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1Pre-evaluacin para el 3er trimestreLectura de texto informativo

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2Important Information This booklet is divided into two parts

Teachers ResourcesPage 1 19

Students Assessment Pages 20 32

This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. Read the passages aloud to kindergarten students as listening comprehension, before the assessment.

Printing Instructions Be sure you have printed a teachers Edition!

Please print the teachers directions (pages 1 19). Read thedirections before giving the assessment.

Print pages 20 32 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)GradeBandCurrentLexile BandCCSSLexile Band*K1N/AN/A23450L725L420L820L45645L845L740L1010L68860L1010L925L1185L9-10960L1115L1050L1335L11CCR1070L1220L1185L1385LNote: Many Read Alouds for kindergarten (such as Green Eggs and Ham) are between a second and third grade reading lexile band.Rev. Control: 08/01/2013 HSD OSP and Susan RichmondGrade 3 SamplePath to DOK - 1Path to DOK - 2 End GoalDOK Guide DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandardPath to DOK 2Informational TextLearning ProgressionsLocate 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 DevelopmentUnderstands 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

3Independent 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.KindergartenKindergarten teachers should follow the kindergarten teacher directions as Listening Comprehension.

Types of ReadersSelected 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 - 4Students answer 10 Selected Response Questions about the passages. Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4Students 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.htmlScoring forms are available at:May vary for kindergartenRev. Control: 08/01/2013 HSD OSP and Susan Richmond4Write 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 three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 3Students Read to Write integrating basic writing and language revision skills.

Write and Revised Assessed Categories for Quarter Three

Writing: Write and Revise (revision of short text)

Language: Language and Vocabulary Use (accurate use of words and phrases)

Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond5Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT NEW Please make copies of the note-taking form for each student in your class if you choose to use it.

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 note-taking form is provided for your students to use for this assessment 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.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions.

1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.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 Rev. Control: 08/01/2013 HSD OSP and Susan RichmondNote-TakingTeachers....

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.

Kindergarten: Read the text to students. Re-read the text again for students to note-take.

Reading the questions first and then the 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.

Read the text through to get the gist without the distraction of finding answers or note-taking.

Re-read the text. Take notes using a note-taking form.

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.Rev. Control: 08/01/2013 HSD OSP and Susan RichmondPlanning to Write a Full CompositionInformational Full-Composition Performance Task PromptDescribe events in the life of a sea turtle or a snapping turtle.

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of planning a full informational composition after completing Part 1 (this assessment) here area few ideas:

Find a graphic organizer youve used before to plan a writing piece.

Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

Be sure students know the criteria before they begin (what you are expecting them to do).

Share exemplary models of completed graphic organizers. Review the criteria.

Rev. Control: 08/01/2013 HSD OSP and Susan RichmondResearch 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 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 topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond9Name_____________________

What is the text mostly about? This is the main topic.

Draw a main topic picture.Grade KUse letters, words or pictures. Tell more about the main topic.Read the text with the students. Ask the students if the text is about (use irrelevant examples a french-fry?, a hair?).

This will help students understand that when you ask what a text is mostly about you are referring to the subject or what is called a main topic.

Ask students to draw a picture of the main topic.1Ask students to look explain more about the main topic.

Tell students, When we want to explain more about (name the main topic), we can look to see what else happened. We are looking for ideas and details.

Ask students, What ideas or details can you find and tell about?2Remember students will need to have a note-taking form for each passage.Differentiation:Students who need more pages print as needed. In kindergarten you can scaffold students to start with illustrating the main topic, then move to details and ideas in another lesson. Students who would benefit from enrichment can continue on with more specific details or a new text.

Students who need more direct instruction teach each part in mini lessons. These concepts can be taught separately:Main TopicIdeasDetailsELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Rev. Control: 08/01/2013 HSD OSP and Susan Richmond10Nombre_____________________

Acerca de qu se trata principalmente el texto? Este es el tema principal.Dibuja una imagen del tema principal.Grado KUsa letras, palabras, o dibujos. Cuntanos ms sobre el tema principal.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond11Quarter Three Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).Grade KPath to DOK - 1Path to DOK - 2End GoalDOK Guide DOK 1 - KaDOK 1 - KcDOK 1 - CeDOK 1 - CfDOK 2ChDOK 2 ClDOK 2 APnStandardPath to DOK 1,2Informational TextLearning ProgressionsRecalls word meanings from an informational text read and discussed in class.Understands and uses correctly Standard Academic Language: ask, answer, questions, unknown, words and text when listening to and discussing informational texts.Select appropriate words when meaning is evident (point to the picture that means ___ or shows a ___).(L.K.4a Identify new meanings for familiar words and apply them accurately...)Asks and answers basic who, what, when, where and how questions about unknown words in an informational text read and discussed in class.Concept Development: Student understands that words represent things, actions and feelings.(L.K.5c Identify real-life connections between words and their use..)Locates words that give specific meaning to a text (what words help us to know how ___ feels) read and discussed in class.L.K.4 (Determine or clarify the meaning of unknown and multiple-meaning words and phrases.)Asks questions about words within the context of the story (What is a ___?)Answers questions about words within the context of a story (Why did the boy say__ when__)?RL.K.4 Ask and answer questions about unknown words in a text.Grade KPath to DOK - 1Path to DOK - 2Path to DOK - 3End GoalDOK Guide DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CjDOK 2 - ClDOK 2 ANsDOK 3 - CvDOK 3 - EVCStandardPath to DOK 3Informational TextLearning ProgressionsLocate or tell about specific points in a text read and discussed in class.Understand and use Standard Academic Language: author, points, reasons, identify, support and text.Answer questions when asked about specific points in a text using who, what, when, where or how.Concept Development:Understands that a point is what an author is trying to explain and reasons tell why.Can match points to reasons causes to effects (matches a picture of lava to a volcano, or a danger sign to a fire) from a text read and discussed in class.Locate reasons in the text that support the specific points by explaining why(snakes are harmful if they are poisonous tells why the author says dont touch!)Distinguish relevant and irrelevant reasons of support about specific points in a text (explains why ___ is a good reason (relevant) to not ___.Identify reasons an author gives to support points in a text with little prompting can draw or identify in a new text read but not discussed in class.Cite evidence that supports points in a text (can answer a question by referring to a specific place in the text).RI.K.8With prompting and support, identify the reasons an author gives to support points in a text.Grade KPath to DOK - 1Path to DOK - 2Path to DOK - 3Path to DOK - 4End GoalDOK Guide DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - CkDOK 3 - ANPDOK 3- APxDOK 2 - SYGDOK 4 - SYUStandardPath to DOK 4Informational TextLearning ProgressionsRecall details about specific illustrations, descriptions or procedures from a text read and discussed in class.Understand and use Standard Academic Language: similarities and differences, texts, illustrations, descriptions, procedures and topic.Answer what, who, when and where questions about illustrations, descriptions, and procedures in a read/discussed text.Concept Development:Student understands that two texts about the same topic can have similar or different illustrations, descriptions and procedures.Make generalizations between two texts on the same topic (how they are generally the same/different) about specific illustrations, descriptions or procedures.Gather, analyze, and organize illustrations, descriptions or procedures from two texts on the same topic (able to organize by lists or columns).Understands the concept of identifying similarities and differences between two texts (can explain or show without much prompting). Gather (to Synthesize) information within one source finds all of the attributes about a topic that support___ (requires knowing similarities and differences).Gather (to Synthesize) information within two sources finds all of the attributes about a topic from both sources that support ___.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or proceduresRev. Control: 08/01/2013 HSD OSP and Susan Richmond12 SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research RubricsTarget 2Locate, Select, Interpret and Integrate Information.2The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.1The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.0A 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 RubricsTarget 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.2The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.1The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.0A 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 RubricsTarget 4Ability to cite evidence to support opinions and ideas.2The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.1The response gives limited evidence of the ability to cite evidence to support opinions or ideas.0The response gives no evidence of the ability to cite evidence to support opinions or ideas.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond13Dibuja para mostrar cmo se mueven las tortugas mordedoras. Dibuja para mostrar cmo se mueven las tortugas marinas. Dibuja la tortuga que vive en el mar. Dibuja la tortuga que vive en un estanque. Respuesta Construida RI.K.9, Objetivo de Investigacin 23er Cuarto Pre-Evaluacin Investigacin de Respuesta Construida Respuesta ClaveHacia RI.K.9 y el Objetivo de la Investigacin 2Objetivo de la Investigacin 2:Localizar, seleccionar, interpretar e integrar la informacin.Rbricas de Investigacion de Respuesta Construida Objetivo 2Localizar, seleccionar, interpretar e integrar la informacin.Maestra(o) /Rbrica Respuesta de LenguajeLa respuesta: da pruebas suficientes de la capacidad de buscar y seleccionar informacin sobre el tema indicado. El/la estudiante dibuja una tortuga con piernas para mostrar cmo la tortuga mordedora se mueve. El/la estudiante dibuja una tortuga con aletas para mostrar cmo se mueve una tortuga marina (o cmo se arrastra por la arena).

La respuesta: da pruebas suficientes de la capacidad de interpretar e integrar la informacin sobre el tema indicado. El/la estudiante es capaz de integrar la informacin de los dos artculos para diferenciar detalles entre las tortugas mordedoras y las marinas. Los/las estudiantes dibujan dos o ms detalles sobre la tortuga marinas (ej. Tienen aletas, nada en el mar, o es muy grandes ) que son diferentes a la tortuga mordedora. Los/las estudiantes dibujan dos o ms detalles sobre la tortuga mordedora que son diferentes a la tortuga marina (ej. patas, garras filosas, mandbula potente en forma de pico, cola larga, nada en un estanque). Ejemplo del Lenguaje de Respuesta del Estudiante2#1- La tortuga tiene patas#2- La tortuga tiene aletas #3 - 2 o ms detalles sobre la tortuga marina #4 - 2 o ms detalles sobre la tortuga mordedora1#1 o #2- slo una es correcta #3 - 1 detalles sobre la tortuga marina#4 - 1 detalles sobre la tortuga mordedora0Ninguno o muy pocos de los dibujos muestran una comprensin del tema indicado. Rev. Control: 08/01/2013 HSD OSP and Susan Richmond1411. Escribe letras, palabras, o dibujos para contra sobre la tortuga mordedora. (Escribir y Revisar L.1b)Estndar L.K.1bTortuga Mordedora Respuesta Clave

El/la estudiante dibuja o usa palabras/letras para demostrar su entendimiento de los nombres o verbos utilizados para hablar sobre la tortuga mordedora. 3-4 o ms ejemplos son suficientes. Podra haber muchos otros ejemplos incluyendo: tortuga huevosagujeroarenaestanquegarrasintentar morder cola

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond1415Pre-Evaluacin del 3er Trimestre Respuesta clavePregunta 1 Dnde pone huevos la tortuga marina? APregunta 2 Qu palabra en esta oracin nos diceBPregunta 3 Qu peligros corren las tortugas bebs al ir al agua despus de salir del cascarn?APregunta 4 Qu sucede cuando el sol calienta los huevos?APregunta 5 Qu hace la tortuga marina para escapar del peligro?BPregunta 6 Cul es una forma en que el autor nos muestra que las tortugas marinas pueden crecer mucho?APregunta 7 Aproximadamente cun grandes son los huevos de las tortugas modedoras?BPregunta 8 Qu partes de la imagen muestra como las tortugas mordedoras y las tortugas marinas son diferentes?APregunta 9 Qu hacen estos dos tipos de tortugas? CPregunta 10 Respuesta ConstruidaPregunta 11 Escribir y RevisarEscribe letras, palabras o imgenes que hablen acerca de la tortuga mordedora. L.K.1bRev. Control: 08/01/2013 HSD OSP and Susan Richmond16De la playa al marArtculo #1

1Una tortuga marina cava un agujero en la playa. Ella pone muchos huevos en el agujero. Ella pone arena sobre el agujero. Luego se ir de nuevo al agua.2Los huevos se quedan solos. El sol calienta los huevos. Las tortugas beb empiezan a salir del huevo.

3Las tortugas marinas bebs no tienen patas. Ellas tienen aletas. Ellas deben arrastrase lentamente por la playa hasta llegar al agua. Muchos animales comen a las tortugas marinas bebs.

Grade Equivalent 1.7Lexile 670Los estudiantes tienen sus propias copias en sus cuadernillos.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond17

De la playa al mar 4Algunas de las tortugas marinas bebsllegan al mar. En el mar, las tortugas pueden escapar del peligro. Ellas usan sus aletas para nadar rpido.

5 Las tortugas necesitan alimento para crecer. Las tortugas marinas no tienen dientes. Tienen fuertes mandbulas para agarrar y desgarrar su alimento.

6Las tortugas marinas pueden crecer mucho. Algunas tortugas marinas pueden vivir hasta 150 aos de edad!

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond

18De la arena al estanqueArtculo #2

1De la arena al estanqueLa tortuga mordedora cava un agujero en el suelo arenoso.Ella pone unos 80 huevos. Ella deja los huevos y se regresa al estanque. Los huevos son tan pequeoscomo una moneda de 10 centavos.

2 Pronto, la tortuga mordedora sale del huevo. Las tortugas bebs son cafs, verde oliva o negras. Ellas tienen un pequeo diente que les ayuda a romper y abrir la cscara del huevo.

3Otros animales grandes se comen a las tortugas mordedoras bebs.Las tortugas mordedoras bebs no pueden protegerse a si mismas. Despus de salir del huevo, las tortugasmordedoras bebs buscan un estanque,un pantano o un lago pequeo. Eso puede ser muy peligroso.

Grade Equivalent 2.6Lexile 720Los estudiantes tienen sus propias copias en sus cuadernillos.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond18

19De la arena al estanque4Algunas de las tortugas beb encuentranun hogar en el agua. Se sientan en el fondo fangoso de la laguna. Pueden esconderseen el barro.

5 Ellas no tienen dientes. Tienen mandbulas con bordes afilados que se parecen a los dientes. Se alimentan de plantas o animales pequeos. Las tortugas bebs comienzan a crecer. 6Ahora las tortugas mordedoras tienen la cabeza grande y el cuello largo.Tienen un hocico puntiagudo. Sus mandbulasson muy poderosas. Ellas tienen grandes patascon poderosas garras. Tienen una larga cola. Las tortugas mordedoras pueden llegar a pesarhasta 85 libras y la mayora viven alrededor de30 aos.

7Las tortugas mordedoras no son buenas mascotas! Las tortugas mordedoras tienen muy mal humor. Son agresivas. Ellas no pueden esconderse en sus propias conchas de modo que ellas tratan de morder para protegerse.

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond20Pre-Evaluacin para el 3er CuartoLectura de Texto Informativo

Nombre __________________Grado

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond21De la playa al marArtculo #1

1Una tortuga marina cava un agujero en la playa. Ella pone muchos huevos en el agujero. Ella pone arena sobre el agujero. Luego se ir de nuevo al agua.2Los huevos se quedan solos. El sol calienta los huevos. Las tortugas beb empiezan a salir del huevo.

3Las tortugas marinas bebs no tienen patas. Ellas tienen aletas. Ellas deben arrastrase lentamente por la playa hasta llegar al agua. Muchos animales comen a las tortugas marinas bebs.

Grade Equivalent 1.7Lexile 670Rev. Control: 08/01/2013 HSD OSP and Susan Richmond22

De la playa al mar 4Algunas de las tortugas marinas bebsllegan al mar. En el mar, las tortugas pueden escapar del peligro. Ellas usan sus aletas para nadar rpido.

5 Las tortugas necesitan alimento para crecer. Las tortugas marinas no tienen dientes. Tienen fuertes mandbulas para agarrar y desgarrar su alimento.

6Las tortugas marinas pueden crecer mucho. Algunas tortugas marinas pueden vivir hasta 150 aos de edad!

Rev. Control: 08/01/2013 HSD OSP and Susan RichmondToward RI.K.4 DOK 2 - ClUbica palabras que dan sentido especfico a un texto (que palabras nos ayudan a saber cmo se siente ___) ledo y discutido en clase.Hacia RI.K.4 DOK 1 - CfPregunta y responde las preguntas bsicas quin, qu, cundo, dnde, y cmo sobre palabras desconocidas de un texto informativo ledo y discutido en clase. 23Dnde pone huevos la tortuga marina? Qu palabra en esta oracin nos dice que la tortuga marina beb se mueve despacio por la playa?

12Los estudiantes pueden hacer un crculo, subrayar, sealar o sombrear(si es apropiado) la respuesta correcta.A

un agujeroB

un nidoC

el aguaEllas deben arrastrase lentamente por la playa hasta llegar al agua.BarrastrarseAlentamenteCmoverseRev. Control: 08/01/2013 HSD OSP and Susan Richmond24Qu peligros corren las tortugas bebs al ir al agua despus de salir del cascarn?Qu sucede cuando el sol calienta los huevos?

Hacia RI.K.8 DOK 2 - CjPuede emparejar puntos para razonar-causas a efectos ( coincide una imagen de lava con volcn, o seal de peligro al fuego) de un texto ledo y discutido en clase. 4Hacia RI.K.4 DOK 2 - APnResponde a las preguntas acerca de las palabras en el contexto de una historia (Por qu el nio dice__ cuando__?)3A

arrastrarseB

animalesA

La tortuga beb sale del huevo.B

Los huevos se calientan demasiado.Los estudiantes pueden hacer un crculo, subrayar, sealar o sombrear(si es apropiado) la respuesta correcta.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond25Hacia RI.K.8 DOK - 2 ANsDistingue razones relevantes e irrelevantes de apoyo sobre puntos especficos en un texto (explica por qu ___es una buena razn (relevante) para no___. Hacia RI.K.8 DOK- 3- EVcCita evidencia que apoya los puntos en el texto (puede responder una pregunta refirindose a un lugar especfico en el texto).65Qu hace la tortuga marina para escapar del peligro?6. Cul es una forma en que el autor nos muestra que las tortugas marinas pueden crecer mucho?AVa a la playa.

BNada rpido.

Los estudiantes pueden hacer un crculo, subrayar, sealar o sombrear(si es apropiado) la respuesta correcta.A

con una foto de una tortuga marina muy grandeBcon una foto de tortugas marinas pequeas

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond25

26De la arena al estanqueArtculo #2

1De la arena al estanqueLa tortuga mordedora cava un agujero en el suelo arenoso.Ella pone unos 80 huevos. Ella deja los huevos y se regresa al estanque. Los huevos son tan pequeoscomo una moneda de 10 centavos.

2 Pronto, la tortuga mordedora sale del huevo. Las tortugas bebs son cafs, verde oliva o negras. Ellas tienen un pequeo diente que les ayuda a romper y abrir la cscara del huevo.

3Otros animales grandes se comen a las tortugas mordedoras bebs.Las tortugas mordedoras bebs no pueden protegerse a si mismas. Despus de salir del huevo, las tortugasmordedoras bebs buscan un estanque,un pantano o un lago pequeo. Eso puede ser muy peligroso.

Grade Equivalent 2.6Lexile 720Rev. Control: 08/01/2013 HSD OSP and Susan Richmond26

27De la arena al estanque4Algunas de las tortugas beb encuentranun hogar en el agua. Se sientan en el fondo fangoso de la laguna. Pueden esconderseen el barro.

5 Ellas no tienen dientes. Tienen mandbulas con bordes afilados que se parecen a los dientes. Se alimentan de plantas o animales pequeos. Las tortugas bebs comienzan a crecer. 6Ahora las tortugas mordedoras tienen la cabeza grande y el cuello largo.Tienen un hocico puntiagudo. Sus mandbulasson muy poderosas. Ellas tienen grandes patascon poderosas garras. Tienen una larga cola. Las tortugas mordedoras pueden llegar a pesarhasta 85 libras y la mayora viven alrededor de30 aos.

7Las tortugas mordedoras no son buenas mascotas! Las tortugas mordedoras tienen muy mal humor. Son agresivas. Ellas no pueden esconderse en sus propias conchas de modo que ellas tratan de morder para protegerse.

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond28Toward RI.K.9 DOK 2 CkHace generalizaciones entre dos textos sobre el mismo tema (como generalmente ellos/as son iguales/diferentes) sobre ilustraciones, descripciones, o procedimientos especficos. Hacia RI.K.9 DOK 1 - CfResponde a las preguntas qu, quin, cundo y dnde sobre las ilustraciones, descripciones y procedimientos de un texto ledo/discutido.77. Aproximadamente cun grandes son los huevos de las tortugas mordedoras?8Qu partes de la imagen muestra como las tortugas mordedoras y las tortugas marinas son diferentes?B

aproximadamente del tamao de un centavoA

aproximadamente del tamao de una moneda de diez centavosStudents may circle, underline, point or shade in (if appropriate) the correct answer.A

B

Rev. Control: 08/01/2013 HSD OSP and Susan RichmondHacia RI.K.9 DOK 3- APxEntiende el concepto de identificar similitudes y diferencias entre dos textos (puede explicar o mostrar sin tanta indicacin)2999. Qu hacen estos dos tipos de tortugas? Los estudiantes pueden hacer un crculo, subrayar, sealar o sombrear(si es apropiado) la respuesta correcta.Atratan de morder para protegerse

Bnadan con aletas

Ccavan un agujero para poner sus huevos

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond30Hacia RI.K.9 DOK 4 - SYURene (para sintetizar) la informacin dentro de dos fuentes - encuentra todos los atributos sobre un tema de ambas fuentes que apoyan ___.101Dibuja para mostrar cmo se mueven las tortugas mordedoras.2Dibuja para mostrar cmo se mueven las tortugas marinas.3Dibuja la tortuga que vive en el mar. 4Dibuja la tortuga que vive en un estanque.Respuesta ConstruidaRev. Control: 08/01/2013 HSD OSP and Susan Richmond3111. Escribe letras, palabras o imgenes que hablen acerca de la tortuga mordedora. (Escribir y Revisar L.1b)

Tortuga mordedora

Rev. Control: 08/01/2013 HSD OSP and Susan Richmond0123Yo puedo escribir o dibujar lo que he aprendido en dos textos. Yo puedo identificar lo que es igual y lo que es diferente.

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EstndarRI.K.4 Con sugerencias y apoyo, hacen y contestan preguntas sobre palabrasdesconocidas en un texto.DOK 1 - CfYo puedo hacer o responder preguntas acerca de una palabra desconocida en un texto que estoy leyendo.DOK 2 - ClYo puedo encontrar una palabra en un texto para explicar lo que quiere decir.DOK - 2 ANsYo puedo identificar la informacin mas correcta para explicar o responder una pregunta. DOK- 3- EVcYo puedo identificar evidencia para demostrar que entiendo la pregunta. EstndarRI.K.8 Con sugerencias y apoyo, identifican las razones que el autor ofrece para apoyar puntos en un texto.DOK 2 - CjYo puedo identificar porque algo pasa en el texto.DOK 2 - CkYo puedo explicar como algunas cosas son iguales o diferentes en dos textos del mismo tpico. DOK 1 - CfYo puedo responder una pregunta acerca de una ilustracin. EstndarRI.K.9 Con sugerencias y apoyo, identifican las semejanzasy diferencias bsicas entre dos textos sobre el mismo tema (por ejemplo: en las ilustraciones, descripciones o procedimientos).DOK 3- APxYo puedo identificar cuales ilustraciones o palabras que son iguales o diferentes en dos textos. Nombre_________________ Colorea de verde la cara alegre si tu respuesta estuvo correcta o de rojo si tu respuesta estuvo incorrecta. Quarter Three CFA Pre-Assessment Informational Text Important Adjustment Points94568712DOK 2 - APnYo puedo responder preguntas usando las palabras en el texto.310L.K.1bUso verbos o sustantivos para hablar de la tortura mordedora. Escribe y RevisaEscribe y revisa preguntas, prepara a estudiantes a responder preguntas constructivas mas efectivamente. Color your score blue.Rev. Control: 08/01/2013 HSD OSP and Susan Richmond