1 Grade 6 Teacher Directions C ommon F ormative A ssessment Quarter Four Reading Informational Text...
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- Slide 1
- 1 Grade 6 Teacher Directions C ommon F ormative A ssessment
Quarter Four Reading Informational Text Quarter Four Reading
Informational Text
- Slide 2
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 2 Quarter
Four Informational Text Common Formative Assessments Team Members
and Writers This assessment was developed working backwards by
identifying the deep understanding of the two passages in order to
write a performance task prompt. Key Ideas were identified to
support constructed responses and key details align with the
selected response questions. All questions support students
background knowledge in order to answer the performance task
prompt. Thank you to all of those who reviewed and edited and a
special appreciation to Vicki Daniels and her amazing editing
skills. Haley ChristensenMelissa HancockSandy MainesKelly Rooke
Tammy ColeJamie IncrovatoGina McLainJill Russo Lindsay
CrowellGinger JayShawna MunsonLeslie Sell Deborah DelplancheJenn
JohnsonChristina OrozcoErin Shepherd Lindsay GarciaDovina
IsraelTeresa PortingaErin VanDyle Heather GiardKo KagawaJudy
RamerChristy Walters Brooke GodfreyKimberly LawsErin ReamerMelanie
Winters Christine GoldmannAlfonso LuleSara RetzlaffAlia Zagyva
Jamie GoldsteinBerta LuleJennifer Robbins
- Slide 3
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 3 Important
Information A.This booklet is divided into two parts 1.Teacher
Resources a.Pages 1 20 2.Student Assessment b.Pages 21 44 This
booklet is intended for assessing reading informational standards
R.I. 3, 6 and 9 at the end of the fourth quarter as well as
Research Targets 2,3 and 4 as applicable. Do NOT allow students to
read the passages before the assessment. Students who do not read
independently should be given the assessment as a listening
comprehension test. Do NOT read the passage to the students until
it is time for the assessment. Be sure you have printed a teachers
Edition Printing Instructions Be sure you have printed a teachers
Edition ! Please print the teachers directions (pages 1 20). Read
the directions before giving the assessment. Print pages 21 44 for
each student. This would print each student page as an 8 X 11 page
or login to the Print Shop and order pre-assessments and/or CFAs.
NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS
Lexile Band* K1N/A 23450L725L420L820L 45645L845L740L1010L
68860L1010L925L1185L 9-10960L1115L1050L1335L
11CCR1070L1220L1185L1385L
- Slide 4
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond Grade 3
Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide DOK 1 -
KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path
to DOK 2 Informational Text Learning Progressions Locate specific
text features (i.e., key words, sidebars, hyperlinks) from a text
read and discussed in class. Define (understand and use) Standard
Academic Language: key words, sidebars, hyperlinks, relevant,
efficiently, topic and text features/tools. Answers questions about
the purpose of different text features and search tools. Concept
Development Understands that search or text features (tools) can
provide information about a text or topic. Locate information using
key words, sidebars or hyperlinks (and other search tools/text
features) relevant to a topic. Obtain and Interpret information
using key words, sidebars or hyperlinks relevant to a topic. RI3.5
Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently. Student Name 4 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.
Kindergarten Kindergarten teachers should follow the kindergarten
teacher directions as Listening Comprehension. Types of Readers
Note: Selected and Constructed Response Questions Note: The
constructed response questions do NOT assess writing proficiency
and should not be scored as such. Selected Response - Quarters 1 -
4 Students answer 10 Selected Response Questions about the
passages. Constructed Response - Quarters 1 and 2 Students answer 2
Short Response Constructed Response Questions about the passages.
Constructed Response - Quarters 3 and 4 Students answer 2 Research
Constructed Response Questions about the passages. Class
Check-Lists (Reading Learning Progressions form) There is a
learning progression Class Check-List for each standard assessed.
This is to be used by the teacher for recording or monitoring
progress if desired (optional). Scoring Options Class Summary
Assessment Sheet This is a spreadsheet to record each quarters
pre-assessment and CFA. Selected Responses (SRs) are given a score
of 0 or 1. Constructed Response (CRs) in quarters 1 and 2 are given
a score on a rubric continuum of 0 3, and in quarters 3 and 4 a
research score on a rubric continuum of 0-2." Write and Revise
Write and Revise are added to the pre-assessments and CFAs in
quarters 2, 3 and 4. They are not officially scored on any form,
but will be scored on SBAC. Student Self-Scoring Students have a
self-scoring sheet to color happy faces green if their answers are
correct or red if they are not. Student Reflection The last page in
the student assessment book is a reflection page. Students can
reflect about each question they missed and why. Teacher prompts
may help students reflect (such as: What was the question asking,
can you rephrase it?). http://sresource.homestead.com/index.html
Scoring forms are available at:
- Slide 5
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 5 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 four includes six write and
revise assessed categories to prepare our students for this
transition in conjunction with our primary focus of Reading
Informational Text. Quarter 3 1.Students Read to Write integrating
basic writing and language revision skills. Write and Revise
Assessed Categories for Quarter Three a.Writing: Write and Revise
(revision of short text) b.Language: Language and Vocabulary Use
(accurate use of words and phrases) c.Language: Edit and Clarify
(accurate use of grammar, mechanics and syntax)
- Slide 6
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 6 Important
Please Read Before Starting Assessment Quarter Four Completing a
Performance Task Performance Tasks Have Two Parts The underlined
sections are those scored on SBAC. 2 days Please take 2 days to
complete a performance task. Part 1Part 2 Read two paired passages.
Take notes while reading (note-taking). Answer SR and CR research
questions about sources Plan your essay (brainstorming
-pre-writing). Write, Revise and Edit (W.5) Writing a Full
Composition or Speech Part 1 Part 1 of a performance task prepares
students to write a full informational composition. Students take
notes as they read. They answer questions. Students may use their
notes and question responses to do Part 2. Teacher Directions for
Part 1: 1.Be sure students have a note-taking page for each
passage. 2.Review how to take notes before the assessment. You may
choose to practice using the note-taking page throughout the
quarter during regular classroom instruction. 3.Students have
directions in their assessment booklet. Remind them to read their
directions (these are written very similar to SBACs assessment
directions). Key Components of Part 1: A teachers note-taking form
with directions and a note-taking form for your students to use for
this assessment is provided, or you may use whatever formats youve
had past success with before 1. Note-Taking: Students take notes as
they read passages to gather information about their sources.
Students are allowed to use their notes to later write a full
composition (essay). Note-taking strategies should be taught as
structured lessons throughout the school year in grades K 6. A
teachers note-taking form with directions and a note-taking form
for your students to use for this assessment is provided, or you
may use whatever formats youve had past success with. Please have
students practice using the note-taking page in this document
before the actual assessment if you choose to use it. 2. Research:
In Part 1 of a performance task students answer constructed
response questions written to measure a students ability to use
research skills. These CR questions are scored using the SBAC
Research Rubrics rather than the short response rubric used in
quarters 1 and 2. The SBAC Research Rubrics assesses research
skills students need in order to complete a performance task.
- Slide 7
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond Note-Taking
Teachers.... Feel free to use the note-taking forms if you wish or
use what youve been using in your classrooms and have had success
with. If you use the provided note-taking form, your students need
to have had practice with the form before the assessment. Each
student will need a note-taking form for each passage. The form is
located in the teachers instructional section. All underlined words
on the note-taking form are grade-level standard specific academic
language. Important information about note-taking: During a
Performance Task, students who take notes as they re-read a passage
for specific details that promote research skills (main idea/topic,
key details, conclusion) will later be able to find answers to
questions more efficiently. Reading the questions first and then
looking in the text for the answer is a good practice, however not
all answers to higher level or inferred questions have explicit
answers within a text. 1.Read the text through to get the gist
without the distraction of finding answers or note-taking.
2.Re-read the text. Take notes using a note-taking form. 3.Read and
answer the questions. Students may find some answers to highlight
if they are not inferred or explicit although many research
questions are of a higher level.
- Slide 8
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond Research
Note-Taking In the Classroom The note-taking forms are scaffolded
in grades K 6 following the recommended SBAC research targets and
embedded standards.
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf
Research Informational Text Standards: (RI.3: Standard 3 is
included as a resource in the development of research and writing
as it supports connecting information between and within texts).
RI.9: Final Task Goal: Students are able to compare and contrast
find similarities and differences within or between texts for a
specific purpose. The note-taking forms in this assessment support
the above goal and the following assessed research targets:
Research Target 2 Locate, Select, Interpret and Integrate
Information Research Target 3 Gather/ Distinguish Relevance of
Information Research Target 4 Cite evidence to support opinions or
ideas Writing Research Standards: Writing Standard 7: Shows and
builds knowledge about a topic Writing Standard 8: Analyzes
information for a purpose Writing Standard 9: Supporting with
evidence and reason
- Slide 9
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond What topics
or issues does the author state about the central idea? Identify
one new topic or issue the author brings to the readers attention
about the central idea.
____________________________________________________________________________
_____________________________________________________________________________
Particular Details What particular details from the section or
paragraph explain more about the topic or issue and provide textual
evidence about the central idea? Particular Detail (explain more
about the topic or issue)
________________________________________________________________________
_______________________________________________________________________
Particular Detail (explain more about the topic or issue)
_________________________________________________________________________
Particular Detail (explain more about the topic or issue)
_________________________________________________________________________
Again and Again What words, phrases or ideas does the author use
again and again when referring to the topic or issue? Write them
here. Ask yourself why the author uses them again and again. You
may want to use some of these words, phrases or ideas in your
conclusion. Write a conclusion section. State the topic or issue
you chose. Explain how the particular details about the topic or
issue support the central idea. Your summary should be brief.
____________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
Name________________ Passage________________ Central
Idea________________ Grade 6 topic or issue central idea Instruct
students to re-read and select a paragraph or section of the text
that identifies a topic or issue about the central idea. topic or
issue central idea central idea Ask, Does the section or paragraph
you chose state a new topic or issue about the central idea? A
topic or issue explains a concern about the central idea. one topic
or issue central idea Have students write one brief sentence about
a new topic or issue the author brings to the readers attention
about the central idea. topic or issue central idea Instruct
students to re-read and select a paragraph or section of the text
that identifies a topic or issue about the central idea. topic or
issue central idea central idea Ask, Does the section or paragraph
you chose state a new topic or issue about the central idea? A
topic or issue explains a concern about the central idea. one topic
or issue central idea Have students write one brief sentence about
a new topic or issue the author brings to the readers attention
about the central idea. 11 Remember students will need to have a
note-taking form for each passage. particular details topic or
issue Ask students to look for particular details that explain more
about the topic or issue. particular details topic or issue
particular details topic or issue. Explain particular details about
a topic or issue and provide textual evidence about the topic or
issue. Instruct students to write 3 brief particular details that
are evidence of a topic or issue. particular details topic or issue
Ask students to look for particular details that explain more about
the topic or issue. particular details topic or issue particular
details topic or issue. Explain particular details about a topic or
issue and provide textual evidence about the topic or issue.
Instruct students to write 3 brief particular details that are
evidence of a topic or issue. 22 Again and Again Have students
re-read the section or paragraph with the topic or issue they wrote
about and write words or ideas they see Again and Again, in the
box. Again and Again Explain, When authors use the same words,
phrases or ideas Again and Again ask yourself why? It means
something is important. Again and Again Have students re-read the
section or paragraph with the topic or issue they wrote about and
write words or ideas they see Again and Again, in the box. Again
and Again Explain, When authors use the same words, phrases or
ideas Again and Again ask yourself why? It means something is
important. 33 particular detail conclusion topic or issue central
idea? Instruct students to look at the again and again words or
phrases, ask Do you see some of the again and again words or ideas
in the particular detail sentences you wrote? Can the words help
you write a conclusion section that summarizes how the topic or
issue help the reader to better understand the central idea?
Summarizing is a big part of writing conclusions. It is an
extremely important strategy for students to learn in order to use
research skills effectively. particular detail conclusion topic or
issue central idea? Instruct students to look at the again and
again words or phrases, ask Do you see some of the again and again
words or ideas in the particular detail sentences you wrote? Can
the words help you write a conclusion section that summarizes how
the topic or issue help the reader to better understand the central
idea? Summarizing is a big part of writing conclusions. It is an
extremely important strategy for students to learn in order to use
research skills effectively. 44 Differentiation: Students who need
more pages print as many as needed. Students who would benefit from
enrichment can continue on with more sections or paragraphs
Students who need more direct instruction teach each part as a in
mini lesson. These concepts can be taught separately: Central Idea
Topic and Issue Particular Details Textual Evidence Again and Again
Conclusions - Summarizing ELL Students may need each part taught
using language (sentence) frames emphasizing transitional words.
Differentiation: Students who need more pages print as many as
needed. Students who would benefit from enrichment can continue on
with more sections or paragraphs Students who need more direct
instruction teach each part as a in mini lesson. These concepts can
be taught separately: Central Idea Topic and Issue Particular
Details Textual Evidence Again and Again Conclusions - Summarizing
ELL Students may need each part taught using language (sentence)
frames emphasizing transitional words. R E- read SEARCH SOMETHING
NEWEXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE
EVIDENCE
- Slide 10
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond What topics
or issues does the author state about the central idea ? Identify
one new topic or issue the author brings to the readers attention
about the central idea.
____________________________________________________________________________
_____________________________________________________________________________
Particular Details What particular details from the paragraph or
section explain more about the topic or issue and provide textual
evidence about the central idea? Particular Detail (explains more
about a topic or issue)
________________________________________________________________________
_______________________________________________________________________
Particular Detail (explains more about a topic or issue)
_________________________________________________________________________
Particular Detail (explains more about a topic or issue)
_________________________________________________________________________
Again and Again What words, phrases or ideas does the author use
again and again when referring to the topic or issue? Write them
here. Think about why the author uses them again and again. You may
want to use some of these words, phrases or ideas in your
conclusion. Write a conclusion section. State the topic or issue
you chose. Explain how particular details help the reader
understand more about the central idea. Your summary should be
brief.
____________________________________________________________________________
Name______________ Passage__________________ Central
Idea_________________ R ER E SEARCH SOMETHING NEWEXPLAIN MORE AGAIN
& AGAIN RELEVANT OR NOT?CONCLUDE HAVE EVIDENCE Grade 6
- Slide 11
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 11 Part 2 In
Part 2 of a performance task students plan their full informational
composition. Teachers may provide a planning graphic organizer that
follows a specific text structure for students to organize their
writing piece. Students then write, revise and edit a first draft.
Students complete their final drafts as their performance task
product. Teacher Directions for Part 2: 1.Be sure students have
reviewed how they will be scored on their full informational
composition before the assessment (discuss the student rubric).
2.Review how to organize information using a planning graphic
organizer before the assessment. You may choose to practice this
throughout the quarter during regular classroom instruction.
3.Students should be familiar enough with your classroom writing
process routine (write- revise-edit standard W.5), before writing a
full composition. Key Components of Part 2: Teachers can provide a
graphic organizer for students to plan their writing. The organizer
should follow the text structure you want students to use (usually
indicated in the prompt or passage). 1.Planning: Students have
completed Part 1 of a performance task. They now use their notes
and question responses to begin planning to write a full
informational composition. Planning strategies should be taught as
structured lessons throughout the school year in grades K 6.
Teachers can provide a graphic organizer for students to plan their
writing. The organizer should follow the text structure you want
students to use (usually indicated in the prompt or passage). Plan,
Write, Revise and Edit checklists have been provided in the
teachers directions as a guide. Please provide paper for your
students. 2.Write-Revise-Edit: In Part 2 of a performance task
students write revise and edit a first draft of their full
informational composition. Plan, Write, Revise and Edit checklists
have been provided in the teachers directions as a guide. Please
provide paper for your students. 3.Write a Full Informational
Composition: Students write a final draft. They are aware of the
scoring procedures indicated on the informational rubrics and from
the directions in their assessment. Options Options for Part 2 of a
Performance Task Writing a full composition as part of a
performance task is a complex process of a DOK-4! You may choose to
scaffold Part 2 in whichever way is best for your students. This
could be modeling the entire process and working through it
together as a class. Your students may need practice with planning.
Your students may need practice with the writing process or just
learning about the writing rubric. Please use your own judgment for
scaffolding and differentiation if you feel your students are not
yet ready to write a full composition.
- Slide 12
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond Writing
Informational Text Planning Checklist Grade 6 1 Point2 Points3
Points4 Points Purpose, Focus The response may be related to the
topic but may provide little or no focus: 1 may be very brief may
have a major drift focus. 2 may be confusing or ambiguous. The
response is somewhat sustained and may have a minor drift in focus:
1 may be clearly focused on the controlling or main idea, but is
insufficiently sustained. 2 controlling idea or main idea may be
unclear and somewhat unfocused. The response is adequately
sustained and generally focused: 1. focus is clear and for the most
part maintained, though some loosely related material may be
present. 2 some context for the controlling idea or main idea of
the topic is adequate. The response is fully sustained and
consistently and purposefully focused: 1. controlling idea or main
idea of a topic is focused, clearly stated, and strongly
maintained. 2. controlling idea or main idea of a topic is
introduced and communicated clearly within the context. W.6.7 I
read the prompt. I understand the task, purpose and audience focus
question or task. W.6.7 I read each passage, viewed videos or
studied other sources. W.6.7 I understand the main idea of all
sources and how each relates to the prompt. W.6.8 I took accurate
notes from each source. W.6.8 I use my own words in my notes and
summarize or paraphrase to avoid plagiarism. W.6.8 I made a list of
my sources and important quotes. W.6.8 I list basic bibliographic
information for sources. W.6.8 I assess how credible the sources
are. Using a graphic organizer W.6.8 I gather and sort relevant
information for my introduction. W.6.8 I list general observations
and have a specific and clear focus for my introduction. W.6.8
W.6.2b I gather and sort relevant concrete, specific details or
examples and illustrations or multiple print and digital sources
for developing ideas about my topic. W.6.8 I gather and sort
relevant information for a conclusion section or statement. 12
- Slide 13
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond Writing
Informational Text Revise Checklist Grade 6 1 Point2 Points3
Points4 Points Organization The response has little or no
discernible organizational structure: 1 few or no transitional
strategies are evident. 2 frequent extraneous ideas may intrude.
The response has an inconsistent organizational structure, and
flaws are evident: 1 inconsistent use of transitional strategies
with little variety uneven progression of ideas from beginning to
end. 2 conclusion and introduction, if present, are weak. The
response has an evident organizational structure and a sense of
completeness, though there may be minor flaws and some ideas may be
loosely connected: 1 adequate use of transitional strategies with
some variety adequate progression of ideas from beginning to end. 2
adequate introduction and conclusion The response has a clear and
effective organizational structure creating unity and completeness:
1 use of a variety of transitional strategies logical progression
of ideas from beginning to end. 2 effective introduction and
conclusion for audience and purpose. Evidence and Elaboration of
Ideas The response provides minimal support/evidence for the
controlling idea or main idea that includes little or no use of
sources, facts, and details: 1 use of evidence from the source
material is minimal, absent, in error, or irrelevant The response
provides uneven, cursory support/evidence for the controlling idea
or main idea that includes partial or uneven use of sources, facts,
and details: 1 evidence from sources is weakly integrated, and
citations, if present, are uneven. 2 weak or uneven use of
elaborative techniques The response provides adequate
support/evidence for the controlling idea or main idea that
includes the use of sources, facts, and details: 1 some evidence
from sources is integrated, though citations may be general or
imprecise. 2 adequate use of some elaborative techniques. The
response provides thorough and convincing support/evidence for the
controlling idea or main idea that includes the effective use of
sources, facts, and details: 1 use of evidence from sources is
smoothly integrated comprehensive, and relevant. 2 effective use of
a variety of elaborative techniques. Language The response
expression of ideas is vague, lacks clarity, or is confusing: 1
uses limited language or domain- specific vocabulary. 2 may have
little sense of audience and purpose. The response expresses ideas
unevenly, using simplistic language: 1 use of domain-specific
vocabulary that may at times be inappropriate for the audience and
purpose The response adequately expresses ideas, employing a mix of
precise with more general language. Use of domain-specific
vocabulary is generally appropriate for the audience and purpose.
The response clearly and effectively expresses ideas, using precise
language: 1 use of academic and domain-specific vocabulary is
clearly appropriate for the audience and purpose. Beginning W.6.2a
I introduce my topic clearly, restate my purpose and provide a
general observation or focus. W.6.2a,dThe ideas and language in my
introduction are appropriate for my audience. W.6.2a My
introductory ideas are organized and integrated in a specific text
structure. W.6.2a I elaborate my introductory ideas with headings,
graphics, or multimedia when useful. W.6.2c I use transitional
words to help readers link ideas to the middle of my writing.
Middle W.6.2b I use facts, definitions, concrete details,
quotations and examples to develop my topic. W.6.2b I develop my
topic with relevant facts and details. W.6.2c My information is
smoothly integrated between (paragraphs, sections or headings).
W.6.2cI use transitions to clarify relationships among ideas and
concepts along in a logical way. W.6.2cI use transitional words to
help readers link ideas to the end of my writing. Ending W.6.2f I
write a concluding statement or section. W.6.2d The ideas and
language in my conclusion are appropriate for my audience. W.6.2f
My conclusion follows information or explanations Ive presented.
W.6.2c I use words to show its the end of my writing (transitions).
Vocabulary (variants of word meaning) as appropriate to task
L.6.5aI can interpret figures of speech (e.g., personification) in
the text. L.5.5bI use words correctly because I understand their
meaning. L.5.5cI use words with similar meanings correctly (e.g.,
stingy, scrimping, economical, unwasteful, thrifty). L.6.6I use
academic and domain vocabulary for my audience and purpose.
L.6.3aVary sentence patterns for meaning, reader/listener interest,
and style. W.6.2e L.6.3b Maintain consistency in a formal style and
tone. 13
- Slide 14
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 14 Writing
Informational Text Editing Checklist Grade 6 1 Point2 Points3
Points4 Points Conventions The response demonstrates a lack of
command of conventions: 1 errors are frequent and severe. 2 meaning
is often obscure. The response demonstrates a partial command of
conventions: 1 frequent errors in usage may obscure meaning. 2
inconsistent use of punctuation, capitalization, and spelling. The
response demonstrates an adequate command of conventions: 1 some
errors in usage and sentence formation may be present, but no
systematic pattern of errors is displayed. 2 adequate use of
punctuation, capitalization, and spelling. The response
demonstrates a strong command of conventions: 1 few, if any, errors
are present in usage and sentence formation. 2 effective and
consistent use of punctuation, capitalization, and spelling Grammar
and Mechanics (as appropriate to task) L.6.2a I use punctuation
(commas, parentheses, dashes) in sentences correctly. L.6.2b I
spell correctly. Word Usage (as appropriate to task) L.6.1a I use
pronouns in the proper case (subjective, objective, possessive)
correctly. L6.1b I use intensive pronouns (e.g., myself, ourselves)
correctly. L6.1cI correct inappropriate shifts in pronoun, number
and person. L.6.1dI correct vague pronouns (i.e., ones with unclear
or ambiguous antecedents). L.6.1e Recognize variations from
standard English in their own and others' writing and speaking, and
identify and use strategies to improve expression in conventional
language.
- Slide 15
- Informative/Explanatory Writing Rubric: Grades 6 - 11
ScoreStatement of Purpose and Focus and OrganizationDevelopment:
Language and Elaboration of EvidenceConventions 3 Points The
response is fully sustained and consistently and purposefully
focused: 1. controlling idea or main idea of a topic is focused,
clearly stated, and strongly maintained. 2. controlling idea or
main idea of a topic is introduced and communicated clearly within
the context. The response has a clear and effective organizational
structure creating unity and completeness: 1 use of a variety of
transitional strategies logical progression of ideas from beginning
to end. 2 effective introduction and conclusion for audience and
purpose. 3 strong connections among ideas, with some syntactic
variety. The response provides thorough and convincing
support/evidence for the controlling idea or main idea that
includes the effective use of sources, facts, and details. The
response achieves substantial depth that is specific and relevant:
1 use of evidence from sources is smoothly integrated,
comprehensive, and concrete effective use of a variety of
elaborative techniques. The response clearly and effectively
expresses ideas, using precise language: 1use of academic and
domain-specific vocabulary is clearly appropriate for the audience
and purpose. The response demonstrates a strong command of
conventions: 1 few, if any, errors are present in usage and
sentence formation. 2 effective and consistent use of punctuation,
capitalization, and spelling. 2 Points The response is adequately
sustained and generally focused: 1. focus is clear and for the most
part maintained, though some loosely related material may be
present. 2 some context for the controlling idea or main idea of
the topic is adequate. The response has an evident organizational
structure and a sense of completeness, though there may be minor
flaws and some ideas may be loosely connected: 1 adequate use of
transitional strategies with some variety adequate progression of
ideas from beginning to end. 2 adequate introduction and conclusion
adequate, if slightly inconsistent, connection among ideas. The
response provides adequate support/evidence for the controlling
idea or main idea that includes the use of sources, facts, and
details: 1 some evidence from sources is integrated, though
citations may be general or imprecise. 2 adequate use of some
elaborative techniques. The response adequately expresses ideas,
employing a mix of precise with more general language use of
domain- specific vocabulary is generally appropriate for the
audience and purpose. The response demonstrates an adequate command
of conventions: 1 some errors in usage and sentence formation may
be present, but no systematic pattern of errors is displayed. 2
adequate use of punctuation, capitalization, and spelling 1 Point
The response may be related to the topic but may provide little or
no focus: 1 may be very brief may have a major drift focus. 2 may
be confusing or ambiguous. The response has little or no
discernible organizational structure: 1 few or no transitional
strategies are evident. 2 frequent extraneous ideas may intrude.
The response provides minimal support/evidence for the controlling
idea or main idea that includes little or no use of sources, facts,
and details: 1 use of evidence from the source material is minimal,
absent, in error, or irrelevant The response expression of ideas is
vague, lacks clarity, or is confusing: uses limited language or
domain-specific vocabulary may have little sense of audience and
purpose The response demonstrates a lack of command of conventions:
1 errors are frequent and severe and meaning is often obscure. 0
Point A response gets no credit if it provides no evidence of the
ability to fill in with key language from the intended target.
15
- Slide 16
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 16 SBAC
Reading Assessment Three Assessed Research Targets (Constructed
Response Rubrics) Constructed Response Research Rubrics Target 2
Locate, Select, Interpret and Integrate Information. 2 The response
gives sufficient evidence of the ability to locate, select,
interpret and integrate information within and among sources of
information. 1 The response gives limited evidence of the ability
to locate, select, interpret and integrate information within and
among sources of information. 0 A response gets no credit if it
provides no evidence of the ability to locate, select, interpret
and integrate information within and among sources of information.
Constructed Response Research Rubrics Target 3 Evidence of the
ability to distinguish relevant from irrelevant information such as
fact from opinion. 2 The response gives sufficient evidence of the
ability to distinguish relevant from irrelevant information such as
fact from opinion. 1 The response gives limited evidence of the
ability to distinguish relevant from irrelevant information such as
fact from opinion. 0 A response gets no credit if it provides no
evidence of the ability to distinguish relevant from irrelevant
information such as fact from opinion. Constructed Response
Research Rubrics Target 4 Ability to cite evidence to support
opinions and ideas. 2 The response gives sufficient evidence of the
ability to cite evidence to support opinions or ideas. 1 The
response gives limited evidence of the ability to cite evidence to
support opinions or ideas. 0 The response gives no evidence of the
ability to cite evidence to support opinions or ideas.
- Slide 17
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 17 6. Explain
why magma appeared in the crevices and its effects. Use relevant
evidence from the text, The East African Rift. Constructed Response
RI.6.3, Research Target 3 Quarter 4 CFA Research Constructed
Response Answer Key RI.6.3 Research Target 3 Target 3 Evidence of
the ability to distinguish relevant from irrelevant information
such as fact from opinion. RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
Constructed Response Research Rubrics Target 3 Evidence of the
ability to distinguish relevant from irrelevant information such as
fact from opinion. Teacher /Rubric Language Response The response
gives evidence of distinguishing relevant information to the causes
of magma appearing in crevices and its effects, in the text The
East African Rift. The process that is causing the magma to appear
and its effects needs to be presented in a logical and
chronological response following the text. Relevant evidence in
sequential order would include (1) Volcanos are erupting beneath
the Earths crust, (2) the volcanos caused earthquakes, (3) the
earthquakes caused crevices, (2) lava has risen into some of the
crevices, (3) fumes shoot up from the crevices and (4) the smell of
sulphur rises from some crevices. Students will have to use logic
to find the sequence. Any answers supported by the text that are
logical and in an order that makes sense, are acceptable. Student
Language Response Example 2 Student gives complete and thorough
logical and chronological evidence to explain the cause of magma
appearing in crevices and its effects. In Ethiopia a series of
earthquakes shook the ground. Some geologists experienced it when
they saw the Earth split open and crevices race toward them! What
caused the Earth to split? Volcanoes! The volcanoes are far beneath
Earth. When they started to erupt it caused earthquakes. The
earthquakes split the ground wide open forming many cracks and
crevices. The lava or magma from the volcanoes undergrounded
started to rise up into the crevices. Soon there was bubbling hot
magma and the smell of sulphur coming out of the crevices! This is
why the magma appeared in the crevices! 1 Student gives partial
logical and partial chronological evidence but there are gaps in
explaining the process. There are large cracks in the ground in
Africa by Ethiopia. Earthquakes occurred and the ground opened up.
Because there are large cracks, the lava had a place to come out of
and appeared. It was very hot. 0 Student does not answer the
prompt. Earthquakes are scary. They do make cracks in the ground.
Sometimes cars can fall into the cracks.
- Slide 18
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 18 12. How
much time does it take for a new ocean to form? How does the author
convey this in Cracking Up? Use examples and quotes from the text.
Constructed Response RI.6.6 Research Target 2 Quarter 4 CFA
Research Constructed Response Answer Key RI.6.6 Research Target 2
Target 2 Locate, Select, Interpret and Integrate Information.
RI.6.6 Determine an author's point of view or purpose in a text and
explain how it is conveyed in the text. Constructed Response
Research Rubrics Target 2 Locate, Select, Interpret and Integrate
Information. Teacher /Rubric Language Response The response gives
evidence of students being able to locate and select the specific
information necessary to answer the prompt (e.g., how much time
does it take for a new ocean to form?). Information that is
specific will have language that is consistent with time elements.
The response gives evidence of students being able to interpret the
selected information and how it relates to the prompt in order to
write an integrative response. Student responses could include
(from Cracking Up): (1) the geological process is slowly building a
new ocean in eastern Africa, (2) the tectonic plates are moving
very slowly, (3) in the long course of Earths history, the plates
have created oceans, (4) the tectonic activity has been going on
for 30 million years and (5) a million years from now possibly
sooner The Great Rift Valley will lie at the bottom of an ocean
that divides Africa in two. Student Language Response Example 2
Student gives 5 examples and direct quotes from the text in order
to answer the prompt. It takes a very long time for a new ocean to
form. The author of Cracking Up gives examples of what happened in
Ethiopia when a series of Earthquakes split open the ground. A new
ocean was being formed in eastern Africa but it is a slow building
process. The author states the tectonic plates are moving and in
the long course of Earths history, this has caused oceans to be
created. The tectonic activity has been going on for 30 million
years, as the author states. He concludes the text by mentioning
that a million years from now possibly sooner an ocean will divide
Africa in two. These examples and quotes from the text tell the
reader that it takes a very long time for a new ocean to form. 1
Student gives 1 example from the text mentioning time elements but
loses focus of the prompt. Oceans do not happen overnight. Some
take millions of years. One way they are made is that the tectonic
plates start moving and soon the ground opens up so water comes in
to make a new ocean. 0 Student does not answer the prompt. Oceans
are very large. They are so big they take up a lot of space.
- Slide 19
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 19 18. Which
text more specifically explains how the moving tectonic plates are
affecting Africa? Use examples from both Cracking Up and The East
African Rift. Use examples from both Cracking Up and The East
African Rift. Constructed Response RI.6.9 Research Target 4 Quarter
4 CFA Research Constructed Response Answer Key RI.6.9 Research
Target 4 Target 4 Ability to cite evidence to support opinions or
ideas. RI.6.9 Compare and contrast one author's presentation of
events with that of another (e.g., a memoir written by and a
biography on the same person). Constructed Response Research
Rubrics Target 4 Ability to cite evidence to support opinions and
ideas Teacher /Rubric Language Response The response gives evidence
to support the opinion in the prompt (e.g., which text more
specifically explains how the moving tectonic plates are affecting
Africa?) by citing specific evidence from both texts. Evidence of
the effects of the moving plates from Cracking Up could include:
(1) a 3 foot cliff was discovered after the earthquakes, (2) new
fissures and cracks are being discovered in Ethiopia, (3) volcanoes
have erupted, (4) magma rose from the ground, (5) a 35 mile stretch
of desert in Ethiopia is continuing to have cracks. Evidence of the
effects of the moving plates from The East African Rift could
include: (1) the earth split open, creating crevices some dozens of
meters deep,(2) hundreds of crevices are splitting the desert
floor, (3) the ground has slumped 100 meters, (4) magma has been
seen rising from below in crevices, (5) The ground is sinking
around the Afar Triple Junction, (6) the ground opened up across
345 square miles, (7) earthquakes are constantly shaking the
region,(8) new crevices are discovered weekly, (9) fumes from the
crevices are as hot as 400 degrees Celsius, (10) bubbling magma is
coming through the crevices, (11) molten rock is slicing through
the African continental plate and (12) a chain of volcanoes have
erupted. Student responses can be many and varied but there should
be some consistency in which to compare the two texts.
Consistencies between the two texts may includes the crevices,
earthquakes and volcanoes. Student Language Response Example 2
Student states an opinion, and cites 2 examples with many details
from both texts, to support the opinion. Both texts provide
evidence to show the moving of the tectonic plates is affecting
Africa. Both explain that crevices are opening in the ground and
earthquakes, caused by volcanoes erupting below the ground, are
constant. But, it is my opinion that the text The East African Rift
explains more about how the plates are affecting Africa than the
text Cracking Up. To begin with the crevices, Cracking Up states
that crevices are being discovered in Ethiopia. The East African
Rift expands on this idea by stating that some of the crevices are
dozens of meters deep, are happening on 345 square miles of desert
and that there are hundreds discovered weekly. Then the text
Cracking Up says that there have been a series of earthquakes after
which a 3 foot cliff was discovered. The East African Rift expands
on this idea by stating that the earthquakes are constantly shaking
the region, the ground has slumped 100 meters and the Afar Triple
Junction is sinking. These are two examples of how the text The
East Africa Rift explains more about how the plate movement is
affecting Africa. 1 Student infers an opinion at the conclusion and
cites 2 examples of effects, but does not give specific details to
support the opinion. I read two texts about how two kinds of plates
are moving apart. This makes things happen to the land in Africa.
The first text was called Cracking Up. The second text was called
The East African Rift. Both of the texts describe how earthquakes
are shaking the ground and making cracks and both texts talk about
volcanos and lava coming out of the cracks. I think they both have
good information. 0 Student does not answer the prompt. Volcanoes
are huge. Lava comes out of volcanoes. Someday I want to see a real
one.
- Slide 20
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 20 Quarter 4
CFA Selected Response Answer Key
- Slide 21
- 21 Name_______________ Grade 6 Common Formative Assessment
Reading Informational Text Quarter Three Reading Informational Text
Quarter Three Reading Informational Text
- Slide 22
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 22 Student
Directions: Read the Directions. Part 1 Your assignment: You will
read two texts about a geological process happening in Africa. As
you read, take notes on these sources. Then you will answer several
research questions using these two sources. These will help you
plan to write an informational report. Steps you will be following:
In order to help you plan and write your essay, you will do all of
the following: 1. Read two texts. 2. Answer several questions about
the sources. 3. Plan your informational report. Directions for
beginning: You will now read two articles. Take notes because you
may want to refer to your notes while you plan your informational
report. You can refer to any of the sources as often as you like.
Questions Answer the questions. Your answers to these questions
will be scored. Also, they will help you think about the sources
youve read, which should help you plan your informational report.
Part 2 You will: 1. Plan your writing. You may use your notes and
answers. You may use a graphic organizer 2.Write Revise and Edit
your first draft (your teacher will give you paper). 3.Your
assignment: It is 2005. You are a reporter investigating the
effects of the African and Arabian Plates pulling away from each
other. Write an informational article on what you see, hear and
feel. Who did you interview? Summarize your report with a
conclusion of the importance of this geological process. How you
will be scored How your report will be scored: The people scoring
your report will be assigning scores for: 1. Statement of
Purpose/Focushow well you clearly state and maintain your
controlling idea or main idea 2. Organization how well the ideas
progress from the introduction to the conclusion using effective
transitions and how well you stay on topic throughout. 3.
Elaboration of Evidence how well you provide evidence from sources
about your topic and elaborate with specific information. 4.
Language and Vocabulary how well you effectively express ideas
using precise language that is appropriate for your audience and
purpose. 5. Conventions how well you follow the rules of usage,
punctuation, capitalization, and spelling.
- Slide 23
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 23 Cracking
Up Splitting Up A new ocean will one day separate Africa. A group
of nomads got a shock several years ago in a desert in Ethiopia. A
series of earthquakes rattled the ground one night, making a
deafening noise. The next morning, the nomads discovered that a 3-
foot cliff had risen from the ground behind them. The event wasnt
just any earthquake. It was one step in a geological process that
is slowly building a new ocean in eastern Africa. Spreading Apart
Earths shell is made up of enormous pieces that fit together like
those in a jigsaw puzzle. Called tectonic plates, the pieces are
moving very slowly. Some plates are crashing together. Some are
pulling apart. In the long course of Earths history, the movements
of plates have created mountains, oceans, and continents. In
eastern Africa, two large tectonic platesthe African Plate and the
Arabian Plateare pulling away from each other. Theres true plate
spreading going on there, Cindy Ebinger, an earth scientist at the
University of Rochester in New York, told ScienceSpin. C.
Ebinger/University of Rochester A scientist inspects one of many
fissures, or narrow cracks, that opened during a series of
earthquakes in Ethiopia several years ago. Thats not all. As the
two plates pull apart, the African Plate is splitting into two
pieces. One tectonic plate is becoming two plates. Recently, that
tectonic activity has gotten dramatic. In 2005, the cracking of the
African Plate triggered a volcanic eruption in Ethiopia. That was
followed by a series of earthquakesthe same ones the nomads felt.
The earthquakes occurred as magma (liquid rock) rose from deep
within Earth, splitting the ground wide open. A series of crevices,
some as wide as 10 feet, opened along a 35-mile stretch of desert
in Ethiopia. Since then, the cracks have continued to grow.
- Slide 24
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 24 A Natural
Lab Africas tectonic activity has been going on for 30 million
years. The spreading and cracking is what formed the Red Sea, as
well as a deep depression known as the Great Rift Valley. The rift
runs south from the bottom of the Red Sea through eastern Africa.
As the two sides of the rift valley pull even farther apart, the
entire area will someday fall below sea level. Eventually, water
from the Red Sea will rush in to fill the rift, spawning a new body
of water. A million years from now possibly soonerthe Great Rift
Valley will lie at the bottom of an ocean that divides Africa in
two. An ocean will one day fill the Great Rift Valley, where Africa
is pulling apart.
- Slide 25
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 25 The East
African Rift Geologist Dereje Ayalew and his colleagues from Addis
Ababa University were amazed -- and frightened. They had only just
stepped out of their helicopter onto the desert plains of central
Ethiopia when the ground began to shake under their feet. The pilot
shouted for the scientists to get back to the helicopter. And then
it happened: the Earth split open. Crevices began racing toward the
researchers like a zipper opening up. After a few seconds, the
ground stopped moving, and after they had recovered from their
shock, Ayalew and his colleagues realized they had just witnessed
history. For the first time ever, human beings were able to witness
the first stages in the birth of an ocean. Normally we dont see
changes taking place to our geological environment as they take
place so slowly. A life time is too short to see rivers changing
course, mountains rising skywards or valleys opening up. In
northeastern Africa's Afar Junction though, recent months have seen
hundreds of crevices splitting the desert floor and the ground has
slumped by as much as 100 meters (328 feet). At the same time,
scientists have observed magma rising from deep below as it begins
to form what will eventually become a basalt ocean floor.
Geologically speaking, it won't be long until the Red Sea floods
the region. The ocean that will then be born will split Africa
apart. In the Afar Triple Junction, the African and Arabian plates
are drifting apart. While the two plates move apart, the ground
sinks to make room for the Red Sea and the Gulf of Aden. Bubbling
magma and the smell of sulphur The dramatic event that Ayalew and
his colleagues witnessed in the Afar Desert on Sept. 26, 2005, was
the first visual proof of the plates moving apart. It was followed
by a week-long series of earthquakes. During the months that
followed, hundreds of further crevices opened up in the ground,
spreading across an area of 345 square miles. "The earth has not
stopped moving since," geophysicist Tim Wright of the University of
Oxford says. The ground is still splitting open and sinking, he
says; small earthquakes are constantly shaking the region.
Scientists have made repeated trips to the area since the drama of
last September. Locals have reported a number of new cracks opening
in the ground, and new crevices are being discovered weekly. Fumes
as hot as 400 degrees Celsius (752 degrees Fahrenheit) shoot up
from some of them; the sound of bubbling magma and the smell of
sulphur rise from others. The larger crevices are dozens of meters
deep and several hundred meters long. Traces of recent volcanic
eruptions are also visible.
- Slide 26
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 26 East
African Rift A new ocean floor on the Earths surface, a gigantic
steam of molten rock (lava) rising from beneath the Earths crust is
slicing through the African continental plate like a blow torch.
The lava has risen into some of the crevices. This kind of lava
comes out of volcanic ridges deep under the ocean. This slowly
pushes older lava sediments away on either side. The process is
beginning the birth of a new ocean floor. Now Afar Triple Junction
is sinking rapidly. The chain of volcanoes that run along the East
African Rift System is a sign of the breaking apart of the
continent. In some areas around the outer edges of the Rift system,
the Earths crust has already cracked open, making room for the
magma below. The Great Rift Valley Diagram 2 East African Rift
System Diagram 1 - Ethiopia
- Slide 27
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 27 1.Which is
the best example of the cause of fissures as stated in Cracking Up?
A.volcanic eruptions B.earthquakes C.deafening noises D.narrow
cracks 2. According to Cracking Up, What role do the tectonic
plates play in the creation of mountains, oceans, and continents?
A.Volcanos create earthquakes. B.Tectonic plates crash together and
some pull apart slowly. C.The earthquakes occur as magma rises from
within Earth. D.Earths shell is made up of enormous pieces that fit
together. RI.6.3 Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes). RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
- Slide 28
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 28 4.What do
the chain of volcanos along the East African Rift indicate? A.The
chain of volcanos indicate that there will be many eruptions and
earthquakes. B.The chain of volcanos indicate that many crevices
are forming. C.The chain of volcanos indicate that there is lava
beneath the Earths crust breaking the continental plate. D.The
chain of volcanos indicate that new crevices have very hot fumes.
3.What evidence in The East African Rift, was the first visual
proof of the tectonic plates moving apart? A.The smell of sulfur
rising from the crevices. B.The sound of bubbling magma. C.The
Earth split open and crevices opened up. D.A new ocean formed in
Africa. RI.6.3 Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes). RI.6.3 Analyze in detail how a key
individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes).
- Slide 29
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 5.In The East
African Rift, why were the geologists both amazed and frightened?
A.The geologists were amazed that the Earth had split opened, but
were frightened of the shaking ground. B.The geologists were amazed
that they had just witnessed history. C.The geologists were both
amazed and frightened when the pilot shouted for them to get back
to the helicopter. D.The geologists were afraid of the earthquake
tremors but amazed at how strong the ground shook. 29 6. Explain
why magma appeared in the crevices and its effects. Use examples
from The East African Rift. RI.6.3 (Teacher Only) Final Score_____
RI.6.3 Analyze in detail how a key individual, event, or idea is
introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes).
- Slide 30
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 30 7.What was
the authors main purpose for writing the text The East African
Rift? A.The author is describing the land changes occurring in East
Africa. B.The author is convincing the reader that East Africas
geological changes make the area a dangerous place to live. C.The
author wanted to explain how a group of nomads got a shock several
years ago in a desert in Ethiopia. D.The author is informing the
reader about the geological formation taking place in East Africa.
RI.6.6 Determine an author's point of view or purpose in a text and
explain how it is conveyed in the text. 8. What conclusion can you
draw from diagram 2 about the volcanos in The East African Rift
System? A.The chain of volcanos occur where the continent is
breaking apart. B.The volcanos create plate boundaries. C.The
volcanos are located where the rift valleys are. D.The volcanos
show the pass of Nile river. RI.6.6 Determine an author's point of
view or purpose in a text and explain how it is conveyed in the
text.
- Slide 31
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 31 9.Why does
the author of The East African Rift emphasize that changes take
place slowly? A.It takes time for new lava to push old lava away.
B.The author is explaining that it will be a long time before a new
ocean is formed. C.People do not usually get to see changes taking
place. D.The African and Arabian plates will take millions of years
to totally drift apart. 10.Which detail from The East African Rift,
supports why scientists are making repeated trips to the Afar
Triple Junction? A.The ground is sinking to make room for the Red
Sea and the Gulf of Aden. B.Geologists were frightened. C.The earth
has not stopped moving since, said geophysicist Tim Wright.
D.Locals have reported a number of new cracks and new crevices are
being discovered weekly. RI.6.6 Determine an author's point of view
or purpose in a text and explain how it is conveyed in the text.
RI.6.6 Determine an author's point of view or purpose in a text and
explain how it is conveyed in the text.
- Slide 32
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 32 12. How
much time does it take for a new ocean to form? How does the author
convey this in Cracking Up? Use examples and quotes from the text.
RI.6.6 (Teacher Only) Final Score_____ 11. What central idea is the
author making about the tectonic plates in Cracking Up?
A.Earthquakes will continue. B.Eventually Africa will be divided in
two. C.Tectonic plates in Eastern Africa are pulling away from each
other. D.Cracks and fissures are constantly being discovered.
RI.6.6 Determine an author's point of view or purpose in a text and
explain how it is conveyed in the text.
- Slide 33
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 33 13. Which
statement most shows how both texts depict the beginning of the
earthquakes in a similar way? A.People who were there saw a 3-foot
cliff rising up. B.Both texts describe the reaction of those who
experienced the earthquakes. C.Nomads and Geologists experienced
the earthquakes. D.Both texts explain what made the deafening
noise. RI.6.9 Compare and contrast one author's presentation of
events with that of another (e.g., a memoir written by and a
biography on the same person). 14. How are the purposes of each
text most different? A.Cracking Up is investigative, while The East
African Rift is about the causes and effects of the earthquakes.
B.Cracking Up is about nomads, while The East African Rift is about
geologists. C.Cracking Up is more about tectonic plates, while The
East African Rift is more about the making of a new ocean.
D.Cracking Up is more about the tectonic plates, while The East
African Rift is more investigative. RI.6.9 Compare and contrast one
author's presentation of events with that of another (e.g., a
memoir written by and a biography on the same person).
- Slide 34
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 34 15. How
are Cracking Up and East African Rift different in their approach
to explaining the tectonic plates? A.Cracking Up explains the
tectonic plates overall as part of Earths geological history. B.The
East African Rift states that the plates are drifting apart. C.The
East African Rift and Cracking Up have different viewpoints as to
why the tectonic plates are moving. D.Cracking Up states that the
tectonic plates move constantly. RI.6.9 Compare and contrast one
author's presentation of events with that of another (e.g., a
memoir written by and a biography on the same person). 16.What will
be the final geological event that splits Africa apart? Read both
texts. A.The movement of the African Plate triggered by volcanic
eruptions. B.A deep depression at the bottom of the Red Sea called
the Great Rift Valley. C.The Red Sea flooding the region where the
rift valley splits D.Another series of earthquakes. RI.6.9 Compare
and contrast one author's presentation of events with that of
another (e.g., a memoir written by and a biography on the same
person).
- Slide 35
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 18. Which
text more specifically explains how the moving tectonic plates are
affecting Africa? Use examples from both Cracking Up and The East
African Rift. RI.6.9 (Teacher Only) Final Score_____ 35 RI.6.9
Compare and contrast one author's presentation of events with that
of another (e.g., a memoir written by and a biography on the same
person). 17. Which statement most supports that the nomads and
geologists experienced the same series of Earthquakes? A.Recent
months have seen hundreds of crevices opening in Africas Afar
Junction. B.In 2005, the cracking of the African Plate triggered a
volcanic eruption in Ethiopia. C.Small earthquakes are constantly
shaking the region. D.As the two plates pull apart, the African
Plate is splitting into two pieces.
- Slide 36
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 36 19. Read
the paragraph below. (Write and Revise W.2b relevant facts ) In
2005, a series of earthquakes shook the ground in eastern Africa.
It is here that two tectonic plates are pulling apart. Since then,
scientists have made many trips to the region known as the African
Afar Junction. Select the statement that would most logically
follow the paragraph. A.The earthquakes have frightened natives of
Eastern Africa. B.The scientists are studying the effects of the
two tectonic plates pulling apart. C.The pulling apart will
eventually cause the Red Sea to flood the region. D.Crevices have
split the Earth open. 20. Read the section below. (Write and Revise
W.2b relevant facts) There are a chain of volcanoes in Africa. They
run along the East African Rift System. They are a sign of the
breaking apart of the continent. There are many earthquakes
occurring in Africa. Select the sentence that does not support this
section. A.There are a chain of volcanoes in Africa. B.They run
along the East African Rift System. C.They are a sign of the
breaking apart of the continent. D.There are many earthquakes
occurring in Africa.
- Slide 37
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 22. Read the
paragraph below. (Write and Revise Vocabulary L.6.4a ) Eventually,
water from the Red Sea will rush in to fill the rift, spawning a
new body of water. Which word best replaces spawning? A.hatching
B.increasing C.producing D.parenting 37 21. Read the sentence
below. (Write and Revise Vocabulary L.6.5b) In 2005, the cracking
of the African Plate triggered a volcanic eruption in Ethiopia.
Which word or phrase is the clearest and most specific substitute
for triggered? A.set off B.made C.produced D.formed
- Slide 38
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 38 24. Which
sentence is written correctly? (Write and Revise- Edit and Clarify
L.6.3a) A.The scientists moved away from the magma, but they could
still smell the sulphur. B. The scientists moved away from the
magma, so they could still smell the sulphur. C. The scientists
moved away from the magma, and they could still smell the sulphur.
D. The scientists moved away from the magma, or they could still
smell the sulphur. 23. Read the sentence below. (Write and Revise,
Edit and Clarify L.6.1c) If scientists want to study the Great
Rift, you should join a team of other geologists. Select the
correct way to revise this sentence. A.If scientists want to study
the Great Rift, we should join a team of other geologists. B.If
scientists want to study the Great Rift, they should join a team of
other geologists. C.If scientists want to study the Great Rift, he
should join a team of other geologists. D. If scientists want to
study the Great Rift, she should join a team of other
geologists.
- Slide 39
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 39 Part 2 You
will: 1.Plan your writing. You may use your notes and answers. You
may use a graphic organizer 2.Write Revise and Edit your first
draft (your teacher will give you paper). 3.Your assignment: It is
2005. You are a reporter investigating the effects of the African
and Arabian Plates pulling away from each other. Write an
informational article on what you see, hear and feel. Who did you
interview? Summarize your report with a conclusion of the
importance of this geological process. How your report will be
scored: The people scoring your report will be assigning scores
for: 1. Statement of Purpose/Focushow well you clearly state and
maintain your controlling idea or main idea 2. Organization how
well the ideas progress from the introduction to the conclusion
using effective transitions and How well you stay on topic
throughout. 3. Elaboration of Evidence how well you provide
evidence from sources about your topic and elaborate with specific
information. 4. Language and Vocabulary how well you effectively
express ideas using precise language that is appropriate for your
audience and purpose. 5. Conventions how well you follow the rules
of usage, punctuation, capitalization, and spelling.
- Slide 40
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 40
- Slide 41
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 41
- Slide 42
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 42 STOP Close
your books and wait for instructions!
- Slide 43
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 43 Student
Self-Check How Did You Do? Directions: Check the box for each
answer as Correct or Not Correct.CorrectNotCorrect Question 1
Question 1 Which is the best example of the cause of fissures in
Cracking Up? RI.6.3 Question 2 Question 2 According to Cracking Up,
What role do the tectonic plates play in the creation of mountains,
oceans, and continents? RI.6.3 Question 3 Question 3 What evidence
in East African Rift, was the first visual proof of the tectonic
plates moving apart? RI.6.3 Question 4 Question 4 What do the chain
of volcanos along the East African Rift indicate? RI.6.3 Question 5
Question 5 In East African Rift, why were the geologists both
amazed and frightened? RI.6.3 Question 6: Constructed Response
Question 6: Constructed Response Circle Final Score RI.6.3210
Question 7 Question 7 What was the authors purpose for writing the
text The East African Rift? ? RI.6.6 Question 8 Question 8 What
conclusion can you draw from diagram 2 about the volcanos in The
East African Rift System? RI.6.6 Question 9 Question 9 Why does the
author of The East African Rift emphasize that changes take place
slowly? RI.6.6 Question 10 Question 10 Which detail supports why
scientists are making repeated trips to the Afar Triple Junction?
RI.6.6 Question 11 Question 11 What central idea is the author
making about the tectonic plates in Cracking Up? RI.6.6 Question
12: Constructed Response Question 12: Constructed Response Circle
Final Score RI.6.6210 Question 13 Question 13 Which statement shows
how both texts depicted the beginning of the earthquakes in a
similar way? RI.6 9 Question 14 Question 14 How are the purposes of
each text most different? RI.6.9 Question 15 Question 15 How are
Cracking Up and East African Rift different in their approach to
explaining the tectonic plates? RI.6.9 Question 16 Question 16 What
will be the final geological event that splits Africa apart? Read
both texts. RI.6.9 Question 17 Question 17 Which statement most
supports that the nomads and geologists experienced the same series
of Earthquakes? RI.6.9 Question 18: Constructed Response Question
18: Constructed Response Circle Final Score RI.6.9210
- Slide 44
- Rev. Control: 05/25/14 HSD OSP and Susan Richmond 44 Question
no.___