grade 6 teacher directions hillsboro elementary interim assessment

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Grade 6Teacher Directions

Hillsboro Elementary Interim

Assessment

Interim Assessment2014

Reading Informational Text

nterim6

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 – 27

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 six.

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, 7, 8, 9 5 Pts. Questions:4, 5, 6, 10, 14 2 Pts. Questions:

3, 12 2 Pts. Questions:11, 15

CR Questions 3 Pts.

Question:16 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. 6 Selected Response (SR) Questions 0 - 1 point (CR) - 3 Pts.

Reporting Categories Key Details Main Idea Reason Structure

Student Question # 1 2 7 8 9 4 5 6 10 14 3 12 16 11 15 131 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

1

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 includes 3-4 examples from both sources to clarify how the Supreme Court is different than other courts.The Supreme Court of the United States is different than other courts in the U.S. The passage the Supreme Court states that it is the only court established by the constitution. Because it is the highest court all other courts follow its rulings, which are final. The Supreme Court can judge all other courts as acting within the law or not. In contrast the hierarchy of courts chart shows that other court rulings are not final and are not judged in the same way as the Supreme Court. Federal Courts are heard by judges or juries. State courts have trials and appellate courts. Only the Supreme Court makes rulings by the justices of the Supreme Court.

2Sample Response Students understands the prompt and gives 2-3 examples from both sources, but does not specify the sources or give specific details.The Supreme Court is the highest court. This means it makes laws that all other courts in the United States must follow. There are many other courts that have trials, juries and judges but those courts do now always have the final say as Supreme Courts do.

1Sample Response Students has a partial understanding of the prompt and gives 1-2 weak examples without being specific about the sources or using supportive details.There is the Supreme Court that is in charge of all rules and laws. Other courts can’t make rules or laws.

0 Sample Response Student does not answer the promptThe Supreme Court is far away.

13.Using the information in the passage Supreme Court and in the Court Hierarchy Chart of the United States explain how the Supreme Court is different than other U.S. Courts.

Student gives essential elements of a complete interpretation: Essential elements of a complete interpretation consists of explicit evidence of support from the two sources in order to answer the prompt: explain how the Supreme Court is different than other courts.Aspects of the Task/Evidence: Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence from both sources. Some of these aspects (examples) from the passage Supreme Court could include: (1) it is the only court established by the constitution (2) all other courts must follow the ruling of the Supreme Court (3) the Supreme Court can judge whether federal, state, and local governments are acting within the law (4) the decisions of the Supreme Court are absolute and final. Examples from the Court Hierarchy Chart of the United States could include (1) Federal Courts of Appeal cases are heard by a panel of three judges but cases can’t be appealed in the Supreme Court – they are final (2) Federal District Courts are heard by juries (3) State courts have trial or appellate courts. Other courts (military, claims and international trade courts) are very specific hearings. Students should arrive at the conclusion that the U.S. Supreme Court decisions are not appealed and are final rulings.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 ResponseInterim Assessment Answer Key

Standard RI6.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.


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Sample Response “Student Language” Student identifies the author’s purpose (to inform and motivate readers to watch the show), gives an opinion about the author’s purpose being achieved and supports that opinion with 3-4 strong examples.The author’s purpose is to inform us about the host of the show, how many viewers, and when the show began. The author wants readers of this passage to watch the show because the last sentence of the passage tells what day and time the show is aired. I believe the author achieved his goal. The examples from text motivate the reader to watch the show. First, the author also gives us details about a panel of five fifth graders that lend a hand to the grown-up contestants with the subjects they have to tackle. Then, the author states that the grand prize is a million dollars. Finally, the author explains that if you lose, you have to face the camera and say, “I’m not smarter than a fifth grader.” These are very motivating and exciting and could make the reader want to view the show.

2Sample Response The student infers the author’s purpose but does not state explicitly, does not state if the author achieved the purpose but again infers with 1-2 examples.The author wants to tell readers about the show so maybe they’ll watch the show. The author says kid’s help adults win up to one million dollars. If they lose, adults have to say, “I’m not smarter than a fifth grader.” These are good reasons to watch the show.

1 Sample Response Student states the author’s opinion but not purpose and does not give examples.The author likes the new show. The author makes it sound like it’s a lot of fun.

0 Sample Response Student does not answer the prompt.It’s a good TV show.

16. What is the author’s purpose in writing the passage Are You Smarter Than a Fifth Grader? Did the author achieve it? Why or why not? Use examples from the text to support your answer.

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 passage in order to answer the prompt: did the author achieve his/her purpose. Aspects of the Task/Evidence: Aspects/Evidence of the interpretation of the prompt is dependent on explicit textual evidence from the passage. Students must first state the author’s purpose. The author’s purpose in this passage is to inform the readers about the television show Are You Smarter Than a Fifth Grader and can infer the author wants the reader’s to watch the show. Some of these aspects (examples) from the passage to support the author’s purpose could include: (1) 26.5 million viewers watched the premier – the biggest audience in eight years for a premier (2) explaining the objective and prize $1,000,000! (3) how it appeals to kids and adults because fifth graders appear on each episode to lend a hand and (4) what happens to the losing contestant. The passage ends with the day and time of the show.focused and organized, consistently addressing: The sentences vary in length and interest depending on the point the student is making about the topic.

Constructed Response

Interim Assessment Answer Key

Standard RI.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


Question 1 What textual evidence supports the idea that it is important for weather satellites to orbit exactly over Earth’s equator? RI.6.1 B

Question 2 Which statement in the article, Orbits ‘R’ Us, helps explain the purpose of low orbit satellites? RI.6.1 A

Question 3 How does the author help the reader to understand the importance of satellites? RI.6.6 C

Question 4 Which statement best summarizes the central idea of Orbits ‘R’ Us? RI.6.2 B

Question 5 What is the central idea of “Remote Community Gets High-Tech Pharmacy”? RI.6.2 A

Question 6 What could be another appropriate title for the passage? RI.6.2 C

Question 7 What can you infer about Curve Lake’s need for a high-tech pharmacy? RI.6.1 B

Question 8 Which statement does NOT help the reader understand the role PharmaTrust played in helping the community of Curve Lake? RI.6.3

D

Question 9 Which statement is the best example of why the Supreme Court is called “Supreme?” RI.6.3

A

Question 10 What is the central idea of paragraph three? RI.6.2 C

Question 11 Where would you find information in the text Supreme Court and the court hierarchy chart to explain how many court cases actually reach the Supreme Court? RI.6.7 D

Question 12 How does the Court Hierarchy Chart help clarify the passage Supreme Court ? RI.6.6 A

Question 13 Constructed Response RI.6.7

Question 14 What is the author’s purpose for writing “Are You Smarter than a Fifth Grader?” RI.6.2 D

Question 15 How do the three questions at the beginning of the passage contribute to the development of the ideas? RI.6.5 C

Question 16 Constructed Response RI.6.6

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

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InterimStudent Assessment

Name________________________

Interim Assessment2014

Reading Informational Text

nterim6

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Orbits 'R' Us!

When we talk about how Earth and the other planets travel around the Sun, we say they orbit the Sun. Likewise, the moon orbits Earth. Many artificial satellites also orbit Earth. Satellites can orbit Earth's equator or go over Earth's North and South Poles . . . or anything in between. They orbit at a low altitude of just a few hundred miles above Earth's surface orthousands of miles out in space. The choice of orbit all depends on the satellite's job. The two GOES* weather satellites, for example, have the job of keeping an eye on the weather over North America. They need to "never take their eyes off" any developing situation, such as tropical storms brewing in the Atlantic Ocean, or storm fronts moving across the Pacific Ocean toward the west coast of the U.S. Therefore, they are "parked" in what is called a geostationary (gee-oh-STAY-shun-air-ee) orbit. They orbit exactly over Earth's equator and make one orbit per day. Thus, since Earth rotates once on its axis per day, the GOES satellite seems to hover overthe same spot on Earth all the time. A geostationary orbit must be high. It has to go out far enough so that it can travel slowly enough to go around Earth only once per day. On the other hand, satellites whose job is to make maps or study all different parts of Earth's surface need an orbit that comes as close to passing over the North and South Poles as possible. The satellite should be close to Earth's surface (a few hundred miles up) to get a good view with its imaging andmeasuring instruments.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=fZbOWVuUNhHfSM&tbnid=1zkSaO-tPwwU8M:&ved=0CAUQjRw&url=http://paos.colorado.edu/~fasullo/1060/resources/satellites.html&ei=xUeFUqCaNcioiQKyyoCoBg&bvm=bv.56643336,d.cGE&psig=AFQjCNHUTEnyaJ_SfCdlptp9bvNlw2yXyw&ust=1384552596442699


1. What textual evidence supports the idea that it is important for weather satellites to orbit exactly over Earth’s equator?

A. The satellite’s “orbit all depends on the satellite’s job.”

B. Weather satellites “have the job of keeping an eye on the weather over North America.”

C. “They orbit exactly over Earth’s equator and make one orbit per day.”

D. “The satellite should be close to Earth’s surface to get a good view.”

Standard RI.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

2. Which statement in the article, Orbits ‘R’ Us, helps explain the purpose of low orbit satellites?

A. “The satellite should be close to Earth’s surface to get a good view with its imaging and measuring instruments.”

B. “A geostationary orbit must be high.”

C. “The choice of orbit all depends on the satellite’s job.”

D. “They orbit exactly over Earth’s equator and make one orbit per day.”



3. How does the author help the reader to understand the importance of satellites?

A. The author describes two types of satellites.

B. The author informs readers that satellites can orbit high or comes as close to the North and South Poles as possible.

C. The author explains the beneficial purposes of each type of satellite.

D. The author explains what satellites are.


4. Which statement best summarizes the central idea of Orbits ‘R’ Us?

A. Satellites orbit Earth just as the Earth orbits the sun.

B. Satellites orbit Earth for specific reasons.

C. Earth and other planets orbit around the sun.

D. Traveling around a planet or sun is called orbiting.

Standard RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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Remote Community Gets High-Tech Pharmacy The following article is about a small Native American community living in a remote area in northern Ontario, Canada.

Curve Lake is a First Nations community, half an hour north of Peterborough, Ontario.People who live there no longer have to go all the way into the city when they run out of their medicine and need a prescription filled. They can get their medicine from a machine, similar to a vending machine – except that what comes out isn’t pop or candy, it’s pills. Curve Lake gets a lot of snow in the winter. In bad weather, it can be difficult for the community’s residents to get to the nearest pharmacy if they run out of their medication.Now, they can go to the community’s health center and use a type of vending machine. Using a telephone handset and a video screen on the machine, users can speak to a pharmacist (who is located in Oakville, Ontario). “It’s the same experience as when you go to your regular pharmacist,” says Elizabeth Young, a spokesperson for PharmaTrust, the company that put the machine into the healthcenter.


5. What is the central idea of “Remote Community Gets High- Tech Pharmacy”?

A. A company has found a way to provide medication to remote areas.

B. Curve Lake gets a lot of snow in the winter.

C. Users have to present photo ID and a credit card to obtain medication.

D. The whole transaction takes about five minutes.Standard RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6. What could be another appropriate title for the passage Remote Community Gets High-Tech Pharmacy?

A. A First Nations Community

B. Vending Machines

C. Alternative Pharmacy

D. PharmaTrust



7. What can you infer about Curve Lake’s need for a high-tech pharmacy?

A. Curve Lake is a First Nations community.

B. It is difficult for residents to travel in bad weather.

C. Curve Lake is in a remote location.

D. It’s the only way to get medication.


8. Which statement does NOT help the reader understand the role PharmaTrust played in helping the community of Curve Lake?

A. Residents can use a telephone handset and a video screen to speak to a pharmacist.

B. Residents can go to the community health center and use a type of vending machine.

C. Pharma Trust placed a machine in the health center so residents would not have to travel to get their medications.

D. In bad weather it is difficulty for residents to get to a pharmacy.Standard RI6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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The Supreme Court

The Supreme Court heads the judicial branch of the United States government. It is the only court established by the Constitution.

Decisions made by the Supreme Court are usually of national importance. "Equal Justice under Law" is the motto of the Supreme Court.

The wording of the Constitution is complex, so it must be studied and examined carefully. When questions concerning particular laws arise in lower courts, the justices who make up the Supreme Court are responsible for explaining and interpreting the Constitution.

All of the other courts in the United States must follow the ruling or the decision made by the justices of the Supreme Court.

The Constitution also gives the Supreme Court the power to judge whether federal, state, and local governments are acting within the law. The Supreme Court can also decide if a president's action is unconstitutional.

The decisions of the Supreme Court are absolute and final; in contrast, the decisions and judgments reached in lower courts may be appealed or questioned. Thousands of requests for rulings reach the Supreme Court each year. Fewer than one hundred fifty are actually considered and ruled upon.

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Federal District CourtsDistrict courts are the only courts in the federal system in which juries hear testimony in some cases, and most cases at this level are presented before a single judge.

Court of Military AppealsThe Court of Military Appeals hears appeals of military court-martial (when a person who is in the military commits a crime they can be tried and punished by the military courts.)

Court of International TradeThe Court of International Trade hears cases involving appeals of rulings of U.S. Customs offices.

Court of ClaimsThe Court of Claims hears cases in which the U.S. Government is sued.

Federal Courts of AppealWhen cases are appealed from district courts, they go to a federal court of appeals. Courts of appeals do not use juries or witnesses. No new evidence is submitted in an appealed case; appellate courts base their decisions on a review of lower-court records. Between four and twenty six judges sit on each court of appeals, and each case is usually heard by a panel of three judges. Courts of appeals offer the best hope of reversal for many appellants, since the Supreme Court hears so few cases. Fewer than 1 percent of the cases heard by federal appeals courts are later reviewed by the Supreme Court.

State CourtsEach state has a court system that exist independently from the federal courts. State court systems have trial courts at the bottom level and appellate courts at the top. Over 95% of the nation's legal cases are decided in state courts.

Court Hierarchy Chart of the United States


9. Which statement is the best example of why the Supreme Court is called “Supreme?”

A. The decisions of the Supreme Court are absolute and final.

B. The Supreme Court can decide if a president's action is unconstitutional.

C. The Supreme Courts decisions are very important.

D. Thousands of requests for rulings reach the Supreme Court each year.

Standard RI6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

10. What is the central idea of paragraph three?

A. Supreme Court justices interprets the constitution.

B. The constitution is very complex.

C. The Supreme Court examines and explain laws that are confusing to lower courts.

D. The constitution must be studied and examined carefully.



11. Where would you find information in the text Supreme Court and the Court Hierarchy Chart to explain how many court cases actually reach the Supreme Court?

A. Information in the hierarchy chart under Federal District Courts and paragraph five in the Supreme Court.

B. Information in the hierarchy chart under Federal Courts of Appeal and paragraph one in the Supreme Court.

C. Information in the hierarchy chart under State Courts and paragraph six in the Supreme Court.

D. Information in the hierarchy chart under Federal Courts of Appeal and paragraph six in the Supreme Court.


12. How does the Court Hierarchy Chart help clarify the passage Supreme Court ?

A. It allows the reader to understand the relationship between the Supreme Court and other courts.

B. The hierarchy chart explains other court systems in the U.S.

C. The passage Supreme Court does not contain information about other courts.

D. The hierarchy chart gives more detail about the Supreme Court.Standard RI.6.6Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


13. Using the information in the passage Supreme Court and in the Court Hierarchy Chart of the United States explain how the Supreme Court is different than other U.S. Courts.

(teacher only) score _______


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Are You Smarter Than A Fifth Grader?

How many sides does a rhombus have? Which planet is typically the brightest in the night sky? In what month do we observe Columbus Day?

Stumped? Those are just a few of the questions that have challenged adult contestants on the TV quiz show Are You Smarter than a Fifth Grader?

Fox's hit show, hosted by the comedian Jeff Foxworthy, is making the grade with audiences. About 26.5 million viewers tuned in for the premiere, or first show, earlier this year [2007]. It was the biggest audience for a U.S. television premiere in more than eight years.

In each episode, adult contestants are quizzed on a series of questions from their elementary school days. The grown-ups tackle questions in various subjects, including math, science, geography, and social studies.

The player's goal is to answer 10 questions plus a bonus correctly—and then take home $1 million!

But the show has a twist: The players are not alone. Five fifth graders appear on each episode to lend a hand. The kids have their favorite subjects. Ten-year-old Kyle Collier from Los Angeles, California, is fond of math, reading, and history. The show offers up its share of embarrassment for the grown-ups.

If a contestant drops out or answers incorrectly and isn't "saved" by a fifth grader, the player must face the camera and say, "I'm not smarter than a fifth grader." The program airs Thursdays at 8 p.m. Eastern Daylight Time.


14. What is the author’s purpose for writing “Are You Smarter than a Fifth Grader?”

A. The author’s purpose is to encourage the reader to try out for the show.

B. The author’s purpose is to see if the reader is smarter than the average fifth grader.

C. The author’s purpose is to encourage the reader to learn more.

D. The author’s purpose is to inform the reader about the new game show.

15. How do the three questions at the beginning of the passage contribute to the development of the ideas?

A. The questions make the reader laugh.

B. The questions teach the reader about math and science.

C. The questions draw the reader into reading the passage.

D. The questions clarify what the passage will be about.

Standard RI.6.5Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.



16. What is the author’s purpose in writing the passage Are You Smarter Than a Fifth Grader? Did the author achieve it? Why or why not? Use examples from the text to support

your answer. RI.6.6 (teacher only) 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

NotCorrec

tQuestion 1 What textual evidence supports the idea that it is important for weather satellites to orbit exactly over Earth’s equator? RI.6.1

Question 2 Which statement in the article, Orbits ‘R’ Us, helps explain the purpose of low orbit satellites? RI.6.1

Question 3 How does the author help the reader to understand the importance of satellites? RI.6.6

Question 4 Which statement best summarizes the central idea of Orbits ‘R’ Us? RI.6.2

Question 5 What is the central idea of “Remote Community Gets High-Tech Pharmacy”? RI.6.2

Question 6 What could be another appropriate title for the passage Remote Community Gets High-Tech Pharmacy? RI.6.2

Question 7 What can you infer about Curve Lake’s need for a high-tech pharmacy? RI.6.1

Question 8 Which statement does NOT help the reader understand the role PharmaTrust played in helping the community of Curve Lake? RI.6.3

Question 9 Which statement is the best example of why the Supreme Court is called “Supreme?” RI.6.3

Question 10 What is the main idea of paragraph three? RI.6.2

Question 11 Where would you find information in the text Supreme Court and the court hierarchy chart to explain how many court cases actually reach the Supreme Court? RI.6.7

Question 12 How does the Court Hierarchy Chart help clarify the passage Supreme Court ? RI.6.6

Question 13: Constructed Response Circle Final Score RI.6.7 3 2 1 0

Question 14 What is the author’s purpose for writing “Are You Smarter than a Fifth Grader?” RI.6.2

Question 15 How do the three questions at the beginning of the passage contribute to the development of the ideas? RI.6.5

Question 16: Constructed Response Circle Final Score RI.6.6 3 2 1 0


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