pre-assessment for quarter 1 reading informational text

1

Pre-Assessment for Quarter 1Reading Informational Text

Grade

2Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond

Important Information A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 9

2. Student’s Assessment (to be printed in a booklet form)b. Pages 10 – 20

B. This booklet is intended for pre-assessing reading informational standards RI 1,2 and 3 at the beginning of the first quarter. Do NOT allow students to read the passages before the assessment.

C. Student scores can be recorded on the class Learning Progressions Checklists. Each correct selected response is one point. Each constructed response is a maximum of 3 points. Constructed response points should be added to the learning progression adjustment point the question is targeting.

Printing Instructions…

Decide on the primary way to use this booklet, then choose one of the following ways to print this material.

You can just print this entire 20 pages – then divide it into the two sections to use.

OR…

You might do the following by sending them to your Print Shop:

Print Shop instructions…

Print pages 10 – 20 in booklet format.

• Set print driver properties to - - Original size 8 ½ x 11• Paper size = 11x17• Print type = Booklet


Directions for Pre-Assessment

Students read selections independently without reading assistance.

Students complete the selected response answers by shading in the bubble.

Students complete the constructed response answers by writing a response for each question.

Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension.

Remind students to STOP on the “stop” page. Do not allow them to go on to the “happy face” page until you have scored their answers.

When scoring....

When students have finished the entire pre-assessment, mark each selected response question as correct or incorrect.

When students have completed the constructed response score ONLY with a number from 0 – 3.

DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet).

Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points.

The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs.

Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include:

•What did you not understand about the question?•Underline words you did not understand.•Rewrite the question to reflect what you think it is asking.


Quarter One Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

The Adjustment Points (in purple) are the specific pre-assessed key skills.


RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

End Goal Example Constructed Response:

Grade 4 Path to DOK - 1 Path to DOK - 2End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cj DOK 2 - Cl Standard

Path to DOK 2Reading Literature CCSSLearning Progressions

Locate details or examples in a text.

Understand the meaning of the words/terms: details, examples, refer, explicit, draw inferences

Answers who, what, when, where and how questions about details or examples that can be found explicitly in the text.

Asks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text.

Contextual Development

Draws basic inferences (not too implicit) using details and examples from the text.

Locates information that is explicitly found in the text or for drawing inferences.

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student NAME1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17

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RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.


Grade 4 Path to DOK - 1 Path to DOK - 2 End Goal

DOK Guide DOK 1 - Ka DOK 1 – Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl Standard

Path to DOK 2Reading Literature CCSSLearning Progressions

Recall basic details from a story, drama or poem that was discussed in class.

Define theme, drama, poem, summarize, details text/passage/story/selection

Answer who, what, when, where and how describing questions about the characters, setting and events of the story and the problem/solution

Explain why details in a text can help determine the theme of a story, drama or poem.

General Concept Development

Summarize the events of a story, drama or poem using details from the text.

Locate explicit-implicit details in the text that support that support a common theme.

RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Student NAME1 2 3 4 5 6 7 8 9

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RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).


Grade 4 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3End Goal

DOK Guide DOK 1 – Ka DOK 1 – Kc DOK 1 – Cd DOK 1 – Ce DOK 1 – Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANp DOK 3 - Cu Standard

Path to DOK 2,3Reading Literature CCSSLearning Progressions

Recall specific details about a character, setting or event in a story or drama (discussed in class).

Define and understanding the terms: character, setting, event, story, drama, specific details, thoughts, words and actions.

Describe and identify literary elements in a story or drama (character, setting event).

Select appropriate words to describe a characters thoughts, words or actions.

Students answer who, what, when, where or how in-depth describing questions about a story or drama drawing on specific details.

Explain the relationship between a character’s thoughts, words or actions and events in a story or drama.

Locate in-depth specific details in a story or drama to support an implicit understanding of a character, setting or event.

Categorize common specific details about a character, setting or event (prepares for an in-depth analysis).

Draw on specific in-depth details as descriptive examples of a character, setting or event.

Rl.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Student NAME1 2 3 4 5

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Record student pre-assessment selected response scores on class sheets for instructional adjustments. The first quarter CFA score will be recorded in the last column as a comprehensive score.

Sample of Learning Progression Checklists


SBAC Reading AssessmentConstructed Response General Template

3

The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

relevant evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

2

The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently

addresses the purpose, audience, and task.• includes sentences of somewhat varied length and structure

1

The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant

evidence to support development.• lacks focus and organization and generally does not address the

purpose, audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

Short Constructed Response

Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.

The goal of the short response questions is to require students to succinctly show their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.


3Sample Response Note: This is “student talk” or how students may write about the topic.This story is about a man that created many important inventions. His name was Thomas Edison. He was very curious as a little boy and very smart. He educated himself and only went to school for a few months. When he got his first job he experimented with inventions. He kept experimenting as he grew up. Thomas Edison invented the phonograph, vote recorder, moving picture camera and even a stock ticker! Thanks to Edison we have electric light! He made the world a better place.

2Sample ResponseThomas Edison was an inventor. He made many things. He liked to make things even when he was a little boy. By the time he was a man he had made 1200 inventions! They help people all over the world. Electric light is a good example of one of his inventions.

1Sample ResponseThis story is about little boy. He liked to make experiments. He was smart.

0Sample Response (Student writing has little or nothing to do with the question.)When I grow up I can make things.

11. What is the main idea of this passage? Support your answer with details and examples from the text.

Scoring [Notes:] Note: This is “teacher talk” or what a teacher would like to see.When referring to the main idea, students should state in some form that Edison created many inventions. Some aspects of this statement could include Edison’s curiosity and intelligence (i.e., being able to educate himself, experimenting even when he worked other jobs). Another aspect could be how Edison’s inventions made difference in how people lived. Sufficient evidence of his inventions would be supporting details that could include names of his inventions and information about his patents. Details should consistently support the main idea of making inventions and be organized either by importance or chronologically. Varied sentence lengths are appropriate to the length of explanation needed.

Constructed Response

RI.4.2 DOK 2 - ClLocate explicit-implicit details in the text that support the main ideas and generalizations.

Quarter 1 Pre-Assessment Constructed Response Answer Key


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Sample ResponseI believe Thomas Edison was a great inventor for many reasons. Mainly, he was a hard worker and worked 16 hours a day. He referred to himself as a “two-shift” man (which meant he worked two jobs each day)! He was also very intense. He would concentrate on his work so much his wife sometimes had to tell him when to eat and sleep! Even in his spare time Thomas Edison experimented. The result of his hard work and effort paid off. He invented 1200 things! I don’t think he would have been as successful if he had not worked or cared about his work so much.

2Sample ResponseThomas Edison worked many long hours. Sometimes he worked 16 hours a day. He worked so hard he had time to make many inventions. Even when he had other jobs he was still inventing!

1Sample ResponseThis story is about a man who worked hard. It is about what he made when he worked.

0Sample Response (Student writing has little or nothing to do with the question.)I do not like to work hard.

12 Describe the relationship between Thomas Edison’s many hours of work and his success as an inventor. In your response use details and examples from the story that support your description.

Scoring [Notes:] Students should state in some form that Edison worked long hours which resulted in Edison’s being able to create a vast number of inventions. Some aspects of this statement could include that his wife often told him when to eat and sleep, and Edison’s own reference to being a “two-shift” man. Sufficient evidence of his long work hours could be supporting details such as his habit of working even in his spare time when he had other jobs or how being partially deaf kept conversations short so he could work more. Details should consistently refer to the idea of his work hours and intensity or commitment and be organized either by importance or chronologically. Varied sentence lengths are appropriate to the length of explanation needed.

Constructed Response

RI.4.3 DOK 3 - ANzAnalyze the interrelationship between an event in a historical text, analyzing what happened and why (continue for procedures, ideas or concepts).

Quarter 1 Pre-Assessment Constructed Response Answer Key


Question 1Thomas Edison received his first patent for inventing what item? C

Question 2Why was Edison able to build his first shop in Newark, New Jersey? D

Question 3Which statement is not supported from information in the text? B

Question 4What is the main idea of this passage? A

Question 5What statement provides the best summary about Thomas Edison’s inventions?

B

Question 6Which of the following statements is the best addition to the third paragraph?

D

Question 7What happened when Thomas Edison set up a laboratory in a baggage car? B

Question 8Thomas Edison attended school for only two months. Why was he so successful with so little schooling?

D

Question 9Which sentence best supports the fact that Thomas Edison was able to create so many inventions?

A

Question 10Which sentence best supports the concept that inventors are curious? C

Quarter 1 Pre-Assessment Selected Response Answer Key


Pre-Assessment for Quarter 1Reading Informational Text

Name ____________________

Grade


Thomas Alva Edison lit up the world with his invention of the electric light. Without him, the world might still be a dark place. However, the electric light was not his only invention. He also invented the phonograph, the motion picture camera, and over 1,200 other things. About every two weeks Edison created something new.

Thomas A. Edison was born in Milan, Ohio, on February 11, 1847. His family moved to Port Huron, Michigan, when he was seven years old. Surprisingly, he attended school for only two months. His mother, a former teacher, taught him a few things, but Edison was mostly self-educated. His natural curiosity led him to start experimenting at a young age with electrical and mechanical items at home.

When he was 12 years old, he got his first job. He became a newsboy on a train that ran between Port Huron and Detroit. He set up a laboratory in a baggage car of the train so that he could continue his experiments in his spare time. Unfortunately, Edison’s first job did not end well. He was fired when he accidentally set fire to the floor of the baggage car.

Edison then worked for five years as a telegraph operator, but he continued to spend much of his time on the job conducting experiments. He got his first patent in 1868 for a vote recorder run by electricity. However, the vote recorder was not a success. In 1870, he sold another invention, a stock-ticker, for $40,000. A stock-ticker is a machine that automatically prints stock prices on a tape. He was then able to build his first shop in Newark, New Jersey.

Thomas Edison was totally deaf in one ear and hard of hearing in the other, but thought of his deafness as a blessing in many ways. It kept conversations short, so that he could have more time for work. He called himself a "two-shift man" because he worked 16 out of every 24 hours.

Sometimes he worked so intensely that his wife had to remind him to sleep and eat.

Thomas Edison died at the age of 84 on October 18, 1931, at his estate in West Orange, New Jersey. He left numerous inventions that improved the quality of life all over the world.

Thomas Alva Edison

Online resource site for the Improving Reading Comprehension Using Metacognitive Strategies (IRCMS) program

http://en.wikipedia.org/wiki/File:Young_Thomas_Edison.jpg

http://en.wikipedia.org/wiki/File:Thomas_Edison2.jpg


Name ______________

1. Thomas Edison received his first patent for inventing what item?

A. An electric light.

B. A phonograph.

C. An electric vote recorder. D. A stock-ticker.

RI.4.1 DOK - 1 CfAnswers who, what, when, where and how questions about details or examples that can be found explicitly in the text.

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2. Why was Edison able to build his first shop in Newark, New Jersey?

A. He had more free time because he was fired from another job.

B. He inherited a building after someone in his family died.

C. He found an investor willing to buy him a building.

D. He made money when he sold an invention.

RI.1 DOK - 2 CjDraws basic inferences (not too implicit) using details and examples from the text.

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3. Which statement is not supported from information in the text?

A. Thomas A. Edison was born in Milan, Ohio.

B. Edison got his first job when he was ten years old.

C. Edison worked for five years as a telegraph operator.

D. Thomas Edison died at the age of 84. RI.1 DOK - 2 ClLocates information that is explicitly found in the text or for drawing inferences.

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4. What is the main idea of this passage?

A. Thomas Edison was interested in science and invented many important things.

B. Thomas Edison could not keep a job and kept getting fired.

C. Thomas Edison worked day and night on his experiments.

D. Deaf people make good inventors because they can focus better than hearing people.

RI.4.2 DOK – 2 Ck

Determine the main idea of a text.

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RI.4.2 DOK – 2 CiSummarize the events of a text or passage (article) using the key details as a guide.

5. What statement best summarizes why Thomas Edison’s inventions were important?

A. Thomas Edison was always inventing something.

B. Thomas Edison left many inventions that improved how people live.

C. Thomas Edison invented the electric light.

D. Thomas Edison was always curious.5

6. Which of the following statements is the best addition to the third paragraph?

A. Thomas Edison loved to work.

B. He had tried many jobs.

C. Thomas Edison had over 1200 inventions.

D. Thomas Edison’s experiments could

be very dangerous.

RI.4.2 DOK - 2 ClLocate explicit-implicit details in the text that support the main ideas and generalizations.

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7. What happened when Thomas Edison set up a laboratory in a baggage car?

A. He traveled between Port Huron and Detroit.

B. He accidentally set fire to the floor of the baggage car.

C. He continued to sell newspapers.

D. He continued his experiments.

RI.4.3 DOK – 1 CfDescribe what happened in a historical, scientific or technical text.

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RI.4.3 DOK - 1 ChExplain why an event happened based on specific information in a historical, scientific, or technical text (cause and effect).

8. Thomas Edison attended school for only two months. Why was he so successful with so little schooling?

A. His mother taught him a few things.

B. He worked as a telegraph operator.

C. He worked so much he sometimes forgot to eat or sleep.

D. Thomas Edison was mostly self-educated.

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9. Which sentence best supports the fact that Thomas Edison was able to create so many inventions?

A. Edison usually worked about 16 hours per day.

B. Edison spent too much time working on inventions.

C. Edison is the most famous American inventor.

D. Edison was not a good employee.

RI.4.3 DOK – 2 ANsDistinguish between relevant and irrelevant information in a historical, scientific, or technical text.

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RI.4.3 DOK - 3 ANzAnalyze the interrelationship between an event in a historical text, analyzing what happened and why (continue for procedures, ideas or concepts).

10.Which sentence best supports the concept that inventors are curious?

A. Inventors like to create new things.

B. Thomas Edison was curious even as a child.

C. Curious people like to learn about and explore new ideas.

D. Inventors often work many hours each day.

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11. What is the main idea of this passage? Support your answer with details and examples from the text.

12. Describe the relationship between Thomas Edison’s many hours of work and his success as an inventor. In your response, use details and examples from the story that support your description.


STOPClose your books and wait for instructions!


StandardRL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK 1 - CfI can answer a question that is right there in the text.

DOK 2 - CjI can answer a question by searching for clues.

DOK 2 - ClI can locate information that is right there in the text.

DOK 2 – Ci

I can summarize important events in the text.

DOK 2 – Cl

I can locate details to support an idea of generalization.

StandardRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

DOK 2 - Ck

I can tell the main idea of a text.

DOK 1 - Ch

I can explain what happened and why.

DOK 1 - CfI can describe what happened.

DOK 3 – ANzI can analyze a concept that explains why things may happen.

StandardRI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

DOK 2 – ANsI can tell what information best answers a question.

Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.

Quarter One CFA Pre-Assessment Informational Text – Key Adjustment Points.

DOK 2 Color your score blue.

0 1 2 312. Describe the relationship between

Thomas Edison’s many hours of work and his success as an inventor. In your response, use details and examples from the story that support your description.

0 1 2 311. What is the main idea of this

passage? Support your answer with details and examples from the text.

9

3

4 5 6

87 10

1 2 11

12

DOK 3 Color your score blue.


1 2 3

4 5 6

7 8 9

10 11 12

pre-assessment for quarter 1 reading informational text

Documents

students assessment

preassessment students

constructed response

constructed response

selected response answers

constructed response

constructed response

page of student booklet