Is a Coconut a Fruit, Nut, or Seed?
 Preparation Notes
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Preview the electronic version of the text before sharing it with students.
Preview any additional content you plan to share with students.
At least one constructed-response (CR) task requires a dictionary.
At least one activity requires additional text.
 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
Reading Informational – Grades 9-10
CCSS Target
RI.9-10.1
RI.9-10.3
RI.9-10.1
L.9-10.4a
RI.9-10.1
RI.9-10.1
RI.9-10.2
RI.9-10.8
L.9-10.4a
RI.9-10.4
11/11/2013
 Constructed-Response Tasks
CR1 (L.9-10.4b)
Student prompt:
Pair the definition with the correct word.
(A)
(B)
(C)
the science of plants
of, or pertaining to, plants
a person who studies plants
botany
botanist
botanical
Key:
botany
botanist
botanical
A
C
B
CR2 (L.9-10.4b)
Student prompt:
Pair the definition with the correct word.
(A)
(B)
(C)
full of fiber
without fiber
resembling fiber
Key:
fiberless
fibrous
fibroid
B
A
C
Reading Informational – Grades 9-10
11/11/2013
CR3 (L.9-10.4c)
Student prompt:
Use a dictionary. Find the pronunciation of "indehiscent." Write the
pronunciation.
Pronunciation:
The response includes a correct
pronunciation.
The response does not include
a correct pronunciation.
1
0
CR4 (L.9-10.4c)
Student prompt:
Read the sentence below from the text.
"A coconut palm is a woody perennial monocotyledon, with the trunk being
the stem."
Use a dictionary. Write a definition for the word perennial and then use
perennial in a sentence.
2
1
0

Definition:

Sentence:
The response includes an accurate
definition and an appropriate
sentence.
The response includes either an
accurate definition or an appropriate
sentence.
The response does not include an
accurate definition or an appropriate
sentence.
Reading Informational – Grades 9-10
11/11/2013
CR5 (L.9-10.4c)
Student prompt:
Read the sentence below from the text.
"Some scientists like to refer to the coconut as a water-dispersal fruit and
seed."
Use a dictionary. Write a definition for the word dispersal and then use
dispersal in a sentence.
2
1
0

Definition:

Sentence:
The response includes an accurate
definition and an appropriate
sentence.
The response includes either an
accurate definition or an appropriate
sentence.
The response does not include an
accurate definition or an appropriate
sentence.
 Activity/Discussion Ideas
Not available for this text
Reading Informational – Grades 9-10
11/11/2013
 Other Standards
Activity 1 (RST.9-10.7)
Reread the first paragraph in the text. Place the words on the lines to label the
parts of the coconut.
seed
exocarp
stem
endocarp
mesocarp
Key:
Reading Informational – Grades 9-10
11/11/2013
Activity 2 (RST.9-10.1)
Teacher instructions:
Have students research entomology or read an article on entomology.
Discuss how entomology might be used to determine where the coconut
originated. Ask students to refer to specific details to support their analysis.
 Claim 2 Tasks
(Note: The Claim 2 tasks here are based on the Smarter Balanced Item and Task
Specifications; however, each task might not directly meet all parts of the individual
specification.)
Target 9
Model 3: SR (DOK 1) – presents four sentences and prompts
students to select the one that does not contain any errors.
Standards: L-1, L-2, L-3
Student prompt:
Read the paragraph based on the text. Underline the sentence that contains
NO grammar or mechanical errors.
Coconuts are not easily classafied. There is debate as to weather
coconuts are fruits, nuts, or seeds. What is certain, however, is that
coconuts are extremely useful. They can be used for anything from food
too fuel too musical instruments.
Key:
What is certain, however, is that coconuts are extremely useful.
Reading Informational – Grades 9-10
11/11/2013
Target 3
Model 1b: SR, TE (DOK 2) – provides a disorganized
paragraph from an informational/explanatory essay and
prompts students to rearrange the sentences to logically
present the ideas.
Standards: W-2a, W-2b, W-2c, W-2d, W-2e and/or W-2f
Student prompt:
Read the sentences based on the text. The sentences are out of order. Put the
sentences in the correct order.
(A) For example, the exocarp is smooth, whereas the mesocarp is
fibrous.
(B) Each layer of the coconut has a unique name.
(C) The exocarp is the outermost layer, and the mesocarp is the next inner
layer.
(D) Finally, the endocarp is woody in texture and surrounds the coconut seed.
(E) Beyond the mesocarp is the endocarp, or the innermost layer.
(F) Each of these layers also has a unique texture.
Order
Sentence
Letter
1
2
3
4
5
6
Reading Informational – Grades 9-10
11/11/2013
Key:
Order
1
2
3
4
5
6
Sentence
Letter
B
C
E
F
A
D
Reading Informational – Grades 9-10
11/11/2013
Target 6
Model 2b: SR (DOK 2) – provides an argumentative paragraph
and prompts students to select which evidence statements are
irrelevant.
Standards: W-1a, W-1b, W-1c, W-1d, and/or W-1e
Student prompt:
Read the paragraph based on the text. Underline the two sentences that
provide information that is irrelevant to the paragraph's main idea.
A coconut palm is a "Tree of Life" because of its huge variety of
uses and the role it plays in many economies. Coconut is not only
exported for food but also for coconut oil that is used in beauty products
and medicines. When coconut oil is added to products, it makes them
smell like a tropical island. The wood from coconut palms can be used
for making furniture. Even coconut husks, which used to be discarded,
are now being used in combination with fertilizer to nourish plants.
Coconut palms are some of the most beautiful trees in the world.
Key:
When coconut oil is added to products, it makes them smell like a tropical
island.
Coconut palms are some of the most beautiful trees in the world.
Reading Informational – Grades 9-10
11/11/2013