOT ASSESSED ideas in a text. DOK 3 SYH Standard Organize List examples or Students analyze RI 6. 3 Analyze in detail individuals, examples or anecdotes of in detail an how a key individual, events or ideas in anecdotes how an event, idea or event, or idea is a text under of how an individual, event individual by introduced, similarities of individual, or idea is providing details illustrated, and introduction, event or illustrated or about the elaborated in a text illustration and idea is elaborated on in introduction, (e. g. , through elaboration (3 introduced a text. illustration and examples or column graphic‐ in a text. elaboration (use anecdotes). organizer). SELECTED reasoning skills). RESPONSE SELECTED #9 RESPONSE #10 DOK 1 - Cf Define (understand terms) Standard Academic Language: key, analyze, elaborate, event, idea, examples, individual, anecdotes, illustrated, introduced. DOK 2 - ANr DOK 3 - Cu DOK 3 - APx DOK 1 - Cf Define (understand the meaning of…) presentatio n, compare/co ntrast and the difference between a memoir and a biography. Explain who, what, where, when or how about a person’s memoir or biography. DOK 2 - Ch Explain the differenc es between a memoir and a biograph y. DOK 2 - Ck Identify the author’s point of view in a text read in class (but not discussed in class). SELECTED RESPONSE #11 DOK 2 - Ci Summari ze the key events in a person’s memoir and a biograph y written about the same person. DOK 3 - Cu Connect text examples of the author’s point of view to the text’s stated or unstated purpose. DOK 3 - Cw Describe how the author’s point of view or purpose impacts the reader. SELECTED RESPONSE #12 DOK 3 - APx Connect examples of the author’s point of view to the text’s stated or unstated purpose in a text not read or discussed in class. DOK 2 - Cl DOK 2 - ANp DOK 3 -ANy DOK 3 - EVF Locate answers about specific events in a person’s memoir or a biography about the same person. SSE D DOK 1 - Kc DOK 2 - Ch Concept Developmen t Explain why the author’s point of view is important (it establishes or reflects a purpose). SSE DOK 1 - Cf Answer questions about the author’s point of view or purpose in a text (read and discussed in class). T A DOK 1 - Ka Recall events written about the same person in two different texts (memoir or biography ). DOK 1 - Kc Define (understanding meaning of. . ) Standard Academic Language: determine, point of view, author’s purpose, conveyed. NO DOK 1 - Ka Recall an example of an author’s point of view (read and discussed in class). Explain if a person’s memoir presents events the same as a biography written about the same person. SELECTED RESPONSE #13 Analyze why Draw a person’s conclusions memoir may about or may not similarities present and events in differences the same in a memoir way as a written by a biography person and written a biography about the written same person. about the same person. Make an evaluation about the two different texts. DOK 3 - EVC Cite specific examples to show the author’s point of view or purpose is supported throughout a new text. DOK 3 - SYH Synthesize in detail examples in a text, showing how the author’s point of view is conveyed in CONSTRUCTED each. RESPONSE #15 DOK 4 - CK Develop generaliz ations about memoirs and biograph ies that can be applied to other content domains or concepts. DOK 4 - APM Give examples about memoirs and biographie s that are associated with other domains or themes – contributi ons to historical, geographi cal or social. Standard RI 6. 6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. DOK 4 -ANP Standard Gather, analyze and organize multiple information sources from memoirs and biographies of two or more person. RI. 6. 9 Compare and contrast one author’s presentatio n of events with that of another (e. g. , a memoir written by and a biography on the same CONSTRUCT person). ED RESPONSE #6 SELECTED RESPONSE #14 Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 12

Teacher Directions: Grade 6 Central Idea Note-Taking Page ( this is taking the place of the previous research notes with permission from the author). Teacher Directions: Use this process to teach students how to answer a central idea prompt. Be sure • to model how to restate the prompt in the topic sentence; • students know how to use direct quotes from the text; • students elaborate on how each quote connects to the central idea (how do they know this); • model adding transitions—these help the reader/scorer follow student’s thinking. Name___________ Passage ____________ Central Idea ___________ Directions: Complete the following steps to answer a prompt on central idea. 1. Determine the central idea. The central idea becomes your topic sentence in your paragraph response. A. Who or what is the article mostly about? B. What is important about the who or the what? C. Combine A and B to state the central idea. 2. Provide text evidence and explain how the evidence connects to the central idea. First evidence and explanation Second evidence and explanation Third evidence and explanation 3. Conclusion Restate your central idea from 1 c using synonyms to make it different from the topic sentence. *Modified from original 6 th grade research template. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 13

Grade 6 Central Idea Note-Taking Page Name___________ Passage ____________ Central Idea ___________ Directions: Complete the following steps to answer a prompt on central idea. 1. Determine the central idea. The central idea becomes your topic sentence in your paragraph response. Be sure to restate the prompt first. A. Who or what is the article mostly about? ____ B. What is important about the who or the what? ________ C. Combine A and B to state the central idea. ________ 2. Provide text evidence and explain how the evidence connects to the central idea. First evidence and explanation ________ Second evidence and explanation Third evidence and explanation ________ ________ 3. Conclusion Restate your central idea from 1 c using synonyms to make it different from the topic sentence. ________ Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 14

Determining Grade Level Text Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures. Example: If the grade equivalent for a text is 6. 8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8. Common Core Band Flesch-Kincaid® The Lexile Framework® 2 nd - 3 rd 1. 98 - 5. 34 420 - 820 4 th - 5 rd 4. 51 - 7. 73 740 - 1010 6 th – 8 th 6. 51 - 10. 34 925 - 1185 9 th – 10 th 8. 32 - 12. 12 10. 50 - 1335 11 th - CCR 10. 34 - 14. 20 11. 85 - 1385 Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability. Rate your text from easiest to most difficult between bands. 4 Qualitative Factors Beginning of lower (band) grade End of lower (band) grade Beginning of higher (band) to mid End of higher (band) grade Purpose/Meaning Structure Language Clarity Language Overall Placement The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text. To see more details about each of the qualitative measures please go to slide 6 of: http: //www. corestandards. org/assets/Appendix_A. pdf Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond Not suited to band

Grades 6 - 8: Generic 4 -Point Opinion Writing Rubric Statement of Purpose/Focus and Organization Score Statement of Purpose/Focus CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 1 b-d 4 Exemplary (E) 3 Proficient (M) 2 Developing (NM) 1 Merging (NY) 0 Organization CCSS and Report Card Alignment Text Types & Purposes: 6 th-W. 6. 1 a & W. 6. 1 e Development: Language and Elaboration of Evidence CCSS and Report Card Alignment Research to Build and Present Knowledge: 6 th-W. 6. 1. b & W. 6. 7 -9 Language and Vocabulary CCSS and Report Card Alignment Conventions & Vocab. Acquisition: 6 th-L. 6. 1, L. 6. 3 & L. 6. 6. 1 Conventions CCSS & Report Card Alignment Conventions: 6 th-L. 6. 2 & L. 6. 3 The response is fully The response has a clear and The response provides The response clearly The response sustained and consistently effective organizational structure thorough and convincing and effectively demonstrates a strong and purposefully focused: creating unity and completeness: support/evidence for the expresses ideas, using command of • claim is clearly stated, • effective, consistent use of a writer’s claim that includes the precise language: conventions: focused and strongly variety of transitional strategies effective use of sources, facts, • use of academic and • few, if any, errors maintained • logical progression of ideas from and details. The response domain‐specific are present in usage • alternate or opposing beginning to end achieves substantial depth that vocabulary is clearly and sentence claims are clearly • effective introduction and is specific and relevant: appropriate for the formation addressed* conclusion for audience and • use of evidence from sources audience and • effective and • claim is introduced and purpose is smoothly integrated, purpose consistent use of communicated clearly • strong connections among comprehensive, relevant, punctuation, within the context ideas, with some syntactic and concrete capitalization, and variety • effective use of a variety of spelling elaborative The response is The response has an evident The response provides The response adequately sustained and organizational structure and a adequate support/evidence for adequately expresses demonstrates an generally focused: sense of completeness, though writer’s claim that includes the ideas, employing a mix adequate command of • claim is clear and for there may be minor flaws and use of sources, facts, and of precise with more conventions: most part maintained, some ideas may be loosely details. The response achieves general language: • some errors in usage though some loosely connected: some depth and specificity but • use of domain‐ and sentence related material may be • adequate use of transitional is predominantly general: specific vocabulary is formation may be present strategies with some variety • some evidence from sources generally present, but no • context provided for • adequate progression of ideas is integrated, though appropriate for the systematic pattern the claim is adequate from beginning to end citations may be general or audience and of errors is displayed • adequate introduction and imprecise purpose • adequate use of conclusion • adequate use of some punctuation, • adequate, if slightly elaborative techniques capitalization, and inconsistent, connection among spelling ideas The response is somewhat The response has an inconsistent The response provides uneven, The response expresses The response sustained and may have a organizational structure, and flaws cursory support/evidence for ideas unevenly, using demonstrates a partial minor drift in focus: are evident: the writer’s claim that includes simplistic language: command of • may be clearly focused • inconsistent use of basic partial or uneven use of • use of domain‐ conventions: on the claim but is transitional strategies with little sources, facts, and details, and specific vocabulary • frequent errors in insufficiently sustained variety achieves little depth: may at times be usage may obscure • claim on the issue may • uneven progression of ideas • evidence from sources is inappropriate for the meaning be somewhat unclear from beginning to end weakly integrated, and audience and • inconsistent use of and unfocused • conclusion and introduction, if citations, if present, are uneven purpose punctuation, present, are weak • weak or uneven use of capitalization, and • weak connection among ideas elaborative techniques spelling The response may be The response has little or no The response provides minimal The response related to the purpose but discernible organizational support/evidence for the expression of ideas is demonstrates a lack of may offer little relevant structure: writer’s claim that includes vague, lacks clarity, or command of detail: • few or no transitional strategies little or no use of sources, facts, is confusing: conventions: • may be very brief are evident and details: • uses limited • errors are frequent • may have a major drift • frequent extraneous ideas may • use of evidence from sources language or domain‐ and severe and • claim may be confusing intrude is minimal, absent, in error, specific vocabulary meaning is often or ambiguous or irrelevant • may have little sense obscure of audience and purpose A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [khess@nciea. org Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

ELP 6 th – 8 th Grade Band Standards Organized by Modality 9 - create clear and coherent grade-appropriate speech and text Receptive modalities*: Ways in which students receive communications from others (e. g. , listening, reading, viewing). Instruction Listening and assessment of receptive modalities & reading focus on students’ communication of their understanding of the meaning of communications from others. Productive modalities*: Ways in which students communicate Speaking to others (e. g. , speaking, writing, & and drawing). Instruction and Writing assessment of productive modalities focus on students’ communication of their own understanding or interpretation. Interactive modalities*: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3). Standard 4 Productive (S & W) An ELL can… …construct gradeappropriate oral and written claims and support them with reasoning and evidence. Listening, speaking, reading, and writing 10 - make accurate use of standard English to communicate in grade‐appropriate speech and writing This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just‐right scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next. 1 construct meaning from oral presentations and literary and informational text through grade‐appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 3 speak and write about grade‐appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing By the end of an English language proficiency level, an ELL in grades 6 -8 can. . . 1 2 3 4 5 …express an opinion about a familiar topic. …construct a claim about a familiar topic, and give a reason to support the claim. …gather information from multiple provided print & digital sources & summarize or paraphrase observations, ideas, & information, with labeled illustrations, diagrams, or other graphics, as appropriate, & cite sources. …gather information from multiple print & digital sources, using search terms effectively; quote or paraphrase the data & conclusions of others, using charts, diagrams, or other graphics, as appropriate; & cite sources, using a standard format for citation. …gather information from multiple print & digital sources, using search terms effectively; & (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data & conclusions of others, using charts, diagrams, or other graphics, as appropriate; & cite sources, using a standard format for citation. Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

Opinion Writing Pre-Assessment Student and Class Scoring: Scoring Key: Total # Correct 1 = Emerging 0 ‐ 4 2 = Developing 3 = Proficient 4 = Exemplary 5 ‐ 7 8 ‐ 10 11 ‐ 12 Student Name: School Year: Grade: Teachers Name: School: Focus and Organization Score Elaboration and Conventions Evidence Score Student ELP Total Score 1. 2. 3. 4. 5 0 6 0 7 0 8 0 9 0 10 0 11 0 12 0 13 0 14 0 15 0 16 0 17 0 18 0 19 0 20 0 21 0 22 0 23 0 24 0 25 0 26 0 27 0 28 0 29 0 30 0 31 0 32 0 33 0 34 0 35 0 Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

A note about constructed responses: Constructed response answers are not written “in stone. ” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you. Quarter 4 Pre-Assessment Research Constructed Response Answer Key Research Rubrics Target 4 ability to cite evidence to support opinions and/or ideas Question #7 Prompt: State the point of view the story is being told from and explain how the story would be different if it were told from a different point of view. Use details from the text to support your answers. Teacher /Rubric Language Response The response gives sufficient evidence of the ability to identify the point of view story is being told from. The response clearly states, provides evidence, and explains how they know the story was written in third person limited point of view (vs. omniscient). Evidence that could support the student’s response should focus on key words the narrator/author used including key phrases like “she”, “her” and “Bonnie”. Any dialogue given as evidence would not be a sufficient example. The student could also include evidence of Bonnie’s emotions (1) seen only through her actions such as (a) tears filling her eyes, (b) when the story stated she smiled, or (2) how her friends reacted towards her (i. e. when her friends posted pictures of her face superimposed onto people climbing the Himalaya Mountains). Students should also include an example of how the story would change by providing an example in the text in first person or third person omniscient. Student Language Response Example The student cites sufficient evidence to support his or her analysis of the narrator’s point of view about Bonnie and uses examples from the text to support that analysis. 2 1 0 A Bad Robot was told from the third person limited point of view. I know this because in the text it says, “Bonnie Graham just had to admit it: EARL was a bad robot. No longer could she overlook his many faults. ” This shows the signal word “she” telling me that the story was told in third person. Furthermore, it was third person limited as it only focused on the thoughts and feelings of one person, Bonnie. For example, the story stated that, “tears filled Bonnie’s eyes” when EARL malfunctioned and played a song she wasn’t expecting. If this story was told from the first person point of view, the reader would have more knowledge about Bonnie’s feelings and emotions as she is thinking them. If this were written in first person, I would have heard Bonnie say, “Tears filled my eyes”. For these reasons, this story was told in third person limited not first person point of view. The student cites partial evidence to support his or her analysis of the narrator’s point of view about Bonnie and uses some examples from the text to support that analysis. A Bad Robot was told from the third person limited point of view. I know this because in the text it says, “Bonnie Graham just had to admit it: EARL was a bad robot. No longer could she overlook his many faults. ” This shows the signal word “she” telling me that the story was told in third person. The student does not cite evidence to support his or her analysis of the narrator’s point of view about Bonnie or use examples from the text to support that analysis. The narrator’s point of view is third person limited. Toward RL. 6. 6 DOK 3 - EVC Cite specific examples to show the author’s point of view or purpose is supported throughout a new text. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 19

Quarter 4 Pre-Assessment Constructed Response Answer Key Standard RI. 6. 9 Point Reading Constructed Response Rubric Question #8 Prompt: How did the narrators’ points of view influence the outcomes of both stories The Bad Robot and Field Trip? Explain the differences. Use examples from both stories. Teacher /Rubric Language Response Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes: Sufficient Evidence from both texts will first explain the narrators’ points of view as portrayed through the main characters Bonnie and Jeremy or allude to their reference in someway (as this is how a narrator portrays point of view). Specific identifications (supporting details) to identify the narrator’s point of view in A Bad Robot, could be (1) Bonnie is presented as intelligent and loves science, (2) Bonnie puts science above friendship, (3) Bonnie learns that friendship is most important. Specific identifications (supporting details) to identify the narrator’s point of view in Field Trip could be (1) Jeremy is presented as a boy that loves science, (2) Jeremy is disappointed when he can’t participate in a science field trip, (3) Jeremy is given another opportunity to “see” science first‐hand when a professor visits him and takes him on a tour of an observatory. Full Support (other details) could include how these details about the characters can be integrated into making an assumption about the narrators’ points of view. Any information is relevant if taken explicitly from the text and is logical. Student Language Response Example Student gives sufficient examples of how the narrators’ points of view influenced the outcomes of both stories and their differences. 3 In the story, A Bad Robot, the narrator presents the character Bonnie as an intelligent girl that loves science so much that she spends all of her free time building a robot named EARL. The narrator’s point of view is that Bonnie is forgetting that friends are more important than science projects. Because of the narrator’s point of view the story ends with Bonnie’s realizing that she needs friendships more than science. In the story, Field Trip, the narrator presents the character Jeremy as a boy that loves science so much that he’s very disappointed to have missed the class field trip to a science museum. Unlike A Bad Robot, the narrator doesn’t focus on how other things are more important than science, but focuses on how much science means to Jeremy and how it makes him happy. When Jeremy has an unexpected visit from a professor at Columbia University and later his own tour of an observatory, Jeremy is elated. Because of the narrator’s point of view that if you have a love for science it can bring great satisfaction, the story ends with Jeremy looking forward to even more science adventures in his future. Student gives some or partial examples of how the narrators’ points of view influenced the outcomes of both stories and their differences. 2 1 0 The narrator of A Bad Robot, wants the story to end a certain way so the narrator writes with the point of view that putting science or a hobby above your friends is not good. That is why the story ends with Bonnie calling her friends. The story called a Field Trip, is really different because the narrator’s point of view is that science is great and you are lucky if you get to experience it. That is why this story ends with Jeremy thinking about someday helping out real scientists and being so thrilled about it. Student gives few or minimal examples of how the narrator’s’ points of view influenced the outcomes of both stories and their differences. Each story ends differently. A Bad Robot ends with EARL locked in a garage and Field Trip ends with Jeremy being really happy. I think its because the narrators had different points of view. Student gives vague or no examples of how the narrators’ points of view influenced the outcomes of both stories and their differences. I liked the story Field Trip best because Jeremy gets to go to a real observatory. That is a better ending that A Bad Robot. Toward RL. 6. 9 DOK 4 - SYU Synthesizes information across multiple sources or texts for the purpose of comparing approaches to similar themes or topics. 20 Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond

Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 ability to distinguish relevant from irrelevant information such as fact from opinion Question #15 RL. 6. 6 Prompt: Read the quote: “With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe. ” How does the author support this statement throughout the article Ice Picks? Teacher /Rubric Language Response The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to respond to the prompt; “How does the author support the statement…the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe? ” Student responses should include information that is specifically relevant from the article. Irrelevant information such as personal experiences or references to another text are not acceptable responses to the prompt. Relevant information could include: (1) the invisible cosmic messengers are neutrinos, (2) they are plentiful in the universe, (3) Ice Cube is the largest detector for neutrinos in the world, (4) certain kinds of neutrinos from gamma‐rays occur in the universe each day, (4) Ice Cube can tell what is making all of the energy from gamma‐rays by recording neutrinos’ data and, (5) neutrinos from gamma‐rays could help scientists understand more about the universe. Any response that is supported by textual evidence and is specific to the prompt is acceptable. Student Language Response Example 2 Student gives sufficient examples of relevant information about how the author supports the quote. The purpose of Ice Cube is to detect neutrinos. Throughout the article Ice Picks, the author explains the importance of neutrinos because they are “invisible cosmic messengers that might offer clues to some of the biggest mysteries of the universe. ” This connection is made when the author states that neutrinos are plentiful in the universe and that they occur daily in the universe (from gamma‐rays). The author mentions the universe or space consistently when referring to the neutrinos. Ice Cube will record the data from specific kinds of neutrinos which in turn can help scientists understand more about the universe. 1 Student gives few or minimal examples of relevant information about how the author supports the quote. The author talks about the universe all through the text. He also talks about space. So I know this is about the universe. Then the author talks about how someday we can understand the mysteries of space. We can understand because of a new huge telescope called Ice Pick. 0 The student does not give evidence of relevant information to support the prompt. The text is all about space and finding out neat stuff about space. Toward RI. 6. 6 DOK 3 - EVC Cite specific examples to show the author’s point of view or purpose is supported throughout a new text. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 21

Quarter 4 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 2 ability to locate, select, interpret and integrate Information. Question #16 Prompt: Armando Caussade was selected as the 2014 Ice Cube Polar. TREC teacher. Based on the article Ice Picks, what kind of events might Caussade experience? How could these experiences help him achieve his goals as a teacher? Teacher /Rubric Language Response The response gives sufficient evidence of the ability to cite evidence to support the idea of how Armando Caussade will use the events and experiences as a STEM Educator working with Ice Cube to help him achieve his goals as a teacher. Sufficient evidence would begin with recognizing Caussade’s goals as stated in the text STEM Educator. Caussade’s goals were stated as: (1) as a way to explore his own interests in science, (2) improving his knowledge base and (3) to be a role model to encourage other educators to engage in real, meaningful research projects and connect directly with scientists. Students must connect Caussade’s goals to events he might experience working on Ice Cube. Events that could help him achieve his goals could include experiences: (1) working with or learning from scientists from 30 countries, (2) working with or learning how the largest telescope in the world operates, (3) learning more about the universe through neutrinos, (4) understanding more about what happens in space, and (5) showing other educators that they can work with real scientists on real projects. There could be many variables in response to this prompt and inferences or generalizations. All are acceptable as long as students use evidence from the text in some way to support those generalizations. Student Language Response Example 2 Student gives sufficient reasons to support that Caussade’s working on the Ice Cube project will help him achieve his goals as an educator. Armando Caussade is a teacher who was accepted to work with scientists on a project called Ice Cube in the Antarctica. Ice Cube is the largest neutrinos telescope in the world. Caussade loves astrology so working with a telescope is a perfect fit for him. He wants to learn more about science and this will give him an opportunity to work with real scientists on a real project! Caussade also wants to be a role model for other educators to work with scientists. He can show other educators what he has learned and share the experiences with them afterwards. He might experience seeing neutrinos through Ice Cube and seeing distant galaxies. He also might experience seeing how Ice Cube gets data and how to keep it in good working order. 1 Student gives few or minimal reasons as evidence to support the prompt. Mr. Caussade is a teacher who gets to go to the South Pole and work with real scientists. He will learn a lot about a huge telescope. He will learn how it works and probably see some neat stuff in space. Mr. Caussade can help other teachers too from what he learns. 0 Student presents no evidence to support the prompt. The teacher will go to the South Pole. That is on the bottom of the Earth. Toward RI. 6. 9 Synthesize key details presented in two texts about the same topic, correlating the most important points into one conclusion. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 22

Quarter 4 Pre-Assessment Brief Write Argument Constructed Response Answer Key Organization: Writing Standard W. 6. 1 c Target: 6 a argument writing Brief Write, Organization, W. 6. 1 c, words, phrases and clauses clarify relationships among claims or reasons, Target 6 a Question # 17 Prompt: A student is writing an argumentative letter to teachers, for her school newspaper, about needing more afterschool STEM programs for students. Read the student’s draft and complete the task that follows. (read the draft on student copy) Write an introduction to the student’s argumentative letter that establishes and introduces a clear claim about afterschool STEM programs. Brief Write, Organization, W. 6. 1 c, words, phrases and clauses clarify relationships among claims or reasons, Target 6 a Teacher /Rubric Language Response Directions for scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and detailed. Teacher Language and Scoring Notes: The student response should provide an introduction to the student’s argumentative letter (draft) of 1‐ 2 paragraphs that logically preclude and support the claims of the argument by introducing a clear claim about afterschool STEM programs by supporting the claim with reasonable arguments based on evidence from the provided sources and transition logically into the student’s draft. Some of the evidence from these sources for more afterschool STEM programs could include (from A Bad Robot), that students will (1) learn how to apply engineering techniques and (2) programming skills. Evidence from Field Trip, could include (1) creating more interest in science, (2) learning about space, (3) creating interests in students to have a career in science someday. Evidence from Ice Picks (part 1 and 2), may include (1) learning about what a physicist does, (2) studying the creation of energy and (3) telescopes. Evidence from STEM Educator could include (1) what a STEM educator does, (2) learning about astronomy and (3) ways to help students explore an interest in science. These sources may or may not be quoted or cited from directly but the intent and/or content should be evident in the student’s response in some way. They are not all inclusive. Any information used from the sources is acceptable if it supports the student’s draft (claim) in the prompt. Student Language Response Example The response provides a clear introductory claim about afterschool STEM programs and supports the claim with more than a list of arguments (uses reasoning). The response provides a logical transition to the student’s draft. 2 1 0 Teachers if you came across a motivational and easy way to help your students not only improve their grades, but make smart choices in life and someday be the next Albert Einstein, would you say no? Of course you wouldn’t! The answer is simple. Clearly our school needs to have more afterschool STEM programs! The response provides a partial or limited introductory claim about afterschool STEM programs and supports the claim with limited reasoning but has a few listed arguments. The response provides a limited transition to the student’s draft. STEM is important. It would also be fun to have more STEM programs after school! What do you think? The response provides no adequate claim about afterschool STEM programs and without information. The response provides no transition to the student’s draft. Good choices is all about choosing the right friends and doing the right things. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 23

Grade 6 - Quarter 4 Pre-Assessment Selected Response Answer Key Question 1 Which two quotes from the story are clues about how the outcome will develop in A Bad Robot? Toward RL. 6. 3 DOK 3‐APx (both must be correct) A, B Question Which statement best justifies why Bonnie’s change toward EARL at the end of the story was a good C Question 3 How did Jeremy’s point of view about not being able to attend the science school field trip, explain D Question 4 How does telling the story from the narrator’s point of view most affect the reader? Toward RL. 6 DOK 3‐Cw B Question 5 Which best describes themes of A Bad Robot and Field Trip? Toward RL. 6. 9 DOK 2‐APn A Question 6 How are the text structures of A Bad Robot and Field Trip most different? Toward RL. 6. 9 C choice for Bonnie to have made? Toward RL. 6. 3 DOK 4‐ EVS his reaction to meeting Dr. Helfand? Toward RL. 4. 6 DOK 2‐Ck DOK 2‐ANr Question 7 Literary Constructed Response Toward Standard R. L 6. 7 DOK 4‐SYH Literary Constructed Response 2 pts Question 8 Literary Constructed Response Toward Standard R. L 6. 9 DOK 4‐SYU Literary Constructed Response 2 pts Question 9 What does the location of Ice Cube tell us about neutrinos? Toward RI. 6. 3 DOK 3‐Cu Question 10 Why does the author of Ice Picks, call neutrinos “invisible cosmic messengers? ” Toward RI. 6. 3 DOK 3‐APx C B Question 11 Which is an example of how the author best articulates to the reader the vast dimensions of Ice Cube? Toward RI. 6. 6 DOK 2‐Ck A Question 12 Which statement most supports the author’s emphasis about the importance of gamma rays? Toward RI. 6. 6 DOK 3‐Cw C Question 13 Why is Dr. Jim Madsen mentioned in STEM Educator? Toward RI. 6. 9 DOK 2‐ ANp D Question 14 Which statement most supports the purpose of the article STEM Educator? Toward RI. 6. 9 DOK 3‐EVf B Question 15 Informational Text Constructed Response Toward Standard R. L 6. 6 DOK 3‐APx 3 pts Question 16 Informational Text Constructed Response. T oward Standard R. I 6. 9 Informational Text Constructed Response DOK 4‐SYU 2 pts Write and Revise W. 6. 1 c and Revise 2 pts Question 17 Brief Write 2 pts. Question 18 Choose the two sentences that should be deleted because they are least supportive of the claim in the student’s draft of an argumentative essay. 6. W. 1 b (both must be correct) Question 19 Which two verbs would be more precise and grade appropriate to replace the underlined verbs? L. 6. 2 d Question 20 A student needs to edit his sentences. Which two sentences do not have errors in grammar usage? L. 6. 1 c (both must be correct) Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond A, C D B, D 24

Grade 6 Student Copy Pre-Assessment Quarter 4 Name __________ Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 25

Read the Directions. Part 1 You will read several literary and informational text sources about science. As you read, take notes on these sources. Then you will answer several research questions about these sources. Steps you will be following: In order to help you plan and write your opinion piece you will do all of the following: 1. Read the literary and informational sources. 2. Answer several questions about the sources. 3. Plan your opinion piece. Directions for beginning: You will now read several literary and informational sources. Take notes because you may want to refer to your notes when you later plan your opinion piece. You can refer to any of the sources as often as you like. Questions Answer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your opinion piece. Part 2 You are a student who traveled with a STEM Educator to the Ice Cube project in the Antarctica. You are now returning and have been asked to convince other students to become more interested in science, engineering, technology and mathematics based on your experiences in the Antarctica, by writing an opinion piece. You will: 1. Plan your writing. You may use your notes and answers. 2. Write – revise and edit your first draft (your teacher will give you paper). 3. Write a final draft of your opinion piece. How you will be scored Purpose Do you clearly state your opinion? Do you stay on topic? Organization Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions? Elaboration: of evidence Do you provide evidence from sources about your opinions and elaborate with specific information? Elaboration: of language and vocabulary Conventions Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose? Do you use punctuation, capitalization and spelling correctly? Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 26

A Bad Robot Grade Equivalent: 5. 5 Lexile Measure: 890 L Mean Sentence Length: 11. 51 Mean Log Word Frequency: 3. 24 Word Count: 1256 Source: Read. Works Bonnie Graham just had to admit it: EARL was a bad robot. No longer could she overlook his many faults. He played music that was just embarrassingly bad. He seemed incapable of cool robot things like dancing the robot or cutting steel with his laser eyes. At night his pistons and spinning gears made so much noise that Bonnie could hardly sleep, even when she got really mad and squeezed him into the closet. And then yesterday happened. Bonnie had spent months building her robot. She called it Electronic Armed Robotic Laserdeath (EARL), a name she chose last year when her mother seemed totally cool with the whole laser‐eyed‐robot‐living‐in‐our‐house idea. Bonnie later discovered her mother was joking: the project’s first setback. From there, Bonnie did all the engineering herself. She designed EARL’s remote stabilization system, using an air‐filled bladder in the machine’s belly to keep its torso upright. She machined the hands from steel bearings coated in vulcanized rubber. Bonnie used lathes at her mom’s tool‐and‐die company to sculpt EARL’s face, with slanting eyes and a mouth full of jagged metal teeth, which made him look terrifying and awesome. For 10 months, building EARL consumed all Bonnie’s free time. Her friends at Garrett Morgan High School made a website called Wheres. Bonnie. com, where they posted pictures of Bonnie’s face crudely superimposed onto people climbing the Himalaya Mountains, or shopping in Tokyo. Ok, seriously I don’t remember the last time I saw you after school, Nicole Akmal, one of Bonnie’s closest friends, wrote in an email. Maybe this “robot” is actually that new boy Chas Phelps? Call me, nerd breath. So yesterday Bonnie brought EARL to school. She knew he wasn’t quite ready—his software still had bugs, and sometimes his right leg seized. But she couldn’t handle her friends’ needling any longer, or the weird looks from kids she didn’t know. And man, EARL made one sweet entrance. Trotting up the stairs beside Bonnie, the robot reflected sunlight like a mirror. Everyone fell silent as the two of them passed, and no one heard EARL’s loud buzzing motorized arms and legs over the idling buses. The euphoria didn’t last long. Once inside, EARL noticed all the metal lockers, the tops of which have metal slats reminiscent of the robot’s face. EARL slipped his rubber hand free of Bonnie’s to inspect the lockers, shoving students aside in the process. “EARL. Cancel Directive!” Bonnie said. EARL heard nothing over the din of shrieking students running away in fear. Finally, the robot found a bashed‐in locker door, probably the work of roughhousing football players. More than the other lockers, this one’s bent metal door resembled EARL. The robot grabbed it in both hands and ripped it off its hinges. Bonnie was struck with horror. He’s destroying the school! He’s going to get me expelled! “EARL! CANCEL DIRECTIVE!!” she screamed. EARL froze. The robot’s head spun toward Bonnie as he clutched the locker door closer to his anodized steel chest. “Looks like your stupid robot found a friend, ” said Brian Cotterman, a classmate who always teased Bonnie about her braces. “Shut up, weasel, ” Bonnie shot back. But she was shaking. EARL’s arms could generate 1, 200 pounds of pressure per square‐inch, enough to crush bowling balls. But how could its 2. 1‐gigahertz microprocessor brain, torn right from her dad’s old laptop, possibly malfunction like this? Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 27

A Bad Robot 4. 7 “EARL. Drop, ” Bonnie said. The robot walked to her side, but it did not drop the locker door. Bonnie sighed. Reprogramming the robot and reducing its arm strength meant weeks of work, but this was not the time. “We’re late for homeroom, ” said Bonnie, surprised to hear herself say “we. ” EARL is a tool, Bonnie’s mother kept reminding her, not a friend or a puppy. “Don’t anthropomorphize it, honey, ” Bonnie’s mom said one night after she found Bonnie dancing around her bedroom with the metal contraption. “It’s a walking blender. Never forget that. ” Right, Bonnie thought, standing in the school hallway. Walking blender. With a shaky hand, she took EARL by the elbow and guided him—it!—into homeroom. “Why hello, Bonnie!” said Mrs. Grube, the homeroom teacher for Bonnie’s freshman class. From her open expression, it didn’t seem the teacher had heard the commotion down the hall. “I see you’ve brought your experiment. What is that he’s carrying? ” A wave of suppressed giggles swept across the classroom. “Um, it’s a programming error, ” Bonnie said. “I can fix it. ” “Hmm, ” Mrs. Grube said, pausing for a few uncomfortable seconds, her eyebrows knotted as she figured what to do next. “Well, ” said the teacher, her mood brightening, “We’ve all heard a lot about your robot. Why don’t you tell us about him? ” Bonnie exhaled. “Great!” she said. “EARL. Initiate Demonstration Program 1. ” The robot turned and faced the class. The students’ backs stiffened. Only now did they see thing’s true height. Demonstration Program 1 called for EARL, using his right index finger, to press “Play” on the i. Pod embedded in his chest. The song “Harder, Better, Faster, Stronger” by Daft Punk would flow from speakers in his hips, and EARL would dance, making karate‐chops with his hands as the wheels in his feet executed perfect moonwalks. Unfortunately there was a locker door in EARL’s right hand, and he refused to let go. So the robot defaulted to Demonstration Program 2, tapping the i. Pod with his left index finger. Bonnie watched in horror as her robot waltzed to Celine Dion’s “My Heart Will Go On. ” She had forgotten all about Demonstration Program 2. It was written months ago, back when she doubted EARL could handle pop‐and‐lock dance moves. Tears filled Bonnie’s eyes. She didn’t even like Celine Dion anymore! “EARL! Cancel Directive!” Bonnie shouted. The robot heard nothing over the lyrics. “Near, far, where‐EVER you are!” The terrible screeching caterwauled through EARL’s thigh speakers. “I believe that the heart does go on!” Mrs. Grube’s eyes stood as wide open as her mouth. Bonnie’s classmates pushed back in their chairs, unsure whether to laugh or run for cover. I cannot stand one more second of this, Bonnie thought. As EARL pivoted left in his waltz, she moved in behind him, reached into the seams in the robot’s lower back, and disconnected the red and black clamps holding power lines to EARL’s battery pack. As the big machine slumped to the ground, its collapsing torso squeezed air from the inflated bladder, making a noise like a balloon rapidly losing air. The classroom lost it. Weasel Brian Cotterman and his four stupid friends laughed so hard they fell off their seats and rolled across the floor. Bonnie felt like she might explode. Tears pouring, she bolted out of the classroom. That night Bonnie got her first good night’s sleep in weeks. She was worn out from all the crying. Plus her dad moved his car from the garage and put EARL in there instead, so finally Bonnie couldn’t hear the machine’s clicks and whirs. When she finally woke up, she walked out to the garage and found EARL. He slouched in the far corner, one arm draped over her mother’s drill press, the other wrapped tight around the school locker door. Bonnie smiled. The robot had found some friends, and now it was time for Bonnie to find hers. She took her phone from the pocket of her shorts and called Nikki Akmal. “Hey dorknugget, ” Bonnie said. “What are you doing later? ” Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 28

Field Trip Aditi Sriram Grade Equivalent: 6. 0 Lexile Measure: 980 L Mean Sentence Length: 13. 66 Mean Log Word Frequency: 3. 33 Word Count: 1383 Jeremy couldn't believe his luck. The morning of his 6 th grade field trip to the Rose Center for Earth and Space at the Museum of Natural History, he fell ill. “This can't be, ” he thought. “Science is my favorite subject, and I'm not going to be able to go to the Museum with Mr. Connolly and my friends? ” He pleaded with his parents to let him go to school anyway, but they were firm in their refusal. "The sooner you rest at home, the sooner you'll get better, " his mother said. "Don't be so hard on yourself, champ, " his father said. "We can always go another time. " "I won't be with Mr. Connolly and my science class if I go another time, " Jeremy protested. "It won't be the same. " "It won't be the same if you're feeling ill at the museum either, " his mother said, trying to reason with him. "Now take this medicine and go lie back down. " Jeremy closed his eyes as he swallowed the white tablet with a gulp of water. "What if I feel better before the field trip begins? " "We'll decide then, " his mother said, while his father nodded. Jeremy returned to his bed, fuming. Even though it was sunny outside, he felt a black cloud hovering over his head, threatening stormy weather inside his brain and making him angry. But soon after he lay in bed, the medicine his mother had given him began working, and he fell asleep almost right away. When Jeremy awoke, his room was bathed in darkness. Outside his window it was dark, too. What time was it? Had he slept through the day? Was it the next day? Was it the middle of the night? Jeremy was completely confused. "Mom!" he called out. Jeremy's dad walked into his room with a smile on his face, and wearing his hiking shoes. "Champ! You're awake, " he said. "What time is it? Did I miss everything? " Jeremy's dad put a hand on his forehead and checked for a temperature. Nothing. "Not at all, in fact, you're just in time for your field trip. If you're feeling better, that is. " Jeremy jumped out of bed, stretched and did a little dance. His energy was back. "I'm feeling fine, " he said. "Great. Now put on a sweater and lace up your shoes and follow me. " Jeremy checked the time as he was getting dressed. 8. 05 p. m. It didn't make any sense. Where could he possibly be going with his father so late in the day? Surely the museum was closed and Mr. Connolly had gone home. But Jeremy didn't slow down. He dressed and met his father in the living room, where he was sitting with a man he had never met before, and a peanut butter and jelly sandwich, his favorite. "I have a surprise for you, " his father said. "Jeremy, meet Professor Helfand. He is a professor of astronomy at Columbia University, where they have an observatory. Do you know what an observatory is? " Jeremy nodded. "Mr. Connolly described them to us in class when we began the chapter on planetary science. It's a viewing tower from where you can observe the planets and galaxies through high‐powered telescopes, track their movements, and study their behavior. " Jeremy was talking so fast, he could barely chew on his sandwich. "That's absolutely right, " Professor Helfand said, impressed. "And because you missed your field trip this morning, we're going to pay a little visit to the observatory tonight so that you can have a field trip of your own. " Jeremy couldn't believe his ears. "I'm ready!" he shouted at his dad. "Not so fast, champ. Finish your sandwich, and then we'll go. You haven't eaten anything all day, remember? " "I can't believe I slept all day—but this is the best night of my life!" Jeremy said with a laugh. Jeremy, his dad, and Professor Helfand took the subway to Columbia University, where they walked to the Physics building and took the elevator to the top floor. There were many rooms with all kinds of computers, some big and others small, some that looked like really old machines and others that looked brand new. Most had notebooks next to them, which were filled with charts, numbers, even little drawings of orbits. Professor Helfand explained that each computer was connected to a specific telescope, and that there was one person in charge of each telescope, and observing the movement of one planet, or star. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 29

Field Trip Continued…. Jeremy noticed that some of the charts showed patterns: numbers that repeated, timings separated by exactly one hour. The professor showed him that the repeating numbers were distances between planets, or between planets and their moons, or distances between stars, and showed him how the orbits of these planetary bodies created patterns of collective behavior. "Because of gravitational forces, " he said, "the planets and their moons have fixed orbits, and so they end up being the same distance from each other every so often. Once we have enough of these numbers written down, and have been tracking these planets' trajectories for enough time, we can create models that predict where these planets, and their moons, are going to be one month from now, or one year from now—how far from each other, how far from planet Earth, our moon and our sun. " "I keep forgetting that there is more than one sun in the universe, " Jeremy said after a pause. "How many suns are there? " "That's a great question, and not one that we have the answer to, " Professor Helfand replied. "What we know so far is that planet Earth, and the seven other planets in our solar system, are part of the Milky Way galaxy, which is one of many galaxies in the universe. The farther we can see with our telescopes, and the more patterns and behaviors we can predict and detect of all the celestial bodies we know so far, the more galaxies we can discover, and the more suns we can identify. But it's going to take a lot of work to get there. " "How exciting, " Jeremy said, marveling at the possibilities of discovery in front of them. Jeremy's father called Jeremy over to the central observation deck, where an enormous telescope had been set up and positioned on a specific constellation in the sky. "Can you identify it? " his father asked him. "I think so. The Big Dipper? " "Absolutely right!" Professor Helfand said. "It's part of one of the brightest constellations we can see, called Ursa Major. Here's a little trick about Ursa Major and the North Star. See the two stars on the extreme right, at the bottom of the constellation? " Jeremy looked carefully into the telescope and trained his eyes slowly to the right, where the handle of Big Dipper sank downwards and turned into a trapezoid. "Yes, I see the base of the constellation, " he said. "Perfect. Now, imagine a line connecting those two stars—they're called Merak and Dubhe— and extend it all the way up into the top of the lens. " Jeremy imagined a bright white line connecting the two stars, and stretching past them. It felt like he was connecting the dots in an art book from 2 nd grade, only this way cooler. "O‐k‐ a‐m” he said slowly. He could feel his father's hands on his shoulders, keeping him steady. "What do you see, champ? " his father asked. Jeremy stared into the lens, trying to stay focused. "Oh!" he shouted. "I think I see another star, but it looks bigger than all the others! Is it really a star? " Jeremy squirmed with excitement. "Well done, " Professor Helfand said. "You just located the North Star in our humongous sky. “You know, Jeremy, maybe when you're older, you can join our team and help us look for more constellations and galaxies in the sky. There's so much out there that we have no idea about. Would you be interested? " Jeremy thought about Mr. Connolly and his friends walking around the Rose Center and playing with the kiddie exhibits, while he stood here at the top of the world, looking deep into the sky. "I can't wait, " he said, with a smile on his face as bright as a hundred suns. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 30

1. Which two quotes from the story are clues about how the outcome will develop in A Bad Robot? A. “We’re late for homeroom, ” said Bonnie, surprised to hear herself say “we”. B. “It’s a walking blender. Never forget that. ” C. “She called it Electronic Armed Robotic Laserdeath (EARL). ” D. “We’ve all heard a lot about your robot. Why don’t you tell us about him? ” Toward RI. 6. 3 DOK 3 - APx Identifies the key points (action, episodes, resolution, etc. . . ) that indicate plot change or development. 2. Which statement best justifies why Bonnie’s change toward EARL at the end of the story was a good choice for Bonnie to have made? A. Building a robot is not as easy as it sounds and may not turn out the way it’s expected to. B. Bonnie’s friends did not appreciate EARL so she should have listened to them all along. C. EARL consumed all of Bonnie’s free time and she didn’t have time to be with her friends anymore. D. Building a robot takes more than one person to accomplish. Toward RI. 6. 3 DOK 4 - EVS Justify how a character responds or changes as the plot moves toward a resolution. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 31

3. How did Jeremy’s point of view about not being able to attend the science school field trip, explain his reaction to meeting Dr. Helfand? A. Jeremy knew his father would take him to the Rose Center later so he wasn’t surprised. B. Meeting Dr. Helfand was great because he would rather not have attended the science school field trip anyway. C. Jeremy’s reactions was based on the fact that he did not feel well. D. Meeting Dr. Helfand made up for his disappointment of not being able to see the Rose Center for Earth and Science. Toward RL. 6. 6 DOK 2 - Ck Explain how an author uses point of view in a text as a literary device. 4. How does telling the story from the narrator’s point of view most affect the reader? A. The reader feels he or she is part of the story. B. The reader is learning about Jeremy right along with the other characters through his actions. C. The reader can connect to how Jeremy personally feels. D. The reader is not quite sure of what Jeremy is experiencing. Toward RL. 6. 6 DOK 3 - Cw Answers questions that require describing ways an author uses points of view to influence readers. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 32

5. Which best describes themes of A Bad Robot and Field Trip? A. A lesson learned and A second opportunity B. Don’t make robots and It’s OK to be sick C. We all need friends and what is an observatory? D. Robots don’t belong in school and It doesn’t pay to be sick Toward RL. 6. 9 DOK 2 - APn Applies understanding of how different genre approach themes topics. 6. How are the text structures of A Bad Robot and Field Trip most similar? A. A Bad Robot is a first-person account whereas, Field Trip is written in third-person. B. A Bad Robot is similar to a diary entry whereas, Field Trip is written with a traditional plot and conflict. C. A Bad Robot and Field Trip both have a plot and problem describing how an event unfolded. D. A Bad Robot and Field Trip both have an informational text structure that is written in a traditional narrative form. Toward RL. 6. 9 DOK 2 - ANr Analyzes (compares and contrasts) how different text structures in different genres contribute to their approaches in similar themes and topics. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 33

7. State the point of view the story is being told from and explain how the story would be different if it were told from a different point of view. Use details from the text to support your answers. Toward RL. 6. 6 DOK 3 - EVC Cite evidence to show the author’s point of view is developed in a text for a specific purpose. 8. How did the narrators’ points of view influence the outcomes of both stories “The Bad Robot” and “Field Trip”? Explain the differences. Use examples from both stories. RL. 6. 9 DOK 4 - SYU Synthesizes information across multiple sources or texts for the purpose of comparing approaches to similar themes or topics. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 34

Ice Picks Part 1 Grade Equivalent: 6. 7 Lexile Measure: 930 L Mean Sentence Length: 12. 17 Mean Log Word Frequency: 3. 24 Word Count: 584 Kirsten Weir A new telescope is buried more than a mile beneath the Antarctic ice. Physicist Jim Madsen goes to work in Antarctica during the South Pole summer. Antarctica in the summer has 24 hour sunlit days. But his project, a giant telescope called Ice Cube, requires total darkness. But the sunshine doesn’t affect Ice Cube because it’s located deep within the Antarctic ice, where it is pitch‐black. Ice Cube was made to find tiny invisible particles from space. “We have these particles that we think are the most plentiful in the universe, but they’re almost impossible to detect, ” he says. Almost. . . but not quite. The Ice Cube team has hundreds of scientists from more than 30 countries. The scientists know that the ice‐ covered continent is a perfect place to detect the particles. With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe. Ice Cube is the largest neutrino detector in the world. The dots show where long cables are hung inside deep holes in the ice. Detecting Neutrinos Ice Cube isn’t your normal telescope. It doesn’t show details of Pluto’s surface or take beautiful snapshots of distant galaxies. It doesn’t even point toward the sky. Ice Cube detects neutrinos. Neutrinos are some of the smallest particles in the universe. They are smaller even than atoms. They’re invisible and have hardly any mass. They have no electric charge. Because of this, neutrinos zip easily around space. A neutrino can travel billions of miles through the cosmos, passing right through planets as it goes. Trillions of neutrinos are speeding through your body at this very moment. Neutrinos are very hard to detect, says Madsen. Complete darkness and a large expanse of something clear are essential to find them. Antarctica’s deep, clear ice is perfect for this. Ice Cube is made up of more than 5, 000 basketball‐sized detectors called digital optical modules (DOMs). They’re set on long cables, like beads on a string. Each cable is hung inside a deep hole in the ice. 86 strings are hung inside holes that extend as far as 1. 5 miles below the surface. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 35

Ice Picks Part 2 Mystery Matter Neutrinos come from high‐energy events. Some neutrinos are created on Earth by the nuclear reactions in nuclear power plants. Some are created when cosmic rays (high energy particles from space) crash with atoms in the air. Others are created in the sun. The Ice Cube scientists are not looking at neutrinos that come from those sources. They’re hunting for neutrinos from distant, violent events such as supernovas or gamma ray bursts. A supernova is the death explosion of a huge star. A gamma ray burst is a giant explosion that sends out a blast of high energy. Gamma ray bursts occur once or twice a day somewhere in the universe. What triggers those outbursts? We have no idea, but Ice Cube might help us find out. “If there are neutrinos coming from gamma rays, ” says Madsen, “Ice Cube will tell us something about what could be making all that energy. ” Ice Cube was completed after seven years. Scientists are now looking over the data it has found so far. It’s too soon, though, to say what the telescope has found. The scientists are still figuring out how to know which neutrinos are created in Earth’s atmosphere and which ones come from space. “That’s the tricky part, ” says Madsen. “Up until now, nobody has had a telescope large enough that you could get this information, ” he says. “We’re hoping we’ll find something brand‐new. ” Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 36

Grade Equivalent: 8. 5 Lexile Measure: 910 L Mean Sentence Length: 12. 35 Mean Log Word Frequency: 3. 32 Word Count: 247 STEM Educator Excerpt from Polar. TREC http: //icestories. exploratorium. edu/dispatches/antarctic‐projects/icecube/ Armando Caussade Selected as 2014 Ice Cube Polar. TREC Teacher Since 2009, teachers have gained research experience at the South Pole. Polar. TREC is a National Science Foundation program. It pairs scientists with teachers to provide field experiences to polar regions. Armando Caussade, a STEM teacher from Puerto Rico, will travel to the South Pole, Antarctica. A STEM teacher focuses helping students build careers in science, technology, engineering, and mathematics He will be there during the 2014– 2015 polar season. Caussade is a teacher in Puerto Rico and lectures on astronomy at a University in Puerto Rico. In September 2013, Caussade applied for the Polar. TREC teacher experience. He interviewed and was accepted. Caussade was selected to work with the Ice. Cube team at the South Pole. He will help keep Ice. Cube in good working order. Caussade has a strong understanding of astronomy. Astronomy is easily linked to physics. So, he was paired with physicist Dr. James Madsen has been working from the beginning with the Ice Cube project. Madsen speaks highly of Caussade, “His passion for astronomy was apparent from the first. He has experience with a wide range of audiences. He has worked with high school students, college students, and the public. Caussade sees the experience as a way to explore his own interests in science. He wants to improve his knowledge base. Caussade would like to be a role model to encourage other educators to engage in “real, meaningful research projects” and connect directly with scientists. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 37

9. What does the location of Ice Cube tell us about neutrinos? A. Scientists prefer to learn about neutrinos in a cold and quiet place. B. The location of Ice Cube tells us that neutrinos only exist in the cold climate of the Antarctica. C. The location tells us that neutrinos are more likely to be detected in darkness and in a large clear expanse of land. D. The Antarctica was the perfect place for hundreds of scientists to gather. Toward RI. 6. 3 DOK 3 - Cu Using examples and anecdotes as supporting evidence from the text explain and connect ideas about a key individual, event, or idea. 10. Why does the author of Ice Picks call neutrinos invisible cosmic messengers? A. Neutrinos travel billions of miles through the cosmos, passing right through planets. B. Neutrinos are invisible particles travelling through the cosmos that could give us clues to mysteries of the universe. C. Neutrinos can only be seen through a special telescope. D. Messengers bring or send information. Toward RI. 6. 3 DOK 3 - APx Students analyze in detail an event, idea or individual by providing details about the introduction, illustration and elaboration (use reasoning skills). Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 38

11. Which is an example of how the author best describes to the reader the vast dimensions of Ice Cube? A. “ 86 strings are suspended inside holes that extend as far as 1. 5 miles below the surface. ” B. “Ice Cube is made up of more than 5, 000 basketball-sized detectors called digital optical modules. ” C. “They’re arranged on long cables…” D. “Ice Cube isn’t your typical telescope. ” Toward RI. 6. 6 DOK 2 - Ck Identify the author’s point of view or purpose. 12. Which statement most supports the author’s emphasis about the importance of gamma rays? A. Neutrinos come from various high energy events. B. Gamma rays like cosmic rays can create neutrinos. C. It is the source neutrinos may emerge from that can inform scientists of how energy is produced. D. Gamma rays help inform scientists that a super nova has occurred. Toward RI. 6. 6 DOK 3 - Cw Describe how the author’s point of view or purpose impacts the reader. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 39

13. Dr. Jim Madsen is mentioned in STEM Educator because A. he explains the purpose of the Ice Cube project. B. he works on the Ice Cube project. C. of his interest in neutrinos. D. of his connection to Armando Caussade. Toward RI. 6. 9 DOK 2 – ANp Explain how facts about a person’s life are presented differently in two text types. 14. Which statement most supports the purpose of the article STEM Educator? A. Caussade and Madsen are interested in science. B. Educators can connect directly with scientists. C. Ice Cube could help scientists discover something new. D. Caussade was accepted to participate in the Polar. TREC teacher experience. Toward RI. 6. 9 DOK 3 – EVF Draw conclusions about the similarities‐ differences between a memoir and a biography written about the same person. Which text most accurately portrays the person and why? Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 40

15. Read the quote: “With luck, the invisible cosmic messengers might offer clues to some of the biggest mysteries of the universe. ” How does the author support this statement throughout the article Ice Picks? Toward RI. 6. 6 DOK 3 - EVC Cite specific examples to show the author’s point of view or purpose is supported throughout a text. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 41

16. STEM Educator Armando Caussade was selected as the 2014 Ice Cube Polar. TREC teacher. Based on the article Ice Picks, what kind of events might Caussade experience? How could these experiences help him achieve his goals as a teacher? Toward RI 6. 9 DOK 4 - SYU Gather, analyze and organize multiple information sources from memoirs – biographies about a person for a purpose (essay or speech). Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 42

17. A student is writing an argumentative letter to teachers, for her school newspaper, about needing more afterschool STEM programs for students. Read the student’s draft and complete the task that follows. Brief Write, Organization, W. 6. 1 c, words, phrases and clauses clarify relationships among claims or reasons, Target 6 a First of all, being in a STEM program will be convenient as it will be right here at school. Parents won’t have to pick us up and drive us to another location. Plus there is not extra cost for parents or students. Instead of spending Saturdays watching TV students will want to practice what they’ve learned in STEM programs with enthusiasm. Finally, STEM is beneficial. It will not negatively affect schoolwork because it enhances our school work. Teachers are being trained for STEM activities and we can read and write about what we are doing. Learning to become dedicated in something you love is what STEM is all about. If we are spending our after‐school hours with friends in STEM we are making good choices and are with friends who also make good choices. Write an introduction to the student’s argumentative letter that establishes and introduces a clear claim about afterschool STEM programs. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 43

18. A student is writing an argumentative essay for his teacher, about raising money so the students can go to an observatory. The student wants to revise the draft to be more convincing. Read the draft of the student’s argumentative essay and complete the task that follows. Revise a Text, W 1 b identify techniques to develop opinion or delete details not supporting opinion, Writing Target 6 b Since I’ve been at this school we have not had a field trip to an observatory. I’ve heard teachers say that it’s too expensive and takes too long and that we can learn as much from reading a book. Sometimes I wonder if that’s the real reason. First, let’s look at the expense. If we have a fund raiser to raise money to pay for the buses and the cost of admission to an observatory, then “expenses” will no longer be an issue. Maybe teachers just don’t want to take the time! Secondly what about the argument that it takes too long? After looking at a map I have found that the closest observatory is 45 minutes away. If we leave first thing in the morning we’ll have plenty of time. Finally, can we really learn as much from reading a book? Can a book take the place of actually seeing, touching and experiencing science firsthand? Choose the two sentences that should be deleted because they are least supportive of the claim in the student’s draft of an argumentative essay. A. “Sometimes I wonder if that’s the real reason. ” B. “After looking at a map I have found that the closest observatory is 45 minutes away. ” C. “Maybe teachers just don’t want to take the time!” ` D. “Finally, can we really learn as much from reading a book? ” Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 44

19. A student is writing a report about Ice Cube. Read the sentence from the student’s draft below and then answer the question that follows. Language and Vocabulary, L. 6. 2 d precise language and domain-specific vocabulary, Target 8 Ice Cube was made to find tiny invisible particles from space. Which two verbs would be more precise and grade appropriate to replace the underlined verbs? A. formed, catch B. ready, seek C. prepared, hunt D. created, detect 20. A student needs to edit his sentences. Which two sentences do not have errors in grammar usage? Edit and Clarify L. 61 c, Inappropriate shifts in pronoun number and person, Target 9 A. The robot has long, sharp needles all over their body. B. A telescope is an instrument. It can be used for seeing small items more clearly. C. A student needs to study before they can pass the text. D. If museums want to attract more students, they should advertise on-line. Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 45

Part 2 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). Your assignment: You are a student who traveled with a STEM Educator to the Ice Cube project in the Antarctica. You are now returning and have been asked to convince other students to become more interested in science, engineering, technology and mathematics based on your experiences in the Antarctica, by writing an opinion piece. How You Will Be Scored Purpose Do you clearly state your opinion? Do you stay on topic? Organization Do your ideas flow logically from the introduction to conclusion? Do you use effective transitions? Elaboration: of evidence Do you provide evidence from sources about your opinions and elaborate with specific information? Elaboration: of language and vocabulary Conventions Do you express your ideas effectively? Do you use precise language that is appropriate for your audience and purpose? Do you use punctuation, capitalization and spelling correctly? Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 46

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STOP Close your book and wait for instructions! Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 49

Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct. Literary Text 1 I can find key points that indicate a plot change or development in a text. RL. 6. 3 2 Justify how a character responds or changes as the plot moves toward a resolution. RL. 6. 3 3 I can explain how an author uses point of view in a text as a literary device. RL. 6. 6 4 I can describe ways an author uses points of view to influence readers RL. 6. 6 5 I understand how different genres approach themes and topics. RL. 6. 9 6 I compare and contrast how the text structures of different genres contribute to their approaches in similar themes and topics. RL. 6. 9 7 I can cite evidence to show the author’s point of view is developed in a text for a specific purpose. RL. 6. 6 8 I compare approaches to similar themes or topics across multiple texts. RL. 6. 9 3 2 1 0 Informational Text 9 I can locate specific examples of an event illustrated in a text. RI. 6. 3 10 I can identify a set of examples of how an idea is elaborated on in a text. RI. 6. 3 11 I can identify the author’s point of view in a text. RI. 6. 6 12 I can describe how the author’s point of view or purpose impacts the reader. RI. 6. 6 13 I can explain how or why facts about a person’s life are presented differently in two text types. RI. 6. 9 14 I can draw conclusions about the similarities‐differences between texts (a memoir, biography , etc. . ) written about the same person. RI. 6. 9 15 I can find examples in a text that support the author’s point of view or purpose. RI. 6. 6 2 1 0 16 I can gather, analyze and organize multiple information sources about a person in order to write an essay or present a speech. RI. 6. 9 2 1 0 Writing 17 Write an introduction to the student’s argumentative letter that establishes and introduces a clear claim about afterschool STEM programs. W. 6. 1 c 18 Choose the two sentences that should be deleted because they are least supportive of the claim in the student’s draft of an argumentative essay. W. 6. 1 b 19 Which two verbs would be more precise and grade appropriate to replace the underlined verbs? L. 2. 6 d 20 A student needs to edit his sentences. Which two sentences do not have errors in grammar usage? L. 6. 1 c Rev. Control: 07/02/2015 HSD – OSP and Susan Richmond 50