Quarter Two Reading Informational Text

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Quarter Two

Reading Informational Text

Grade 2Teacher Directions

Common Formative Assessment

2Rev. Control: 12/27/2013 HSD – OSP and © Susan Richmond

Quarter Two Informational Text Common Formative Assessments

Team Members and Writers

Deborah Alvarado Ginger Jay Sara RetzlaffHaley Christensen Jenn Johnson Jami RiderLindsay Crowell Laycee Kinsman Jennifer RobbinsMonica Darnall Berta Lule Martha RodriguezDiane Dow Alfonso Lule Jill RussoLiana Duran Heather McCullum Brent SaxonCarrie Ellis Gina McLain Leslie SellSheri Fisher Shawna Munson Erin ShepherdLindsay Garcia Gustavo Olvera Niki ThoenStephanie Gerig Christina Orozco Erin VanDykeBrooke Godfrey Gina Paulson StephanieWilkersonChristine Goldmann Teresa Portinga Christina WaltersJamie Goldstein Judy RamerMelissa Hancock Erin Reamer

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniel’s and her amazing editing skills.

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 – 10

2. Student Assessment (can be printed in a small booklet form)b. Pages 11 – 31

B. This material is intended for assessing reading informational standards RI - 5,6 and 7 at the end of quarter two. Do NOT allow students to read the passages before the assessment. In quarter two, students are also assessed on Write and Revise (see page 5).

C. Student scores for the common formative assessments can be recorded on the Class Assessment Summary Sheet.

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 31 pages – then divide it into two sections (teacher and student). The student booklet would be on regular 8 ½ X 11.

OR…

Send to the HSD Print Shop:

Print Shop instructions for Small Student Booklet Format.

Print pages 11 – 31 in 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 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.

Not 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.

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

When students have completed the constructed response score ONLY with a number from (0 – 3) as indicated by the constructed response rubric.

Write and ReviseThe special section for Write and Revise includes six selected response questions. Write and Revise questions are not included on the assessment summary sheets. They are for your information and instruction.

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).

Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 30.

The last page in the student booklet is a reflection page (page 28). Students think about what they missed and why.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:

Ideas/Suggestions:•What did you not understand about the question?•Underline words you did not understand.•Rephrase the question.


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 categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Student results are for the teacher’s information and are not part of the assessment summary.

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

language revision skills.

Write and Revise 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.


SBAC Reading AssessmentConstructed Response General Template

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The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

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

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

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

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

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

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

evidence to support development.• lacks focus and organization and generally does not address the

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

0 The response does not meet any of the criteria.

Short Constructed Response

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

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


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Sample Response “Student Language” The student includes all facts and details shown in the diagram.The title of Diagram 1 is Bat Fungus Spreading. This is the main idea of the diagram lets the reader know that Bat Fungus is spreading. The diagram also tells the reader that 22 states in the U.S. and 5 providences in Canada now have Bat Fungus. The fungus began spreading in 2006 and continues to spread in 2013. The diagram does not show if it is spreading now in 2014.

2Sample Response Student gives basic facts information found in the diagram but few details.Diagram 1 tells us where the Bat Fungus is in the U.S. and in Canada. It has dates too.

1Sample Response Student somewhat identifies the purpose of the diagram but without specific facts or details.This is a picture of a map where you can see bats and fungus.

0 Sample Response The student’s answer does not address the prompt at all.Bats can get really sick.

8. What facts can you learn from Diagram 1? RI.2.5

Scoring Notes: “Teacher and Rubric Language”Essential Elements: The essential element students should state for the question prompt is specific information seen only in Diagram 1. Evidence of Understanding/Other Aspects: Evidence of the essential elements or other aspects students should mention include the purpose of the diagram (identifying where Bat Fungus has spread). Other aspects could be 22 U.S. States and 5 Canadian Provinces have bat fungus as well as the years the fungus has spread. Students may also include detailed information about specific states (but they are not labeled and not required). Students should not add extraneous details not related to the prompt.Sentence Organization: Sentences should be logically ordered in such a way as to address the prompt without added information (such as student personal background experiences). Sentences should be varied in length as needed.

Constructed Response RI.2.5

Quarter 2 CFA Constructed Response Answer Key

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Standard RI.2.5Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


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Sample Response “Student Language” Student describes facts about the bat fungus from information found in both the illustrations and the text using details and examples from each source.The text and the illustrations help the reader know more about the bat fungus many bats are getting. It is making the bats sick. When bats have the fungus their nose, ears and wings have white on them. Scientists do not know why they are getting it. In the picture a scientist is looking at the bats and trying to find out what it is and where it came from. The Fish and Wildlife Service have scientists trying to figure it out too. The glossary says it is a mystery. That means no one knows why the bats are getting sick!

2Sample Response Student stays on topic with a few facts but incomplete details about the prompt.Many bats are getting a bag fungus. It turns a bat’s nose, ears and wings white. One of the pictures shows the sick bats. Scientists will learn how to help the bats.

1Sample Response Student mentions the problem but no supporting facts or details.A white fungus is on some bats. That is like white spots. It is really sad.

0Sample Response The student’s answer does not address the prompt at all.When bats get sick they should go to a bat doctor.

9. Describe how the text and the illustrations help readers understand more about the bat fungus.

Give examples from the text and illustrations. RI.2.7

Scoring Notes: “Teacher and Rubric Language”Essential Elements: The essential element for the question prompt is describing how both the illustrations and text help readers understand about the bat fungus.Evidence of Understanding/Other Aspects: Evidence of the essential element or other aspects students should mention include specific facts about the bat fungus from the text and illustrations. Some of the facts from the text should include descriptions of the fungus (white and on the nose, ears and wings) and that it is a mystery scientists have been trying to solve. Students should also reference the Fish and Wildlife Service as supporting the scientists. Facts from the glossary should also be mentioned. Facts from the illustrations students should include are how scientists are observing the bats. A reference to the bat photo is another aspect but not essential. Sentence Organization: Sentences should be logically ordered in such a way as to address the prompt without added information (such as student personal background experiences). Sentences should be varied in length as needed.



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Standard RI.2.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.


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Sample Response “Student Language” Student identifies purpose of text and gives many examples of facts and details to support the purpose in the order in which the text follows.The author wrote Bat Facts to tell people many facts about bats. The author explains many ideas like where they come from, how many there are and what they eat. Bats eat mostly insects. Some even eat lizards and frogs! The diagram shows how bats hunt at night. The author says that echoes can tell a bat the size of an object, If it is hard or soft and how far away it is, all in a split second! Another fact is that bats live in colonies. The glossary says a colony is a large group of animals or insects. Male bats do not help raise the babies in the colony. Another neat fact is that bats can live for 30 years!

2Sample Response Student identified purpose and gives 1-2 facts but few details.This story is all about lots of different things about bats. Bats can find food at night because they are nocturnal and use echoes to help them. They can live in trees and live for many years.

1Sample Response Student gives a few facts but does not state purpose of the text.Bats fly at night. They eat stuff like bugs.

0Sample Response The student’s answer does not address the prompt at all.I think bats are ugly. They fly all over.

18. What is the author’s main purpose for writing Bat Facts? Give examples from the text. RI.2.6

Scoring Notes: “Teacher and Rubric Language”Essential Elements: The essential element students should state for the question prompt is identifying the author’s main purpose using evidence from the text.Evidence of Understanding/Other Aspects: Evidence of the essential element or other aspects students should mention include the title Bat Facts or allude to the idea of many facts about bats. Students should give 3-4 specific examples of bat-facts and details from the text. Other aspects can include references to the diagram and glossary but are not essential to the prompt. Sentence Organization: Sentences should be logically ordered in such a way as to address the prompt without added information (such as student personal background experiences). Sentences should be varied in length as needed.



Standard RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


Quarter 2 CFA Selected Response Answer Key

Question 1 According to the Figure 1 caption, what is the scientist doing? RI.2.5 B

Question 2 According to the glossary, what is the definition of the word mystery? RI.2.5 B

Question 3 What does the label in Figure 2 show? RI.2.5 D

Question 4 What is the author’s main purpose for writing this text? RI.2.6 A

Question 5 According to Diagram 1, which two countries have bats with White Nose Syndrome?RI.2.7 B

Question 6 According to Diagram 1, how many U.S. states have bats with White Nose Syndrome? RI.2.7 A

Question 7 How does the author describe White Nose Syndrome? RI.2.6 C

Question 8 Constructed Response RI.2.5


Question 10 How is the bat in Diagram 1 finding things in the dark? RI.2.5 B

Question 11 Which paragraph supports that colonies are a large group of animals or insects? RI.2.5 C

Question 12 According to the Bat Wingspan Diagram, which bat has the longest Wingspan RI.2.7 D

Question 13 Which statement has information found in the text and the diagram about batwingspans? RI.2.7 C

Question 14 What information does the author include to let readers know that bats controlPests? RI.2.6 B

Question 15 Which bat may be able to live in the smallest place? RI.2.7 B

Question 16 How does the author let the reader know that bats are nocturnal? RI.2.6 C

Question 17 What is the author’s main purpose for writing the text? RI.2.6 A


Write and Revise Questions

Question 19 Read the paragraph below. (Write and Revise W.2) Which sentence would best fit with the paragraph? D

Question 20 Read the paragraph below: (Write and Revise W.2) Which sentence does not belong in the paragraph? C

Question 21 A bat is a nocturnal animal. (Write and Revise L_____) Which word could be used to replacenocturnal?

D

Question 22 Some bats live alone while others live in colonies. (Write and Revise ______)Which word could be used to replace colonies? A

Question 23 Read the letter below. (Write and Revise ____ ) Where should a comma be placed? D

Question 24 Which greeting has the comma in the correct place? (Write and Revise L_____) D

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Quarter Two

Reading Informational Text

Grade 2

Common Formative Assessment

Name_________________


Figure 2 Caption: A fungus is a type of plant life that can make animals sick.

A Bat Mystery

Some bats are in trouble. They have an illness. Thousands of bats have died from it. The bats get a white fungus on their noses, ears, and wings. A fungus is a type of plant life that can make animals sick.

Scientists do not know why the bats are getting sick. They have been trying to solve the mystery for more than a year.

“We’re trying to find out what this fungus is and where it came from,” says scientist Susi Von Oettingen.

Susi works for the U.S. Fish and Wildlife Service. “We’re trying to figure out if we can make the bats healthy again,” she says.

GLOSSARYfungus – a type of plant life

mystery – something that is difficult or impossible to understand or explain

scientist – a person who studies science

Figure 1 Caption: This scientist is observing bats with white fungus on their noses, ears, and wings.

Figure 1

Figure 2


Diagram 1


Name ______________

1. According to the text caption under Figure 1 what is the scientist doing? RI.2.5

A. The scientist is finding out what the fungus is.

B. The scientist is observing bats with white fungus.

C. The scientist is making bats healthy.

D. The scientist is helping a bat.

2. According to the glossary, what is the definition of the word mystery? RI.2.5

A. A mystery is a type of plant.

B. A mystery is something that is difficult to understand or explain.

C. A mystery is a person who studies science.

D. A mystery is more than one year.




3. What does the label in Figure 2 show? RI.2.5

A. a scientist

B. a plant

C. a fish

D. a fungus

4. What is the author’s main purpose for writing this text? RI.2.6

A. The author wants to tell the reader about a

mystery bat illness.

B. The author wants the reader to like bats.

C. The author wants readers to know that science is interesting.

D. The author wants to tell readers about the U.S. Fish and Wildlife Service.




5. According to Diagram 1, which two countries have bats with White Nose Syndrome? RI.2.7

A. states and provinces

B. Canada and United States

C. Atlantic Ocean and Pacific Ocean

D. Canada and Mexico

6. According to Diagram 1, how many U.S. states have bats with the White Nose Syndrome? RI.2.7

A. 22

B. 5

C. 2006

D. 2012-2013




7. How does the author describe White Nose Syndrome? RI.2.6

A. It is described as many bats in trouble.

B. It is described by scientists.

C. It is described as a white fungus on a bat’s nose, ears and wings.

D. It is described as a syndrome.

8. What facts can you learn from Diagram 1? RI.2.5




9. Describe how both the text and illustrations help readers understand more about the bat fungus. Give examples from the text and illustrations. RI.2.7



Diagram 1

Bat Facts 1Bats can be found almost anywhere in the world. But, they do not live where it is very cold or very hot.

2Bats come in all sizes! The largest bats have wingspans of nearly six feet. The smallest bat is a little brown bat. It is only an inch big with its wings folded in.

3Most bats eat insects. This helps control pests! A few other bats eat fruit, birds, lizards, frogs and even fish! A little brown bat can eat 1000 mosquitoes in an hour! Bats are nocturnal so they only eat at night.

4Do you know how bats find things in the dark? They make sounds with their mouths. Then, the sounds bounce off of anything in their path. This sends an echo back to the bats on sound waves. The echoes tell the bats many things. Echoes can tell a bat the size of an object, if it is hard or soft, and how far away it is, all in a split second!

5Bats live in caves, crevices, trees, and buildings. Some bats live alone while others live in large colonies. Some of the largest colonies have more than a million bats!

6Bats are mammals. At birth a bat is called “a pup.” Bats give birth to only one pup at a time. The female bats take care of the bat pups in special shelters. The male bats do not help raise the pups.

7Most bats live longer than most mammals of their size. The longest known lifespan of a bat in the wild is 30 years for a little brown bat.



10. How is the bat in Diagram 1 finding things in the dark? RI.2.5

A. The bat can’t see in the dark.

B. The bat makes sounds that bounce off an object and sends back an echo.

C. Bats look for food in the dark.

D. The bat can hear objects in the dark and do not have to be able to see.

11. Which paragraph supports that colonies are a large group of animals or insects? RI.2.5

A. paragraph 1

B. paragraph 3

C. paragraph 5

D. paragraph 7




12. According to the Bat Wingspan Diagram, which bat has the longest wingspan? RI.2.5

A. Big Brown Bat

B. Little Brown Bat

C. They are all the same.

D. Flying Fox Bat

13. Which statement has information found in the text and the diagram about bat wingspans? RI.2.7

A. The Big Brown Bat has the largest bat wingspan and likes to eat insects.

B. The Flying Fox Bat has the longest wingspan.

C. The smallest bat is a little brown bat. It has a wingspan of 8 inches and is only an 1 inch big with its wings folded in.

D. Most bats eat insects and eat only at night.




14. What information does the author include to let readers know that bats control pests? RI.2.6

A. Some bats eat fruit, fish, lizards, birds and even frogs.

B. Most bats eat insects. The little brown bat can eat 1,000 mosquitoes in an hour.

C. Bats can be pests.

D. Bats only eat at night.

15. Which bat may be able to live in the smallest place? RI.2.7

A. All bats can live in small places.

B. the Little Brown Bat

C. the Flying Fox Bat

D. the Big Brown Bat




16. How does the author let the reader know that bats are nocturnal? RI.2.6

A. The author explains that bats eat many insects.

B. The author explains that bats eat many things.

C. The author explains that bats eat only at night.

D. The author explains that bats control pests.

17. What is the author’s main purpose for writing the text? RI.2.6

A. The author’s main purpose is to tell the reader many different facts about bats.

B. The author’s main purpose is to tell the reader how bats hunt in the dark.

C. The author’s main purpose is to tell the reader that bats make good pets.

D. The author’s main purpose is to tell the reader that the mother bat takes care of the pup.




18. What is the author’s main purpose for writing Bat Facts? Give examples from the text. RI.2.6



19. Read the paragraph below. (Write and Revise W.2)

Bats live in caves, crevices, trees, and buildings. Some bats live alone while others live in large colonies. Some of the largest colonies have more than a million bats!

Which sentence would best fit with the paragraph?A. Mother bats raise the baby bats called pups.B. A tree is a good place for a bat to live.C. There are many bats in the world.D. Colonies are a large group of animals or insects.

20. Read the paragraph below: (Write and Revise W.2)

Bats eat different things. Most bats eat insects. This helps control pests! Most bats fly very fast. A few other bats eat fruit, birds, lizards, frogs and even fish!

Which sentence does not belong in the paragraph?

A. Most bats eat insects.B. This helps control pests!C. Most bats fly very fast.D. A few other bats eat fruit, birds, lizards, frogs and even fish!


21. A bat is a nocturnal animal. (Write and Revise L.2.4a)

Which word could be used to replace nocturnal?

A. scary

B. fast

C.daytime

D.night

22. Some bats live alone while others live in colonies. (Write and Revise L.2.4a)

Which word could be used to replace colonies?

A. groups

B. trees

C.crevices

D.darkness


23. Read the letter below. (Write and Revise L.2.2b)

Dear Mr. Carter,Thank-you for coming to my school to teach us about bats. It

was fun to learn. I really liked seeing the bat you came with.Your FriendTommy

Where should a comma be placed in the letter?

A. after Tommy

B. after Your

C. before Tommy

D. after Friend

24. Which greeting has the comma in the correct place? (write and revise L .2.2b)

A. Dear, Mr. Snow

B. Dear Mr., Snow

C.,Dear Mr. Snow

D.Dear Mr. Snow,


STOPClose your books and wait for instructions!


Student Self-CheckColor the happy faces green if your answers were correct. Color the happy faces red if your answers were not correct.

8 2.5 3 2 1 0

1 2.5 9 2.7 3 2 1 02 2.5 10 2.5

3 2.5 11 2.5

4 2.6 12 2.7

5 2.7 13 2.7

6 2.7 14 2.6

7 2.6 15 2.7

Name________________ 16 2.6

17 2.6

18 2.6 3 2 1 0


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4 5 6

7 8 9

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Quarter Two Reading Informational Text

Documents

student assessment

student scores

small student booklet

constructed response

selected response answers

constructed response

entire assessment

constructed response