pre-assessment for quarter 3 reading informational text teacher directions

1

Pre-Assessment for Quarter 3Reading Informational TextTeacher Directions

Grade

2Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond

Important Information A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 15

2. Students Assessment b. Page’s 16 – 31

This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning 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 teachers directions (pages 1 – 15). Read thedirections before giving the assessment.

Print pages 16 – 31 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.


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 student’s 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




Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

The Adjustment Points (in purple) are the specific pre-assessed key skills.

Grade 4Path to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - APg DOK 2 - APN Standard

Path to DOK 2Informational TextLearning Progressions

Recall and Locate domain-specific words and phrases studied or discussed in a text (basic recall of location).

Understands and uses Academic Standard Language accurately: determine, general, academic, domain, specific, words, phrases, relevant.

Select words to match definitions or cloze structure when meaning is clearly evident. L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),

Use language structures or word relationships to determine targeted word meanings.L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph

Use context to identify the meaning of targeted words/phrases. L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Grade 4DOK - 1 DOK - 2 DOK - 3

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 – Cf DOK 1 – Ch

DOK 2 – Cl DOK 2 - ANs DOK 3 -

CuDOK 3 -

CvDOK 3 -

ANA DOK 3 - ANB Standard


Recall basic facts and particular points in a text (read and discussed in class).

Understands and use Standard Academic Language terms: reasons, evidence, text, support, inference and particular points.

Answer who, what, when, where and how questions about particular points in a text read –discussed in class.

Concept Development:Understands that points are made in a text to clarify or support reasons.

Locates reasons to support particular points made in a text (questions, discussions).

Distinguishes reasons that are relevant or irrelevant evidence to support a particular point in class (i.e., “Does this support what the text says or not?”).

Explains how an author connects points to reasons. “What did the text say to support___?”

Identify the reasons in a new text (not read/discussed) that support a topic

Analyze how the author shows that he/she supports particular points in a text (“Does the author give implicit/explicit evidence?”).

Supports a point with reasons found explicitly in a text (not a point of view). Constructed Response.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.


Continued to next page…DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl DOK 2 - APn


Locate and recall basic facts from two texts on the same topic read and discussed in class.

Understands and uses Standard Academic Language terms: integrate, information, texts, topic, speak, subject, knowledgeably.

Answer who, what, when, where or how questions about two texts on the same topic read and discussed in class.

Concept Development:Understands that information can come from several sources to give the reader a better overall view of a topic.

Summarize similar information from two texts on the same topic (i.e., “How does text #1 approach the facts, details or ideas of ____ compared to text #2?)

Locate similar information about facts and details in two texts about the same topic. (Use a graphic organizer to list facts and details).

Obtain and interpret information from two texts on the same topic using text features: Sidebars Bold Print Captions Subheadings,

etc…


DOK Guide DOK 2 - ANp DOK 2 - ANs DOK 3 - Cu DOK 4 - ANP DOK 4 - SYU Standard


Compare facts from two texts on the same topic (students look for consistencies – or not- about facts between two texts)

Distinguish relevant and irrelevant information from two texts on the same topic.Compare what each text considered relevant – or not about the topic.

Connect similar ideas across two texts on the same topic using supporting evidence. (What is the supporting “thread” between the two texts? – what do both authors mention again and again?).

Gather, analyze, and organize information from two sources on the same topic, reviewing all source information. Criteria: Students organizes the information using his/her own method to support a point.

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Write a summary or a full compositional informational piece about the topic.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


Write and Revise

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

The HSD, Common Formative Assessment (CFA) for quarter three includes three 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 Revised Assessed Categories for Quarter Three

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 Assessment

Quarter Three Preparing for Performance Tasks

The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

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 note-taking form is provided for your students to use for this assessment 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.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions.

1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

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

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

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Rev. Control: 08/01/2013 HSD – OSP and Susan Richmond

Note-TakingTeachers....

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

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

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

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

Important information about note-taking:

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

Reading the questions first and then the 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.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

Based on the information in both articles, what steps would you take to do an archaeology dig at a spot where people might have lived in the past? Describe the process you would follow to learn about these

people, using only the information in the articles. Be sure to include details from both articles.

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


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

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

Research Informational Text Standards:

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

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

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

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

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

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


What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details and examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

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

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

_____________________________________________________________________________

Name_________________ Passage________________ Main Idea _______________

Grade 4

Instruct students to re-read a paragraph or section of the text that has strong text contributions to support a key idea.

Ask, “Does the section or paragraph you chose have a strong statement about the main idea?”

This is a contribution within a key idea about the main idea. (be sure students can identify the main topic).

Have students write ONE brief sentence about the new contribution (key idea ).

1

In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference.

Ask students to look for key details and examples that explain more about the new strong contribution (key idea.)

Key details are reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea.

Example: if the main topic is about dogs and...

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

2

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

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (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.

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

• Main Topic• Contribution (key idea)• Key Details Examples• Again and Again• Conclusions - Summarizing

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

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


What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details or examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

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

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

_____________________________________________________________________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

Name________________ Passage_______________ Main Idea _______________

Grade 4


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.


11. What information can archaeologists find by sifting through a midden? Use details and examples found only in Article 2.

Constructed Response RI.4.8 Research Target #4

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.4.8 Research Target 2Research Target 4: Cites evidence to support ideas (points) or opinions.

Towards Standard RI.4.8 Supports a point with reasons found explicitly in a text.

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

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to cite evidence to support the prompt; what archaeologists can find by sifting through a midden. For sufficient evidence students should cite 3 – 4 examples or details about specific “findings” possible in a midden, citing only information from Article 2 (no extraneous information). Details or examples can include: understanding what was important to people, understanding more about people who left few clues of what they liked or didn’t like and finding information about their clothes, food and tools.

Student “Language” Response Example

2

Student gives at least 3 -4 sufficient examples of the ability to cite evidence to support the prompt.Article 2 was called What’s a Midden? This article was about archaeologists who dig through middens. A midden is trash left over from long ago. Archaeologists can discover lots of information by sifting through a midden like what was important to the people and what they did or didn’t like. Some cultures from long ago did not leave many clues so this information can be very valuable. Archaeologists can also learn more about the clothes, food and tools people had that lived long ago.

1Student gives 1 - 2 limited (with few details) examples of the ability to cite evidence to support the prompt.People who dig up old stuff are called archaeologists. Sometimes they dig up trash to find really old, old stuff that people had a long time ago. They can find clothes and food people had and learn more about them.

0 The students does not give enough evidence of the ability to cite evidence to support the prompt.I have never seen a midden. I think its something to eat.


12. What can a reader learn from Article 1? What can a reader learn from Article 2? Explain your answer using details and examples from both texts.

Constructed Response RI.4.9 Research Target #3

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.4.9 Research Target 3Research Target 3: Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.Toward RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Constructed Response Research Rubrics 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 between relevant and irrelevant information in order (with examples of what a reader could learn from both articles and explaining). Students should be able to recognize relevant information to answer the prompt. What is most relevant for the reader in Article 1? Article 2? Students should have at least 2 examples from each article that show relevance as to what a reader could learn.In Article 1, What’s a Dig, the relevance of what a reader could learn should include details explaining what a dig “is.” Details that are relevant could include: (1) a dig is a project to find out about more about a specific area (2) details about what can be found on a dig (i.e., debris, seeds, clothing).In Article 2, What’s a Midden, the relevance of what a reader could learn should include details that explain what a Midden is (a trash heap from a culture long ago). Details that are relevant could include (1) the definition of a midden (2) how middens came to be (3) and what could be found in a midden.

Student “Language” Response Example

2

The student gives many details but does give 2 sufficient examples or more from each article about the prompt as evidence of the ability to distinguish relevant from irrelevant information I read two article about archeologists. One was called What’s a Dig and the other one was What’s a Midden. I think readers could find out what a dig is and what a midden is by reading the articles.Important information about a dig a reader could learn is that when archeologists want to find out about an area they have a dig – or a project to learn more. Readers can learn a little about what is found on a dig in Article 1 but mostly about the area like what people ate, what plants were there, how the weather was and even fire damage! In the second article What’s a Midden readers would learn that a midden is a garbage pile left by people who lived long ago. People threw things away they didn’t want or need just like we do today. Readers could learn that archaeologists find out a lot about from their trash like the kind of clothes people wore, food they ate and tools the people used long ago.

1The student gives 1 example about each article but no specific details about either article and limited evidence of the ability to distinguish relevant from irrelevant information.One article is about a dig. A dig is finding old objects in the ground. The other article is about a midden. Middens are trash piles people made from many, many years ago.

0Student presents no evidence of the ability to distinguish relevant from irrelevant information about the prompt.A dig is a lot of people digging and they find interesting things.


Question 1 Based on information in Article 1, what is the best definition of an archeologist? RI.4.4 C

Question 2 Archeo is the Greek root word of archeologist. Based on the definition of archeologist in question 1, what does archeo most likely mean? RI.4.4 B

Question 3 Which two words help the reader understand what debris means? RI.4.4 D

Question 4 What does information in paragraph 3 of Article 1 help the reader to understand about archeologists? RI.4.8 A

Question 5 Based on Article 1, what do archaeologists study in addition to people who lived long ago? RI.4.8 B

Question 6 Which details from Article 1, best supports the answer from question #5 above? RI.4.8 C

Question 7 In both Articles 1 and 2, what are archeologist searching for? RI.4.9 A

Question 8 Which of these important ideas about archeologists is found in both Article 1 and Article 2? RI.4.9 B

Question 9 What clues about the past are archeologists looking for in both articles 1 and 2? RI.4.9 D

Question 10 In which paragraph would readers find the best information tounderstand the types of tools archaeologists use? RI.4.9 C

Question 11 Constructed Response RI.4.8

Question 12 Constructed Response RI.4.9

Write and ReviseQuestion 13 Which sentence does not support the main idea of the paragraph? W.4.2.a-b C

Question 14 Which word could be used to replace the word conquerors? L.4.3a B

Question 15 Which sentence shows where the comma should be placed? L.4.2c B

Quarter 3 Pre-Assessment Selected Response Answer Key


Pre-Assessment for Quarter 3Reading Informational Text

Student Copy

Name ____________________

Grade


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two articles about archeologists.As you read, take notes on these sources. Then you will answer several research questions about these two sources. These will help you plan to write an informational essay explaining what steps you would take to do an archaeology dig at a spot where people might have lived in the past?

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

Directions for beginning:You will now read two articles. Take notes because you may want to refer to your notes while you plan your essay. You can refer to any of the sources as often as you like.

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.


Article 1: Basic Archaeology: What's a Dig?

1 One of the main things archaeologists do in their line of work is the dig. This is a project designed to find out more about a specific area and what it was like many, many years ago. Archaeologists might be looking for animal skeletons or plant remains. They might be looking for weather patterns or fire damage.

2 Whatever they're looking for, it usually involves digging. Why? Well, first of all, the wind is constantly blowing fresh dirt and trash all over the world. This airborne debris lands on the ground in tiny layers. After years of these tiny layers building up, what was once on the surface is buried underground. It's not that the ground has really sunk; it's more that more layers have been added on top.

3 So, archaeologists use their pickaxes and their drills and their brushes to find and piece together clues to what happened in an area's past. And the more they find, the more they understand.

4 For instance, by discovering seeds, archaeologists can also discover what kinds of crops the people who lived there grew or, if people didn't live there at all, what kind of wild plants or fruits or vegetables grew there.

5 Also, a dig might turn up fragments of clothing or shoes, giving archaeologists clues to what kind of clothing the people who lived there wore.

6 The basic idea behind the dig is to discover the past.

Grade Equivalence 6.8 Lexile 970

Combined Qualitative & Quantitative Measures Grade 4


Article 2: Basic Archaeology: What's a Midden?

1 It might sound a little silly, but archaeologists can find out a lot about people by looking through their trash.

2 People throw away things because those things aren't important or because the people have too much of those things already. By sifting through the garbage pile of a civilization, archaeologists can find out what was important to those people (or what they had too much of).

3 Why is this important? Sometimes, garbage is all that's left of a people. Especially if that people has been conquered by others, the buildings, tools, and food were probably consumed or destroyed long ago. A people's trash, especially if it was also trash to the invaders, might be left alone, enabling archaeologists to discover more about a people who left few clues to what they liked and didn't like.

4 Did they wear certain clothes? What kinds of food did they eat? What kind of tools did they use or throw away? Answers to all these questions can be found by sifting through a midden.

5 It could also be possible to find out more about a conquered people by searching the midden of their conquerors. Some invaders, not really knowing what's valuable to the people they're conquering, might very well throw away things that are extremely valuable. It is left to archaeologists to find these things and piece together the life stories of people long since conquered. 6 One person's trash could be another person's treasure.

Grade Equivalence 8.0 Lexile 980

Combined Qualitative & Quantitative Measures Grade 4


Name ______________

1. Based on information in Article 1, what is the best definition of an archeologist?

A. An archeologist is a person who looks under many layers of dirt.

B. An archeologist is a person who digs with pickaxes, drills and brushes.

C. An archeologist is a person who studies past human life by digging up the early remains of a culture.

D. An archeologist is a person who looks for animals

skeletons or plant remains.

2. Archeo is the Greek root word of archeologist. Based on the definition of archeologist in question 1, what does archeo most likely mean?

A. last or ending

B. first or beginning

C. final

D. most recent

Toward RI.4.4 DOK 1 - CeSelect words to match definitions or cloze structure when meaning is clearly evident.

1

Toward RI.4.4 DOK 1 - APgUse language structures or word relationships to determine targeted word meanings.

2


Toward RI.4.4 DOK 2 - APnUse context to identify the meaning of targeted words/phrases.

3. Which two words help the reader understand what debris means?

A. buried dig

B. layers wind

C. surface ground

D. dirt trash

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4. What does information in paragraph 3 of Article 1 help the reader to understand about archeologists?

A. what types of tools they must use

B. how long it takes to complete a dig

C. how many clues are found at each dig

D. what they learn about people from the past

Toward RI.4.8 DOK 2 - ClLocates reasons to support particular points made in a text (questions, discussions).

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5. Based on Article 1, what do archaeologists study in addition to people who lived long ago?

A. The reasons an area became full of debris long ago

B. The general conditions in an area long ago

C. The governments of the people long ago D. The ways people worked together long ago Toward RI.4.8 DOK 2 - ANs

Distinguishes reasons that are relevant or irrelevant evidence to support a particular point in a text.

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6. Which details from Article 1, best supports the answer from question #5 above?

A. “It's not that the ground has really sunk; it's more that more layers have been added on top.”

B. “And the more they find, the more they understand.”

C. “For instance, by discovering seeds, archaeologists can also discover what kinds of crops the people who lived there grew or, if people didn't live there at all, what kind of wild plants or fruits or vegetables grew there.”

D. The ways people “Also, a dig might turn up fragments of

clothing or shoes, giving archaeologists clues to what kind of clothing the people who lived there wore.” Toward RI.4.8 DOK 3 - ANB

Supports a point with reasons found explicitly in a text (not a point of view). Constructed Response.

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7. In both Articles 1 and 2, what are archeologist searching for?

A. objects from the past

B. midden from long ago

C. seeds and crops used by people and cultures from long ago

D. valuable objects

8. Which of these important ideas about archeologists, is found in both Article 1 and Article 2?

A. Archaeologists dig in the ground because old objects are found underground.

B. An archaeologist’s job is to learn about what things were like in the past.

C. An archaeologist has to work slowly and carefully so that clues are not damaged.

D. Archaeologists learn a lot about the past by digging in buried trash.

Toward RI.4.9 DOK 1 - CfAnswer who, what, when, where or how questions about two texts on the same topic read and discussed in class.

Toward RI.4.9 DOK 2 – CiSummarize similar information from two texts on the same topic (i.e., “How does text #1 approach the facts, details or ideas of ____ compared to text #2?)

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Toward RI.4.9 DOK 3 – CUConnect similar ideas across two texts on the same topic using supporting evidence. (What is the supporting “thread” between the two texts? – what do both authors mention again and again?).

Toward RI.4.9 DOK 4 – SYUIntegrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Write a summary or a full compositional informational piece about the topic.

9. What clues about the past are archeologists looking for in both articles 1 and 2?

A. Archaeologists might be looking for animal skeletons and weather patterns or fire damage.

B. Archaeologists might discover more about a people who left few clues to what they liked and didn't like.

C. The kind of tools they used or threw away.

D. Archaeologists might turn up fragments of clothing giving clues to a certain kind of clothing the people wore.

10. In which paragraph would readers find the best information to understand the types of tools archaeologists use?

A. Article 1, Paragraph 4

B. Article 2, Paragraph 3

C. Article 1, Paragraph 3

D. Article 2, Paragraph 1

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11. What information can archaeologists find by sifting through a midden? Use details and examples found only in Article 2.

Toward RI.4.8 DOK 3 - ANBSupports a point with reasons found explicitly in a text (not a point of view).

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12. What can a reader learn from Article 1? What can a reader learn from Article 2? Explain your answer using details and examples from both texts.

DOK 4 – SYUIntegrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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13. Read the paragraph below. (Write and Revise W.4.2a-b)

Did they wear certain clothes? What kinds of food did they eat? I think archaeologists work very hard. What kind of tools did they use or throw away?

Which sentence does not support the main idea of the paragraph?

A. Did they wear certain clothes?

B. What kinds of food did they eat?

C. I think archaeologists work very hard..

D. What kind of tools did they use or throw away?

14. It could also be possible to find out more about a conquered people by searching the midden of their conquerors. (Write and Revise L.4.3.a)

Which word could be used to replace conquerors?

A. friends

B. invaders

C.protectors

D.neighbors


15. Read the sentence below. (Write and Revise L.4.2c)

Well first of all there is always the danger of breaking an old object during a dig.

Which sentence shows where the commas should be placed?

A. Well first of all, there is always the danger of breaking an old, object during a dig.

B. Well, first of all, there is always the danger of breaking an old object during a dig.

C. Well first of all, there is always the danger of breaking an old object, during a dig.

D. Well first of all there is always,s the danger of breaking an old, object during a dig.


STOPClose your books and wait for instructions!


StandardRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.4

DOK 1 - CeI can find words meanings.

DOK 1 - APgI can use parts of words to determine word meaning.

DOK 2 - APnI can use context to identify the meaning of words or phrases.

DOK 2 - ANs

I can decide which reasons are relevant or irrelevant to support a particular point in a text.

DOK 3 - ANB

I can support a point with reasons found explicitly in a text.

StandardRI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

DOK 2 - Cl

I can find reasons to support points in a text.

DOK 1 - Cf

I can answer questions about two texts on the same topic.

DOK 3 – CUI can connect similar ideas in two texts on the same topic using supporting evidence.

StandardRI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

DOK 2 – Ci

I can summarize similar information from two texts on the same topic .

Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.

Color your scores blue.0 1 2 3

What information can archaeologists find by sifting through a midden? Use details and examples found only in Article 2.

0 1 2 3What can a reader learn from Article 1?What can a reader learn from Article2? Explain your answer using detail and examples from both texts.

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Write and ReviseWrite and Revise questions are components of constructed response preparation.

W.4.2.a-bRead the paragraph. What sentence does not belong?

L.4.3.aChoose a word to replace the underlined word.

L.4.2cSelect the sentence that shows the correct placement of the commas.

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DOK 4 – SYUI can Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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pre-assessment for quarter 3 reading informational text teacher directions

Documents

constructed response

constructed response

selected response questions

selected response answers

short response

selected response quarters

students assessment

answers questions