Wild Bill’s Chuckwagon
 Preparation Notes
o At least one constructed-response (CR) task requires a dictionary or
thesaurus.
o At least one CR task requires multimedia.
o At least one CR task requires additional text.
o Preview any additional content you plan to share with students.
o Preview any images you plan to share with students.
 Selected-Response Items
o These items target standards within the RI and L strands of the CCSS:
Item Number
1
2
3
4
5
6
7
8
9
10
11
12
13
Reading Informational – Grade 5
CCSS Target
RI.5.2
L.5.4a
RI.5.3
RI.5.3
L.5.4a
RI.5.1
L.5.5b
L.5.5a
RI.5.4
RI.5.5
RI.5.8
L.5.6
L.5.4b
Revised 11/11/2013
 Constructed-Response Tasks
CR1 (RI.5.1)
Student prompt:
Would Wild Bill’s Chuckwagon be a likely place to have a party for 15 adults? Use
at least one detail from the text to explain why or why not.
2
1
0
The response states an opinion and
includes at least one relevant
supporting detail from the text.
The response states an opinion but
does not include a relevant
supporting detail from the text.
The response does not state an
opinion.
CR2 (RI.5.1)
Student prompt:
Based on the description of the Spotted Pup, why is it a good name for the
dessert? Use at least one detail from the text to support your answer.
2
1
0
The response includes an accurate
explanation and at least one
supporting detail from the text.
The response includes an accurate
explanation but does not include a
supporting detail from the text.
The response does not include an
accurate explanation.
Reading Informational – Grade 5
Revised 11/11/2013
CR3 (RI.5.5)
Teacher instructions:
Provide additional childrens’ menus.
Student prompt:
Compare the menu for Wild Bill’s Chuckwagon with another menu. Look at how
the information is arranged in each menu. Explain one way the arrangement of
the information in the two menus is the same and one way it is different.
2
1
0
The response identifies one similarity
and one difference between the
structures of the two menus.
The response identifies either one
similarity or one difference between
the structures of the two menus.
The response does not identify a
similarity or a difference between the
structures of the two menus.
Reading Informational – Grade 5
Revised 11/11/2013
CR4 (L.5.5c)
Student prompt:
Read the statement below from the text.
"Our homemade fresh biscuits smothered in hearty sausage gravy."
Based on the statement, suggest one possible synonym for the word smothered.

Synonym:
Now consult a dictionary. Explain whether or not your suggested synonym is a
good choice for the word smothered.

2
1
0
Explanation:
The response includes a synonym
and accurately explains why it is or is
not a good choice.
The response includes a synonym
but does not accurately explain why
it is or is not a good choice.
The response does not include a
synonym.
 Activity/Discussion Ideas
Activity (RI.5.7)
Teacher instructions:
Create a webquest for students related to the menu. For example, find at least
two websites related to the Old West, Wild Bill, or chuckwagons. Ask at least
three questions that require students to demonstrate the ability to locate an
answer or to solve a problem.
 Other Standards
Not available for this text
Reading Informational – Grade 5
Revised 11/11/2013