Grade st 1 Quarter 3 PreAssessment Teacher Directions

Grade st 1 Quarter 3 Pre-Assessment Teacher Directions 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 Sequential Steps toward Standard Mastery. Performance Task at Grade Level.

st 1 Quarter Three 2014 -15 Pre-Assessment Reading: Literature Grade One Targets Standards DOK 3 Word Meanings RL. 4 1 -2 6 Text Structures/Features RL. 7 2 5 Analysis Within and Across Texts RL. 9 4 Reading: Informational Grade One Targets Standards DOK 10 Word Meanings RI. 4 1 -2 11 Reasoning and Evidence RI. 8 3 -4 12 Analysis Within and Across Texts RI. 9 2 -3 -4 Note: There may be more than one standard per target. Standards can have different DOKs per target. Only standards assessed are listed. Narrative Writing and Language Targets Standards DOK 1 a Brief Narrative Write W. 3 a, W. 3 b, W. 3 c, W. 3 d 3 1 b Write-Revise Narrative W. 3 a, W. 3 b, W. 3 c, W. 3 d 2 2 Full Narrative Composition W-3 a, W-3 b, W-3 c, W-3 d, W-4, W-5, W-8 4 8 Language-Vocabulary Use L. 1. 6 1 -2 9 Edit and Clarify L. 1. 1. d 1 -2

This is a pre-assessment to measure the task of writing a narrative text. Full compositions are always part of a Performance Task. A complete performance task would have: Part 1 • A Classroom Activity (30 Minutes) Activity should include 1. New language and vocabulary students may encounter in passages (taught through a source that does not pre-teach the actual passages). Vocabulary that may be new to students in the passages in this assessment may include: wind, sun, stronger, argued, blew, shone, cool air, warm air, heats, hard wind, softly, rises, sea breeze, beach, sky, form, blowing, push, windmill, blades, motor and energy. 2. A video, class/group activity or read aloud to build background about the wind. A U-Tube video/song that has some excellent vocabulary is: https: //www. youtube. com/watch? v=Fw. ZMfkwpp 3 w (35 minutes – Independent work) • 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 (narrative piece). SCORING A Narrative Rubric is provided. Students receive three scores: 1. Organization and Purpose 2. Evidence and Elaboration 3. Conventions Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 3

Order at HSD Print Shop… http: //www. hsd. k 12. or. us/Departments/Print. Sh op/Web. Submission. Forms. aspx Directions The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment. 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 • 3 Point Extended Response Writing • 4 Point Full Composition Rubric (Performance Task) • 3 Point Brief Write (1 -2 Paragraphs) Rubric • 3 Point Write to Revise Rubrics as Needed Research • 2 Point Rubrics Measuring Research Skill Use Quarter 3 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 Components of Part 1 Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it. 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. • • • Plan your essay (brainstorming -pre-writing). Write, Revise and Edit (W. 5) Writing a Full Composition or Speech Components of Part 2 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 narratives: 1. introduction (narrator and/or setting and characters) 2. organization (event sequence) 3. development (narrative techniques such as dialogue, pacing, description reflection, and multiple plot lines) 4. transitions (to sequence events) 5. conclusion 6. conventions of standard English. 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 on-line 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: 01/20/2015 HSD – OSP and Susan Richmond

Pre-Assessment and Learning Progressions The pre-assessments measure progress toward standard mastery Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a base-line 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 CFA Example of a Learning Progression for RL. 2. 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. Throughout the QTR 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. DOK 2 -Cl Finds information using key details to answer specific questions about a new story. END of QTR RL. 2. 1 grade -level 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. It is available at: http: //sresource. homestead. com/Grade-2. html Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 5

Quarter Three 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 Recall specific feeling and sensory (the 5 senses) words in a story read and discussed in class. DOK 1 - Kc Understands and uses Standard Academic Language: words, phrases, story, poem, feelings, taste, L. 1. 5 a Sort touch, smell, words into hear and feel categories (e. g. , (in words and colors, clothing) phrases). to gain a sense of the concepts the categories represent. Not assessed DOK 1 - Ce Identifies appropriate feeling or sensory words or phrases to use when speaking and writing. DOK 1 - Ka DOK 1 - Kc Locate illustrations Define and use in a story. Standard Academic Language: Recall details illustrations, story, about characters, details, describe, setting or events. characters, setting and event. (read and discussed in class) DOK 1 Ka Recall or locate characte rs in a story read and discusse d in class. DOK 1 - Kc Understand use Standard Academic Language: character, experience, compare, contrast, adventures and stories. DOK 1 - Cd Identify a character, a setting and an event sequence in a story (general understandi ng). DOK 1 - Cf Answers questions that require using feeling or sensory words or phrases about a story read and discussed in class. DOK 1 - APg Reads sensory or feeling words using the language structure or word relationships to determine word meaning at a first grade level (i. e. , smelled, smelling L. 1. 4 c). DOK 2 - Ch Concept Understanding Understands that some words or phrases can tell how someone feels (emotional) and some explain how something looks, smells, feels-touch, tastes or sounds. DOK 2 - Cl Give examples and nonexamples of words and phrases that suggest L. 1. 5 c Identify real-life feelings or connections between appeal to words and their use (e. g. , senses in note places at home that stories or are cozy). poems Not assessed DOK 1 - Cd Identify an illustration in a story that helps describe a character, setting or event. DOK 1 - Cf Answer who, what, when, where and how questions about literary elements (characters, Identify text details – setting and words – that help events). describe a character, setting or event. Not assessed DOK 1 – DOK 2 - Ch Cf Ci Answers Summari Concept who, ze a Developm what, character ent when, ’s Understan where or adventur ds that how e in a stories tell questions story about read in experienc specific class. es and experienc adventure es of characters s. (and gives examples). DOK 2 - Cl Locate informatio n about characters’ adventures or experience s in two stories. DOK 2 - Ch Concept Development Explain how details and illustrations are used by an author to describe characters, setting or events. DOK 2 ANp Lists on a graph details about the adventur es or experienc es of 2 character s. DOK 2 - Cl Locate illustrations and details that answer specific questions about characters, setting or events. DOK 2 - APm Use context of stories or poems to identify words or phrases that suggest feelings or appeal to the senses. L. 1. 4 a Use sentence-level context as a clue to the meaning of a word or phrase. DOK 2 - APn Obtain and interpret information using illustrations and details to describe characters, setting, or events. DOK 3 APx Distinguishe Determin s which e details in a similaritie text show s and similarities differenc and es differences between in characters’ s’ experiences adventur or es in a adventures. new text. DOK 3 - Cu DOK 3 - EVS Write a concluding sentence about the main differences and similarities of character’s experiences or adventures. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond Standard RL. 1. 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Standard RL. 1. 7 Use illustrations and details in a story to describe its characters, setting, or events. DOK 4 – SYU Standard RL. 1. 9 Compare and contrast the adventures and experiences of characters in stories. 6

Quarter Three 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. Path to DOK - 2 Path to DOK - 1 End Coal Not assessed DOK 1 - Ka Recalls the meaning of specific words and phrases asked about a text read and discussed in class. DOK 1 - Kc Use and understand Standard Academic Language: ask, answer, question, determine, clarify, meaning, word, phrases and text. DOK 1 - Ce DOK 1 – Cf Select Ask and answer words or who, what, when, phrases why, and how connected questions about to a text words and phrases read and in a text read and discussed in class when asked. L. 1. 6 Path to DOK - 1 DOK 2 – APg DOK 2 – Ch Use language structure (pre/suffixes) and word relationships to help determine the meaning of words. L. 1. 4 b Uses frequently occurring root words (looks, looked) to help determine meaning. L. 1. 4 c SELECTED RESPONSE Concept Developme nt: Understand s that word and phrases have specific meaning in a text. DOK 2 – APm Use context to help ask or answer questions about the meaning of unknown words or phrases. L. 1. 4 a SELECTED RESPONSE Path to DOK - 2 L. 1. 5 d Distinguish shades of meaning among verbs differing in manner (e. g. , look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e. g. , large, gigantic) by defining or choosing them or by acting out the meanings. DOK 1 - Kc Retell Understands and specific uses Standard points from Academic a text read Language: and identify reasons, discussed author, support, in class. points and text. DOK 1 - Cf Answer who, what, when, where and how questions about specific points in a text read and discussed in class. Path to DOK - 1 End Goal DOK 2 - Ch DOK 2 - Ci Concept Uses a Development: summarizing Understands sentence frame to that reasons explain the are details reasons of a that tell or specific point (i. e. , explain WHY. The author said ___ because ___). SELECTED RESPONSE DOK 2 - Cl DOK 2 - ANs Matches Locates teacherrelevant points provided (points that are reasons to important) in a specific points new text about in a text (which a topic. reasons explain __? ) SELECTED RESPONSE Path to DOK - 2 DOK – 3 EVC DOK 3 - Cu Standard Identifies the RI. 1. 8 Identify reasons an author gives to support points in a new text points in an (will lead to main informational text. idea and key details in upper grades). CONSTRUCTED RESPONSE Path to DOK - 3 End Goal Not assessed DOK 2 DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf Ch Recall basics Understand Answers Concept facts from s and use questions Develop two texts Standard requiring ment read and Academic student to Understa discussed in Language: explain nds that class. Similarities, information two texts differences, found in on the between illustrations, same illustrations, descriptions topic will descriptions, or have procedures. similaritie and topic. s and differenc es. RI. 1. 4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Path to DOK - 3 Not assessed DOK 1 - Ka Standard DOK 2 - Ck DOK 2 - Cl Identifies Practices or explains locating the information purpose of from two an texts about illustration, the same a topic (i. e. , description which text or uses an procedure illustration (in general). to show ____? ). SELECTED RESPONSE DOK 2 - APn Lists information found in two texts’ illustrations, descriptions or procedures to obtain and show understanding of a topic (can categorize information on a graphic organizer). DOK 1 - ANo DOK 2 - ANt Identify specific Identify basic text features similarities of (titles, two new texts captions, on the same etc. . . )within topic. illustrations, Identify basic descriptions or differences procedures in between two order to new texts on answer the same topic. questions about a text. SELECTED RESPONSE DOK 3 - ANy Standard Analyze RI. 1. 9 Identify similarities of basic similarities information in in and differences two new texts on between two the same topic texts on the same and differences topic (e. g. , in between two illustrations, new texts on the descriptions, or same topic procedures). (graphics, paragraph prompt, speech, discussions, etc. . . ) CONSTRUCTED RESPONSE Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 7

R E- Grade 1 read S SOMETHING NEW E EXPLAIN MORE A AGAIN and AGAIN R RELEVANT OR NOT? C CONCLUDE H HAVE EVIDENCE Write one new key idea you learned about the main topic. . Instruct students to look at a part of the 1 passage they liked or one you’ve chosen for. them (a paragraph or section). Ask students “Does this part of the paragraph or section tell you something new about the main topic? topic (remind them of the main topic). This is a key idea about the main topic Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. Ask students to look for key details that explain more about the “something new. ” key details give evidence to support a key idea (or idea). Remember students will need to have a notetaking form for each passage. 2 Example if the main topic is about dogs and. . . “The dog likes to play, ” (is the key Idea), Idea Then some key details might be: • the dog likes to play fetch. • the dog likes to play with the ball. 3 Differentiation: In grade one you can scaffold students by starting with writing just a key idea and move toward writing key details. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach part in a mini lesson. These concepts can be taught separately: • Main topic • Key Ideas • Key Details ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 8

Grade 1 Note-Taking Form Name___________ Passage_________ Write one new key idea you learned about the main topic. Explain more key details about the new key idea you learned. You can use words and pictures to tell about it. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 9

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 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Question # 7 Prompt: What details in the illustration and text help the readers to know more about the setting in The Wind and The Sun? Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to locate and select information about specific illustrations and text (need both) that give an indication of the story setting. The response gives sufficient evidence of the ability to interpret and integrate the connections between the story and the illustrations. The response prompt should show an integration of both the story and the illustration details selected that support the setting of the story. Details from the illustration that students could use in their response may include: (1) the setting is outside, (2) the boy is outside and (3) the sun and wind show it is outside. Details from the text that students could use in their response may include: (1) the wind and sun saw a boy walking – which infers being “outside, ” (2) the boy had on a coat which infers that it may have been a cold day to begin with, (3) the boy took off his coat which infers it was eventually a warm day, (4) it was a windy day when the wind blew and (5) it was a hot day when the sun shone. Student “Language” Response Examples 2 1 0 The student locates and selects information about the setting of the story and interprets/integrates that information to explain how the details and pictures help the readers understand more about the setting. The setting of this story is outside. The picture shows the boy is outside. The sun and the wind are always outside, so it has to be outside. The outside is first cold because the boy has a coat on in the story. Then it is hot because the sun shines. The boy takes his coat off to show it is hot. The student locates and selects some or minimal information about the setting of the story and interprets/integrates that information to explain how the details help the readers understand more about the setting but with little reference to details from the text or illustration. The setting is where the boy and sun and wind are. They are outside. The student does not give enough evidence of the ability to locate, select, interpret and integrate information. The setting is where something happens. Toward RL. 17 DOK 2 - APn Obtain and interpret information using illustrations and details to describe characters, setting, or events. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 10

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 3 Pre-Assessment Constructed Response Answer Key Standard RL. 1. 9: 3 - Point Reading Constructed Response Rubric Question #8 (prompt): What lesson can readers learn from The Wind and The Sun ? Explain why you think so. Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy. ” Teacher Language and Scoring Notes: Sufficient Evidence (conclusion or central idea) of the prompt would be a complete answer to the prompt along with an explanation about why the student chose the specific lesson the story could teach readers. Specific identifications (key details) that support the lesson the story could teach readers depends on the student response. The response must be logical and “make sense, ” to the inferences in the story or connected to the story details in someway. Student responses should include, however, comments that address one or some of the following: (1) arguing, (2) boasting, (3) daring or competing, (4) never thinking you’re wiser or stronger than others or you could be proven wrong, (5) getting along is better, (6) is winning important or not, and (7) what the sun or wind might have learned about being right or wrong. Any response is accurate if supported by logical details from the text. Full Support (other details) could include specific details alluding to the above such as, (1) the wind boasted, (2) the sun boasted, (3) the wind began the boasting, (4) both the sun and wind argued, (5) both tried to prove they were right, (6) the wind could not remove the boy’s coat because… and (7) the sun removed the boys coat by…. The student gives a proficient response by stating a specific statement of a lesson readers could learn from the story and supporting that statement with logic and textual evidence or details. 3 2 1 0 The lesson readers can learn is to not always think you are better than other people. The wind said he was strongest. Then the sun said he was. They argued a lot. They both tried to show who was the strongest. In the end the sun was the strongest. I think the sun won because the wind started the argument and it shows he wasn’t the best. It is kind of like you should not brag. The student gives a partial response by stating a somewhat specific statement of a lesson readers could learn from the story and supporting that statement with partial logic and textual evidence or details. This story gives a good lesson to be nice to others. If the wind was nice this would not have started the fight. The student gives a minimal response by stating a vague lesson readers could learn from the story but with little or no supporting logic or details from the text. I learned a lesson to button my coat outside. It could be windy. The student provides no evidence of stating a lesson or providing logical details from the text or illustration. Wind can blow hard and the sun can be very hot. Toward RL. 1. 9 DOK 3 - EVS Write a concluding sentence about the main differences and similarities of character’s experiences or adventures. Rev. Control: 01/20/2015 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 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Question # 15 Prompt: Tell why the wind is important. Use examples from both articles. Teacher /Rubric “Language Response” The response: gives sufficient evidence of the ability to locate and select information about the prompt. Sufficient evidence that students can find and select information about the prompt would include facts/details students write about from both passages about what makes wind important. Students should be encouraged to use their notes. 3 -5 examples are sufficient (if they are from both passages). The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. Students interpret when they select facts as relevant evidence to support the prompt and integrate when they write about their evidence. Relevant evidence can include that the wind is Important for a reason. Reasons should be stated (i. e. , wind pushes birds, wind makes mountains, wind helps seeds to grow, wind blows leaves off trees, wind cools us in the summer with a sea breeze, etc. . . ). Student “Language” Response Example Student gives 3 - 5 sufficient reasons as evidence explaining why the wind is important from both passages. 2 1 0 The wind is important for a lot of reasons. The wind helps the leaves blow off of trees. In the summer you can feel a soft sea breeze on the beach. That can help you feel not so hot. Did you know wind can help make energy too? The wind blows a windmill’s blades around and it helps make a motor go. Wind can even help a bird fly when it pushes it. Student gives 1 - 2 limited reasons as evidence explaining why the wind is important (limited means few details). The student does use examples from both passages. The wind blows a lot. It makes the beach cool and it makes mountains too. The students does not give enough relevant information to answer the prompt. Wind makes my hair blow. I don’t like it. Toward RI. 1. 8 Research Target 2: Locate, Select, Interpret and Integrate Information. RI. 1. 8: Identify reasons an author gives to support points in an informational text. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 12

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 3 Pre-Assessment Research Constructed Response Answer Key Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question #16 Prompt: Tell facts you learned about the wind from both articles. Teacher /Rubric “Language Response” The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information (or… such as fact from opinion) about the prompt. Relevant information from Article 1 could include (1) air is all around, (2) when air moves it makes wind, (3) warm air goes up and meets cool air, (4) winds can be hard or soft and (5) a sea breeze is a soft wind. Relevant information from Article 2 could include (1) wind make mountains, (2) wind moves plant seeds, (3) wind pushes birds and kites, (4) wind helps make energy and (5) any information about how wind moves windmills mentioned in Article 2. Student “Language” Response Example Student presents sufficient relevant facts learned about the wind from both articles (student does not need to mention each fact). 2 In the first story, I learned how wind is made. The sun shines down and makes the land warm. This makes the air warm too so it goes up. Warm air goes up. Then when it goes up it meets the sky where the cold air is. When warm and cold air meet it makes the wind! This is like the sea breeze wind. First the warm air goes up from the beach. Then it meets the cool sea air and makes a sea breeze. In the next story I learned that the wind blows rocks and dirt. When this happens it makes mountains. The mountains take many years to become mountains. Wind blows seeds to new places and then they grow. The wind can do lots of things! Student presents partial or minimal relevant facts learned about the wind from both articles. 1 Wind is really neat. I feel wind sometimes and it hurts my ear. Wind happens when cold and warm air meet. I think that’s why when I feel wind sometimes its cold and sometimes its hot. Wind can push birds and kites around too. 0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt. Wind blows at my school and makes me feel bad. Toward RI. 1. 9 Research Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI. 1. 9 Identify basic similarities in and differences between two texts on the same topic (e. g. , in illustrations, descriptions, or procedures Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 13

Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2 -3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension. Quarter 3 Pre-Assessment Brief Write Constructed Response Answer Key Organization: Conclusion W. 1. 3. c Target: 1 a In your concluding statement, use temporal words to signal event order. W. 3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Prompt #17: Read the story below. Write an ending for the story that solves the problem. The Sad Cow One day a cow went to drink water from a big tank. The wind was blowing, but the windmill blades did not turn around. The motor did not pump water into the big tank. The cow was sad. Write a Brief Text, W. 3 b Temporal Words Target 1 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 “lengthy. ” Teacher Language and Scoring Notes: The student response should provide a conclusion (1 -2 sentences) that logically follow and support the preceding information about the Sad Cow transitioning from the beginning to the end using specific temporal words to signal event order as this is the central focus of this brief write. The student will show that they recognize event sequence from the beginning of the story to the ending by using temporal words to signal event order. These words may include but are not limited to: (1) then, (2) but, (3) finally, (4) next, (5) and so, and (6) now (etc. . ). The conclusion should make sense and support the preceding information about the Sad Cow. Student “Language” Response Examples for a Brief Write 2 The brief write transitions from a beginning to a conclusion using temporal transitioning words to signal an event order that follows logically from the preceding information. Then, a farmer came by and saw that the cow was sad. He looked at the big water tank. “Oh no, ” it is empty. So the farmer fixed the windmill blades. Now the cow has water and is happy. 1 The brief write transitions from a beginning to a conclusion using at least one temporal transitioning word to signal an event order but vaguely or somewhat follows logically from the preceding information. A farmer saw the broken windmill and water. So the farmer fixed it. 0 The brief write does not show transitions from a beginning to a conclusion. The motor got fixed. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 14

W. 1. 3 Write narratives in which they recount two or more appropriately sequenced events , include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Narrative Full Composition Performance Task Score “ 4” Example score 4 Rubric Student Explanation Statement of Purpose/Focus and Organization Statement of Purpose/Focus Organization Development: Language and Elaboration of Evidence Language and Vocabulary Conventions Beginning establishes engaging context for story line/events (e. g. , asks a question; starts with action or feelings) Effectively presents and maintains focus (controlling idea) of story line Has a beginning, middle, and an ending with a sense of closure(e. g. , a lesson learned –next time…; he never did that again) Variety of transitions used appropriately Chronology is logical Relevant, concrete details create vivid images or ideas Effective use of dialogue, sensory and concrete details, strong verbs to advance the action; or to show characters’ motivation, development or growth, change in the text. Maintains consistent narrator’s voice Uses precise language and sentence variety (simple, compound, with phrases) May use figurative language (e. g. , imagery) Edits with support from peers, adults, resources Has few or no errors in grammar, word usage, mechanics as appropriate to grade (e. g. , uses conventional spelling for words with common patterns) The student establishes the story line and engages the reader when the rabbit asks a questions and expresses feelings about wanting to go outside. The student has a beginning, middle and an ending in sequential order that moves forward with transitional words. The student elaborates on the topic of wind by using concrete details and some sensory words as well as dialogue to advance the action in the story. The student’s voice is knowledgeable about the information. The student knows uses precise vocabulary (windmill, blades, motor, blow, etc…) and a variety of sentence structures. The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade. The student is beginning to use some quotes for dialogue, but not scored in grade one. Performance Task: You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a long walk to learn more about the wind. You will use details to help you write your story from all of the passages you have read. Then, you will tell the following: 1. 2. 3. 4. Where is the setting? Who is the character? What happened along the way? What did the character see, hear and feel? What did the character learn about the wind on the walk? Exemplar Student Writing Sample: Conventions for grammar and mechanics are used appropriately throughout. Dialogue is in the beginning stages. Engages reader and Establishes storyline Jo. Jo was a rabbit sitting in his house hole with his mom. He wanted to go outside but his mom said “It is too windy. ” “Please, please, ” he said. I like the wind. OK said mom. We can go on a windy walk and you can learn about the wind. Transitional words move story in event order. Uses topic vocabulary from texts. So, So Mom and Jo. Jo went walking in the wind. Jo said “What is that feeling? ” that is wind on your face mom said. It is blowing air. See the leaves blow off the trees? “Will I blow away, ” he said. Next, Next Jo. Jo’s ears blew straight up in the wind! Then, Then Jo. Jo saw something strange. Mom said it was windmill! The wind made it turn around. It made a motor go vroooom! That made a big noise and scared Jo. What is that in the wind I see Jo. Jo said? Those are flower seeds! The wind helps them by blowing them where they can grow! Has a clear and logical conclusion. Elaborates with concrete, sensory details and dialogue. Finally, It was time to go home. It was windy but it was fun. But Jo. Jo missed his nice warm house hole in the ground. Jo learned that wind is blowing air and it can make things work like windmills. It can blow seeds to make flowers. After Jo. Jo and mom got home they took a long nap. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 15

Productive modalities*: Ways in which students communicate to others (e. g. , Speaking 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 gradeappropriate speech and writing 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. 9 - create clear and coherent grade-appropriate speech and text ELP 1 st Grade Band Standards Organized by Modality 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 1 st Grade can. . . 1 …express a preference or opinion about a familiar topic. 2 3 …express an opinion about a a familiar topic or story, & give a reason for the opinion. 4 5 …express opinions about a variety of texts & topics, & give a reason for the opinion. …express opinions about a variety of texts & topics, introducing the topic & giving a reason for the opinion, & providing a sense of closure. 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. Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

Narrative Writing Pre-Assessment Student and Class Scoring: Scoring Key: Total # Correct 1 = Emerging 0 -4 2 = Developing 5 - 7 3 = Proficient 8 - 10 4 = Exemplary 11 - 12 School Year: 2014 -15 Grade: Teachers Name: School: Focus and Elaboration and Conventions Student ELP Organization Evidence Total Score Student Name: 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 4 Total Students 0 To use the Excel Version of this Score sheet. http: //sresource. homestead. com/index. html % Proficient % Exemplary 25% 75% 25% 50% 50%

Grades K - 2: Generic 4 -Point Narrative Writing Rubric Score Statement of Purpose/Focus and Organization Statement of Purpose/Focus Development: Language and Elaboration of Evidence Organization Conventions Language and Vocabulary Beginning establishes engaging context for story line/events (e. g. , asks a question; starts with action or feelings) Exemplary Effectively presents and maintains focus (controlling idea) of story line Uses a combination of drawings, dictation, and writing (K) Event/ series of events is supported with key elements (gr K-2) Proficient Has title (gr 1 -2) and clear focus (gr K-2) Has a beginning, middle, and Relevant, concrete details Maintains consistent an ending with a sense of create vivid images or ideas narrator’s voice closure(e. g. , a lesson learned Effective use of Uses precise language –next time…; he never dialogue, sensory and sentence variety did that again) concrete details, strong (simple, compound, Variety of transitions verbs to advance the action; with phrases) used appropriately or to show characters’ May use figurative Chronology is logical motivation, development or language (e. g. , growth change in the text. imagery) Clear order of events; Details include nouns, verbs, Appropriate use of provides a reaction (K) and adjectives words (singular-plural) Has beginning, middle, May use dialogue, sensory or and prepositional and end or problem solution concrete details for effect (gr phrases (gr 1 -2) Produces variety of Uses basic transitions Elaborates on actions, complete sentences – (e. g. , before, after, then, reactions, motivations, orally (K) or in writing next, later) to show event thoughts, or feelings orally Uses adult/peer order or or in writing feedback to chronology (gr 1 -2) revise Edits with support from peers, adults, resources Has few or no errors in grammar, word usage, mechanics as appropriate to grade (e. g. , uses conventional spelling for words with common patterns) Edits with support from peers, adults, or resources (gr 2) Minor errors do not interfere with reader’s understanding Beginning has some context (when, why, etc. ) for story line/events Includes key elements (characters, problem or Developing main event) and attempts to establish a central focus Has beginning, middle, and end, but some parts need work or need more clarity (e. g. , may have digressions or gaps in the story; sequence or connection of events is not clear) Transitions are lacking or cause confusion Attempts a beginning, middle, and end, but one or more parts are missing or generic (e. g. , once upon a time…; the end) 4 3 2 Beginning may have confusing context or no context for story line/events Lacks key elements of the story line/events (character(s), problem, Emerging or main event) 1 0 Some elaboration strategies are evident in drawings or writing, or added with support/questioning from peers or adults Uses some details or dialogue to elaborate on images or ideas (actions, thoughts, feelings) Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences Uses adult/peer feedback torevise Edits with support from peers, adults, or resources (gr 2) Uses grade-appropriate basic mechanics and word use with some errors Attempts to add details to drawings or writing are random, generic (e. g. , good, nice, pretty), or may seem irrelevant to story line OR May identify literary elements (characters, setting, action) without any added description or details Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing Uses adult/peer feedback to revise Edits with support from peers or adults(gr 2) Grade-appropriate mechanics are not used or have frequent errors 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: 01/20/2015 HSD – OSP and Susan Richmond 18

Quarter 3 Pre-Assessment Selected Response Answer Key Question 1 Why would the boy sit under the shade tree? Toward RL. 1. 4, DOK-2 Ch B Question 2 What does the sentence mean? Toward RL. 1. 4, DOK-2 APm A Question 3 How are both the wind and sun the same? Toward RL. 1. 7 DOK-2 Cd C Question 4 What two things did the boy do? Toward RL. 1. 7, DOK-2 Cf (must have both correct) A, C Question 5 What do the wind and the sun say to each other? Toward RL. 1. 9 DOK-1 Cl A Question 6 What details explain why the sun was able to take off the boy’s coat? Toward RL. 1. 9 DOK-1 Cu C Question 7 Literature Text Constructed Response Question 8 Literature Text Constructed Response Question 9 What word means about the same as pushes? Toward RI. 1. 4 DOK-2 APg Question 10 Which phrase in the sentence tells you what a breeze is? Toward RI. 1. 4 DOK-2 APm A D Question 11 Which sentence tells the most about the wind? Toward RI. 1. 8 DOK-2 Ci C Question 12 Why does the author tell readers about warm and cool air? Select the best reason? Toward RI. 1. 8 DOK-2 CL B Question 13 Look at both articles about wind. Which paragraph would you read to learn about hard and soft winds? Toward RI. 1. 9 DOK-2 CL D Question 14 Which paragraph can tell you about how mountains are made? Toward RI. 1. 9 DOK-1 ANo C Question 15 Informational Text Constructed Response Question 16 Informational Text Constructed Response Write and Revise Question 17 Brief Write W. 1. 3 c Question 18 Which sentence could be added to the end of the paragraph? W. 1. 3 d D Question 19 Which word or phrase helps the reader best understand the meaning of the word form in the sentence below? L. 1. 6 B Question 20 Which word should go in the blank to finish the sentence? L. 1. 1 d B Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 19

Grade st 1 Student Copy Pre-Assessment Quarter 3 Name__________ Directions: Read each story. Then answer the questions about the story.

Student Directions: Part 1 Your assignment: You will read three texts. 1. Read both texts. 2. Take notes about the texts. 3. Answer the questions. Part 2 Your assignment: You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a long walk to learn more about the wind. You will use details to help you write your story from all of the passages you have read. Then, you will tell the following things in your story: 1. 2. 3. 4. Where is the setting? Who is the character? What happened along the way? What did the character see, hear and feel? What did the character learn about the wind on the walk? 1. Plan your writing. You may use your notes and answers. 2. Write – Revise and Edit your first draft. 3. Write a final draft about the character who is going on a long walk to learn more about the wind. How. Did. You Will Scored you tell whatbe happened? Did you tell about a character Purpose and setting? Organization Did you tell what happened from beginning to end? Elaboration: of evidence Did you use details from all of the passages? Elaboration: of language and vocabulary Conventions Did you use describing words to show what the character saw, heard and felt? Did you follow rules for capitals, punctuation and spelling? Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 21

Grade Equivalent: 1. 7 Lexile Level: 590 The Wind and The Sun an Aesop Fable One day the wind said to the sun, “I am stronger than you!” The sun said, “No, I am the strongest!” The wind and sun argued back and forth most of the day. The next day they started to argue again. Then the wind and the sun looked down and saw a boy walking down the street. The boy had on a long, heavy coat. First, the wind said, “I can take off the boy’s coat!” But quickly afterwards, the sun said, “I can take off the boy’s coat!” Again they argued and argued about who was the strongest of the two. Will the sun win? Will the wind win? Who can take off the boy’s coat first? Then, the wind blew strong air, so strong that the boy could hardly walk. The harder the wind blew, the tighter the boy held unto his coat on. The wind blew until he was tired, but he still could not take off the boy’s coat. Now it was the sun’s turn. He sent his light upon the boy. The sun did not have to do much. He shone upon the boy’s head and back, until the boy became so warm, that he took off his coat and sat under a shade tree. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 22

1. Why would the boy sit under the shade tree? A. to stay warm B. to stay cool C. He liked trees. D. He was tired. Toward RL. 1. 4 DOK 2 – Ch L. 1. 5 c Identify real-life connections between words and their use (e. g. , note places at home that are cozy). 2. Read the sentence. The sun sent his light upon the boy. What does the sentence mean? A. The light shines on the boy. B. The sun sat on the boy. C. The sun had light. D. The wind sent light to the boy. Toward RL. 1. 4 DOK 2 – APm Use context of stories or poems to identify words or phrases that suggest feelings or appeal to the senses. 23 Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

3. How are both the wind and sun the same? A. Both made the boy take off his coat. B. Both could blow wind at the boy. C. Each believed he was the strongest. D. Both could shine on the boy. Toward RL. 1. 7 DOK 1 - Cd Identify text details – words – that help describe a character, setting or event. 4. What two things did the boy do? Choose 2 answers. A. The boy held his coat on tight when the wind blew. B. The boy ran from the wind. C. The boy took off his coat when the sun sent light on him. D. The boy did not take off his coat. Toward RL. 1. 7 DOK 1 - Cf Answer who, what, when, where and how questions about literary elements (characters, setting and events). 24 Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

5. What do the wind and the sun say to each other? A. "I can take off the boy’s coat. ” B. “I can make the boy walk. ” C. “I can make the boy tired. ” D. “I can make the boy warm. ” Toward RL. 9 DOK 2 - Cl Locate information about characters’ adventures or experiences in two stories – note: only 1 text is used thus students locate information about two characters. 6. What details explain why the sun was able to take off the boy’s coat? A. “The wind blew strong air. ” B. “I can take off the boy’s coat. ” C. “He sent his light upon the boy. ” D. “I am the strongest. ” Toward RL. 9 DOK 3 - Cu Distinguishes which details in a text show similarities and differences in characters’ experiences or adventures. 25 Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

7. What details in the illustration and text help the readers to know more about the setting in The Wind and The Sun? Toward RI. L. 7 Toward RL. 1. 7 DOK 2 - APn Obtain and interpret information using illustrations and details to describe characters, setting, or events. 8. What lesson can readers learn from The Wind and The Sun? Explain why you think so. Toward RL. 1. 9 DOK 3 - EVS Write a concluding sentence about the main differences and similarities of character’s experiences or adventures. 26 Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

Wind Article 1 Grade Equivalent 1. 2 Lexile: 520 1 Air is All Around You Did you know that air is all around you? When air moves it makes wind. You can feel wind on your face. You can see wind blow leaves off a tree. 2 What Makes the Wind? Have you ever wondered what makes the wind? The sun heats the land. The warm land air goes up to the sky and clouds. Cool air is in the sky. When the cool air meets the warm air it makes the wind. 1. 2. 3. 4. Sun warms the land. Land warms the air. Warm air rises. Cool air moves down to meet the warm air. 3 What Makes a Sea Breeze? Do you like hard winds or soft winds? Some winds blow very hard but some winds blow softly. Soft blowing wind is called a breeze. If you feel a soft wind in the summer at the beach, it is a sea breeze. Warm beach air rises up to the sky. The air above the sea is cool. When the cool sea air meets the warm beach air it makes a sea breeze wind. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 27

What Can Wind Do? Article #2 Grade Equivalent 1. 5 Lexile: 580 Did you know that wind is very important? What can wind do? 1 Wind Makes Mountains When wind blows and blows it picks up rocks and dirt and moves them to another place. This makes mountains. It takes many years for mountains to form. 2 Wind Helps Plants Wind helps plants. It can make new plants by blowing their seeds to new places. 3 Wind Pushes Birds know where to fly because the wind pushes them in a certain direction. Wind can help push airplanes and kites too. 4 Wind Makes Energy Windmills need wind to help make energy. First the wind blows. The wind moves the windmill’s blades. Then the blades turn around. When this happens it starts a motor. The motor helps make energy. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 28

9. Read the sentence. The wind pushes the birds in the right direction. Which word means about the same as pushes? A. moves B. stops C. jumps D. starts Toward RI. 1. 4 DOK 2 – APg Use language structure (pre/suffixes) and word relationships to help determine the meaning of words. L. 1. 4 b Uses frequently occurring root words (looks, looked) to help determine meaning. L. 1. 4 c 10. Read the sentence: Soft blowing wind is called a breeze. Which phrase in the sentence tells you what a breeze is? A. blowing wind B. hard wind C. calling wind D. soft wind Toward RI. 1. 4 DOK 2 – APm Use context to help ask or answer questions about the meaning of unknown words or phrases. L. 1. 4 a Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 29

11. Which sentence tells the most about the wind? A. Some winds blow hard. B. Some winds are soft. C. Wind can do many things. D. You can feel wind on your face. Toward RI. 1. 8 DOK 2 - Ci Uses a summarizing sentence frame to explain the reasons of a specific point. 12. Why does the author tell readers about warm and cool air? Select the best reason. A. To help the reader know how warm air feels. B. To help the reader understand what makes the wind. C. To help the reader understand about cool air. D. To help the reader know that wind blows. Toward RI. 1. 8 DOK 2 - Cl Matches teacher-provided reasons to specific points in a text (which reasons explain __? ) Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 30

13. Look at both articles about wind. Which paragraph would you read to learn about hard and soft winds? A. Air is All Around You B. Wind Makes Energy C. Wind Pushes Birds D. What Makes a Sea Breeze? Toward RI. 1. 9 DOK 2 - Cl Practices locating information from two texts about the same topic (i. e. , which text uses an illustration to show ____? ). 14. Which paragraph can tell you about how mountains are made? A. What Makes the Wind? B. Wind Helps Plants C. Wind Makes Mountains D. Wind Makes Energy Toward RI. 1. 9 DOK 1 - ANo Identify specific text features (titles, captions, etc. . . )within illustrations, descriptions or procedures in order to answer questions about a text. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 31

15. Tell why the wind is important. Use examples from both articles. RI. 1. 8, Research Target 2 Toward RI. 1. 8 DOK 3 - Cu Identifies the reasons an author gives to support points in a new text (will lead to main idea and key details in upper grades). 16. Tell facts you learned about the wind from both articles RI. 1. 9, Research Target 3 Toward RI. 1. 9 DOK 3 - ANy Analyze similarities of information in two new texts on the same topic and differences between two new texts on the same topic (graphics, paragraph prompt, speech, discussions, etc. . . ) Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 32

17. Read the story below. Write an ending for the story that solves the problem. The Sad Cow One day a cow went to drink water from a big tank. The wind was blowing, but the windmill blades did not turn around. The motor did not pump water into the big tank. The cow was sad. Write a Brief Text, W. 3 b Temporal Words Target 1 a Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 33

18. Read the paragraph a student wrote about the wind. Revising a text W. 3 d elaboration Target 1 b The wind blows and blows. It blows dirt to make a mountain. It blows seeds to help new plants grow. It blows windmills to make energy. Which sentence could be added to the end of the paragraph? A. Many plants were started by seeds the wind blew. B. I like how the wind blows. C. Mountains are very large. D. The wind can do many things. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 34

19. Which word or phrase helps the reader best understand the meaning of the word form in the sentence below? It takes many years for mountains to form. Language and Vocabulary L. 1. 6 Lang. Use Target 8 A. start B. be made C. use D. begin 20. Read the sentence below. Edit and Clarify L. 1. 1 d Indefinite Pronouns Target 9 The boy saw _____ of the leaves blow off the tree. Which word should go in the blank to finish the sentence? A. many B. some C. any D. someone Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 35

Student Directions: Part 2 Your assignment: You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a long walk to learn more about the wind. You will use details to help you write your story from all of the passages you have read. Then, you will tell the following: 1. 2. 3. 4. Where is the setting? Who is the character? What happened along the way? What did the character see, hear and feel? What did the character learn about the wind on the walk? 1. Plan your writing. You may use your notes and answers. 2. Write – Revise and Edit your first draft. 3. Write a final draft about the character who is going on a long walk to learn more about the wind. How You Will be Scored Purpose Did you tell what happened? Did you tell about a character and setting? Organization Did you tell what happened from beginning to end? Elaboration: of evidence Did you use details from all of the passages? Elaboration: of language and vocabulary Conventions Did you use describing words to show what the character saw, heard and felt? Did you follow rules for capitals, punctuation and spelling? Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 36

Performance Task ________________ (title) Who is the character? Where is the setting? What happened at first? What happened along the way? What did the character see, hear and feel? What did the character learn? How did the story end? Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 37

STOP Close your books and wait for instructions! Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 38

Color the box green if your answer was correct. Color the box red if your answer was not correct. Literary Text 1 I can recognize words used at school and home. RL. 1. 4 2 I use the sentence to help me figure out what a word or phrase means. RL. 1. 4 3 I use and find words that describe a character, setting or event. RL. 1. 7 4 I can answer who, what, when, where and how questions characters, setting and events. RL. 1. 7 5 I can tell about characters’ adventures or experiences from two different stories. RL. 1. 9 6 I can find details to tell what is the same and different about characters’ experiences or adventures. RL. 1. 9 7 I find and use illustrations and the text to describe characters, setting, or events. RL. 1. 7 2 1 0 8 I can write to tell what is the same and different about character’s experiences or adventures. RL. 1. 9 2 1 0 3 Informational Text 9 I can use root words to know what a word means or how it should be used. RI. 1. 4 10 I can find clues to help me figure out what words mean. RI. 1. 4 11 I can summarize (with reasons) why an author tells about something. RI. 1. 8 12 I can match the reasons to specific points about something. RI. 1. 8 13 I can find information in two texts about the same topic. RI. 1. 9 14 I can find information in titles, captions and other informational text features. RI. 1. 9 15 I can find the reasons an author gives to support specific points about something. RI. 1. 8 2 1 0 16 I can find information about the same topic from two texts and explain how the information is the same and different. RI. 1. 9 2 1 0 Writing 2 17 W. W. 1. 3 c (Brief Write) 18 Which sentence could be added to the end of the paragraph? W. 1. 3 d 19 Which word or phrase helps the reader best understand the meaning of the word form in the sentence below? L. 1. 6 20 Which word should go in the blank to finish the sentence? L. 1. 1 d 1 Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 0 39

e Pag 1 st minute n o i t c Refle Something I did well on…. 2 nd Minute Something that was new to me or I need more practice with… 3 rd Minute Something I don’t understand…. Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond 40