1 Grade 5 Teacher Directions C ommon F ormative A ssessment Quarter One Reading Informational Text...

1

Grade 5Teacher Directions

Common Formative Assessment

Quarter One

Reading Informational Text

2Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond

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 material is intended for assessing reading informational standards RI - 1,2 and 3 at the end of quarter 1. Do NOT allow students to read the passages before the assessment.

C. Student scores can be recorded on the (1) Learning Progressions Checklist (in the last box) or student scores can also be recorded on the (2) Class Assessment Summary Sheet (enter the total number of correct selected responses for each standard). Each constructed response receives a score from 0 – 3.

Printing Instructions…

Decide on the primary way to use this booklet, then choose one of the following ways to print this material.

You can print the entire 26 pages – then divide it into two sections (teacher and student). This would be a regular 8 ½ X 11 sheet for students per page.

OR…

Send to the HSD Print Shop:

Print Shop instructions for Small Student Booklet Format.

Print pages 10– 27 in booklet format.

• Set print driver properties to - - Original size 8 ½ x 11

• Paper size = 11x17

• Print type = Small Student Booklet


Directions for Common Formative Assessment

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-Readers or Far Below Grade Level: (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.

Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension.

Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers.

When scoring.... ....(Assessment Class Summary Sheet)

• When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5) on the Assessment Class Summary Sheet.

• Each constructed response receives a score from 0 – 3 as indicated by the constructed response rubric.

• DO NOT write recommendations for the student as to why a score was incorrect in their test booklet. It is important for students to reflect on their own answers (after the tests have been scored) on the reflection sheet (last page of student booklet).

• Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 26.

• The last page in the student booklet is a reflection page (page 27). This last page activity is invaluable for understanding how to differentiate student instructional needs.

• Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include:

• What did you not understand about the question?• Underline words you did not understand.• Rewrite the question to what you think it is asking


SBAC Reading AssessmentConstructed Response General Template

3

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

2

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 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.


3

Sample Response “Student Language”Some human behaviors lead to pollution . In the passage Pollution, several examples were given. One example was how human behavior can cause air pollution. Air pollution can be factory smoke and car exhaust. When factory smoke and car exhaust mix together it creates yet another but new pollutant called secondary pollution. A second example was noise pollution created by cars, airplanes, factories and underwater sonar. All things people use and create! Finally a third example was soil and water pollution. When people put chemicals in the soil it can pollute our water making it dangerous to drink. Human behaviors are responsible for many pollution problems.

2Sample ResponseHumans can cause pollution that hurt us and animals. When people put bad chemicals in the ground it can leak to the ocean and hurt whales. Pollution isn’t good. I think people who pollute should get a ticket.

1Sample ResponseI saw someone put trash in the lake when I went fishing. That is polluting the water. I do like to fish though.

0 Sample Response (Has nothing to do with the prompt)I went to a football game. It was really noisy.

8. Identify at least three human behaviors that lead to pollution.

Scoring: “Teacher Language”Gives essential elements of a complete interpretation of the prompt. Students answers should show a correct interpretation of the prompt/question: addressing human behaviors that lead to pollution. Addresses many aspects of the task and provides sufficient relevant evidence to support development: students mention at least three behaviors that lead to pollution. Sufficient evidence can include air, soil, noise and light pollution with examples of each including: three of five examples of human behaviors that lead to pollution:-air pollution: factory smoke and car exhaust -soil/water pollution: pesticides and harmful chemicals-noise pollution: noises from cars, airplanes and factories, underwater sonar -light pollution: artificial light from roadside signs, stadium lights, headlights, street lamps.Student is focused and organized, consistently addressing the purpose, audience, and task –students do not insert personal opinions or arguments that change the general interpretation of theprompt. Answers are consistently focused on human behaviors that lead to pollution. Student

includessentences of varied length and structure depending on the specific fact being addressed.

Constructed Response RI.5.1 Quarter 1 CFA Constructed Response Answer Key


3Sample ResponseWhales can be impacted by sound pollution. In addition, noise from underwater sonar, can confuse whales. It affects their communication, navigation and reproduction. Another kind of pollution that might affect whales is soil pollution. Dangerous chemicals can leak into the soil and run into water sources, including the ocean. Exposure to these chemicals might be dangerous for whales. As you can see, water and sound pollution have a negative impact on whales’ habitat.

2Sample ResponseWhales live in the ocean. The ocean is their environment. If a whale’s environment is not good it can hurt the whale. I think noise that is too loud can make the whale confused. Even dirty water can hurt the whales.

1Sample ResponsePollution is bad for the environment. It can hurt people and animals like whales. Whales do not like pollution.

0 Sample Response (Has nothing to do with the prompt)Swimming in dirty water is not fun.

9. Explain which and how two types of pollution negatively impact the environment in which whales live.

Scoring: “Teacher Language..”Gives essential elements of a complete interpretation of the prompt, student answers should show a correct interpretation of the prompt/question. Addressing which and how pollution negatively impacts whales’ environments. Student Addresses many aspects of the task and provides sufficient relevant evidence to support development which may include how both water and sound pollution can impact whales and specifics about each. Specific details could include how sound pollution such as underwater sonar, confuses whales and affects their communication, navigation and reproduction. Specific details about the affects of chemicals leaking from the soil into the ocean would be another negative impact in the whales’ environment. However; the passage do not specifically state how chemicals leak into the ocean, but this could be an inference. Student is focused and organized, consistently addressing the purpose, audience, and task –students do not insert personal opinions or arguments that change the general interpretation of the prompt. Answers are consistently focused on how pollution impacts whales’ environments. Student includes sentences of varied length and structure depending on the specific fact being addressed.

Constructed Response RI.5.3

Quarter 1 CFA Constructed Response Answer Key


3Sample Response “Student Language”Nomads are people who traveled from place to place and knew how to hunt and gather food growing in the wild. They needed to move in order to find more food. As time went on, they began to learn how to grow their own food through agriculture. Due to this fact, they began to settle near water in order to grow crops to feed both their animals and themselves. Once they had learned how to grow crops, they didn’t need to move as often and became farmers.

2 Sample Response Nomads traveled to find food. They didn’t know how to grow food. When they learned how to grow food they settled down in places for longer periods of time.

1 Sample Response Nomads traveled from place to place. Farmers grow food.

0 Sample Response (has nothing to do with prompt)They used water to grow crops.

18. Based on information found in “From Nomad to Famer”, write a paragraph that explains how nomads became farmers. Use specific details from the text to justify your explanation.

Scoring: “Teacher Language..”Student gives essential elements of a complete interpretation of the prompt. Students answers should show a correct interpretation of the prompt/question (addressing how nomads became farmers ). Students address many aspects of the task and provide sufficient relevant evidence to support development of the prompt – how nomads from Early times became more settled in groups or tribes. Other aspects should include details of how nomads were able to stay in one place for a longer period of time. Some of these details were the ability to grow and raise animals and use natural resources to build homes and provide clothing. Students are focused and organized, consistently addressing the purpose, audience, and task –students do not insert personal opinions or arguments that change the general interpretation of the prompt. Answers are consistently focused on “change” from nomad to farmer. Student includes sentences of varied length and structure depending on the specific fact being addressed

Constructed Response RI.5.2

Quarter 1 Pre-Assessment Constructed Response Answer Key


Quarter CFA Selected Response Answer Key

Question 1 What are the two main types of air pollution? 5.1 B

Question 2 Why does noise from underwater sonar equipment confuse whales? 5.1 D

Question 3 What does the word exhaust mean in the passage? RI.5.1 C

Question 4 What are the two main ideas from the passage? 5.2 B

Question 5 Which of the following sets of details support that pollution is harmful to the environment? 5.2 A

Question 6 How does accidental spillage and purposeful dumping lead to water pollution? 5.3 D

Question 7 According to the passage, which kind of pollution can cause high blood pressure? 3 C

Question 8 Constructed Response 5.1


Question 10 Which statement best explains the meaning of the word nomad in the text? RI.5.1 B

Question 11 Which sentence supports the idea that it was important to establish villages near sources of water? 5.1 D

Question 12 Choose the statement that best summarizes the passage, “From Nomad toFarmer.” RI.5.2 B

Question 13 Which sentence could be added to paragraph two? RI.5.2

Question 14 What can you infer about how cultural regions developed from the last paragraph? RI.5.3 C

Question 15How might the Ice Age have impacted migration to North America? RI.5.3 D

Question 16How did people adapt to different cultural regions? RI.5.3 A

Question 17Which statement best supports that learning to grow food and raise animals had an impact on the nomads of North America? RI.5.2

B


10

Grade 5

Common Formative Assessment

Name_________________

Reading Informational Text

Quarter One


Pollution

There are many kinds of pollution. Some kinds of pollution affect the air, soil, and water. Other pollution is in the form of noise and light.

Air pollution is caused by microscopic bits of trash, droplets of liquid or harmful gases in the air. Breathing air with these types of debris is harmful. There are two main types of air pollution: primary and secondary. Primary pollutants enter the air directly. Some examples of primary pollutants are smoke from factories or car exhaust. Secondary pollutants are chemicals that mix together to dirty the air. For example, exhaust smoke from vehicles mixes with factory smoke to form dangerous combinations.

Soil pollution is caused when harmful chemicals get into soil. These chemicals seep into soil through accidental spillage or purposeful dumping. Pesticides or chemicals used to kill insects, leak from holding tanks, and oil leaks into underground water supply systems. Water pollution can have a far-reaching impact on the environment. Some scientists believe that water pollution is the largest cause of death and disease in the world. Some other forms of pollution are not as well known. Noise and light pollution also have negative effects on the environment. Noise pollution is caused by the loud sounds made by cars, airplanes, and factories.

EnglishforEveryone.org

12

Pollution

People who are exposed to loud noises for long periods of time can suffer from high blood pressure, heart problems, sleep disturbances, and hearing problems. In animals, noise pollution can cause communication and reproductive problems. For some animals, noise can even affect the ability to navigate, or find the way to breeding grounds or away from harm. Noise from underwater sonar equipment has been known to confuse whales. When a whale responds to the sonar as if it were another whale, it may become beached along a shore, unable to swim back into the ocean.

Pollution from artificial light is caused by glowing roadside signs, bright stadium lights; headlights from cars, and street lamps. Long-term exposure to these sources of lighting has negative health effects on both people and animals. In humans, artificial lighting has been known to cause high blood pressure. It can also affect sleeping and waking rhythms, as well as the body’s natural ability to fight illness. In animals, artificial lighting can affect sleeping and waking rhythms, navigation, and reproduction.

No one can accurately predict the timing and effects of pollution on Earth. Scientists can agree that pollution affects people, animals, and the climate on Earth.


Name ______________

1. What are the two main types of air pollution? RI.5.1

A. Two main types of air pollution are factory smoke and car exhaust.

B. Two main types of air pollution are primary and secondary.

C. Two main types of air pollution are secondary and tertiary.

D. Two main types of air pollution are pesticides and chemicals

2. Why does noise from underwater sonar equipment confuse whales? RI.5.1

A. Other pollution is in the form of noise and light.

B. Scientists agree that pollution affects people, animals and climate on Earth.

C. Noise pollution can cause reproductive problems.

D. Whales respond to the sonar as if it were another whale.


4. What are the two main ideas from the passage? RI.5.2

A. Pollution has a negative affect on animal communication and water quality.

B. There are many kinds of pollution and they impact people, animals and climate on Earth.

C. Noise and light pollution have negative effects on the environment.

D. The two main types of air pollution are primary and secondary.

3. What does the word exhaust mean in the passage? RI.5.1

A. The word exhaust in the passage means the accidental spillage or purposeful dumping.

B. The word exhaust in the passage means to use up completely.

C. The word exhaust in the passage means the escape of steam or gases from an engine.

D. The word exhaust in the passage means to drain of strength or energy.


6. How does accidental spillage and purposeful dumping lead to water pollution? RI.5.3

A. Water pollution is the leading cause of death and disease.

B. Pollution can affect the air, soil and water.

C. Water pollution can have a far reaching impact on the environment.

D. Harmful chemicals seep into the soil and then run off into the water supply.

5. Which of the following sets of details support that pollution is harmful to the environment? RI.5.2

A. Some kinds of pollution affect soil, air and water.

B. People exposed to loud noises for long periods of time have health problems.

C. Light pollution can affect sleeping and waking rhythms.

D. Breathing in polluted air is harmful.


7. According to the passage, which kind of pollution can cause high blood pressure? RI.5.3

A. noise pollution

B. artificial light pollution

C. air pollution

D. soil pollution

8. Identify at least three human behaviors that lead to pollution. RI.5.1

(Teacher Only) Final Score_____


9. Explain which and how two types of pollution negatively impact the environment in which whales live. Use details from the text. RI.5.3 RI.5. (Teacher Only) Final Score_____


From Nomad to Farmer1 Many historians and scientists believe that the earliest people in North America may have traveled here from the continent of Asia many thousands of years ago. At that time, Earth was experiencing an Ice Age. Much of the water that separates the northern parts of Asia and North America would have been frozen at the time. It may have formed an ice bridge that people were able to walk across. Perhaps they were hunters following their food. Perhaps they were adventurous and wanted to explore. We do not know for sure. Their migration to North America, however, may make them the ancestors of the people we call Native Americans.

2We do know that the earliest North Americans were nomads. They

traveled from place to place instead of settling in one place. Eventually, these nomads began to establish permanent settlements. They had already learned to gather plants growing in the wild. After a time, they began to learn about agriculture. Agriculture is raising plants and animals for human use. With more reliable sources for food, they didn’t need to move around so much.

3As they began to look for more permanent homes, they paid

attention to the resources of specific locations. They wanted to live near water sources, such as streams or rivers. This helped ensure that they could water their crops and take care of the water needs of humans and animals. It’s not surprising, then, to discover that most early villages were located very close to water sources.

19

From Nomad to Farmer

4 People moved around less often than before. However, they were still slowly migrating to other areas. Every time a group or tribe moved into a different natural environment they had to adapt to the climate and resources of that area. The clothing they wore, the kind of houses they built and even the kind of food that they ate depended upon the region in which they lived. Over time, four major cultural regions developed in North America: the Eastern Woodlands, the Great Plains, the Pacific Northwest, and the Desert Southwest.


10. Which statement best explains the meaning of the word nomad in the text? RI.5.1

A. People who established permanent settlements.

B. People who traveled from place to place instead of settling in one place.

C. People who were adventurous and wanted to explore.

D. People who learning about agriculture.

11. Which sentence supports the idea that it was important to establish villages near sources of water? RI.5.1

A. Early settlers wanted to live near streams and rivers.

B. Water separates northern Asian and North America.

C. Most early villages were located near water.

D. Living near water ensured that crops could be watered and the needs of

humans and animals could be met.


12. Choose the statement that best summarizes the passage “From Nomad to Farmer.” RI.5.2

A. Early people were nomads, but after learning how to grow crops began to settle in one place for longer periods of time.

B. Nomads began to grow crops.

C. Settling near water was important in order to grow crops and care for animals.

D. There are four major cultural regions in North America; the Eastern Woodlands, the Great Plains, the Pacific Northwest, and the Desert Southwest.

13. Which sentence could be added to paragraph two? RI.5.2

A. Early people came to North America probably through Asia.

B. Raising plants and animals gave people a continued food source.

C. Nomads settled in all four cultural regions.

D. It makes sense that most villages were by rivers and streams.


14. What can you infer about how cultural regions developed from the last paragraph? RI.5.3

A. People did not move as often as before.

B. People were very slow to migrate to different areas.

C. When a group or tribe adapted to an area they were able to remain for longer periods of time.

D. People used the natural resources from different cultural regions.

15. How might the Ice Age have impacted migration to North America? RI.5.3

A. Many historians and scientists believe early people migrated to North America from Asia.

B. People were adventurous and wanted to explore.

C. There was water between Asia and North America.

D. An ice bridge may have formed for people to walk over.


16. How did people adapt to different cultural regions? RI.5.3

A. The climate and natural resources of a cultural region determined the food, clothing and homes they needed.

B. People adapted to different cultural regions.

C. When people moved to different cultural regions they began to change.

D. Each cultural region had its own climate and natural resources.

17. Which statement best supports that learning to grow food and raise animals had an impact on the nomads of North America? RI.5.2

A. Growing crops and raising animals created healthier people.

B. Learning how to grow crops and raise animals allowed nomads to remain in one area for a longer period of time.

C. Nomads were able to live near water sources like rivers and streams.

D. Nomads were able to gather plants growing in the wild.


18. Based on information from “From Nomad to Famer,” write a paragraph that explains how nomads became farmers. Use specific details from the text to justify your explanation. RI.5.2

(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 1What are the two main types of air pollution?

Question 2Why does noise from underwater sonar equipment confuse whales? 5.1

Question 3What does the word exhaust mean in the passage?

Question 4What are the two main ideas from the passage?

Question 5Which of the following sets of details support that pollution is harmful to the environment?

Question 6How does accidental spillage and purposeful dumping lead to water pollution?

Question 7According to the passage, which kind of pollution can cause high blood pressure?

Question 8: Constructed Response Circle Final Score 3 2 1 0


Question 10Which statement best explains the meaning of the word nomad in the text?

Question 11Which sentence supports the idea that it was important to establish villages near sources of water?

Question 12Choose the statement that best summarizes the passage, “From Nomad to Farmer.”

Question 13Which sentence could be added to paragraph two?

Question 14What can you infer about how cultural regions developed from the last paragraph?

Question 15How might the Ice Age have impacted migration to North America?

Question 16How did people adapt to different cultural regions?

Question 17Which statement best supports that learning to grow food and raise animals had an impact on the nomads of North America?



Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

1 Grade 5 Teacher Directions C ommon F ormative A ssessment Quarter One Reading Informational Text...

Documents

Transcript of 1 Grade 5 Teacher Directions C ommon F ormative A ssessment Quarter One Reading Informational Text...