Quarter 1 ELA CFA Quarter 1 ELA CFA Reading 12 Selected-Response Items 4 Constructed-Response Items Writing 1 Brief Write 1 Write to Revise a Text 1 Write

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Reading: Literature

Targets Standards DOK

1 Key Details RL.2.1 RL.2.3 (can move to DOK 3)

1-2

2 Central Ideas RL.2.2 2

Reading: Informational


8 Key Details RI.2.1 RI.2.3 (can move to DOK 3)

1-2

9 Central Ideas

RI.2.22

Writing and Language


1a Brief Opinion Write W.1a, W.1b, W.1c, W.1d, W.1e, W.8

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1b Write-Revise Opinion W.1a, W.1b, W.1c, W.1d, W.1e, W.8

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8 Language-Vocabulary L.6 1-2

9 Edit and Clarify L.2.1d 1-2

Quarter 1ELA CFA

2n

d

Reading12 Selected-Response Items 4 Constructed-Response Items Writing 1 Brief Write 1 Write to Revise a Text 1 Write to Revise Language/Vocabulary 1 Write to Edit or Clarify

Note: There may be more standards per target. Writing standards assessed in this assessment are circled.

107/04/2015 OSP-Susan Richmond

Quarter One English Language Arts Common Formative AssessmentsTeam Members and Writers

This assessment was developed working backwards by identifying the deep understanding of the two passages. Key Ideas were identified to support constructed responses and key details were aligned with the selected response

questions. All questions support students’ background knowledge of a central insight or message.

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

Shannon Berkey Raquel LemusGarcia Sandy Maines Berta Lule

Tammy Cole Janet Stintson Gina McLain Judy Ramer

Nicole Thoen Patricia Gallardo Lisa Carnes Teresa Portinga

Jami Rider Linda Benson Dori Sipe Laycee Kinsman

Sonja Grabel Christina Arosco Teresa Portinga Irma Ramirez

All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers.

Deborah AlvaradoLincoln Street

Sonja GrabelPatterson

Gina McLainTOSA

Linda BensonWest Union

Megan HardingOrenco

Teresa PortingaPatterson

Anne BergEastwood

Renae IversenTOSA

Judy RamerConsultant

Aliceson BrandtEastwood

Ginger JayWitch Hazel

Sara RetzlaffMcKinney

Sharon CarlsonMinter Bridge

Ko KagawaMinter Bridge

Jami RiderFree Orchard

Deborah DeplanchePatterson

Jamie LentzMooberry

Kelly RookeFree Orchards

Alicia GlasscockImlay

Sandra MainesQuatama

Angela WalshWitch Hazel


About this Assessment

SBAC assessments are made up of four item types: Selected-Response, Constructed-Response,Technology-Enhanced, and Performance Task. HSD Quarter One Assessments consist of 20 questions with Writing items now included in the assessment scores.

There are no Performance Tasks (PT) in quarter 1 assessments.The ELA Performance Tasks focus on reading, writing, speaking and listening, and research claims. They measure capacities such as depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research.

There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menus.

An Important Note:

If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Please note somewhere the level of differentiation students’ needed. Scaffold over the year until students are reading and doing more of the assessment independently as they are able.

Note: The Reading Constructed Response questions do NOT assess writing proficiency and should not be scored as such. These constructed responses are evidence of reading comprehension.

OPTIONAL SCORING SHEET AVAILABLE ....(Assessment Class Summary Sheet)

• When students have finished the assessment you may enter the total number of correct selected and constructed responses on the Assessment Class Summary Sheet if desired.

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

Order at HSD Print Shop…http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

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http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx


Determining Grade Level Text

Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures.

Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8.

Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability.

The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text.

Common Core Band Flesch-Kincaid® The Lexile Framework®

2nd - 3rd 1.98 - 5.34 420 - 820

4th - 5rd 4.51 - 7.73 740 - 1010

6th – 8th 6.51 - 10.34 925 - 1185

9th – 10th 8.32 - 12.12 10.50 - 1335

11th - CCR 10.34 - 14.20 11.85 - 1385

4 Qualitative Factors

Rate your text from easiest to most difficult between bands.

Beginning of lower (band) grade

End of lower (band) grade

Beginning of higher (band)

to midEnd of higher (band) grade

Not suited

to band

Purpose/Meaning

Structure

Language Clarity

Language

Overall Placement

To see more details about each of the qualitative measures please go to slide 6 of: http://www.corestandards.org/assets/Appendix_A.pdf

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http://www.corestandards.org/assets/Appendix_A.pdf


Quarter 1 CFA Constructed Response Answer KeyStandard RL.2.2: 2 Point Short Reading Constructed Response Rubric

Question #7 Prompt: In the passage, A Tadpole Tale, what lesson did Tracy learn about tadpoles?

Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text.Teacher Language and scoring notes:Sufficient Evidence in a response would explain the lesson Tracy learned about tadpoles.Specific details (identification, opinion or inferences) are from or refer to the text could include (1) tadpoles should stay in their natural habitat, (2) tadpoles taken home need a place that is very similar to their natural environment, (3) ponds provide the best place for food, shelter and safety, and (4) when tadpoles become frogs they should be returned to a pond.Responses Fully Support the stated details with examples from the text. Details from the text that support the response could include (1) Sarah told Tracy what she had learned when she read about frogs, (2) Tracy used an aquarium and made it similar to a tadpoles natural habitat, (3) when Tracy watched the frogs and tadpoles in the pond she could see how they belonged and (4) when Tracy returned the tadpoles to the pond she saw how happy they were.

2The student gives a proficient response by providing evidence of what lesson Tracy learned about tadpoles and uses specific examples from the text as well as details about (supports) each example.Tracy learned from Sarah that taking all of the tadpoles home would not be a good idea, because then the tadpoles wouldn’t be with their friends. She also learned that tadpoles grow best in their natural environment because there is food, shelter, and a place to crawl out when they grow into frogs. Tracy tried to make a nice home for some of the tadpoles in an aquarium. But, when she put the tadpoles back into the pond she saw how happy they were.

1The student gives a partial response by providing some evidence of what lesson Tracy learned about tadpoles and some specific examples (how happy the tadpoles were in the pond) that reference the text as well as details about each example.Tracy learned that taking all of the tadpoles home would not be a good idea because they grow best in a pond. She put the tadpoles back in the water and they were really happy.

0The student provides no evidence about what lesson Tracy learned and no relevant information or examples from the text.Tadpoles swim in the water. I like them.

Standard RL.2.2RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

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Quarter 1 CFA Constructed Response Answer KeyStandard RL.2.3: 3 Point Reading Constructed Response Rubric

Question #8 Prompt: In the passage, A Tadpole Tale, explain how Tracy and Sarah felt differently about the tadpoles at the pond. Give examples from the passage.

Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Teacher Language and Scoring Notes:Sufficient Evidence would include comparisons to show how Tracy and Sarah responded differently at the pond. Responses may include (1) Tracy wanted to take all of the tadpoles home, but Sarah did not, (2) Sarah wanted to watch the tadpoles at the pond, but Tracy wanted to watch them at home and (3) Sarah wanted to leave the tadpoles in their natural environment, but Tracy did not.Specific identifications from the text could include (1) the red bucket, (2) Sarah had read a book, (3) descriptions of the frogs at the pond, (4) specific opinions in the text and (5) the aquarium.Full Support from the text include other relevant details or examples from the text that support the identifications such as; (1) the red bucket shows that Tracy wanted to catch tadpoles to take home, (2) Sarah knew about tadpoles because she had read a book, (3) the frogs eyes and squirming tadpoles, (4) Sarah telling Tracy they should only keep some of the tadpoles and (5) Tracy put rocks and pond plants in her aquarium.

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The student gives a proficient response by providing evidence of how the girls felt differently about the tadpoles at the pond and uses specific examples from the text as well as details about (supports) each example.Tracy wanted to take all of the tadpoles home and put them in an aquarium. She took a red bucket to the pond to carry them home in. Sarah didn’t want to take any of the tadpoles home. She read that tadpoles grow best in their natural environment. Sarah enjoyed watching the tadpoles at the pond. Tracy wanted to take a lot of tadpoles home and watch them turn into frogs, so she put tons of them in the red bucket. Sarah told Tracy to take home only some of the tadpoles home. Tracy put some in an aquarium. When they grew the girls took them back to their pond home.

2The student gives a partial response by providing some evidence of how the girls felt differently about the tadpoles at the pond and some specific examples (the bucket) that reference the text as well as details about each example.Tracy wanted to take all of the tadpoles home, but Sarah didn’t want to take any of them home. Tracy had a bucket to take them home. Sarah told Tracy to take only some of the tadpoles home, so they put half of the tadpoles in the bucket.

1The student gives a minimal response about how the girls felt differently about the tadpoles and a vague example that references the text but the example has to be inferred as details are not supportive.Tracy wanted to take the tadpoles home, but Sarah didn’t want to. They took only some of them home.

0The student provides no evidence about how the girls felt differently about the tadpoles and no relevant information or examples from the text.Frogs live in the water.

Standard RL.2.3RL.2.3 Describe how characters in a story respond to major events and challenges.

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Quarter 1 CFA Constructed Response Answer KeyStandard RI.2.2: 2 Point Short Reading Constructed Response Rubric

Question # 15 Prompt: In the text, Frogs, what is the main idea of paragraph 5? Support your answer with details from the paragraph.

Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text..Teacher Language and Scoring Notes:Sufficient Evidence: Student gives sufficient evidence to show they have specified the main idea of paragraph 5 by using details from the paragraph.Specific References to Text: Specific Identifications/references from the text to identify the main idea could include: (1) toe pads help tree frogs hang on when they climb, (2) tree frogs climb trees or rocks, (3) they can live in high trees, (4) they can jump from tree to tree and stay in the air for a long time.Full Support: Student response should fully support the prompt using clear and relevant details from the textto identify the main idea of paragraph five as: Tree Frogs have Toe Pads (or a similar statement).

2The student gives a proficient response by stating the main idea of the paragraph and providing 3-4 facts as evidence to support the main idea.Paragraph five is all about what tree frogs can do because they have toe pads. So that is the main idea. To show that is the main idea one fact is that tree frogs use their toe pads to climb trees and rocks, and jump from tree to tree. Without toe pads tree frogs could not hang on to trees.

1The student gives a partial response by stating the main idea of the paragraph but provides few facts as evidence to support the main idea.This story is about tree frogs. It is all about why toe pads are important to tree frogs like climbing.

0The student lists facts, but gives no response of the main idea of the paragraph.Tree frogs can climb really high in trees! They can jump too.

Standard RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.


Quarter 1 CFA Constructed Response Answer Key Standard RI.2.3: 3 Point Reading Constructed Response Rubric

Question #16 Prompt: What helps frogs survive? Use details from the text, Frogs.

Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Teacher Language and Scoring Notes:Sufficient Evidence: Student gives sufficient evidence to identify factors from the text that help frogs survive. Specific References to Text: Specific Identifications/references from the text could include: (1) young frogs breathe through their skin so it must stay wet, (2) older frogs have lungs so they can breathe on land, (3)to find food and escape from other animals frogs must move quickly and (4) some frogs have webbed toes to help them swim or move fast.Full Support: Student response should fully support the prompt using clear and relevant details from the text.

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The student gives a proficient response by providing evidence of how frogs survive, using sufficient details from the text.Frogs have many ways to survive. When they are young they can’t breathe outside of the water. They can only breathe through their skin. To survive, their skin has to stay wet. Another way frogs survive is by having lungs when they get older. This lets them breathe on land. They could not survive on land if they did not have lungs. Frogs have to move fast to survive too. They move fast to get away from animals that could eat them. They move fast to hunt for food. Some frogs move fast because they have webbed toes.

2The student gives a partial response by providing evidence of how frogs survive, using some details from the text.Frogs have to survive. That means they have to live. They survive because they can breathe in the water and on land too. They breathe through skin and then with lungs.

1The student gives a minimal response by providing evidence of how frogs survive, using few details from the text.Frogs can survive. They can eat bugs to live so they do not starve. They eat bugs because they can move fast.

0 The student gives no response with evidence of how frogs survive.Frogs are big and green and can hop around. I saw a frog in my yard. I put him in a jar.

Standard RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text


Note: Brief Writes are 1 – 3 paragraphs that include any sub-section of the opinion standard W.2.1 that requires students to show understanding of that section (such as writing a conclusion or an introduction, etc…) independently. Write to Revise include any sub-section of the opinion standard W.2.1, that requires a student to add, delete, substitute or rearrange a previously written text.

Quarter 1 Brief Write Rubric Answer KeyWriting Standard W.2.1c Opinion Writing - Target 6a

…supply reasons that support an opinion.17. Read the paragraph below:

Frogs would make great pets. They are small enough to fit in an aquarium. You don’t a have to bathe them or walk them.

Add 1 or 2 more sentences of your own to support the opinion stated in the paragraph.Scoring Notes:• Essential elements of a complete interpretation of the prompt would be adding 1 or 2 more sentences

that support the opinion that frogs are great pets.• Aspects of the task and sufficient relevant evidence to support development of the paragraph would

include logical reasons to support the opinion in the paragraph that frogs are great pets.• Focused and organized, consistently addressing the purpose, audience, and task.• Sentences are of varied length and structure.

3Student has written 1 or 2 proficient sentences that supply reasons to show that “frogs make great pets.”Dogs and cats need more care than frogs, but frogs only need insects and water. Frogs do not cost a lot of money to keep as a pet either.

2Student has written 1 or 2 sentences with partial logical reasons to show that “frogs make great pets.”I like frogs. Frogs are nice and green.

1 Student has written 1 or 2 sentences that minimally support logical reasons to show that “frogs make great pets.”Frogs are nice to have.

0 Student did not address the prompt, or supply reasons to support the opinion.I saw a frog in the pond behind my house.

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Quarter 1 CFA Selected Response Answer/Point KeyQuestion 1 Who wanted to take the tadpoles home? RL2.1 B 1

Question 2 Who found the tadpoles? RL2.1 A 1

Question 3 What information best supports the central message that tadpoles grow best in their natural habitat? RL2.2 A 1

Question 4 What is the central message of the text? RL2.2 B 1

Question 5 What key detail from the text best describes why Sarah wanted to leave the tadpoles in the pond? RL2.3 C 1

Question 6 What key detail from the text best describes why Tracy wanted to keep the tadpoles? RL2.3 C 1

Question 7 Literary Constructed Response 2.2 2

Question 8 Literary Constructed Response 2.3 3

Question 9 What does a frog’s skin look like? RI.2.1 B 1

Question 10 How do young frogs breathe? RI.2.1 C 1

Question 11 What is paragraph 4 mostly about? RI.2.2 D 1

Question 12 Which sentence could be added to paragraph 3? RI.2.2 A 1

Question 13 In which ways are frogs and humans the same? RI.2.3 B 1

Question 14 What allows a frog to breathe through its skin? RI.2.3 C 1

Question 15 Informational Text Constructed Response 2.2 2

Question 16 Informational Text Constructed Response 2.3 3

Write and Revise

Question 17 Brief Write W.2.1c 3

Question 18 Write to Revise W.2.1e Which sentence is the best conclusion? B 1

Question 19 Which word would best replace the word scattered? L.6 C 1

Question 20 Choose the correct word to fill in the blank. L.2.1d D 1


Quarter 1 ELA CFAssessment

Student Copy

Student Name_______________________

2nd


A Tadpole Tale

Sarah and Tracy walked to a neighborhood pond to look for tadpoles. Tracy carried a red bucket and a net because she wanted to take some home. Sarah didn’t think they should take the tadpoles. She had read that tadpoles grow best in their natural environment.

In the pond, tadpoles have food, shelter and a place to crawl out when they grow into frogs. When they got to the pond, Sarah saw two big round eyes peeping from above the water. She noticed more frog eyes. There were frogs scattered everywhere in the pond.

When Sarah walked around the edge of the pond, some of the frogs splashed under the water, some of the frogs remained still like statues, and some of the frogs squeaked.

Then Sarah saw something moving in the water on the edge of the pond.

“Look at this! She called.

Tracy ran over and kneeled beside Sarah. “Wow,” she said. Hundreds of tadpoles swam in the water. The tadpoles wiggled their tails to swim. It looked like the water was alive with squirming, squiggling tadpoles.

Tracy dropped tadpoles into the bucket. The tadpoles swam in circles. Tracy caught more and more tadpoles. Soon the bucket seemed to have more tadpoles than the pond.

Sarah watched the tadpoles swim in circles. “It looks like a tadpole blizzard,” she said.

“Let’s keep them,” said Tracy. “They’ll grow into frogs!”

“Let’s keep some of them,” said Sarah. “I think we should set the rest free, so they can be with their friends.”

Sarah and Tracy agreed to set half of the tadpoles free. Sarah gently poured half of the tadpoles in the bucket back into the pond. The freed tadpoles swam under the water plants in the pond.

At home, Tracy created a natural environment for the tadpoles in a glass aquarium. She put rocks and pond plants in the aquarium. She poured the pond water in the bucket into the aquarium along with the tadpoles. Tracy fed them lettuce.

As the tadpoles grew they became little frogs. They tried to hop out of the aquarium. Sarah and Tracy put the young frogs back into the red bucket. They carried the red bucket back to the pond. The girls turned the bucket over to set the frogs free.

They happily swam back into the pond.

Grade Equivalent: 3.8Lexile: 710

Mean Sentence Length: 9.72Mean Log Word Frequency: 3.39

Word Count: 389


1. Who wanted to take the tadpoles home? RL.2.1

A. Sarah

B. Tracy

C. Ricky

D. the frogs

2. Who found the tadpoles? RL.2.1

A. Sarah

B. Tracy

C. Ricky

D. the frogs

Standard RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


4. What is the central message of the text? RL.2.2

A. Tadpoles wiggle their tails to swim.

B. Wild animals live best in their natural habitat.

C. The frogs hopped and jumped, trying to get out of the bucket.

D. The pond seemed happy.

3. What information best supports the central message that tadpoles grow best in their natural habitat? RL.2.2

A. In the pond, tadpoles have food, shelter, and a place to crawl out when they grow into frogs.

B. There were frogs scattered everywhere in the pond.

C. Hundreds of tadpoles swam in the water.

D. The tadpoles swam under the water plants.

Standard RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.


6. What key detail from the text best describes why Tracy wanted to keep the tadpoles? RL.2.3

A. Tracy carried a red bucket and a net because she wanted to take some tadpoles home.

B. Hundreds of tadpoles swam in the water.

C. “They’ll grow into frogs!”

D. Tracy created a natural environment for her tadpoles in a glass aquarium.

5. What key detail from the text best describes why Sarah wanted to leave the tadpoles in the pond? RL.2.3

A. She didn’t want to upset her friend Tracy.

B. The bucket seemed to have more tadpoles than the pond.

C. She had read that tadpoles grow best in their natural environment.

D. The frogs seemed to be happy to be back in the pond.

Standard RL.2.3

Describe how characters in a story respond to major events and challenges.


7. In the passage, A Tadpole Tale, what lesson did Tracy learn about tadpoles? RL.2. 2 Final Score ____

8. Explain how Tracy and Sarah felt differently about the tadpoles at the pond. Give examples from the passage.

RL.2. 3 Final Score_____


Frogs Elizabeth Yeo

1Frogs live on land and in water. Frogs have long back legs and short bodies. Their eyes stick out. They do not have tails. Most of the time they move in the water, but they can also move on land. Frogs have smooth, not bumpy, skin.

2Frogs can breathe through their skin. Their skin must stay wet so they can breathe through it. Young frogs must breathe through their skin. Older frogs grow lungs. They breathe through their lungs when they are on land, just like people do.

3Frogs lay their eggs in ponds and in other bodies of water, like lakes.Frogs must move fast to catch something to eat. They must also get away from bigger animals.

4Some frogs have webs of skin between their toes. These webs give a frog “webbed toes.” Webbed toes are good because it helps frogs to swim very fast.

5Tree frogs have toe pads. The toe pads help them hang on when they climb. Tree frogs climb up trees or rocks. Tree frogs that live high in very tall trees, have webs between their toes. They can jump from tree to tree. They can’t fly, but they can stay in the air for a long jump

EnglishforEveryone.org

Grade Equivalent: 1.1Lexile: 620

Mean Sentence Length: 8.91Mean Log Word Frequency: 3.45

Word Count: 205


9. What does a frog’s skin look like? RI.2.1

A. A frog’s skin looks bumpy.

B. A frog’s skin looks smooth.

C. A frog’s skin looks sticky.

D. Frogs can breathe through their skin.

10. How do young frogs breathe? RI.2.1

A. Young frogs breathe through their lungs.

B. Young frogs do not breathe.

C. Young frogs breathe through their skin.

D. Young frogs breathe just like people do.

Standard RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.


11. What is paragraph 4 mostly about? RI.2.2

A. Frog’s skin helps them breathe.

B. Tree frogs can jump from tree to tree.

C. Frogs breathe using lungs.

D. Webbed toes help frogs survive.

12. Which sentence could be added to paragraph 3? RI.2.2

A. Frogs lay their eggs in ponds.

B. Lizards are also very fast.

C. Frogs eat many harmful insects each year.

D. Some frogs can jump 20 times their body length.

Standard RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.


13. In which way are frogs and humans the same? RI.2.3

A. They both have webs between their toes.

B. They can both breathe through their lungs.

C. They both breathe through their skin.

D. They both need their skin to stay wet.

14. What allows a frog to breathe through its skin? RI.2.3

A. a smooth skin.

B. being underwater.

C. a wet skin.

D. Frogs do not have tails.

Standard RI.2.3Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text


15. What is the main idea of paragraph 5? Support your answer with details from the paragraph.

RI.2. 2 Final Score________

16. What helps frogs survive? Use details from the text to explain your answer.

RI.2. 3 Final Score_________


Read the paragraph below. W.2.1c Opinion Writing - Target 6a, supply reasons that support an opinion.

Frogs would make great pets. They are small enough to fit in an aquarium. You don’t a have to bathe them or walk them.

Add 1 or 2 more sentences of your own to support the opinion of this paragraph. (Teacher Only) Final Score_____

18. Read the paragraph below.Revise a text W.2.1e (provide conclusions) Target 9

The tadpoles grew legs and lungs. Soon the tadpoles became little frogs.

Which sentence would be the best conclusion for the paragraph?

A. Little frogs like to hop.

B. Now they can live in water and on land.

C. Toads are like frogs.

D. I like tadpoles.


20. Read the sentence below. L.2.1d, past tense verb usage, Target 9 Edit and Clarify

The tadpoles ____ in circles inside the bucket.

Choose the correct word to fill in the blank.

A. swims

B. swimmed

C. swimming

D. swam

19. Read the sentence below. L.2.6, using correct language, Target 8 Language Use

There were frogs scattered everywhere in the pond

Which word means about the same as the word scattered?

A. gathered

B. jumping

C. sprinkled

D. swimming


STOPClose your books and wait for instructions!


Informational Text

9 What does a frog’s skin look like? RI.2.1

10 How do young frogs breathe? RI.2.1

11 What is paragraph 4 mostly about? RI.2.2

12 Which sentence could be added to paragraph 3? RI.2.2

13 In which ways are frogs and humans the same? RI.2.3

14 What allows a frog to breathe through its skin? RI.2.3

15 What is the main idea of paragraph 5? Support your answer with details from the paragraph. RI.2.2 2 1 0

16 What helps frogs survive? Use details from the text. RI.2.3 3 2 1 0

Student Comprehension Scoring Color the box green if your answer was correct.Color the box red if your answer was not correct

Literary Text

1 Who wanted to take the tadpoles home? RL2.1

2 Who found the tadpoles? RL2.1

3 What information best supports the central message that tadpoles grow best in their natural habitat? RL2.2

4 What is the central message of the text? RL2.2

5 What key detail from the text best describes why Sarah wanted to leave the tadpoles in the pond? RL2.3

6 What key detail from the text best describes why Tracy wanted to keep the tadpoles? RL2.3

7 In the passage, A Tadpole Tale, what lesson did Tracy learn about tadpoles? RL.2.2 2 1 0

8 Explain how Tracy and Sarah felt differently about the tadpoles at the pond. RL.2.3 3 2 1 0

Writing

17Add 1 or 2 more sentences of your own to support the opinion of this paragraph. W.1.2c

3 2 1 0

18 Which sentence would be the best conclusion? W.1e

19 Which word would best replace the word scattered? L.2.6

20 Choose the correct word to fill in the blank. L.2.1d

Documents

Quarter 1 ELA CFA Quarter 1 ELA CFA Reading 12 Selected-Response Items 4 Constructed-Response Items Writing 1 Brief Write 1 Write to Revise a Text 1 Write