4th

1

Teacher DirectionsQuarter 2 Pre-Assessment

Grade

Reading12 Selected-Response Items 1 Constructed Response Research 3 Constructed-ResponseWriting 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w/Integrated Language 1 Language/Vocabulary 1 Edit/Clarify

Quarter 2 Pre-Assessment – Literary & Informational 2014-2015

Performance Task at Grade Level

Sequential Steps toward Standard

Mastery

4th

Reading: Literature

Targets Standards

DOK

4 Reasoning & Evaluation RL.6 3-4

5 Analysis Within or Across Texts

RL.6, Rl.73-4

6 Text Structures/Features Rl.5 2-3

Informational Writing and Language

Targets Standards DOK

3a Brief Informational Write

W.2a, W.2b, W.2d, W.2d, W.2e and/or W.9 3

3b Write-Revise Informational

W.2a, W.2b, W.2d, W.2d, W.2e and/or W.9 2

4 Full Informational Composition

W-2a, W-2b, W-2c, W-2d, W-2e, W-3b, W-4, W-5, W-8, W-9

4

8 Language-Vocabulary Use

W.2d, L.3a 1-2

9 Edit and Clarify L.4.2a 1-2

Quarter Two 2014-15ELA CFAssessmentTeacher Directions

(pages ___ - ___)

Reading: Informational

Targets Standards

DOK

4 Reasoning & Evaluation RI.6 3-4

5 Analysis Within or Across Texts

RI.72-3

6 Text Structures/Features Rl.5, RI.7 2Note: There may be more standards per target. Only standards assessed are listed.

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Background

This is a pre-assessment to measure the task of writing an informational article. Full compositions are always part of a Performance Task. A complete performance task would have:

Part 1• A Classroom Activity (30 Minutes) (35 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.

Directions30 minutes1. 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 content that will be assessed!35 minutes2. 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 break70 Minutes4. Students write their full composition (informational piece).

SCORINGAn Informational Rubric is provided. Students receive three scores:

4. Organization and Purpose5. Evidence and Elaboration6. Conventions

http://www.youtube.com/watch?v=1xvy6m2t9BcHelen Keller Video Optional

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.

Order at HSD Print Shop…http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

About this Assessment

This assessment includes: Selected-Response, Constructed-Response, and a Performance Task.

Types of SBAC Constructed Response Rubrics in this Assessmenthttp://www.livebinders.com/play/play?id=774846

Reading• 2 Point Short Response• 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 if a CR

Research• 2 Point Rubrics Measuring

Research Skill Use

Quarter 2 Performance TaskThe 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 1Note-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 2Planning

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).

Full Written Informational Composition• introduction (identifies the topic and provides a focus)• organization (definition, classification,

comparison/contrast, etc.),• development (with facts, concrete details, quotations,

other information)• transitions (linking ideas)• precise language and domain specific vocabulary‐• conclusion (closure) • 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

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DOK 1 - Ka DOK - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 -Cl Standard Mastery Recall who, what, where, when, why and how about a story read and discussed in class.

Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details

Connect the terms who to characters; where and when to setting; what and how to sequence of events.

Ask and answer who, what, where, when, why and how questions about key details in a text.

Concept DevelopmentStudent understands that key details help tell who, what, where, when, why and how.

Uses key details to identify who, what, where, when, why and how about a story not read in class.

Finds information using key details to answer specific questions about a new story.

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

Pre-Assessments and Learning Progressions

The pre-assessments are unique.

They measure progress toward a standard.

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.

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-2.html

Example of a Learning Progression for RL.2.1Pre-Assessments Measure Adjustment Points (in purple)

CFARL.2.1 grade-level standard assessment.

After the pre-assessment is given, Learning Progressions provide informal formative assessment below and near grade-level “tasks” throughout each quarter.

Beg. of QTR

Throughout the QTR

END of QTR

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Quarter Two 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 2 - CH DOK 2 - APn DOK 2 - ANt DOK 3 - Cu StandardAnswers questions about basic details in a poem, drama or prose (questions about characters, settings, dialogue, verse, rhythm, meter, stage directions).

Define (understand and use) standard academic language - terms ofPoems/prose - verse, rhythm, meter and of ..Drama – casts of characters, setting, descriptions, dialogue, stage directions

Identifies which elements are found in poems/prose (rhythm, meter, verse). Identifies which elements are found in drama ( characters, setting, descriptions, dialogue, stage directions)

Explains how the structural elements of poems/prose help the reader to understand the message.Explains how the structural elements of drama help the reader to understand the drama.

Write or speak about a poem or drama referring to the text structures that contribute to the understanding of the text (verse, rhyme, meter – casts, settings, descriptions, dialogue)SELECTED RESPONSE

Explain the structural elements/ differences between poems/prose and drama.

Answer specific questions about a poem/prose or drama by referring to the unique elements of each as supporting evidence.SELECTED RESPONSE

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems, (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text

DOK – 1 Ka DOK – 1 Kc DOK – 1 Cd DOK – 1 Cf DOK – 2 Ch DOK – 2 Cl DOK – 2 ANp DOK – 2 ANs Dok 3 - CwRecall or refer to key details from a narrator’s point of view in a text.

Define (understand the meaning of …) standard academic language - terms: compare, contrast, point of view, first and third person, and narrator/narration.

Identifies if a story is told from the first or third person point of view.

Answers who, what, when, where and how questions about a narrator’s point of view.

Explain the difference between first and third person narrations.

Locates information to confirm if a story is told from a first or third person point of view.

Compares or categorizes stories told in first person and a third person account (graphic organizers, charts).SELECTED RESPONSE

Answers a question about the text by selecting the point of view which is most relevant as evidence (distinguishing between relevant and irrelevant information).

Explains how the point of view in the text may affect the reader’s interpretation of the text.

DOK 3 - ANz DOK 3 - ANA DOK 4 - ANN DOK 4 - ANP DOK 4 - SYU StandardAnalyze the relationship between two or more characters’ points of view (similarities and differences).

Analyze how the author’s use of the literacy device - point of view, influenced the decision to write the story from a first or third person’s point of view (text critique). Was it affective? Why?

Analyze the same character’s point of view in two or more texts by the same author (i.e., chapter books). Did the character’s point of view change? Was it told in first or third person?SELECTED RESPONSE

Gather, analyze, and organize multiple accounts of first and third person narrations (graphic organizer, t-chart, Venn diagram, etc.) across two or more texts. Organize by similarities and differences.

Synthesize multiple accounts of first and third person narrations in order to compare and contrast points of view from which different stories are narrated (for a purpose or outcome – i.e., essay, etc...).CONSTRUCTED

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narrations.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 – Cf DOK 2 – Ch DOK 2 – Cl DOK 3 – ANp DOK 3 – ANt Standard

Recall basic details and events about a story or drama (read and discussed in class).Recalls the differences between a drama and written text.

Define (understand the meaning of…) standard academic language - terms: text, drama, stage directions, descriptions, visual presentation, oral presentation, connections and versions.

Identify descriptions in a written text about a specific event.Identify when the author uses dialogue, setting & characterization in a written text.

Identify descriptions in a drama or oral presentation about specific events.Identify dialogue, setting and action about a specific event in a drama or oral presentationSELECTED RESPONSE

Answer who, what, when, where and how questions about specific events in a text and a drama or oral presentation.

Explain how events are portrayed the same or differently in a text written both as a story and a drama (use descriptions of the events).SELECTED RESPONSE

Locate elements of description or direction to answer questions about characters in a written text, drama or oral presentation

Compare the same story in a written format to its drama presentationCompare the same story in a written format to its oral presentation.

Identify where two versions of the same story reflect specific descriptions or directions in a text or drama (graphic organizer).CON-STRUCTEDRESPONSE

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Not Assessed

Not Assessed

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Quarter Two 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 Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Recall basic facts about events, ideas or concepts in a text (read and discussed in class) specific to the structure being studied.

Define text structures as appropriate to the text (standard academic language) (chronology, comparison, cause/effect, and problem/solution).

Answer event, idea, concept or informational questions which involve locating answers within the specific structure type being studied.

Conceptual DevelopmentExplain the purpose of chronology, comparison, cause/effect and problem/solution text structures.

Identify and Give Examples of each of these text structures: Chronology Comparison Cause/effect Problem and

solutionSELECTED RESPONSE

interpret events, ideas, concepts or information for a specific purpose, (e.g., essay, report) within a specific text structure (shows understanding of using semantic clues).SELECTED RESPONSE

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

DOK – 1 Ka DOK – 1 Kc DOK – 1 Cd DOK – 2 Ch DOK – 2 Cl DOK – 2 APo DOK 2 ANp DOK – 3 Cu DOK - 3 CwRecall facts from a first and secondhand account of the same event or topic (previously read in class).

Define (understand the meaning of) standard academic language terms: compare, contrast, firsthand/secondhand account, perspective, point of view, bias and focus.

Answer who, what, where, when or how questions about a first and secondhand account of the same event or topic.

Concept Development Identify a first person or third person account of an event or topic.

Identify the focus of a first person account of an event or topic.Identify the focus of a third person account of an event or topic.

Obtain specific information from a first person account.Obtain specific information from a third person account.

Categorize similarities and differences in facts from a firsthand and a secondhand account (graphic organizer).

Connect ideas about a topic or event between a first and secondhand account using specific examples from a text.

Explain how a firsthand account and a secondhand account could influence how readers interpret an event or topic.SELECTED RESPONSE

DOK 3 - ANz DOK 3 - EVD DOK 4 - ANN DOK 4 – EV4 DOK 4 - SYU StandardAnalyze the differences between a first and secondhand account of the same event or topic (categorize, list).

Compare and contrast a firsthand and secondhand account in order to evaluate which has the most impact. Explain why.SELECTED RESPONSE

Analyze multiple sources of evidence from first and secondhand accounts about the same event or topic.

Evaluate relevancy, accuracy and completeness of information from multiple sources of first and secondhand accounts.

Synthesize multiple firsthand and secondhand accounts of the same event or topic for the purpose of drawing a conclusion about a topic or event.CONSTRUCTED RESPONSE

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

DOK 1 - Ka DOK 1 - Kc DOK 1 – Cf DOK 2 – Ch DOK 2 – Cl DOK 2 – APn DOK 3 – C? DOK 3 – ANz StandardLocate or recall basic facts and details on a chart, graph, diagram, time line, animation or interactive elements (previously read and discussed in class).

Define (understand the meaning of…) standard academic language terms: relevant, interpret, contributespresented, and visual information (charts, graphs, etc...).

Answer who, what, when, where questions about information presented in different visual formats. Answer questions explaining how information helps the reader to understand a text.

Concept DevelopmentExplain how text features found in visual, oral or quantitative charts, graphs, diagrams, time lines, animations or interactive elements contribute to locating information about a topic.

Interpret information found in charts, graphs, diagrams, time lines, animations or interactive elements for a specific purpose (i.e. answering a question).SELECTED RESPONSE

Show the ability to use and obtain information independently found in text features such as; charts, graphs, diagrams, time lines, animations or interactive elements (new materials not read or discussed in class).SELECTED REPSONSE

Select supporting details in a visual representation as evidence of a central idea.

Categorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.CONSTRUCTED RESPONSE

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

Not Assessed

Not Assessed

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What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details and examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

Name_________________ Passage________________ Main Idea _______________Grade 4

Instruct students to re-read a paragraph or section of the text that has strong text contributions to support a key idea.

Ask, “Does the section or paragraph you chose have a strong statement about the main idea?”

This is a contribution within a key idea about the main idea. (be sure students can identify the main topic).

Have students write ONE brief sentence about the new contribution (key idea ).

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In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference.

Ask students to look for key details and examples that explain more about the new strong contribution (key idea.)

Key details are reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea.

Example: if the main topic is about dogs and...

“The dog likes to play,” (is the new contribution (key Idea),Then some key details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

2

Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When authors use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 3

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (key idea ) and key details? ”

Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively. 4

Differentiation:Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately:

• Main Topic• Contribution (key idea)• Key Details Examples• Again and Again• Conclusions - Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

Remember students will need to have a note-taking form for each passage.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

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What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details or examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

Name________________ Passage_______________ Main Idea _______________

Grade 4

10

Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

ConventionsStatement of

Purpose/Focus Organization Elaboration of

EvidenceLanguage and

Vocabulary

4Exemplary

The response is fully sustained and consistently and purposefully focused:

• controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained.

• controlling idea or main idea of a topic is introduced and communicated clearly within the context .

The response has a clear and effective organizational structure creating unity and completeness:

• use of a variety of transitional strategies logical progression of ideas from beginning to end.

• effective introduction and conclusion for audience and purpose.

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details:

• use of evidence from sources is smoothly integrated comprehensive, and relevant .

• effective use of a variety of elaborative techniques .

The response clearly and effectively expresses ideas, using precise language:

• use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose.

The response demonstrates a strong command of conventions:

• few, if any, errors are present in usage and sentence formation.

• effective and consistent use of punctuation, capitalization, and spelling.

3Proficient

The response is adequately sustained and generally focused:

• focus is clear and for the most part maintained, though some loosely related material may be present.

• some context for the controlling idea or main idea of the topic is adequate.

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:

• adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end.

• adequate introduction and conclusion

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:

• some evidence from sources is integrated, though citations may be general or imprecise .

• adequate use of some elaborative techniques .

The response adequately expresses ideas, employing a mix of precise with more general language.

Use of domain-specific vocabulary is generally appropriate for the audience and purpose.

The response demonstrates an adequate command of conventions:

• some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed.

• adequate use of punctuation, capitalization, and spelling.

2Developing

The response is somewhat sustained and may have a minor drift in focus:

• may be clearly focused on the controlling or main idea, but is insufficiently sustained.

• controlling idea or main idea may be unclear and somewhat unfocused .

The response has an inconsistent organizational structure, and flaws are evident:

• inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end.

• conclusion and introduction, if present, are weak.

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:

• evidence from sources is weakly integrated, and citations, if present, are uneven.

• weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language:

• use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose.

The response demonstrates a partial command of conventions:

• frequent errors in usage may obscure meaning.

• inconsistent use of punctuation, capitalization, and spelling.

1Emerging

The response may be related to the topic but may provide little or no focus:

• may be very brief may have a major drift focus.

• may be confusing or ambiguous .

The response has little or no discernible organizational structure:

• few or no transitional strategies are evident .

• frequent extraneous ideas may intrude .

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:

• use of evidence from the source material is minimal, absent, in error, or irrelevant .

The response expression of ideas is vague, lacks clarity, or is confusing:

• uses limited language or domain-specific vocabulary.

• may have little sense of audience and purpose .

The response demonstrates a lack of command of conventions:

• errors are frequent and severe.

• meaning is often obscure.

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Grades 3 - 5: Generic 4-Point Informational/Explanatory Writing Rubric

Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [khess@nciea.org

Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others.

Listening & reading

9 - create clear and coherent grade-appropriate speech and text

10 - make accurate use of standard English to communicate in grade-appropriate speech and writing

1construct 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

Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, and drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation.

Speaking &

Writing

3speak and write about grade-appropriate complex literary and informational texts and topics

4construct 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

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).

Listening, speaking, reading,

and writing

2participate 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

StandardAn ELL can…

By the end of an English language proficiency level, an ELL in grades 4-5 can . . .

4Productive

(S & W)

…construct grade-appropriate oral and written claims and support them with reasoning and evidence.

1 2 3 4 5…express an opinion about a familiar topic.

…construct a simple claim about a familiar topic, and give a reason to support the claim.

…construct a claim about familiar topics, introducing the topic and providing a few reasons or facts to support the claim.

…construct a claim about a variety of topics: introduce the topic, provide several reasons or facts to support the claim, and provide a concluding statement.

…construct a claim about a variety of topics: introduce the topic, provide logically ordered reasons or facts to support the claim, and provide a concluding statement.

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.

ELP 4th – 5th Grade Band Standards Organized by Modality

Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

Informational Writing Pre-AssessmentStudent and Class Scoring:

School Year: 2014-15 Grade:

Teachers Name:

School:

Student Name:Focus and

Organization Elaboration and

Evidence Conventions Student Total

ELP Score

Score Score Score1.

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 4 Total Students

% Proficient 25% 25% 25% 50%% Exemplary 75% 75% 50% 50%

1

23

4

= Emerging= Developing= Proficient= Exemplary

Scoring Key:

0 - 4

5 - 78 - 10

11 - 12

Total # Correct

To use the Excel Version of this Score sheet. http://sresource.homestead.com/index.html

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Quarter 2 Pre-Assessment Research Constructed Response Answer Key

Constructed Response Research Rubrics Target 3evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion

Question #7 Prompt: From what point of view are The Miracle Worker and the poem Helen Keller written? What does this tell the reader?

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information that support and answer the prompt. The Miracle Worker has two sections. The first section All About Helen, is written from a third person point of view, but could alternate with parts of it being told by the narrator (much like a 1 st person account). The second section, The Play, is written from a first person point of view. The poem Helen Keller is written from a third person point of view. Students must make this distinction before being able to answer the question, “What does this tell the reader?” Students should in some way explain that 1st person points of view tell the reader that: (1) it is personal and (2) it is a spoken voice. Students should in some way explain that 3rd person points of view tell the reader that: (1) it is being told by someone else and (2) is a written account.

Student “Language” Response Example

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Student is able to distinguish relevant information about which points of view are represented in each text and what that tells the reader about the text.The Miracle Worker starts off by a student telling that her class will be performing a play about Helen Keller. This is like a 1st person point of view. But then she tells about Helen Keller, which is 3rd person. The reader will know that the person telling about the class play is speaking personally but when she starts talking about Helen she is in the 3rd person because she’s telling “about someone else.” The reader would know that the poem is also a 3rd person account because it’s telling about someone else.

1Student is able to distinguish some relevant information about which points of view are represented in each text but not completely, and is able to tell some of what that tells the reader.There are two different texts. First is The Miracle Worker which tells about Helen Keller. The reader knows it’s about Helen, but not written by Helen. That is third person point of view.

0 Student is not able to distinguish relevant information in order to answer the prompt.When someone writes a story the reader can tell who wrote it.

DOK 4 – SYU Toward RL.4.6Synthesize multiple accounts of first and third person narrations in order to compare and contrast points of view from which different stories are narrated.

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Quarter 2 Pre-Assessment Research Constructed Response Answer Key

Constructed Response Research Rubrics Target 4ability to cite evidence to support opinions and/or ideas

Question #8 Prompt: Are the descriptions of Helen Keller in the passage The Miracle Worker and the poem Helen Keller the same or different? Explain your answer using details from both sources

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support the student’s response. Evidence to be cited should include how the passage and poem’s description of Helen Keller are the same and/or different. Evidence of Helen’s description from The Miracle Worker could include: (1) Helen lived in silence and darkness, (2) Helen could not express her feelings, (3) Helen threw temper tantrums and had terrible manners and (4) Helen wants her mother often. Evidence of Helen’s description in the poem Helen Keller could include (1) she found light – meaning she was happy, (2) she found loveliness in the world and (3) she had inner strength.

Student “Language” Response Example

2The student states if the two texts describe Helen the same or differently and uses evidence to support the statement.The descriptions of Helen Keller are very different in the two texts. In the Miracle Worker, Helen Keller was described as someone who lived in silence and darkness and could not express how she felt. This made her frustrated. Helen was described as angry (she threw temper tantrums) and had bad manners. In the poem Helen Keller, Helen is described as someone who was happy because she had found light in her darkness. She found loveliness and had inner strength. These are two very different descriptions of Helen.

1The student states if the two texts describe Helen the same or differently but uses only partial evidence to support the statement.Helen Keller is described as frustrated and mad in The Miracle Worker. She even throws fits. The poem does not give this description of her.

0 The student does not answer the prompt.Helen Keller was a very nice person.

DOK 3 – ANt Toward RL.4.7Identify where two versions of the same story reflect specific descriptions or directions in a text or drama .

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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 2 Pre-Assessment Constructed Response Answer KeyStandard RI.4.6 3 Point Reading Constructed Response RubricQuestion #15 (prompt): In source #1, what struggles did Helen have? How did these struggles influence Helen later in life? Use evidence from informational sources #2 and #3 to support your conclusion.

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:Sufficient Evidence would specifically answer the question being asked in the prompt, using evidence to support the response from the allowable resources.Specific identifications (supporting details) could include evidence from source #1 as (1) Helen was ill when she was 19 months, (2) the illness caused her to be blind and deaf ,(3) Helen had to learn a way to communicate and (4) Helen struggled with behavior problems. Supporting details from source #2 could include that (1) Helen was happy to talk to young people, (2) she encouraged young people and (3) she said that only through overcoming problems can you accomplish anything worthwhile.Full Support (other details) that gives credence to the response is acceptable if it is source information.

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The student gives a proficient response by stating struggles that Helen went through followed by sufficient evidence of how they influenced her later in life.Helen Keller had many struggles in her life. They began when; at about the age of two years old, she got very sick. She had a high fever. This left her deaf and blind. She did not know how to communicate to anyone. She had temper tantrums and bad table manners. As she grew up she went to college and began to help others. Helen went to college, wrote books and even gave speeches. In one of her speeches she said that, “only through overcoming problems can you accomplish anything worthwhile.” Helen’s struggles helped her become a wonderful person!

2The student gives a partial response by stating struggles that Helen went through and some evidence of how they influenced her later in life.Helen had to learn to communicate. She was deaf and blind. Those are hard struggles to overcome. They influenced her in a good way because she helped lots of other people by writing books.

1The student gives a minimal response of Helen’s struggles and vague or no evidence of how those struggles influenced her later in life.Helen was deaf and blind. She did not behave. It was hard for her to grow up.

0 The student does not answer the prompt.If you can’t see anything you are a blind person. Many people today are blind.

DOK 4 – SYU Toward RI.4.6Synthesize multiple firsthand and secondhand accounts of the same event or topic for the purpose of drawing a conclusion about a topic or event.

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Quarter 2 Pre-Assessment Research Constructed Response Answer Key

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information.

Question # 16 Prompt: What information on the timeline could be used as evidence to show that Helen Keller’s life was a success?

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to locate and select information that is significant to or is an indicator of Helen Keller’s success in life. Information that could be located/selected could include: (1) Helen learned to read and write and (2) she went to college.The response gives sufficient evidence of the ability to interpret and integrate information as the student integrates the information into a cohesive response to the prompt. Information that could be interpreted as Helen’s success in life and integrated into a response could include (1) Helen wrote 13 books, (2) she made speeches all over the United States, (3) she helped improve education for people who were blind and deaf and (4) a movie was made about Helen’s life.

Student “Language” Response Example

2The student locates and selects information about Helen’s life as a success and integrates that information using evidence from the timeline.Helen had a very successful life even though she was deaf and blind. First, she learned to read and write. Then she was able to go to college. Because of Helen education was improved for others like her. She wrote books and made speeches all over the United States. Helen was such a success that a movie was made about her life.

1The student locates and selects some information about Helen’s life as a success and integrates that information partially (or in a vague or weak way).Helen Keller was a success. She did lots of things to help others. I like that a movie was made about her life.

0 The student does not give enough evidence of the ability to locate, select, interpret and integrate information.Helen Keller was very famous.

DOK 3 – Anz Toward RI.4.7Categorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.

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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 2 Pre-Assessment Brief Write Constructed Response Answer Key

Organization: ConclusionW.4.2.e Target: 3a

Provide a concluding statement or section related to the information or explanation presented.

Question # 17 Prompt: A student is writing an article for class about Helen Keller. Read the student’s draft and then complete the task that follows. Task: Complete the article. Write a conclusion that is appropriate for the audience and the task.

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:Sufficient Evidence would specifically provide a conclusion that follows logically from the preceding information. The conclusion should provide a statement explaining (1) why the information is important or (2) “where we should go from here.” The conclusion does more than restate reasons or summarize ideas.Specific identifications (supporting details) for a logical conclusion could include from the preceding information explaining why (1) Helen Keller was brave, (2) she was deaf and blind, (3) how she didn’t give up, (4) she learned to read and write, (5) why going to college took bravery and (6) why giving speeches took bravery.Full Support (other details) that gives credence to the response is acceptable if it is source information.

Student “Language” Response Example

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Student provides a conclusion that follows logically from and supports the preceding information about the topic or provides a “so what” statement or an answer to why the info. is important or where might we go from here? Does more than restates reasons or summarizes the main ideas!Helen Keller was indeed brave. Helen may have been deaf and blind, but her bravery kept her going. When Helen learned to read and write it must have been a struggle. But I am so glad she learned to read and write. Going to college took bravery. Why does it matter? Many people have benefitted from her bravery. If she had not learned to read and write she would not have been giving speeches to help others orwrite books. Helen left a legacy that means there is hope no matter what you go through.

1Student provides a conclusion that is partially related to the information about the topic. Student only restates or summarizes the main ideas.In conclusion, Helen was brave. The things she did prove this. She wrote books. She gave speechesand she never gave up. That is bravery.

0Provides no conclusion or a conclusion that is at best minimally related to the information about the topic. May restate random details from the preceding information.Brave people have a lot in common. They don’t scare easily. Helen was two when she became deaf and blind.

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Grade 4 - Quarter 2 Pre-Assessment Selected Response Answer Key

Question 1 How does The Play section in The Miracle Worker, help the reader know who is speaking? Toward RL.4.5 B

Question 2 What does “She, In the dark, Found light…” in the poem Helen Keller, mean? Toward RL.4.5 C

Question 3 In the passage The Miracle Worker, how is the section All About Helen most different than the section The Play ? Toward RL.4.6 D

Question 4 Both answers must be correct. Part A:Which statement most likely explains Helen Keller’s point of view between the ages of two and seven? Part B: Based on your answer for Part A (above), what would Helen most likely do next? RI.4.6

A,A

Question 5 Why is the word “whispering,” in brackets? Toward RL.4.7 D

Question 6 Which quote from the section The Play portrays this event? Toward RL.4.7 B

Question 7 Literary Constructed Response 4.6

Question 8 Literary Constructed Response 4.7

Question 9 An author wants to write about how Helen’s fever left her blind and deaf. What would be the best text structure to use? Toward RI.4.5 C

Question 10 How is the information in Helen Keller organized? Toward RI.4.5 A

Question 11 Which statement best shows the difference between Helen’s speech "Address to the 1,200 School Children“ and the biography Helen Keller? Toward RI.4.6 B

Question 12 Which statement best explains why Helen’s speech, "Address to the 1,200 School Children“ could have more of an impact on someone who is blind or deaf than the biography “Helen Keller“? Toward RI.4.6

C

Question 13 Which date on the timeline, shows a skill that Helen needed in order to go to college? Toward RI.4.7 C

Question 14 Which event on the timeline would have similar information as a biography? Toward RI.4.7 D

Question 15 Informational Text Constructed Response 4.6

Question 16 Informational Text Constructed Response 4.7

Write and Revise

Question 17 Brief Write W.2.A

Question 18 Brief Write for Revision W.2d B

Question 19 Which two words could replace the underlined words to make the meaning more clear to the reader? L.4.3.a, W.4.2d C

Question 20 Both must be correct. Select the two sentences that contain mistakes in capitalization. L.4.2.a A,D

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4th

Student CopyPre-Assessment Quarter 2

Name ____________________

Grade

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Student Directions: Read the Directions.

Part 1

Your assignment:You will read several literary and informational accounts about Helen Keller.As you read, take notes on these sources. Then you will answer several research questions about these sources.

These will help you plan to write an article. You are going to write an article about Helen Keller as a true hero for your

library. The library will show your article to students to encourage them to read more about true heroes. Your articleshould include what it takes to be a hero and the sequence of Helen’s journey to become a hero.

Steps you will be following:In order to help you plan and write your article, you will do all of the following:1. Read two articles about 2. Answer several questions about the sources.3. Plan your article.

Directions for beginning:You will now read several types of texts. Take notes because you may want to refer to your notes while you plan your article. You can refer to any of the sources as often as you like.

QuestionsAnswer 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 article.

Part 2 Your assignment: Write an article about

You will:2. Plan your writing. You may use your notes and answers.

3. Write – Revise and Edit your first draft (your teacher will give you paper).

4. Write a final draft for your report.

How you will be scoredHow your article will be scored: The people scoring your writing will be assigning scores for:

5. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea.

2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout .

3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information.

4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose.

5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.

The Miracle WorkerBy Elizabeth Yeo

Source: William Gibson (Samuel French Agency, NYC)

All About HelenMy class was going to perform a school play about a girl named Helen Keller. Our class had just read the book, The Miracle Worker.

Helen was born in 1880 in Alabama. Helen lived in a world of silence and darkness since she was two years old. After that Helen Keller had never seen the sky, heard her mother's voice or expressed her feelings. Helen did not know how to communicate what she wanted, so she threw temper tantrums and had terrible manners.

Then, Helen’s parents hired a 20-year-old teacher from Boston to help Helen. Her name was Annie and she was a teacher for the blind. Annie had once been blind too. She wanted to teach Helen to communicate through touch. Our play was all about how Helen learned to understand words so she could communicate with others.

Annie tried and tried to teach Helen. She spelled words into Helen’s hand. Finally she did. My favorite part of the play is when Helen was 7 years old. She has just knocked over a pitcher of water at the family dinner table because she was mad. Annie drags Helen out to the water pump to refill the pitcher.

The PlayAnnie: “All, right. Pump.”

Helen touches her cheek (a sign that she wants her mother).

Annie: “No, she’s not here. Pump!”

[Annie makes Helen pump the water. Helen obeys. She pumps till the water comes, then Annie puts the pitcher under the water to refill it. The water splashes on Helen’s hands. Annie spells the word water into Helen’s hand, hoping Helen will understand.]

Annie: “Water. W, A, T, E, R. Water. It has a name—”

[Then, the miracle happens. Helen drops the pitcher and freezes. Helen’s face shows she remembers the word water from when she was a baby.]

Helen: “Wah. Wah. [And again, with great effort.] Wath. Wah.”

[Helen feels the water and spells it into her own palm. Then Helen spells it into Annie’s hand.]

Annie: [Whispering.] “Yes.”

[Helen spells into it again.]

Annie: “Yes!”

Annie is so surprised that Helen understands, that she falls to her knees. Helen drops to the ground too and pats the ground. Helen holds up her palm and Annie spells G R O U N D.

Annie: “Ground.”

[Helen spells it back.]

Annie: “Yes!”

Literary Source 1

Helen Keller by Langston Hughes

She,In the dark,Found light

Brighter than many ever see.She,

Within herself,Found loveliness,

Through the soul's own mastery.And now the world receives

From her dower:The message of the strength

Of inner power.

Literary Source 2

1. How does The Play section in The Miracle Worker, help the reader know who is speaking? RL.4.5

A.Helen always speaks after Annie.

B.The dialogue between Helen and Annie are in quotes.

C. Annie speaks differently than Helen.

D.Plays are written so the reader can tell who is speaking.

2. What does “She, In the dark, Found light…” in the poem Helen Keller, mean? RI4.5

A.Helen found a very bright light.

B.She did not like the darkness.

C.Helen’s “light” was her inner strength.

D.Helen found light from the world.

DOK 2 – APn Toward RL.4.5Write or speak about a poem or drama referring to the text structures that contribute to the understanding of the text (verse, rhyme, meter – casts, settings, descriptions, dialogue).

DOK 3 – Cu Toward RL.4.5Answer specific questions about a poem/prose or drama by referring to the unique elements of each as supporting evidence.

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3. In the passage The Miracle Worker, how is the section All About Helen most different than the section The Play ? RI.4.6

A. In the section, All About Helen the author is explaining what the characters are doing.

B. In the section, All About Helen the characters are speaking.

C. In the section, All About Helen the author is giving instructions to the reader.

D. In the section, All About Helen the author is telling the reader about their class play.

DOK – 2 Anp Toward RL.4.6Compares or categorizes stories told in first person and a third person account.

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4. This question has two parts. First answer Part A. Then answer Part B.

Part AWhich statement most likely explains Helen Keller’s point of view between the ages of two and seven? RI.4.6

A. It is very difficult to learn how to communicate when you can’t see or hear.

B. It is wonderful to be around young people and share.

C. It is possible to overcome struggles and accomplish something important.

D. Helen was happy about everything.

Part BBased on your answer for Part A (above), what would Helen most likely do next? RI.4.6

E. Helen would feel very frustrated and have temper tantrums.

F. Helen would be happy to give speeches.

G. Helen would write books to share how to overcome struggles.

H. Helen would play outside and help her mother.

DOK 4 – ANN Toward RL.4.6Analyze the same character’s point of view in two or more texts by the same author.

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5. Read the following part of The Play RL.4.7

Annie: [Whispering.] “Yes.”

Why is the word “whispering,” in brackets?

A. It tells the audience what the actor is doing during the play.

B. The word is not as important as the other words.

C. The word should not be in brackets.

D. It tells the actor what to do during the play. DOK 1 – Cd Toward RL.4.7Identify descriptions in a drama or oral presentation about specific events. Identify dialogue, setting and action about a specific event in a drama or oral presentation

6. Read the quote from the section All About Helen, in The Miracle Worker.

“Annie tried and tried to teach Helen. She spelled words into Helen’s hand.” Which quote from the section The Play portrays this event?

A. “Annie: “No, she’s not here. Pump!”

B. “Annie: “Water. W, A, T, E, R. Water. It has a name—”

C. “Annie: “All, right. Pump.”

D. “Helen: “Wah. Wah. [And again, with great effort.] Wath. Wah.”

DOK 2 – Ch Toward RL.4.7Explain how events are portrayed the same or differently in a text written both as a story and a drama (use descriptions of the events).

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7. From what point of view are The Miracle Worker and the poem Helen Keller written? What does this tell the reader?

8. Are the descriptions of Helen Keller in the passage The Miracle Worker and the poem Helen Keller the same or different? Explain your answer using details from both sources.

Constructed Response Research Rubrics Target 4 ability to cite evidence to support opinions and/or ideas.

DOK 4 – SYU Toward RL.4.6Synthesize multiple accounts of first and third person narrations in order to compare and contrast points of view from which different stories are narrated.

DOK 3 – ANt Toward RL.4.7Identify where two versions of the same story reflect specific descriptions or directions in a text or drama .

Constructed Response Research Rubrics Target 3 evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

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Helen Keller(A Biography)

Helen Keller was born June 27, 1880, in Tuscumbia, Alabama. Though not wealthy, her father owned a cotton plantation, and was the editor of a weekly newspaper called The Alabamian. Helen’s growth was normal until she was 19 months old when she became very ill with a high fever. Helen’s doctors did not know what was wrong with her but told her parents that she would probably die. Doctors now believe that Helen most likely had scarlet fever or meningitis, diseases that cause high fevers. Helen’s high fever eventually went away, and it looked like she would get better, but Helen’s mother noticed that she did not respond to sounds like the dinner bell, and she did not blink if somebody waved a hand in front of her face. Helen survived the illness but lost her eyesight and hearing. Helen was blind and deaf.

Helen was frustrated because she could not see or hear and had to rely on touch to discover the world. This frustration led to many behavior problems; Helen had terrible temper tantrums and horrible table manners. At dinner, she would move around the table eating off everyone’s plates. Her relatives thought she needed to be placed in an institution because her parents could not control her. Helen’s mother decided to look for help, and she found a doctor who specialized in the deaf and blind. This doctor told her to contact Dr. Alexander Graham Bell, the inventor of the telephone, who also worked with the deaf. Dr. Bell believed Helen could be taught, and he helped her mother find Anne Sullivan, a teacher.

Anne suffered from vision problems herself but had operations to improve her eyesight. Despite the operations, Anne had trouble finding a job. When the offer came to teach Helen, Anne agreed even though she had no experience teaching the deaf and blind. Anne began by teaching Helen to finger spell and by trying to correct Helen’s bad behavior. Helen’s behavior improved, but she did not truly understand finger spelling until April 5, 1887, when Anne poured water into one of Helen’s hands and finger spelled the word water on the palm of Helen’s other hand. Helen finally understood what Anne was saying, and from that point, Helen quickly learned hundreds of words.

EnglishforEveryone.org

Informational Source 1

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Address to the 1,200 School Children, delivered before the Adelaide Town Hall at Adelaide, South Australia (June 30, 1948)

Transcription

"Address to the 1,200 School Children“Helen Keller

Dear Boys and Girls-I am always happy when I am among young people. I cannot see your bright faces or hear your merry voices, but I feel your loving interest.

Just now you are learning many wonderful things about the world we live in, and the splendid tasks you will perform when you [are older]. Your teachers are planting a [perfect] world in your hearts, and I hope you will hold fast to it in the days to come.

It has been said that to [do] what is [right] is difficult, but the very effort to gain it creates character and strength. Only through overcoming [problems] can you accomplish anything worthwhile. We think little of what we win easily. It is struggle that gives victory its [value].

Informational Source 2

9. An author wants to write about how Helen’s fever left her blind and deaf. What would be the best text structure to use? RI.4.5

A.chronology

B.comparing

C.cause and effect

D.problem and solution

10. How is the information in Helen Keller organized? RI4.5

A. chronology

B.comparing

C.cause and effect

D.problem and solution

DOK 2 – Cl Toward RI.4.5Identify and Give Examples of each of these text structures: Chronology Comparison Cause and Effect Problem and Solution

DOK 2 –APn Toward RI.4.5interpret events, ideas, concepts or information for a specific purpose, (e.g., essay, report) within a specific text structure (shows understanding of using semantic clues).

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12. Which statement best explains why Helen’s speech, "Address to the 1,200 School Children“ could have more of an impact on someone who is blind or deaf than the biography “Helen Keller“? RI.4.6

A. It is very difficult to learn how to communicate when you can’t see or hear.

B. It is wonderful to be around young people and share.

C. It is possible to overcome struggles and accomplish something important.

D. It is important to find a good teacher.

11. Which statement best shows the difference between Helen’s speech "Address to the 1,200 School Children“ and the biography Helen Keller? RI.4.6

 A. Helen was frustrated by her deafness and blindness.

B. Helen saw difficulties as a way to gain character and strength.

C. Helen had terrible temper tantrums.

D. Helen’s parents hired Anne Sullivan to teach Helen.

DOK - 3 Cw Toward RI.4.6Explain how a firsthand account and a secondhand account could influence how readers interpret an event or topic.

DOK 3 – EVD Toward RI.4.6Compare and contrast a firsthand and secondhand account in order to evaluate which has the most impact. Explain why.

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The Life of Helen Keller(A Timeline)

Informational Source 3

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13. Which date on the timeline, shows a skill that Helen needed in order to go to college? RI.4.7

A. 1880

B. 1882

C. 1888

D. 1924

DOK 2 – Cl Toward RI.4.7Interpret information found in charts, graphs, diagrams, time lines, animations or interactive elements for a specific purpose (i.e. answering a question).

DOK 2 – APn Toward RI.4.7Show the ability to use and obtain information independently found in text features such as; charts, graphs, diagrams, time lines, animations or interactive elements.

14. Which event on the timeline would have similar information as a biography? RI.4.7

A. Helen Keller lost her hearing and sight due to an illness.

B. Helen Keller wrote her first book.

C. Helen Keller learned to read and write in Braille.

D. A movie was made about Helen Keller’s life.

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15. In source #1, what struggles did Helen have? How did these struggles influence Helen later in life? Use evidence from informational sources #2 and #3 to support your conclusion.

16. What information on the timeline could be used as evidence to show that Helen Keller’s life was a success?

DOK 4 – SYU Toward RI.4.6Synthesize multiple firsthand and secondhand accounts of the same event or topic for the purpose of drawing a conclusion about a topic or event.

DOK 3 – Anz Toward RI.4.7Categorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.

Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information.

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17. A student is writing an article for class about Helen Keller. Read the student’s draft and then complete the task that follows.

Helen Keller’s Bravery

Helen Keller was a very brave person. From the age of two she could not see or hear. She was not only blind, but she was also deaf. She faced each day bravely from a young age. I say bravely, because she never gave up. Even when she was throwing temper tantrums. At least she did not just sit quietly and give up trying to communicate.

As Helen grew up she became able to read and write because a young woman named Annie helped her learn how to communicate. So how was she brave? She went to college. Can you imagine leaving home and not being able to see or hear? She also gave speeches in the U.S. to encourage others who were blind or deaf. Standing in front of people and speaking is hard for most people, but imagine being deaf and blind? Helen continued to do brave things, like write many books.

In conclusion… Task: Complete the article. Write a conclusion that is appropriate for the audience and the task. Brief Write, Organization, W.4.2e, writing a conclusion, Target 3a

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18. A student is writing a report describing the home of Helen Keller to share with the class. The student wants to revise the underlined sentence in Paragraph 2, to add more information to the idea developed in the first paragraph.

Paragraph 1Helen’s home is called Ivy Green. It was built in 1820. It is a simple, white house that looked like most Southern homes did. The main part of the house has four large rooms on the first floor. Each room has its own fireplace. Upstairs are three rooms. It looks exactly like it did when Helen lived there, down to the smallest detail. In 1954 Helen’s home was registered as a historic place.

Paragraph 2Since her home became a historic place, it has been a true treasure.

Which sentence would provide information to best develop the idea in the first paragraph.

W.4.2d using precise language and domain specific vocabulary Target 3b

A. Since her home became a historic place people can take pictures of the house.

B. Because her home is a historic place, people can visit and see each part of the house Helen grew up and played in.

C. Since Helen’s home is a historic place, anyone can visit Ivy Green.

D. A historic place is a place that is important in American history.

\

`

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20. Read the sentences below. Edit - Language Standard: L.4.2a, capitalization

Select the two sentences that contain mistakes in capitalization.

A. We loved seeing Helen’s house ivy green.

B. Helen Keller was born in Tuscumbia, Alabama.

C. The Miracle Worker is a drama about Helen Keller.

D. I was annie and my friend was helen in the school play.

19. Read the sentences below. Language /Vocab. Standard: L.4.3.a, W.2d

They were told to be quiet while visiting Ivy Green. So, he said to his friend, “The house looks very nice.”

Which two words could replace the underlined words to make the meaning more clear to the reader?

A. yelled, large

B. called, friendly

C. whispered, beautiful

D. hissed, kind

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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).

3. Your assignment: Part 2 You are going to write an article about Helen Keller as a true hero for your library. The

library will show your article to students to encourage them to read more about true heroes. Your article should include what it takes to be a hero and the sequence of Helen’s journey to become a hero.

How you will be scoredHow your report will be scored: The people scoring your writing will be assigning scores for:1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea.2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout .3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information.4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose.5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.

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STOPClose your books and wait for instructions!

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Informational Text

9 I can identify and give examples of each of these text structures: chronology, comparison, cause/effect problem/solution RI.4.5

10 I can tell about events, ideas, concepts or information for a purpose (e.g., essay, report) using my understanding of text structures. RI.4.5

11 I can explain how firsthand or secondhand account influence readers. RI.4.6

12 I can compare and contrast a firsthand and secondhand account to explain which has the most impact. RI.4.6

13 I can gather information from charts, graphs, diagrams, time lines, animations or interactive elements to answer a question. RI.4.7

14 I can find information by myself found in text charts, graphs, diagrams, time lines, animations or interactive elements that are new to me. RI.4.7

15 I can put information together from firsthand and secondhand accounts to draw a conclusion. RI.4.6

16 I can group information from charts, graphs, diagrams, etc...(visual representations) and explain how they help me to understand the text. RI.4.7

Literary Text

1 I can use text structure to help me write or speak about a poem or drama. RL.4.5

2 I can interpret events, ideas, concepts or information for a specific purpose, within a specific text structure. RL.4.5

3 I can compare or categorize stories told in first person and third person accounts. RL.4.6

4 I can analyze the same character’s point of view in two or more texts by the same author. RL.4.6

5 I can identify descriptions in a drama or oral presentation about specific events. RL.4.7

6 I can explain how events are portrayed the same or differently in a text written both as a story and a drama. RL.4.7

7 I can synthesize multiple accounts of first and third person narrations in order to compare and contrast points of view from which different stories are narrated. RL.4.6

8 I can identify where two versions of the same story reflect specific descriptions or directions in a text or drama, RL.4.7

Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct.

Writing

17 Complete the article. Write a conclusion that is appropriate for the audience and the task. W.4.2e 3 2 1 0

18 Which sentence would provide information to best develop the idea in the first paragraph. W.4.2d

19 Which two words could replace the underlined words to make the meaning more clear to the reader? L.4.3.a, W.4.2d

20 Both must be correct. Select the two sentences that contain mistakes in capitalization. L.4.2.a

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1st minuteSomething I did well on….

2nd MinuteSomething that was new to me or I need more practice with…

3rd MinuteSomething I don’t understand….

Reflection Page