1 quarter four reading informational text quarter four reading informational text grade 2 teacher...

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Quarter Four

Reading Informational Text

Grade 2Teacher Directions

Common Formative Assessment

2Rev. Control: 5-15-14 HSD – OSP and © 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 RI.3,6 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

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

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

Please print the teacher’s 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, 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.


Note-Taking in Part 1 of a Performance TaskTeachers....

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


Grade 2

Write one new key idea (special focus) you learned about the main topic.

Write one sentence that tells the most about the special focus of the key idea and the key details.

What is the special focus of the key idea?Use key details from the paragraph or section.

Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice).

Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key idea about the topic.

Ask students to write the new key idea in one brief sentence.

Ask students to look for key details that explain more about the new special focus of the key idea.

Key details give evidence to support a key idea.

Instruct them to write 1 -2 key details in each box.

Example if the main topic is about dogs, then if...

“The dog likes to play,” (is the key Idea), Some key details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

What is so special about the fact that dogs like to play? Perhaps because they make fun pets.

Students write only one sentence that tell the most about the new key idea and key details. 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.

Differentiation:Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs.

Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately:

• Main Topic• Key Ideas• Key Details• Summarizing

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

1

2

3

In grade two students are introduced to “special focus” in lieu of key idea. Introduce the term in class parallel with key idea. Explain to students, “A special focus explains why a key idea is so special. If the key idea in a paragraph is that “whales can sing,” it could be a special focus because it is so unique.”

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

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Name________________ Passage______________ Main Topic ____________

Grade 2

Write one new key idea (special focus) you learned about the main topic.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Write one sentence that tells the most about the special focus of the key idea and key details.


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 supply 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 2 Language and Writing

Criteria 1 Point 2 Points 3 Points 4 Points

Purpose Context – topic, question(s)

to be answered Focus/Controlling Idea Evidence of gathered

information or understanding something about the topic

Uses a combination of drawing, dictation, & writing (K) to compose

Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated

Uses a combination of drawing, dictation, & writing (K) to compose.

Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen.


Topic (context) and focus/controlling idea are clearly stated (gr K-2).


Explains something more about the topic OR a connection is made between topic & broader ideas.

Clearly presents the topic and focus/ controlling idea.

W.2.7 I read the passages. I read the prompt.W.2.7 I read the passages. W.2.7 I know what the topic is about.W.2.8 I read the passages again and take notes.

Using a graphic organizer…W.2.8 I gather information about the topic for the beginning of my writing.W.2.8 I gather more information about the topic for the middle of my writing.W.2.8 I gather information about the topic for the end of my writing.


W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

Writing Informational Text Revise Checklist – Grade 2 Language and Writing

Criteria 1 Point 2 Points 3 Points 4 PointsOrganization

Overall coherence Appropriate organizational

patterns Transitions connect ideas (e.g.,

compare-contrast, description, cause-effect)

May have headings, numbering,

Attempts introduction, body, and conclusion, but one or more parts are missing

Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense).

Has overall coherence (K-2).

Provides a concluding statement or section (gr, 1, 2).

Intro, body, and conclusion support focus.

Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas.

Details/Elaboration Naming Describing, defining Explaining Comparing Examples, facts, citations Sensory and concrete details

supporting topic Analogies Illustrations, graphics

No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant

Some elaboration strategies are evident in drawings or writing (gr K-3), or with support/ questioning from peers or adults (gr K -1).

Ideas may not be fully elaborated or details may be insufficient to support topic

Some authentic details, definitions, facts, text evidence support focus.

Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas

Has a depth of information.

Insightful, elaborates using a varietyof relevant details, definitions, examples, quotes, text evidence to support focus/concepts.

Voice and Tone Knowledgeable person Vocabulary – Precise language Sentence structure Sentence variety

Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing.

Vocabulary use has minor errors.

Dictates, writes, and expands simple complete sentences.

Produces complete simple (K), compound (g, 1- 2),sentences.Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific).

Maintains voice/tone of knowledgeable person conveying information.

Knows when to use formal-informal Language.

Uses effective, precise vocabulary and variety of sentence structures.

BeginningW.2a I introduce my topic.W.2a I use words to show it’s the beginning of my writing.

MiddleW.2b I use facts , details and definitions to develop important points about my topic.W.2b I use labels, drawings or other pictures to tell more about my topic.W.2b I use words to connect ideas (transitions).

EndingW.2c I write a conclusion or ending about my topic.W.2c My ending tells only about my topic.W.2c I use words to show it’s the end of my writing (transitions).

Vocabulary (Variants of Word Meaning) (as appropriate to task).L.2.5 I use words that almost mean the same to tell about my topic (nuances).

L.2.5a I use word meaning correctly.L.2.5b I use several variants of verbs and adjectives to tell about my topic (shades of meaning).L.2.6 I use words that are about my topic (topic specific).L.2.1f I write simple and longer sentences.


Writing Informational Text Edit Checklist – Grade 2 Language and Writing

Criteria 1 Point 2 Points 3 Points 4 Points

Conventions of Standard English

Grammar Usage Mechanics(capitalization,

punctuation, spelling

Edits with support from peers or adults (gr 2-3).

Uses below grade-level basic mechanics with frequent errors.

Edits with support from peers or adults (gr 2).

Uses grade-appropriate basic mechanics and word use with some error

Edits with support /resources (gr 2).

Minor errors do not interfere with reader understanding (e.g., capitalization ,punctuation; spelling.)

Edits with support /resources.

Has few or no errors in grammar, word usage, or mechanics as appropriate to grade.

Grammar and Mechanics (as appropriate to task)L.2.2a I capitalize holidays and names.L.2.2b I use commas in greeting and letters.L.2.2 I use correct punctuation at the end of my sentences.L.2.2c I use apostrophes to show ownership.L.2.2e I check my spelling.

Word Usage (as appropriate to task).L.2.1a-c I use nouns and pronouns correctly.L.2.d I use verbs correctly.L.2.1e I use adjectives to describe nouns.L.2.1e I use adverbs to describe verbs.L.2.1f I write simple and longer sentences.

15

Informational/Explanatory Writing Rubric Grades K - 2

Purpose

and

Organization

Language and Writing Criteria 1 Point 2 Points 3 Points 4 Points

Purpose Context – topic, question(s)

to be answered Focus/Controlling Idea Evidence of gathered

information or understanding something about the topic

Uses a combination of drawing, dictation, & writing (K) to compose

Attempts to identify a topic but lacks a focus or may have more than one topic or confusing topic as stated


Has topic and attempts a focus/information, but focus may shift or not be relevant to the topic chosen.


Topic (context) and focus/controlling idea are clearly stated (gr K-2).


Explains something more about the topic OR a connection is made between topic & broader ideas.

Clearly presents the topic and focus/ controlling idea.

Organization Overall coherence Appropriate organizational

patterns Transitions connect ideas

(e.g., compare-contrast, description, cause-effect)

May have headings, numbering,

Attempts introduction, body, and conclusion, but one or more parts are missing

Introduction, body, and conclusion are evident, but may lack clarity or coherence (e.g., attempts to connect ideas, but may not be logical or make sense).

Has overall coherence (K-2).

Provides a concluding statement or section (gr, 1, 2).

Intro, body, and conclusion support focus.Uses several transitions appropriately (e.g., because, since, and, but, also, for example, since) to connect or group ideas.

Language and

Elaboration of Evidence

Details/Elaboration Naming Describing, defining Explaining Comparing Examples, facts, citations Sensory and concrete details

supporting topic Analogies Illustrations, graphics

No details provided or attempts to add details to drawings or writing which may be random, inaccurate, or irrelevant

Some elaboration strategies are evident in drawings or writing (gr K-2), or with support/ questioning from peers or adults (gr K -1).

Ideas may not be fully elaborated or details may be insufficient to support topic

Some authentic details, definitions, facts, text evidence support focus.

Adds labels or captions to illustration, drawing, visuals, charts/tables, or diagram to enhance details, facts, and ideas.

Has a depth of information.

Insightful, elaborates using a variety of relevant details, definitions, examples, quotes, text evidence to support focus/concepts.

Voice and Tone Knowledgeable person Vocabulary – Precise

language Sentence structure Sentence variety

Generally uses basic, incorrect, or below grade level vocabulary when dictating (K) or writing.

Vocabulary use has minor errors.

Dictates, writes, and expands simplecomplete sentences.

Produces complete simple (K), compound (g, 1- 2),sentences.

Appropriate use of vocabulary (nouns, plurals, verbs, pronouns, adjectives, adverb, content-specific).

Uses adult/peer feedback to revise.

Maintains voice/tone of knowledgeable person conveying information.

Knows when to use formal-informal language.

Uses effective, precise vocabulary and variety of sentence structures.

Convention

s

Conventions of Standard English Grammar Usage Mechanics(capitalization,

punctuation, spelling)


Uses below grade-level basic mechanics with frequent errors.


Uses grade-appropriate basic mechanics and word use with some errors.

Edits with support /resources (gr 2).

Minor errors do not interfere with reader understanding (e.g., capitalization ,punctuation; spelling.)

Edits with support /resources.

Has few or no errors in grammar, word usage, or mechanics as appropriate to grade.


Quarter 4 CFA Selected Response Answer KeyQuestion 1 RI.2.3 What evidence from the text supports that sequoia trees are very wide? A

Question 2 RI.2.3 Why does the author use the picture of the Statue of Liberty next to a redwoodtree? C

Question 3 RI.2.3 Based on information in the text, how would you know if you had found a sequoia cone instead of a redwood cone? C

Question 4 RI.2.3 According to the text, why is the bark of a sequoia tree important? B

Question 5 RI.2.3 According to the text, why is the dry heat of the mountains important to the sequoia tree? A

Question 6 Constructed Response RI.2.3

Question 7 RI.2.6 According to paragraph 1, why did the author choose to compare the giant sequoias and redwoods? B

Question 8 RI.2.6 Why did the author name this text The Largest Living Thing? D

Question 9 RI.2.6 Why does the author include picture 1 of the people holding hands around a sequoia tree? A

Question 10 RI.2.6 Where would a giant sequoia most likely grow? A

Question 11 RI.2.6 Why did the author choose to include the map? C


Question 13 RI.2.9 What key details do both authors provide about the bark of a Giant Sequoia? C

Question 14 RI.2.9 According to both texts, where are the Giant Sequoia trees found? D

Question 15 RI.2.9 Which detail is only included in the text, “The largest living thing!” B

Question 16 Which key detail is only found in the text, Giant Sequoias and Redwoods?RI.2.9 B

Question 17 RI.2.9 How are both texts alike? A


Write and Revise Questions

Question 19 Which sentence would best fit in the blank? W.2 B

Question 20 Which sentence does not belong in the paragraph? (W.2) D

Question 21 Which word could be used to replace provides? (L.4.2a) B

Question 22 Which word or phrase could be used to replace rough ? (L.4.2a) D

Question 23 Which sentence is capitalized correctly? (L.2.2a) C

Question 24 Which sentence is capitalized and punctuated correctly? (L.2.2a) D


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. Describe the characteristics of a sequoia tree using details from both

articles. Include 4 relevant details.

Constructed Response RI.2.3 Research Target 3

Quarter 4 CFA Research Constructed Response Answer Key

RI.2.3 Research Target 3Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.RI.2.3Describe the connection between a series of historicalevents, scientific ideas or concepts, or steps in technicalprocedures in a text.

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

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to describe 4 characteristics of a sequoia tree. From Article 1 Giant Sequoias and Redwoods relevant details could include, (1) the sequoia tree is the largest tree in the world, (2) it has a huge trunk, (3) it’s leaves have scales, (4) it has large cones and seeds, (5) the wood is very rough, (6) its bark is reddish brown, (7) it grows by itself or in groups, and (8) it grows in central California.In article 2 The Largest Living Thing relevant details could include (1) sequoia tree grows in higher elevations, (2) they grow in central California, (3) their bark is rough and reddish brown and 3ft. thick, and (4) it is the widest and heaviest tree in the world. Responses to answer the prompt must include details only found in a text and details from both texts.

Student “Language” Response Example

2

Student supports the prompt with relevant details from both texts with 8 relevant details. (should have at least 4)The sequoia tree is the largest tree in the world. It has a huge trunk. It takes many people to circle an entire trunk! The leaves on a sequoia tree have scales. Its cones are very large and so are its seeds. If you touch a sequoia tree the bark would feel really rough. It looks reddish brown. These are some characteristics of a sequoia tree that I learned from both texts.

1Student supports the prompt with 3 relevant details from both texts.A sequoia tree is very big. It is the biggest tree in the world. I like them a lot. It has red bark that is also kind of brown. It grows in California.

0Student does not answer the prompt.I could make a tree house in a tree as big as the sequoia tree!


12. In the article, The Largest Living Thing!, what does the author describe? Include 4 details from the article to support your answer.

Constructed Response RI.2.6 Research Target 2

Quarter 4 CFA Research Constructed Response Answer Key

RI.2.6 Research Target 2Target 3Locate, Select, Interpret and Integrate Information.RI.2.6Identify the main purpose of a text, including what theauthor wants to answer, explain, or describe.

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


The response: is able to locate and select information to answer the prompt. The response is evidence that the student is able to interpret the prompt and integrate the information into a complete response. Students locate/select information from The Largest Living Thing to show understanding that the author is describing the sequoia tree. Descriptive details that show evidence of interpreting the prompt correctly could include (1) the sequoia has a rough, reddish brown bark that can grow up to 3 feet thick, (2) it is the widest and heaviest tree in the world, (3) one tree – General Sherman is described as the largest living thing on the planet, (4) General Sherman weighs 2.7 million pounds and (5) is 275 feet tall. These are all descriptions found in the article. Responses should show that the student recognizes what the author is describing (the sequoia) and details about the descriptions the author gives.


2

Student locates/selects information that shows understanding that the author is describing the sequoia tree. Student gives 5 details to explain what the author describes in the text (needs 4 or more).The story is about sequoia trees because they are very large. The author describes how it looks. It is reddish brown and the bark feels really rough. The author describes a tree called General Sherman. This tree is the biggest thing on the entire planet! The author describes how much it weighs. It is 2.7 million pounds! And how tall it is. It is 275 feet tall. These are some things the author describes in the story.

1Student recognizes that the author is describing a sequoia tree and gives 2 details that support descriptions.The Largest Living Thing is a text about sequoia trees. They are very, very large and described as reddish brown. I like them a lot.

0Student does not answer the prompt.I would like to see a tree like that and have one in my yard too. I describe it as neat!


Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas.


The response gives sufficient evidence of the ability to cite evidence that provides evidence of which article to read tolearn about redwood trees. In order to find this evidence students must compare both articles and then support theiranswer using examples from both articles. Evidence from Giant Sequoias and Redwoods could include (1) redwoods aredescribed in this article, and (specific details could include…), (2) The redwood tree is the tallest tree in the world, (3)some are taller than the Statue of Liberty, (4) redwood trees have a slender trunk, (5) The leaves on a redwood treelook more like needles, (6) redwood trees have cones and seeds too but they are smaller than a sequoias, (7)

redwoodsgrow near the Pacific Ocean in northern California ,(8) its wood is not as rough as a sequoia, and (9) it is dull brown. Evidence from The Largest Living Thing could include (1) the article only talks about sequoias, (2) the article tells manydetails about sequoias and German Sherwood and/or (3) no details about redwoods are given.


2

The student gives 4-5 details and/or examples from both articles explaining which article to read to learn about redwoods.The first story tells how a redwood tree is the tallest tree. I learned that is has slender trunk. I also learned that it is 379 feet tall. The first story tells a lot about redwood trees like the leaves are like needles. In the second story it is only about sequoia trees. This story says one tree is called General Sherman because it’s the biggest thing in the world but it doesn’t tell about redwoods at all. This is why I would learn more about redwoods from the first story.

1Student understands that one article gives more information than the other but does not explain which article or give sufficient details or examples as evidence.I read to texts about trees. One tells about both kinds of trees and the other one tells only about one kind of tree.

0 Student does not answer the prompt.There are two kinds of trees.

18. You have read two articles. Which article would you read to learn about redwood trees? Explain why. Give 4 or more examples and details from both articles.

Constructed Response RI.2.9, Research Target 4

Quarter 4CFA Research Constructed Response Answer Key

RI.2.9 Research Target 4Research Target 4:Ability to cite evidence to support opinions and ideasRI.2.9:Compare and contrast the most important points presented by two texts on the same topic.

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Quarter Four

Reading Informational Text

Grade 2

Common Formative Assessment

Name_________________


Student Directions

Part 1 Your assignment:You will read two passages about Sequoia Trees.

1. Read both texts.

2. Re-read both texts. Take notes as you re-read.

3. Answer the questions.

Part 2 Your assignment:Performance Task Prompt: You are a California Park Ranger teaching 2nd graders about the sequoia tree. Write about what you would teach them. Include the following information:• What is the name of the tree?• Where can you find the tree?• What does it look like?• Size, shape, bark, leaves, cones, seeds• What is the name of the famous sequoia?• Why is it famous?

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

2. Write – Revise and Edit your first draft.

3. Write a final draft about Sequoia Trees.

How you will be scored

1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense?

2. Elaboration of Evidence: Did you show evidence to support your topic? Language and Vocabulary: Did you use words about the topic? Are your sentences easy to read

and understand?

3. Conventions: Did you follow rules for capitals, punctuation and spelling?


Giant Sequoias and Redwoods Article Adapted by: Dr. Orobsllih

Many people get the sequoia and redwood trees mixed up. They are actually very different trees. How can you tell if it’s a sequoia or a redwood tree?

1. A wide sequoia tree. The sequoia tree is the largest tree in the world. The sequoia tree has a huge trunk. Some sequoia trees are so wide a car can drive through them.

305 ft.

379 ft.

2. The Statue of Liberty and redwood tree are about the same height.

The redwood tree is the tallest tree in the world. Many redwoods are taller than the Statue of Liberty! The redwood tree is tall but has a slender trunk.

Sequoia Leaves, Cones and SeedsLeaves on the sequoia have scales. The sequoia cones and seeds are much larger than a redwood’s cones and seeds.

3. Large sequoia cones and seeds .

Redwood Leaves, Cones and SeedsThe leaves on a redwood tree look more like needles. Redwood trees have cones and seeds too but they are smaller than a sequoias.

4. Redwood cones and seeds.


Tree BarkThe wood of the giant sequoia is very rough. The bark of the giant sequoia is bright reddish brown. The wood of the redwood is rough, but not as rough as a giant sequoia. The bark of the redwood is really dull brown. The bark of a redwood can be up to 1 foot thick.

Giant Sequoias and Redwoods Continued…

Sequoia Tree Redwood Tree

HabitatBoth sequoia and redwood trees are only found in the state of California.

The giant sequoia grows by itself or in groups. It grows in central California.

The redwood grows near the Pacific Ocean in northern California in groups all along the coast.

Redwood Trees

Sequoia Trees


The largest living thing! Article Written by: Dr. Orobsllih

1Giant sequoias grow mostly in the higher elevations of central

California. The dry heat of the mountains helps the sequoia cones to open and release seeds. Without the dry heat, sequoia seeds would not spread

and reproduce. Giant sequoias are only found in the state of California.

2The bark of the sequoia is rough. It looks reddish brown. The bark of

the Giant Sequoia can grow up to 3 feet thick. The thick bark provides insect

and fire protection for the trees.

3Sequoias are the widest and heaviest tree in the world. Because of their weight, giant sequoias are called the largest tree in the world. One famous sequoia, known as General Sherman, weighs 2.7 million pounds and stands 275 feet tall! Not only is General Sherman the largest living tree, it also owns the title of the largest living thing on the planet.

.


2. What is the author showing when placing the picture of the Statue of Liberty next to a redwood tree in the first article?

A. The branches of the redwood tree look like the Statue of Liberty’s crown.

B. The redwood tree and the Statue of Liberty are both slender.

C. The Statue of Liberty and the redwood tree are about the same height.

D. The Statue of Liberty and the redwood tree are both in California.

1. What evidence from the article, Giant Sequoias and Redwoods supports that sequoia trees are very wide?

A. A car can drive through them.

B. It has a slender trunk.

C. Sequoia cones and seeds are much larger.

D. The giant sequoia grows by itself.

Name ______________

Standard RI.2.3Describe the connection between a series ofhistorical events, scientific ideas or concepts, orsteps in technical procedures in a text.



4. According to the article, Giant Sequoias and Redwoods, why is the bark of a sequoia tree important? RI.2.3

A. The dry heat of the mountains helps the sequoia cones open.

B. The thick bark provides insect and fire protections for the trees.

C. The thick bark provides protection from bears

D. General Sherman weighs 2.7 million pounds.

3. Based on information in the article, Giant Sequoias and Redwoods, how would you know if you had found a sequoia cone instead of a redwood cone? RI.2.3

A. Sequoias are the largest tree in the world.

B. Leaves on the sequoia have scales.

C. The sequoia has cones and seeds much larger than a redwood.

D. The leaves on a redwood tree look more like needles.Standard RI.2.3Describe the connection between a series ofhistorical events, scientific ideas or concepts, orsteps in technical procedures in a text.



5. According to the article, The Largest Living Thing, why is the dry heat of the mountains important to the sequoia tree? RI.2.3

A. The heat helps the sequoia cones open so the seeds can spread and reproduce.

B. The heat helps keep the bark rough and reddish brown.

C. The heat helps the sequoia stay warm and dry.

D. The heat makes the sequoias the largest trees in the world.

6. Describe the characteristics of a sequoia tree using details from both articles. Include 4 relevant details. RI.3- Research Target 4



7. According to paragraph 1 in Giant Sequoias and Redwoods, why did the author choose to compare the giant sequoias and redwoods? RI.2.6

A. Giant sequoias are only found in the state of California.

B. Many people get the sequoia and redwood trees mixed up.

C. Many are taller than the Statue of Liberty.

D. They are the largest living thing on the planet.

8. Why is The Largest Living Thing? a good title for the second article? RI.2.6

A. Giant sequoias grow mainly in the higher elevations of central California.

B. The bark of the giant sequoia can grow up to 3 feet thick.

C. The sequoia cones and seeds are much larger than a redwood’s.

D. The sequoia known as General Sherman is the largest living thing on the planet.

Standard RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.



9. Why does the author include picture 1 in Giant Sequoias and Redwoods, of the people holding hands around a sequoia tree? RI.2.6

A. To show how wide a sequoia tree’s trunk is.

B. To show that it is as tall as the Statue of Liberty.

C. To show that the cones are different sizes.

D. To show where in California the redwoods and sequoias are located.


10. Where would a giant sequoia most likely grow? RI.2.6

A. in the higher elevations of central California

B. in the lower elevations of central California

C. in the higher elevations of central Oregon

D. near the Pacific Ocean



11. Why did the author choose to include a map in the article Giant Sequoias and Redwoods? RI.2.6

A. To show the bark of the sequoia and redwood trees

B. To show the location of California

C. To show the location of sequoia and redwood trees

D. To show the height of a redwood tree

12 In the article, The Largest Living Thing!, what does the author describe? Include 4 details from the article to support your answer.



14. According to both articles, where are the Giant Sequoia trees found? RI.2.9

A. Northern California

B. Near the Pacific Ocean

C. in the mountains

D. Central California

13. What key details do the authors provide in both articles, about the bark of a Giant Sequoia? RI.2.9

A. The bark of a giant sequoia can grow up to 3 feet thick.

B. The sequoia bark is rougher than redwood bark.

C. The bark of a sequoia is reddish brown and rough.

D. The thick bark of a sequoia provides insect and fire protection for the tree.

Standard RI.2.9Compare and contrast the most important points presented by two texts on the same topic.



16. Which key detail below, is only found in the article, Giant Sequoias and Redwoods?RI.2.9

A. The sequoia tree is the largest tree in the world.

B. The leaves on a redwood tree look more like needles.

C. You can drive through a redwood tree.

D. Sequoia and redwood trees are found in California.

15. Which detail below, is only included in the article, “The largest living thing!” RI.2.9

A. The bark is reddish brown.

B. The bark can grow up to 3 feet thick.

C. The bark is rough.

D. They have slender trunks.Standard RI.2.9Compare and contrast the most important points presented by two texts on the same topic.



17. How are both articles alike? RI.2.9

A. They both describe sequoia trees.

B. They both describe leaves.

C. They both describe insects.

D. They both describe redwood trees.

18. You have read two articles. Which article would you read to learn about redwood trees? Explain why. Give 4 or more examples and details from both articles. RI.2.9



19. Read the paragraph below. (Write and Revise W.2)

Many people get the sequoia and redwood trees mixed up. They are actually very different trees. Sequoias are the largest tree in the world. ____________________________________

Which sentence would best fit in the blank?

A. Climbing a sequoia tree would be fun.

B. Redwoods are the tallest tree in the world.

C. I saw a redwood tree in California.

D. There are many different kinds of trees.

20. Read the paragraph below: (Write and Revise W.2)

General Sherman is a famous sequoia tree. It weighs 2.7 million pounds. It stands 275 feet tall! The redwood is another kind of tree.

Which sentence does not belong in the paragraph?

A. General Sherman is a famous sequoia tree.

B. It weighs 2.7 million pounds.

C. It stands 275 feet tall!

D. The redwood is another kind of tree.


21. The thick bark provides insect and fire protection for the trees. (Write and Revise L.2.4a)

Which word could be used to replace provides?

A. helps

B. gives

C.takes

D.runs

22. The wood of the redwood is not as rough as a giant sequoia. (Write and Revise L.2.4a)

Which word or phrase could be used to replace rough ?

A. soft

B. smooth

C.flat

D.bumpy


24. Read the sentence below. (Write and Revise L.2.2a)

redwoods and sequoias are in california

Which sentence is capitalized and punctuated correctly?

A. redwoods and sequoias are in California.

B. Redwoods and sequoias are in california.

C. redwoods and sequoias are in california.

D. Redwoods and sequoias are in California.

23. Read the sentence below. (Write and Revise L.2.2a)

The redwood grows near the pacific ocean in northern california. Which sentence is capitalized correctly?

A. The redwood grows near the Pacific Ocean in northern california.

B. The redwood grows near the Pacific Ocean in Northern California.

C. The redwood grows near the Pacific Ocean in northern California.

D. The redwood grows near the pacific ocean in northern California.


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. Performance Task Prompt: You are a California Park Ranger teaching 2nd graders about the sequoia tree. Write

about what you would teach them. Include the following information:• What is the name of the tree?• Where can you find the tree?• What does it look like?• Size, shape, bark, leaves, cones, seeds• What is the name of the famous sequoia?• Why is it famous?

How you will be scored

1. Purpose: Did you write only about the topic? Organization: Do your ideas go together? Do they make sense?

2. Elaboration of Evidence: Did you show evidence to support your topic?Language and Vocabulary: Did you use words about the topic? Are your sentences

easy to read and understand?

3. Conventions: Did you follow rules for capitals, punctuation and spelling?


Name____________________________


STOPClose your books and wait for instructions!


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6 3 2 1 0

Standard RI.2.3Describe the connection between a series ofHistorical events, scientific ideas or concepts, orsteps in technical procedures in a text.

Color the happy face green if your answer was correct. Color the happy face red if your answer was not correct. Shade in the box to show your written score.

7891011

12 3 2 1 0Standard RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

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18 3 2 1 0



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