grade 5 teacher directions hillsboro elementary interim assessment

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Grade 5Teacher Directions

Hillsboro Elementary Interim

Assessment

Interim Assessment2014

Reading Informational Text

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2Rev. Control: 01/10/2014 HSD – OSP and © Susan Richmond

Interim AssessmentAwesome Team Members, Writers and Editors!

Allen BlakeAlvarado DeborahChristensen HaleyChronister NicoleCrowell Lindsay Daniels VickiDarnall Monica Delplanche Deborah Dow DianeDuran Liana Ellis CarrieFisher SheriGarcia LindsayGerig Stephanie Giard Heather Godfrey BrookeGoldmann Christine Hancock Melissa Incrovato Jamie Jay Ginger Johnson JennKagawa KoKinsman LayceeLaws KimberlyLeonard KellyLule Berta

Lule AlfonsoMaines SandraMcLain Gina Munson ShawnaOrozco ChristinaPortinga Teresa Ramer Judy Reamer Erin Retzlaff Sara Rider JamiRooke KellyRusso Jill Saxton BrentSchoebel TrinaSell Leslie Shepherd Erin Stinson JanetThoen NikkiTovar ArcemaVanDyke Erin Walters ChristyWedel Mandy Winters MelanieZagyva Alia

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’s Resources and Answer Keysa. Pages 1 – 9

2. Student Assessment (can be printed in a small booklet form)b. Pages 10 – 29

B. This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first

school semester.

Printing Instructions…

The interim assessment should be ordered through the HSD Print Shop.

Be sure you order the section: Teachers Directions

Be sure you order one copy of the student assessment for each of your students.


Reporting CategoriesPlease enter student scores into Synergy in the 4 reporting categories listed below. Selected response items are one point each. Constructed response items are up to 3 points each. There are 5 possible points for each of the four reporting categories for a total of 20 points in grade five.

4 Reporting Categories

Target 8KEY DETAILS:

Standards 1 and 3

Target 9CENTRAL IDEAS:

Standard 2

Target 11REASONING - EVIDENCE:

Standard 6

Target 13STRUCTURES-

FEATURES:Standards 5 and 7

SR Questions 5 Pts. Questions:

1, 2, 4, 9, 10 5 Pts. Questions:3, 5, 6, 11, 13 2 Pts. Questions:

14, 15 2 Pts. Questions:7, 8

CR Questions 3 Pts.

Question:12 3 Pts. Question:

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Important Scoring InformationDirections for Interim Assessment

The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy.

Grades K – 2

Students in kindergarten should have the passages read to them as a listening comprehension assessment.

Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them.

Grades 3 – 6Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.

Synergy:When students have finished the entire assessment enter the total number of correct points for each of the four reporting categories. There is a possibility of 5 total points for each reporting category.

Selected Responses: 0-1 Point EachConstructed Responses: 0 – 3 Points each


Interim Gr. 5 Selected Response (SR) Questions 0 - 1 point (CR) - 3 Pts.

Reporting Categories Key Details Main Idea Reason Structure

Student Question # 1 2 4 9 10 3 5 6 11 13 14 15 12 7 8 161 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Qu.# Class Total

Optional Classroom Use: You may use this class scoring sheet if you wish.


SBAC Reading AssessmentConstructed Response General Template

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The response:• gives essential elements of a complete interpretation of the prompt• addresses many aspects of the task and provides sufficient relevant

evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

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The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently addresses

the purpose, audience, and task• includes sentences of somewhat varied length and structure

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The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant evidence to

support development.• lacks focus and organization and generally does not address the purpose,

audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

Short Constructed Response

Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.

The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.


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Sample Response “Student Language” Student answers the prompt stating 2 similarities and 2 differences between the two passages including examples of each.The two passages Who Are We? and Election of the President is similar in two ways. First, both of the passages are about the American Government. The first is about civics which is part of the second passage – how presidents are elected. Secondly, Who Are We? states how important it is that citizens vote. This is a direct connection to Election of the President.These two passages have several differences between them. The first difference is the main idea of each. Who Are We? Has the main idea of the importance of understanding Civics while Election of the President focuses on explaining how presidents are elected. The second difference between the two passages is how they are written. The first is written to inform. The second is written to explain.These are the similarities and differences between the two passages.

2Sample Response Student answers the prompt stating 1 similarity and 1 difference between the two passages but without specific examples of each.The two passages are Who Are We and Election of the President. Both passages are about the United States Government and how it works in some ways. This is a similarity. The two passages are different because one talks about how all citizens should know about America and the other one talks about how to elect a president.

1 Sample Response Student vaguely identifies 1 similarity and infers 1 difference without details or examples.The two passages are both about America but different things about America.

0 Sample Response Student does not answer prompt.The President of the United States is really important.

12. How are both passages, Who Are We and Election of the President similar and different? Use examples from both passages as evidence

to support your answer. (RI.5.6)

Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of explicit evidence of support from the two texts in order to answer the prompt: how both passages are similar and different. Aspects of the Task/Evidence: Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence. Some of these aspects (examples) could include these similarities (1) both passages are about government processes (civic duties – electing a President) - the similarities are few – if a student rationalizes another similarity with enough evidence it is acceptable (i.e., electing a president depends on our civic duty of voting). Some of the aspects of differences could include (1) Who Are We focuses on the importance of studying Civics while Election of the President focuses on the process of how Presidents are elected (2) Who Are We is informative while Election of the President is more explanatory.Focused and organized, consistently addressing: Students consistently address the prompt and do not give extraneous information ( their personal points of view or information from other sources). Writing is organized in such a way that it makes sense.

Constructed ResponseNote: The response goal is for students to see beyond just information within the text but to compare text purposes.

Interim Assessment Answer Key

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


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Sample Response “Student Language” Student gives two examples. Each example is supported by explicit details from both sections of the passage.A Fight to Vote has two sections. The first section has details about the suffragists and their fight to vote. The next section is a timeline with some of the events showing how women finally got the right to vote. Both of these sections show how suffragists “blazed the trail” for women to have the right to vote. These women continued to fight for the right or “blaze the trail” for others to follow. One example of how women “blazed the trail” is seen in both sections of the passage. In 1848 the timeline sections states that the Woman’s Rights Convention was held in New York. Elizabeth Cady wrote the Declaration of Sentiments. In the first section this clarifies that men and women are created equal (not just men). A second examples is that between 1872 and 1914 on the timeline suffragists continued to fight for the voting right even thought they were often arrested for voting or picketing to vote. In the text Susan B Anthony was arrested in 1872 but stood up at her trial and spoke for the right to vote. These are only two examples of how suffragists “blazed the trail” for women to have the right to vote.

2Sample Response Student gives two examples but is not specific about which section supports the examples. Student gives a few details and shows a general idea of the prompt’s objective.Blazing a trail means that the women who wanted to vote began to fight for the right. The constitution only said that men were created equal so the women met and started the NWSA which is a group fighting for women’s rights to vote. That was the first thing they did to blaze a trail for others to follow. The women never gave up and sometimes got arrested but eventually they got the right to vote in 1920!

1Sample Response Student seems to understand concept of passage but is not specific with examples or details.Women had to fight to vote. They did lots of things and worked hard to be able to vote. They formed a group and started to tell others.

0 Sample Response Student does not answer prompt.I think everyone should get to vote.

16. Explain how suffragists “blazed the trail” for women’s rights to vote. Use examples from both sections of the passage A Fight to Vote

Scoring [Notes} “Teacher Language” Student gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of explicit evidence of support from the two sections in the text in order to answer the prompt: how suffragists blazed the trail for women’s voting rights.Aspects of the Task/Evidence: Note: Information specifically from the timeline is in bold print. Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence. Some of these aspects (examples) could include: (1) identifying in some way what the idiom “blazed a trail” means – important! (2) stating the problem: In Seneca Falls, NY the NWSA was formed where some women recognized that “all men” in the Declaration of Independence should have said “all men and women are created equal.” (3) women worked hard to get to vote (4) suffragists gave talks and traveled the country to promote this idea (4) Susan Anthony was arrested when she voted but did not give up (5) it took many years for women to be able to vote but suffragists kept fighting for the right (6) Women held rallies in NY and Washing D.C. (7) women who “blazed the trail” did not live to see the day women could vote in 1920 – Susan Anthony in her last speech said “Failure…is impossible.” Other examples are acceptable if they are explicitly supported in the text.Focused and organized, consistently addressing: Students consistently address the prompt and do not give extraneous information ( their personal points of view or information from other sources). Writing is organized in such a way that it makes sense.

Constructed ResponseNote: Students must clarify what “blazed the trail” means and state the problem in order to support the prompt identifying which section details and examples originate from.

Interim Assessment Answer Key

Standard RI.5.7Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


Question 1 According to the text Who Are We?, why is it important for citizens to know, “at least basic information about the nation”? RI.5.1 C

Question 2 Which of the following statements best explains the connection between knowledge of civics and the citizenship test in the passage, Who Are We? RI.5.3 A

Question 3 Which key detail supports the main idea from the section, “Citizens Rule!” in the passage, Who Are We? RI.5.2 D

Question 4 Which statement summarizes Margaret Branson’s view on civic education in Who Are We? RI.5.1 B

Question 5 What question is not answered by details in the passage, Who Are We? RI.5.2 C

Question 6 What might be an alternate title for the passage Who Are We? RI.5.2 B

Question 7 What are the requirements a person must meet in order to become a presidential candidate? Use either the graphic organizer, How To Become President of the United States or the article Election of a President. RI.5.7

A

Question 8 How does the author of Who Are We? discuss civic responsibility differently than the author of Election of the President? Choose the best statement to support your answer. RI.5.5

B

Question 9 What conclusion might the reader draw after reading the passage Election of the President ? RI.5.3 A

Question 10 In the article, Election of a President, what best describes the relationship between the primaries and caucuses, and the general election? RI.5.3 B

Question 11 Which of the details below supports the main idea of the passage, “Election of the President”? RI.5.2 C

Question 12 Constructed Response RI.5.6

Question 13 Which of the following statements best describes the author’s main purpose in The Fight to Vote? RI.5.2 B

Question 14 What might be the reason The Fight to Vote was divided into two sections? RI.5.6 C

Question 15 Which statement best describes a similarity between the two articles, Who Are We? and The Fight to Vote? RI.5.6

A

Question 16 Constructed Response RI.5.7

Interim Assessment - Selected Response Answer KeyReporting Categories KEY DETAILS MAIN IDEA REASONING STRUCTURE

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Interim Assessment2014

Reading Informational Text

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Interim Student Assessment

Name________________________


Who Are We?

Are you a master at math? A rock star at reading? What about civics? If you are like millions of Americans, your government know-how might be more of a “know-little.”

Civics is the study of the rights and duties of citizens. A good citizen needs to know at least basic information about the nation, such as how the government is run. He or she also needs to know about the country’s history and the problems and challenges facing the nation today.

However, recent studies have found that a lot of Americans don’t know enough about the United States. In one study, only one in three Americans could name the three branches of government. In another, less than 4 percent of teens in Arizona could pass a citizenship test. That is a test people from other countries need to pass to become U.S. citizens.

Those findings could make Uncle Sam want to move to Canada! After all, if citizens don’t know about their country, they can’t help run it, says former U.S. Supreme Court Justice Sandra Day O’Connor. “We are [very lucky] to have a stable ... government,” she told WR News. “But ... it is the citizens of our nation who must preserve our system of government, and we cannot forget that.”

Citizen’s Rule!When the country’s founders wrote the Constitution in 1787, they did something completely unheard of—they gave the power to the people! They thought U.S. citizens should have a say in how the nation is run.

One of the most important responsibilities Americans have is voting. U.S. citizens elect the people who run the country, from city officials to the U.S. president. Those elected officials make and enforce, or put into effect, laws that affect the whole country.

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That’s why it’s so important that people get clued in on civics, says Syd Golston. She is the president of the National Council for the Social Studies. “People who vote need to be informed [or educated] because they’re really making the decisions,” Golston told WR News.

Civics in Motion

Some U.S. education experts say schools spend less time teaching civics now than they did in the past. “It used to be a subject that was taught ... So many minutes a day,” says Margaret Branson. She is the associate director of the Center for Civic Education. “The teaching of civics and government has just dropped off dramatically.”

O’Connor is trying to change that. She has spoken out in TV interviews, stressing the value of learning about the United States. She also works with Our Courts, a Web site that teaches children about civics.

Other star citizens are speaking out on Uncle Sam’s behalf. Actor Richard Dreyfuss is crafting a national plan for civics education. Former Supreme Court Justice David H. Souter is stepping up civics talk in schools in his home state of New Hampshire.

Uncle Sam wants you to learn more about civics!

Corbis


2. Which of the following statements best explains the connection between knowledge of civics and the citizenship test in the passage, Who Are We?

A. The knowledge of civics can prepare you to pass a citizenship test.

B. Less than 4% of teens in Arizona could pass the citizenship test.

C. Systems of government need to be preserved.

D. Reading a newspaper can increase your knowledge of civics.

Standard RI.5.3 Explain 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.

1. According to the text Who Are We?, why is it important for citizens to know, “at least basic information about the nation”?

A. Citizens need to know about the country’s history, its problems,

and how the government is run.

B. Teenagers need to be able to pass the citizenship test to become United States citizens.

C. People who vote need to be informed because they’re really making the decisions.

D. The teaching of civics and government has just dropped off dramatically.

Standard RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


3. Which key detail supports the main idea from the section, “Citizens Rule!” in the passage, Who Are We?

A. Civics is the study of the rights and duties of citizens.

B. All U.S. citizens need to vote for our president.

C. We are very lucky to have a stable government.

D. Voters elect the people who run our country.

Standard RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

4. Which statement summarizes Margaret Branson’s view on civic education in Who Are We?

A. Uncle Sam wants you to learn more about civics!

B. Civics is being taught less now than in previous years.

C. A national plan for civics education should be developed.

D. Star citizens need to speak out about civics education.

Standard RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


5. What question is not answered by details in the passage, Who Are We?

A. What does a good citizen need to know?

B. What is a citizenship test?

C. How many congressmen does each state have?

D. What are some start citizens doing on Uncle Sam’s behalf?

Standard RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6. What might be an alternate title for the passage Who Are We?

A. Support Uncle Sam

B. Americans Need to Learn More About The United States

C. A National Civics Plan

D. Star Citizens Speak Out for Civics


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Election of the President The process of electing a President was set up in the UnitedStates Constitution. The Constitution requires a candidate forthe presidency to be: • At least 35 years old• A natural born citizen of the United States• A resident of the United States for 14 years So how does one become President of the United States? Theelections. The following steps outline the general process for presidential elections. Step 1: Primaries and CaucusesThere are many people who would like to become President. Allof these people have their own ideas about how our governmentshould work. Some of these people can belong to the samepolitical party. That's where primaries and caucuses come in.In these elections, party members get to vote for the candidatethat will represent their party in the upcoming general election. Step 2: National ConventionsAt the end of the primaries and caucuses, each party holds anational convention to finalize the selection of one Presidentialnominee. During this time, each Presidential candidate choosesa running mate (or Vice-Presidential candidate).


8. How does the author of Who Are We? discuss civic responsibility differently than the author of Election of the President? Choose the best statement to support your answer.

A. In Who Are We? Civics education is very important to create a

democratic society.

B. In Election of the President notes that presidents have requirements under the US Constitution.

C. In Who Are We? and in Election of the President the steps to citizenship are outlined and demonstrate the power people have.

D. In Who Are We? the author describes the need for civic education and in Election of the President the author details the voting process.


7. What are the requirements a person must meet in order to become a presidential candidate? Use either the graphic organizer, How To Become President of the United States or the article Election of a President to find the answer.

A. They must be a natural born citizen of the US, be at least 35 years old,

and have lived in the US for 14 years.

B. They must understand the constitution, be elected during a primary, and select a vice president.

C. They must be at least 35 years old and live in the US.

D. They must take the oath of the office and be inaugurated during the month of January.

Standard RI.5.5Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


9. What conclusion might the reader draw after reading the passage Election of the President ?

A. The requirements of electing an American President are very specific.

B. The process of electing an American President should be changed.

C. The only qualification needed to becoming President of the United States is being nominated by a national convention.

D. The most important process in the presidential nomination involves the primaries and caucuses.

Standard RI.5.3Explain 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.

10. In the article, Election of a President, what best describes the relationship between the primaries and caucuses, and the general election?

A. The United States Constitution determines the candidates for the

primaries and caucuses.

B. The primaries and caucuses decide who will represent the party for the general election

C. The primaries and caucuses determine how the electoral college will vote.

D. The General Election decides how electoral college will vote.

Standard RI.5.3Explain 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.


11. Which of the details below supports the main idea of the passage, “Election of the President”?

A. People cast votes for individual candidates who are running for

president..

B. There are many people who would like to become president.

C. There are several steps in the process of electing a new president

D. The electoral college is an effective system for nominating a president.



12. How are both passages, Who Are We and Election of the President similar and different? Use examples from both passages as evidence

to support your answer. (RI.5.6) (Teacher Only) Final Score_____


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The Fight to VoteWomen suffragists changed the United States

March 01, 2013By Nellie Gonzalez Cutler Time for Kids

Women suffragists marched in the streets across the nation. "We hold these truths to be self-evident: that all men are created equal." With those words, the Declaration of Independence set forth the idea of equality. But the women at the Woman's Rights Convention in Seneca Falls, New York, in 1848, felt that a key phrase was missing. Elizabeth Cady Stanton, Lucretia Mott and others rewrote the Declaration. "All men and women are created equal," they insisted. They resolved that it was "the duty of the women of this country" to fight for suffrage, or the right to vote.

Seneca Falls was the beginning of a long road to suffrage. Those who wanted to expand voting rights to all Americans were called suffragists. Suffragists demonstrated, gave talks and traveled the country.

In 1872, Susan B. Anthony voted in Rochester, New York. She was arrested and convicted of breaking the law. "My natural rights, my civil rights, my political rights, my judicial rights, are all alike ignored," she said at her trial.

Six years later, Senator A.A. Sargeant, of California, introduced an amendment to the Constitution to ensure that women could vote. But it took another 42 years before all women in the U.S. were guaranteed the right to vote.

On November 2, 1920, 8 million American women voted in a presidential election for the first time. The women who blazed the trail did not live to see that historic day. In her last speech, one month before she died, in 1906, Anthony urged women to continue to fight for the vote. "Failure," she told her audience, "is impossible."

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The Fight to Vote

One Step at a Time Women worked hard to get the vote. Here are some of the main events.

1848 The Woman's Rights Convention is held in Seneca Falls, New York. Elizabeth Cady Stanton writes the Declaration of Sentiments.

1869 Stanton and Susan B. Anthony (shown) form the National Woman Suffrage Association (NWSA). Only women can join. Lucy Stone forms the American Woman Suffrage Association (AWSA). It is open to men and women.

1872 Anthony and supporters vote in the presidential election. They are arrested.

1878 A woman suffrage amendment is first introduced in the U.S. Congress.

1890 The NWSA and AWSA merge to form the National American Woman Suffrage Association.

1912-14 Women hold rallies in New York City and Washington, D.C.

1917 Police arrest women who are picketing outside the White House. By 1918, about half the states have granted full or partial voting rights to women.

1919 Congress passes the 19th Amendment, called the Susan B. Anthony Amendment. It is ratified, or confirmed, one year later.


13. Which of the following statements best describes the author’s main purpose in The Fight to Vote?

A. The author wrote this article to convince women that it is important

to vote.

B. The author describes how woman suffragists fought for women to be able to vote in the United States.

C. The author told about the life of an important suffragist, Susan B. Anthony.

D. The author describes the challenges faced by women in the late 1800s and early 1900s.

14. What might be the reason The Fight to Vote was divided into two sections?

A. Both sections are about women’s rights to vote.

B. The first section tells mostly about the struggles women had to have the right to vote.

C. The first section gives specific details about the events, while the second section summarizes the events in a timeline.

D. The second section outlines the events that led up to women having the right to vote.


Standard RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


15. Which statement best describes a similarity between the two articles, Who Are We? and The Fight to Vote?

A. Voting is an important right for all the citizens of the United States of America.

B. Women in the United States should always have the right to vote.

C. It is important for voters in the United States to understand the three branches of government.

D. Voting in the United States has a long history of difficulties for women.



16. Explain how suffragists “blazed the trail” for women’s rights to vote. Use examples from both sections of the passage A Fight to Vote. (RI.5.7)

(Teacher Only) Final Score_____



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 According to the text Who Are We?, why is it important for citizens to know, “at least basic information about the nation”? RI.5.1

Question 2 Which of the following statements best explains the connection between knowledge of civics and the citizenship test in the passage, Who Are We? RI.5.3

Question 3 Which key detail supports the main idea from the section, “Citizens Rule!” in the passage, Who Are We? RI.5.2

Question 4 Which statement summarizes Margaret Branson’s view on civic education in Who Are We? RI.5.1

Question 5 What question is not answered by details in the passage, Who Are We? RI.5.2

Question 6 What might be an alternate title for the passage Who Are We? RI.5.2

Question 7 What are the requirements a person must meet in order to become a presidential candidate? Use either the graphic organizer, How To Become President of the United States or the article Election of a President. RI.5.7

Question 8 How does the author of Who Are We? discuss civic responsibility differently than the author of Election of the President? Choose the best statement to support your answer. RI.5.5

Question 9 What conclusion might the reader draw after reading the passage Election of the President ? RI.5.3

Question 10 In the article, Election of a President, what best describes the relationship between the primaries and caucuses, and the general election? RI.5.3

Question 11 Which of the details below supports the main idea of the passage, “Election of the President”? RI.5.2

Question 12 : Constructed Response Circle Final Score 3 2 1 0

Question 13 Which of the following statements best describes the author’s main purpose in The Fight to Vote? RI.5.2

Question 14 What might be the reason The Fight to Vote was divided into two sections? RI.5.6

Question 15 Which statement best describes a similarity between the two articles, Who Are We? and The Fight to Vote? RI.5.6

Question 16: Constructed Response Circle Final Score 3 2 1 0


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