Quarter One ELA CFAssessment Teacher Directions Quarter One ELA CFAssessment Teacher Directions Note: There may be more standards per target. Writing standards

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Reading: Literature

Targets Standards DOK

1 Key Details RL.1 RL.3 (can move to DOK 3) 1-2

2 Central Ideas

RL.22

Reading: Informational


8 Key Details RI.1 RI.3 (can move to DOK 3) 1-2

9 Central Ideas

RI.22

Writing


6a Brief Opinion Write W-1a, W-1b, W-1c, W-1d, W-8

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6b Write-Revise Opinion W-1a, W-1b, W-1c, W-1d, W-8

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8 Language-Vocabulary Use L.5.1a, L.5.3.a 1-2

9 Edit and Clarify L.5.1c 1-2

Quarter One ELA CFAssessmentTeacher Directions

5th

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

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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 Orchards

Deborah DeplanchePatterson

Jamie LentzMooberry

Kelly RookeFree Orchard

Alicia GlasscockImlay

Sandra MainesQuatama

Angela WalshWitch Hazel

About this AssessmentSBAC 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 are included in the assessment scores.

There are no Performance Tasks (PT) in HSD 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 the level of differentiation each student needs. Scaffold over the year until students are reading and doing more of the assessment independently.

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.

• The last page in the student booklet is a student reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs.

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

507/04/2015 OSP – Susan Richmond

A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent, based on most of your student responses, can guide you.

Quarter 1 CFA Constructed Response Answer KeyStandard RL.5.2: 2 Point Short Reading Constructed Response RubricQuestion #7 (prompt): How does the reader know that “something stinks” on the farm? Use specific evidence from the text to support your response. Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”Scoring notes: “Teacher Language” Sufficient Evidence: The student gives sufficient concrete examples to show how they know something on the farm stinks. This may include reactions of one character or describe the reactions of different characters. Students might also give a figurative explanation for the smell, describing the fact that there is a mystery surrounding the cause of the dead fish. Specific Details: Examples include describing characters doing the following… Gasping “This is nasty” Pinched nostrils shut Handkerchief over face and nose Holding your breath Blinked her eyes Choking “Stinky fish” Wrinkling noseFully Support responses may use other details if they are explicitly from the text and support the prompt.

2The student gives a proficient response by providing evidence to show that something on the farm stinks and uses specific examples from the text as well as details about each example.I know that something stinks on the farm because when Emily got out of the car she gasped as a horrible smell streamed up her nose. Her mom, brother, and aunt also could smell it. Her aunt used a handkerchief and told Emily to hold her breath. Her mom blinked her eyes several times and her brother wrinkle his nose and said, “Mommy, stinky fish.”

1The student gives a partial response by providing some evidence to show that something on the farm stinks and uses specific examples from the text as well as details about each example.I know that something stinks on the farm because Emily keeps saying how bad it smells. Her brother also says it smells.

0 The student does not give a response to show that something on the farm stinks.The fish are dead.

Standard RL.5.2Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent, based on most of your student responses, can guide you.

Quarter 1 CFA Constructed Response Answer Key Standard RL.5.3: 3 Point Reading Constructed Response RubricQuestion #8 (prompt): What evidence from the text would support the idea that the farm usually does not stink? Use specific examples from the selection to support your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”Scoring notes: “Teacher Language” Sufficient Evidence: The student provides examples from the text that help describe how the farm usually does not stink. There also must be a statement that explains how the farm has not always smelled this way. The student will explain that they know Emily was gone for the summer. Specific Details: Examples include a description of the following events… Something is wrong upon Emily’s arrival It smells like a dumpster outside of the car The aunt says, “This is worst one yet.” Mom asks, “What’s going on?” The last time was after Emily’s family left Southwest Virginia Emily was gone for the summer The stream used to be perfect, but now has dead fishFull Support responses may use other details if they are explicitly from the text and support the prompt.

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The student gives a proficient response by providing sufficient evidence to show that the farm does not usually stink and uses specific examples from the text as well as details about each example.I think that the farm usually does not stink because Emily notices that something is terribly wrong when she steps out of the car. There was a terrible smell like a dumpster behind a bad restaurant. Her aunt Sylvie also says, “This is the worst one yet”, and the mom asks, “What is going on?”. I know that Emily’s family has been gone for the summer and something changed after they left. Emily remembers a perfect little river, but now it is full of dead fish.

2The student gives a partial response by providing some evidence to show that the farm does not usually stink and uses specific examples from the text as well as details about each example.Emily says that something is terribly wrong and the aunt says, “This is the worst one yet”. The mom also doesn’t know what is going on. This means that when Emily has come to the farm before when it had not smelled like this.

1The student gives a minimal response by providing little or very vague evidence to show that the farm does not usually stink.Everyone keeps talking about how bad the farm smells. There are dead fish.

0 The student does not give a response to show that the farm does not usually stink.The farm smells.

Standard RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 1 CFA Constructed Response Answer Key Standard RI.5.2: 2 Point Reading Constructed Response RubricQuestion #15 (prompt): Summarize the main types of pollution and one impact each type has on humans or the environment. Sufficient Evidence: The student cites each type of pollution mentioned in the article, including: air, soil, water, noise, and light pollution. The student also provides an example of the impact each type of pollution has on the environment, based on details found in the article. Students may provide the response in a list or paragraph format. A topic or concluding sentence is necessary to summarize the information the prompt asks for.Specific Details: Examples of the types of impact the different forms of pollution have on the environment are listed below. Air: Breathing air with these types of debris is harmful. Exhaust smoke from vehicles mixes with factory smoke to

form dangerous combinations. Soil: Harmful chemicals get into soil. Water: It has a far-reaching impact on the environment. Some scientists believe that water pollution is the largest

cause of death and disease in the world. Noise: Noise pollution can cause high blood pressure, heart problems, sleep disturbances, and hearing problems. In

animals, noise pollution can cause communication and reproductive problems. For some animals, noise can even affect the ability to navigate. Noise from underwater sonar equipment has been known to confuse whales.

Light: Artificial lighting has been known to cause high blood pressure. It can also affect sleeping and waking rhythms, as well as the body’s natural ability to fight illness. In animals, artificial lighting can affect sleeping and waking rhythms, navigation, and reproduction.

Fully Supports: Any other information explicitly found in the text and relevant to the prompt is acceptable.

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Student gives a proficient response citing each type of pollution mentioned in the article, as well as an example of how each type impacts the environment and a summarization sentence or section (underlined below).In “Pollution”, the author talks about many different types of pollution and the impact they have on the environment. Air pollution can make it hard to breath, while soil pollution leaks toxins into our dirt. Water pollution is the largest cause of death in the world. Noise and light pollution are not thought of very often, but are still dangerous. They can cause high blood pressure. These are the different kinds of pollution and some of their effects listed in the passage.

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Student gives a partial response of some of the types of pollution listed and partial or incomplete examples of how each type impacts the environment. The summarization sentence or section is missing (or incomplete).There are many different types of pollution. They are air, soil, water, noise, and light pollution. They are all bad for the environment. Air pollution makes it hard to breath, while noise and light pollution make it hard for people to sleep.

0 The student’s response does not answer the prompt.I don’t like pollution.

Standard RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 1 CFA Constructed Response Answer Key Standard RI.5.3: 3 Point Reading Constructed Response RubricQuestion #16 (prompt): Explain how two types of pollution negatively impact the environment in which whales live. Use details from the text to explain your answer.

Scoring notes: “Teacher Language” Sufficient Evidence for the response would be listing the two types of pollution that negatively impact the whales’ environment. Students will state how the two types of pollution impact the whales’ environment.Specific Details to support development should include how both water and sound pollution can impact whales and specifics about each. Specific details could be (1) how sound pollution such as underwater sonar confuses whales, affects their communication, navigation and reproduction and (2) the effects of chemicals leaking from the soil into the ocean.Full Support of the prompt may include any information found explicitly in the text that supports the prompt.

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The student gives a proficient response by explaining which two types of pollution negatively impact the environment of whales and uses specific examples to show how.Whales can be impacted by sound pollution. In addition, noise from underwater sonar, can confuse whales. It affects their communication, navigation and reproduction. Another kind of pollution that might affect whales is soil pollution. Dangerous chemicals can leak into the soil and run into water sources, including the ocean. Exposure to these chemicals might be dangerous for whales. As you can see, water and sound pollution have a negative impact on whales’ habitat .

2The student gives a partial response by explaining which two types of pollution negatively impact the environment of whales and partial examples of each.Whales live in the ocean. The ocean is their environment. If a whale’s environment is not good it can hurt the whale. I think noise that is too loud can make the whale confused. Even dirty water can hurt the whales.

1The student gives a minimal response about how pollution negatively impacts the environment of whales.Pollution is bad for the environment. It can hurt people and animals like whales. Whales do not like pollution.

0The student does not give a response explaining which two types of pollution negatively impacts the environment of whales .Swimming in dirty water is not fun.

Standard RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text


Brief Write Rubric Answer KeyWriting Standard W.1a,b Opinion Writing - Target 6a

Question # 17 Item Prompt: The passage “Pollution” mentions several types of pollution. In your opinion, which type of pollution impacts people the most? Support your reasoning by using details and examples from the passage.

Scoring Notes: A focus should be placed on organization of opinion and supportive reasons.• Essential elements of a complete interpretation of the prompt would be organizing the paragraph in a

logical order using all of the sentences in the stimulus text. There must be a definite opinion statement.• Aspects of the task and sufficient relevant evidence to support development of the paragraph would

include the logical order and adding 1 or 2 more sentences to support the opinion in the text.• Focused and organized, the prompt is consistently addressing the purpose, audience, and task.• Sentences are of varied length and structure.

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The student response states a definite opinion about which type of pollution impacts people the most. The opinion statement is strongly supported by details and examples from the passage.The types of pollution mentioned in the passage are air, soil and water, noise, and artificial light. I believe that water pollution affects people more than all of the other types of pollution listed in the article. People can take steps to avoid air, noise and light pollution. Even though it would be difficult, it is still possible. Soil pollution is connected in some ways to water pollution because the chemicals leak into underground water supplies, so I consider it part of water pollution. The passage states that scientists believe water pollution is the biggest cause of death and disease in the entire world. We can filter our water, but what about food grown with water that has been contaminated by chemicals from the soil?

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The student response states a definite opinion about which type of pollution impacts people most. The opinion statement is partially supported by details from the text but lacks substance or explanation.There are many kinds of pollution. Our air is very important, so I think it can impact people more than any other kind of pollution. We have to breathe. There are primary and secondary pollutants. If you are breathing polluted air it can hurt your lungs. It is very dangerous to breathe bad air.

1The student response doesn’t state a specific opinion about which type of pollution impacts people most.Pollution is really bad for people. If you breathe air that is polluted you can get sick. If you drink polluted water or eat stuff grown with chemicals you can get sick too.

0 The student does not respond to the prompt.Pollution is when bad things get into the air, soil or water.


Note: This task asks students to reorganize a paragraph and add additional ideas to support the prompt. Students can add, delete or rearrange sentences but the support for the opinion must be the same. The sentences must be in an order that is logical.

Quarter 1 CFA Constructed Response Answer KeyWrite to Revise a Text

Standard W.1a-b …create an organizational structure in which ideas are logically grouped to support the writer's purpose. Provide logically ordered reasons that are supported by facts and details.

Writing Opinion Writing: Target 6b

Question #18 Read the paragraph below (any sentence order that is logical is acceptable).Kids should be allowed to choose what they do over summer vacation. There is lots to do. Kids get bored. Learning is not the most important thing. Parents shouldn’t get to choose what we do. Friends are fun to hang out with, too. Summer activities should be kids’ choices because adults decide all school year.Rewrite the paragraph by organizing it in a logical order. Add your own ideas to existing sentences or add new sentences within the paragraph to further support the opinion that is given.

Scoring Notes:The response gives essential elements of a complete interpretation of the prompt which includes a logical organization and additional sentences to extend the opinion that kids should be allowed to choose what to do over the summer vacation. Other demands you’ve taught in class should not be assessed if they are not part of the prompt.The response addresses many aspects of the task and provides sufficient relevant evidence to support development of the prompt. All additional sentences or extended sentences must support the opinion of the paragraph and not deviate from the paragraph.The response is focused and organized, consistently addressing the purpose, audience, and task without extraneous information.The response includes sentences of varied length and structure as expected of a fifth grade student.

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The student response shows a logical organization of the paragraph with sufficient addition to existing sentences or adding of new original sentences. The student has supported the opinion of the prompt.I think kids should be allowed to choose their activities over summer vacation. Adults decide all school year what is best for us! Kids need to decide how to relax over summer. For example, kids may want to hang out at the park with their friends, sleep in, or go swimming. There are many fun ways to learn over the summer, as well. Kids can participate in the summer reading program, do park and rec activities, or visit interesting museums. Plus, there are tons of fun online games that allow you to chat with your friends. As you can see, there are a lot of ways for kids to make fun and educational choices over the summer.

2The student response shows a logical organization of the paragraph with some addition to existing sentences or adding new original sentences. The student has supported the opinion of the prompt.Kids should be allowed to choose their activities. We should be allowed to sleep in and hang out with friends in the summer. That would be a lot of fun. If we have to take classes, we should be allowed to choose what we want. Our summer is better when we get to choose what we do.

1The student response has a minimal logical organization of the paragraph with few or vague additions to existing sentences or new original sentences, but with some support of the prompt.You can go to the park and have fun. Friends are important and help you have fun. I miss my friends if I don’t see them over summer break. That is why you should be allowed to hang out with your friends.

0The student response does not show a logical organization of the paragraph or sufficient addition to existing sentences and new original sentences. The student has not supported the prompt with information from the paragraph.I never get to decide what I do over summer break and it stinks.


Quarter 1 CFA Selected Response Answer Key

Question 1 Which of the following statements best supports the fact that the smell came from something in nature? RL.5.1 B

Question 2 Which statement best summarizes the source of the smell. RL.5.1 C

Question 3 Which sentence best summarizes the main idea of “Something Stinks”? RL.5.2 D

Question 4 Which question is not answered by details in this passage? RL.5.2 A

Question 5 What evidence supports that Emily would rather be in Southwest Virginia than Tennessee? RL.5.3 D

Question 6 How do Aunt Sylvie and Uncle Joe respond to the smell differently? RL.5.3 B

Question 7 Literary Constructed Response RL.5.2 2 pts.

Question 8 Literary Constructed Response RL.5.3 3 pts.

Question 9 What are the two main types of air pollution? RI.5.1 B

Question 10 Why does noise from underwater sonar equipment confuse whales? RI.5.1 D

Question 11 Which of the following sentences supports the opinion that pollution is harmful to the environment? RI.5.2 A

Question 12 Which of the following statements best summarizes the main idea of the text? RI.5.2 C

Question 13 According to the passage, which kind of pollution can cause high blood pressure? RI5.3 B

Question 14 How does accidental spillage and purposeful dumping of chemicals lead to water pollution? RI.5.3 D

Question 15 Informational Text Constructed Response RI.5.2 2 pts.

Question 16 Informational Text Constructed Response RI.5.3 3 pts.

Write and Revise

Question 17 W.5.1.a, W.5.1.b 3 pts.

Question 18 Rewrite the paragraph by organizing it correctly and adding ideas thatsupport the opinion that is given. W.5.1a, W.5.1.b 3 pts.

Question 19 Combine the two sentences in a way that does not change the meaning of the original sentences. L.5.1.a, L.5.3.a D

Question 20 Choose the correct word to fill in the blank. L.5.1.c B

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Quarter One ELA CFAssessment

Student Copy

5th

Student Name_______________________


Something StinksBy Gail Hedrick (excerpt)

The moment I stepped out of Mom’s car, I knew something was terribly wrong. I gasped as a horrible smell streamed up my nose. It was like that awful mix of odors that drift out of a dumpster behind a bad restaurant. The only problem was I was not behind a bad restaurant. I was at my aunt and uncle’s apple orchard. “This is nasty!” I blurted out, and I pinched my nostrils shut.

Aunt Sylvie came bustling out the back door of their little wood-sided cottage, with a handkerchief over her mouth and nose. “Hello, Emily. Best keep holding your breath!”

Mom hauled my little brother Ben out of his seat. She blinked her eyes several times. “Sylvie, what is it?”

“You’ll see, it’s the worst one yet.” Aunt Sylvie beckoned. “Come on.”

We followed her around the house, past tidy flower beds filled with late-summer daylilies and mums, and down the grass-covered hill toward the Higdon River. Dead fish, with their bodies bloated and eyes bulging, lay scattered everywhere. Catfish, perch, bluegills, and bass were strewn along the bank and in the water. Some bobbed silently under the wooden dock. “Gosh, Aunt Sylvie,” I said, choking. “How many are there?”

“Hundreds,” said Uncle Joe, coming up the riverbank carrying a shovel. He wiped his forehead with a red bandanna. “I’m trying to bury ‘em to keep the smell down.”

“Mommy, stinky fish,” said Ben, wrinkling his nose.

“I know,” said Mom, nodding. “What’s going on here?”

Aunt Sylvie bit her lip. “We don’t know, but it’s happened before. I think the last time was early in the summer, right after y’all left.”

We’d just returned home to Southwest Virginia from spending the entire summer over in Tennessee. It wasn’t the way I would have picked to spend my time before starting seventh grade, but no one asked me. My dad’s a project manager for a regional utility company, and since he had to go to Virginia, he was sure my mom, little brother, and I would love to tag along. I didn’t get to sleep in my own bed for months, had to spend endless hours of “quality time” with a three year- old, and constantly wondered what my friends were doing back home. Now, this. What would kill so many fish in this perfect little river?

Grade level equivalent: 4.4 Lexile Measure: 770L

Mean Sentence Length: 10.46Mean Log Word Frequency:3.37

Word Count: 387


1. Which of the following statements best supports the fact that the smell came from something in nature? RL.5.1

A. “It was like that awful mix of odors that drift out of a dumpster behind a bad restaurant.”

B. “I was at my aunt and uncle’s apple orchard.”

C. “Aunt Sylvie came bustling out the back door of their little wood-sided cottage.”

D. “We’d just returned home to Southwest Virginia from spending the entire summer over in Tennessee.”

2. Which sentence best summarizes the source of the smell.? RL.5.1

A. A horrible smell streamed up my nose.

B. We followed her around the house past flower beds filled with late-summer daylilies and mums.

C. Dead fish, with their bodies bloated and eyes bulging, lay scattered everywhere.

D. Some bobbed silently under the wooden deck.

Standard RL.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


3. Which sentence best supports the main idea of “Something Stinks”? RL.5.2

A. Aunt Sylvie came bustling out the back door of their little wood-sided cottage.

B. “I’m trying to bury ‘em to keep the smell down.”

C. We’d just returned home to Southwest Virginia from spending the entire summer over in Tennessee.

D. What would kill so many fish in this perfect little river?Standard RL.5.2Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

4. Which question is not answered by details in this passage? RL.5.2

A. How did the fish die?

B. What was making the horrible smell?

C. How did Emily feel about spending her time at Aunt Sylvie’s house before starting seventh grade?

D. Why was Uncle Joe burying the fish?


5. What evidence supports that Emily would rather be in Southwest Virginia than Tennessee? RL.5.3

A. Emily’s family had just returned to Southwest Virginia.

B. Emily’s dad was sure they would like to tag along.

C. Emily got to spend “quality time” with her brother.

D. Emily constantly wondered what her friends were doing back home.

Standard RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

6. How do Aunt Sylvie and Emily respond to the smell differently? RL.5.3

A. Aunt Sylvie stays in the house, while Emily walked to the riverbed.

B. Aunt Sylvie holds a handkerchief to her face, while Emily pinches her nose.

C. Aunt Sylvie walked down the grass-covered hill toward the river, while Emily followed her.

D. Aunt Sylvie bit her lip, while Emily was upset about the fish ruining the river.


7. How does the reader know that “something stinks” on the farm? Use specific evidence from the text to support your response. RL.5. 2(Teacher Only, 2 pts.) Final Score_____

8. What evidence from the text would support the idea that the farm usually does not stink? Use specific examples from the selection to support your answer.

RL.5. 3(Teacher Only, 3 pts.) Final Score_____


PollutionReadworks.org

There are many kinds of pollution. Some kinds of pollution affect the air, soil, and water. Other types of pollution are in the forms of noise and light.

Air pollution is caused by microscopic bits of trash, droplets of liquid or harmful gases in the air. Breathing air with these types of debris is harmful. There are two main types of air pollution: primary and secondary. Primary pollutants enter the air directly. Some examples of primary pollutants are smoke from factories or car exhaust. Secondary pollutants are chemicals that mix together to dirty the air. For example, exhaust smoke from vehicles mixes with factory smoke to form dangerous combinations.

Soil pollution is caused when harmful chemicals get into soil. These chemicals seep into soil through accidental spillage or purposeful dumping. Pesticides or chemicals used to kill insects, leak from holding tanks, and oil leaks into underground water supply systems. Water pollution can have a far-reaching impact on the environment. Some scientists believe that water pollution is the largest cause of death and disease in the world. Some other forms of pollution are not as well known. Noise and light pollution also have negative effects on the environment. Noise pollution is caused by the loud sounds made by cars, airplanes, and factories.

Noise pollution is the exposure to loud noises. People who are exposed to this type of pollution for long periods of time can suffer from high blood pressure, heart problems, sleep disturbances, and hearing problems. In animals, noise pollution can cause communication and reproductive problems. For some animals, noise can even affect the ability to navigate, or find the way to breeding grounds or away from harm. Noise from underwater sonar equipment has been known to confuse whales. When a whale responds to the sonar as if it were another whale, it may become beached along a shore, unable to swim back into the ocean

Grade level equivalent:8.6 Lexile Measure:1000L

Mean Sentence Length:12.78 Mean Log Word Frequency:3.16

Word Count:409

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Pollution continued…

Pollution from artificial light is caused by glowing roadside signs, bright stadium lights; headlights from cars, and street lamps. Long-term exposure to these sources of lighting has negative health effects on both people and animals. In humans, artificial lighting has been known to cause high blood pressure. It can also affect sleeping and waking rhythms, as well as the body’s natural ability to fight illness. In animals, artificial lighting can affect sleeping and waking rhythms, navigation, and reproduction.

No one can accurately predict the timing and effects of pollution on Earth. Scientists can agree that pollution affects people, animals, and the climate on Earth.


9. What are the two main types of air pollution? RI.5.1

A. Two main types of air pollution are factory smoke and car exhaust.

B. Two main types of air pollution are primary and secondary.

C. Two main types of air pollution are secondary and tertiary.

D. Two main types of air pollution come from pesticides and chemicals.

10. Why does noise from underwater sonar equipment confuse whales? RI.5.1

A. Other pollution is in the form of noise and light.

B. Scientists agree that pollution affects people, animals and climate on Earth.

C. Noise pollution can cause reproductive problems.

D. Whales respond to the sonar as if it were another whale.

Standard RI.5.1Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


11. Which of the following sentences supports the opinion that pollution is harmful to the environment? RI.5.2

A. Some kinds of pollution affect soil, air and water.

B. People exposed to loud noises for long periods of time have health problems.

C. Light pollution can affect sleeping and waking rhythms of people.

D. For humans, breathing in polluted air is harmful.

12. Which of the following statements best summarizes the main idea of the text? RI.5.2

A. Some scientists believe that water pollution is the largest cause of death and disease in the world.

B. Pollution from artificial light is caused by glowing roadside signs, bright stadium lights.

C. Scientists can agree that pollution affects people, animals, and the climate on Earth.

D. No one can accurately predict the timing and effects of pollution on Earth.

Standard RI.5.2Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


13. According to the passage, which kind of pollution can cause high blood pressure? RI.5.3

A. primary pollution

B. artificial light pollution

C. air pollution

D. soil pollution

14. How does accidental spillage and purposeful dumping of chemicals lead to water pollution? RI.5.3

A. Water pollution is the leading cause of death and disease.

B. Chemical pollution can affect the air, soil and water.

C. Water pollution can have a far reaching impact on the environment.

D. Harmful chemicals seep into the soil and then run off into the water supply.

Standard RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text


16. Explain how two types of pollution negatively impact the environment in which whales live. Use details from the text to explain your answer.

RI.5.3 (Teacher Only) Final Score_____

15. Summarize the main types of pollution and describe one impact each type has on the environment.

RI.5.2 (Teacher Only) Final Score_____


17. The passage “Pollution” mentions several types of pollution. In your opinion, which type of pollution impacts people the most? Support your opinion by using details and examples from the passage.

(Teacher Only) Final Score_____


18. Read the paragraph below.

Kids should be allowed to choose what they do over summer vacation. There is lots to do. Kids get bored. Learning is not the most important thing. Parents shouldn’t get to choose what we do. Friends are fun to hang out with, too. Summer activities should be kids’ choices because adults decide all school year.

Write to Revise Writing Standard W.1 Opinion Writing Target 1 W.5.a-b

Directions: Rewrite the paragraph by organizing it in a logical order. Add your own ideas to existing sentences or add new sentences within the paragraph to further the opinion that is given.

(Teacher Only) Final Score_____


20. Read the paragraph and answer the question that follows. L.5.1c Language Use, verb tense, Edit and Clarify Target 9

PollutionThere are many types of pollution. One of the most dangerous is soil pollution. Not only does it impact the soil, but it also _________ harm to water systems, people, and animals. Harmful chemicals get into the soil through accidental spillage or unlawful dumping.

Choose the correct word to fill in the blank.

A. causing

B. causes

C. caused

D. cause

19. Combine the two sentences in a way that does not change the meaning of the original sentences.

L.5.1a, L.5.3.a Sentence Variation, Target 8 Language Use

Air pollution is dangerous. Soil pollution is dangerous.

A. Air pollution is dangerous, but soil pollution is more dangerous.

B. Air pollution is dangerous, while soil pollution is dangerous.

C. Air or soil pollution are dangerous.

D. Air and soil pollution are dangerous.


STOPClose your books and wait for instructions!


Informational Text

9 What are the two main types of air pollution? RI.5.1

10 Why does noise from underwater sonar equipment confuse whales? RI.5.1

11 Which of the following statements supports the opinion that pollution is harmful to the environment? RI.5.2

12 Which of the following statements best summarizes the main idea of the text? RI.5.2

13 According to the passage, which kind of pollution can cause high blood pressure? RI5.3

14 How does accidental spillage and purposeful dumping of chemicals lead to water pollution? RI.5.3

15 Summarize the main types of pollution and describe one impact each type has on the environment. 2 1 0

16Explain how two types of pollution negatively impact the environment in which whales live. Use details from the text to explain your answer. 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 Which of the following statements best supports the fact that the smell came from something in nature? RL.5.1

2 Which details best summarize the source of the smell.? RL.5.1

3 Which sentence best summarizes the main idea of “Something Stinks”? RL.5.2

4 Which question is not answered by details in this passage? RL.5.2

5 What evidence supports that Emily would rather be in Southwest Virginia than Tennessee? RL.5.3

6 How do Aunt Sylvie and Emily respond to the smell differently? RL.5.3

7 How does the reader know that “something stinks” on the farm? Use evidence from the text to support your response. 2 1 0

8What evidence from the text would support the idea that the farm usually does not stink? Use specific examples from the selection to support your answer.

3 2 1 0

Writing

17 Brief Write W.5.1a,b 3 2 1 0

18 Rewrite the paragraph by organizing it in a logical order. W.5.1a,b

19 Combine the two sentences in a way that does not change the meaning of the original sentences. L.5.1a, 5.3a

20 Choose the correct word to fill in the blank. L.5.1c

Documents

Quarter One ELA CFAssessment Teacher Directions Quarter One ELA CFAssessment Teacher Directions Note: There may be more standards per target. Writing standards