Transcript insect coloring

Quarter One
Reading
Informational
Text
Grade 3
Teacher Directions
Common Formative
Assessment
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
2
Important Information
A.
This booklet is divided into two parts…
1.
Teacher’s Resources and Answer Keys
a.
Pages 1 – 9
2.
Student Assessment (can be printed in a small booklet form)
b.
Pages 10 – 26
B.
This material is intended for assessing reading informational standards RI - 1,2
and 3 at the end of quarter 1. Do NOT allow students to read the passages
before the assessment.
C.
Student scores can be recorded on the (1) Learning Progressions Checklist (in the
last box) or student scores can also be recorded on the (2) Class Assessment
Summary Sheet (enter the total number of correct selected responses for each
standard). Each constructed response receives a score from 0 – 3.
Printing Instructions…
Decide on the primary way to use this booklet, then choose one of the
following ways to print this material.
You can print the entire 26 pages – then divide it into two sections (teacher
and student). This would be a regular 8 ½ X 11 sheet for students per page.
OR…
Send to the HSD Print Shop:
Print Shop instructions for Small Student Booklet Format.
Print pages 10 – 26 in booklet format.
•
Set print driver properties to - - Original size 8 ½ x 11
•
Paper size = 11x17
•
Print type = Small Student Booklet
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Directions for Common Formative Assessment
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-Readers or Far Below Grade Level:
(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.
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.... ....(Assessment Class Summary Sheet)
• When students have finished the entire assessment enter the total number of correct
selected responses for each standard (0 – 5) on the Assessment Class Summary Sheet.
• Each constructed response receives a score from 0 – 3 as indicated by the constructed
response rubric.
• DO NOT write recommendations for the student as to why a score was incorrect in their test
booklet. It is important for students to reflect on their own answers (after the tests have
been scored) on the reflection sheet (last page of student booklet).
• Return the scored test booklets to the students. Students record their responses as correct
or incorrect on page 25.
• The last page in the student booklet is a reflection page (page 26). 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 what you think it is asking
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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 SBAC Reading Assessment
Constructed 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 show succinctly their ability to
comprehend text. In responding to these questions, students will be expected to write in complete
sentences.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response
9.
RI.3.2
Why is the title The Things Wings Do a good title for this
passage? Support your answer with details from the text.
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation of the prompt focusing only on why the
title is appropriate for the passage. Student addresses many aspects of the task and provides
sufficient relevant evidence to support development of the complete interpretation (why the title is
appropriate for the passage). Some of the aspects the student may include would be how the title
connects to particular details about different purposes for wings. Details taken from each paragraph of
the passage would be: focused and organized, consistently addressing the purpose, audience, and
task. These details should include some aspects of (1) flying, (2) hard coverings, (3) bright colors and
(4) hiding. Student includes sentences of varied length and structure.
3
Sample Response “Student Language”
The title of this passage is The Things Wings Do. I think this is a good title for this passage
because each part of this passage tells about things wings do. At first the passage tells that
how fast insects fly depends on how fast they flap their wings. Then the passage tells that
wings can also be protection from birds because they are like hard coverings. Wings can also
be for hiding like camouflage. Finally the passage explains that wings can have bright colors
to warn birds away. Each of these parts tell what wings can do!
2
Sample Response
This is a good title because all insects have wings. Scientists say all insects have colors. Some
insects have a hard shell to protect them.
1
0
Sample Response
All insects have color. Birds can get sick.
Sample Response (has nothing to do with prompt)
I saw a butterfly in my backyard.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response
RI.3.1
17. Why was the transcontinental railroad important? Use
examples from the text to support your answer.
Scoring notes:
“Teacher Language”
Student gives essential elements of a complete interpretation of the prompt focusing only on why
the transcontinental railroad was important. Student addresses many aspects of the task and
provides sufficient relevant evidence to support development of the complete interpretation (why
the railroad was important). Aspects the student should include in response to this prompt would
be only examples that support the prompt. Some of these aspects would be the need for better
ways to travel and transport goods. Other aspects include making traveling to the west easier. Any
aspects addressing “need” are sufficient examples to the prompt. Explaining “why” people wanted
to travel west is not part of the prompt and veers away from need. Other details should be
focused and organized, consistently addressing the purpose, audience, and task. Student includes
sentences of varied length and structure.
3
Sample Response“ Student Language” The transcontinental railroad was very important to
early America. More and more people began settling in America. Because of this, people
needed a better way to travel and transport goods from one place to another. The railroad also
made it easier to travel to the west. The railroad made going west possible by connecting the
east and the west.
2
Sample Response The railroad was important because it helped people travel from east to
west. They used to travel by walking or using a wagon.
1
Sample Response The railroad helped people. They could go east and west.
0
Sample Response Has nothing to do with prompt.
rains are fun to ride.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response
RI.3.3
17. What events led up to the building of the
transcontinental railroad? Support your answer with
details from the text.
Scoring notes: “Teacher Language”
Student gives essential elements of a complete interpretation of the prompt focusing only on
actual events that led up to the building of the transcontinental railroad. Student addresses many
aspects of the task and provides sufficient relevant evidence to support development of the
complete interpretation (events). Aspects the student should include in response to this prompt
would be only examples that support the prompt. Some of these aspects should be the arrival of
more settlers to early colonies, the expansion toward the west, the Oregon Territory and Gold Rush
and Theodore Judah building the transcontinental railroad. Other details that contribute to the
events and are clearly focused and organized, and consistently addressing the purpose, audience,
and task are allowable. Student includes sentences of varied length and structure.
3
Sample Response “Student Language”
There were many events that led up to the first continental railroad. The first event was the arrival of
more and more settlers to the early colonies. Next, people began to expand toward the west, causing it
to be more difficult to take goods and travel by walking, riding a horse or using a wagon. Then, the
Oregon Territory and California Gold Rush offered rich land and opportunities for families to become
rich. Finally, Theodore Judah saw a need to connect the east and the west. Thousands of workers built
the transcontinental railroad that reached from one side of the continent to the other.
2
Sample Response
Settlers moved to the colonies. Traveling and taking goods became too hard. Theodore Judah decided to
build a railroad that went from the east to the west.
1
Sample Response
People came to America. They build a railroad. It connected the east and the west.
0
Sample Response Has nothing to do with prompt.
I like trains.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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Quarter 1 CFA Selected Response Answer Key
Question 1
What determines how fast an insect flies? 3.1
C
Question 2
How do hard coverings protect a beetle? 3.1
B
Question 3
How fast can a honeybee fly? 3.1
D
Question 4
Why do insect wings have bright colors? 3.1
A
Question 5
Which sentence best states the main idea of the passage? 3.2
C
Question 6
What might happen if a bird ate a monarch butterfly?
D
Question 7
How can some insects’ wings help it hide? 3.3
A
Question 8
What detail might be added to paragraph three? 3.2
C
Question 9
Question 10
Question 11
3.3
Constructed Response
What caused the need for a better way to travel in early America? 3.3
How did people take goods from one place to another in early America? 3.1
3.2
B
C
Question 12 Which statement best explains the relationship between the California Gold
Rush and the Oregon Territory? 3.3
C
Question 13
Which statement best explains why the transcontinental railroad was built? 3.3
B
Question 14
Which of the following key details best explains how the railroad was built? 3.2
D
Question 15
What could be another title for Traveling to the Distant West? 3.2
D
Question 16 Which of the following is the main idea of this passage? 3.2
A
Question 17
Constructed Response
3.1
Question 18
Constructed Response
3.3
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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Quarter One
Reading
Informational
Text
Grade 3
Common Formative
Assessment
Reading Informational Text
Name_______________
The Things Wings Do
Did you think that insects only use their wings to fly? Read this article by
Keith Waddington to find out some interesting facts about other ways
wings can be useful.
1
INSECT WINGS have many different shapes and colors. They also have
different uses. Most insects have two pairs of wings, with one pair
behind the other. These wings are used for flying, of course. But wings
can help an insect in other ways, too.
2
FLYING
How fast can an insect fly? That depends on the size and speed of the
wings. Houseflies can go fast because they have small wings that flap
quickly. The same is true for honeybees. A honeybee can flap its small
wings 225 times each second, and it can fly fourteen miles an hour.
That’s fast for an insect.
3
But butterflies drift from flower to flower. They flap their broad wings
slowly. Sometimes they glide without flapping at all. These big wings
could break if the butterfly flapped as hard as a bee does.
4
HARD COVERINGS
Wings are not just for flying. In fact, a beetle’s front wings are not for
flying at all. These two wings are hard. When the beetle rests or walks,
they cover its soft body like two pieces of nutshell. These wings help
protect the beetle from being eaten by birds. When the beetle flies, it
holds its front wings out to the sides. With these hard wings out of the
way, the beetle can fly with its small back wings.
EnglishforEveryone.org
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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The Things Wings Do
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COLORS FOR HIDING
Some wings have colors and patterns that make the insect hard to see.
These wings look like the places where the insect rests. When the
creature holds still, it doesn’t look like an insect. It looks like a leaf or
stone or piece of bark. The colors help the insect hide from animals that
might eat it. This kind of coloring is called camouflage.
6
Grasshoppers have camouflage. When they sit on plants, their wings
look like the leaves around them. Some moths have wings with
camouflage that looks like tree bark. They can rest on trees without
being found.
7
BRIGHT COLORS
Some insects don’t hide at all. Instead, their wings have bright colors
that can be seen from far away. Scientists say these wings have warning
colors because the colors warn birds that the insects are not good to
eat. The wings of the monarch butterfly have warning colors of bright
orange with black.
8
A bird might eat one of these butterflies. But after the bad taste of that
meal, the colors warn the bird not to eat another one. Most people
think wings are just for flying. I tell them about these amazing uses.
12
Name ___________________
1. What determines how fast an insect flies?
RI.3.1
A. The number of pairs of wings the insect has
determines how fast an insect can fly.
B. The size of the insect determines how fast an insect
can fly.
C. The size and speed of the wings determines how
fast an insect can fly.
D. The wings’ hard coverings determine how fast an
insect can fly.
2. How do hard coverings protect a beetle?
RI.3.1
A. The hard coverings allow a beetle to fly to safety faster
than insects without a hard cover.
B. The hard coverings cover its soft body so birds can’t eat
the beetle.
C. The hard coverings camouflage the beetle.
D.
The hard coverings protect the beetle from being stepped
on.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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3. How fast can a honeybee fly?
RI.3.1
A. A honeybee can fly very fast for an insect.
B. A honeybee can fly 225 miles an hour.
C. Honeybees do not fly; they drift from flower to
flower.
D. A honeybee can fly fourteen miles an hour.
4. Why do insect wings have bright colors?
RI.3.1
A. The bright color of insects’ wings warns birds that the
insects taste bad.
B. Insects’ wings bright color help camouflage them.
C. Insects’ wings bright colors attract birds.
D. Insects’ wings bright colors help insects fly faster.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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5. Which sentence best states the main idea of the
passage? RI.3.2
A. Insects’ wings come in many different colors.
B. Insects’ wings have many different shapes and colors.
C. Insects’ wings do more than just help insects fly.
D. Insects’ wings are only used for flying.
6. What might happen if a bird ate a monarch butterfly? RI.E.3
A. The bird would turn black and orange.
B. The bird would die.
C. The wings would choke the bird.
D. The bird would not eat a monarch again.
Rev. Control: 10/10/2013 HSD – OSP and © Susan Richmond
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7. How can some insects’ wings help it hide? RI.3.3
A. Some insects’ wings have colors and patterns that
make the insect hard to see.
B. Some insects’ wings have bright colors.
C. Some insects rest on trees.
D. Wings can help insects hide.
8.
What detail might be added to paragraph three? RI.3.2
A. Wings can be a good camouflage.
B. Scientists study insects so we can learn about them too.
C. It’s a good thing butterflies don’t flap their wings as much as a
bee does.
D. Butterflies have wings that are very colorful.
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9.
Why is the title The Things Wings Do a good title for this
passage? Support your answer with details from the text.
RI.3.2
(Teacher Only) Final Score_____
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Traveling to the Distant West
1
In the early days of America, the original colonies were fairly close
together on the East Coast. Travel was by foot, by boat or by horse.
People used a horse and wagon to take goods from one place to another
over land. As more and more settlers arrived, they needed a better way
to travel.
2
Transportation expanded to include a few tracks of railroad. Travel in
settled areas was not hard. America began to expand toward the west.
It was not as easy to get by with walking, riding a horse or using a
wagon. The western lands were unknown. Many settlers went far away
to claim land for their own. New areas, like the Oregon Territory, offered
rich land for those who would travel there.
3
The California Gold Rush of 1849 gave many people dreams of becoming
rich. They decided to travel there and try to find gold. Many families
stayed behind while husbands and fathers went alone. They planned to
make a home where their families could join them later.
4
Theodore Judah saw that people needed a faster way to travel in this
new direction: west. It was his dream to unite the east and west with
the first transcontinental railroad. It would be a train system that would
reach from one side of the continent to the other. Thousands of workers
came to California to help build the tracks going east from Sacramento.
Many others started building west from Nebraska. In 1869, the tracks
met in Promontory, Utah. Suddenly, the parts of our nation that had
seemed so distant were joined once again by the tracks.
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Name ______________
10. What caused the need for a better way to
travel in early America? RI.3.3
A. People used a horse and wagon to take
goods from one place to another.
B. As more settlers arrived, America began to
expand towards the west.
C. Many people had to travel by foot.
D. The western lands were unknown.
11. How did people take goods from one
place to another in early America? 3RI.3.1
A. by train
B. by foot
C. by horse and wagon
D. by boat
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12. Which statement best explains the relationship
between the California Gold Rush and the
Oregon Territory? RI.3.3
A. Both the California Gold Rush and the Oregon
Territory were west.
B. Both the California Gold Rush and the Oregon
Territory united families.
C. Both the California Gold Rush and the Oregon
Territory offered rich land and opportunity for people
who would travel there.
D. Both the California Gold Rush and the Oregon
Territory were located on the transcontinental
railroad.
13. Which statement best explains why the
transcontinental railroad was built? RI.3.3
A. The transcontinental railroad was built to provide
work for thousands of people.
B. The transcontinental railroad was built to unite the
east and the west.
A. The transcontinental railroad was built to help
people find gold.
B. The transcontinental railroad was built?
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14. Which of the following key details best
explains how the railroad was built? RI.3.2
A. Transportation expanded to include a few tracks
of railroad.
B. The tracks met in Promontory, Utah.
C. Thousands of workers built tracks going east
from California and west from Nebraska.
D. The train system would reach from one side of
the continent to the other.
15. What could be another title for Traveling
to the Distant West? RI.3.2
A. All about Trains
B. The California Gold Rush
C. The Life of Theodore Judah
D. Connecting the Nation
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16. Which of the following is the main idea of
this passage? RI.3.2
A. As America began to expand toward the west,
people needed a better way to travel.
B. Travel in America was by foot, by boat or by
horse.
C. The western lands were unknown.
D. The California Gold Rush gave many people
dreams of becoming rich.
17. Why was the transcontinental railroad important? Use
examples from the text to support your answer. RI.3.1
(Teacher Only) Final Score_____
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18. What events led up to the building of the transcontinental
railroad? Support your answer with details from the text. RI.3.3
(Teacher Only) Final Score_____
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STOP
Close your books and wait for instructions!
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Student Self-Check
How Did You Do?
Directions: Check the box for each answer as Correct or Not Correct.
Correct
Not
Correct
1
0
Question 1 What determines how fast an insect flies?
Question 2 How do hard coverings protect a beetle?
Question 3 How fast can a honeybee fly?
Question 4 Why do insect wings have bright colors?
Question 5 Which sentence best states the main idea of the passage?
Question 6 What might happen if a bird ate a monarch butterfly?
Question 7 How can some insects’ wings help it hide?
Question 8 What detail might be added to paragraph three?
Question 9 Constructed Response
Circle Final Score
3
2
Question 10 What caused the need for a better way to travel in early America?
Question 11 How did people take goods from one place to another in early America?
Question 12 Which statement best explains the relationship between the California
Gold Rush and the Oregon Territory?
Question 13 Which statement best explains why the transcontinental railroad was built?
Question 14 Which of the following key details best explains how the railroad was built?
Question 15 What could be another title for Traveling to the Distant West?
Question 16 Which of the following is the main idea of this passage?
Question 17: Constructed Response
Circle Final Score
3
2
1
0
Question 18: Constructed Response
Circle Final Score
3
2
1
0
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