assessments for college and career...

Assessments for College and Career Readiness

Sampler

Kindergarten . . . . . . . . . . . . . 4

Grade 1 . . . . . . . . . . . . . . . . . 10

Grade 2 . . . . . . . . . . . . . . . . . 16

Grade 3 . . . . . . . . . . . . . . . . . 22

Grade 4 . . . . . . . . . . . . . . . . . 28

Grade 5 . . . . . . . . . . . . . . . . . 34

Grade 6 . . . . . . . . . . . . . . . . . 40

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Welcome!Welcome to Reading Street Common Core

Assessment Resources!

Included in this sampler are example pages from Weekly Tests for College and Career Readiness and Unit and End-of-Year Benchmark Tests for College and Career Readiness. These tests are part of a wide array of formal tests and classroom assessments that support instruction in Reading Street Common Core and were designed to measure student progress in comprehension, vocabulary, and writing skills and the Common Core State Standards.

In each Teacher Manual, the following support resources are included:

• instruction for administering and scoring the tests

• reproducible student and class progress charts

• test item analysis with skill and standard information

• scoring rubrics and top-score response suggestions

• test answers

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In addition to measuring progress in critical areas, these tests also provide students practice in the unique tasks they will soon encounter on upcoming assessments.

Reading Street Tests for College and Career Readiness include the following test items:

• Evidence-Based Selected Response (EBSR) – “Part A” and “Part B” questions ask students to demonstrate comprehension and vocabulary understanding. Students first answer Part A, then Part B requires them to show evidence from the text that supports their answer in Part A.

• Constructed Response – This exercise measures students’ written understanding of a single passage and allows them to communicate that understanding through written expression and knowledge of language and conventions.

• Extended Response – Measures students’ written understanding of two or more passages (number of passages is appropriate to grade-level).

All test items are in response to a passage from that week or unit of instruction. The opportunity for students to respond to authentic text worthy of study is in line with what students will experience on the upcoming assessments. Additionally, responding to texts that students have been working with throughout the week functions as the final step in their development of close reading skills. Extracting further evidence from these texts is valuable experience and practice.

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Kindergarten Sample

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An owl with sharp claws flies over the meadow. He is hungry and watchful. He is hunting for mice. The owl swoops! The dormouse hides in a bush. Where can she find a safe bed for winter? . . .The dormouse runs through the meadow. Her heart pounds like a drum. She climbs up a tree trunk. She crawls into a hole. She finds a place that is safe and dry!

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Name

Directions: Read aloud the following passage to children. Then read aloud each test item.

A Bed for the Winterby Karen Wallace

A squirrel gathers leaves high in a tree. He makes his nest warm for the cold winter weather. But a nest in the treetops is too high for a dormouse. The dormouse looks up, then scurries by.

A queen wasp sleeps under an oak stump. She has squeezed through a crack in the rotten wood. But a crack in an oak stump is too small for a dormouse. The dormouse looks in, then scurries by.

A golden-eyed toad sleeps under a stone. It is muddy and wet and the toad’s skin is cold. But it’s too wet for a dormouse under a stone. The dormouse looks in, then scurries by. . . .

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Kindergarten Sample

Reading Passage

• 1 passage on each Weekly Test

• 2 passages on each Unit Test

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With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

COMMON CORE STATE STANDARDS

Text-Based ComprehensionDirections: Read aloud each question below and have children choose the best answer.

1. Part AWhat animal does the dormouse see after the golden-eyed toad?

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With prompting and support, describe the connection between two individuals,

events, ideas, or pieces of information in a text.


Part BWhich sentence from the selection helps you know which animal the dormouse sees next?

“A squirrel gathers leaves high in a tree.”

“A golden-eyed toad sleeps under a stone.”

“An owl with sharp claws flies over the meadow.”

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Kindergarten Sample

Text-Based Comprehension

Evidence-Based Selected Response

• 1 question on each Weekly Test

• 2 questions on each Unit Test

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With prompting and support, ask and answer questions about unknown words in a text. With guidance and support from adults, explore word relationships and nuances in word meanings. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.


VocabularyDirections: Read aloud each question below and have children choose the best answer.

2. Part AThe selection says, “The dormouse runs through the meadow. Her heart pounds like a drum.” Which word means about the same as “pounds”?

beats

slows

jumps

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With prompting and support, ask and answer questions about unknown words in a text. With guidance and support from adults, explore word relationships and nuances in word meanings. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Part BWhich part of the sentences helps you understand the meaning of the word “pounds”?

“ he dormouse runs”

“throu h the meadow”

“like a drum”

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Kindergarten Sample

Vocabulary Evidence-Based

Selected Response

• 1 question on each Weekly Test


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With prompting and support, ask and answer questions about key details in a text. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.


To the Teacher: Tell children they may use the space on this page to plan their drawing and writing. Then have them draw and write their responses on the following page. Use the Writing Rubric on page T19 to assess children’s writing.

Writing — Constructed ResponseImagine the animals in A Bed for the Winter can talk. Choose one animal the dormouse meets. Draw a picture of the animal and the dormouse. Then dictate a sentence that tells what the dormouse might say to the animal. Remember to use ideas from the selection in your picture and sentence.

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Top-Score Response: A top-score response uses evidence from the text to tell what one character might say to another character in the story.

A top-score response should include:A drawing of the dormouse and one of the animals she meets in the story.A statement that tells what the dormouse might say to that animal.Details from the story that support what the dormouse says.

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SCORING RUBRIC FOR WRITINGUse the following rubric to evaluate responses to Constructed Response items (2 points).

Constructed-Response Scoring Rubric

Score Focus Organization Development Language and Vocabulary Conventions

2

The response is clear and completely text-based.

Information is ordered logically and is presented clearly.

The response contains extensive information drawn directly from the passage.

Ideas are connected clearly; vocabulary is topic-specific and used correctly.

The response contains proper grammar, spelling, punctuation, and capitalization.

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The response is somewhat unclear; significant portions of the response are not text-based.

Information is ordered somewhat illogically; presentation is somewhat unclear.

The response contains little information from the passage.

Ideas are somewhat connected; vocabulary may not be topic-specific or may be used incorrectly.

The response contains some errors in grammar, spelling, punctuation, and/or capitalization that interfere with understanding.

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Possible characteristics that would warrant a 0:

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Kindergarten Sample

Constructed Response

• 1 prompt on each Weekly Test

• 2 prompts on each Unit Test

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Writing — Extended ResponseWe have read three selections that tell information about plants.

• Nature Spy• “Parts of a Plant”• Flowers

Draw a picture that shows the girl in Nature Spy looking at one plant or plant part from each selection. Then dictate sentences to tell a story about the girl looking at the plants. Remember to use ideas from all three selections in your picture and sentences.

To the Teacher: Tell children they may use the space on this page to plan their drawing and writing. Then have them write their response on the following pages. Use the Writing Rubric on page T8 to assess children’s writing.

With prompting and support, ask and answer questions about key details in a text. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


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Extended-Response Scoring Rubric


4



The response contains extensive information drawn directly from all passages.



3

The response is somewhat clear and/or mostly text-based.

Information is ordered adequately; presentation is adequate.

The response contains some information drawn directly from all passages.

Ideas are connected; vocabulary is somewhat topic-specific and used correctly.

The response contains a few errors in grammar, spelling, punctuation, and/or capitalization, but is completely understandable.

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The response contains little information from all passages.ORThe response contains information, but only from one passage.



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The response is unclear, and most of it is not text-based.

Information is ordered illogically; presentation is weak.

The response contains little information from any of the passages.

Ideas are not connected; vocabulary is not topic-specific or is used incorrectly.

Many errors in grammar, spelling, punctuation, and/or capitalization make response difficult to follow.

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T8 Benchmark Tests Teacher’s Manual

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Numerous Passages: Extended ResponseUse the Extended-Response Scoring Rubric on page T8 to help you assess children’s responses. Assign each response a score from 0 to 4.A top-score response should include:

A drawing of the girl from Nature Spy looking at one plant or plant part from each selection.Sentences that tell a story about the girl looking at plants or plant parts.Details from the three selections that tell about the girl and plants.

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Kindergarten Sample

Extended Response

• 1 prompt on each Unit Test

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Grade 1 Sample

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The black bear eats grass, nuts, and grubs. Grubs are small bugs that hide under rocks and logs.The bear picked up the rocks and hunted for grubs.Many plants have shapes like tubes. Small hummingbirds can sip from the plants.The hummingbird uses its bill to get food. It sticks its bill in the plant. Hummingbirds can catch small bugs too.The big forest is filled with life. Many animals and plants call it home. It is a busy place!

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Name

Directions: Read aloud the following passage to children. Then read aloud each test item.

Life in the Forestby Claire Daniel

We can find life in the forest. It is a busy place!

Sun helped the leaves get wide and flat.

Sun shines on the leaves and helps them grow. ugs like munching on them. um, yum ugs can eat

lots and lots.

The oodpecker sits on a branch. eck eck eck It pecks to get at bugs.

The holes tell us that oodpeckers pecked on the tree.

The huge log is soft and damp. Water has made the log rot. Small bugs made homes in the log.

The bird hops on the log and then pecks at it. um, yum It gets bugs hen it pecks.

Nuts grow on trees and then fall all around. Squirrels get nuts and munch on them. um, yum

fo is cute, but it likes to catch small animals.

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Grade 1 Sample

Reading Passage



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Ask and answer questions about key details in a text. Identify the reasons an author gives to support points in a text. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Text-Based ComprehensionDirections: Read aloud each question below and have children choose the best answer.

1. Part AWhat is the author’s purpose for writing this selection?

to entertain readers with a story about animals

to give an opinion about a forest

to provide information about life in the forest

Part BWhich sentences from the story help you know what purpose the author had for writing this selection?

The woodpecker sits on a branch. Peck! Peck! Peck! It pecks to get at bugs.

The big forest is filled with life. Many animals and plants call it home. It is a busy place!

The black bear eats grass, nuts, and grubs. Grubs are small bugs that hide under rocks and logs.


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Grade 1 SampleText-Based

Comprehension Evidence-Based

Selected Response

• 2 questions on each Weekly Test


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Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Use sentence-level context as a clue to the meaning of a word or phrase.

VocabularyDirections: Read aloud each question below and have children choose the best answer.

3. Part AThe selection says, “The woodpecker sits on a branch. Peck! Peck! Peck! It pecks to get at bugs.” Which word is a sound word?

get

peck

bugs

Part BWhat makes this sound?

woodpecker

bugs

branch


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Grade 1 Sample


Selected Response



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Ask and answer questions about key details in a text. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Writing — Constructed ResponseIn the selection Life in the Forest, we learn about many animals. Choose an animal. Write sentences telling about the animal. Use information from the selection in your sentences.

To the Teacher: Use the Writing Rubric on page T19 to assess children’s writing.


Top-Score Response: A top-score response uses evidence from the text to tell about one of the animals in the selection Life in the Forest.

A top-score response should include:A statement that names one of the animals Life in the Forest.Statements that provide information about that animal.Facts and details from the selection that support the statements.

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SCORING RUBRICS FOR WRITINGUse the following rubrics to evaluate responses to Constructed Response items (2 points) and Extended Response items (4 points).



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Grade 1 Sample




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Writing — Extended ResponseWe have read some selections about animals.

• “Australia’s Amazing Animals” • “Ants Working Together”• Honey Bees

Each of these selections tells things about animals. Choose an animal from a selection. Use information from “Australia’s Amazing Animals,” “Ants Working Together,” or Honey Bees to write sentences telling about the animal. Give information about what the animal eats, where it lives, and what it does. Begin every sentence with a capital letter. End each sentence with an end mark.

Ask and answer questions about key details in a text. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use end punctuation for sentences.


To the Teacher: Tell children they may use the space on this page to plan their writing. Then have them write their response on the following pages. Use the Writing Rubric on page T8 to assess children’s writing.

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T20 Weekly Tests Teacher’s Manual

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A statement that tells which animal from which selection the child chooses.Statements about what the animal eats, where it lives, and what it does.Facts and details from the selection that tell about the animal and its habits.

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Grade 1 Sample

Extended Response



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Grade 2 Sample

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“Why bother?” I say. “The best shows always get cancelled. It’s so annoying.”“That’s what the petition is about,” Dale explains. “If the network sees that lots of kids like the show, they might keep it on.”

“Can anyone start a petition?”Dale shrugs. “Sure, I guess. Why?”“Maybe we should start one,” I say. “A petition to keep the park open later!”“Great idea!” Dale says. “But how do we do it?”“There’s always the Internet,” says Dale.A few clicks later, we find a how-to site about petitions.

Perfect Petition Pointers 1. Give it a title (for example, “Petition to Make Bigfoot the New School Mascot”). 2. Say whom it is addressed to. 3. Say who is sending it. 4. Say what you want to do or undo. 5. Get people to sign it—the more people, the better! 6. Give it to a person or group who has the power to do what you want to get done.

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Name

Directions: Read the following passage. Use information from the passage to answer the questions.

Carl the Complainerby Michelle Knudsen

My friends say I complain a lot. They even call me Carl the

Complainer.

But hey, some things are just so annoying!

Like TV jingles that get stuck in your head. And paper cuts.

It’s five o’clock–the time the town park closes.

“Five p.m. is way too early for the park to close,” I complain for

about the millionth time.

We turn down Dale’s street. “At least we’ve got a town park,”

he goes on. “Look—”

“I know, I know,” I say, laughing. “Look on the bright side!”

Dale starts laughing.

“Keep it down out there!” Dale’s next-door neighbor yells.

“Sorry, Mr. Henry,” we both call out.

We go into Dale’s house.

I show Dale a cool Web site. But an ad pops up—then four

more. “Pop-up ads are so annoying,” I complain. I start clicking

them all closed.

“Wait!” says Dale. “There’s a petition to save “Power Friends”!

I want to sign it. I love that show.”

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Grade 2 Sample

Reading Passage



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Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Literature 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Text-Based ComprehensionDirections: Read the questions below and choose the best answer.

1. Part AWhy do Carl and Dale want to start a petition?

A. because they want to save a TV show

B. because they want people to hear their

complaints

C. because they want the park to stay open later

D. because they don’t like Internet pop-up ads

Part BWhich part of the story most helps you answer Part A?

A. “It’s five o’clock—the time the town park

closes.”

B. “‘Pop-up ads are so annoying,’ I complain.”

C. “‘There’s a petition to save “Power Friends!”

I want to sign it.’”

D. “‘Maybe we should start one,’ I say. ‘A petition

to keep the park open later!’”


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Selected Response



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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Use sentence-level context as a clue to the meaning of a word or phrase.


VocabularyDirections: Read the questions below and choose the best answer.

4. Part AWhat does the word “complain” mean?

A. to tell stories over and over

B. to argue with everyone

C. to express unhappiness

D. to explain something too much

Part BWhich part of the story most helps you figure out what “complain” means?

A. “My friends say I complain a lot.”

B. “They even call me Carl the Complainer.”

C. “Some things are just so annoying!”

D. “I complain for about the millionth time.”

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Grade 2 Sample


Selected Response



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Writing — Constructed ResponseAre there things you complain about? If so, are they like the things Carl complains about? Tell how you are like Carl or unlike Carl. Use examples from Carl the Complainer to support your main ideas. Remember to check your writing for correct capitalization, punctuation, and spelling.

To the Teacher: Use the Writing Rubric on page T17 to assess children’s writing.

Describe how characters in a story respond to major events and challenges. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Top-Score Response: A top-score response uses evidence from the text to support children’s ideas about how they are like or unlike Carl the Complainer.

A top-score response should include:An explanation comparing and contrasting the child with Carl the Complainer.Details about what Carl complains about.Personal examples from the child’s life to compare and contrast with examples from the story.

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Grade 2 Sample




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Writing — Extended ResponseYou have read three texts about helping.

•“Skillful Helpers”•“Help for Knuckles”•Fire Fighter!

How do the people in these stories help others? Write a paragraph that tells why each type of helper is important. Use details from the texts to support your ideas. Remember to check your writing for correct grammar, capitalization, punctuation, and spelling.

Literature 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Informational Text 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Writing 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


To the Teacher: Tell children they may use the space on this page to plan their writing. Then have them write their responses on the following pages. Use the Writing Rubric on page T8 to assess children’s writing.

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A paragraph about why each type of helper described in the three stories is important.Details on what problems the three selections describe.Details about specific activities the helpers do in each selection.

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Grade 2 Sample

Extended Response



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Grade 3 Sample

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Even More StuffCity birds have lots of different materials to choose from. In some city nests you will find bits of paper and plastic wrap. In others you’ll see paper clips, thumbtacks, hairpins, rubber bands, and barbed wire. One person even found money tucked away in a bird’s nest—a five-dollar bill!

The Strangest NestThe strangest nest of all may be the white-nest swiflet’s. A swiflet is a small bird that lives in Asian nations such as India and Thailand. What makes this bird’s nest so strange?

A swiftlet nest is made of a goo that comes from the bird’s mouth. That’s right, the swiftlet spits out its nest! The goo comes out looking like long, wet noodles. The bird takes about a month to weave this sticky stuff into a cup-shaped nest. Soon, the goo dries out and becomes strong and sturdy. . . .Amazing BirdsHow do birds learn how to build these strange and amazing nests? Who teaches them?

No one. When a bird builds a nest for the first time, it has never seen one made before. The bird does not have to think about what it is doing. It just “knows” what to do. Just like you and I know how to breathe.But that doesn’t mean that building a nest is an easy job. Far from it. Think about the 500 trips a weaver bird must make to bring back the grass to build its nest. Or the dozen different kinds of knots it uses to weave it.

And remember that birds must do nearly the whole job with their beaks, along with a little help from their feet. That would be like you using only a finger and thumb on one hand.Try building a nest sometime from a pile of thin twigs, roots, and grass. Birds are amazing animals, and they build amazing homes!

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by Ron FridellAll Kinds of ShapesBirds should be proud of their nests. Each kind of bird builds its own special type of nest. Hummingbirds build little nests shaped like cups. Eagles build big, flat, platform nests. Woodpeckers build cavity nests by pecking holes in trees.

Which bird should win the prize for best nest-builder? How about the weaver bird? It uses its sharp bill like a needle to sew strips of fresh grass together. Then it weaves them into a nest. Weaver birds use a dozen kinds of knots to build their amazing home. It takes them about 500 trips to cut down and carry back all the grass to do the job.

All Kinds of PlacesBirds live in forests, deserts, grasslands, and wetlands. They live in the country and the city.

As cities take the place of forests and fields, birds must adapt to changing environments. City birds must build their nests in new and unusual places. Some use telephone poles, street lights, and mailboxes. Others build their nests in unused chimneys, flowerpots, and empty cans. Sometimes these city nests get in our way. . . .

All Kinds of StuffIt’s amazing how much strange stuff birds use to build their nests. Some birds use old snakeskin in their nests. Some birds use sticky spider silk to hold things together. To make the inside of the nest soft and warm, some birds use animal hair. Others line their nests with more than a thousand feathers!

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Determine the main idea of a text; recount the key details and explain how they support the main idea.



Directions: Read the questions below and choose the best answer.

1. Part AWhich statement is a main idea of this paragraph?

“Birds should be proud of their nests. Each kind of bird builds its own special type of nest. Hummingbirds build little nests shaped like cups. Eagles build big, flat, platform nests. Woodpeckers build cavity nests by pecking holes in trees.”

A. Different birds make different kinds of nests.

B. Woodpeckers harm trees as they make their nests.

C. It takes a lot of hard work to build a bird’s nest.

D. An eagle’s nest is larger than a hummingbird’s nest.

Part BWhich text detail best supports the answer to Part A?

A. “little nests shaped like cups”

B. “big, flat, platform nests”

C. “its own special type of nest”

D. “pecking holes in trees”

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Vocabulary


4. Part A What is the meaning of the word “cavity” as used in this sentence?

“Woodpeckers build cavity nests by pecking holes in trees.”

A. a large area in the side of a cliff

B. a closed-off region in the body

C. a hollow place in something solid

D. a pitted space in a tooth

Part BWhich phrase from the text best supports your answer to Part A?

A. “pecking holes in trees”

B. “proud of their nests”

C. “shaped like cups”

D. “special type”


Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase.

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To the Teacher: Use the Writing Rubric on page T17 to assess students’ writing.

Writing – Constructed ResponseReread the paragraphs below the heading “The Strangest Nest.” Write a short essay that explains the main idea of the text along with details that support the main idea. Group related ideas from the text in paragraphs and use linking words and phrases such as also and as well to connect the ideas. End your writing with a concluding statement.

Determine the main idea of a text; recount the key details and explain how they support the main idea. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section.


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Top-Score Response: A top-score response uses evidence from the text to write an essay about the main idea and supporting details of a section of the text.

A top-score response should include:A statement that identifies and explains the main idea of the section “The Strangest Nest.”Details from the paragraphs that support the main idea.Paragraphs and linking words to organize and connect related information.




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Grade 3 Sample




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Writing — Extended ResponseYou have read three texts about solving problems.

I Wanna IguanaPrudy’s Problem and How She Solved It“Extra! Extra! Fairy-Tale News from Hidden Forest”

The main character of each text has a problem. How are the solutions to each problem alike? How are they different? Write an essay to compare and contrast the solutions. Be sure to check your writing for correct grammar, capitalization, and spelling and to correct any errors.

To the Teacher: Tell students they may use the space on this page to plan their writing. Then have them write their response on the following pages. Use the Writing Rubric on page T8 to assess students’ writing.


Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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Numerous Passages: Extended ResponseUse the Extended-Response Scoring Rubric on page T8 to help you assess students’ responses. Assign each response a score from 0 to 4.A top-score response should include:

Descriptions of the main characters’ problems and solutions.Statements that tell how the solutions are alike and different.Details from the three stories that support the comparisons and contrasts.

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Grade 3 Sample

Extended Response



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Grade 4 Sample

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Still, scientists argued about his system. Was it really possible there were only seven cloud types as Luke claimed? Although some people proposed different classification ideas, Luke never changed his list of seven cloud types. But, over time, others did.In 1896, an important conference about weather was held in Paris, France. Scientists who attended agreed on a list of ten types of clouds. Each cloud type was given a name based on its shape and the height of its base. Five of Luke’s original names were used on the new list. The other five were combinations or revisions of his cloud names.


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by Julie Hannah and Joan HolubLuke was determined to find new ways to study the weather.

In 1796, he joined a club called the Askesian Society. The word askesian comes from a Greek word that means “philosophical exercise” or “training.”

Most of the club’s members were Quakers who wanted to learn about science. They did experiments and brainstormed to try to answer questions about weather, astronomy, electricity, and other branches of science. They wrote their ideas in reports and read them aloud at club meetings held twice a month. At every meeting, each member had to read a paper he had written or pay a fine!

It wasn’t easy to discuss clouds because everyone described their shapes differently. Luke knew clouds needed to be classified and named. But scientists had tried this before and failed because their systems weren’t exact enough.

Luke studied the work of a Swedish botanist named Carl von Linné, also known as Linnaeus. In 1735, Linnaeus had created a system for scientifically classifying plants and animals using Latin names. This gave Luke an idea for the way to classify clouds.

At a society meeting in 1802, Luke read an essay he’d written called “The Modification of Clouds.” (At the time, modification meant “classification” or “naming by categories.”) In his paper, Luke described three main cloud shapes and gave them Latin names. . . .

He also described four other types of clouds, which were combinations of the three main ones. . . . Everyone in the Askesian Society was excited about his essay. Finally, someone had a good idea for a system to name clouds! . . .

Luke’s essay was printed and sold in bookstores. His cloud-naming system appeared in the Encyclopedia Americana in the early 1800s.

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Grade 4 Sample

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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Informational Text 8. Explain how an author uses reasons and evidence to support particular points in a text.




1. Part AWhich of the following statements is an opinion?

A. “Everyone in the Askesian Society was excited about his essay.”

B. “In 1796, he joined a club called the Askesian Society.”

C. “Luke studied the work of a Swedish botanist named Carl von Linné, also known as Linnaeus.”

D. “Luke described three main cloud shapes and gave them Latin names.”

Part BWhat detail from the passage best supports your answer to Part A?

A. “the Askesian Society”

B. “Everyone . . . was excited”

C. “Luke studied”

D. “gave them Latin names”

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Selected Response



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Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


Vocabulary


4. Part AThe word “club” from the first paragraph is a multiple-meaning word. What is its meaning in this context?

A. a heavy stick

B. a sandwich with toasted bread

C. a group dedicated to an interest or activity

D. a place where people participate in exercise

Part BWhat context clue in the passage gives you a hint to the meaning of this word?

A. “meeting”

B. “Quakers”

C. “reports”

D. “questions”

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Grade 4 Sample


Selected Response



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Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in

which related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.


Writing – Constructed ResponseIn The Man Who Named the Clouds you read about the efforts of Luke Howard to come up with a way to classify and name the different types of clouds. What traits made Luke a good scientist? What qualities did he show to make sure his ideas were heard? Support your opinion with facts and details from the text. Be sure to link ideas using words and phrases such as “for example,” “also,” and “because.” Conclude with a statement that relates to your opinion.


Top-Score Response: A top-score response uses evidence from the text to state and support an opinion about the important traits and qualities of the scientist Luke Howard.

A top-score response should include:Statements about the specific traits and qualities that helped Luke Howard think of his ideas and get them heard.Reasons for the student’s choices.Details from the text that support the student’s opinion and reasons.




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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Provide a concluding statement or section related to the information or explanation presented. Produce clear and coherent writing in which the development and organization are appropriate

to task, purpose, and audience. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Writing — Extended ResponseYou have read three texts that deal with certain aspects of observing the natural world through science.

“Tornado Tales”“Awesome H2O”Adelina’s Whales

Each of these essays deals with a different aspect of the natural world. However, all of these topics are related to science. What special skills would be important in researching each of these fields? How are these fields alike? How are they different? What would be the most important characteristics someone would need to pursue a career in each of these fields? Support your ideas with specific details from each text. Remember to begin your essay by introducing the topic, to group related information in paragraphs, and to close your writing with a conclusion. Include terms such as “also” and “in addition” to link related ideas. After you write, check your essay for correct grammar and spelling. Correct your work as necessary.


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Descriptions of the special skills and characteristics needed to conduct research or pursue careers in the three fields of science related to the texts.Statements that tell how these three fields of science are alike and different.Specific details from the texts to support the student’s ideas.

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Grade 4 Sample

Extended Response



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Grade 5 Sample

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One passenger who was an acrobat was able to hang on outside a window of the burning airship until it was low enough that he could drop off onto the sandy ground below. He stood up, brushed himself off, and limped away. One older couple walked down the steps of the slowly falling ship as if it was a normal landing. They escaped, injured but alive. The Doehner brothers survived when their mother threw them out of a window into the arms of the rescuers below.

Werner Franz, the fourteen-year-old cabin boy, rode the flaming airship almost all the way to the ground. A large water tank in the ship above his head burst, drenching him with water. He jumped to the ground as the flaming airship was falling around him and dashed out, soaking wet but unharmed.The cause of the Hindenburg explosion is still a mystery. Hugo Eckener felt that there was static electricity in the air because of the thunderstorms in the area, and that this electricity might have ignited some hydrogen that was leaking near the back of the airship. Some people believe, however, that

a bomb caused the explosion. There was no evidence of a bomb, but the swastikas on the tail of the ship might have made the Hindenburg a target for people who wanted to destroy a symbol of Nazi power.Millions of people around the world watched newsreels of the Hindenburg explosion and heard reports about it on the radio. Zeppelins were now seen as death traps, and all interest in building more of them died with the Hindenburg. Eckener wrote that “it appeared to me the hopeless end of a great dream, a kind of end of the world.”

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Hindenburgby Patrick O’Brien

In Germany in 1900, the first dirigible was successfully flown. This mammoth airship consisted of several giant, gas-filled balloons inside a hard, hollow structure that was moved along by motors and steered by fins. In 1931 the most advanced dirigible yet, the Graf Zeppelin, began flying from Germany across the Atlantic and back, carrying twenty passengers in dreamy luxury. Meanwhile, its designer, Hugo Eckener, had even grander plans in mind. . . .

On May 3, 1937, sixty-one crew members and thirty-six passengers boarded the Hindenburg for the flight to America. Fourteen-year-old Werner Franz was thrilled to be a cabin boy on the famous airship. He was the youngest member of the crew. Two of the passengers were even younger—Werner and Wallace Doehner, ages six and eight. Somewhere over the Atlantic, a steward politely took away Werner’s toy truck. It made sparks when it rolled. In an airship filled with explosive hydrogen, sparks could mean disaster.

The Hindenburg cruised low over the icebergs of the North Atlantic, close to the spot where the Titanic had gone down twenty-five years before. At four o’clock on the afternoon of May 6, the Hindenburg arrived over the landing field in Lakehurst, New Jersey.

There were thunderstorms in the area, so it cruised south over the beaches of the Atlantic coast to wait out the storms. Shortly after seven o’clock, the Hindenburg returned to the landing field and slowed to a stop about 250 feet above the ground. The crew dropped ropes from the ship’s nose so the men below could help bring the ship in. Everything was done according to plan. It was a routine landing. There was no warning of what was about to happen.

In thirty-two seconds, the mighty airship Hindenburg was a mass of flaming wreckage on the ground.

Amazingly, of the ninety-seven people on board, sixty-seven survived the explosion. One person on the ground was killed, and five survivors died later in the hospital.

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Informational Text 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.




1. Part AWhich detail in the last paragraph is an opinion?

A. “‘the hopeless end of a great dream,’”

B. “Millions of people around the world watched”

C. “interest in building more of them died”

D. “Zeppelins were now seen as death traps,”

Part BWhich words helped you identify it as an opinion?

A. “me,” “hopeless”

B. “Millions,” “newsreels”

C. “seen,” “death traps”

D. “explosion,” “end of the world”

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Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


Vocabulary


4. Part ABased on context clues, what is the best definition of the word “routine” in the third paragraph of the passage?

A. unusual

B. tricky

C. normal

D. scary

Part BWhich context clue from the passage best helped you answer Part A?

A. “Everything was done according to plan.”

B. “returned to the landing field and slowed to a stop”

C. “it cruised south over the beaches of the Atlantic coast”

D. “The crew dropped ropes from the ship’s nose”

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Grade 5 Sample


Selected Response



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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Use concrete words and phrases and sensory details to convey experiences and events precisely. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research.



Writing – Constructed ResponseBased on the information in the passage from the selection The Hindenburg, write a journal entry for May 6, 1937, the day of the Hindenburg disaster. Write the entry from the point of view of Hugo Eckener, the designer of the Hindenburg.Use details from the text to establish the situation. Use description to develop the events, and organize them in a clear sequence. Use sensory details to convey Eckener’s experience precisely. Provide a conclusion that sums up the day’s events.

Top-Score Response: A top-score response uses evidence from the text to write a journal entry for May 6, 1937, the day of the Hindenburg disaster.

A top-score response should include:A journal entry written from the point of view of Hugo Eckener, the designer of the Hindenburg.Events told in the order in which they happened.Details from the selection that tell about what happened that day and how Eckener felt about the experience.




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Grade 5 Sample




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Writing – Extended ResponseYou have read three texts that give information about a special group of animals.

The Truth About Austin’s Amazing Bats“City Hawks”The Mystery of Saint Matthew Island

Despite differences in the settings and types of animals, these three stories have important similarities in the type of information they present and the style in which they present the information. Write a similar feature article for a children’s magazine about an animal or group of animals. The situation may be real or imagined. You may use facts and details from the texts or from your own ideas. Introduce the topic and then develop it with facts, details, and examples. Provide a concluding statement that sums up your main points. Remember to follow the conventions of standard English grammar, capitalization, punctuation, and spelling.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Provide a concluding statement or section related to the information or explanation presented. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



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A feature article for a children’s magazine written in the style of the three selections.Information about an animal or a group of animals similar to the type of information in the three selections.An introduction that names the topic and a conclusion that sums up the main points.

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Extended Response



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Grade 6 Sample

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When the Chavez family arrived at the first of their new homes in California, they found a battered old shed. Its doors were missing and garbage covered the dirt floor. Cold, damp air seeped into their bedding and clothes. They shared water and outdoor toilets with a dozen other families, and overcrowding made everything filthy. The neighbors were constantly fighting, and the noise upset Cesar. He had no place to play games with Richard. Meals were sometimes made of dandelion greens gathered along the road.Cesar swallowed his bitter homesickness and worked alongside his family. He was small and not very strong, but still a fierce worker. Nearly every crop caused torment. Yanking out beets broke the skin between his thumb and index finger. Grapevines sprayed with bug-killing chemicals made his eyes sting and his lungs wheeze. Lettuce had to be the worst. Thinning lettuce all day with a short-handled hoe would make hot spasms shoot through his back. Farm chores on someone else’s farm instead of on his own felt like a form of slavery.

The Chavez family talked constantly of saving enough money to buy back their ranch. But by each sundown, the whole family had earned as little as thirty cents for the day’s work. As the years blurred together, they spoke of the ranch less and less.


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by Kathleen KrullUntil Cesar Chavez was ten, every summer night was like a fiesta. Relatives

swarmed onto the ranch for barbecues with watermelon, lemonade, and fresh corn. Cesar and his brothers, sisters, and cousins settled down to sleep outside, under netting to keep mosquitoes out. But who could sleep—with uncles and aunts singing, spinning ghost stories, and telling magical tales of life back in Mexico?

Cesar thought the whole world belonged to his family. The eighty acres of their ranch were an island in the shimmering Arizona desert, and the starry skies were all their own.

Many years earlier, Cesar’s grandfather had built their spacious adobe house to last forever, with walls eighteen inches thick. A vegetable garden, cows, and chickens supplied all the food they could want. With hundreds of cousins on farms nearby, there was always someone to play with. Cesar’s best friend was his brother Richard; they never spent a day apart.

Cesar was so happy at home that he was a little afraid when school started. On his first day, he grabbed the seat next to his older sister, Rita. The teacher moved him to another seat—and Cesar flew out the door and ran home. It took three days of coaxing for him to return to school and take his place with the other first graders.

Cesar was stubborn, but he was not a fighter. His mother cautioned her children against fighting, urging them to use their minds and mouths to work out conflicts.

Then, in 1937, the summer Cesar was ten, the trees around the ranch began to wilt. The sun baked the farm soil rock hard. A drought was choking the life out of Arizona. Without water for the crops, the Chavez family couldn’t make money to pay its bills.

There came a day when Cesar’s mother couldn’t stop crying. In a daze, Cesar watched his father strap their possessions onto the roof of their old car. After a long struggle, the family no longer owned the ranch. They had no choice but to join the hundreds of thousands of people fleeing to the green valleys of California to look for work.

Cesar’s old life had vanished. Now he and his family were migrants—working on other people’s farms, crisscrossing California, picking whatever fruits and vegetables were in season.

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Grade 6 Sample

Reading Passage



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Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.




1. Part AWhich of the following sentences from the passage is an opinion?

A. “Cesar and his brothers, sisters, and cousins settled down to sleep outside, under netting to keep mosquitoes out.”

B. “Cesar was so happy at home that he was a little afraid when school started.”

C. “Cesar’s old life had vanished.”

D. “When the Chavez family arrived at the first of their new homes in California, they found a battered old shed.”

Part BWhich of the following sentences from the excerpt best supports the opinion you identified in Part A?

A. “Cesar was stubborn, but he was not a fighter.”

B. “On his first day, he grabbed the seat next to his older sister, Rita.”

C. “Cesar’s best friend was his brother Richard; they never spent a day apart.”

D. “It took three days of coaxing for him to return to school.”

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Selected Response



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Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


Vocabulary


4. Part AHomonyms are words that are spelled and pronounced alike but have different meanings. Read the following sentence from the passage:“. . . Cesar’s grandfather had built their spacious adobe house to last forever,”Which of the meanings for different homonyms spelled “l-a-s-t” fits the word “last” as it is used here?

A. coming after all the rest

B. to endure or continue

C. a foot-shaped form for shaping shoes

D. being a part of the end of life

Part BThe following sentence from the passage also contains a homonym.“Without water for the crops, the Chavez family couldn’t make money to pay its bills.”Which word in the sentence is a homonym, and what very different meaning does the matching homonym have?

A. “bill”—the beak of a bird

B. “water”—to pour water over

C. “family”—a group with a common ancestry

D. “money”—coins or paper bills accepted for payment

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Grade 6 Sample


Selected Response



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Writing – Constructed ResponseCesar Chavez was neither big nor strong. Write your opinion about what made him a good leader for migrant workers. Find details and examples in the selection to support your claim. Begin with a statement of your opinion. Then give your reasons and evidence, using transition words that connect your ideas. Finally, provide a concluding statement that rounds out your thoughts.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Provide a concluding statement or section that follows from the argument presented. Draw evidence from literary or informational texts to support analysis, reflection, and research.


Top-Score Response: A top-score response uses evidence from the text to write an opinion about what made Cesar Chavez a good leader for migrant workers.

A top-score response should include:A clearly stated opinion about the topic.Details and examples from the selection that support the opinion.Reasons and evidence, with transition words to connect the ideas.




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Grade 6 Sample




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Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts. Provide a concluding statement or section that follows from the information or explanation

presented. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Draw evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Writing – Extended ResponseSeveral texts you have read focus on people or things that people value highly. Think about what makes the topic of each selection precious.

Harvesting Hope: The Story of Cesar Chavez“Eulogy for Dr. Dorothy Height”Gold

Write an essay comparing and contrasting the valuable qualities you identify in them. Introduce your main ideas in an interesting way. Use details and examples from each selection to support and explain your ideas. Organize your information to make it easy for readers to understand. Use transition words to help compare and contrast your ideas. Restate your main idea in your conclusion. Remember to use correct grammar, spelling, punctuation, and capitalization.


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An essay comparing and contrasting the valuable qualities in selection topics.Main ideas supported and explained by details and examples from the selections.Information organized using transition words to compare and contrast the ideas.

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Grade 6 Sample

Extended Response



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