1 grade 5 teacher directions c ommon f ormative a ssessment quarter four reading informational text...

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Grade 5Teacher Directions

Common Formative Assessment

Quarter Four

Reading Informational Text

2Rev. Control: 05/25/14 HSD – OSP-CFA Team, Susan Richmond

Quarter Four Informational Text Common Formative AssessmentsTeam Members and Writers

This assessment was developed working backwards by identifying the deep understanding of the two passages in order to write a performance task prompt. Key Ideas were identified to support constructed responses and key details align with the

selected response questions. All questions support students’ background knowledge in order to answer the performance task prompt.

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Haley Christensen Melissa Hancock Sandy Maines Kelly Rooke

Tammy Cole Jamie Incrovato Gina McLain Jill Russo

Lindsay Crowell Ginger Jay Shawna Munson Leslie Sell

Deborah Delplanche Jenn Johnson Christina Orozco Erin Shepherd

Lindsay Garcia Dovina Israel Teresa Portinga Erin VanDyle

Heather Giard Ko Kagawa Judy Ramer Christy Walters

Brooke Godfrey Kimberly Laws Erin Reamer Melanie Winters

Christine Goldmann Alfonso Lule Sara Retzlaff Alia Zagyva

Jamie Goldstein Berta Lule Jennifer Robbins

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information

A. This booklet is divided into two parts…

1. Teacher Resourcesa. Page 1 – 20

2. Student Assessment b. Pages 21 – 43

This booklet is intended for assessing reading informational standards R.I.3,6 and 9 at the end of the fourth quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

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

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

Please print the teachers directions (pages 1 – 20). Read thedirections before giving the assessment.

Print pages 21 – 43 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L


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

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

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

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

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

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

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

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

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

Student Name

Independent Readers: Students read selections independently without reading assistance.

Students complete the selected response answers by shading in the bubble.

Students complete the constructed response answers by writing a response for each question.

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

Read the selected response answers to the student.

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

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

Types of Readers

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

not be scored as such.

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

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

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

Class Check-Lists (Reading Learning Progressions form)

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

Scoring Options

Class Summary Assessment Sheet

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

Write and Revise

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

Student Self-Scoring

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

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help students reflect (such as: What was the question asking, can you rephrase it?).

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

Scoring forms are available at:

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


Write and Revise

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

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

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

language revision skills.

Write and Revise Assessed Categories for Quarter Four

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

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

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


Important Please Read Before Starting AssessmentQuarter Four Completing a Performance Task

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

Please take 2 days to complete a performance task.

Part 1 Part 2

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

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

Part 1

Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2.

Teacher Directions for Part 1:

1. Be sure students have a note-taking page for each passage.2. Review how to take notes before the assessment. You may choose to practice using the

note-taking page throughout the quarter during regular classroom instruction.3. Students have directions in their assessment booklet. Remind them to read their

directions (these are written very similar to SBAC’s assessment directions).

Key Components of Part 1:

1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A 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.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

Rev. Control: 05/25/14 HSD – OSP-CFA Team, Susan Richmond

Note-TakingTeachers....

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

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

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

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

Important information about note-taking:

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

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

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

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

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


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

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

Research Informational Text Standards:

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

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

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

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

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

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


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

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

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

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

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

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

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

_____________________________________________________________________________

Name___________________________ Passage__________________________

Grade 5

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

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

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

1

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

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

2

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

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

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

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

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

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

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

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


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

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

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

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

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

_________________________________________________________________________

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

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

_____________________________________________________________________________

Name_______________ Passage______________ Main Idea________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCEGrade 5


Part 2

In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task “product.”

Teacher Directions for Part 2:

1. Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric).

2. Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction.

3. Students should be familiar enough with your classroom writing process routine (write-revise-edit – standard W.5), before writing a full composition.

Key Components of Part 2:

4. Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K – 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage).

2. Write-Revise-Edit: In Part 2 of a performance task students write –revise and edit a first

draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teacher’s directions as a guide. Please provide paper for your students.

3. Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment.

Options for Part 2 of a Performance Task

Writing a full-composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition.


Writing Informational Text Planning Checklist – Grade 51 Point 2 Points 3 Points 4 Points

Purpose, FocusThe response may be related to the topic but may provide little or no focus:

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

2 may be confusing or ambiguous.

The response is somewhat sustained and may have a minor drift in focus:

1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused .

The response is adequately sustained and generally focused:

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

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

The response is fully sustained and consistently and purposefully focused:

1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained.

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

W.5.5,7 I read the prompt. I understand the task, purpose and audience.W.5.7 I read each passage.W.5.7 I understand the main idea of each passage.W.5.8 I read each passage again and took accurate notes.W.5.8 I use my own words in my notes and summarize or paraphrase.W.5.8 I made a list of my sources and important quotes.

Using a graphic organizer… W.5.8 I gathered and sorted important relevant information into a section for my introduction. W.5.2 I came up with a general observation and a specific and clear focus for my introduction.

W.5.8 I gathered and sorted relevant concrete, specific details or examples and illustrations into sections for developing ideas about my topic.

W.5.8 I gathered and sorted important information into a section for my conclusion.


Writing Informational Text Revise Checklist – Grade 51 Point 2 Points 3 Points 4 Points

OrganizationThe response has little or no discernible organizational structure:

1 few or no transitional strategies are evident .

2 frequent extraneous ideas may intrude .

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

1 inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end.

2 conclusion and introduction, if present, are weak.

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:

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

2 adequate introduction and conclusion

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

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

2 effective introduction and conclusion for audience and purpose.

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

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

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:

1 evidence from sources is weakly integrated, and citations, if present, are uneven.

2 weak or uneven use of elaborative techniques

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

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

2 adequate use of some elaborative techniques .

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:

1 use of evidence from sources is smoothly integrated comprehensive, and relevant .

2 effective use of a variety of elaborative techniques .

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

1 uses limited language or domain-specific vocabulary.

2 may have little sense of audience and purpose .

The response expresses ideas unevenly, using simplistic language:

1 use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose

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 clearly and effectively expresses ideas, using precise language:

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

BeginningW.5.2a I introduce my topic clearly, restate my purpose and provide a general observation.

W.5.2a My introduction has ideas-language effective for my audience and my purpose is clearly stated.

W.5.2a I group similar ideas in my introduction (paragraphs, sections or headings).W.5.2a I use illustrations to make my ideas clearer if needed.W.5.2c I use transitional words to help readers link ideas to the middle of my writing.

MiddleW.5.2b I use facts, definitions, concrete details and quotations to develop my topic.W.5.2b I use other information or examples related to my topic.

W.5.2a-b I group similar ideas in the middle or developing stage (paragraphs, sections or headings.)W.5.2c I use transitional words, phrases and clauses to link ideas together.W.5.2c I use transitional words to help readers link ideas to the end of my writing.

EndingW.5.2e I write a concluding statement or section.W.5.2e My conclusion has language effective for my audience and purpose.W.5.2e My conclusion summarizes information or explanations I’ve presented.

W.5.2c I use words to show it’s the end of my writing (transitions).

Vocabulary (variants of word meaning) as appropriate to task

L.5.5a I use similes and metaphors (e.g., as pretty as a picture) and other figurative language correctly.

L.5.5b I use common idioms, adages, and proverbs correctly.L.5.5c I use words correctly because I understand their meaning.

L.5.6 My conclusion has ideas-language effective for my audience and my summary is clearly stated.

L.5.3a I expand, combine and reduce sentences as needed for clarity of understanding.


Writing Informational Text Editing Checklist – Grade 51 Point 2 Points 3 Points 4 Points

ConventionsThe response demonstrates a lack of command of conventions:

1 errors are frequent and severe.

2 meaning is often obscure.

The response demonstrates a partial command of conventions:

1 frequent errors in usage may obscure meaning.

2 inconsistent use of punctuation, capitalization, and spelling.

The response demonstrates an adequate command of conventions:

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

2 adequate use of punctuation, capitalization, and spelling.

The response demonstrates a strong command of conventions:

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

2 effective and consistent use of punctuation, capitalization, and spelling

Grammar and Mechanics (as appropriate to task)

L.5.2a I use punctuation to separate items in a series.L.5.2b I use a comma to separate the introduction from the rest of the sentence.L.5.2c I use commas to set off words, tag questions and to indicate a direct address.L.5.2d I use underlining, quotation marks, or italics to indicate titles of works.L.5.2e I spell words correctly, consulting references as needed.

Word Usage (as appropriate to task)L.5.1a I use conjunctions, prepositions, and interjections correctly in sentences.L.5.1b I use the perfect (e.g., I had walked; I have walked; I will have walked) verb tense correctly.L.5.1c I use verb tense to convey various times, sequences, states, and conditions.L.5.1d I correct inappropriate shifts in verb tense.L.5.1e I use correlative conjunctions correctly (e.g., either/or, neither/nor).


Informational/Explanatory Writing Rubric: Grades 3 - 5

Score Statement of Purpose and Focus and Organization Development: Language and Elaboration of Evidence Conventions

4 Points

The response is fully sustained and consistently and purposefully focused:

1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained.

2. 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:

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

2 effective introduction and conclusion for audience and purpose.

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:

1 use of evidence from sources is smoothly integratedcomprehensive, and relevant .

2 effective use of a variety of elaborative techniques .

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

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

The response demonstrates a strong command of conventions:

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

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

3 Points

The response is adequately sustained and generally focused:

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

2 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:

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

2 adequate introduction and conclusion

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

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

2 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:

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

2 adequate use of punctuation, capitalization, and spelling.

2 Points

The response is somewhat sustained and may have a minor drift in focus:

1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused .

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

1 inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end.

2 conclusion and introduction, if present, are weak.

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:

1 evidence from sources is weakly integrated, and citations, if present, are uneven.

2 weak or uneven use of elaborative techniques

The response expresses ideas unevenly, using simplistic language:

1 use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose.

The response demonstrates a partial command of conventions:

1 frequent errors in usage may obscure meaning.

2 inconsistent use of punctuation, capitalization, and spelling.

1 Point

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

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

2 may be confusing or ambiguous .

The response has little or no discernible organizational structure:

1 few or no transitional strategies are evident .

2 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:

1 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:

1 uses limited language or domain-specific vocabulary.

2 may have little sense of audience and purpose .

The response demonstrates a lack of command of conventions:

1 errors are frequent and severe.

2 meaning is often obscure.

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

15


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

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

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

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


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

fact from opinion.

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

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

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


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

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

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

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


6. Explain the steps required for Keith Rodriguez to land his hot air balloon safely. Use specific examples from Adventure on a Hot Air Balloon. (RI.5.3)

Constructed Response RI.5.3 Research Target 3

Quarter 4 CFA Research Constructed Response Answer Key

RI.5.4 and Research Target 3Target 3: Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.RI.4.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to answer the prompt (explain the steps Keith will use to land the hot air balloon safely). Students will recognize that because a hot air balloon has no propeller or engine, Keith Rodriguez depends on the wind. Steps he has to take to land the balloon safely according to the article include [in sequential order] (1) release propane from a tank and it becomes a gas that catches fire – rising the balloon, (2) pull the parachute valve so hot air is released, to descend, (3) continue to hold and tug on the parachute valve cord to drop quickly and (4) release the cord and turn the knob to fire both burners to slow the descent. Students may use other details and information from the article if they support the prompt as relevant evidence.

Student “Language” Response Example

2

Student gives very thorough description of each step Keith Rodriguez took in order to land his balloon safely.Keith Rodriguez had to land his hot air balloon because the wind changed directions and he could not land where he had first wanted to. A hot air balloon does not have an engine, so there are steps Keith had to take to land safely. First, he had to release propane from a tank. When you do this the propane turns into gas and catches on fire. This made Keith’s balloon rise into the wind. Then he had to let hot air go out of the balloon, this made it go downward. He pulled on a cord attached to a parachute valve when he wanted the balloon to go down faster. Finally when he was going down too fast, he fired both burners so the balloon would go down slower until it hit the ground. These are the steps Keith took to land his balloon safely.

1Student gives very few details to describe the steps Keith Rodriguez took in order to land his balloon safely.Keith Rodriguez was in a balloon that was going the wrong way and he needed to land it fast! So he made a fire go up into the balloon to rise into the wind. He let the wind take him where he wanted until he saw a good place to land. He landed at Wal-Mart!

0Student does not answer the prompt specifically.A hot air balloon moves in the wind. It can rise really high and can go down very quickly.


12. In what ways are the articles “How a Hot-Air Balloon Works” and “Adventure on a Hot Air Balloon,” similar and different? Use evidence from both articles to support your answers. RI.5.6



RI.5.6 and Research Target 2Research Target 2:Locate, Select, Interpret and Integrate Information.RI.5.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

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

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to locate and select information about the prompt. Students must locate and then select similarities and differences in the information from both articles in order to answer the prompt.The response gives sufficient evidence of the ability to interpret and integrate information about the prompt as students integrate the similarities and differences into one response.Student responses that indicate this ability include evidence from both articles. Similarities between the two articles could include: (1) both articles give information of how a hot air balloon rises and falls and (2) both explain how the pilot is able to move it when it is in the air. Differences between the two articles could include: (1) How a Hot Air Balloon Works provides more detailed information of the parts of a hot air balloon and how they work and (2) Adventure on a Hot Air Balloon is an example of how a real pilot handled his balloon in a crisis. Any information provided that is taken directly from either article and supports the prompt is acceptable.


2

Student gives two detailed examples of similarities and two examples of differences between the two articles.The two articles about hot air balloons have some similarities and some differences. They are similar because they both have information about how a hot air balloon works. For example Adventures on a Hot Air Balloon tells about what a pilot did to make his hot-air balloon rise. He released propane from a tank so it would catch on fire. This made his balloon rise. The article How a Hot Air Balloon Works, also explains how to move a balloon upward using propane. Both articles also explain how to make a hot air balloon move downward. The main differences between the two articles is that one is written from the viewpoint of what its really like to go up into a hot air balloon, while the other article is written to learn about how to control a balloon. For example, the pilot in Adventures on a Hot Air Balloon, explains what he did to land his balloon at Wal-Mart.

1Student gives two examples that have very limited details of similarities and differences.The two articles were about how to make a hot air balloon work. One was like a textbook that explained how to do something. The other article was about a man who flew a hot air balloon. It was about his experiences and what it was like.

0Student does not answer the prompt.The stories were about balloons.


18. What information from How a Hot-Air Balloon Works supports that Keith correctly controlled his balloon in Adventures on a Balloon? RI.5.9



RI..5.9 Research Target 4Research Target 4Ability to cite evidence to support opinions and ideasRI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Constructed Response Research Rubrics TargetAbility to cite evidence to support opinions and ideas

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas. Students support the idea that information from How a Hot-Air Balloon Works was similar to how Keith controlled his balloon in Adventures on a Balloon, to show he correctly controlled his balloon. The ability to cite evidence to support this idea using information from How a Hot-Air Balloon Works could include information from Balloon Controls: (1) details from how to move the balloon upwards, (2) details from how to move the balloon downwards and (3) details from how to move the balloon from place to place. There are many possibilities and details students could use from the article and all are acceptable if they integrate information from both articles in order to answer the prompt.


2

Student gives two detailed examples that are the same in both articles that show how Keith was able to control his balloon.Keith Rodriguez flew a balloon in the article called Adventures on a Balloon. He had to be sure he could make the balloon rise to catch the wind direction. Then he had to know how to make sure the balloon could descend so he could land the balloon quickly. The article, How a Hot-Air Balloon Works, tells how to make a balloon rise or descend. This article explains that to rise the pilot has to release the propane valve. This is exactly what Keith did. It also explains that there is a parachute valve that brings the balloon down to the ground. Keith did this also. This is how the information in one article explains how Keith was able to control his balloon.

1Student gives two incomplete details to explain how Keith was able to control his balloon.The man who flew the balloon in the adventure story had to learn how to fly it. He could make it go up or down and land in an emergency. The other story said some of the same things. How to go up and down.

0 Student does not answer the prompt.To fly a balloon you have to read a lot to learn how.


Quarter 4 CFA Selected Response Answer Key

Question 1 What challenges does Keith Rodriquez face in the article, Adventure on a Hot Air Balloon? RI.5.3 C

Question 2 How are air and propane used to raise a hot air balloon? RI.5.3 A

Question 3 Why is it important to know how much weight is in the basket? RI.5.3 D

Question 4 How do the parts of the balloon work together? RI.5.3 B

Question 5 How do you control a hot air balloon? RI.5.3 B

Question 6 Constructed Response RI.5.3

Question 7 Which is an example of a specific point supported in both articles? RI.5.6 C

Question 8 Which statement from “How a Hot Air Balloon Works” best supports the purpose of the burner in a hot air balloon? RI.5.6 A

Question 9 What is the major difference between the authors’ purposes for writing these articles? RI.5.6 A

Question 10 What is the central idea from both articles? RI.5.6 D

Question 11 Which best supports the statement that the direction of a hot air balloon is difficult to control? RI.5.6 C


Question 13 What information from How a Hot-Air Balloon Works is not found in Adventure on a Hot Air

Balloon? RI.5.9D

Question 14 What most determines if a hot air balloon will rise? RI.5.9 A

Question 15 What is the purpose of the parachute valve? RI.5.9 B

Question 16 Explain the science of warm and cool air. RI.5.9 C

Question 17 How does the size of the balloon affect its flight? RI.5.9 A


Write and Revise Questions

Question 19 Which statement would be an appropriate addition to the end of the section Balloon Controls? W.2a C

Question 20 Which statement is an appropriate addition to Keith’s reaction at the end of Adventure on a Hot Air Balloon ? W.2b B

Question 21 Which set of words has about same meanings as the two underlined words as used in thesentence? L.3a B

Question 22 Based on the prefix, what does propeller mean? (L.5c) A

Question 23 What does the underlined idiom mean in this sentence?(L.5b) B

Question 24 Where should a comma be placed in this sentence? L.5.2B D

21

Grade 5

Common Formative Assessment

Name_________________

Reading Informational Text

Quarter Four


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two articles about hot air balloons.As you read, take notes on these sources. Then you will answer several research questions about these two sources. These will help you plan to write an informational report about hot air balloons.

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

Directions for beginning:You will now read two articles. Take notes because you may want to refer to your notes while you plan your report. 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 report.

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: You are going to be the pilot of a hot air balloon. Write a report explaining what information from both articles you will use in order to rise into the air, fly across Hillsboro and then land successfully.

How you will be scoredHow your report will be scored: The people scoring your report will be assigning scores for:1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or main idea2. 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.


Adventure on a Hot Air Balloon

The wind is starting to blow stronger, and when you’re riding in a basket under a hot air balloon, just 400 feet above ground, that’s not necessarily a good thing. Keith Rodriguez looks to the horizon and squints. He had planned to take off from Scioto Downs, a horse racetrack south of Columbus, Ohio, fly a few miles north, and land his balloon in a barren cornfield next to his pickup truck.

Then the wind changed. Instead of a light breeze from the south, now Rodriguez’s bright red balloon is getting hit by stronger, colder winds from the west. He has plenty of propane fuel in his tank—he probably could ride the wind halfway to Pennsylvania. But that would be dangerous. Rodriguez’s choice of landing sites just became very limited. As the balloon switches direction and floats east, everything below becomes a wide carpet of suburban sprawl—big box stores, major ‐highways, strip malls. Beyond the stores lie forests.

The only factor in Rodriguez’s favor is that it’s early, just after 7 a.m. The highways are filling up with people driving to work, but otherwise the morning is quiet and still.

“Oh boy,” Rodriguez thinks. “If I don’t land, like now, this could get bad.”

The balloon has no propeller or engine, so Rodriguez can’t change direction on his own—he’s entirely dependent on the wind. The only thing he controls is altitude. He does this by changing the properties of two invisible gases: air and propane. Sitting on the floor of the wicker gondola are three tanks of propane, compressed to its liquid form. The tanks are connected via black rubber hoses to two burners overhead. Each burner is nearly as big as Rodriguez’s head.

Rodriguez turns a knob on one side of the burners. This releases propane from a tank into the heating coil, where it is ignited by a pilot light. This heats the propane from a liquid into a gas. The gas catches fire, and flames leap two feet high into the balloon. The balloon rises. Rodriguez has a plan in mind. The flame heats the air inside the nylon balloon. This works on a simple principle: hot air is lighter than cold air. One cubic foot of air weighs about an ounce. If you heat that air by 100 degrees, its weight drops by about 7 grams. So every foot of heated air inside Rodriguez’s balloon can lift about 7 grams. Just by himself, Rodriguez weighs 170 pounds, which equals 77,110 grams. That means he needs about 11,015 cubic feet of hot air just to raise his own body off the ground. This is why hot air balloons are so big—they must trap tremendous amounts of heated air. Rodriguez’s balloon is a common size, trapping about 100,000 square feet of air. The balloon is 90 feet tall and 65 feet wide.

As Rodriguez gives his short burst of flame, the air inside swirls in complicated, invisible patterns. Little of it escapes out the hole in the bottom—instead, it cools off gradually by coming into contact with the surrounding air outside the balloon’s thin nylon wall. As this happens, the balloon gradually sinks. To drop altitude more quickly, Rodriguez can pull a cord attached to a parachute valve at the very top of the balloon. Since the hottest air sits at the top, this releases the balloon’s most buoyant air and increases the speed of descent.

Rodriguez gives the cord a short pull, and the gondola drops. “I don’t have an altimeter, and I can’t really see anything happening inside the balloon,” Rodriguez thinks. “I have to pilot by feel.”

Pushed by the wind, the balloon is flying quickly now. It’s floating over the back wall of a Wal Mart when Rodriguez grabs ‐hold of the parachute valve cord and gives it a long, hard tug. The balloon drops. Quickly. The hot air balloon is sinking, but still flying forward.

It looks as though it’s about to slam into the edge of Wal Mart’s roof but it sails over it, with only about 15 feet to spare. ‐Still, Rodriguez does not let go of the cord. He drops and drops, right between the light poles of the nearly empty parking lot. Just a few feet above the ground, Rodriguez releases the parachute cord, turns the knob above his head and fires both burners. The steep descent slows. The gondola touches lightly against the asphalt, and then drags to a stop. There are only two people in the parking lot, standing near the entrance to the store. They look toward the balloon, their eyes and mouths open wide in shock. One man said it was quite a “bolt from the blue!”

“That was a little closer than I expected,” Rodriguez says to himself, laughing. “I really needed to land quick.”


HOW THE BALLOON WORKS

Hot air balloons are a clever use of basic scientific principles. Here we will show exactly how the balloon works, what makes it rise and fall and how a pilot is able to move it when it is in the air.

The basis of how the balloon works is that warmer air rises in cooler air. This is because hot air is lighter than cool air as it has less mass per unit of volume.

Mass is the amount of how much matter something has in it. The actual balloon (called an envelope) has to be large because it takes a lot of heated air to lift it off the ground.

For example, to lift 1000 pounds of weight you would need almost 65,000 cubic feet of heated air! To help keep the balloon in the air and rising, hot air needs to be propelled upwards into the envelope using the burner.

A hot air balloon is made up of 3 main parts:

The EnvelopeThe actual balloon which holds the air

The BurnerThe part which pushes the heat up inside the envelope

The BasketWhere the people stand

The burner uses propane gas to heat up the air in the envelope. This moves the balloon off the ground and into the air. The pilot must keep firing the burner. This keeps the hot air rising and lets the balloon stay in the air.


Balloon Controls

The balloon controls are really very simple.

1. To move the balloon upwardsThe pilot opens up the propane valve. This lets the propane flow to the burner which in turn fires the flame up into the envelope. The more you open the valve, the bigger the flame to heat the air and the faster the balloon rises.

2. To move the balloon downwardsThe “Parachute Valve” at the very top of the balloon brings the balloon down to the ground. It is a circle of fabric cut out of the top of the envelope. It is controlled by a long cord that goes feom the middle of the envelope to the basket. If the pilot wants to bring the balloon down he pulls on the cord. When the hot air escapes, the air cools. This makes the balloon move downward.

3. To move the balloon from place to placeHow does the balloon move from place to place? The balloon goes in whatever direction the wind takes it. The wind blows in different directions at the different heights. If the pilot wants to move in a particular direction they go up or down to the height that will change the direction of the balloon.

HOW THE BALLOON WORKS continued


1. What challenges does Keith Rodriquez face in the article, Adventure on a Hot Air Balloon?

A. not enough propane fuel and changing winds

B. not enough propane fuel and limited landing sites

C. changing winds and limited landing sites

D. time of day and forest lands

Standard RI.5.43Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

2. How are air and propane used to raise a hot air

balloon?

A. The propane is used to heat the air which rises to fill the balloon.

B. The air is used to heat the propane which rises to fill the balloon.

C. The parachute valve is opened to let the hot air out.

D. The changing winds move the balloon up.Standard RI.5.43Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


4. How do the parts of the balloon work together?

A. The propane tank sits in the basket and pushes hot air into the panels.

B. The burner heats the air which is pushed into the envelope and raises the basket.

C. The parachute valve lets out the hot air from the propane tank.

D. The envelope contains the gores, panels, and skirt.

3. Why is it important to know how much weight is in the basket?

A. It is important to know how much propane you need to carry on the balloon.

B. It is important to know how quickly you will land in an emergency.

C. It is important to know how long you can float in the air.

D. It is important to know how many cubic feet of heated air you need to fill the balloon.




5. How do you control a hot air balloon?

A. Increase the amount of hot air going into the envelope.

B. Raise or lower the balloon to the height where the wind will change the direction of the balloon.

C. Release hot air through the parachute valve.

D. Release propane from a tank into the heating coil, where it is ignited by a pilot light.

6. Explain the steps required for Keith Rodriguez to land his hot air balloon safely. Use specific examples from Adventure on a Hot Air Balloon. (RI.5.3)

(Teacher Only) Final Score_____



7. Which is an example of a specific point supported in both articles?

A. Mass is the amount of matter something has in it.

B. One cubic foot of air weights about an ounce.

C. Hot air is lighter than cold air.

D. The air inside of the balloon swirls in patterns.

Standard RI.5.6Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

8. Which statement from “How a Hot Air Balloon Works” best supports the purpose of the burner in a hot air balloon?

A. The burner uses propane gas to heat up the air in the envelope.

B. The pilot must keep firing the burner.

C. The propane valve lets propane flow to the burner.

D. The balloon goes whichever direction the wind takes it.



9. What is the major difference between the authors’ purposes for writing these articles?

A. One is a firsthand experience of riding in a hot air balloon while the other only gives factual information about how hot air balloons work.

B. Both articles contain information about the parts of a hot air balloon.

C. One of the articles includes a diagram of a hot air balloon while the other article does not include a diagram.

D. Both articles discuss how a hot air balloon can be controlled.

10. What is the central idea from both articles?

A. The parachute valve is what brings the balloon down to the ground.

B. Hot air balloons are big because they need to trap tremendous amounts of air.

C. Liquid propane is released into the heating coil where it is ignited by the pilot light.

D. It takes basic scientific rules in order for a hot air balloon to work.




11. Which best supports the statement that the direction of a hot air balloon is difficult to control?

A. To drop altitude more quickly the pilot must pull a cord attached to a parachute valve.

B. To lift 1000 pounds of weight you would need almost 65,000 cubic feet of heated air.

C. The balloon has no propeller or engine so it relies on the wind to change direction.

D. To move the balloon upwards, the pilot opens up the valve.

12. In what ways are the articles “How a Hot-Air Balloon Works” and “Adventure on a Hot Air Balloon,” similar and different? Use evidence from both articles to support your answers. (RI.5.6)

(Teacher Only) Final Score_____



13. What information from How a Hot-Air Balloon Works is not found in Adventure on a Hot Air Balloon?

A. The amount of weight in the basket compared to the cubic feet of hot air in the envelope.

B. How to raise the hot air balloon with air and propane.

C. How to lower the balloon by releasing hot air through the parachute valve.

D. Information on the 3 main parts; envelope, burner, and basket.

14. What most determines if a hot air balloon will rise?

A. the amount of hot air in the envelope

B. the amount of weight in the basket

C. the size of the envelope

D. the size of the parachute valve

Standard RI.5.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



15. What is the purpose of the parachute valve?

A. The parachute valve mixes propane with air to produce flame.

B. The parachute valve releases hot air, which affects the ascent and descent of the balloon.

C. The parachute valve determines how much propane you need to carry in the basket.

D. The parachute valve causes the balloon to rise.

16. Explain the science of warm and cool air.

A. Warm and cool air work together in the envelope to make the balloon rise.

B. Cool air is lighter than warm air because it has less mass.

C. Warm air is lighter than cool air because it has less mass.

D. Cool air fills the envelope faster.




18. What information from How a Hot-Air Balloon Works supports that Keith correctly controlled his balloon in Adventures on a Balloon? RI.5.9 (Teacher Only) Final Score_____

17. How does the size of the balloon affect its flight?

A. The larger the balloon the greater weight it will carry.

B. The larger the balloon the larger the parachute valve.

C. The larger the balloon the larger the basket.

D. The larger the balloon the higher it will fly.



20. Which statement is an appropriate addition to Keith’s reaction at the end of Adventure on a Hot Air Balloon ? (Write and Revise W.2b)

A. “That was a great landing!”

B. “I’m lucky it didn’t slam into the store.”

C. “That was amazing!”

D. “I should have kept flying.”

19. Which statement would be an appropriate addition to the end of the section Balloon Controls? (Write and Revise W.2a)

A. All pilots should be trained in how to use balloon controls.

B. It would be exciting to fly a hot air balloon.

C. This is a how a pilot would use the balloon controls to navigate a hot air balloon in the right direction.

D. Over the past few years balloon controls have become easier to use.


22. The balloon has no propeller or engine.

Based on the prefix, what does propeller mean? (L.5c)

A. something used to move forward or drive

B. a professional

C. something used to move backward

D. an object that stays in one place

21. Read this sentence from the passage Adventure on

a Hot Air Balloon.

As the balloon switches direction and floats east, everything below becomes a wide carpet of suburban sprawl.

Which set of words has about same meanings as the two underlined words as they are used in the sentence? (L.3a)

A. rug, mass

B. covering, vastness

C. trail, homes

D. view, cities


23. Read the sentence from the article Adventure on a Hot Air Balloon.

They look toward the balloon, their eyes and mouths open wide in shock. One man said it was quite a “bolt from the blue!” (L.5.5b)

What does the underlined idiom mean in this sentence?

A. it came from the sky

B. an unexpected shock and surprise

C. A lightning bolt appeared.

D. the balloon was blue

24. Although he had checked the weather forecast Keith did not notice that there was a slight chance of cold winds from the west. (Write and Revise L.5.2b)

Where should a comma be placed in this sentence?

A. after winds

B. after notice

C. after Keith

D. after forecast


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: You are going to be the pilot of a hot air balloon. Write a report explaining what information from both articles you will use in order to rise into the air, fly across Hillsboro and then land successfully.

How you will be scoredHow your report will be scored: The people scoring your report 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 the report.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!


Student Self-CheckHow Did You Do?Directions: Check the box for each answer as Correct or Not Correct.

Correct NotCorrect

Question 1 What challenges does Keith Rodriquez face in the article, Adventure on a Hot Air Balloon? RI.5.3

Question 2 How are air and propane used to raise a hot air balloon? RI.5.3

Question 3 Why is it important to know how much weight is in the basket? RI.5.3

Question 4 How do the parts of the balloon work together? RI.5.3

Question 5 How do you control a hot air balloon? RI.5.3

Question 6: Constructed Response (RI.5.3) Circle Final Score 2 1 0Question 7 Which is an example of a specific point supported in both articles? RI.5.6

Question 8 Which statement from “How a Hot Air Balloon Works” best supports the purpose of the burner in a hot air balloon? RI.5.6

Question 9 What is the major difference between the authors’ purposes for writingthese articles?RI.5.6

Question 10 What is the central idea from both articles? RI.5.6

Question 11 Which best supports the statement that the direction of a hot air balloon is difficult to control? RI.5.6

Question 12: Constructed Response (RI.5.6) Circle Final Score 2 1 0Question 13 What information from How a Hot-Air Balloon Works is not found in Adventure on a Hot Air Balloon? RI.5.9

Question 14 What most determines if a hot air balloon will rise? RI.5.9

Question 15 What is the purpose of the parachute valve? RI.5.9

Question 16 Explain the science of warm and cool air. RI.5.9

Question 17 How does the size of the balloon affect its flight? RI.5.9

Question 18: Constructed Response (RI.5.9) Circle Final Score 2 1 0


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