INTERIM ASSESSMENT Teacher Directions Second Grade following amazing and dedicated HSD K-6th grade teachers.
All elementary ELA assessments were written, reviewed and revisedby the following amazing and dedicated HSD K-6th grade teachers. Reviewed and revised in June of 2015 by the following HSD K-6th grade teachers. Written by the following HSD K-6th grade teachers in 2014. Deborah Alvarado Lincoln Street Ko Kagawa Minter Bridge Tammy Cole Linda Benson West Union Jamie Lentz Mooberry Carrie Ellis Dori George Anne Berg Eastwood Sandra Maines Quatama Heather Girad Jamie Goldstein Aliceson Brandt Gina McLain TOSA Raquel Lemus Sharon Carlson Teresa Portinga Patterson Alfonso Lule Berta Lule Deborah Deplanche Judy Ramer Consultant Heather McCullum Alicia Glasscock Imlay Sara Retzlaff McKinney Sonja Grabel Jami Rider Free Orchard Irma Ramirez Megan Harding Orenco Kelly Rooke Free Orchards Jean Summers Renae Iversen Teacher Mentor Angela Walsh Witch Hazel Nikki Thoen Maritza Dash Ginger Jay Jill Russo Performance Task Classroom Activities for K 6 were written by Jamie Lentz, Gina McLain, Hayley Heider, Anna Wooley, Gretchen Erlandsen, Deborah Deplanche, Connie Briceno, Judy Ramer, Carrie Ellis, Sandra Maines, Renae Iversen, Anne Berg, Aliceson Brandt and Ko Kagawa. All assessments have been edited by Vicki Daniels. Assessment Targets Directions:
The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy. This assessment contains 20 total questions including 18 Selected Responses and 2 Constructed Responses.Selected Responses are 1 point each and Constructed Responses are 2 points each. Assessment Targets DOK-2 Key Ideas Details Standard 1 Central Idea Standard 2 DOK 3-4 Reasoning Standards 3,6 DOK 2-3 Text Structures Standards 5,7 2 Literature SRs 2 Informational SRs 1 Literature CR 1 Informational CR 3 Literature SRs 3 Informational SRs Total:4 Total:6 Possible Points:4 Possible Points:8 Possible Points:6 Directions: Students read the passages Students answer the SR and CR Questions. *If you are not doing the performance task have students answer questions #1-20 only. If you are not doing the performance task your students will stop on the red stop sign. Grades K 2 Students in kindergarten should have the passages read to them as a listening comprehension assessment. Students in grades 1 2 should read the passages independently if they can; however, students not reading at grade level may have the passages read to them. Grades 3 6 Students in grades 3 6 should read the passages independently unless an IEP signifies otherwise. Grade 2 LiteratureStandard St. 1 St. 2 St. 3 St. 5 St. 6 St. 7 DOK Level 2 3 InformationalStandard Important Note: The informational text African Animals, from Readworks.org is listed as a 2nd grade text. The grade equivalent of this text measures 4.9 while the lexile is 790. The grade equivalent is in the upper band range for 2nd 3rd grade text and in the lexile level. However, the general vocabulary of the text is simple and straightforward. The purpose of the text is clear and the structure is predictable. These qualitative measures explain why the text was posted for 2nd grade. It is the content specific vocabulary with multiple syllables, that brings this text up to a grade equivalent of 4.9 (omnivores, herbivores, carnivores, habitat as well as hippopotamus).Without these words the text measures closer to a grade two equivalent. Students can understand the meaning of these words within context although they may not be able to pronounce them. Common Core Band Flesch-Kincaid The Lexile Framework 2nd - 3rd 4th - 5rd 6th 8th 9th 10th 11th - CCR Optional Performance Task Directions
*If you are not doing the performance task have students answer questions #1-20 only. Important Note This assessment has an Optional Performance Task ( it will not be recorded to Synergy).The purpose of the Performance Task (PT) is to allow those teachers to give a PT to students, if so desired, as an instructional experience. Students should have access to spell-check resources but no grammar-check resources.Students can refer back to their passages, notes and 2 research constructed responses, as often theyd like if they are participating in the Performance Task. Directions for Performance Task Please do Part 1 before beginning the assessment. Part 1 1.A Classroom Activity (30 Minutes) You may wish to have a 30 minute classroom activity.The purpose of a PT activity is toensure that all students are familiar with the concepts of the topic and know andunderstand 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! 2.Read literary and informational passages (30 minutes) Remind students to take notes as they read.During an actual SBAC assessment students are allowed to keep their notes as a reference in order to complete their performance task. Answer the selected and constructed response questions. Part 2 (after questions #1-20) A Full Informational Composition (70 Minutes) 15 minute break 70 Minutes Students write their full composition (informational piece). Scoring An Informational Rubric is provided for the performance task.Students receive three scores: Organization and Purpose Evidence and Elaboration Conventions Traveling Abroad Performance Task Classroom Activity
This classroom pre-activity follows the Smarter Balanced Assessment Consortium general design of contextual elements, resources, learning goals, key terms and purpose [http://oaksportal.org/resources/] The classroom activity was written byGretchen Erlandsen and Anna Wooley. The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed potentially unfamiliar concepts that are associated with the scenario key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions. Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance. Throughout the activity, it is permissible to pause and ask students if they have any questions. Resources needed: Great Barrier Reef Video (in Spanish or in English) Map of World Graphic organizer for each student Pencils Learning Goals: Students will plan and create a poster to inform readers about a location. Students will understand the key terms: Note: Definitions are provided here for the convenience of facilitators. Students are expected to understand these key terms in the context of the task, not memorize the definitions. Continent (one of the seven large land masses that include Africa, Antarctica, North America, South America, Australia, Europe, and Asia) Travel (moving from one place to another by means of car, boat, plane, swimming, walking, etc.) Illustration (a drawing, painting, or other graphic to show readers what something looks like) Purpose: The facilitators goal is to support students to inform their readers about a new place. *Facilitators can decide whether they want to display ancillary materials using an overhead projector or computer/Smartboard, or whether they want to produce them as a handout for students. Traveling Abroad continued
Discussion question: What do you already know about continents? [Students turn and talk to their partners about what they know before sharing with the class]. Possible student responses (unscripted) They are big. There are seven of them. There is Asia, Australia, Antarctica One is The United States (please address misconceptions about continents versus countries/states/cities/etc.) Facilitator says: [Display map of the continents and name them while pointing to the map under document camera, projector, or SMART board). We are going to be talking about a place that is far away from where we live. We live on the continent of North America.[Point to the continent of North America, specifically which portion of North America where the United States of America and the Northwestern portion of the country is on the map]. We are going to pretend that we are traveling, or going, to a place called the Great Barrier Reef. Our job today is to collect information about the Great Barrier Reef to tell a friend why they should go the Great Barrier Reef. [Display graphic organizer however you can, for example, under a document camera]. We can use this handy-dandy graphic organizer to record our information. There are four sections we need to fill in. The four sections are how to get there, where to stay while youre there, how youll get around while youre there, and what youll see when you get there. Discussion question: Does anybody know which continent the Great Barrier Reef is near? Keep your hand raised if you think you could point to it on this map. [Have the student who identified Australia point to Australia on the map] The Great Barrier Reef is in the ocean along the coastline of the continent of Australia, specifically the Northeastern portion of the continent. [Point to this location on the map, highlighting the portion of the continent where the reef is located]. Lets look back at our graphic organizer questions. We need to know how to get there. Using what you know about travel, how could we get to the Great Barrier Reef, in Australia, from Hillsboro in North America? Traveling Abroad continued
Possible student responses (unscripted) We could take an airplane. We could take a boat. We could swim. Facilitator says: Taking an airplane or a boat would be an efficient way to get to Australia from North America. On your graphic organizer, you can draw the method of travel that you would use to get to Australia. After you draw, remember to label your drawing. [Students work on graphic organizer to draw and label the method of transportation that they would use]. Lets look at the next section on the graphic organizer: Where to stay. Discussion question: Where would you stay while you are in Australia? At a friends house. At a hotel. In a tent. (If this does come up, support this idea because it will scaffold this as a place where someone could stay when they are traveling to help students who may not have much prior knowledge of tents to be successful on the interim assessment). ** Guide your students appropriately towards a realistic option. Please draw and label where you would stay while you are in Australia. [Students draw and label.] Now we have a video to watch to help us answer the other two sections of our graphic organizer: how youll get around once youre already in Australia and what youll see when you are at the Great Barrier Reef. [Show video of the Great Barrier Reef. There is a video link in the ancillary materials for both an English video and a Spanish video. The English video is about four minutes long; the Spanish video is about six minutes long.] Traveling Abroad continued
Discussion question: What were some of the living things you saw in the video? Student responses (unscripted) Lots of fish. The coral. Big waves. People swimming in swim suits. Sea turtles! Facilitator says: Now, please draw and label some of the living things that you saw in the video. [Students draw and label some of the animals that they saw in the video]. Use what you saw in the video and what you know about travel to fill in the last part of our graphic organizer: How youll get around. If we are staying in Australia, how would we get around while we are visiting the Great Barrier Reef? How would we travel while we are there? Possible student answers: We will take a boat out to the coral reef. We should take a bus to get to the ocean before we take the boat. We will have to use flippers to swim. Now please draw and label how youll get around while you are in Australia at the Great Barrier Reef. Facilitator says: Remember that todays task was to get your friend excited to go with you to the Great Barrier Reef. You should include an introduction that gets them excited. I would use an exclamation point to say, Lets go to the Great Barrier Reef! as my introduction. Turn to your partner and share with them the introduction you would use. [Students turn and share] Facilitator says: Please write your introduction on your graphic organizer. [Students write their introductions]. Facilitator says: Finally, I would give my writing a title that tells what it is about. My title is Australia. Write your title on the top of your graphic organizer in the box labeled title. Traveling Abroad continued
Facilitator says: In your performance task, you will be learning more about how to create a poster that informs your reader about a new place. The group work you did today should help prepare you for the research and writing you will be doing in the performance task. Note: Facilitator should collect student notes from this activity. World Map with Continents and Oceans
ancillary materials Great Barrier Reef Video: https://www.youtube.com/watch?v=wbNeIn3vVKM&list=WL Video de la Gran Barrera de Coral: https://www.youtube.com/watch?v=OdYbV53TF9I World Map with Continents and Oceans Name__________________________
Title Introduction How to Get There Where to Stay What You Will See How You Will Get Around Grades K - 2: Generic 4-Point Informational/Explanatory Writing Rubric
Score Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence Conventions CCSS and Report Card Alignment Conventions: Kinder-L.K.1a, L.K.2a, & L.K.2d 1st-L.1.1a, L.1.2 2nd-L.2.2 Statement of Purpose/Focus Text Types & Purposes: Kinder-W.K.2 1st-W 2nd-W Kinder-none 1st-W.1.2.4 2nd-W.2.2.4 Elaboration of Evidence Text Types & Purposes/Production and Distribution of Writing: Kinder-W.K.2.3 & L.K.6 1st-W.1.5.2 2nd-W.2.2.3 Language and Vocabulary Conventions & Vocab.Acquisition: Kinder-L.K.1b-f & L.K.6 1st-L.1.1b-j & L.1.6 2nd-L.2.1 & L.2.6 4 Exemplary (E) Uses a combination of drawing, dictation, & writing (K) to compose Explains something more about the topic OR a connection is made between topic & broader idea(s) Clearly presents the topic and focus/controlling idea Intro, body, and conclusion support focus Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas Has a depth of information; insightful Elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts Maintains voice/tone of knowledgeable person conveying information knows when to use formal-informal language Uses effective, precise vocabulary and variety of sentence structures Edits with support /resources Has few or no errors in grammar, word usage, or mechanics as appropriate to grade 3 Proficient (M) Topic (context) and focus/controlling idea are clearly stated (gr K-3) Has overall coherence (K-3); Provides a concluding statement or section (gr, 1, 2, 3) Groups related ideas (gr3) that support the focus Uses transitions to connect ideas (gr3) Some authentic details, definitions, facts, text evidence support focus Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas Produces complete simple (K), compound (g, 1- 3), complex (gr3) sentences Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific) Uses adult/peer feedback to Revise Edits with support /resources (gr 2-3) Minor errors do not interfere with reader understanding (e.g., capitalization, punctuation; spelling) 2 Developing (NM) Uses a combination of drawing, dictation, & writing (K) to compose Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen Introduction, body, and conclusion are evident, but may lack clarity or Coherence (e.g., attempts to connect ideas, but may not be logical or make sense) Some elaboration strategies are evident in drawings or writing (gr K-3), or with support/ questioning from peers or adults (gr K -1) Ideas may not be fully elaborated or details may be insufficient to support topic Vocabulary use has minor errors Dictates, writes, and expands simple complete sentences Uses adult/peer feedback to revise Edits with support from peers or adults (gr 2-3) Uses grade-appropriate basic mechanics and word use with some errors 1 Merging (NY) Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated Attempts introduction, body, and conclusion, but one or more parts are missing No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing Edits with support from peers or adults (gr 2-3) Uses below grade-level basic mechanics with frequent errors A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target]. Performance Task Answer Key (Optional)
Your class is creating a poster exhibit about Africa.You have been asked to create a poster so people will want to go on an African Safari. Give your poster a title. Your poster will have three parts: Illustrations that tell about your poster An exciting introduction Basic information which should include: how they will get there where they will stay how they will get around what they will see You may also include other information that you feel would make an African Safari something people would like to do.Use details and examples from both texts An Adventure in African and African Animals. Students Title Title is reflected in the poster content. Illustrations Student illustrations should connect to the words and ideas of the poster. Introduction Student introduces poster with an exciting tone Basic Information Student presents the basic information listed on task. Students receive three scores, one for each criterion.In grade two, use your judgmentalong with the writing rubric to decide how the final product best supports each of these three areas. Purpose and Organization (4) Introduces the topic Illustrations support topic Connects ideas of Safari from the texts Poster has good transitions between basic information (paragraphs) Language -Elaboration of Evidence (4) Introduction is exciting and with elaboration Uses vocabulary learned from the texts Language maintains an exciting and positive voice throughout the poster Conventions (4) Uses words appropriate to grade Uses capitals and periods correctly If a series uses commas correctly Very minor errors in spelling 1 2 3 4 Total Score/12 InterimResearch Constructed Response Answer Key
Constructed Response Research Rubrics Target 2: Locate, Select, Interpret and Integrate Information. Question # 20Prompt:In what way are the animals in the text, African Animals, the same? Teacher /Rubric Language Response The response gives sufficient evidence of the ability to locate and select information that is similar about each of the animals in the text African Animals. The response gives sufficient evidence of the ability to interpret and integrate information by writing about the similarities of each animal in a written and logical response.Information that is integrated to support what kind of information about each animal is the same should include (1) a description of the animal either a physical description or a way to identify something unique about them, (2) what the animal eats and (3) what kind of group the animal lives in. This supports standard RI.2.6 because having to locate, select, interpret and then integrate (write about) information requires students to understand that the authors purpose was to inform the readers of similaritiesof animals that live in the African savanna. Student Language Response Example 2 Student locates and selects similar and sufficient information about each of the animals in the text and summarizes the information into an integrated and logical response. Some animals live in the savanna in Africa.The author tells about some of them like the lion, elephant, giraffe, wart hog and hippo.The author tells about what each animal looks like or does.The lion has gold fur and the elephant has tusks and warthogs look like pigs.The author also tells what each animal eat.Some are carnivores.That means they eat meat.Some are herbivores.That means they eat plants. Every animal lives in a group and the author tells all the names of each group.I didnt know that a group of warthogs is called a sounder! 1 Student locates and selects some similar but only partial information about each of the animals in the text to write a vague summary. This story is about animals in Africa and there are so many kinds that the author tells about like lions and giraffes.All animals are the same because they all have legs and a head and most have hair.I think the author wants us to know that they all live with other animals too. Student does not locate similar information about each of the animals in the text. Africa is where wild animals live.There is a lion in the picture and some giraffes too. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2 1 Interim Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 3: evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion Question #10Prompt:How did Kevins mother, father and Jim all help change the way Kevin felt about the safari?Use evidence from the passage to support your answer. Teacher /Rubric Language Response The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information that supports and answer the prompt.Information that supports how Kevins parents and Jim helped changed the way Kevin felt about going on is relevant.Details must come directly from the passage.Some of these relevant details could include (1) his parents took the time to explain to him what a safari was like, (2)his parents stayed calm, (3) his mother said, Good morning, Kevin! and looked happy and excited, (4) mother reassured Kevin that everything would be ok if they listened to the guide, (5) the driver, Jim, was kind, (6) Jim made sure they were OK when Kevin spotted something move and (7)Kevins mother and father stayed with him so Kevin could see the giraffe. Student Language Response Example 2 Student provides sufficient relevant details explicitly from the passage to support how Kevins parents and Jim helped changed how Kevin felt about the safari. At first Kevin was really afraid to go on the safari.His mother and father stayed calm and I think that helped him stay calm too.His mother was happy and excited.She said Good morning Kevin!The guide was very kind and made sure Kevin and his parents were safe.Kevin saw something move and Jim told everyone to be very quiet.Then Kevin saw a giraffe.His parents were there too. 1 Student provides partial relevant and not relevant details partially or vaguely from the passage to support how Kevins parents and Jim helped changed how Kevin felt about the safari. Kevin and his mom and dad went to Africa on a safari.That means they went to see animals.They had a lot of fun too.Kevin saw a tall giraffe.His mom told him it would be OK. Student provides no relevant details explicitly from the passage to support how Kevins parents and Jim helped changed how Kevin felt about the safari. Lions live in Africa.So do other animals.I like giraffes the most. Standard RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Interim Assessment Selected Response Answer/Points Key
Question 1What best describes how Kevin was feeling in the first paragraph? RL.1 A 1 Question 2Why did the guide say giraffes always have enough to eat? RL.1 B Question 3What is the central message of the text? RL.2 C Question 4What is the main idea of paragraph 5? RL.2 D Question 5Which of the following details explains why Kevin could not sleep in thebeginning of the story? RL.3 Question 6 Which details are found in the introduction of the story?Pick the two choices that are correct.RL.5 A,B Question 7Who said, Its nothing dangerous.If we speak loudly, well scare it away!? RL.6 Question 8Based on the conclusion of the story, what do you think Kevin will do the rest of the day? RL.7 Question 9Paragraph 2 states, When the sun came up What does this detail tell you about the time of day?RL.7 Question RL.6Constructed Response 2 Question 11 Which sentence best describes a carnivore? RI.1 Question 12 According to the text, how are elephants and giraffes alike? RI.1 Question 13What information can the reader learn from all of the paragraphs in the passage African Animals?RI.2 Question 14 What is the main topic of the passage African Animals? RI.2 Question 15 What animal group eats most like a hippopotamus? RI.3 Question 16Which two sentences support Figure 1?RI.5 (BOTH MUST BE CORRECT) Question 17Which sentence best explains the authors main purpose for writingthepassage African Animals?RI.6 Question 18Which sentence from African Animals, helps the reader understand the photograph in Figure 2? RI.7 Question 19Why might the author have included Figures 1 and 2 in the passage AfricanAnimals? RI.7 Question RI.6Constructed Response Name_________________________
INTERIM ASSESSMENT Student Copy Name_________________________ Grade Equivalent 2.9 Lexile Measure 630L Mean Sentence Length 13.53 Mean Log Word Frequency 3.70 Word Count 460 An Adventure in Africa 1 It was late at night, but Kevin lay awake in bed. He could not sleep because he was very scared. His bed was inside a huge camping tent. Just outside the tent were the fields of Africa.Africa was filled with wild animals. Kevin looked at his parents. They slept soundly in a bed across from him. He thought, How they could be so calm? What if a lion came into their tent to attack them?It took a long time before Kevin could fall asleep. 2 When the sun came up, he felt his mothers hand on his head. Good morning, Kevin! she said. She looked happy and excited. Time to wake up and go on the safari. 3 Im scared, said Kevin. Before they left America on the plane, his parents told him that a safari was a long drive to see animals, often in Africa. During a safari you can see lions and zebras living free.They were not cooped up in a zoo. What if we get close to a lion? he asked. 4 Oh darling, she said. Like I told you, nothing will happen to us if we listen to what our guide says. 5 Kevin rubbed his eyes and put on his clothes. He could hear the birds singing outside. He began to feel less afraid. He walked out of the tent into bright sunlight. Then he ate his eggs at the table outside. Kevin got into a big green jeep with his mother and father. The driver was a kind looking man. He had a thick gray beard. His name was Jim, and he was their guide. 6 The jeep took off along a dirt road. After a little while Kevin saw something move out of the corner of his eye. Wait! he said. I see something! 7 Jim stopped the car and told them all to get out. Kevin and his parents waited in the tall grass.Jim walked ahead of them and looked around. After a minute Jim raised his hands in the air. Shhh, he whispered. Its nothing dangerous. If we speak loudly, well scare it away! Kevin and his parents walked up to where Jim stood, and soon Kevin saw an animal come very close to them. It was a golden creature with dark brown spots and a very, very long neck. It had come to eat the leaves of a tall tree. The giraffe is the only animal around here tall enough to reach those leaves, whispered Jim. Thats why it always has food to eat. 8 Wow, whispered Kevin. He could not believe how close he was to the giraffe. All his fears left and he began to get excited about the day to come. What best describes how Kevin was feeling in the first paragraph?
scared calm wild awake Standard RL.2.1 Ask and answer such questions aswho, what, where, when, why, and howto demonstrate understanding of key details in a text. Why did the guide say giraffes always have enough to eat? There is plenty of food in the wild. They are the only animal tall enough to reach the leaves of tall trees. Safari visitors feed the giraffes. They do not eat meat. 3. What is the central message of the story?
Giraffes always have food to eat because they have long necks. It is better for animals to live in the wild than in a zoo. New things can be scary at first but they can become fun and exciting at the same time. You need to prepare to go on an adventure in Africa. Standard RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 4. What is the main idea of paragraph 5? Kevin is going on an adventure in Africa. Kevin eats his eggs quickly at the table. Kevin is afraid to go on the safari. Kevin is getting ready to go on the safari. The birds were singing outside in the bright sunlight.
Which of the following details explains why Kevin could not sleep in the beginning of the story? The birds were singing outside in the bright sunlight. Kevin was very scared a lion would come into his tent. His bed was inside a giant camping tent in Africa. His parents slept in another bed across from him. Standard RL.2.3 Describe how characters in a story respond to major events and challenges. Which details are found in the introduction of the story?Pick the two choices that are correct. He could not sleep because he was very scared. It took a long time before Kevin finally fell asleep. His name is Jim, and he was their guide. All his fears vanished and he began to get excited about the rest of his day. Standard RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Who said, Its nothing dangerous. If we speak
loudly, well scare it away!? Kevin Mom Dad Jim Standard RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Based on the conclusion of the story, what do youthink Kevin will do the rest of the day? Kevin will go back to sleep in his tent. Kevin will spend the rest of the day in his bed. Kevin will go to the zoo. Kevin will continue on the safari. Standard RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Paragraph 2 states, When the sun came up What does this detail tell you about the time of day?
It was late night. It was morning. It was afternoon. The moon was out. Standard RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 10. How did Kevins mother, father and Jim all help change the way Kevin felt about the safari?Use evidence from the passage to support your answer. Standard RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud Figure 1 Lions are big cats.
Grade Equivalent 4.9 Lexile Measure 790L Mean Sentence Length 10.10 Mean Log Word Frequency 3.25 Word Count 202 African Animals 1 Much of Africa is a savanna. A savanna is an open grassland with few trees. Africa's savanna is home to many types of animals. The savanna is a habitat. A habitat is a place where an animal lives. Here are some animals that live in the African savanna. 2 Lion Lions are big cats with goldfur. Lions are carnivores. Carnivores are meat eaters. Lions live together in a group called a pride. 3 Elephant Elephants are animals with trunks and tusks. Elephants are herbivores.Herbivores are plant eaters. Elephants live together in a group called a herd. Figure 1 Lions are big cats. Figure 2 Giraffes are the tallest animals in the world.
African Animals 4 Giraffe Giraffes are the tallest animals in the world. They are plant eaters. Because they are tall, they can reach leaves on tall trees. Giraffes live in a herd of about 10 animals. 5 Warthog Warthogs are a type of wild hog. Warthogs are omnivores. Omnivores eat both plants and meat. Female and baby warthogs live in a small group called a sounder. Males live alone. 6 Hippopotamus Hippopotamuses are animals that live partly on land and partly in water. They are herbivores that eat mainly grasses. Hippos live in a herd of up to 15 members. Figure 2Giraffes are the tallest animals in the world. 11. Which sentence best describes a carnivore? Lions are carnivores.
Carnivores are meat eaters. Plant eaters are carnivores. Carnivores live partly on land and water. Standard RI.2.1 Ask and answer such questions aswho, what, where, when, why, and howto demonstrate understanding of key details in a text. 12.According to the text, how are elephants and giraffes the same? They both have trunks. Elephants and giraffes are carnivores. Giraffes are the tallest animals in the world. Both animals are plant eaters. The reader can learn about kinds of groups the animals live in.
13. What information can the reader learn from all of the paragraphs in the textAfrican Animals? The reader can learn about kinds of groups the animals live in. The reader can learn how each kind of animal protects itself. The reader can learn what color the animals are. The reader can learn what kind of sound the animals make. Standard RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 14.What is the main topic of the textAfrican Animals? animals that live in the African Savanna lions that live in Africa warthogs that live in the savanna a hippopotamus is an African animal 15. What animal group eats most like a hippopotamus? warthogs
elephants giraffes lions Standard RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 16. Which two sentences support Figure 1? Choose the two correct answers. Lions are meat eaters. Lions are big cats. Many animals live in Africa. Giraffes eat from tall trees. Standard RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. The author wants to describe a savanna.
17. Which sentence best explains the authors mainpurpose for writingthe text, African Animals? The author wants the reader to know that giraffes are the tallest animals in the world. The author wants to describe a savanna. The purpose of this text is to explain the difference between herbivores and carnivores. The author wants to describe some of the animals that live in the African Savanna. Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 18.Which sentence from African Animals, helps the reader understand the photograph in Figure 2? Africas savannah is home to many different types of animals. Lions are big cats with gold-colored fur. Their height helps them reach leaves on tall trees. They are herbivores that eat mainly grasses. Standard RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text to provide an example of African animals for the reader
Why might the author have included Figures 1 and 2 in the text, African Animals? to provide an example of African animals for the reader to display animals most readers like The author liked these animals the most. to show the reader where these animals live Standard RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. In what way are the animals in the text, African Animals, the same? Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Close your books and wait for instructions!
STOP Close your books and wait for instructions! Student Directions Part 2 Performance Task:
Your class is creating a poster exhibit about Africa.You have been asked to create a poster so people will want to go on an African Safari. Give your poster a title. Your poster will have three parts: Illustrations that tell about your poster An exciting introduction Basic information which should include: how they will get there where they will stay how they will get around what they will see You may also include other information that you feel would make an African safari something people would like to do.Use details and examples from both texts An Adventure in Africa and African Animals. Remember to: Plan your writing.You may use your notes and answers. Write, Revise and Edit your rough draft. Complete your poster, introduction, and basic information. How you will be scored Purpose Did you write only about the topic? Organization Do your ideas go together?Do they make sense? Elaboration: of evidence Did you show evidence to support your topic? of language and vocabulary Do you use words about the topic?Are your sentences easy to read and understand? Conventions Did you follow rules for capitals, punctuation and spelling? _______________________________
Performance Task _______________________________ Illustrations or pictures Introduction Performance Task Basic Information