Transcript English - Full

Grade
Teacher Directions
Quarter 1 Pre-Assessment
Reading
12 Selected-Response Items
1 Constructed Response
Research
3 Constructed-Response
Writing
1 Full Composition (Performance Task)
1 Brief Write
1 Write to Revise
Writing w/ Integrated Language
1 Language/Vocabulary
1 Edit/Clarify
Sequential Steps
toward Standard
Mastery
Quarter One
Pre-Assessment
Reading: Literature
Targets
Standards
1
Key Details
RL.1
2
Central Ideas
RL.2
DOK
RL.3 (can move to a DOK of 3)
1-2
2
Reading: Informational
Targets
Standards
8
Key Details
RI.1
9
Central Ideas
RI.2
DOK
RI.3 (can move to a DOK of 3)
1-2
2
The actual assessed writing standard s on this assessment are circled.
Writing
Targets
Standards
DOK
6a
Brief Opinion Write
W-1a, W-1b, W-1c, W-1d, W-8
3
6b
Write-Revise Opinion
W-1a, W-1b, W-1c, W-1d, W-8
2
8
Language-Vocabulary Use
L-3a
1-2
9
Edit and Clarify
L.3.1i
1-2
All elementary ELA assessments were reviewed and revised in
June of 2015 by the following amazing and dedicated HSD K-6th
grade teachers.
Deborah Alvarado
Lincoln Street
Ko Kagawa
Minter Bridge
Linda Benson
West Union
Jamie Lentz
Mooberry
Anne Berg
Eastwood
Sandra Maines
Quatama
Aliceson Brandt
Eastwood
Gina McLain
TOSA
Sharon Carlson
Minter Bridge
Teresa Portinga
Patterson
Deborah Deplanche
Patterson
Judy Ramer
Consultant
Alicia Glasscock
Imlay
Sara Retzlaff
McKinney
Sonja Grabel
Patterson
Jami Rider
Free Orchards
Megan Harding
Orenco
Kelly Rooke
Free Orchard
Renae Iversen
TOSA
Angela Walsh
Witch Hazel
Ginger Jay
Witch Hazel
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
3
Order at HSD Print Shop…
http://www.hsd.k12.or.us/Departments/PrintShop/
WebSubmissionForms.aspx
Directions
The HSD Elementary Assessments are neither scripted nor timed assessments. They are a tool to inform
instructional decision making.
All students should “move toward” taking the assessments independently but many will need scaffolding
strategies.
It is not the intent of these assessments to have students “guess and check” answers for the sake of
finishing an assessment. If that seems the case, please scaffold to gain a true understanding of student
ability, noting when and what accommodations were needed .
Connecting Assessment to Classroom Instruction
How do the assessments connect to classroom instruction? Assessment is not an isolated event. The HSD
assessments are an extension of classroom instruction. In the classroom assessment is on-going and
monitors progress toward standards mastery.
Assessment Components as a Routine Classroom Practices
Assessment Components
Instructional Components
Pre-Assessments
Use the DOK Leveled Learning Progression Tasks to monitor standard mastery.
Standard DOK Level
50% Literary and 50% Informational Text
Students have equal access to both text types.
Grade Level Content-Rich Text
All students read grade-level text, content rich text (with scaffolds as needed).
Standard Academic Vocabulary
Content-Domain Vocabulary.
Ask questions using the standard’s vocabulary as well as the content domain
vocabulary.
Text –Dependent Questions
Ask text-dependent questions from the standard’s DOK level.
Selected and Constructed Responses
Students have many opportunities to answer selected extended or constructed
responses.
Reading for Meaning
Assess understanding using never before seen text (although the theme or topic
should be grade-level “friendly” or familiar) and reading rubrics.
Note-Taking
Students “take notes” as they read to identify the central or main idea and its
supporting details.
SBAC Reading/Writing Rubrics
Use SBAC rubrics to access reading/writing.
Read to Write Evidenced-Based Model
Students read, discuss and write about a topic using evidence from the text to support
inferences, conclusions and generalizations.
Write and Revise
Students revise brief texts, correct grammar and language/vocabulary in context and
write brief texts (brief write rubrics should be used).
Performance Tasks
Students read, write, discuss and research a topic guided by a central insight or goal
throughout a unit(s) of study with fully defined criteria, culminating in a final product
or “performance task.” The final product can be a full composition, speech (using
SBAC Rubrics) or other product meeting all criteria.
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
Determining Grade Level Text
Grade level text is determined by using a combination of both the CCSS new
quantitative ranges and qualitative measures.
Example: If the grade equivalent for a text is 6.8 and has a lexile of 970,
quantitative data shows that placement should be between grades 4 and 8.
Common Core Band
Flesch-Kincaid®
The Lexile Framework®
2nd - 3rd
1.98 - 5.34
420 - 820
4th - 5rd
4.51 - 7.73
740 - 1010
6th – 8th
6.51 - 10.34
925 - 1185
9th – 10th
8.32 - 12.12
10.50 - 1335
11th - CCR
10.34 - 14.20
11.85 - 1385
Four qualitative measures can be looked at from the lower grade band of
grade 4 to the higher grade band of grade 8 to determine a grade level
readability.
Rate your text from easiest to most difficult between bands.
4 Qualitative Factors
Beginning of lower (band)
grade
End of lower
(band) grade
Beginning of
higher (band)
to mid
End of higher
(band) grade
Purpose/Meaning
Structure
Language Clarity
Language
Overall Placement
The combination of the quantitative ranges and qualitative measures for this
particular text shows that grade 6 would be the best readability level for this
text.
To see more details about each of the qualitative measures please go to slide 6 of:
http://www.corestandards.org/assets/Appendix_A.pdf
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
Not
suited
to band
Pre-Assessment and Learning Progressions
The pre-assessments are unique.
They measure progress toward a standard.
Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more
like a base-line picture of a student’s strengths and gaps, measuring skills and concepts students need “along
the way,” in order to achieve standard mastery.
END of
Beg. of
QTR
QTR
Example of a Learning Progression for RL.2.1
Pre-Assessments Measure Adjustment Points (in purple)
CFA
RL.2.1
grade-level
standard
assessment.
After the pre-assessment is given, Learning Progressions provide informal formative
assessment below and near grade-level “tasks” throughout each quarter.
DOK 1 - Ka
Recall who, what,
where, when,
why and how
about a story
read and
discussed in class.
DOK - Kc
Use and define
Standard Academic
Language:
who, what, where,
when, why, and
how; ask, answer,
questions, key
details
DOK 1 - Cd
Connect the terms
who to characters;
where and when to
setting; what and
how to sequence of
events.
DOK 1 - Cf
Ask and answer
who, what,
where, when,
why and how
questions
about key
details in a
text.
DOK 2 - Ch
Concept
Development
Student
understands that
key details help
tell who, what,
where, when,
why and how.
DOK 2 - Ck
Uses key
details to
identify who,
what, where,
when, why and
how about a
story not read
in class.
DOK 2 -Cl
Finds
information
using key
details to
answer specific
questions
about a new
story.
Standard Mastery
RL.2.1 Ask and answer such
questions as who, what,
where, when, why, and
how to demonstrate
understanding of key
details in a text
Throughout the QTR
So what about a “post-assessment?” There is not a standardized post-assessment.
The true measure of how students are doing “along the way,” is assessed in the classroom during instruction
and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs
measure the “end goal,” or standard mastery. However, without the pre-assessments, how will we know
what our instruction should focus on throughout each quarter?
Learning Progressions: are the predicted set of skills needed to be able to complete the required task
demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix.
The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points).
These points are tasks that allow us to adjust instruction based on performance. For instance, if a student
has difficulty on the first “purple” adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks
prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the
learning progression.
There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor
progress. It is available at:
http://sresource.homestead.com/Grade-3.html
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
6
Quarter One Reading Literature Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this preassessment. The standard itself is assessed on the Common Formative
Assessment (CFA) at the end of each quarter.
DOK 1 - Ka
Locate and recalls
basic facts or
events found
explicitly in a story
(read and
discussed in class).
DOK 1 - Ka
Recall events and
key details from a
fable, folktale or
myth from
diverse cultures
(read and
discussed in
class).
DOK 1 - Ka
Recall basic
questions
about
characters
and events
in a story
(read and
discussed in
class).
DOK 1 - Kc
Define - Understand the
meaning standard
academic language:
text, questions, answers
and asks, refer,
explicitly, basis
DOK 1 - Kc
Define standard
academic
language - myth,
fable, folktales,
culture, moral,
central message,
key details, and
lesson and convey.
DOK 1 - Kc
Define standard
academic
language character,
character traits
(characteristics,
motivation,
feelings, etc),
events and
sequence of time
and “contributes
to...”
DOK 1 - Cf
Asks questions about
characters, setting, events
or conflicts in a text.
Answers who, what, when
and where questions found
explicitly in a text about
characters, setting, events
or conflicts.
SELECTED RESPONSE
DOK 1 - Cf
Answers who,
what, when,
where and how
questions requiring
a description of
key details in a
fable, folktale or
myth.
SELECTED
RESPONSE
DOK 1 - Cd
Explain the
meaning of
character
traits and
give
examples.
DOK 1 - Cf
Answer who,
what, when,
where and how
questions
about
characters,
traits,
Explain the
motivations
meaning of a and feelings in
sequence of a story read
events and
and discussed
give an
in class.
example.
NOT ASSESSED
DOK 2 - Ch
Concept Development
Asks or answers questions
about story elements
(demonstrating an
understanding that the text
provides information
needed to answer
questions).
DOK 2 - Ch
Concept
Development
Understands
that a text has
clues (details)
indicating the
central
message.
DOK 2 - Ch
Concept
Development
Explain how
characters’
traits may
influence
their actions
with
examples
from a text.
DOK 2 - Ci
Uses text
evidence to
summarize
key details of
a text.
SELECTED
RESPONSE
DOK 2 - Cj
Make logical
predictions
about how a
character’s
trait may
influence an
action in a
text,
supported
with textual
details.
SELECTED
RESPONSE
DOK 2 - Cl
Answers questions about a
new story (read but not
discussed in class) by
referring explicitly to the
text as the basis for answers.
SELECTED RESPONSE
DOK 2 - Ck
Identify the central
message, lesson or
moral of a folktale,
myth or fables (read
but not discussed in
class).
DOK 2 - ANq
Identify use of
literary devices
used to
describe
character traits
(i.e.,
characterizatio
n, word usage,
vivid
descriptions).
Standard
RL.3.1 Ask and answer
questions to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
DOK 2 - Cl
Locate key details
that support a
central message,
lesson or moral for a
purpose (author’s
message, purpose or
theme), (read but
not discussed in
class).
CONSTRUCTED
RESPONSE
DOK 3 - Cu
Explain how a
character’s actions
contribute to a
specific sequence
of events using
supporting
evidence from the
text (not discussed
in class).
SELECTED
RESPONSE
Standard
RL.3.2 Recount stories,
including fables,
folktales, and myths
from diverse cultures;
determine the central
message, lesson, or
moral and explain how
it is conveyed through
key details in the text.
DOK 3 - APx
Outline a
progression of
character traits
in a new text
(one not read
as a class or
discussed).
CONSTRUCTED
RESPONSE
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
Standard
RL.3.3 Describe
characters in a
story (e.g., their
traits,
motivations, or
feelings) and
explain how their
actions
contribute to the
sequence of
events
7
Quarter One Reading Informational Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this preassessment. The standard itself is assessed on the Common Formative
Assessment (CFA) at the end of each quarter.
DOK 1 - K1a
Locate basic facts or
events in a story.
DOK 1 - K1c
Define the terms
(understands) text,
questions, answers and
asks.
DOK 1 - C1f
Explain who, what, where,
when or how when asking
or answering questions
about the text.
NOT ASSESSED
DOK 1 - Ka
Recall key details
and from the text.
DOK 1 - Kc
Define main idea,
support, and key
details.
DOK 1 - Ka
Locate or recall specific
steps in a technical
procedure, historical
event or scientific idea
or concept.
DOK 1 - Cf
Describe parts of
the text that have
key details.
SELECTED
RESPONSE
DOK 1 - Kc
Define transitional words
pertaining to time sequence and
cause and effect such as; first,
then, next, after that, finally.
Define (understand) the terms
historical, scientific and technical
as well as time, sequence and
cause/effect.
DOK 2 - Ch
Explain how key
details indicate a
main idea (in
general).
DOK 2 - Ch
Show relationships
between why
questions and
answers found
explicitly in
informational text.
SELECTED RESPONSE
DOK 2 - Ci
Summarize the
text by
recounting the
key details.
DOK 2 - Cl
Answers questions about
a specific detail, idea or
topic in an informational
text and then goes back
to the text as a reference
to support the answer(s).
SELECTED RESPONSE
DOK 2 - Ck
Determine the
main idea of the
text by evidence
of key details.
SELECTED
RESPONSE
Standard
RI.3.1 Ask and answer
questions to demonstrate
understanding of a text,
referring explicitly to the text
as the basis for the answers.
DOK 2 - Cl
Locate the
specific key
details that
support the main
idea.
CONSTRUCTED
RESPONSE
DOK 1 - Cf
DOK 2 Ch
Describe how a series of
Explain a cause and effect of a historical
events or ideas are related event.
by explaining who, what,
when, where or how.
Explain the sequence of steps in a technical
procedure.
SELECTED RESPONSE
Explain time elements between a series of
historical events.Explain the influence of
time and cause/effect on scientific ideas or
concepts.
Standard
RI.3.2 Determine the
main idea of a text;
recount the key details
and explain how they
support the main idea.
Standard
RI.3.3 Describe the
relationship between a series
of historical events, scientific
ideas or concepts, or steps in
technical procedures in a text,
using language that pertains
to time, sequence, and
cause/effect
CONSTRUCTED RESPONSE
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
8
A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a
student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much
as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed
responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RL 3.2: 2 Point Short Reading Constructed Response Rubric
Question #7 (prompt): Why did the fly not feel special? Use details from the
story to support your answer.
Teacher Language and Scoring Notes:
Sufficient Evidence may include (1) The fly did not feel special, it was just like all the other flies, (2) The moth and mouse
didn’t even notice the fly and (3) The fly didn’t have anything special that it could do like the other animals.
Specific Identifications from the text could include (1) The fly wasn’t big and couldn’t buzz like the bee and (2) the fly wasn’t
colorful and it didn’t have big wings like the butterfly.
Full Support from the text includes other relevant details or examples from the text that support the reasons such as (1) the
moth and mouse did not notice the fly at night because the fly was small and it was too dark (2) the fly wanted to shine like
the stars.
The student gives a proficient response by providing evidence that the fly did not feel special and uses specific
examples from the text as well as details about (supports) each example.
2
1
0
The fly did not feel special because it was just like all the other flies. It wasn’t big and couldn’t buzz like
the bee. It didn’t have large, colorful wings like the butterfly and it didn’t shine like the stars. It wasn’t
noticed by the moth and mouse.
The student gives a partial response by providing some evidence that the fly did not feel special but few details to
support the response.
The fly didn't feel special because it was just like all the other flies. It really wanted to feel special.
The student provides no evidence that the fly did not feel special and no relevant information or examples from
the text.
The fly was sad because it did not feel special.
Toward RL3.2 DOK 2 - Cl
Locate key details that support a central
message, lesson or moral for a purpose
(author’s message, purpose or theme), (read
but not discussed in class).
9
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should
respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best
judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess.
Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RL.3.3 3 Point Reading Constructed Response Rubric
Question #8 (prompt):
Why do you think the moon helped the fly shine? Use details from the story to
support your answer.
Teacher Language and Scoring Notes:
Sufficient Evidence should include examples or details explicitly from the text that answer the question “Why do you think the moon
helped the fly shine?”
Specific Identifications (supporting details) student responses should in some way state that the moon needed a friend.
Full Support (other details) to support that the moon needed a friend could include (1) the moon overheard the fly say it wanted to be
special, (2) the moon said it would help the fly if the fly would be its friend, (3) the moon told the fly the secret of shining at night and
(4) the fly saying it would always be the moon’s friend since the moon helped it feel special or shine at night.
The student gives a proficient response by stating that the moon helped the fly because it needed a friend and used
examples or details explicitly from the text to support the response.
3
2
1
0
The moon heard the fly say it wanted to be special. The moon told the fly it would help the fly if it would
stay out all night and be the moon’s friend. The fly agreed. Then the moon told the fly how to shine all
night. It helped the fly feel special. From then on the fly stayed up all night and the moon was not lonely.
They helped each other.
The student gives a partial response by stating that the moon helped the fly because it needed a friend and some
examples or details explicitly from the text to support the response.
The moon was sad because it was lonely. Then it had an idea. It would help the fly and not be lonely
anymore.
The student gives a minimal response by stating why the moon helped the fly and vague examples or details from the
text.
I think the moon helped the fly because it felt sorry for the fly. The fly didn’t feel special.
The student provides no evidence about why the moon helped the fly and no relevant details or examples.
Flies can shine at night if they are fireflies. I caught some in a jar once.
Toward RL.3.3 DOK 3 - APx
Outline a progression of character
traits in a new text (one not read as
a class or discussed)
10
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a
student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much
as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed
responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RI.3.2: 2 Point Short Reading Constructed Response Rubric
Question #15 (prompt): Why is the title The Things Wings Do a good title for
this passage? Support your answer with details from the text.
Teacher Language and Scoring Notes:
Sufficient Evidence to answer the prompt should include details and examples explicitly from the text that explain why The
Things Wings Do is a good title for this passage because that is the main idea of the passage. Students should include how the
title connects to particular details about different purposes for wings.
Specific Identifications (supporting details) could include text-based information about the different things wings do,
including (1) flying, (2) provide hard coverings for protection, (3) bright colors as a warning sign and (4) hiding beneath the
wings.
Full Support (other details) that could be used as example of what wings do may include (1) one pair of wings is used for
flying, and speed, (2) specifics about how fast some insects fly, (3) different kinds of wings on different insects, (4) how a
beetle uses its wings and (5) insects that use their wings as camouflage.
The student gives a proficient response by providing evidence as to why The Things Wings Do is a good title for
the passage with details supporting specific examples.
2
1
0
The Things Wings Do is a good title for this passage because it is all about what wings can do. This
passage has many examples of how insects use their wings. Wings aren’t just for flying. One example
in the passage that shows wings aren’t just for flying is the example of a beetle’s front wings. The front
wings are used to protect the beetle from being eaten by birds because they are very hard like a shield.
Another use for wings besides flying are the colors and patterns on wings. They can camouflage an
insect like grasshoppers and moths. These are just a few examples of why I think the title is a good
title.
The student gives a partial response by providing some evidence as to why The Things Wings Do is a good title
for the passage with few details supporting specific examples.
I think this is a good title because the story has lots of information about insects and their wings and
how they use their wings in different ways. Some insects use them for flying and also for protection.
The student gives no response with evidence as to why The Things Wings Do is a good title for the passage.
Insects have lots of legs and can fly. You can put them in a jar. Some of them have wings.
Toward RI.3.2 DOK 2 - Cl
Locate the specific key details that
support the main idea.
11
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student
should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use
your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to
assess. Overall consistency of intent based on most of your student responses can guide you.
Quarter 1 Pre-Assessment Constructed Response Answer Key
Standard RI.3.3 3 Point Reading Constructed Response Rubric
Question #16 (prompt): According to the passage The Things Wings Do, why
might some insects act differently than other insects?
Teacher Language and Scoring Notes:
Sufficient Evidence of the prompt would include student responses that indicate that students are connecting information within the
passage as to why some insects act differently. DOK-2 questions require that students summarize details to reach a conclusion.
Student responses should connect the main idea of the passage – wings – to why insects might act differently.
Specific Identifications (supporting details) could include differences seen in insects that have different (1) shapes and colors, (2)
wing coverings – some are hard, (3) wings that camouflage insects and (4) wings that send a warning to birds.
Full Support (other details) or examples of how insects act differently could include (1) insects with small wings can fly faster but
insects with larger wings go more slowly (2) beetles have front wings with hard coverings to protect the beetle from being eaten so it
holds its front wings out to the side and flies with its small back wings and (3) some insects hold very still to blend in with their
surroundings, while others don’t hold still because they have bright colored wings to warn off birds.
The student gives a proficient response by stating that an insect’s wings determines how it acts and uses examples
and details explicitly from the text to support the response.
3
2
1
0
Insects have different kinds of wings that make them act different from each other. An insect with small
wings can fly faster than an insect with larger wings. Bees fly fast and butterflies fly slowly. Wings
protect insects too. Insects with colorful wings don’t hide because their wings warn birds they are not
good to eat. Insects with wings the same color as where they live have to sit very still so birds don’t see
them and eat them.
The student gives a partial response by stating that an insect’s wings determines how it acts and uses some or
partial examples and details from the text to support the response.
I think some insects act different than others because their wings are different. Bees have tiny wings
and butterflies have larger wings, so they fly different from each other.
The student gives a minimal response by stating vague examples or details from the text.
Wings are different so insects are different. Wings are pretty and colorful and so are many insects.
The student provides no evidence about the prompt and no relevant details or examples.
Insects have wings. So do airplanes.
Toward RI.3.3 DOK 2 Ch
Explain the influence of time and
cause/effect on scientific ideas or concepts.
12
Rev. Control: 07/01/2015 HSD – OSP and Susan Richmond
Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 3 point rubric. Longer
writes and/or full compositions are scored with a 4 point rubric. The difference between this rubric and the
constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency, while the reading
rubrics are assessing comprehension.
Brief Write Rubric
Writing Standard W.1a Opinion Writing
Writing Target 6a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer’s purpose.
Question Prompt #18: Write a paragraph stating your opinion about how the
moon and fly helped each other. Use specific details from the text to support
your answer.
Scoring Notes:
Gives essential elements of a complete interpretation of the prompt: Student answers the prompt by stating an
opinion about how the moon and fly helped each other and then supporting that opinion with details from the text.
Addresses many aspects of the task and provides sufficient relevant evidence to support development: Student
addresses the aspects of the task specifically and provides evidence that is relevant to the stated opinion. Student
may/may not agree with how the moon and fly helped each other. Either answer is allowable IF there are sufficient
details to support their opinion statement.
Is focused and organized, consistently addressing the purpose, audience, and task: Student is consistent with
addressing the prompt and does not bring in extraneous information that is not based on textual evidence.
Includes sentences of varied length and structure: Student uses sentences that convey meaning adequately.
Student states a definite opinion about how the moon and fly helped each other and uses specific and sufficient
details from the text to support the opinion statement.
3
2
1
0
In my opinion, it was good that the moon and fly helped each other because they both got what they
needed. The moon got a friend and wasn’t lonely anymore because the moon told the fly the secret of
lighting up at night like the stars. The fly got to feel special because he could light up at night. The fly told
the moon it would always shine its light to welcome the moon. They both benefitted.
Student states a definite opinion about how the moon and fly helped each other and uses some details from the text
to support the opinion statement.
I think the moon should help the fly and the fly should help the moon. They both could help each other.
The fly now feels very special.
Student states a definite opinion about how the moon and fly helped each other but does not use details to support
the opinion statement.
My opinion is it was good they helped each other. Now they are happy.
Student does not state a definite opinion about how the moon and fly helped each other.
The moon comes out at night and shines.
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Grade 3 - Quarter 1 Pre-Assessment Selected Response Answer/Points Key
Question 1 Where did the fly get the idea that it wanted to shine? RL.3.1 DOK-1 Cf
A
1
Question 2 Which statement below was not said by the moon to the fly? RL.3.1 DOK-2 Cl
D
1
Question 3 Why didn’t the mouse’s mother want it to shine? RL.3.2 DOK-1 Cf
B
1
Question 4 What sentence best summarizes the last paragraph in the story? RL.3.2 DOK-2 Ci
A
1
Question 5 What do you predict will happen at night with fly and moon? RL.3.3 DOK-2 Cj
C
1
Question 6 Why did the moth and mouse not see the fly until it learned how to shine? RL.3.3
DOK-3 Cu
B
1
Question 7
Literary Constructed Response
RL.3.2
2
Question 8
Literary Constructed Response
RL.3.3
3
Question 9 What determines how fast an insect flies? RI.3.1 DOK-2 Ch
C
1
Question 10 How do hard coverings protect a beetle? RI.3.1 DOK-2 Cl
B
1
Question 11 Which answer does not explain how an insect uses its wings? RI.3.2 DOK-1 Cf
D
1
Question 12 What detail might be added to paragraph three? RI.3.2 DOK-2 Ck
A
1
Question 13 How can some insects’ wings help it hide? RI.3.3 DOK-1 Cf
D
1
Question 14 What might happen if a bird ate a monarch butterfly? RI.3.3 DOK-2 Ch
B
1
Question 15
Informational Text Constructed Response
RI.3.2
2
Question 16
Informational Text Constructed Response
RI.3.3
3
D
1
W.1a
3
Question 19 Which word means about the same as drift ? L 3.3.a
C
1
Question 20 Which is the best way to combine the two sentences? L.3.1.i
A
1
Write and Revise
Question 17 Which sentence does not support the opinion of the paragraph? W.1b
Question 18
Brief Write Rubric
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Grade
Student Copy
Pre-Assessment Quarter 1
Name ____________________
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How the Firefly Got Its Light
Aesop Fable
Grade Equivalent: 3.2
Lexile Measure: 200L
Mean Sentence Length: 6.41
Mean Log Word Frequency: 3.91
Word Count: 378
This is a story based on an old folktale.
This is a story about long ago. There was a little fly. It wanted to be special. The fly was
sad. It did not feel special. It looked at the bee and thought it was great. “Look at how
big it is. Hear it buzz.” The little fly looked at the butterfly and said, “See how pretty.
Look at the colors. Look at the big wings. I am just like all of the other little flies.”
The fly stayed awake one night. It was worried. It was sad. All of the other flies were
sleeping. A moth was awake. So was a mouse. The moth and mouse did not notice the
little fly. It was too small. It was hard to see in the dark.
The little fly saw the stars. They were shining. “I want to shine like that. That would
make me very special.”
The moon heard the fly. The moon said, “Little fly. You can help me. If you do, I will help
you. I will make you shine.”
“How can I help?” said the little fly.
The moon said, “You can be my friend. I am so lonely at night. I come out when it is dark
when most animals are asleep. If you stay awake every night I will help you shine. Then
you can be my friend.”
“Yes, yes,” the little fly said. So the moon helped the little fly. The moon told the fly the
secret. The moon told the fly how to shine.
The next night, the fly stayed awake. It used the secret. It was shining! On, off, it made
its body light up. It looked like magic.
“Look,” said the mouse. “Look at that fly. How special.” The mouse said, "I’d like to
shine too.” But the mouse’s mother said, “NO!” That would be dangerous. You know we
need to be able to hide.”
The fly was very glad. The fly told the moon, “I will always be your friend. When you
come out at night, I will be here. I will shine my light to welcome you.” The fly went to
sleep. “Finally. Now I have what I need to be special.”
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1. Where did the fly get the idea that it wanted to
shine? Toward RL.3.1
A. from the stars
B. from the moon
C. from moths
Toward RL.3.1 DOK 1 - Cf
D. from a butterfly
Asks questions about characters,
setting, events or conflicts in a text.
Answers who, what, when and where
questions found explicitly in a text
about characters, setting, events or
conflicts.
2. Which statement below was not said by the
moon to the fly? Toward RL.3.1
A. I am lonely at night.
B. You can be my friend.
C. If you stay awake at night I will help you shine.
D. I like to come out at night because it is quiet.
Toward RL.3.1 DOK 2 – Cl
Answers questions about a new story
(read but not discussed in class) by
referring explicitly to the text as the
basis for answers.
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3. Why didn’t the mouse’s mother want it to shine? Toward RL.3.2
A. The mother didn’t want the mouse to be made fun of by the
other mice and animals.
B. The mother thought it was dangerous because mice have to be
able to hide.
C. The mother thought a mouse should not shine because it would
look silly.
D. The mother didn’t want the mouse to shine because then it
would be awake at night and sleep during the day.
Toward RL.3.2 DOK 1 – Cf
Answers who, what, when, where
and how questions requiring a
description of key details in a fable,
folktale or myth.
4. What sentence best summarizes the last paragraph in
the story? Toward RL.3.2
A. The fly was happy because it finally felt special.
B. The fly was happy because he was more special than his
friends.
C. The fly was glad to finally sleep.
D. The moon was happy.
Toward RL.3.2 DOK 2 – Ci
Uses text evidence to summarize
key details of a text.
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5. What do you predict will happen at night with fly and
moon? Toward RL.3.3
A. Fly will teach all the other flies how to turn into fireflies and
shine too.
B. The moon and fly will live happily ever after.
C. Fly will welcome the moon every night and become his
friend like he promised.
D. The moon will make all the other insects and animals
shine too.
Toward RL 3.3 DOK 2 – Cj
Make logical predictions about
how a character’s trait may
influence an action in a text,
supported with textual details.
6. Why did the moth and mouse not see the fly until it
learned how to shine? Toward RL.3.3
A. The fly was quiet and hid because it was dangerous to be
seen.
B. The fly was too small and it was hard to see it in the dark.
C. The fly did not want anyone to know how sad and worried
it was.
D. The moth and mouse were too busy to notice the fly.
Toward RL.3.3 DOK 3 - Cu
Explain how a character’s actions
contribute to a specific sequence of
events using supporting evidence
from the text .
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7. Why did the fly not feel special? Use details from the story to
support your answer. (Teacher Only) Final Score____/2
Toward RL3.2 DOK 2 - Cl
Locate key details that support a central
message, lesson or moral for a purpose.
8. Why do you think the moon helped the fly shine? Use details from
the story to support your answer. (Teacher Only) Final Score____/3
Toward RL.3.3 DOK 3 - APx
Outline a progression of character
traits in a new text (one not read as a
class or discussed)
20
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The Things Wings Do
Grade Equivalent: 3.2
Lexile Measure: 890L
Mean Sentence Length: 13.26
Mean Log Word Frequency: 3.51
Word Count: 464
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 a 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.
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The Things Wings Do (continued)
5
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.
22
9. 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.
Toward RI.3.1 DOK 2 - Ch
Show relationships between why
questions and answers found
explicitly in informational text.
10. 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.
Toward RI.3.1 DOK 2 - Cl
Answers questions about a specific detail,
idea or topic in an informational text and
then goes back to the text as a reference
to support the answer(s).
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11. Which answer does not explain how an insect uses
its wings? RI.3.2
A. Insects’ wings can be used for camouflage.
B. Some insects have bright colored wings to warn birds.
C. Insects’ wings are used for flying.
D. All insects have wings.
Toward RI 3.2 DOK 1 - Cf
Answers who, what, when,
where and how questions about
specific key details found in an
informational text .
12.
What detail might be added to paragraph three? RI.3.2
A. It’s a good thing butterflies don’t flap their wings as much as a
bee does.
B. Scientists study insects so we can learn about them too.
C. Wings can be a good camouflage.
D. Butterflies have wings that are very colorful.
Toward RI 3.2 DOK 2 - Ck
Determine the main idea of
the text by evidence of key
details.
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13. How can some insects’ wings help it hide?
RI.3.3
A. Wings can help insects hide.
B. Some insects’ wings have bright colors.
C. Some insects rest on trees.
D. Some insects’ wings have colors and patterns that make
the insect hard to see.
Toward RI.3.3 DOK 1 - Cf
Describe how a series of events
or ideas are related by
explaining who, what, when,
where or how.
14. What might happen if a bird ate a monarch butterfly? RI.3.3
A. The bird would turn black and orange.
B. The bird would not eat a monarch again.
C. The wings would choke the bird.
D. The bird would die.
Toward RI.3.3 DOK 2 Ch
Explain a cause and effect of an event.
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15. Why is the title The Things Wings Do a good title for this
passage? Support your answer with details from the text.
(Teacher Only) Final Score____/2
Toward RI.3.2 DOK 2 - Cl
Locate the specific key details that
support the main idea.
16. According to the passage The Things Wings Can Do, why might
some insects act differently than other insects? (Teacher Only) Final Score____/3
Toward RI.3.3 DOK 2 Ch
Explain the influence of time and
cause/effect on scientific ideas or concepts.
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17. Read the paragraph below:
Revise a brief Text W.1b, Target 6b
There are many reasons why people are interested in
insects. Many insects are colorful. Many insects fly
very fast. Some Insects make unusual sounds.
Insects can sting and bite.
Which sentence does not support the opinion of the
paragraph?
A. Many insects are colorful.
B. Many insects fly very fast.
C. Some Insects make unusual sounds.
D. Insects can sting and bite.
18. Write a paragraph stating your opinion about how the moon and
fly helped each other. Use specific details from the text to support
your answer. Brief Write W.1a Opinion Writing Target 6a
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19. Read the sentence below:
L 3.3.a Choose words/phrases for effect.
But butterflies drift from flower to flower.
Which word means about the same as drift ?
A. hover
B. drop
C. float
D. soar
20. Read the two sentences. L.3.1.i Produce simple, compound and complex sentences.
A honeybee can flap its small wings 225 times each second.
A honeybee can fly fourteen miles an hour.
Which is the best way to combine the two sentences?
A. A honeybee can flap its small wings 225 times each second, and
it can fly fourteen miles an hour.
B. A honeybee can flap its small wings 225 times each second and a
honeybee can fly fourteen miles an hour.
C. A honeybee can flap its small wings 225 times each second but it
can fly fourteen miles an hour.
D. A honeybee can flap its wings 225 times each second and fly
fourteen miles an hour.
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STOP
Close your books and wait for instructions!
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Student Scoring
Color the box green if your answer was correct.
Color the box red if your answer was not correct.
Literary Text
1
I can answer a “what” question using key details. RL.3.1
2
I can locate the answer to a question in the text. RL.3.1
3
I can answer questions about a folktale. RL.3.2
4
I can summarize a text using key details. RL.3.2
5
I can predict how a character will act. RL.3.3
6
I can show cause and effect of a character’s actions. RL.3.3
7
I can locate key details to support a central message. RL.3.2
2
1
0
8
I can follow how a character acted throughout a
text. RL.3.3
2
1
0
3
Informational Text
9
I can answer a “why” question. RI.3.1
10
I can locate information found in the text. RI.3.1
11
I can select a key detail that supports a main idea. RI.3.2
12
I can determine the main idea of a passage. RI.3.2
13
I can answer a “how” question about an event. RI.3.3
14
I can explain the cause and effect of an event. RI.3.3
15
I can locate specific key details that support the main idea.
16
RI.3.2
I can explain the influence of time and
cause/effect on scientific ideas or concepts.
3
2
1
0
2
1
0
1
0
RI.3.3
Writing
17
Which sentence does not support the opinion of the paragraph?
W.1b
18
Brief Write W.1a Opinion Writing Target 6a
19
Which word means about the same as drift? L 3.3.a
20
Which is the best way to combine the twoRev.
sentences?
L.3.1.i HSD – OSP and Susan Richmond
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2
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