Pre-Assessment for Quarter 2 Reading Informational Text

1

Pre-Assessment for Quarter 2Reading Informational Text

Grade

2Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

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

1. Teacher’s Resourcesa. Page 1 – 10

2. Students Assessment (for students who read independently)-(to be printed in a booklet form)b. Page’s 11 – 26

B. This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. 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

C. Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name.

Printing Instructions…

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

You can just print this entire 26 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page.

OR…

You might do the following by sending them to your Print Shop:

Print Shop instructions…

Print pages 11 – 26 in a Small Student Booklet format.

• Set print driver properties to - - Original size 8 ½ x 11• Paper size = 11x17• Print type = Small Student Booklet


Directions for Pre-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-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

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.... (Class Learning Progressions Checklists)

When students have finished the entire pre-assessment mark each selected response question as correct or incorrect and the constructed response score ONLY with a number from 0 – 3.

Write and Revise Scoring... (Please Read Page 4).

A special section for Write and Revise selected response questions have been added to the second quarter pre-assessment. Write and Revise is NOT on the Class Learning Progressions Checklists (as these are reading informational text only) or the Class Assessment Summary Sheet.

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

Student Self-Check Written in “I Can...”Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points.

The last page in the student booklet is a reflection page. 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


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 two 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 21. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Twoa. 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)

Quarter 31. Students write expanded constructed responses and move toward “Full

Compositions.”

Quarter 42. Students respond to a prompt requiring integrative research as part of a

“Performance Task” evidenced by a full composition, speech or visual display.


Quarter Two 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 4DOK - 1 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

Recall basic facts about events, ideas or concepts in a text (read and discussed in class) specific to the structure being studied.

Define text structures as appropriate to the text (standard academic language) (chronology, comparison, cause/effect, and problem/solution).

Answer event, idea, concept or informational questions which involve locating answers within the specific structure type being studied.

Conceptual DevelopmenExplain the purpose of chronology, comparison, cause/effect and problem/solution text structures.

Identify and Give Examples of each of these text structures: Chronology Comparison Cause/effect Problem/solution

interpret events, ideas, concepts or information for a specific purpose, (e.g., essay, report) within a specific text structure (shows understanding of using semantic clues).

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Grade 4Path to DOK - 1 Path to DOK - 2 Path to DOK - 3

continued on next pageDOK Guide DOK – 1 Ka DOK – 1 Kc DOK – 1 Cd DOK – 2 Ch DOK – 2 Cl DOK – 2 APo DOK – 2 ANp DOK – 3 Cu DOK - 3 Cw

Path to DOK 3,4Informational TextLearning Progressions

Recall facts from a first and secondhand account of the same event or topic (previously read in class).

Define (understand the meaning of) standard academic language terms: compare, contrast, firsthand/secondhand account, perspective, point of view, bias and focus.

Answer who, what, where, when or how questions about a first and secondhand account of the same event or topic.

Concept DevelopmentIdentify a first person or second person account of an event or topic.

Identify the focus of a first person account of an event or topic.Identify the focus of a second person account of an event or topic.

Obtain specific information from a first person account.Obtain specific information from a second person account.

Categorize similarities and differences in facts from a firsthand and a secondhand account (graphic organizer).

Connect ideas about a topic or event between a first and secondhand account using specific examples from a text.

Explain how a firsthand account and a secondhand account could influence how readers interpret an event or topic.

GRADE 4Path to DOK - 3 Path to DOK – 4

continued from previous page End Goal

DOK Guide DOK 3 – Anz DOK 3 - EVD DOK 4 - ANN DOK 4 – EV4 DOK 4 - SYU StandardPath to DOK 3,4Informational TextLearning Progressions

Analyze the differences between a first and secondhand account of the same event or topic (categorize, list).

Compare and contrast a firsthand and secondhand account in order to evaluate which has the most impact. Explain why.

Analyze multiple sources of evidence from first and secondhand accounts about the same event or topic.

Evaluate relevancy, accuracy and completeness of information from multiple sources of first and secondhand accounts.

Synthesize multiple firsthand and secondhand accounts of the same event or topic for the purpose of drawing a conclusion about a topic or event.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Grade 4Path to DOK - 1 Path to DOK - 2 Path to DOK - 3

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 – Cf DOK 2 – Ch DOK 2 – Cl DOK 2 – APn DOK 3 – C? DOK 3 – AN? StandardPath to DOK 3Informational TextLearning Progressions

Locate or recall basic facts and details on a chart, graph, diagram, time line, animation or interactive elements (previously read and discussed in class).

Define (understand the meaning of…) standard academic language terms: relevant, interpret, contributes, presented, and visual information (charts, graphs, etc...).

Answer who, what, when, where questions about information presented in different visual formats.Answer questions explaining how information helps the reader to understand a text.

Concept DevelopmentExplain how text features found in visual, oral or quantitative charts, graphs, diagrams, time lines, animations or interactive elements contribute to locating information about a topic.

Interpret information found in charts, graphs, diagrams, time lines, animations or interactive elements for a specific purpose (i.e. answering a question).

Show the ability to use and obtain information independently found in text features such as; charts, graphs, diagrams, time lines, animations or interactive elements (new materials not read or discussed in class).

Select supporting details in a visual representation as evidence of a central idea.

Categorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears


Scoring Directions:For students who read independently, record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score.

Class Learning Progressions Checklist (for pre-assessments)

Assessment Summary Sheet (for Pre-Assessment and CFA)

Grade 4DOK - 1 DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard

Path to DOK 2Informational TextLearning Progressions

Recall basic facts about events, ideas or concepts in a text (read and discussed in class) specific to the structure being studied.

Define text structures as appropriate to the text (standard academic language) (chronology, comparison, cause/effect, and problem/solution).

Answer event, idea, concept or informational questions which involve locating answers within the specific structure type being studied.

Conceptual DevelopmenExplain the purpose of chronology, comparison, cause/effect and problem/solution text structures.

Identify and Give Examples of each of these text structures: Chronology Comparison Cause/effect Problem/solution

interpret events, ideas, concepts or information for a specific purpose, (e.g., essay, report) within a specific text structure (shows understanding of using semantic clues).

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.


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 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 succinctly show their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.


3Sample Response Note: This is “student talk” or how students may write about the topic.Student identifies both first and second-hand accounts and gave examples of each.A Field Trip to Everglades Safari Park is a first-hand account. The boy is telling about what he saw and experienced himself, including how it made him feel. Take Your Class to the Everglades Safari Park is a second-hand account. The author of this passage is explaining about someone else. The author says that students enjoy the Alligator Show and that many schools visit the park each year.

2Sample Response Student identifies the first and second-hand accounts but gave an example of only one.There are two different stories about a safari park. The first story is someone telling about why you should come to the park. That is second-hand telling. The other story tells about how a boy likes the park. That is first telling.

1 Sample Response Student defined first and second-hand accounts but gave no examples from text.A first-hand account is what I did and a second-hand is what someone else did.

0 Sample Response (Student writing has little or nothing to do with the question.)I saw a huge alligator myself!

8. You have read both passages about the Everglades Safari Park. Explain which passage is written in a first-hand account and which passage is written in a second-hand account. Give examples from the texts to support your answers.

Scoring [Notes: Teacher and Rubric Language:] Note: This is “teacher talk” or what a teacher would like to see.Essential Elements: The essential element of the prompt is students’ focusing on identifying the first-second hand accounts and giving examples of each.Aspects/Relevant Evidence: Aspects of the essential elements include identifying the first and second hand accounts and supplying evidence of each. Evidence should include stating an understanding of first and second hand accounts (i.e., this is a first hand account because the person who experienced the event is writing about what he/she saw “first-hand,” or the author writing about a topic/event not experienced personally, as a “second-hand” account.) Examples could include for the first person account of Field Trip to Everglades Safari Park, sentences or details using “I...(i.e., saw, experienced, etc...) and in the second hand account Take Your Class to the Everglades Safari Park, examples could include that the author is basing his writing on words or ideas from an original source (i.e., many students visit the park each year – your students will enjoy the show).Organization: Students write only about the prompt/topic and do not include sentences, details or ideas that do not support the prompt specifically. Sentences vary in length and structure.

Constructed Response

Quarter 2 Pre-Assessment Constructed Response Answer Key


3Sample Response Note: This is “student talk” or how students may write about the topic.Student listed very specific details from both the charts and environmental examples.American Alligators can be found in several states in the United States. The states listed on the Distribution Charts include Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina, Texas and Virginia. Florida and Louisiana though have the most American Alligators. These states have swamps, marshes and other bodies of water. American Crocodiles can also be found in the state of Florida where it is a topical climate. The crocodiles though live most in South America where it is warm. This includes Mexico, Colombia, Ecuador. Crocodiles also live in Cuba and Puerto Rico!

2Sample Response Student listed some details about where alligators and crocodiles live.American Alligators and Crocodiles like warm places. Alligators live in the United States in many states that are closer to South America. Crocodiles live mostly in South America. Both like tropical climates.

1 Sample Response Students listed few specific details.Alligators and Crocodiles live all over the world where it is very hot.

0Sample Response (Student writing has little or nothing to do with the question.)I saw some at a zoo one time. They are big and have big teeth too!

12 Using the Distribution Charts, explain where American Alligators and American Crocodiles can be found. Describe the environment of each using only details from the charts.

Scoring [Notes:”Teacher and Rubric Language:] Note: This is “teacher talk” or what a teacher would like to see.Essential Elements: The essential elements of the prompt include explaining where a person would find American Alligators/Crocodiles. The environment of each should be listed to match the charts precisely (no extraneous information).Aspects/Relevant Evidence: Aspects of the essential elements would be specific details gathered from the charts and where alligators and crocodiles can be found. Evidence could include names of states or continents. Other aspects would include specific habitats mentioned in the charts (i.e., swamps, marshes, etc...).Organization: Information should be organized to make sense and be parallel with the prompt. Personal experiences or details/background knowledge of alligators or crocodiles should not be included. Sentences vary in length and structure.

Constructed ResponseQuarter 2 Pre-Assessment Constructed Response Answer Key


Question 1 How is an alligator’s fourth tooth different than a crocodile’s? RI.4.5 B

Question 2 What text structure is the passage “What are the Differences Between Alligators and Crocodiles?”, written in? RI.4.5 B

Question 3 What is the best way to organize facts about the passage, “What are the Differences Between Alligators and Crocodiles?” in order to plan an essay? RI.4.5

A

Question 4 After reading both passages, what was the focus of the first person account of the Everglades Safari Park? RI.4.6 C

Question 5 Who would be most likely to read the second hand account about the Everglades Safari Park? RI.4.6 D

Question 6 Why would the first hand account about the Everglades Safari Park impact students more than the second hand account? RI.4.6 A

Question 7 Based on “What are the Differences Between Alligators and Crocodiles?” and the first and second hand accounts of the Everglades Safari Park, what conclusion can you reach about the Florida Everglades habitats for alligators and crocodiles? RI.4.6

C

Question 8 Constructed Response RI.4.6

Question 9 According to the Diagram why is the alligator’s U shaped snout important? RI.4.7 B

Question 10 According to the Distribution Charts in what locationcan you find both the American Alligator and Crocodile? RI.4.7 C

Question 11 What is the main purpose of the Distribution Charts? RI.47 DQuestion 12 Constructed Response RI.4.7Write 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 protruding? L.4.3a B

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

Quarter 2 Pre-Assessment Selected Response Answer Key


Pre-Assessment for Quarter 2Reading Informational Text

Name ____________________

Grade


What are the Differences Between Alligators and Crocodiles?

Scientists separate alligators and crocodiles according to differences in their skulls, scales, and teeth. The most easily observed difference between alligators and crocodiles is the shape of the head. The crocodile’s skull and jaws are longer and narrower than the alligator’s.

In both alligators and crocodiles, the fourth tooth on either side of the lower jaw is exceptionally long. When an alligator closes its mouth, those long teeth slip into sockets in the upper jaw and disappear. When a crocodile closes its mouth, the long teeth remain visible, protruding outside the upper jaw. In general, if you can still see a lot of teeth even when the animal's mouth is closed, you are looking at a crocodile. Alligators have plenty of teeth, but fewer show until the mouth is open.

Crocodiles and alligators never run out of teeth, for sharp new ones grow in as old dull ones are shed throughout the animals' lives. Their teeth are for grasping, not chewing. These animals gulp their food in large chunks and rely on powerful stomach acids to break it down.

Alligators and crocodiles both have thick, bumpy skin but alligators tend to be darker in color. Adult alligators are grayish black while adult crocodiles are light tan to brown in color. Young alligators can be more colorful with yellow or white highlights on a black body.

Another difference between crocodiles and alligators is their choice of homes. Alligators are freshwater reptiles, favoring the rivers, lakes, swamps, and marshes of the coast. On the other hand, crocodiles prefer coastal, brackish, or salt water habitats.

Alligators and crocodiles are called “ruling reptiles.” This means they are related to the dinosaurs that lived over 180 million years ago. They are the only true “ruling reptiles” that we know of today.

The American alligator and the American crocodile are native to the U.S. The American alligator, is found in the Southeastern part of the country, away from cold temperatures and near wetlands. The American crocodile is even more sensitive to cold and is found in tropical areas. The American crocodile is very rare and in the U.S. can be found only in the southern tip of Florida.

Both alligators and crocodiles are protected by state and federal laws. The alligator is listed as a threatened species and the crocodile as endangered under the federal Endangered Species Act.


Name ______________

1. How is an alligator’s fourth tooth different than a crocodile’s?

A. Alligators and crocodiles both have strong teeth.

B. When an alligator closes its mouth they slip into sockets in the upper jaw and disappear.

C. The fourth tooth on either side of the lower jaw is exceptionally long.

D. Alligators and crocodiles never run out of

teeth.

2. What text structure is the passage “What are the Differences Between Alligators and Crocodiles?” written in?

A. chronology

B. comparison

C. cause and effect

D. problem and solution

toward RI.4.5 DOK 1 - CfAnswer event, idea, concept or informational questions which involve locating answers within the specific structure type being studied. 1

toward RI.4.5 DOK 2 - ClIdentify and Give Examples of each of these text structures: Chronology Comparison Cause/effect Problem/solution

2


toward RI.4.5 DOK 2 - APninterpret events, ideas, concepts or information for a specific purpose, (e.g., essay, report) within a specific text structure (shows understanding of using semantic clues).

3. What is the best way to organize facts about the passage, “What are the Differences Between Alligators and Crocodiles?” in order to plan an essay?

A. Organize facts by the differences between alligators and crocodiles.

B. Facts in this passage could be organized by alligator and crocodile habitats.

C. The facts in this passage could be organized in sequence.

D. Organize facts by problems alligators and crocodiles face today.

3


Take Your Class to the Everglades Safari Park

The Everglades Safari Park welcomes schools throughout the area and offers many opportunities for your students. The Florida Everglades, just like our park, is one of those rare places where alligators and crocodiles live together under natural conditions. Visit our site to learn more about our hours and field trip special fees.

The Everglades Safari Park has been open for over 40 years. Many schools visit the park each year in an effort to educate students about how to protect the Florida Everglades valuable ecosystem.

Your students will particularly enjoy the Alligator Show! They can ask questions about the American Alligator as well as a variety of other wildlife. There is also a Jungle Trail which leads them to an Alligator Farm and Crocodile Exhibits that teach about difference species around the world.

Field Trip to Everglades Safari Park By Todd Fischer

My fourth grade class went to the Everglades Safari Park on a field trip.I will never forget the experience of seeing real alligators and crocodiles! Of course I learned a lot too.

Jungle Walking TrailAs I strolled around the winding Jungle trail (have your camera ready!) I spotted exotic birds, reptiles, flora and fauna. Then I climbed an observation platform. From there I could see the entire Everglades Park. It was breathtaking! The trail leads to Gator Island.

Gator IslandGator island is a place for alligators to “hang out” swim, and bask in the sun. My favorite part ofGator Island (and most of the other kids too), was Snappy. Snappy is a world famous alligator! It was a life changing experience to get to hold Snappy.

Nature ShowBefore we left the park we saw a wildlife show. A ranger fed an alligator. He got extremely close to the alligator and it was scary! He also taught us a lot about alligators and crocodiles. It was great to see them so close up.

http://www.evergladessafaripark.com/


4. After reading both passages, what was the focus of the first person account about the Everglades Safari Park?

A. The focus was about an alligator named Snappy.

B. The first person account explains how long the park has been opened.

C. The first person account told about a student’s experience at the park.

D. The focus of the first person account was to protect the Everglades.

5. Who would be most likely to read the second hand account about the Everglades Safari Park?

A. Rangers that work at the park.

B. Students who want to learn about Snappy the alligator.

C. Scientists who are studying crocodiles. D. Teachers that want to take students on a

field trip.

toward RI.4.6 DOK 3 – CwExplain how a firsthand account and a secondhand account could influence how readers interpret an event or topic.

5

toward RI.4.6 DOK 2 - ClIdentify the focus of a first person account of an event or topic.Identify the focus of a second person account of an event or topic.

4


6. Why would the first hand account about the Everglades Safari Park impact students more than the second hand account?

A. Students might be more interested in learning about the park from another student.

B. Students need to know about Safari Park’s field trips and special fees.

C. The second hand account is mostly for students to read.

D. Students will learn about the park hours from the first hand account.

7. Based on “What are the Differences Between Alligators and Crocodiles?” and the first and second hand accounts of the Everglade Safari Park, what conclusion can you reach about the Florida Everglades ?

A. The Florida Everglades have only freshwater.

B. The Florida Everglades have a cold climate.

C. The Florida Everglades have a warm climate.

D. The Florida Everglades have only salt water.toward RI.4.6 DOK 4 - SYUSynthesize multiple firsthand and secondhand accounts of the same event or topic for the purpose of drawing a conclusion about a topic or event.

7

toward RI.4.6 DOK 3 - EVDCompare and contrast a firsthand and secondhand account in order to evaluate which has the most impact. Explain why. 6


8. You have read both passages about the Everglades Safari Park. Explain which passage is written in a first-hand account and which passage is written in a second-hand account. Give examples from the texts to support your answers.

toward RI.4.6 DOK 4 - SYUI can put information together from firsthand and secondhand accounts to draw a conclusion.

8


Diagram

DistributionThe American Crocodile can live in salt waters. This allows it the ability to adapt to many locations where a tropical climate can be found.

American Crocodiles can be found in Southern Florida.

They can also be found in Cuba and Puerto Rico. Crocodiles also live in Southern Mexico and all the way to Colombia and Ecuador.

FloridaCuba

Puerto RicoSouthern Mexico

ColumbiaEcuador

Distribution Chart 1

DistributionAmerican Alligators can be found in Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, Oklahoma, South Carolina, Texas and Virginia.

Florida and Louisiana currently house the largest population of alligators.

American Alligators are primarily found in freshwater swamps and marshes. They can also be found in rivers, lakes and smaller bodies of water.

Texas

Alab

ama

Miss

issip

pi

Loui

sian

a

Florida

GeorgiaOklahoma S. Carolina

N. CarolinaVirginia

Distribution Chart 2

Read the Diagram and Both Charts 1 and 2.


9. According to the Diagram why is the alligator’s U shaped snout important?

A. Alligators can chew their food better with a U shaped snout.

B. The U shaped snout allows the alligator to crush its prey.

C. Alligators need the U shaped snout to snatch their prey.

D. Alligators are born with a U shaped snout.

10. According to the Distribution Charts in what location can you find both the American Alligator and Crocodile?

A. Mexico

B. Georgia

C. Florida

D. Cuba toward RI.4.7 DOK 2 – APnShow the ability to use and obtain information independently found in text features such as; charts, graphs, diagrams, time lines, animations or interactive elements (new materials not read or discussed in class).

10

toward RI.4.7 DOK 2 – ClInterpret information found in charts, graphs, diagrams, time lines, animations or interactive elements for a specific purpose (i.e. answering a question).

9


11. What is the main purpose of the Distribution Charts?

A. They explain the differences between alligators and crocodiles.

B. They describe the food sources of alligators and crocodiles.

C. The charts teach readers about tropical climates.

D. The charts map where alligators and crocodiles live in North and South America.

toward RI.4.7 DOK 3 – ANpCategorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.

11

12. Using the Distribution Charts, explain where American Alligators and American Crocodiles can be found. Describe the environment of each using only details from the charts.

toward RI.4.7 DOK 3 – ANpCategorize information in charts, graphs, diagrams, etc...(visual representations) explaining how each contributes to an understanding of the text in which it appears.

12


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

Alligators and crocodiles are called “ruling reptiles.” This means they are related to the dinosaurs that lived over 180 million years ago. They both have thick, bumpy skin. They are the only true “ruling reptiles,” that we know of today.

Which sentence does not support the main idea of the paragraph?A. Alligators and crocodiles are called “ruling reptiles.”

B. This means they are related to the dinosaurs that lived over 180 million years ago

C. They both have thick, bumpy skin.

D. They are the only true “ruling reptiles,” that we know of today.

14. When a crocodile closes its mouth, the long teeth remain visible, protruding outside the upper jaw. (Write and Revise L.4.3.a)

Which word could be used to replace protruding?A. intruding

B. hanging

C.protecting

D.moving


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

Crocodiles and alligators never run out of teeth for sharp new ones grow in as old dull ones are shed.

Which sentence shows where the comma should be placed?

A. Crocodiles and alligators never run out of teeth for, sharp new ones grow in as old dull ones are shed.

B. Crocodiles and alligators, never run out of teeth for sharp new ones grow in as old dull ones are shed.

C. Crocodiles and alligators never run out of teeth, for sharp new ones grow in as old dull ones are shed.

D. Crocodiles and alligators never run out of teeth for sharp new ones, grow in as old dull ones are shed.


STOPClose your books and wait for instructions!


StandardRI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

DOK 1 - CfI can locate answers about events, ideas or concepts using my understanding of textstructures.

DOK 2 - ClI can identify and give examples of each of these text structures: Chronology Comparison Cause/effect Problem/solution

DOK 2 - APnI can tell about events, ideas, concepts or information for a purpose(e.g., essay, report) using my understanding of textstructures.

DOK 3 – Cw

I can explain how firsthand or secondhand account influence readers.

DOK 3 - EVD

I can compare and contrast a firsthand and secondhand account to explain which has the most impact.

StandardRI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

DOK 2 - Cl

I can identify the focus of a first person or third person account.

DOK 2 – ClI can gather information from charts, graphs, diagrams, time lines, animations or interactive elements to answer a question.

DOK 3 – AN?I can group information from charts, graphs, diagrams, etc...(visual representations) and explain how they help me to understand the text.

StandardRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

DOK 2 – APnI can find information by myself found in text charts, graphs, diagrams, time lines, animations or interactive elements that are new to me.

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

Quarter Two Pre-Assessment Informational Text – Key Adjustment Points.

Color your scores blue.

0 1 2 3Using the Distribution Charts, explain where American Alligators and American Crocodiles can be found. Describe the environment of each using only details from the charts.

0 1 2 3You have read both passages about the Everglades Safari Park. Explain which passage is written in a first-hand account and which passage is written in a second-hand account. Give examples from the texts to support your answers.9

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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 comma.

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DOK 4 - SYU

I can put information together from firsthand and secondhand accounts to draw a conclusion.

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Pre-Assessment for Quarter 2 Reading Informational Text

Documents

students assessment

student page

page of student booklet

assessment student scores

constructed response

selected response answers

correct response

constructed response