Transcript Document

Interim
Assessment
Reading
Informational
Text
Grade 4
Teacher Directions
Hillsboro Elementary Interim
Assessment
Interim Assessment
Awesome Team Members, Writers and Editors!
Allen
Alvarado
Christensen
Chronister
Crowell
Daniels
Darnall
Delplanche
Dow
Duran
Ellis
Fisher
Garcia
Gerig
Giard
Godfrey
Goldmann
Hancock
Incrovato
Jay
Johnson
Kagawa
Kinsman
Laws
Leonard
Lule
Blake
Deborah
Haley
Nicole
Lindsay
Vicki
Monica
Deborah
Diane
Liana
Carrie
Sheri
Lindsay
Stephanie
Heather
Brooke
Christine
Melissa
Jamie
Ginger
Jenn
Ko
Laycee
Kimberly
Kelly
Berta
Lule
Maines
McLain
Munson
Orozco
Portinga
Ramer
Reamer
Retzlaff
Rider
Rooke
Russo
Saxton
Schoebel
Sell
Shepherd
Stinson
Thoen
Tovar
VanDyke
Walters
Wedel
Winters
Zagyva
Alfonso
Sandra
Gina
Shawna
Christina
Teresa
Judy
Erin
Sara
Jami
Kelly
Jill
Brent
Trina
Leslie
Erin
Janet
Nikki
Arcema
Erin
Christy
Mandy
Melanie
Alia
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Important Information
A.
B.
This booklet is divided into two parts…
1.
Teacher’s Resources and Answer Keys
a.
Pages 1 – 9
2.
Student Assessment (can be printed in a small booklet form)
b.
Pages 10 – 25
This is the HSD Elementary Interim Assessment. This material is intended for
assessing reading informational standards 1,2,3,5,6 and 7 taught in the first
school semester.
Printing Instructions…
The interim assessment should be ordered through the HSD Print Shop.
Be sure you order the section: Teachers Directions
Be sure you order one copy of the student assessment for each of your students.
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Important Scoring Information
Directions for Interim Assessment
The HSD Elementary Interim Assessment is required. Please enter the student scores
into Synergy.
Grades K – 2
Students in kindergarten should have the passages read to them as a listening
comprehension assessment.
Students in grades 1 – 2 should read the passages independently if they can,
however; students not reading at grade level may have the passages read to them.
Grades 3 – 6
Students in grades 3 – 6 should read the passages independently unless an IEP
signifies otherwise.
Synergy:
When students have finished the entire assessment enter the total number of correct
points for each of the four reporting categories. There is a possibility of 5 total points
for each reporting category.
Selected Responses: 0-1 Point Each
Constructed Responses: 0 – 3 Points each
Reporting Categories
Please enter student scores into Synergy in the 4 reporting categories listed below.
Selected response items are one point each. Constructed response items are up to 3
points each. There are 5 possible points for each of the four reporting categories for a
total of 20 points in grade four.
4 Reporting
Categories
SR
Questions
CR
Questions
Target 8
KEY DETAILS:
Standards 1 and 3
5 Pts.
Questions:
9, 10, 11, 15, 16
Target 9
CENTRAL IDEAS:
Standard 2
5 Pts.
Questions:
2, 4, 12, 13, 14
Target 11
REASONING - EVIDENCE:
Standard 6
2 Pts.
3 Pts.
Questions:
3, 5
Question:
7
Target 13
STRUCTURESFEATURES:
Standards 5 and 7
2
Questions:
Pts.
1, 6
3
Question:
8
Pts.
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Optional Classroom Use:
You may use this class scoring sheet if you wish.
Interim Gr. 4
Reporting Categories
Student
Question #
Selected Response (SR) Questions 0 - 1 point
Key Details
9 10 11
15
16
Main Idea
2
4 12
13
14
Reason
3
5
(CR) - 3 Pts.
7 CR
Structure
1
6
8 CR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
Qu.# Class Total
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 SBAC Reading Assessment
Constructed 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 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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Interim Assessment Answer Key
Constructed Response
7. After reading the information from both the first and second-hand
accounts, what can you say about what it takes to be a successful
pilot like Amelia Earhart? Use examples from both passages to
support your answer. (RI.4.6)
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Essential elements for a complete
interpretation: student provides examples from both passages in order to answer the prompt “what it
takes to be a successful pilot.”
Aspects of the Task/Evidence: The student will give 3 – 4 character traits about Amelia Earhart with
supporting evidence for each trait from both the first and second-hand accounts. There are many
combinations of examples that could be used and all are acceptable if the examples are supported
explicitly in the text and both texts are represented.
focused and organized, consistently addressing: The student needs to be focused on Amelia’s
character traits as a pilot and the details that support this.
Sample Response “Student Language” Student gives three traits (excited, daring, determined) and
supports the traits using examples from both passages.
3
Based on what I learned about Amelia Earhart, she was excited about flying,
daring, and determined. It says in the first-hand interview account that even
though she was flying in a storm, she kept going. This shows she was
determined and daring. In the second-hand account it shows she was fascinated
by planes since she was twelve years old. This shows she was excited about
flying.
Sample Response Student gives two traits (loved to fly and worked hard) and examples of the traits but does
not reference the first-hand account.
2
1
0
I saw that Amelia Earhart loved to fly. The article said, “As soon as I left the
ground, I knew I had to fly”. She worked hard to get a pilot license and fly
planes.
Sample Response Student gives two examples of traits (loved to fly and daring) but no supported examples
from either passage.
I would say that Amelia loved to fly planes and was daring.
Sample Response
Amelia Earhart is a pilot.
Standard 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.
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Interim Assessment Answer Key
Constructed Response
8. According to the passage Amelia Earhart how did Amelia’s flight
goals change as time went on? Use details from the map to
support your answer. (RI.4.7)
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Essential elements for a complete
interpretation: student provides examples from both the text and the map in order to answer the
prompt; “how did Amelia’s flight goals change over time…”
Aspects of the Task/Evidence: Some examples could include on the map: (1) evidence is provided
with the numbers and arrows showing the number of flights and their routes (2) in the timeline key, it
shows that Amelia Earhart increased her distance with subsequent flights. Passage examples could
include: began as (1) Amelia set altitude record in 1922 (2) earned an international pilots license and
moved toward… (3) Amelia was first woman passenger to cross Atlantic (4) She went across the
Atlantic (5) she continued to break records after the flight
Focused and organized, consistently addressing: Student is focused on the number of flights and the
increasing distance of the flights.
Sample Response “Student Language” Student gives 2 examples from passage of how Amelia’s goals
changed toward increasing flight distance as well as examples from the map as support.
3
Amelia Earhart’s goals changed over time. When she first starting flying set an altitude
record. Then she received an international pilot’s license. Eventually though she was trying
to increase the distance of her flights. I can interpret this because the timeline key and the
red arrows show that with each flight the distance increased.
2
1
0
Sample Response Student gives 1 example of Amelia’s goal (increasing distance) and references the map.
Amelia Earhart flew across the Atlantic. She was trying to increase the distance of her flights.
Sample Response Student references the 7 flights listed on the map but gives no examples from passage.
She took 7 flights to different places including Africa and India.
Sample Response Student does not answer the prompt.
Amelia liked to fly.
Standard 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.
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Interim Assessment - Selected Response Answer Key
Reporting Categories
KEY DETAILS
MAIN IDEA
REASONING
STRUCTURE
Question 1 Which structure did the author use to organize the text? RI.4.5
A
Question 2 What statement best summarizes the account of the passage Amelia Earhart
RI.4.2
A
Question 3 Which statement identifies the focus of Amelia’s interview? RI.4.6
B
Question 4 Which of these would be an appropriate addition to paragraph 3 of the passage
Amelia Earhart? RI.4.2
B
Question 5 Why would a reader want to read an interview of Amelia Earhart instead of a
second hand account? RI.4.6
A
Question 6 Based on the map, What was Amelia probably trying to accomplish on her final
flight? RI.4.7
C
Question 7
Constructed Response
RI.4.6
Question 8
Constructed Response
RI.4.7
Question 9 According to the text, how old was Duke Ellington when he began playing piano
by himself? RI.4.1
B
Question 10 Which statement from the text infers that Duke made money writing songs
while he was still a teenager? RI.4.1
B
Question 11 What detail from the article describes Duke Ellington’s first big break? RI.4.1
D
Question 12 What is the main idea of the passage about Duke Ellington? RI.4.2
C
Question 13 What is the main idea of the first paragraph in the passage….? RI.4.2
C
Question 14 Paragraph three tells how Ellington and his orchestra became successful. Which
key details supports this main idea? RI.4.2
D
Question 15 What happened when Ellington wrote his first song? RI.4.3
C
Question 16 What caused Ellington’s early interest in music? RI.4.3
B
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Interim
Assessment
Reading
Informational
Text
Interim
Student Assessment
Name________________________
Amelia Earhart
Secondhand Account
Amelia Earhart Learns to Fly
Amelia Earhart was born in Atchison, Kansas, on July 24, 1897. In those days, airplanes were
not nearly as common as they are today. Earhart was 12 years old before she ever saw an
airplane, and she did not take her first flight until 1920. Amelia Earhart was so thrilled by
her first airplane ride that she quickly began to take flying lessons. She wrote, "As soon as I
left the ground, I knew I had to fly."
Earhart excelled as a pilot. Her first instructor was Neta Snook, one of the first women to
graduate from the Curtiss School of Aviation. Earhart borrowed money from her mother to
buy a two-seat plane. She got her U.S. flying license in December 1921, and by October
1922, she set an altitude record for women of 14,000 feet. In 1923, Earhart received her
international pilot's license - only the 16th woman to do so. At the same time, she was
becoming famous for her aviation achievements.
Amelia Earhart Flies Across the Atlantic
In 1928, Amelia Earhart received a phone call that would change her life. She was invited to
become the first woman passenger to cross the Atlantic Ocean in a plane. "The idea of just
going as 'extra weight' did not appeal to me at all," she said, but she accepted the offer
nonetheless. On June 17, after several delays due to bad weather, Amelia Earhart flew in a
plane named Friendship with co-pilots Wilmer "Bill" Stultz and Louis "Slim" Gordon. The
plane landed at Burry Port, South Wales, with just a small amount of fuel left.
Earhart's first trip across the Atlantic took more than 20 hours! After that flight Earhart
became a media sensation. Following the trip, she was given parties and even a ticker tape
parade down Broadway in New York City. President Coolidge called to congratulate her on
crossing the Atlantic. Because Earhart's record-breaking career and physical appearance
were similar to pioneering pilot and American hero Charles Lindbergh, she earned the
nickname "Lady Lindy.“
Earhart wrote a book about her first flight across the Atlantic, called 20 Hrs., 40 Min. She
continued to break records. She also polished her skills as a speaker and writer, always
advocating women's achievements, especially in aviation.
11
Amelia Earhart’s Interview
Firsthand hand Account
This passage is part of an interview that Amelia Earhart gave after her first Atlantic
flight in 1932.
“Well, I’ll try to give you some of the highlights of the trip if you wish.
“I took off from the famous Harbor Grace runway at dusk at about 7:30 I believe. I flew
for a couple of hours while sunset lasted and then two more hours as the moon came up
over a bank of clouds. I had fair weather for 4 hours.
Then I ran into a storm, which was one of the most severe I had ever been in. I
[wandered] around in the storm for probably an hour and, with difficulty, kept my
course. I had been troubled with my [part of the engine] burning through all night. A
weld broke shortly after I left Harbor Grace and I could see the damage increasing as the
night wore on.
I found thunderstorms probably three or four hundred miles off the coast of Ireland. I
believe I saw land and I decided to come down …in the best available pasture. I got
down without any trouble and [drove the plane] to the front door of a surprised farmer’s
cottage. After receiving a real Irish welcome, I took a plane to London and there received
a real English welcome.”
12
1. Which structure did the author use to organize the passage
Amelia Earhart?
A. chronology
B. comparison
C. cause and effect
D. Problem and solution
Standard 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.
2. Which statement best summarizes the account of the passage
Amelia Earhart ?
A. Amelia Earhart excelled as a pilot and had many aviation
achievements.
B. Amelia Earhart was the 16th woman to gain an international
pilot’s license.
C. Amelia Earhart was an advocate for women’s rights.
D. Amelia Earhart was 12 when she saw her first plane.
Standard RI.4.2
Determine the main idea of a text and
explain how it is supported by key
details; summarize the text.
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3. Which statement identifies the focus of Amelia Earhart’s Interview ?
A. It explained an engine problem she had while flying.
B. It described the important events that happened during her first
solo flight across the Atlantic.
C. It described the thunderstorm she flew through during the flight.
D. It talked about the welcome she got when she arrived in Ireland
and England.
Standard 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.
4. Which of these would be an appropriate addition to paragraph 3 of
the passage Amelia Earhart?
A. Amelia Earhart was excited to be the first woman passenger
to cross the Atlantic in a plane.
B. Amelia would rather fly the plane herself than just being
“added weight.”
C. Many people congratulated Amelia for being the first woman
passenger to cross the Atlantic in a plane.
D. Amelia was surprised to land in a farmer’s pasture.
Standard RI.4.2
Determine the main idea of a text and
explain how it is supported by key details;
summarize the text.
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5. Why would a reader want to read Amelia Earhart’s Interview
instead of Amelia Earhart ?
A. Readers may want to hear Earhart tell about an experience
from her perspective.
B. Readers may want a neutral point of view when learning about
Earhart.
C. Readers may want a very brief account of Earhart’s
experiences.
D. Readers may want to learn about Earhart’s life.
Standard 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.
6. Based on the map, what was Amelia probably trying to
accomplish on her final flight?
A. Amelia was attempting to fly to 3 different continents in one
trip.
B. Amelia was trying to make the longest flight without stopping.
C. Amelia was attempting to circle the globe.
D. Amelia wanted to fly to every country.
Standard 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.
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7. After reading the information from both the first and secondhand accounts, what can you say about what it takes to be a
successful pilot like Amelia Earhart? Use examples from both
passages to support your answer. (RI.4.6)
Standard 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.
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8. According to the passage Amelia Earhart how did Amelia’s
flight goals change as time went on? Use details from the map
to support your answer. (RI.4.7)
(Teacher Only) Final Score_____
Standard 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.
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Duke Ellington’s Early Years
Duke Ellington was born in Washington D.C., and from an early age he loved music.
When he was four years old, he listened to his mother play a popular piano tune
called "The Rosary" and he cried, saying, "It was so pretty. So pretty." Not long after
that, at the age of seven, he began to play piano himself. It seems that he knew he
was going to go places. He told his next-door neighbor, Mr. Pinn, "One of these days
I'm going to be famous." How old do you think Duke Ellington was when he started
writing music?
At age 15, Ellington worked at a soda fountain and wrote his first song, "Soda
Fountain Rag." By his late teens, he was making enough money to help his parents
move into a better house. He earned 75 cents. "It was the most money I had ever
seen," he said. "I rushed all the way home to my mother with it.”
Ellington studied music during the ragtime era. Ragtime was a kind of popular
American music consisting of off-beat dance rhythms that began with the honky-tonk
pianists along the Mississippi and Missouri rivers. By the time he was 20, he and his
friends formed a band that would be the foundation for his life's work. From 1923 to
1927, he and his band lived in New York City and made about 60 recordings. Their first
big break came on December 4, 1927, at the opening night of what would turn out to
be a long engagement at the Cotton Club in New York City's Harlem neighborhood.
The Ellington Orchestra often broadcast live on radio from the Cotton Club, so their
unique style of jazz became familiar to people across the country.
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9. According to the text, how old was Duke Ellington when he began
playing piano by himself?
A. four years old
B. seven years old
C. in his late teens
D. when he was 20
Standard RI.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
10. Which statement from the text infers that Duke made money
writing songs while he was still a teenager?
A. It seems that he knew he was going to go places.
B. By his late teens, [Ellington] was making enough money to
help his parents move into a better house.
C. Ellington studied music during the ragtime era.
D. By the time he was 20, he and his friends formed a band that
would be the foundation for his life's work.
Standard RI.4.1
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
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11. Which detail from the article describes Duke Ellington’s first big
break?
A. Ellington began to play the piano by himself.
B. At age 15, Ellington wrote his first song, "Soda Fountain Rag."
C. Ellington’s band made 60 recordings while living in New York.
D. Ellington and his band performed at the Cotton Club in New
York City.
Standard RI.4.1
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
12. What is the main idea of the passage about Duke Ellington?
A. Duke Ellington loved music and learned to play the piano.
B. Duke Ellington worked at a soda fountain when he was 15.
C. Ellington turned his interest in music into a successful career.
D. The Ellington Orchestra often broadcast from the Cotton Club.
Standard RI.4.2
Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
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13. What is the main idea of the first paragraph in the passage Duke
Ellington ?
A. Ellington listened to his mother play piano music when he was
four.
B. Ellington began playing piano when he was seven.
C. Ellington’s love of music began when he was a child.
D. Ellington’s mother was a talented pianist.
Standard RI.4.2
Determine the main idea of a text and
explain how it is supported by key
details; summarize the text.
14. Paragraph three tells how Ellington and his orchestra became
successful. Which key detail supports this main idea?
A. Ellington studied music during the ragtime era.
B. Honky-tonk pianists played along the Mississippi and Missouri
rivers.
C. Ragtime was a popular type of American music played by
honky-tonk pianists.
D. Ellington and his orchestra were often broadcast live on the
radio and became familiar to many.
Standard RI.4.2
Determine the main idea of a text and explain how it
is supported by key details; summarize the text.
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15. What happened when Ellington wrote his first song?
A. Ellington started a band that played at the Cotton Club.
B. Ellington got a job at a soda fountain.
C. Ellington earned money as a musician.
D. Ellington’s song was played on the radio.
Standard RI.4.3
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information
in the text.
16. What caused Ellington’s early interest in music?
A. Ellington was born in Washington D.C.
B. Ellington listened to his mother play the piano.
C. Ellington wanted to be famous.
D. Ellington enjoyed earning money.
Standard RI.4.3
Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened
and why, based on specific information
in the text.
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STOP
Close your books and wait for instructions!
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Student Self-Check
How Did You Do?
Directions: Check the box for each answer as Correct or Not Correct.
Correct
Not
Correct
Question 1 Which structure did the author use to organize the text? RI.4.5
Question 2 What statement best summarizes the account of the passage Amelia Earhart ? RI.4.2
Question 3 Which statement identifies the focus of Amelia’s interview? RI.4.6
Question 4 Which of these would be an appropriate addition to paragraph 3 of the passage
Amelia Earhart? RI.4.3
Question 5 Why would a reader want to read an interview of Amelia Earhart instead of a second
hand account? RI.4.6
Question 6 Based on the map, What was Amelia probably trying to accomplish on her final flight?
RI.4.7
Question 7: Constructed Response
Circle Final Score
3
2
1
0
Question 8: Constructed Response
Circle Final Score
3
2
1
0
Question 9 According to the text, how old was Duke Ellington when he began playing piano by
himself? RI.4.1
Question 10 Which statement from the text infers that Duke made money writing songs while he
was still a teenager? RI.4.1
Question 11 What detail from the article describes Duke Ellington’s first big break? RI.4.1
Question 12 What is the main idea of the passage about Duke Ellington? RI.4.2
Question 13 What is the main idea of the first paragraph in the passage Duke Ellington? RI.4.2
Question 14 Paragraph three tells how Ellington and his orchestra became successful. Which key
detail supports this main idea? RI.4.2
Question 15 What happened when Ellington wrote his first song? RI.4.3
Question 16 What caused Ellington’s early interest in music? RI.4.3
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