Fifth Grade
HSD – OSP Susan Richmond 2015
1
All elementary ELA assessments were written, reviewed and revised by the
following amazing and dedicated HSD K-6th grade teachers.
Reviewed and revised in June of 2015 by the
following HSD K-6th grade teachers.
Written by the following
HSD K-6th grade teachers in
2014.
Deborah Alvarado
Lincoln Street
Ko Kagawa
Minter Bridge
Deborah Alvarado
Linda Benson
West Union
Jamie Lentz
Mooberry
Carrie Ellis
Anne Berg
Eastwood
Sandra Maines
Quatama
Aliceson Brandt
Eastwood
Gina McLain
TOSA
Raquel Lemus
Sharon Carlson
Minter Bridge
Teresa Portinga
Patterson
Alfonso Lule
Deborah Deplanche
Patterson
Judy Ramer
Consultant
Sandra Maines
Alicia Glasscock
Imlay
Sara Retzlaff
McKinney
Sonja Grabel
Patterson
Jami Rider
Free Orchard
Megan Harding
Orenco
Kelly Rooke
Free Orchards
Renae Iversen
Teacher Mentor
Angela Walsh
Witch Hazel
Ginger Jay
Witch Hazel
Tammy Cole
Dori George
Heather Girad
Jamie Goldstein
Jamie Lentz
Berta Lule
Heather McCullum
Gina McLain
Teresa Portinga
Judy Ramer
Irma Ramirez
Sara Retzlaff
Jean Summers
Nikki Thoen
Maritza Dash
Jill Russo
Performance Task Classroom Activities for K – 6 were written by Jamie Lentz, Gina McLain, Hayley Heider,
Anna Wooley, Gretchen Erlandsen, Deborah Deplanche, Connie Briceno, Judy Ramer, Carrie Ellis, Sandra
Maines, Renae Iversen, Anne Berg, Aliceson Brandt and Ko Kagawa.
All assessments have been edited by Vicki Daniels.
HSD – OSP Susan Richmond 2015
2
Important Note:
The informational text “The Fight to Vote” has a grade equivalency of 6.8.
while the lexile is 850.
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
The grade equivalent is in the high middle band range for 4th – 5th grade text
and at the lower middle band lexile level.
However, the general vocabulary of the text is simple and straightforward.
The purpose of the text is clear and the structure is predictable. These
qualitative measures explain why the text was posted for 5th grade.
It is the content specific vocabulary with multiple syllables, that brings this
text up to a grade equivalent of 6.8 (suffragists, Declaration of
Independence, Amendment, Constitution, senator, etc.. ). Without these
words the text measures closer to a grade five equivalent.
Students can understand the meaning of these words within context
although they may not be able to pronounce them.
HSD – OSP Susan Richmond 2015
3
The HSD Elementary Interim Assessment is required. Please enter the student scores into
Synergy.
This assessment contains 20 total questions including 18 Selected Responses and 2 Constructed
Responses. Selected Responses are 1 point each and Constructed Responses are 2 points each.
Assessment Targets
DOK-2
Key Ideas – Details
DOK-2
Central Idea
DOK 3-4
Reasoning
DOK 2-3
Text Structures
Standard 1
Standard 2
Standards 3,6
Standards 5,7
• 2 Literature SRs
• 2 Informational SRs
• 2 Literature SRs
• 2 Informational SRs
•
•
•
•
Total: 4
Total: 4
Total: 6
Possible Points: 4
Possible Points: 4
• 3 Literature SRs
• 3 Informational SRs
2 Literature SRs
2 Informational SRs
1 Literature CR
1 Informational CR
Total: 6
Possible Points: 8
Possible Points: 6
Grade 5
Literature Standard
DOK Level
Informational Standard
DOK Level
St. 1
St. 2
St. 3
St. 5
St. 6
St. 7
2
2
3
3
4
3
St. 1
St. 2
St. 3
St. 5
St. 6
St. 7
2
2
3
4
4
2
Directions:
•
•
•
•
Students read the passages
Students answer the SR and CR Questions.
*If you are not doing the performance task have students answer questions #1-20 only.
If you are not doing the performance task your students will stop on the red “stop sign.”
Grades K – 2
Students in kindergarten should have the passages read to them as a listening comprehension assessment.
Students in grades 1 – 2 should read the passages independently if they can; however, students not reading at
grade level may have the passages read to them.
Grades 3 – 6
Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.
HSD – OSP Susan Richmond 2015
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Optional
Performance Task Directions
*If you are not doing the performance task have students answer questions #1-20 only.
Important Note:
This assessment has an Optional Performance Task (it will not be recorded to Synergy). The purpose of
the Performance Task (PT) is to allow those teachers to give a PT to students, if so desired, as an
instructional experience for the SBAC assessment which will include a PT.
Students should have access to spell-check resources but no grammar-check resources. Students can
refer back to their passages, notes and 2 research constructed responses, as often they’d like if they
are participating in the Performance Task.
Directions for Performance Task
Part 1
1. A Classroom Activity (30 Minutes)
You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all
students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that
are at the upper end of their grade level (words they would not normally know or are unfamiliar to their
background or culture). The classroom activity DOES NOT pre-teach any of the content that will be
assessed!
2. Read literary and informational passages (30 minutes)
Remind students to take notes as they read. During an actual SBAC assessment students are allowed to
keep their notes as a reference in order to complete their performance task.
3. Answer the selected and constructed response questions.
Part 2 (after questions #1-20)
• A Full-Composition (70 Minutes)
15 minute break
70 Minutes
4.
Students write their full composition (informational piece).
SCORING
An Informational Rubric is provided for the performance task. Students receive three scores:
1. Organization and Purpose
2. Evidence and Elaboration
3. Conventions
HSD – OSP Susan Richmond 2015
5
Equal Rights for All (Rosa Parks/Women’s Suffrage)
Performance Task Classroom Activity
This classroom pre-activity follows the Smarter Balanced Assessment Consortium general design of contextual elements,
resources, learning goals, key terms and purpose [http://oaksportal.org/resources/]
The classroom activity written by Renae Iversen.
The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in
demonstrating the skills the task intends to assess.
Contextual elements include:
1.
2.
3.
an understanding of the setting or situation in which the task is placed
potentially unfamiliar concepts that are associated with the scenario
key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the
performance task
The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The
Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom
preparation can be completed in advance. Throughout the activity, it is permissible to pause and ask students if they
have any questions.
Resources needed:
1.
2.
3.
4.
Venn Diagram template (Ancillary materials) to share with the whole group
Paragraphs for student groups (Ancillary materials)
Vocabulary list for each student (Ancillary materials)
Scratch paper for each group
Learning Goals:
1. Students will understand the context of the key concepts related to the topic: equal rights and women’s suffrage
through the Civil Rights Act and 19th Amendment to the Constitution.
Students will understand the key terms:
Note: Definitions are provided here for the convenience of facilitators. Students are expected to understand these key
terms in the context of the task, not memorize the definitions.
1.
2.
3.
4.
Civil Rights-the rights that every person should have regardless of his or her sex, race, or religion
Women’s Suffrage- the right of women to vote in an election
segregation-the practice or policy of keeping people of different races, religions, etc., separate from each other
discrimination-the practice of unfairly treating a person or group of people differently from other people or groups of
people
5. gender-the state of being male or female
6. ratify-to make official by signing it or voting for it
[Purpose: The facilitator’s goal is to help students understand how the Civil Rights Act and the 19th Amendment to the
Constitution provided equal rights for all people.
*Facilitators can decide whether they want to display ancillary materials using an overhead projector or computer/Smartboard, or
whether they want to produce them as a handout for students.
HSD – OSP Susan Richmond 2015
Equal Rights for All (Rosa Parks/Women’s Suffrage) Performance Task Classroom Activity continued…
Facilitator says:
Today we will be learning about two pieces of legislation that significantly affected equal rights in the US. We will be
working in teams to draw out key ideas from short paragraphs and then coming together to complete a Venn diagram
comparing/contrasting the two. If there is time, we will finish by drafting a main idea as a whole group.
Facilitator says:
Before we begin reading, there are some important vocabulary words you will need to know.
[Hand out vocabulary list and read aloud each word and its meaning. Give further examples as needed but do not
expand further.]
Facilitator says:
Now we will be getting into 6 groups (Note: You may want to select groups ahead of time). Choose a reader, recorder,
and a reporter. Reader will read the paragraph while others follow-along. The recorder will be listening to the group
discussion and writing down two key details. The reporter will be sharing the key details with the whole group.
[Walk around and make sure groups are on-track with the assignment. Try to keep this part to about 15 minutes unless
you’ve chosen to make it a longer activity.]
Possible student responses (unscripted):
●
Civil Rights Act passed in 1964.
●
It ended segregation.
●
President Johnson signed it into law.
●
Segregation was banned in all public places.
●
It banned discrimination at work.
●
The 19th Amendment passed in 1920.
●
It gave women the right to vote.
●
Susan B. Anthony made groups to get voting rights for women.
●
Before this law women could not vote or own property.
Facilitator says:
Ok, reporters get the notes from recorders and be prepared to share.
[Get responses from each group and include them in the Venn diagram where they would fit.]
HSD – OSP Susan Richmond 2015
Equal Rights for All (Rosa Parks/Women’s Suffrage) Performance Task Classroom Activity continued…
Student responses (unscripted):
Civil Rights Act
●
●
●
●
ended segregation
signed into law by
Lyndon B. Johnson
ended discrimination
by employers
paved the way for 2
more laws
Similarities
●
●
made equal rights for
all people
laws made to end
segregation and
discrimination
19th
Amendment
●
●
●
gave women the right
to vote
formed organizations
to get rights for
women
married women could
not own property
Facilitator says(if time):
Based on the responses you shared it seems like the Civil Rights Act and 19th Amendment have a number of things in common.
If we were going to write an essay about the things they had in common, what could we use as a main idea?
[Write the following sentence starter on the overhead so all students can see: The Civil Rights Act and the 19th Amendment are
similar because…
Facilitator says:
Help me finish this sentence: The Civil Rights Act and the 19th Amendment are similar because…
[Solicit ideas from students and form them to finish the sentence.]
Student Responses (unscripted):
The Civil Rights Act and the 19th Amendment are similar because they both helped guarantee that all people will have equal
rights regardless of color or gender.
Facilitator says: “In your performance task, you will be learning more about how Rosa Parks and the Women’s Suffrage
Movement helped guarantee equal rights for all people.
The group work you did today should help prepare you for the research and writing you will be doing in the performance
task.”
Note: Facilitator should collect student notes from this activity.
HSD – OSP Susan Richmond 2015
Ancillary materials for:
Equal Rights for All (Rosa Parks/Women’s Suffrage PT)
Adapted From: http://www.readworks.org/passages/civil-rights-act
1.
The Civil Rights Act of 1964, ended segregation in public places and banned employment discrimination
because of race, color, religion, gender or national origin. It is one of the biggest legislative (law)
achievements of the civil rights movement. President John F. Kennedy proposed it but southern members of
Congress strongly opposed it. It was finally signed into law by President Lyndon B. Johnson. In the following
years, Congress expanded the act and also passed additional legislation (laws) to bring equality to African
Americans, such as the Voting Rights Act of 1965.
2.
Under the Civil Rights Act of 1964, segregation on the grounds of race, religion or national origin was banned
in all public places including: courthouses, parks, restaurants, theaters, sports arenas and hotels. AfricanAmericans and other minorities could not be denied service based on the color of their skin. The act also
stopped race, religion, national origin and gender discrimination by employers and labor unions. It created
an Equal Employment Opportunity Commission so workers could file lawsuits if they were discriminated
against. The act stopped the use of federal money for any program that discriminated, authorized the
Department of Education to help with school desegregation, gave a higher status to the Commission on Civil
Rights, and banned people from not allowing voters to vote if they were qualified to. For civil rights leader
Martin Luther King Jr., it was nothing less than a “second emancipation (freedom).”
3.
The Civil Rights Act was later expanded to bring Americans with disabilities, the elderly, and women in
college sports under its umbrella. It also cleared the way for two major follow-up laws: the Voting Rights Act
of 1965 and the Fair Housing Act of 1968. The Voting Rights Act banned literacy tests in order to vote and
other discriminatory voting practices. The Fair Housing Act banned discrimination in the sale, rental, and
financing (getting a loan) of property. Though the struggle against racism would continue, legal segregation
had ended.
4. Adapted From: http://www.history.com/topics/womens-history/19th-amendment
5.
Ratified (made into law) on August 18, 1920, the 19th Amendment to the U.S. Constitution gave American
women the right to vote—a right known as women’s suffrage. At the time the U.S. was founded, female
citizens did not have all of the same rights as men, including the right to vote. It was not until 1848 that the
movement for women’s rights went to a national level with a convention in Seneca Falls, New York. That
convention was organized by abolitionists (people who were working to end slavery) Elizabeth Cady Stanton
(1815-1902) and Lucretia Mott (1793-1880).
6.
After the convention, the demand for the right to vote became a main part of the women’s rights movement.
Stanton and Mott, along with Susan B. Anthony (1820-1906) and other activists, formed organizations that
raised public awareness and tried to persuade the government to give voting rights to women. After a 70year battle, these groups finally were victorious with the passage of the 19th Amendment in 1920.
HSD – OSP Susan Richmond 2015
Vocabulary list for Equal Rights for All
(Rosa Parks/Women’s Suffrage PT)
1. civil rights- the rights that every person
should have regardless of his or her sex, race,
or religion
2. women’s suffrage- a woman’s right to vote in
an election
3. segregation- the practice of keeping people
of different races, religions, etc., separate
from each other
4. discrimination- the practice of unfairly
treating a person or group of people
differently from other people or groups of
people
5. gender- the state of being male or female
6. ratify- to make official by signing it or voting
for it
HSD – OSP Susan Richmond 2015
Venn Diagram for Equal Rights for All
(Rosa Parks/Women’s Suffrage PT)
19th
Amendment
Civil Rights Act
Similarities
HSD – OSP Susan Richmond 2015
Part 2
Performance Task
You will:
1. Plan your writing. You may use your notes and answers. You may use a graphic
organizer.
2.
Write – Revise and Edit your first draft (your teacher will give you paper).
3.
Your assignment: Part 2
Your school newspaper is producing a section about civil rights. The students in your
class have been asked to contribute. You will write an informational article comparing
Rosa Parks to Susan B. Anthony and the suffragists. Your article will be read by
students, teachers and parents.
Using all sources, develop a main idea about what both Rosa Parks, Susan B. Anthony
and the suffragists had in common and how it affected civil rights in America. Choose
the most important information to support your main idea. Then, write an
informational article about the main idea with details from the sources. Use your
own words except when quoting directly from the sources.
How your report will be scored:
1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or
main idea
2. Organization – how well the ideas progress from the introduction to the conclusion using
effective transitions and how well you stay on topic throughout
3. Elaboration of Evidence – how well you provide evidence from sources about your topic and
elaborate with specific information
4. Language and Vocabulary – how well you effectively express ideas using precise language that
is appropriate for your audience and purpose
5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling
HSD – OSP Susan Richmond 2015
12
Grades 3 - 5: Generic 4-Point Informational/Explanatory Writing Rubric Performance Task
Score
Statement of Purpose/Focus and
Organization
Statement of
Purpose/Focus
The response is fully
sustained and consistently
and purposefully focused:
Organization
Development: Language and Elaboration
of Evidence
Elaboration of
Evidence
The response provides
thorough and convincing
support/evidence for the
controlling idea or main idea
• controlling idea or main
that includes the effective
idea of a topic is focused,
• use of a variety of transitional use of sources, facts, and
clearly stated, and strongly
strategies logical progression details:
maintained.
of ideas from beginning to
end.
• use of evidence from
Exemplary
• controlling idea or main
sources is smoothly
idea of a topic is introduced • effective introduction and
integrated comprehensive,
and communicated clearly
conclusion for audience and
and relevant .
within the context .
purpose.
• effective use of a variety of
elaborative techniques .
The response is adequately
The response has an evident
The response provides
sustained and generally
organizational structure and a adequate support/evidence
focused:
sense of completeness, though for the controlling idea or
there may be minor flaws and main idea that includes the
• focus is clear and for the
some ideas may be loosely
use of sources, facts, and
most part maintained,
connected:
details:
though some loosely related
material may be present.
• adequate use of transitional • some evidence from
strategies with some variety
sources is integrated,
adequate progression of
though citations may be
Proficient • some context for the
controlling idea or main
ideas from beginning to end.
general or imprecise .
idea of the topic is
adequate.
• adequate introduction and
• adequate use of some
conclusion
elaborative techniques .
The response clearly
and effectively
expresses ideas, using
precise language:
The response has an
inconsistent organizational
structure, and flaws are
evident:
• use of academic and • few, if any, errors
domain-specific
are present in usage
vocabulary is clearly and sentence
appropriate for the
formation.
audience and
purpose.
• effective and
consistent use of
punctuation,
capitalization, and
spelling.
The response
The response
adequately expresses demonstrates an
ideas, employing a
adequate command
mix of precise with
of conventions:
more general
language.
• some errors in usage
and sentence
Use of domainformation may be
specific vocabulary
present, but no
is generally
systematic pattern
appropriate for the
of errors is
audience and
displayed.
purpose.
• adequate use of
punctuation,
capitalization, and
spelling.
The response
The response
expresses ideas
demonstrates a
unevenly, using
partial command of
simplistic language:
conventions:
3
2
Developing
• may be clearly focused on
the controlling or main
idea, but is insufficiently
sustained.
• controlling idea or main
idea may be unclear and
somewhat unfocused .
• inconsistent use of
transitional strategies with
little variety uneven
progression of ideas from
beginning to end.
• conclusion and introduction,
if present, are weak.
The response may be related The response has little or no
to the topic but may provide discernible organizational
little or no focus:
structure:
1
Emerging
0
• may be very brief may have • few or no transitional
a major drift focus.
strategies are evident .
• may be confusing or
ambiguous .
Conventions
The response has a clear and
effective organizational
structure creating unity and
completeness:
4
The response is somewhat
sustained and may have a
minor drift in focus:
Language and
Vocabulary
• frequent extraneous ideas
may intrude .
The response
demonstrates a
strong command of
conventions:
The response provides
uneven, cursory
support/evidence for the
controlling idea or main idea
that includes partial or
uneven use of sources, facts, • use of domain• frequent errors in
and details:
specific vocabulary
usage may obscure
that may at times be meaning.
• evidence from sources is
inappropriate for
weakly integrated, and
the audience and
• inconsistent use of
citations, if present, are
purpose.
punctuation,
uneven.
capitalization, and
spelling.
• weak or uneven use of
elaborative techniques
The response provides
The response
The response
minimal support/evidence
expression of ideas is demonstrates a lack
for the controlling idea or
vague, lacks clarity, or of command of
main idea that includes little is confusing:
conventions:
or no use of sources, facts,
and details:
• uses limited
• errors are frequent
language or domain- and severe.
• use of evidence from the
specific vocabulary.
source material is minimal,
• meaning is often
absent, in error, or
• may have little
obscure.
irrelevant .
sense of audience
and purpose .
A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].
HSD – OSP Susan Richmond 2015
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Interim Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 4
ability to cite evidence to support opinions and/or ideas
Question #10 Prompt:
What evidence supports Rosa Parks’ opinion of segregation?
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to cite evidence to support the student’s response. Evidence
could include the following details.
Rosa parks hated segregation.

She refused to drink from water fountains designated for “colored people.”

Bus driver says, “If you don’t stand up, I’m going to have you arrested.” Parks responds, “You may do that.”

Parks says, “Why do you all push us around?”

Rosa decides to go to the Supreme Court.

They decide to boycott the buses.

They ride in taxis owned by African Americans.

She appealed the court decision.

The Supreme Court ruled that segregated buses violated the Constitution.
Student “Language” Response Example
The student uses sufficient evidence to support Rosa Park’s opinion of segregation.
2
Rosa Parks didn’t like segregation. In the text, “A Lesson in Courage”, it states, “She refused to
drink from water fountains designated for ‘colored people’.” Then, in the section, “Downtown
Montgomery, Alabama”, she says, “Why do you all push us around?” After she gets out of jail she
decides to take it all the way to the Supreme Court. She says, “I will never ride a segregated bus
again.” They decide to boycott the buses. Instead they decide to ride in taxis owned by African
Americans. Rosa Parks appeals to the Supreme Court and wins.
The student uses partial evidence to support Rosa Park’s opinion of segregation.
1
Rosa Parks hated it. She hid from school buses when they came by. She refused to drink from
water fountains. In the text she says, “I will never, ever ride a segregated bus again.” She wins the
Supreme Court case and gets to sit at the front of the bus.
The student does not give relevant evidence to support Rosa Park’s opinion of segregation.
0
I think it’s wrong to make people sit in different places on the bus. I like to pick where I sit. She
won her court case and sat where she wanted.
Standard RL.5.6
Describe how a narrator's or speaker's
point of view influences how events are
described.
HSD – OSP Susan Richmond 2015
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Interim Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 2
Locate, Select, Interpret and Integrate Information.
Question # 20 Prompt:
What new or different information from Part 2 could be added to Part 1 that
would contribute more to understanding the events in “The Fight to Vote”? Use
specific examples and details from both parts in your answer.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to locate and select information from Part 2 that extends or
explains specific details from Part 1.
The response gives sufficient evidence of the ability to interpret and integrate information between Part 1 and Part
2. Part 2 further explains information presented in Part 1 that could include: (1) a Declaration of Sentiments was
signed by those wanting suffrage, (2) descriptions of the NWSA and AWSA , (3) when the two organizations merged,
(4) others were also arrested along with Susan B Anthony in 1872, (5) women suffragists that picketed were arrested
in 1917 outside of the White House, (6) by 1917 half the states have full or partial voting rights for women, (5) the
name of the new amendment is called the Susan B. Anthony amendment (1919), and (7) in 1920 the amendment
was passed or ratified into law.
Student “Language” Response Example
Student locates and integrates sufficient information from Part 2 that contributes more to Part 1 using specific
examples and details from both parts.
2
Part 2 explains more about some of the events in Part 1, the “Fight to Vote”. In Part 1, suffragists
met in 1848 to add the word women to the Declaration of Independence. Part 2 explains that this
is addition is called the Declaration of Sentiments. In 1869 two organizations were formed to help
women organize their fight to vote. These were not mentioned in Part 1 but helps explain how
the women organized in order to perform many of they things they did in Part 2 (such as rallies
and picketing). In Part 1, Susan B Anthony was stated as being arrested in 1872. In Part 2, it
further explains that she was not alone, many others were also arrested. This helps to understand
that it was a part of the bigger organization. I feel another important event that is not fully
clarified in Part 1 is that the new amendment to the constitution allowing women to vote
(clarified in Part 2), is actually called the Susan B. Anthony Amendment.
Student locates and integrates partial information from Part 2 that contributes some to Part 1 using few
examples or details from both parts.
1
0
Part 2 is like a timeline. It helps readers know more about what happened when the women
suffragists wanted to fight for the right to vote. Part 1 is like a story I think. Anyway, in Part 2 you
learn that a whole lot of women were arrested outside of the white House in 1917. You don’t
learn that in Part 1. They were arrested for picketing.
Student does not locate or integrate information from Part 2 that contributes more to Part 1.
Everyone should be able to vote. Women and men. That is why the women were fighting, so
everyone could vote. I really liked it when they were able to vote for the first time.
Standard RI.5.6
Analyze multiple accounts of the same
event or topic, noting important
similarities and differences in the point
of view they represent.
HSD – OSP Susan Richmond 2015
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2014-2015 Interim Assessment Selected Response Answer Key
Question 1 What did the bus driver ask Rosa Parks to do on the bus? RL.1
A
Question 2 What is the main idea of the section “The Courthouse”? RL.1
D
Question 3 What details best summarize the introduction? RL.2
B
Question 4 What information best supports the fact that the protesters disagreed with segregated
buses in the section, A Bus Stop on Monday Morning? Pick the two choices that are correct. RL.2 (BOTH
MUST BE CORRECT)
Question 5 What did E.D. Nixon and Rosa agree to do? RL.3
Question 6 Which two answers best explain why African Americans chose the method they used to end
segregation on the bus? RL.5 (BOTH MUST BE CORRECT)
Question 7
What conclusion can you draw from author’s use of the phrase, “booing the decision” in the
section The Courthouse? RL.6
Question 8
What detail in the visual supports the tone of how Rosa Parks is feeling in “A Lesson in
Courage”. RL.7
Question 9
How is Rosa Park’s courage best illustrated in the drama “A Lesson in Courage? RL.7
Question 10 RL.6 Constructed Response RL.5.6
Question 11 Why did the women suffragists want a change in the Declaration of Independence? RI.1
Question 12 How much time was there between the introduction of a woman’s right to vote
amendment and when women actually were allowed to vote? RI.1
Question 13 Which of the following statements best describes the author’s main purpose in “The Fight
to Vote”? RI.2
B,D
D
B,D
D
B
C
2 pts.
B
C
B
Question 14 What question is not answered by details in this passage? RI.2
C
Question 15 What is the connection between Seneca Falls and November 2nd, 1920? RI.3
A
Question 16 What text structure is in both Part 1 and 2 of “The Fight to Vote”? RI.5
D
Question 17 What might be the reason “The Fight to Vote” was divided into two sections? RI.6
C
Question 18 What two events happened before the NWSA and AWSA merged? RI.7
A
Question 19 When did Susan B Anthony first vote in a presidential election? RI.7
D
Question 20 RI.6 Constructed Response RI.5.6
HSD – OSP Susan Richmond 2015
2 pts.
16
Grade 5 Interim
Name_____________________
HSD – OSP Susan Richmond 2015
17
A Lesson in Courage:
More than Fifty Years Ago, Rosa Parks Changed the Country Forever
Grade Equivalency 5.0
Lexile Measure 550L
Mean Sentence Length 7.57
Mean Log Word Frequency 3.32
Word Count 719
Cast of Characters
• Narrators 1, 2, 3
• Bus driver
• Rosa Parks
• Bus riders 1, 2
• Police officers 1, 2
• E. D. Nixon, civil rights leader
• Raymond Parks, Rosa Parks' husband
• Protesters 1, 2, 3
• Fred Gray, Rosa Parks' lawyer
Growing up, Rosa Parks knew what to do when she saw a school bus—hide. The bus wasn’t coming to take her to
school. It was only for white children, and when the kids saw Rosa walking, they would pelt her with trash.
In the 1920s, the South was segregated. African Americans didn’t have the same rights as white people. They were
forced to sit in the back of public buses and could not go to the same schools as white people.
Rosa Parks hated segregation. She refused to drink from water fountains designated for "colored" people. (At that
time, some people referred to black people as "colored.") She joined the National Association for the Advancement of
Colored People (NAACP) to fight for equal rights.
Scene 1: Downtown Montgomery, Alabama
Narrator 1: Rosa Parks boards a bus on her way home from work.
Narrator 2: She sits in the front row of the "colored" section.
Bus driver: Next stop, Empire Theater!
Narrator 3: After the bus grinds to a stop, a few white people get on. One white man is left without a seat.
Bus driver: (to Parks and the people in her row) Let me have those seats.
Narrator 1: Parks and the people in her aisle don’t move.
Bus driver: (threatening) You know white folks and colored people can’t sit in the same row. Let me have
those seats.
Narrator 2: The others get up and move to the back, but Parks stays put.
Rosa Parks: (to herself) The more we give in to segregation, the worse it gets.
Bus driver: (to Parks) If you don’t stand up, I’m going to have you arrested.
Parks: (quietly) You may do that.
Bus rider 1: (in a hushed tone) I wonder what’s going to happen.
Bus rider 2: (worriedly) I don’t know, but she’s in trouble now.
Narrator 3: A few minutes later, two police officers arrive.
Police officer 1: Why didn’t you stand up when the driver spoke to you?
Parks: (defiantly) Why do you all push us around?
Police officer 2: I don’t know, but the law is the law, and you’re under arrest.
HSD – OSP Susan Richmond 2015
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A Lesson In Courage continued
Scene 2: Park’s house
Narrator 1: After Parks is released from jail on bail, she talks with the local NAACP president, E. D.
Nixon; her husband, Raymond Parks; and a few others.
Parks: I know one thing: I will never, ever ride a segregated bus again.
E. D. Nixon: Rosa, how would you feel about making your arrest a test case against segregation?
Raymond Parks: We could take this all the way to the Supreme Court.
Parks: (after a moment) I’ll do it.
Nixon: Good. Now let’s show white people how much they need us. Black people ride city buses
more than anyone else. If we don’t ride, the bus company could go bankrupt. Tell everyone—we’re
going to boycott the buses.
Scene 3: A Bus Stop on Monday Morning
Narrator 2: Dark clouds loom overhead. African Americans huddle at bus stops, but they’re waiting
for taxis owned by African Americans—not for buses.
Protester 1: I’m glad we’re finally teaching the bus company a lesson.
Protester 2: Me too. I’m tired of standing on buses when there are empty seats in the white
section.
Protester 3: I’d rather walk to work every day than put up with segregation any longer
Scene 4: The Courthouse
Narrator 3: The courtroom is packed. Parks’ lawyer speaks on her behalf.
Fred Gray: The defendant pleads not guilty.
Narrator 1: The bus driver takes the stand.
Bus driver: I asked her to move. She refused.
Judge: I find Rosa Parks guilty. She must pay a $10 fine, plus $4 in court costs.
Narrator 2: Parks’ supporters react angrily, booing the decision.
Parks: You haven’t heard the last from us.
The crowd might have booed, but the guilty verdict was exactly what Parks wanted. She
immediately appealed the decision. When the state court ruled in her favor, the city took the case
to the U.S. Supreme Court.
In the meantime, the bus boycott continued. On Nov. 13, 1956, the African American community’s
efforts paid off. The Supreme Court ruled that Alabama’s segregated buses violated the
Constitution. A month later, Rosa Parks boarded a bus for the first time in more than a year. This
time, she sat in the front seat.
HSD – OSP Susan Richmond 2015
19
1.
What did the bus driver tell Rosa Parks to do on the bus?
A. “Let me have those seats.”
B. “If you don’t stand up, I’m going to have you arrested.”
C. “Why didn’t you stand up when the driver spoke to you?”
D. “The law is the law, and you’re under arrest.”
Standard RL.5.1
Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
2. What is the main idea of the section “The Courthouse”?
A. She pleads not guilty.
B. The judge finds her guilty.
C. She sat in the front seat.
D. Segregated buses violated the constitution.
HSD – OSP Susan Richmond 2015
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3. Which detail best summarizes the introduction?
A. The bus took Rosa to school.
B. African Americans didn’t have the same rights as white
people.
C. African Americans were forced to sit in the back of the bus.
D. Rosa joined a national association to fight for equal rights.
Standard RL.5.2
Determine 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. What information best supports the fact that the protesters
disagreed with segregated buses in the section, “A Bus
Stop on Monday Morning”? Pick the two choices that are
correct.
A. African Americans huddled at bus stops.
B. “I’m tired of standing on buses when there are empty
seats in the white section.”
C. They waited for taxis owned by African Americans.
D. “I’d rather walk to work every day than put up with
segregation any longer.”
HSD – OSP Susan Richmond 2015
21
5. In Section 2, “Parks’ House,” what action did Rosa and Nixon
agree to take?
A.
They were tired of standing on buses when there were empty
seats.
B.
Nixon and Parks believed African Americans rode city buses
more than anybody else.
C.
Rosa decided to never ride a segregated bus again.
D.
They felt Rosa’s arrest should be made a test case against
segregation.
Standard RL.5.3
Compare 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.
Which two answers best explain why African Americans
chose the method they used to end segregation on the
bus?
A. Refusing to move on the bus showed a determination to
end segregation.
B. Fighting the guilty verdict all the way to the Supreme
Court changed the law.
C. Paying the fine showed respect for the law.
D. Boycotting the buses could bankrupt the bus company.
Standard RL.5.5
Explain how a series of chapters, scenes, or
stanzas fits together to provide the overall
structure of a particular story, drama, or
poem
HSD – OSP Susan Richmond 2015
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7.
What conclusion can you draw from the author’s use of the
phrase, “booing the decision” in the section The
Courthouse?
A. The supporters were happy with the decision.
B. Segregation is helpful for seating people on the bus
according to the author.
C. Rosa Parks was happy to get the guilty verdict.
D. The author doesn’t like segregation.
Standard RL.5.6
Describe how a narrator's or speaker's point
of view influences how events are described.
8. Which of the stage directions contribute to the tone of
how Rosa Parks is feeling in “A Lesson in Courage”?
A. Rosa Parks hated segregation. She refused to drink
from water fountains designated for “colored” people.
B. Bus Driver: (to Parks) “If you don’t stand up, I’m going to
to have you arrested.” Parks: (quietly) “You may do
that.”
C.
Bus rider 1: (in a hushed tone) “I wonder what’s going to
happen?”
D. Raymond Parks: “We could take this all the way to the
Supreme Court.” Parks: (after a moment) “I’ll do it.”
Standard RL.5.7
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a
text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
HSD – OSP Susan Richmond 2015
23
9. How is Rosa Park’s courage best illustrated in the drama “A
Lesson in Courage”?
A. Rosa Parks does not like segregation.
B. Rosa is tired of sitting in the back of the bus.
C. Rosa told the bus driver he may have to arrest her.
D. Rosa teaches the bus company a lesson.
Standard RL.5.7
Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a
text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
10 What evidence from the text supports Rosa Parks’ opinion of
segregation?
Constructed Response Research
Rubrics Target 4
ability to cite evidence to support
opinions and/or ideas
HSD – OSP Susan Richmond 2015
Standard RL.5.6
Describe how a narrator's or speaker's
point of view influences how events are
described.
24
The Fight to Vote
Women suffragists changed the United State
March 01, 2013
By Nellie Gonzalez Cutler Time for Kids
Grade Equivalent 6.8
Lexile Measure 850L
Mean Sentence Length 13.26
Mean Log Word Frequency 3.61
Word Count 252
Part 1
Women suffragists marched in the streets across the nation. "We hold these truths to be selfevident: that all men are created equal." With those words, the Declaration of Independence set
forth the idea.
But the women at the Woman's Rights Meeting in New York, in 1848, felt that a key phrase was
missing. Elizabeth Cady Stanton, Lucretia Mott and others rewrote it to say, "All men and women
are created equal.” They said that it was "the duty of the women of this country" to fight for
suffrage, or the right to vote.
New York was the start of a long road to suffrage. Those who wanted to have voting rights for all
Americans were called suffragists. They gave talks and traveled the country.
In 1872, Susan B. Anthony voted in New York. She was arrested for breaking the law. "My rights,
my civil rights, my political rights, my legal rights, are all alike ignored," she said at her trial.
Six years later a senator of California, announced an amendment to the Constitution to ensure
that women could vote. But it took another 42 years before all women in the U.S. were given the
right to vote.
On November 2, 1920, 8 million women voted for president for the first time. The women who
blazed the trail did not live to see that day.
In her last speech, one month before she died, in 1906, Anthony urged women to keep fighting for
the vote. "Failure," she told them, "is impossible.“
Declaration of Independence: A July 4th, 1776 statement declaring the original 13 colonies as no longer part of the
British Empire .
suffrage: The right to vote
civil rights: Laws protecting American freedoms locally without discrimination.
political rights: Laws protecting American freedoms rights to justice without discrimination.
judicial rights: Rights of the U.S. court system.
amendment: A change made to a law.
HSD – OSP Susan Richmond 2015
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The Fight to Vote (continued)
Part 2
One Step at a Time
Women worked hard to get to vote. Here are some of the main events.
1848 The Woman's Rights Convention is held in Seneca Falls, New York. Elizabeth Cady Stanton
writes the Declaration of Sentiments1.
1869 Stanton and Susan B. Anthony form the National Woman Suffrage Association (NWSA).
Only women can join.
1869 Lucy Stone forms the American Woman Suffrage Association (AWSA). It is open to men
and women.
1872
Anthony and supporters vote in the presidential election. They are arrested.
1878
A woman’s suffrage amendment is first introduced in the U.S. Congress.
1890
The NWSA and AWSA merge to form the National American Woman Suffrage Association.
1912-14
Women hold rallies in New York City and Washington, D.C.
1917 Police arrest women who are picketing outside the White House. By 1918, about half the
states have granted full or partial voting rights to women.
1919 Congress passes the 19th Amendment, called the Susan B. Anthony Amendment. It is
ratified, or confirmed, one year later.
1
Declaration of Sentiments: is a document signed in 1848 by 68 women and 32 men—100 out of some 300
attendees at the first women's rights convention to be organized by women claiming all women should have the
right to vote.
HSD – OSP Susan Richmond 2015
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11. Why did the women suffragists want a change in the
Declaration of Independence?
A. They wanted it to say all men and women are created equal.
B. They felt like a key phrase was missing.
C. They felt it was the duty of the women to fight for their rights.
D. It was the Woman’s Rights Convention in New York.
Standard RI.5.1
Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
12. How much time was there between the introduction
of a woman’s right to vote amendment and when
women actually were allowed to vote?
A. 12 years
B. 6 years
C. 42 years
D. 14 years
HSD – OSP Susan Richmond 2015
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13. Which of the following statements best describes the author’s
main purpose in “The Fight to Vote”?
A. The author wrote this article to convince women that it is important
to vote.
B. The author describes how woman suffragists fought for women to
be able to vote in the United States.
C. The author told about the life of an important suffragist, Susan B.
Anthony.
D. The author describes the challenges faced by women in the late
1800s and early 1900s.
Standard RI.5.2
Determine two or more main ideas of a text
and explain how they are supported by key
details; summarize the text
14. Which question is not answered by details in this passage?
A. What rights did Susan B. Anthony feel were being violated?
B. How many women voted in the 1920 presidential election?
C. Why did the NWSA only allow women to join?
D. What did suffragists do?
HSD – OSP Susan Richmond 2015
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15. What is the connection between Seneca Falls and November
2nd, 1920?
A. It was the beginning of the fight for women to vote, which
became legal in 1920.
B. Seneca Falls was in New York where the women suffragists
met.
C. Eventually, an amendment to the constitution was
introduced.
D. In 1920, women voted in a presidential election for the first
time.
Standard RI.5.3
Explain 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. What answer describes the text structure of both Parts 1
and 2 of the “The Fight to Vote”?
A. compare and contrast
B. problem and solution
C. cause and effect
D. chronology
Standard RI.5.5
Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts.
HSD – OSP Susan Richmond 2015
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17. What might be the reason “The Fight to Vote” was divided into
two sections?
A. Both sections are about women’s rights to vote.
B. The first section tells about the struggles women went through to
have the right to vote.
C. The first section gives specific details about the events, while the
second section summarizes the events in a timeline.
D. The second section outlines the events that led up to women
having the right to vote.
Standard RI.5.6
Analyze multiple accounts of the same event or
topic, noting important similarities and differences
in the point of view they represent.
18. Which two events happened before the NWSA and AWSA
merged?
A. Women suffragists were arrested and the amendment was first
introduced in the U.S. Congress
B. A Woman’s Rights Convention was held in Seneca Falls and
partial voting rights were granted to women.
C. The NWSA and AWSA merged and women held rallies.
D. Women voted in a presidential election for the first time and
congress passed the 19th amendment.
Standard RI.5.7
Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently
HSD – OSP Susan Richmond 2015
30
19. When did Susan B. Anthony first vote in a presidential
election?
A. 1920
B. 1878
C. 1848
D. 1872
Standard RI.5.7
Draw on information from multiple print or
digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently
20. What new or different information from Part 2 could be added to Part 1
that would contribute to better understanding the events in The Fight
to Vote? Use specific examples and details from both parts in your
answer.
Constructed Response Research Rubrics
Target 2
Locate, Select, Interpret and Integrate
Information.
HSD – OSP Susan Richmond 2015
Standard RI.5.6
Analyze multiple accounts of the same event or
topic, noting important similarities and differences
in the point of view they represent.
31
STOP
Close your books and wait for instructions!
HSD – OSP Susan Richmond 2015
32
Part 2
Performance Task
You will:
1. Plan your writing. You may use your notes and answers. You may use a graphic
organizer.
2.
Write – Revise and Edit your first draft (your teacher will give you paper).
3.
Your assignment: Part 2
Your school newspaper is producing a section about civil rights. The students in your
class have been asked to contribute. You will write an informational article comparing
Rosa Parks to Susan B. Anthony and the suffragists. Your article will be read by
students, teachers and parents.
Using all sources, develop a main idea about what both Rosa Parks, Susan B. Anthony
and the suffragists had in common and how it effected civil rights in America. Choose
the most important information to support your main idea. Then, write an
informational article about the main idea with details from the sources. Use your
own words except when quoting directly from the sources.
How your report will be scored:
1. Statement of Purpose/Focus—how well you clearly state and maintain your controlling idea or
main idea
2. Organization – how well the ideas progress from the introduction to the conclusion using
effective transitions and how well you stay on topic throughout
3. Elaboration of Evidence – how well you provide evidence from sources about your topic and
elaborate with specific information
4. Language and Vocabulary – how well you effectively express ideas using precise language that
is appropriate for your audience and purpose
5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling
HSD – OSP Susan Richmond 2015
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HSD – OSP Susan Richmond 2015
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