pre-assessment for quarter 1 reading informational text

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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 print this booklet, then choose one of the following ways to use 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 9 – 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).

Path to DOK - 1 Path to DOK - 2

End GoalDOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cj DOK 2 - Cl Standard

Locate basic information in the text regarding events and specific details (read and discussed in class).

Define (understand the meaning of…) terms: quote accurately, and drawing inferences.

Answer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences.

Explain the connection between using text as evidence to explain or draw inferences (concept development).

Quotes specific parts of the text when answering questions about the text.

Quote accurately from the text when explaining what the text says to support answers or inferences.

RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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

Ka Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Ck DOK 2 - Cl StandardLocate basic information in the text regarding key details.

Define: main idea, summarize, supporting and key details.

Answer who, what, when, where and how questions about key details.

Explain how key details are a clue to the main idea(s) of a text (concept development).

Summarize the key details of a text.

Identify two main ideas in a text.

Locate and give examples of key details that support the identified two main ideas in a text.

RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 – Cl DOK 3 – Cu(taught in several lessons) DOK 3 - ANz Standard

Locate basic information in a historical, scientific or technical text (read and discussed in class).

Define terms: relationships, interactions, evidence (to support ideas), historical, scientific and technical texts.

Answer who, what, when, where and how questions about individuals, events, ideas or concepts based on specific information.

Explain (in general to develop a conceptual understanding of…) how individuals, events, ideas or concepts can interact in text.

Locate information to support how two individuals interact in a text (continue with events, ideas or concepts).

Explain the connection between two or more individuals or events in an historical text.

Explain the connection between two or more ideas in a scientific text.

Use the text to explain the relationships or interactions between ideas, individuals or events within one text.

Using specific criteria from a text, analyze the interrelationships between and among concepts, ideas, events or individuals.

RI5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


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.


End Goal Example Constructed Response:

Grade 5 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 basic information in the text regarding events and specific details (read and discussed in class).

Define (understand the meaning of…) terms: quote accurately, and drawing inferences.

Answer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences.

Explain the connection between using text as evidence to explain or draw inferences (concept development).

Quotes specific parts of the text when answering questions about the text.

Quote accurately from the text when explaining what the text says to support answers or inferences.


Student NAME1

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RL5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


Grade 5Path to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 – Ch(concept development) DOK 2 - Ci DOK 2 - Ck DOK 2 - Cl Standard

Path to DOK 2Reading Literature CCSSLearning Progressions

Locate basic information in a story, drama or poem, regarding events and specific details.

Define terms: theme, details, summarizes, character, challenges, sequence, story, drama, poem, response and reflection.

Identify key literary elements specific to a poem (rhyme, alliteration, etc...), a drama (casts of characters,etc..) and stories (character, setting, events).

Answer who, what, when, where and how describing questions about a story, drama or poem.

Explain the connection between a story, drama or poem’s theme and details.

Explain how challenges in a story, drama or poem link to characters’ responses.

Summarize the key events in a story, drama or poem (including character responses to those events).

Identify the theme of a story, drama or poem from details in the text.

Locate details in a story, drama or poem that tell a character’s response to challenges or how a speaker in a poem reflects on a topic.

RL5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

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RL5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


Grade 5 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3

End Goal

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

Path to DOK 2,3Reading Literature CCSSLearning Progressions

Locate basic information in two or more stories or dramas regarding events and specific details (read and discussed in class).

Define terms: literary elements (characters, setting, plot, etc.), compare and contrast, drama, specific details and interactions.

Identify and describe events, characters, and setting in two or more stories or dramas.

Answer describing who, what, when, where or how questions about two or more stories or dramas.

Explain how two or more characters interact in a story or drama.

Locate specific details in two or more stories or dramas about how characters interact.

Categorize the specific details located in two or more stories or dramas using a graphic organizer.

Connect the specific categorized details located in two or more stories or dramas. Identify similarities and differences.

RL5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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10 11 12 13 14 15 16 172021


SBAC Reading AssessmentConstructed Response General Template

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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

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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

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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.


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Sample ResponseThis article explains how the atmosphere provides living things with air, water (by recycling) and protects us from harmful sun rays. The atmosphere extends far above earth and an ocean of gases. Without the atmosphere life as we know it would not exist. Another main idea is that there are four layers of our atmosphere which include the Troposphere, Stratosphere, Mesosphere and Thermosphere. Each layer has different gases. We live in the first layer called the Troposphere. It has the most air. The next layer is the Stratosphere or called the ozone. It blocks out dangerous sun rays. These two layers affect us more than the Mesophere and Thermosphere.

2Sample ResponseA main idea in this article is how the atmosphere gives us air to breathe. The atmosphere is all around us. Another main idea is that there are different layers of atmosphere. We have to have the atmosphere to live.

1Sample ResponseLiving things need air and water. They need to live.

0Sample Response (Student writing has little or nothing to do with the question.)I live on Earth.

11. What are two main ideas in this article? Which key details in the article support these main ideas?

Scoring [Notes:] Students should identify two main ideas in this article including the importance of the atmosphere for most living things and the four different layers of the atmosphere. Aspects of these main ideas may include general information about the composition, definition and/or location of the atmospheric layers, how the atmosphere provides protection from harmful rays, and altitude changes. Details that specifically address how the atmosphere affects all living things could include the need for air, water and heat protection. Details that specifically address the different layers of the atmosphere should include the names of each layer or the fact that there are four layers. Organization should be consistent with text descriptions. Sentence length should vary according to the information available.

Constructed Response

RI.5.2 ClLocate and give examples of key details that support the identified two main ideas in a text.


3Sample ResponsePeople can adjust to the atmosphere changes. One example is that when mountain climbers move upward the altitude increases and the air temperature and air pressure decreases. This means they have to dress in warmer clothes as they climb higher. Another example is protecting our skin by wearing sun block and protecting our eye by wearing sunglasses because the ozone layer has gotten thinner (because of pollution) and doesn’t block out all of the dangerous sun rays.

2Sample ResponseThe atmosphere can be dangerous. We need to wear warm clothes when we climb. We need to wear sunglasses and sun block.

1Sample ResponseIf I were on an airplane I would be moving higher and need to breathe.

0Sample Response (Student writing has little or nothing to do with the question.)People like to fly in airplanes.

12. How can people adjust to the different affects of the atmosphere? Use details and examples from the text to support your answer.

Scoring [Notes:] Students should connect specific human situations (mountain climbing, being out in the sun, airplane design) to the effects of atmosphere changes or conditions. Aspects of this question could include reasons why the atmosphere changes or affects humans (altitude, temperature and pressure changes). Students should support each condition with at least one detail or example (relevant evidence) from the text explicitly. These might include wearing warmer clothing at high altitudes and using sun block or wearing sunglasses for protection from harmful rays. Details are organized and match the examples given. Sentence length and structure vary depending on the details and examples given.

Constructed Response

RI.5.3 ANzUsing specific criteria from a text, analyze the interrelationships between and among concepts, ideas, events or individuals.


Quarter 1 Pre-Assessment Selected Response Answer Key

Question 1In which layer is air pressure the greatest? B

Question 2Why did the word Troposphere come from the Greek word tropo? C

Question 3What does the word composition mean in this passage? B

Question 4 An alternate title for this reading passage might be: D

Question 5Which of the following group of statements identify two main ideas of the passage?

B

Question 6Which of the following set of details in the passage support the importance of our Earth’s atmosphere?

B

Question 7Which sentence best explains the changes in different layers of the atmosphere ?

C

Question 8Based on the diagram, which two layers of the atmosphere are closest to Earth?

D

Question 9Why is the air pressure greatest in the Troposphere? A

Question 10Which group of statements show the influences of the atmosphere on how people live?

A


Pre-Assessment for Quarter 1Reading Informational Text

Name ____________________

Grade

http://alphabet.phillipmartin.info/index.htm


The Earth is surrounded by an ocean of gases we call the atmosphere. The atmosphere is important because it contains the air most living things breathe. It also absorbs heat energy from the sun. It even recycles water by returning it back to the Earth as rain. Without the atmosphere, life as we know it could not exist on Earth. The atmosphere extends far above the surface of the Earth. Scientists discovered that the atmosphere is divided into layers, just like a layer cake. Each layer varies in thickness and in temperature. Each layer is composed, or made, of a different composition of gases.

The layer of the atmosphere we live in is called the Troposphere. Tropo is a Greek word that means change. This first layer begins at sea level and ends about 9 miles up. The Troposphere contains about half of all the air in the entire atmosphere. Because it is at the bottom, air pressure, or the weight of the air, is greatest in this layer. All the clouds we see and the changes in weather we experience occur in the Troposphere. Air temperature and air pressure are not the same all the way up through the Troposphere. As altitude increases, air temperature and air pressure decreases. Mountain climbers must dress in warmer clothes as they climb higher. To keep air pressure constant as they gain altitude, airplanes are sealed to prevent air from escaping.

There are three other layers above the Troposphere. They are the Stratosphere, Mesosphere and Thermosphere. Together they make up the remaining half of all the air that surrounds the Earth. This means the air in these layers is thinner and has less pressure than the air in the Troposphere. The Stratosphere contains a special gas called ozone, which is found in a layer called the ozone layer. This layer blocks out most of the dangerous rays from our sun. These dangerous rays cause sunburn, which can lead to skin cancer. There has been a lot of discussion about this layer over the past twenty years. Scientists have discovered that the ozone layer has gotten thinner due to pollution. Now, more harmful rays reach the Earth. To protect our skin from these rays, we must wear sun block while outside, especially in the summer when we wear less clothing. It is also wise to wear sunglasses on bright days to guard against damage to our eyes. By Jim Cornish

The Atmosphere: The Ocean of Air Above Us

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


Name ______________

1. In which layer is air pressure the greatest?

A. Stratosphere.

B. Troposphere.

C. Mesosphere.

D. Thermosphere.

RI.5.1 DOK – 1 CfAnswer who, what, when, where and how questions when explaining what the text says explicitly or drawing basic inferences.

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2. Why did the word Troposphere come from the Greek word tropo?

A. Greeks first discovered the atmosphere.

B. Tropo is the Greek god of weather.

C. The weather is always changing within the Troposphere.

D. The Earth is shaped like a sphere. RI.5.1 DOK - 2 CjQuotes specific parts of the text when answering questions about the text.

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3. What does the word composition mean in this passage?

A. Process material so that it is used again.

B. The way the parts of something are arranged.

C. To keep the air pressure constant.

D. Music notes written on a page

RI.5.1 DOK - 2 ClQuote accurately from the text when explaining what the text says to support answers or inferences.

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4. An alternate title for this reading passage might be:

A. The Thinning Ozone Layer.

B. Air Pressure and the Atmosphere.

C. Weather Events and the Atmosphere.

D. The Many Layers of the Atmosphere.

RI.5.2 DOK - 2 Ci

Summarize the key details of a text.

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6. Which of the following set of details in the passage support the importance of our Earth’s atmosphere?

A. There are three layers above the Troposphere that have thinner air and less pressure.

B. The atmosphere contains the air we breathe while the stratosphere blocks out dangerous rays from our sun.

C. It is wise to wear sunglasses on bright days to guard against damage to your eyes and sun block to protect your skin.

D. Mountain climbers dress in warmer clothes as they climb higher because as altitude increases, air temperature and air pressure decrease.

5. Which of the following group of statements identify two main ideas of the passage?

A. Now, more harmful rays reach the Earth. To protect our skin from rays we must wear sun block.

B. Without the atmosphere life as we know it could not exist on

the Earth. There are four layers of atmosphere surrounding Earth.

C. There is less ozone for humans to breathe. The thinning ozone layer is increasing the air pressure on humans.

D. Air temperature and air pressure are not the same all the way up through the Troposphere. As altitude increases, air temperature and air pressure decreases

RI.5.2 DOK - 2 CkIdentify two main ideas in a text.

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RI.5.2 DOK - 2 ClLocate and give examples of key details that support the identified two main ideas in a text.

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7. Which sentence best explains the changes in different layers of the atmosphere ?

A. The air in the other three layers are thinner are thinner than the air in the Troposphere.

B. Air pressure and air temperature are not the same all the way up through the Troposphere.

C. As altitude increases, air temperature and air pressure decrease.

D. The Stratosphere contains a special gas called ozone.

RI.5.3 DOK - 2 ChExplain (in general to develop a conceptual understanding of…) how individuals, events, ideas or concepts can interact in text.

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8. Based on the diagram, which two layers of the atmosphere are closest to Earth?

A. Troposphere and Mesophere

B. Mesophere and Thermosphere

C. Stratosphere and Mesophere

D. Troposphere and Stratosphere

RI.5.3 DOK - 1 ClLocate information to support how two individuals interact in a text (continue with events, ideas or concepts).

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9. Why is the air pressure greatest in the Troposphere?

A. Because it is at the bottom.

B. It contains half of the all the air in the atmosphere.

C. The atmosphere is divided into layers.

D. Because it has the highest altitude..

RI.5.3 DOK - 3 CuExplain the connection between two or more ideas in a scientific text.

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10. Which group of statements show the influences of the atmosphere on how people live?

A. Airplanes are sealed to keep air pressure constant. Mountain climbers dress warmer in higher altitudes

B. The atmosphere has four layers. Each of the four layers of the atmosphere have a name.

C. The Earth is surrounded by an ocean of gases. The gases around the earth from the atmosphere.

D. The clouds changes in the Troposphere. The Stratosphere is the second layer of our atmosphere.

RI.5.3 DOK - 3 ANzUsing specific criteria from a text, analyze the interrelationships between and among concepts, ideas, events or individuals.

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11. What are the two main ideas of this article? Which key details in the article support these main ideas?



STOPClose your books and wait for instructions!


StandardRL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text..

DOK 1 - CfI can find answers that are “right there” in the text.

DOK 2 - CjI can quote a specific part of the text when I answer a question.

DOK 2 - ClI can quote accurately from the text to support an inference.

DOK 2 – CkI can identify two main ideas in a text.

DOK 2 - ClI can identify details that support two main ideas in a text.

StandardRI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

DOK 2 - CiI can summarize the key details of a text for a purpose.

DOK 1 - Cl

I can locate information to support how two concepts interact.

DOK 2 - Ch

I can explain how one concept in a text affects another concept.

DOK 3 – ANz

I can analyze connections between and among concepts.

StandardRI5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

DOK 3 – Cu

I can explain the connection between two or more ideas .

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 – Important Adjustment Points

DOK-2 Cl Color your score blue.

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11. What are the two main ideas of this article? Which key details in the article support these main ideas?

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DOK-3 Anz Color your score blue.


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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