Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond 1 Teacher Directions Quarter 2 Pre-Assessment Grade 2014-2015 Reading 12 Selected-Response Items

Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond

1

Teacher DirectionsQuarter 2 Pre-Assessment

Grade

Quarter 2 Pre-Assessment2014-2015

6th

Reading12 Selected-Response Items 1 Constructed Response Research 3 Constructed-ResponseWriting 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w/ Integrated Language 1 Language/Vocabulary 1 Edit/Clarify

Performance Task at Grade Level

Sequential Steps toward Standard

Mastery

http://helponechild.org/wp-content/uploads/2011/08/purple-backpack.jpg


6th

Reading: Literature

Targets Standards DOK

4 Reasoning & Evaluation RL.6 3-4

5 Analysis Within or Across Texts RL.6, Rl.7 3-4

6 Text Structures/Features Rl.5 2-3

Informational Writing and Language


3a Brief Informational Write W.2a, W.2b, W.2d, W.2d, W.2e and/or W.9 3

3b Write-Revise Informational W.2a, W.2b, W.2c, W.2d, W.2e and/or W.9 2

4 Full Informational Composition W-2a, W-2b, W-2c, W-2d, W-2e, W-3b, W-4, W-5, W-8, W-9 4

8 Language-Vocabulary Use W.2d, L.6 1-2

9 Edit and Clarify L.6.1a 1-2

Quarter Two 2014-15ELA CFAssessmentTeacher Directions

(pages ___ - ___)

Reading: Informational


4 Reasoning & Evaluation RI.6 3-4

5 Analysis Within or Across Texts RI.7 2-3

6 Text Structures/Features Rl.5, RI.7 2

Note: There may be more standards per target. Only standards assessed are listed.


Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond3


BackgroundIMPORTANT: This assessment has a short video accompanying the literature passage Lost Dog. Please show the video to your entire class, before students read Lost Dog.

This is a pre-assessment to measure the task of writing an informational article. Full compositions are always part of a Performance Task. A complete performance task would have:

Part 1A Classroom Activity (30 Minutes) Your classroom activity (group activity) should consist of introducing to students vocabulary words or language that may be unfamiliar to them within a different context than the actual assessment passages. It is highly recommended that the event of 9/11 be introduced in another format that is appropriate for grade 6, as it may be unfamiliar to some students. Here are a few ideas: http://exhibits.tributewtc.org/toolkit/toolkit.htmlThis is a walk-through of the 9/11 museum that you could share and discuss with your students slide by slide: https://www.911memorial.org/sites/all/files/Museum%20Guide%20for%20Visitors%20With%20Children.pdf (35 minutes)• Passages or stimuli to Read • 3 Research Questions • There may be other constructed response questions.Part 2• A Full-Composition (70 Minutes)

Students should have access to spell-check resources but no grammar-check resources. Students can refer back to their passages, notes and 3 research questions and any other constructed responses, as often they’d like.

Directions30 minutes1. You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture). The classroom activity DOES NOT pre-teach any of the content that will be assessed!35 minutes2. Students read the passages independently. If you have students who can not read the passages you may read them to those students but please make note of the

accommodation. Remind students to take notes as they read. During an actual SBAC assessment students are allowed to keep their notes as a reference.

3. Students answer the 3 research questions or other constructed response questions. Students should also refer to their answers when writing their full opinion piece.

15 minute break70 Minutes4. Students write their full composition (informational piece).SCORINGAn Informational Rubric is provided. Students receive three scores:4. Organization and Purpose5. Evidence and Elaboration6. Conventions

http://exhibits.tributewtc.org/toolkit/toolkit.html

https://www.911memorial.org/sites/all/files/Museum%20Guide%20for%20Visitors%20With%20Children.pdf

https://www.911memorial.org/sites/all/files/Museum%20Guide%20for%20Visitors%20With%20Children.pdf

Rev. Control: 11/10/2014 HSD – OSP and Susan RichmondRev. Control: 11/10/2014 HSD – OSP and Susan Richmond

The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment.

All students should “move toward” taking the assessments independently but many will need scaffolding strategies. If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a student needed.

Order at HSD Print Shop…http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

About this Assessment

This assessment includes: Selected-Response, Constructed-Response, and a Performance Task.

Types of SBAC Constructed Response Rubrics in this Assessmenthttp://www.livebinders.com/play/play?id=774846

Reading• 2 Point Short Response• 3 Point Extended Response

Writing• 4 Point Full Composition Rubric

(Performance Task)• 2-3 Point Brief Write (1-2 Paragraphs) Rubric• 2-3 Point Write to Revise Rubrics if a CR

Research• 2 Point Rubrics Measuring

Research Skill Use

Quarter 2 Performance TaskThe underlined sections are those scored on SBAC.

Please take 2 days to complete performance tasks.

Part 1 Part 2

• Classroom Activity if Desired/Needed• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

Components of Part 1Note-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 teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, 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.

Research: In Part 1 of a performance task students answer constructed

response questions written to measure a student’s ability to use research skills needed to complete a performance task. These CR questions are scored using the SBAC Research Rubrics rather than reading response rubrics.

• Plan your essay (brainstorming -pre-writing).• Write, Revise and Edit (W.5)• Writing a Full Composition or Speech

Components of Part 2Planning

Students review notes and sources and plan their composition.

Write, Revise and Edit Students draft, write, revise and edit their writing.

Word processing tools should be available for spell check (but no grammar check).

Full Written Informational Composition• introduction (identifies the topic and provides a focus)• organization (definition, classification,

comparison/contrast, etc.),• development (with facts, concrete details, quotations,

other information)• transitions (linking ideas)• precise language and domain specific vocabulary‐• conclusion (closure) • Conventions of Standard English.

There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menu

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.livebinders.com/play/play?id=774846



DOK 1 - Ka DOK - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 -Cl Standard Mastery Recall who, what, where, when, why and how about a story read and discussed in class.

Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details

Connect the terms who to characters; where and when to setting; what and how to sequence of events.

Ask and answer who, what, where, when, why and how questions about key details in a text.

Concept DevelopmentStudent understands that key details help tell who, what, where, when, why and how.

Uses key details to identify who, what, where, when, why and how about a story not read in class.

Finds information using key details to answer specific questions about a new story.

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

Pre-Assessments 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.

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. The checklists are available at: http://sresource.homestead.com/Grade-6.html

Example of a Learning Progression for RL.2.1Pre-Assessments Measure Adjustment Points (in purple)

CFARL.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.

Beg. of QTR

Throughout the QTR

END of QTR

http://sresource.homestead.com/Grade-6.html

http://sresource.homestead.com/Grade-6.html



Quarter Two Reading Literature Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Cm DOK 2 - APo DOK 2 - ANr DOK 2 - ANs DOK 3 - Cu

Retell a sequence of events within a stanza, chapter, or scene in a text previously read and discussed in class.

Define (understand the meaning of...) Standard Academic Language: stanza, scene, setting, contributes, setting, theme, plot, development analyze, particular, overall, structure

Identify in a text previously read and discussed in class the: theme, setting, and plot

Answer questions in reference to a particular sentence, chapter, scene or stanza (of a text previously read and discussed in class).

Concept DevelopmentStudent understands that sentences, chapters, scenes and stanzas are part of an overall text structure (within a theme, setting or plot).

Locates specific information within a particular sentence, chapter, scene or stanza by understanding the structure of the text.

Obtain information within a particular sentence, scene, chapter and stanza for a specific purpose (text not discussed in class).

Analyze (organize graphically) information about the theme, setting and plot of a text.

Analyze the organizational structures of sentences, chapters, scenes and stanzas within a text.

Connect or follow the development of a theme, setting or plot within a sentence, chapter, scene or stanza.SELECTED RESPONSE

DOK 2 - APx DOK 2 - ANz DOK 2 - ANA DOK 2 - EVE DOK 3 - SYH DOK 4 - ANO Standard DOK 4 - SYV

Explain how a sentence, chapter, scene or stanza contributes to the development of a theme, setting or plot in text not read or discussed in class.

Analyze how a chapter contributes to the rising action of a novel – how a scene contributes to the development of a drama and stanza to poetry.

Analyze how an author uses a particular scene to develop the theme, setting or plot (i.e. chapter, stanza, etc..)

Interpret how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text.

Synthesize information from a stanza, chapter, scene or sentence from one source or text to summarize or explain the development of a theme, setting or plot.SELECTED RESPONSE

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot in a long text.

Synthesize information across multiple sources into an overall connected structure using sentences, stanzas, chapters or scenes to show the development of a specific theme, setting or plot.

Not Assessed

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 -

CfDOK 2 -

Ch DOK 2 - Ck DOK 2 - ANq DOK 3 - Cw DOK 3 - APx

DOK 3 - ANA DOK 3 - EVC Standard DOK 4 -

ANPRecall a point of view within a text.

Define (understand, meaning of...) Standard Academic Language: point of view, narrator, 1st person, speaker, author, 3rd person, development.

Identify or describe the characters in a story from the narrator or speakers point of view (previously read-discussed in class.).

Describe or identify a specific point of view in a text.

Concept DevelopmentStudent understands which point of view the story is being told in (1st or 3rd).

Explain how an author uses point of view in a text as a literary device.SELECTED RESPONSE

Identify examples (list or categorize) how points of view are used as literary devices (to show emotion, opinion, influence, etc…).

Answers questions that require Describing ways an author uses points of view to influence readers SELECTED RESPONSE

Show an understanding of how point of view is developed by an author by following text structure in a new text.

Analyze how telling the story from a specific point of view influences the reader’s interpretation of a text.

Cite evidence to show how the author’s point of view is developed in a text for a specific purpose.CONSTRUCTED RESPONSE

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

Gather, analyze and organize how authors from many sources use point of view to gain readers attention. Not Assessed

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - ANp DOK 3 - Cu DOK 3 - ANA DOK 4 - SYH DOK 3 - EVSStandard

Retells specific differences between reading and hearing a story.Retells specific differences between reading or hearing and viewing a story.

Define (understand meaning of..) Academic Standard Language terms: viewing, audio, video, and live version.Use the word “perceive” accurately in speaking about an experience.

Identifies literary elements as presented in reading, hearing or viewing a story, drama or poem.

Students can explain what they “see” and what they “hear” when reading a text. Do they see and hear the same thing when listening or watching a story, drama or poem?SELECTED RESPONSE

Concept DevelopmentStudents recognize that stories (dramas and/or poems) are presented differently in read texts, audio and live or viewed versions.

Compare (or organize) and use specific examples how reading a text is different from an audio version.(Continue with reading vs liveaudio vs live, etc...)

Connect specific characteristics of text, audio, visual or live versions of a story to examples seen or heard.SELECTED RESPONSE

Analyze perceptual changes made in a “read” version compared to an audio or live version of the same story. How did it change their perceptions of the story?

Synthesize the experiences of reading, listening or viewing the same version of a text in order to make a recommendation of the benefits of each. CONSTRUCTED RESPONSE

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Not Assessed



Quarter Two Reading Informational Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Ch DOK 2 - Cl DOK 2 - APn DOK 2 - ANr DOK 3 - Cu DOK 3 -

APxDOK 3 -

ANz DOK 3 - SYH DOK 4 - SYU Standard

Locate a sentence, paragraph, chapter or section of a text.

Define (understand the meaning of…) Standard Academic Language: contributes, analyze, particular, overall, structure, section, sentence, paragraph, chapter and development.

Concept Development Explain the relationship (i.e., meaningful connection) between particular sentences in a paragraph, paragraphs in a chapter, and chapters in a section.

Locate information that supports the development of ideas with a particular sentence, paragraph or chapter.

Be able to use text features (sentences, paragraphs, chapters or sections) to obtain information.

Analyze the organizational structure of sentences, paragraphs, chapters and sections of different texts (how an author structures to develop text).

Answers questions by connecting ideas within sentences, paragraphs, chapters or sections.

Connect ideas within sentences, paragraphs, chapters or sections within a new text (text not discussed in class).SELECTED RESPONSE

Analyze how a sentence contributes to the development of ideas within a paragraph, etc...

Synthesize information from a sentence, paragraph, chapter or section from one source or text to explain the overall development of a specific topic or idea.SELECTED RESPONSE

Synthesize information across multiple sources into an overall connected structure using sentences, paragraphs, chapters or sections to show the development of a specific topic or idea.

RI6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 3- Cu DOK 3- Cw DOK 3- APx DOK 3- EVC DOK 3-

SYH Standard

Recall an example of an author’s point of view (read and discussed in class).

Define (understanding meaning of..) Standard Academic Language: determine, point of view, author’s purpose, conveyed

Answer questions about the author’s point of view or purpose in a text (read and discussed in class).

Concept Development Explain why the author’s point of view is important (it establishes or reflects a purpose).

Identify the author’s point of view in a text read in class (but not discussed in class).SELECTED RESPONSE

Connect text examples of the author’s point of view to the text’s stated or unstated purpose.

Describe how the author’s point of view or purpose impacts the reader.SELECTED RESPONSE

Connect examples of the author’s point of view to the text’s stated or unstated purpose in a text not read or discussed in class.

Cite specific examples to show how the author’s point of view or purpose is supported throughout a new text.CONSTRUCTED RESPONSE

Synthesize in detail examples in a text, showing how the author’s point of view is conveyed in each.

RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl

Recall basic facts about information presented in class visually, quantitatively or in words.

Define (understand the meaning of…)Standard Academic Language: integrate, presented, media, format, quantitatively, coherent, visually, topic, issue, develop

Understands words associated with diagrams, texts, articles, graphs, time lines or digital resources that have clear, evident meaning.

Uses information from different media or formats to answer who, what, where, when or how questions.

Locates relevant information from quantitative sources (graphs, charts, tables, etc...), visual media or text about a specific topic or issue in order to answer questions.

Summarize relevant information using quantitative sources (graphs, charts, tables, etc...), visual media or text about a specific topic or issue.

Locate information using the most relevant and accurate sources of media or formats to support a central idea of a topic or issue.

DOK 2 - ANo DOK 2 – Ans DOK 3 - Cu DOK 3 - APx DOK 3 - ANy DOK 3 - EVC DOK 4 - CK DOK 4 - ANP DOK 4 - SYU

StandardIdentify which format specific types of information would most likely be found in (classify).

Distinguish and note information (found in different media or formats) that is relevant and irrelevant about a topic or issue.

Locate information from different media or formats about a specific issue or topic. Explain why each different media or format contributes to a better understanding of the topic as a whole. SELECTED RESPONSE

Integrate information from several different medias/formats in order to answer a specific question that has not been discussed in class.

Analyze (compare and contrast) information from several different media or formats about a specific topic or issue. Present the analysis.

Cite text evidence analyzed from several different media or formats as well as texts to support a cohesive understanding of a topic or issue.

Locate examples of different visual media, quantitative formats or text that connect a specific issue or topic to other content areas.SELECTED RESPONSE

Gather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment. CONSTRUCTED RESPONSE

RI.6.7 integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue (presented in a specific assigned format).

Not Assessed

Not Assessed


What topics or issues does the author state about the central idea?

Identify one new topic or issue the author brings to the reader’s attention about the central idea._________________________________________________________________________________________________________________________________________________________

Particular Details

What particular details from the section or paragraph explain more about the topic or issue and provide textual evidence about the central idea? • Particular Detail (explain more about the topic or issue) ________________________________________________________________________ _______________________________________________________________________

• Particular Detail (explain more about the topic or issue) _________________________________________________________________________ _________________________________________________________________________

• Particular Detail (explain more about the topic or issue) _________________________________________________________________________ _________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Ask yourself why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion.

Write a conclusion section. State the topic or issue you chose. Explain how the particular details about the topic or issue support the central idea. Your summary should be brief._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name_____________________ Passage________________ Central Idea________________

Grade 6

Instruct students to re-read and select a paragraph or section of the text that identifies a topic or issue about the central idea.

Ask, “Does the section or paragraph you chose state a new topic or issue about the central idea? A topic or issue explains a concern about the central idea.

Have students write one brief sentence about a new topic or issue the author brings to the reader’s attention about the central idea.

1Remember students will need to have a note-taking form for each passage.

Ask students to look for particular details that explain more about the topic or issue.

Explain “particular details about a topic or issue provide textual evidence about the topic or issue. Instruct students to write 3 brief particular details that are evidence of a topic or issue. 2

Have students re-read the section or paragraph with the topic or issue 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 particular detail sentences you wrote? Can the words help you write a conclusion section that summarizes how the topic or issue help the reader to better understand the central idea?

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:

• Central Idea• Topic and Issue• Particular Details• Textual Evidence• 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 topics or issues does the author state about the central idea ?

Identify one new topic or issue the author brings to the reader’s attention about the central idea._________________________________________________________________________________________________________________________________________________________

Particular Details

What particular details from the paragraph or section explain more about the topic or issue and provide textual evidence about the central idea? • Particular Detail (explains more about a topic or issue) ________________________________________________________________________ _______________________________________________________________________

• Particular Detail (explains more about a topic or issue) _________________________________________________________________________ _________________________________________________________________________

• Particular Detail (explains more about a topic or issue) _________________________________________________________________________ _________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Think about why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion.

Write a conclusion section. State the topic or issue you chose. Explain how particular details help the reader understand more about the central idea. Your summary should be brief.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name______________ Passage__________________ Central Idea_________________

R ES E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

Grade 6



Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

ConventionsStatement of

Purpose/Focus Organization Elaboration of

EvidenceLanguage and

Vocabulary

4Exemplary

The response is fully sustained and consistently and purposefully focused: •controlling idea or main

idea of a topic is focused, clearly stated, and strongly maintained.

•controlling idea or main idea of a topic is introduced and communicated clearly within the context .

The response has a clear and effective organizational structure creating unity and completeness:

•use of a variety of transitional strategies logical progression of ideas from beginning to end.

•effective introduction and conclusion for audience and purpose.

•strong connections among ideas, with some syntactic variety.

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details.

•The response achieves substantial depth that is specific and relevant:

•use of evidence from sources is smoothly integrated, comprehensive, and concrete effective use of a variety of elaborative techniques.

The response clearly and effectively expresses ideas, using precise language:

•use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose.

The response demonstrates a strong command of conventions:

• few, if any, errors are present in usage and sentence formation.

•effective and consistent use of punctuation, capitalization, and spelling.

3Proficient

The response is adequately sustained and generally focused:

• focus is clear and for the most part maintained, though some loosely related material may be present.

•some context for the controlling idea or main idea of the topic is adequate.

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:

•adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end.

•adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas.

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:

•some evidence from sources is integrated, though citations may be general or imprecise.

•adequate use of some elaborative techniques.

The response adequately expresses ideas, employing a mix of precise with more general language: •use of domain-specific

vocabulary is generally appropriate for the audience and purpose.

The response demonstrates an adequate command of conventions:

•some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed.

•adequate use of punctuation, capitalization, and spelling

2Developing

The response is somewhat sustained and may have a minor drift in focus: •may be clearly focused on

the controlling or main idea, but is insufficiently sustained

•controlling idea or main idea may be unclear and somewhat unfocused

The response has an inconsistent organizational structure, and flaws are evident: • inconsistent use of

transitional strategies with little variety

•uneven progression of ideas from beginning to end

•conclusion and introduction, if present, are weak

•weak connection among ideas

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: •evidence from sources is

weakly integrated, and citations, if present, are uneven

•weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language: •use of domain-specific

vocabulary that may at times be inappropriate for the audience and purpose

The response demonstrates a partial command of conventions: • frequent errors in usage

may obscure meaning • inconsistent use of

punctuation, capitalization, and spelling

1Merging

The response may be related to the topic but may provide little or no focus:

•may be very brief may have a major drift focus.

•may be confusing or ambiguous.

The response has little or no discernible organizational structure:

• few or no transitional strategies are evident.

• frequent extraneous ideas may intrude.

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:

•use of evidence from the source material is minimal, absent, in error, or irrelevant

The response expression of ideas is vague, lacks clarity, or is confusing:

•uses limited language or domain-specific vocabulary

•may have little sense of audience and purpose

The response demonstrates a lack of command of conventions:

•errors are frequent and severe and meaning is often obscure.

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Grades 6 - 12: Generic 4-Point Informational/Explanatory Writing Rubric

Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]


Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others.

Listening & reading

9 - create clear and coherent grade-appropriate speech and text

10 - make accurate use of standard English to communicate in grade-appropriate speech and writing

1construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

8 determine the meaning of words and phrases in oral presentations and literary and informational text

Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, and drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation.

Speaking &

Writing

3speak and write about grade-appropriate complex literary and informational texts and topics

4construct grade-appropriate oral and written claims and support them with reasoning and evidence

7 adapt language choices to purpose, task, and audience when speaking and writing

Interactive modalities*: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3).

Listening, speaking, reading,

and writing

2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

5 conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

Standard An ELL can…

By the end of an English language proficiency level, an ELL in grades 6-8 can . . .

4Productive

(S & W)

…construct grade-appropriate oral and written claims and support them with reasoning and evidence.

1 2 3 4 5…express an opinion about a familiar topic.

…construct a claim about a familiar topic, and give a reason to support the claim.

…gather information from multiple provided print & digital sources & summarize or paraphrase observations, ideas, & information, with labeled illustrations, diagrams, or other graphics, as appropriate, & cite sources.

…gather information from multiple print & digital sources, using search terms effectively; quote or paraphrase the data & conclusions of others, using charts, diagrams, or other graphics, as appropriate; & cite sources, using a standard format for citation.

…gather information from multiple print & digital sources, using search terms effectively; & (at Grade 8) evaluate the credibility of each source; quote or paraphrase the data & conclusions of others, using charts, diagrams, or other graphics, as appropriate; & cite sources, using a standard format for citation.

This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just-right scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next.

ELP 6th – 8th Grade Band Standards Organized by Modality

Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar


Informational Writing Pre-AssessmentStudent and Class Scoring:

School Year: 2014-15 Grade:

Teachers Name:

School:

Student Name:Focus and

Organization Elaboration and

Evidence Conventions Student Total

ELP Score

Score Score Score1.

2.

3.

4.

5 0

6 0

7 0

8 0

9 0

10 0

11 0

12 0

13 0

14 0

15 0

16 0

17 0

18 0

19 0

20 0

21 0

22 0

23 0

24 0

25 0

26 0

27 0

28 0

29 0

30 0

31 0

32 0

33 0

34 0

35 0 4 Total Students

% Proficient 25% 25% 25% 50%% Exemplary 75% 75% 50% 50%

1

23

4

= Emerging= Developing= Proficient= Exemplary

Scoring Key:

0 - 4

5 - 78 - 10

11 - 12

Total # Correct

To use the Excel Version of this Score sheet. http://sresource.homestead.com/index.html



Quarter 2 Pre-Assessment Research Constructed Response Answer Key

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

Question #7 Prompt : Darrell makes the statement: “What seems easiest to do initially may turn out to be difficult in the end.” Explain what the statement means using examples and details from the text.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information. Relevant information would include evidence in some way stating that the statement means Darrell’s day becomes more difficult because of the choices he made (which is the lesson learned). Evidence to be cited to support this should include stating why the dog escaped and descriptions of the steps Darrell took to locate his dog. Descriptions of steps could include: (1) creating and hanging fliers(2) searching the neighborhood (3) continuing the search without his sister 4) looked in alleyways 5) called the dog’s name 6) the dog came home by himself. Students may add other ideas or thoughts as long as they support the prompt and are found in the text.

Student “Language” Response Example

2

Student is able to distinguish relevant information to identify the meaning of the cited statement and support it through examples and details from the text. Darrell realized that doing things the easy way isn’t always the best. If he had walked his dog his day would have been much better. Instead, Darrell let the dog out which seemed easiest, but in the end required more work and frustration. Some of the hard things Darrell went through to find his dog, were hanging up signs all around the block, searching the neighborhood for a long time even thought it was freezing cold (even in alleys). Eventually he had to search alone because his sister got too cold. Luckily the dog came home on his own but it would have been better to do what was best in the first place.

1Student is able to distinguish some relevant information to identify the meaning of the cited statement and support it through some examples and details from the text. The statement means that it was easy to just let the dog out by himself. That was kind of lazy I think. Darrell had to search and search for his dog which was very hard.

0 Student is not able to distinguish relevant information to identify the meaning of the cited statement.Somethings were really easy for Darrell and some were not.

Toward RL.6.6 DOK 3 - EVCCite evidence to show how the author’s point of view is developed in a text for a specific purpose.




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

Question #8 Prompt: In source #1 (the text) and source #2 (the video), people interact with and care for a dog. What can you conclude about the responsibilities and benefits of having a dog (pet) ? Support your conclusion with examples from source #1 and source #2.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to locate and select information that explains the responsibilities and benefits of having a dog. Responsibilities from source #1 (the text) could include: (1) walking the dog, (2) keeping the dog warm. Responsibilities from source #2 (the video) could include: (1) training /exercising the dog (2) providing water (3) providing socialization/attention. Benefits from source #2 could include (1) comfort/affection (2) ability to be trained.The response gives sufficient evidence of the ability to interpret and integrate information about the advantages and disadvantages of having a dog from both sources in order to discuss both. Some possible conclusions could include: (1) having a dog is a responsibility, or (2) having a dog is comforting. Other conclusions are allowed as long as they are supported with examples from both sources.


2The student locates and selects information about both the responsibilities and benefits of having a dog from both source #1 (the text) and source #2 (the video). Having a dog can be hard work. Darrell had to walk his dog even when he didn’t want to. His dog ended up getting lost, and he had to do a lot to try to find him. In the video, the trainer has to teach the dog how to return a phone. We also see the dog getting water. But we also see the boy hugging the dog and many people petting him. So having a dog also makes people happy.

1The student locates and selects some information about the responsibilities and benefits of having a dog from both source #1 (the text) and source #2 (the video). Having a dog means that you have to walk it when you don’t want to. But dogs can do fun things like give people their phones and they are nice to hug and pet.

0 The student does not give enough evidence of the ability to locate, select, interpret and integrate information.The dog in the video was smart and could take lost things to people.

Toward RL.6.7 DOK 4 - SYHSynthesize the experiences of reading, listening or viewing the same version of a text in order to make a recommendation of the benefits of each.




Constructed Response Research Rubrics Target 4ability to cite evidence to support opinions and/or ideas

Question #15 Prompt: Explain how each heading in Canine Courage contributes to the overall development of the main purpose of the passage. Use examples from the text to support your answer

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to cite evidence to support the “idea” or overall purpose of the passage Canine Courage. Students connect the headings of the passage as one way the author has developed the main purpose of the passage.

Students should address each section/heading of Canine Courage in the context of its contribution to the overall development of the purpose of Canine Courage. To do so students must first determine the main purpose of the passage (the health of the rescue dogs who worked at the 9/11 site with some variations).

Students should list each section of Canine Courage and details of how each section supported the purpose of the passage Canine Courage. Some aspects/evidence should include details from introductory passage (Section 1) and why there was a concern about the rescue dog’s health (because of the human reports) and other details or facts supporting the initial concern. Section 2 supports the purpose (addressing dog health issues) by stating reasons the dogs may have stayed healthy. These reasons can be listed or summarized. Section 3 supports the purpose by following the dogs that were at 9/11 over several years to monitor their health. Section 4 “closes” the passage by relating back to why canine rescue workers are important. Facts, details (i.e., examples can vary as long as they support the purpose).


2

Student has determined the main purpose of the passage and cites evidence of how the author developed the main purpose. Each section of the passage Canine Courage contributes to the main purpose (why the rescue dogs stayed healthy). Section 1 explains that people were worried that the dogs that helped during 9/11 would get sick because the people did. Some examples were that people wore masks but dogs didn’t and some people still became ill. In Section 2 Cindy Otto gives reasons as to why the rescue dogs may not have had breathing problems. She said the dogs were not at the site as long as the humans were , and less at risk from breathing problems. In Section 3 vets continue to watch the dogs for illness because some forms of cancer take longer to develop. In Section 4 the passage concludes by explaining that dogs work hard to become search and rescue workers and are a precious resource. All of these sections support the purpose of the health of rescue dogs and why we need them.

1The student has determined the main purpose of the passage and cites some evidence to relate how the author developed the purpose.Each section of Canine Courage tells about why search and rescue dogs are important and why we need to make sure that the dogs that were at the World Trade Center stay healthy. These dogs may have breathed in bad air and gotten sick like the human workers did. Sections 1 and 2 tell about the air and why it may not have affected the dogs like people. The passage ends with how the dogs are trained.

0 The student does not answer the prompt.Rescue dogs can really help people when they are lost.

Toward RI.6.6 DOK 3- EVCCite specific examples to show how the author’s point of view or purpose is supported.


16

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 2 Pre-Assessment Constructed Response Answer KeyStandard RI.6.5 3 Point Reading Constructed Response Rubric

Question #16 (prompt): Were Airscenting Dogs or Trailing and Tracking Dogsprobably used most during the 9/11 rescue operation? Explain your answer . Give examples from the passage Canine Courage and the article Facts about Search and Rescue Dogs.Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:Sufficient Evidence would specifically answer the question being asked in the prompt, using evidence to support with evidence from both texts which type of rescue dog was used most during the 9/11 rescue operation.Specific identifications (supporting details) could include evidence from both sources using details/facts and examples. Airscenting dogs were most used during the 9/11 rescue operation. Facts about Search and Rescue Dogs should include details about how airscenting dogs use airborne human scent to find missing persons and how this is connected to what was needed at the World Trade Center. Students may compare this with Trailing and Tracking Dogs who only find one specific person.Full Support (other details) that gives credence to the response is acceptable if it is source information such as; airscenting dogs work off-lead and over large areas (also necessary for this specific rescue operation). Any details or evidence from text is acceptable if it supports the prompt. Students should not support the prompt with opinion or personal background knowledge that is not in the text.

3

Student gives several examples of sufficient evidence and details from both texts and explain the reasoning.Airscenting dogs were probably most used for the search and rescue operation at the 9/11 site. These dogs can find any person because they smell human scent in the air. Airscenting dogs work off lead. This means they could search for people in places the handlers may not have been able to get to easily. The dogs are trained to search in large areas such as 9/11.

2Student gives some examples of evidence and details from both text and explains the reasoning.Dogs that are trained to smell human scent are called airscenting dogs. They can find any person in large areas. They are able to climb over rocks and concrete that would have been at 9/11.

1Student gives few examples of evidence and details and some or no specific reasoning.I think the airscenting dogs were probably used the most to help with rescue during 9/11 because they can find any person, not just one like the tracking dogs do.

0 Student response has little or nothing to do with the prompt.I think that all dogs can help find people.

Toward RRI.6.7 DOK 4 - ANP

Gather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment. CONSTRUCTED RESPONSE

Note: For this to truly be a DOK-4 question, there would be much more research, and synthesizing of sources. DOK-4 requires problems and projects. This CR is a glance at the intent of a DOK 4.



Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point rubric. 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 in a specific area, while the reading rubrics are assessing comprehension.

Quarter 2 Pre-Assessment Brief Write Constructed Response Answer KeyOrganization: Conclusion

W.6.2.e Target: 3aProvide a concluding statement or section related to the information or explanation presented.

Question # 17 Prompt: You have been asked to write a concluding report for your teacher of Facts about Search and Rescue Dogs, explaining the advantages of both airscenting and trailing and tracking dogs. Give an example of a situation each type of dog is trained to respond to.

Teacher /Rubric “Language Response”Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:Sufficient Evidence would specifically provide a conclusion that follows logically from the preceding information of facts about Search and Rescue Dogs. The conclusion should provide a statement explaining why the information is important and do more than restate reasons or summarize ideas.Specific identifications (supporting details) could include for airscenting dogs (1) they follow human scent to find any person, (2) work off-lead, (3) cover large areas of terrain and (4) most are German or Belgian shepherds, border collies, golden or Labrador retrievers and springer spaniels. Specific details for trailing and tracking dogs could include (1) use the scent of one person, (2) work on-lead, (3) cover a variety of terrain types and (4) all dogs are capable of tracking and trailing although larger sport, hound, working and herding breeds are more adaptable to various terrains.Full Support (other details) should integrate the above details into the advantages of each type of trained dog as well as an example of a situation each type is trained to respond to. Any supporting information is allowable if it is from the text (including Canine Courage).


2

Student provides a conclusion that follows logically from and supports the preceding information about the advantages of both airscenting and trailing and tracking dogs and includes an example of situations both types are trained to do. There are advantages of both airscenting dogs and trailing and tracking dogs. Before I speak of the advantages let me say that they are both search and rescue dogs but are trained for specific types of responses to rescue situations. For instance, airscenting dogs are trained to find any human scent and can work off-lead. This means they are not hindered by someone holding them back on a leash. This makes sense because these dogs often have to cover a large area, sometimes many acres and they need to do it quickly. A leash could hold them back. In Canine Courage, airscenting dogs were used for search and rescue during 9/11 to locate any human.Trailing and tracking dogs on the other hand, are trained to track one specific human’s scent. If a hiker is lost in the woods, the terrain may be dense. These dogs can track in many terrain types. Any dog can be trained to trail and track but because terrains may be difficult to climb larger sport hounds are more adaptable. These dogs work on-lead as their handlers follow along.

1

Student provides a conclusion that somewhat follows logically from and supports some of the preceding information about the advantages of both airscenting and trailing and tracking dogs but does not or vaguely includes an example of situations both types are trained to do.There are two kinds of search and rescue dogs. Both are used for different reasons. One is airscenting that means they smell the air for humans scents and the other is tracking. Tracking is like following just one person someone is looking for. During 9/11 they used airscenting dogs because they were searching for lots of people, not just one person and they had to search a huge area which airscenting dogs are great for. Both dogs are really special and needed to help us.

0Provides no conclusion or a conclusion that is at best minimally related to the information about the topic. May restate random details from the preceding information.Some dogs are great for finding lots of people. Some are not. I really think the dogs during 911 were heroes.All rescue dogs are great. What would we do without them?



Grade 6 - Quarter 2 Pre-Assessment Selected Response Answer Key

Question 1 How does the author use chronology to develop the plot in the Lost Dog? Toward RL.6.5 DOK-2 ANA B

Question 2 How does the account of the weather in the story help establish the plot in the Lost Dog? Toward RL.6.5 DOK-3 SYH C

Question 3 What makes the narrator’s point of view effective? Both answers must be correct. Toward RL.4.6 DOK-2 Ck A,B

Question 4 How does the author’s use of point of view in the Lost Dog, most influence the reader?Toward RI.4.6 DOK-3 Cw A

Question 5 Which most describes the main difference between reading the Lost Dog and watching Lost and Found Service? Toward RL.6.7 DOK-1 Cf C

Question 6 Which strategy would best prove if the above statement is or is not true? Toward RL.4.7 DOK-3 Cu D

Question 7 Literary Constructed Response 6.6

Question 8 Literary Constructed Response 6.7

Question 9 The section Stay-Safe Secrets, contributes to the overall purpose of the passage Canine Courage by...? Toward RI.6.5 DOK-3 APx B

Question 10 How does the sentence, “Many human rescue workers wore masks, but the dogs worked without protective gear” contribute to the overall purpose of Section 1? Toward RI.6.5 dok-3 SYH D

Question 11 What was the author’s purpose for writing the passage Canine Courage? Toward RI.6.6 DOK-2 Ck C

Question 12 Which statement best supports how the author’s point of view in Canine Courage may impact readers? Toward RI.6.6 DOK-3 Cw A

Question 13 Based on Facts about Search and Rescue Dogs what dog breeds would most likely becometracking and trailing dogs for search and rescue? Toward RI.6.7 DOK-3 Cu B

Question 14 Using information from Canine Courage and Facts about Search and Rescue Dogs whichstatement best supports that search and rescue dogs are not born with the ability to find missing people?Toward RI.6.7 DOK-4 Ck

B

Question 15 Informational Text Constructed Response 6.6

Question 16 Informational Text Constructed Response 6.7

Write and Revise

Question 17 Brief Write W.2e

Question 18 Write/Revise: Which sentence would provide the best transition into a new paragraph? W.2.c C

Question 19 Choose two more exact words that the student could use in place of the underlinedWord (both must be correct). L.6, W.2d A,C

Question 20 Which word below, corrects the underlined grammar usage mistake? L.6.1a B



Student CopyPre-Assessment Quarter 2

Name ____________________

Grade6th




Student Directions: Part 1

• You will read several literary and informational accounts about some of the relationships between people and dogs.• As you read, take notes on these sources. • Then you will answer several research questions about these sources.

Your assignment: Part 2 • You will be writing an informational article about different kinds of relationships between dogs and people.

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

Directions for beginning:You will now read several types of texts. Take notes because you may want to refer to your notes while you plan your article. 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 article.

Part 2 Your assignment After reading the texts and viewing the video you will write an informational article for your class exploring different

kinds of relationships between dogs and people. Be thinking about the following.

1. What different situations determine the relationships between dogs and people?2. Who benefits most the people or the dogs? Explain why.3. Which situations would not having a dog make the biggest impact? Explain why

You will:2. Plan your writing. You may use your notes and answers.

3. Write – Revise and Edit your first draft (your teacher will give you paper).

4. Write a final draft for your report.

How you will be scoredHow your article will be scored: The people scoring your writing will be assigning scores for:

5. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea.

2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout .

3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information.

4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose.

5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.



Lost DogSource: Center For Urban Education DePaul University - excerpt

It was my job to take our dog out for a walk on one particularly cold Saturday in January. It was freezing and I sure didn’t want to go outside. Instead, I just opened the door and let the dog out by himself. I kept an eye on him to be certain he would return and come back inside. However, another neighborhood dog quickly ran past our house, and our dog sped after to catch him. I quickly grabbed my coat so I could follow my dog, and then I rushed outside. Unfortunately, I was already too late, and my dog was nowhere nearby. I walked a few blocks, and yelled out his name, but to no avail. When I returned home my mother knew I was distressed. She was standing at the door waiting, and asked me what had happened. “I know it was my responsibility to walk our dog,” I confessed, “but I thought he would be able to go outside and come back by himself. Now he’s disappeared and I can’t find him anywhere.” “I feel just terrible.” My mother was extremely angry with me. She said I certainly should have been more responsible. She decided to help by creating some signs. The signs read, “Lost: A large black Labrador Retriever. Please contact us immediately” and she highlighted our phone number on the bottom. “Okay, Darrell,” she said, as she handed over the stack of signs, “now go hang these fliers on as many street posts as possible near our home.” My sister and I grabbed the signs and we posted them along our street in addition to several surrounding streets adjoining our neighborhood. The entire time, I was incredibly sad and anxious about our dog. I kept reflecting about how freezing it was and how cold and miserable our dog must be. My sister wanted to go home, so I told her I’d walk her home, but then keep searching for the dog myself. I took her home and resumed the search. I continued circling the neighborhood, searching for our dog, but I didn’t see him anywhere. I yelled out his name, and I looked in all the alleys. Each time I couldn’t locate our dog I became more and more disappointed. I had made such an enormous mistake. All I desired was to stay warm, but now I was extremely cold— and so was my dog. Finally, I quit searching and sulked home. When I returned, my mother was waiting for me and smiling broadly. She told me, “Our dog came back home by himself. So, you were right—he did come back—but you were wrong, too. You should have done your job this morning.” “You’re right, mom. I was wrong, and, as a result, I’ve learned a valuable lesson today. What seems easiest to do initially may turn out to be difficult in the end. This was a very challenging morning for everyone.” Since that morning I’ve remembered that lesson, especially when I want to do things the easiest way possible instead of the best way possible!

http://www.youtube.com/watch?v=NK-T_t166TY




2. How does the account of the weather in the story help establish the plot in the Lost Dog?

A. It was cold throughout the story which contributed to the interest of the story.

B. Darrell had to wear a coat to go outside to look for the dog.

C. If the weather had not been cold, then Darrell probably would have walked the dog instead of letting him out alone.

D. Darrell continually worried about the affect of the weather on his dog.

1. How does the author use chronology to develop the plot in the Lost Dog?

A. A problem is presented and then a solution.

B. The author narrates the story events in a sequential order.

C. The author gives vivid descriptions throughout the story.

D. Causes and their effects develop the plot in the story.

Toward RL.6.5 DOK 3 - SYHSynthesize information from a stanza, chapter, scene or sentence from one source or text to summarize or explain the development of a theme, setting or plot.

Toward RL.6.5 DOK 2 - ANAAnalyze how an author uses a particular scene to develop the theme, setting or plot (i.e. chapter, stanza, etc..)


Part A3.What makes the narrator’s point of view effective in the LostDog?

A. The point of view helps the reader to understand the character’s feelings.

B. The narrator is expressing how he feels to another person.

C. The narrator is expressing how someone else feels and thinks in the story.

D. The story’s point of view tells the reader how the narrator feels about a character in the story.

Part BBased on your answer in Part A, which point of view isthe story written from?

E. third person limited

F. first person

G. second person

H. third person omniscient Toward RL.6.6 DOK 2 - CkExplain how an author uses point of view in a text as a literary device.


4. How does the author’s use of point of view in the Lost Dog, most influence the reader?

A. The reader is able to follow how the character’s feelings evolve throughout the story.

B. The reader knows that Darrell is frustrated.

C. Being able to understand that how the mother feels about Darrell’s actions gives the reader insight into Darrell’s feelings.

D. The reader learns that Darrell shows a lot of responsibility in the story.

Toward RL.6.6 DOK 3 – CwAnswers questions that require describing ways an author uses points of view to influence readers

5. Which most describes the main difference between reading the Lost Dog and watching Lost and Found Service?

A. transitions

B. story elements

C. sight and sound

D. points of view

Toward RL.6.7 DOK 1 - CfStudents can explain what they “see” and what they “hear” when reading a text. Do they see and hear the same thing when listening or watching a story, drama or poem?


6. Read the statement below:

Trained helping dogs such as the one in the Lost and Found Service video provide more benefits to society than dogs that are family pets like the dog in Lost Dog.

Which strategy would best prove if the above statement is or is not true?

A. Develop a conclusion about the statement.

B. Prove a conclusion about the statement.

C. Solve the problem to show if the statement is true.

D. Determine if the statement is an opinion or a fact after gathering evidence from both sources.

Toward RL.6.7 DOK 3 - CuConnect specific characteristics of text, audio, visual or live versions of a story to examples seen or heard.

7. Darrell makes the statement: “What seems easiest to do initially may turn out to be difficult in the end.” Explain what the statement means using examples and details from the text.

Toward RL.6.6 DOK 3 - EVCCite evidence to show how the author’s point of view is developed in a text for a specific purpose.


8. Explain. (RI.6.7)

Toward RL.6.7 DOK 4 - SYHSynthesize the experiences of reading, listening or viewing the same version of a text in order to make a recommendation of the benefits of each.



Canine Courage

…By Laura McClure

Section 1Why have 9/11 rescue dogs fared better than human workers?

After airplanes destroyed the World Trade Center's Twin Towers on September 11, 2001, veterinarian Cindy Otto went to New York City. She took with her dozens of dogs trained to find missing people. The search and rescue canines quickly went to work. They nosed their way through endless piles of steel and concrete. The air was thick with smoke, dust, and dangerous poisons. Many human rescue workers wore masks, but the dogs worked without masks. They needed their noses free so they could sniff out victims.

Even with masks, human rescue workers faced danger. Many of the people who helped with the World Trade Center recovery reported breathing problems. Problems include asthma, coughs, wheezing, and chest pain. "The air at the site was so awful, I was sure the dogs would have problems too," Otto said.

She organized a study to find out. More than five years later, Otto has good result. Many of the dogs remain healthy. In fact, the dogs are just as healthy as search and rescue dogs not who were not at the World Trade Center.

Section 2Stay-Safe Secrets

Deja Vu and her handler, Pat Thompson, helped search for victims during 9/11. Thompson was afraid her dog had breathed in dangerous smoke and dust at the site. But "Deja Vu still has good health since 9/11," Thompson is happy to report.

Otto has three ideas about why the dogs stayed healthy and the people didn't.

First, the dogs spent less time at the site than human rescue workers did.

Second, Otto says dogs are less at risk to have breathing problems. "When dogs have allergies, they tend to have skin problems," she explained. "But the owners haven't reported any skin problems. “

Third, another reason may be the dogs' nose. Scientists say a dog's nose, which is longer than a human's nose, can better filter air that goes to the dog's lungs. Even though the people and the canines breathed the same air, fewer dangerous poisons may have reached the dogs' lungs.



Canine Courage continued...

Section 3Waiting Game Despite the good results, the dogs may still become ill," Otto says. Some diseases take years to show up, including cancer caused by asbestos exposure.

Asbestos is hazardous material once used to fireproof buildings, including the World Trade Center. Some of the asbestos was released into the air when the twin towers fell.

Cancer can take about five years to develop in dogs. "If the dogs are still healthy in two years it will be a good sign that they'll be fine," says Otto.

Learning how to keep the canines healthy is important, says Philip R. Fox, a vet at the Animal Medical Center in New York City. "These animals are vital assets for state, local, and federal search and rescue programs." he said.

Trish Cartino's Australian shepherd Joey searched for victims at the site of another 9/11 attack.

"Search-and-rescue dogs like Joey are just doing what they love to do," Cartino says. "It's our responsibility to keep them safe. "

Section 4Hound Heroes Search-and-rescue dogs aren't born with the ability to find missing people. They must train for at least 20 hours a week for about a year and a half. A pup in training must be able to search for and locate a toy. Pups have to be able to do this with a lot of noise around them and for long periods of time. Being inquisitive, trainable, and energetic are also pluses.

Veterinarian Cindy Otto says there are about 100 search-and-rescue dogs in the United States. They are a precious resource, she says. "No piece of equipment can ever do the job that these dogs do."


10. How does the sentence, “Many human rescue workers wore masks, but the dogs worked without protective gear” contribute to the overall purpose of Section 1?

A. It informs the reader of the rescue conditions.

B. It describes how humans and canines worked differently during the rescue.

C. It supports the purpose of Section 1.

D. It provides a possible reason to why rescue dogs may have fared better than human workers.

Toward RI.6.5 DOK 3- APxConnect ideas within sentences, paragraphs, chapters or sections within a new text.

Name ______________

9. The section Stay-Safe Secrets, contributes to the overall purpose of the passage Canine Courage by...

A. emphasizing the importance of rescue dogs.

B. exploring why rescue dogs may have stayed healthy.

C. explaining that rescue dogs may still develop respiratory problems or cancer caused by asbestos exposure.

D. emphasizing how rescue dogs can help humans.

Toward RI.6.5 DOK 3 - SYHSynthesize information from a sentence, paragraph, chapter or section from one source or text to explain the overall development of a specific topic or idea.


Toward RI.6.6 DOK 2 - CkIdentify the author’s point of view or purpose in a new text.

11. What was the author’s purpose for writing the passage Canine Courage?

A. The author wanted to show the order of events in the rescue efforts of 9/11.

B. The author wanted to explain that rescue dogs are vital assets for state, local, and federal search and rescue programs.

C. The author wanted to explain why people are concerned about the health of the rescue dogs at 9/11 and how important they are as search and rescue workers.

D. The author wanted to inform the reader that dogs are less at risk to develop breathing problems.

12. Which statement best supports how the author’s point of view in Canine Courage may impact readers?

A. Readers may have a new respect for search and rescue canines.

B. Readers understand that search and rescue canines are

doing what they love.

C. Readers can compare human rescue workers to canine rescue workers.

D. Readers learn about the effects of smoke, dust and dangerous toxins.

Toward RI.6.6 DOK 3 – CwDescribe how the author’s point of view or purpose impacts the reader.


Facts about Search and Rescue Dogs

Classifications of Search and Rescue DogsThe use of dogs in search and rescue is valuable in wilderness tracking, natural disasters and locating missing people. The people who work with the dogs are called handlers.

Search and rescue dogs can be classified as airscenting dogs or trailing and tracking dogs.

TrainingTraining is rigorous, time-consuming and a learning process for both the dog and the handler.

Types of Training

Two Kinds of Search and Rescue Dogs

Airscenting Dogs Trailing and Tracking Dogs

• Use airborne human scent to find any person

• Use the scent of a specific person

• Work off-lead • Work on-lead

• Cover large areas of terrain typically from 40 to 160 acres

• Cover a variety of terrain types

• Most are German or Belgianshepherds, Border Collies, Golden or Labrador retrievers and Springer Spaniels

• All dogs are capable of tracking and trailing although larger sport, hound, working and herding breeds are more adaptable to various terrains.

Training Begins Training Ends Dog Retirement

8 – 10 Weeks Old 12 – 18 Months Old 5 – 10 Years Old

Obedience Training Socialization Training Scent Training

• 2-5 times daily• 10-60 minutes eat time

• 2-5 times daily• 10-60 minutes each time

• 3-7 times weekly• 5-30 minutes each time

increasing to 60 minutes over time


13. Based on Canine Courage and Facts about Search and Rescue Dogs, what type of dogs probably most assisted during 9/11?

A. Canines trained as tracking and trailing search and rescue dogs.

B. Canines trained in socializing.

C. Canines trained as airscenting search and rescue dogs.

D. Canines that were younger than 12 months old. Toward RI.6.7 DOK 3 - CuLocate information from different media or formats about a specific issue or topic. Explain why each different media or format contributes to a better understanding of the topic as a whole.

14. Using information from Canine Courage and Facts about Search and Rescue Dogs which statement best supports that search and rescue dogs are not born with the ability to find missing people?

A. Certain dogs are better as search and rescue canines than others.

B. Search and rescue dogs spend 12 to 18 months in intensive training.

C. Dogs that assist with search and rescue are very inquisitive

D. Search and rescue canines are not born with the ability to find missing people.

Toward RI.6.7 DOK 4 – CKLocate examples of different visual media, quantitative formats or text that connect a specific issue or topic to other content areas.


15. Explain how each heading in Canine Courage contributes to the overall development of the main purpose of the passage. Use examples from the text to support your answer. (RI.6)

Toward RI.6.6 DOK 3- EVCCite specific examples to show how the author’s point of view or purpose is supported throughout a new text.CONSTRUCTED RESPONSE

Constructed Response Research Rubrics Target 4

ability to cite evidence to support opinions and/or ideas


16. Were Airscenting Dogs or Trailing and Tracking Dogs probably used most during the 9/11 rescue operation? Explain your answer . Give examples from both texts Canine

Courage and the article Facts about Search and Rescue Dogs. (RI.7)

Toward RI.6.7 DOK 4 – ANPGather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment



17. You have been asked to write a concluding report for your teacher about Facts about Search and Rescue Dogs, explaining the advantages of both airscenting and trailing and tracking dogs. Give an example of a situation each type of dog is trained to respond to.



18. A student is writing a report about Search and Rescue (SAR) dogs. The student wants to add a sentence to the paragraph below that would most logically transition into a new paragraph.

There is a special search and rescue training for SAR dogs. SAR dogs learn skills like climbing uneven surfaces, balancing, not being afraid of high places, following their handler's directions through obstacles and learning how to be carried in case of injury on a search.

Which sentence would provide the best transition into a new paragraph?

W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts. Target 3b

A. SAR dogs must stay in good shape to climb, run and jump.

B. Learning new skills is not easy for a dog especially if they are afraid of high places.

C. SAR cogs never know where they will have to go during a search, so they have to be prepared for any challenge.

D. SAR dogs even have to learn to climb chairs and ladders.

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20. Read the following sentence that includes a mistake in grammar usage. Then, read the question that follows.

After Bo’s and Dusty’s amazing rescue success, both and everyone celebrated.

Which word below, corrects the underlined grammar usage mistake? Language –Edit Standard: L.6.1a

A. them

B. they

C. their

D. they’ve

19. A student is writing an article for her class newspaper, about animals that assist people in different ways. Read a section of the draft below and complete the task that follows.

There are some animals with astounding abilities like sniffing and covering-up which is not found in humans, though these animals have those skills purely for its own survival, its used for many things by humans as well.

Choose two more exact words that the student could use in place of the underlined word.

Language and Vocabulary Standard:L.6 Writing: W.2d

A. camouflaging

B. hiding

C. disguising

D. revealing



STOPClose your books and wait for instructions!



Part 2

You will:1. Plan your writing. You may use your notes and answers. You may use a graphic

organizer

2. Write – Revise and Edit your first draft (your teacher will give you paper).

3. Your assignment: As in the passage Lost Dog, the video Lost and Found Dog and the article Canine Courage, we see that there are different kinds of relationships between people and dogs. Write an article for your class exploring these different kinds of relationships. Somewhere in your article respond to these questions.

1. What different situations determine the relationships between dogs and people?2. Who benefits most the people or the dogs? Explain why.3. Which situations would not having a dog make the biggest impact? Explain why.

How you will be scoredHow your report will be scored: The people scoring your writing will be assigning scores for:1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea.2. Organization – how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout .3. Elaboration of Evidence – how well you provide evidence from sources about your topic and elaborate with specific information.4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose.5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling.







STOPClose your books and wait for instructions!



Informational Text

9 I can find similar ideas within sentences, paragraphs or chapters. RI.6.5

10 I can use information from a sentence, paragraph, chapter or section to explain how a text was developed. RI.6.5

11 I can identify the author’s point of view in a text. RI.6.6

12 I can describe how the author’s point of view or purpose impacts the reader. RI.6.6

13 I can find information from different media sources and explain how each helps me to understand a topic better. RI.6.7

14 I can find information from different sources that connect to a specific issue or topic in other content areas. RI.6.7

15 I can find examples in a text that support the author’s point of view or purpose. RI.6.6 2 1 0

16I can organize multiple information sources from different media or formats about a specific topic or issue for a purpose (writing an essay, give a speech, etc...). RI.6.7

3 2 1 0

Literary Text

1 I can explain how a particular scene develops the theme, setting or plot (i.e. chapter, stanza, etc..) RL.6.5

2 I can put together information from a stanza, chapter, scene or sentence from one source or text to summarize or explain the development of a theme, setting or plot. RL6.5

3 I can explain how an author uses point of view in a text as a literary device. RL.6.6

4 I can describe ways an author uses points of view to influence readers RL.6.6

5 I describe what I see and hear when listening or watching a story, drama or poem. RL.6.7

6 I know specific differences in text, audio, visual or live versions of a story compared to examples I’ve seen or heard. RL.6.7

7 I can cite evidence to show how the author’s point of view is developed in a text for a specific purpose. RL.6.6 2 1 0

8 I can create the experiences of reading, listening or viewing the same version of a text in order to make a recommendation of the benefits of each. RL.6.7 2 1 0

Student Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct.

Writing

17 Write a conclusion that is appropriate for the audience and the task. W.6.2e 2 1 0

18 Which sentence would provide the best transition into a new paragraph? W.6.2c

19 Choose two more exact words that the student could use in place of the underlined word. W.2d, L.6

20 Which word below, corrects the grammar usage mistake? L.6.1.a



1st minuteSomething I did well on….

2nd MinuteSomething that was new to me or I need more practice with…

3rd MinuteSomething I don’t understand….

Reflection Page

Documents

Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond 1 Teacher Directions Quarter 2 Pre-Assessment Grade 2014-2015 Reading 12 Selected-Response Items