pre-assessment for quarter 3 reading informational text teacher directions

1

Pre-Assessment for Quarter 3Reading Informational TextTeacher Directions

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 – 15

2. Students Assessment b. Page’s 16 – 31

This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teachers directions (pages 1 – 15). Read thedirections before giving the assessment.

Print pages 16 – 31 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.


Grade 3 SamplePath 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 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

Independent Readers: 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.

Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader)Read the selection and questions aloud to the student in English or Spanish.

Read the selected response answers to the student.

Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so.

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and

should not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

Class Check-Lists (Reading Learning Progressions form)

There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional).

Scoring Options

Class Summary Assessment Sheet

This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2."

Write and Revise

Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC.

Student Self-Scoring

Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not.

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html

Scoring forms are available at:

http://sresource.homestead.com/index.html




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

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

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Ce DOK 1 - Ce DOK 1 - APg DOK 2 - APn Standard

Path to DOK 1,2Informational TextLearning Progressions

Locate domain-specific words and phrases studied or discussed in a text (basic recall of location).

Understands and uses Academic Standard Language accurately: determine, general, academic, domain, specific, words, phrases, relevant.

Select words and phrases when meaning or definition is clearly evident.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

L.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

L.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

RI5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANs DOK 3 - Cu DOK 3 - APx Standard

Path to DOK 3Informational TextLearning Progressions

Recall basic facts about particular points in a text (read and discussed in class).

Understands and using Standard Academic Language accurately: reasons, evidence, support and particular points.

Answer basic questions about particular points (important statements, beliefs, etc...an author makes) from a text read and discussed in class.

Concept Development: Understands that authors must support what they say with reasons and evidence.

Locates a reason for a statement made by an author found explicitly in the text (continue with evidence).

Within a text, identify a reason or evidence that supports a particular point (keep simple to practice) and explain why it supports the point.

Explain the connection between a list of particular points and each point’s supporting reason or evidence (use categorized lists or graphic organizers).

In a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support.

RI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Grade 5Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - ANp DOK 2 - ANs DOK 3 - Cu DOK 4 -

CKDOK 4 -

ANPDOK 4 –

SYU

Standard

Path to DOK 4Informational TextLearning Progressions

Recall basic facts about a topic or event from several texts (read and discussed in class).

Understand and use Standard Academic Language accurately: Integrate, topic, knowledgeably and topic specific vocabulary related to the subject area.

Answer specific who, what, when, where or how questions about the same topic or event from several texts read and discussed in class.

Concept Development:Student understands that to obtain a complete idea of a topic they need to integrate information from several sources.

Locate specific examples of information from several texts on the same topic following a teacher’s prompt.

Make lists or categories (graphs) of similar information found in several texts about the same topic.

Using a provided prompt about a topic, student determines what is relevant or not to the prompt using several sources (planning, graphic organizers)

A student provides an explanation of how ideas were selected for relevance in a graphic organizer about a specific topic/prompt.

Student explains why topic concepts are interrelated across several texts justifying their selections of relevant information about a topic.

Gather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic.

RI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably


Write and Revise

The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum.

The HSD, Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Three

a. Writing: Write and Revise (revision of short text)

b. Language: Language and Vocabulary Use (accurate use of words and phrases)

c. Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)


Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short

response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions.

1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

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

Note-TakingTeachers....

Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with.

If you use the provided note-taking form, your students need to have had practice with the form before the assessment.

Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section.

All underlined words on the note-taking form are grade-level standard specific academic language.

Important information about note-taking:

During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently.

Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

You are a scientist investigating the conditions at the Great Barrier Reef in Australia and the relief efforts they are using in Australia save the reef. Write an essay explaining how you will conduct your

investigation while in Australia.

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


What problems or questions does the author state about the main idea?

Write one new problem or question the author brings to the reader’s attention about the main topic.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

What key details from the passage explain more about the problem or question? Write two key details that provide an answer or a solution. Use Quotes from the text when possible.

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

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

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

_____________________________________________________________________________

Name___________________________ Passage__________________________

Grade 5

Instruct students to re-read and select a paragraph or section of the text with problems or questions about the main topic.

Ask, “Does the section or paragraph you chose state a new question or problem about the main idea?” This is a key detail that may help solve the problem or answer the question (be sure students can identify the main topic).”

Have students write ONE brief sentence about a new problem or question the author brings to the reader’s attention about the main idea.

1

Ask students to look for key details that explain more about the problem or question.

Explain “Key details about the main idea can help us find answers to a question or solution to a problem.” Instruct students to write 2 brief key details that provide an answer or solution.

2

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

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

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key details about problems and solutions? Can the words help you write one conclusion sentence that summarizes the problem and solution (or the question and answer)?”

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

4Differentiation:Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately:

• Main Topic• Problem/solution question/answer• Key Details• Again and Again• Conclusions - Summarizing

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

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


What problems or questions does the author state about the main idea?

Write one new problem or question the author brings to the reader’s attention about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

What key details from the section or paragraph explain more about the problem or question? Write two key details that provide an answer or a solution. Use quotes from the text when possible.

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

_________________________________________________________________________

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

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

_____________________________________________________________________________

Name_______________ Passage______________ Main Idea________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCEGrade 5


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3Evidence of the ability to distinguish relevant from irrelevant information such as

fact from opinion.

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4Ability to cite evidence to support opinions and ideas.

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


11. What reasons does the author give in Article 2, to support that marine litter is harming coral reefs?

Constructed Response RI.5.8 Research Target #3

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.4.8 Research Target 3

Research Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

Towards Standard RI.4.8 Supports a point with reasons found explicitly in a text.

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

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information. The student is able to distinguish relevant information (based only on Article #2) that supports how marine litter is harming coral reefs. Students should be able to identify what marine litter is. Students give 3-4 examples of marine litter that is directly referenced to harming coral reefs (not general sea life or chemical pollutions). Although other causes are harming coral reefs the prompt asks specifically about marine litter. Some examples from Article #2 could include: (1) littler on land that ends up in the ocean (2) plastic litter that kills reef species (3) “ghost nets” entangle and kill reef organisms or break or damage reefs (4) island reefs hurt by the North Pacific gyre.

Student “Language” Response Example

2

Student gives at least 3 -4 sufficient examples of the ability to distinguish relevant from irrelevant information.There are several types of marine litter that can harm coral reefs. Maine litter can be trash from the land that is somehow washed to the sea that hurts coral reefs (such as plastic). Plastic entangles reef organisms or can break or damage reefs. Another type of marine litter than harms coral reefs are old abandoned ghost nets. Coral gets tangled up in the nets and dies. In Hawaii there are many islands that get the trash from the North Pacific gyre. This is a huge whirlpool that collects trash. Much of this trash ends up on the coast where coral reefs are and harms animals and coral shells.

1Student gives 1 - 2 limited (with few details) examples of the ability to distinguish relevant from irrelevant information.Coral reefs can be harmed if trash hits the reefs or animals get caught in the trash. The trash is called litter. This is like the North pacific gyre full of trash.

0 The students does not give enough evidence of the ability to distinguish relevant from irrelevant information Litter is bad for everyone. It can make people and land or sea animals sick. Litter in the ocean hurts us all.


12. Based on information found in both articles, why are coral reefs disappearing? Use examples from both articles.

Constructed Response RI.5.8 Research Target #2

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.4.8 Research Target 2Research Target 2: Locate, Select, Interpret and Integrate Information.

Towards Standard RI.4.8 Supports a point with reasons found explicitly in a text.

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

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to locate and select information within and among sources of information to answer the prompt – why are coral reefs disappearing: Students locate and select examples from both articles. Examples from Article #1 may include: (1) Overfishing (2) pollution (3) high temperatures (4) fishing nets (5) coral bleaching (6) fishing nets and ships. Examples from Article #2 may include: (1) recent study (2) farms and homes (3) dead zones (4) marine litter including fishing nets (5) gyre (6) air and water pollution.

The response gives sufficient evidence of the ability to interpret and integrate information within and among sources of information to answer the prompt – why are coral reefs disappearing: Students interpret by deciding on what examples explain why the reefs are disappearing and integrate information from both articles by combining similar information from both articles in some way.

Student “Language” Response Example

2

Student gives at least 4-6 sufficient integrated examples from both articles to demonstrate an ability to locate, select, interpret and integrate information.Both of the articles explain that coral reefs are disappearing for many reasons. Article 1 emphasizes the danger of fishing nets and ships breaking off parts of the coral reef and in Article 2 trapping coral sea animals with old nets is also hurting the reefs. Article 1 cites that coral polyps can’t get enough sunlight because of pollution (which is supported by Article 2). Article 2 emphasizes more about the details of how fertilizer from farms or homes wash into the ocean as well as chemicals, sewage, herbicides and pesticides and poison coral creating a dead zone. It also gives more details on how marine litter can kill or entangle reef organisms and break of damage reefs. Another reason stated in Article 2 is the Great Pacific Garbage Patch which is a huge current in the ocean creating a gyre or like a whirlpool that attracts garbage. Both Articles conclude by stating how important it is to save our coral reefs.

1Student gives 1-3 limited examples from both articles (few details) of the ability to cite evidence to locate, select, interpret and integrate information.I read two articles about coral reefs and why they are disappearing from Earth. Article 1 said fishermen and their nets and over-fishing hurt the reefs. Article 2 said the nets that are old entangle reef animals and hurt them. I think pollution hurts the reefs also and both articles said that.

0 The students does not give enough evidence of the ability to locate, select, interpret and integrate information.Coral reefs are pretty. I think we should keep them safe.


Pre-Assessment for Quarter 3Reading Informational Text

Student Form

Name ____________________

Grade

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


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two articles about coral reefs.As you read, take notes on these sources. Then you will answer several research questions about these two sources. These will help you plan to write an informational essay explaining how you would conduct an investigation of the Great Coral Reef to see what relief efforts they are using in Australia to save the reef.

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

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

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.


Reef Rescue by Leigh Haeger

Article 1

Great Barrier Reef Australia is often called "the land down under." That's because it lies in the Southern Hemisphere. The hit movie Finding Nemo follows a clownfish that is scooped up from the Great Barrier Reef.

In real life, clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home.

Stretching 1,250 miles along Australia's northeastern coast, the Great Barrier Reef is the longest coral reef in the world. A coral reef is a living underwater structure.

But these days, the Great Barrier Reef has found itself in trouble. Overfishing, pollution, and high temperatures are harming its health. That's why the government in Australia is trying to help rescue the reef.

Underwater Garden While coral may look like a plant, it is actually made up of tiny sea animals. Those sea animals are called coral polyps.

As polyps die, they leave hard shells behind. Other polyps grow on top of the shells. Over thousands of years, they form a coral reef in warm water that is not very deep.

In many ways, the Great Barrier Reef resembles an underwater garden. Coral can be hard or soft. It forms in different colors and in strange shapes. Some coral looks like hardened brains. Other coral looks like fans and lettuces. The reef bursts with schools of tropical fish, darting among gaps in the coral.

The reef supplies food and shelter to creatures living in and around the coral. Turtles, sharks, sea horses, and crabs are among its many inhabitants.

Grade Equivalence 6.2Lexile 900


Reef Rescue

Helping HumansWhile the reef is important to ocean life, it helps humans, too. People rely on the reef for both food and jobs. It also provides medicine used to treat disease. Each year, the Great Barrier Reef contributes about $975 million to the economy through tourism and fishing.

Stressed Out Reefs cannot survive without coral. The plants collect energy from the light of the sun through photosynthesis. Photosynthesis provides oxygen and sugar for the coral to feed on. Air and water pollution do not allow the sun’s rays to reach the coral. Is it surprising, then, that the Great Barrier Reef is under too much stress? Fishing nets and ships break off sections and damage the reef. At the same time, warmer sea temperatures have caused coral bleaching on half of the reef. The high temperatures cause the coral to turn white, often killing it.

Reef Rescue In an effort to help save the reef, the government has limited fishing to two-thirds of the reef. That plan increases the number of "green zones." Those are areas that are off-limits to fishermen and boats. However, tourists and researchers can still visit them. Many fishermen are upset about the plan because they rely on the reef for jobs.

ConclusionThe Australian government says that its plan will help keep the reef safe from some threats. "It is very important that we give the reef proper protection for the future," said one government official. "The reef is Australia's greatest natural [treasure]."


Saving the ReefsArticle 2

It's Alive!Coral reefs may look like rocks, but they are actually living structures. They are made up of tiny sea animals. Those tiny creatures are called coral polyps. The polyps build hard shells around themselves. When a polyp dies, it leaves behind its shell. Young polyps attach themselves to the old shells. Over many years, the polyps form a coral reef.

Saving the ReefsCoral reefs are home to thousands of ocean plants and animals. Hundreds of clownfish dart in and out of the gaps in coral reefs. The reefs are home to thousands of ocean plants and animals. Along with fish, those animals include crabs, turtles, and sea horses.

Those ocean creatures may soon have no place to live. A recent study shows that many coral reefs around the world are being destroyed. Some scientists say more than half of the world's reefs may be gone by the year 2030.

Scientists are working hard to protect coral reefs. They are mapping and studying the reefs. Many protected areas are being widened. Fishing is not allowed in those areas. Solving the coral reef problem is a challenge, said one scientist. "It requires us to understand what's going on much better than we do.“

Why Coral Reefs are DisappearingThere are a number of things damaging precious coral reefs. Fertilizer used on farms or home gardens washes into the oceans. The fertilizer creates conditions that make algae increase. Chemicals from sunscreen, pollution from sewage, and herbicides and pesticides used in farms or home gardens can all wash into oceans and poison coral. The water becomes a dead zone where no other sea creatures can live. Dead zones are places in the ocean where there is little or no oxygen. Marine life, such as plants and fish, can’t live in water without oxygen. The world’s largest dead zone is the Baltic Sea

Litter in the oceansMarine litter also affects reefs in many areas. Did you know that the litter on land can end up in the oceans? Marine litter is hard to see because much of it floats under the surface of the water. The only place that we can really see marine litter is on the shorelines. Sea creatures can get tangled up in rope, wire and plastic bottle rings. Plastic usually breaks down into smaller pieces of plastic that many sea creatures mistake for food. Eating the plastic causes health problems. Plastic kills several reef species. Abandoned fishing nets – often called "ghost nets" because they still catch fish and other marine life - can entangle and kill reef organisms and break or damage reefs.

The Great Pacific Garbage PatchIn one part of the North Pacific Ocean, the ocean currents create a gyre (a huge slowly moving spiral of water). Scientists have found the world’s biggest floating landfill there. It’s hard to know how much garbage is in the gyre, but it’s probably millions of pounds. Scientists think that it is nearly impossible to scoop up all the trash—there is just way too much. Some people think it is as large as the continent of North America and over 100 feet deep. The Hawaiian Island reefs are particularly hurt by marine debris because of their the North Pacific gyre. From 2000 to 2006, over 500 tons of marine litter was removed from the Hawaiian Islands.

ConclusionSaving our choral reefs is important because they disappearing. Scientists and governments encourage everyone to be responsible in this important fight. Air pollution, water pollution from marine liter, fishing nets and ships all cause damage. These are things humans can all take responsibility for.

Grade Equivalence 5.9Lexile 950


Question 1 Photo is a Greek root word of photosynthesis. Based on the definitionof photosynthesis in Article 1, what does photo most likely mean? RI.5.4 C

Question 2 What word or phrase might best replace gyre as it is used in this sentence? RI.5.4 B

Question 3 What is the best definition for bleaching as used in Article 1? RI.5.4 B

Question 4 Which statement provides evidence that the Great Barrier Reef is a valuable resource? RI.5.8 B

Question 5 Which sentence does not state a negative impact on the Great Barrier Reef? RI.5.8 A

Question 6 What evidence from Article 1 supports the point that limiting fishing will affect the economy? RI.8 B

Question7 Which statement provides the best explanation of how a coral reef is formed? Read both articles. RI.5.9 C

Question 8 What do both articles infer, is the main cause for the disappearances of coral reefs? RI.5.9 D

Question 9 Under which sections in Article 1, would readers find the best information to support the conclusion in Article 2? RI.5.9 C

Question 10 Which group of categories would provide the best way toorganize information from both articles? RI.5.9 A

Question 11 Constructed Response RI.5.8

Question 12 Constructed Response RI.5.9

Write and ReviseQuestion 13 Which of the following sentences does not support the main idea of the paragraph? W.2.a-b C

Question 14 Which is the correct way to combine the two sentences? L.5.3.a D

Question 15 Which sentence shows where the commas should be placed? L.5.2.b C

Quarter 3 Pre-Assessment Selected Response Answer Key


Toward RI.5.4 DOK 1 - APgL.5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

Toward RI.5.4 DOK 2 - APgL.5.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

Name ______________

1. Photo is a Greek root word of photosynthesis. Based on the definition of photosynthesis in

Article 1, what does photo most likely mean?

A. water

B. sugar

C. light

D. food 1

2. Read the sentence from the article.

In one part of the North Pacific Ocean, the ocean currents create a gyre (a huge slowly moving spiral of water).

What word or phrase might best replace gyre as it is used in this sentence?

A. still place

B. moving circle

C. stirring

D. ball 2


Toward RI.5.8 DOK 2 - ClLocates a reason for a statement made by an author found explicitly in the text (continue with evidence).

Toward RI.5.4 DOK 2 - APnL.5.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

3. What is the best definition for bleaching as used in Article 1?

A. to kill coral

B. to remove the color from

C. to transform the coral

D. to add too much heat

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4. Which statement provides evidence that the Great Barrier Reef is a valuable resource?

A. Australia is often called “the land down under.”

B. The Great Barrier Reef is home to thousands of sea creatures.

C. A coral reef is a living underwater structure.

D. The Great Barrier Reef is in trouble.

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Toward RI.5.8 DOK 3 - APXIn a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support.

Toward RI.5.8 DOK 2 - ANsWithin a text, identify a reason or evidence that supports a particular point (keep simple to practice) and explain why it supports the point.

6. What evidence from Article 1 supports the point that limiting fishing will affect the economy?

A. The government has limited fishing to two thirds of the Great Barrier Reef.

B. The Great Barrier Reef contributes $975 million to the economy through fishing and tourism.

C. The Australian government says the plan will help keep the Great Barrier Reef safe.

D. The government plan increases the number of green zones.

5. Which sentence does not state a negative impact on the Great Barrier Reef?

A. People rely on the Great Barrier Reef for both food and jobs. B. The Great Barrier Reef is under too much stress.

C. Fishing nets and ships damage the reef.

D. Sea temperatures have caused coral bleaching.

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7. Which statement provides the best explanation of how a coral reef is formed? Read both articles.

A. Coral reefs are formed by coral polyps leaving their hard shells behind them after they dye.

B. Coral polyps die and leave a hard shell for younger polyps to attach themselves to and grow forming a hard coral reef.

C. A coral reef is formed after thousands of years by the process of coral polyps building a hard shell around themselves, dying and then young polyps attaching themselves to the hard shells.

D. Coral reefs are made up of thousands of hard shells.

8. What do both articles infer is the main cause for the disappearances of coral reefs?

A. Pollution

B. litter

C. fishing

D. humans

Toward RI.5.9 DOK 2 - ClLocate specific examples of information from several texts on the same topic following a teacher’s prompt.

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Toward RI.5.9 DOK 2 - ANpMake lists or categories (graphs) of similar information found in several texts about the same topic.

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Toward RI.5.9 DOK 4 - ANPGather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic.

Toward RI.5.9 DOK 2 - ANsUsing a provided prompt about a topic, student determines what is relevant or not to the prompt using several sources (planning, graphic organizers)

9. Under which sections in Article 1, would readers find the best information to support the conclusion in Article 2?

A. Helping Humans and Reef Rescue

B. Underwater Garden, Helping Humans and Conclusion

C. Stressed Out, Reef Rescue and Conclusion

D. Great Barrier Reef and Helping Humans

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10. You want to organize the information from both articles in categories to plan writing an essay about coral reefs. Which group of categories would provide the best way to organize

information from both articles?

A

• Coral Reefs

• Reefs in Trouble

• Disappearing Reefs

• Saving our Reefs

B

• Animal Homes

• Disappearing Reefs

• Reef Rescue

• People Hurt Reefs

C

• Reefs in Danger

• Sun bleaching

• Fishing

• Government Help

D

• Coral Polyps

• Clown Fish

• Forming a Reef

• Underwater Garden


11. What reasons does the author give in Article 2, to support that marine liter is harming coral reefs?

Toward RI.5.8 DOK 3 - APXIn a text not read or discussed, connect particular points to their identifying reasons or evidence to demonstrate understanding of the value of source support.

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12. Based on information found in both articles, why are coral reefs disappearing? Use examples from both articles.

Toward RI.5.9 DOK 4 - ANPGather and organize topic specific information from multiple texts for a purpose (essay or speech) to speak knowledgeably about a topic.

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13. Read the paragraph below. (Write and Revise W.5.2a-b)

Clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home. The reefs are home to thousands of ocean plants and animals. Coral reefs are indeed beautiful. Along with fish, those animals include crabs, turtles, and sea horses.

A student is revising this paragraph and needs to take out information that does not support the main idea of this paragraph.

Which of the following sentences does not support the main idea of the paragraph?

A. Clownfish are among the thousands of colorful sea creatures that call the Great Barrier Reef home

B. The reefs are home to thousands of ocean plants and animals.

C. Coral reefs are indeed beautiful.

D. Along with fish, those animals include crabs, turtles, and sea horses.


15. Read the sentence below. (Write and Revise L.5.2.b)

While fishing nets can be harmful to coral reefs so can air pollution marine liter and water pollution.

Which sentence shows where the commas should be placed?

A. While fishing nets, can be harmful to coral reefs so can air pollution, marine liter and water pollution

B. While fishing nets can be harmful to coral reefs so can air pollution, marine liter, and water pollution

C. While fishing nets can be harmful to coral reefs, so can air pollution, marine liter, and water pollution

D. While, fishing nets can be harmful to coral reefs so can air pollution marine liter, and water pollution

14. Read the sentences below. (L.5.3a)

The coral polyps die. The sunlight cannot reach the coral.Which is the correct way to combine the twosentences?

A. The coral polyps die so there is the sunlight cannot reach the coral.

B. Since the sunlight does not reach the coral, the coral polyps die.

C. The coral polyps die and the sunlight cannot reach the coral.

D. The coral polyps die because the sunlight cannot reach the coral.


STOPClose your books and wait for instructions!


0 1 2 3Based on information found in both articles, why are coral reefs disappearing? Use examples from both articles.

0 1 2 3What reasons does the author give in Article 2, to support that marine liter is harming coral reefs?

StandardRI5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

DOK 2 - APgL.5.4b I can use common, g Greek and Latin affixes and roots as clues to the meaning of a word.

DOK 1 - APgL.5.5c I can use synonyms, antonyms and homographs to better understand each of the words.

DOK 2 - APnL.5.4a I can use the context clues of cause/effect relationships and comparisons in text to find the meaning of a word or phrase.

DOK 2 - ANsI can identify a reason or evidence that supports a particular point the author makes.

DOK 3 - APXI can connect particular points to their reasons or evidence.

StandardRI5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

DOK 2 - ClI can locate a reason for a statement made by an author.

DOK 2 - ClI can locate information from several texts on the same topic.

DOK 2 - ANsI can determine what is relevant or not about a topic using several sources, in order to answer a prompt.

StandardRI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

DOK 2 - ANpI can categorize similar information found in several texts about the same topic.

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

Color your score blue.

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Write and ReviseWrite and Revise questions are components of constructed response preparation.

W.5.2.aRead the paragraph. What sentence does not belong?

L.5.3.aCombine two sentences into one.

L.5.2.bSelect the sentence that shows the correct placement of the commas.

DOK 4 - ANPI can gather and organize topic specific information from texts for a purpose (essay or speech).

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pre-assessment for quarter 3 reading informational text teacher directions

Documents

constructed response

constructed response

selected response questions

selected response answers

short response

selected response quarters

students assessment

answers questions