Quarter One
Reading
Informational
Text
Grade 6
Teacher Directions
Common Formative
Assessment
The development of the Hillsboro School District K – 6 CCSS Common Formative
Assessments for Quarter One, was facilitated by Susan Richmond Instructional
TOSA at HSD’s Office of School Performance and written by the following
dedicated teachers.
Allison Reed
•Alondra Sanchez
•Stephanie Gerig
•Jami Rider
•Jamie Goldstein
•Stephanie Zumwalt
•Laycee Kinsman
•Leslie Sell
•Teresa Portinga
•Barbara Hendricks
•Brianne Dutton
•Jenn Johnson
•Jennifer Robbins
•Liana Duran
•Lindsay Crowell
•Celia Kilgore
•Christ White
•Jennifer Strand
•Jill Russo
•Mandy Wedel
•Melanie Winters
•Christina Orozco
•Christine Goldmann
•Judy Ramer
•Karen Dials
•Melissa Hancock
•Monica Darnell
•Debbie Alvarado
•Erin Reamer
•Erin Shepherd
•Kayla Harvey
•Kim Shimamoto
•Lauren Roth
•Nicole Chronister
•Nikki Thoen
•Sara REtzlaff
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Important Information
A.
This booklet is divided into two parts…
1.
Teacher’s Resources and Answer Keys
a.
Pages 1 – 9
2.
Student Assessment (can be printed in a small booklet form)
b.
Pages 10 – 29
B.
This material is intended for assessing reading informational standards RI - 1,2
and 3 at the end of quarter 1. Do NOT allow students to read the passages
before the assessment.
C.
Student scores can be recorded on the (1) Learning Progressions Checklist (in the
last box) or student scores can also be recorded on the (2) Class Assessment
Summary Sheet (enter the total number of correct selected responses for each
standard). Each constructed response receives a score from 0 – 3.
Printing Instructions…
Decide on the primary way to use this booklet, then choose one of the
following ways to print this material.
You can print the entire 29 pages – then divide it into two sections (teacher
and student). This would be a regular 8 ½ X 11 sheet for students per page.
OR…
Send to the HSD Print Shop:
Print Shop instructions for Small Student Booklet Format.
Print pages 10 – 29 in booklet format.
•
Set print driver properties to - - Original size 8 ½ x 11
•
Paper size = 11x17
•
Print type = Small Student Booklet
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Directions for Common Formative Assessment
Independent Readers:
• Students read selections independently without reading assistance.
• Students complete the selected response answers by shading in the bubble.
• Students complete the constructed response answers by writing a response for each
question.
Non-Readers or Far Below Grade Level:
(Please indicate on record sheet if student is Not an Independent Reader)
• Read the selection and questions aloud to the student in English or Spanish.
• Read the selected response answers to the student.
• Read the constructed response answers to the student. You may write the answer the
student says unless he/she is able to do so.
Note: The constructed response questions do NOT assess writing proficiency and should not be
scored as such. The constructed responses are evidence of reading comprehension.
Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page
until you have scored their answers.
When scoring.... ....(Assessment Class Summary Sheet)
• When students have finished the entire assessment enter the total number of correct selected
responses for each standard (0 – 5) on the Assessment Class Summary Sheet.
• Each constructed response receives a score from 0 – 3 as indicated by the constructed
response rubric.
• DO NOT write recommendations for the student as to why a score was incorrect in their test
booklet. It is important for students to reflect on their own answers (after the tests have been
scored) on the reflection sheet (last page of student booklet).
• Return the scored test booklets to the students. Students record their responses as correct or
incorrect on page 28.
• The last page in the student booklet is a reflection page (page 29). This last page activity is
invaluable for understanding how to differentiate student instructional needs.
• Present ONE specific question for students to reflect on concerning incorrect answers. They
can do this on their own, with a peer or with a teacher. Example reflections questions might
include:
• What did you not understand about the question?
• Underline words you did not understand.
• Rewrite the question to what you think it is asking
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 SBAC Reading Assessment
Constructed Response General Template
3
The response:
• gives essential elements of a complete interpretation of the
prompt
• addresses many aspects of the task and provides sufficient
relevant evidence to support development
• is focused and organized, consistently addressing the purpose,
audience, and task
• includes sentences of varied length and structure
2
The response:
• gives some of the elements of an interpretation of the prompt
• addresses some aspects of the task and provides some evidence to
support development
• has a focus but lacks strong organization and inconsistently
addresses the purpose, audience, and task.
• includes sentences of somewhat varied length and structure
1
The response:
• gives minimal elements of an interpretation of the prompt
• addresses few aspects of the task and provides little relevant
evidence to support development.
• lacks focus and organization and generally does not address the
purpose, audience, and task.
• includes sentences with little variety in length and structure
0
The response does not meet any of the criteria.
Short Constructed Response
Short constructed response sample questions are designed to assess CCLS reading standards. These are
single questions that ask students to respond to a prompt or question by stating their answer and
providing textual evidence to support their answer.
The goal of the short response questions is to require students to show succinctly their ability to
comprehend text. In responding to these questions, students will be expected to write in complete
sentences.
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response RI.6.2
6. Explain why your body needs protein. Use examples
from the text to support your reasons.
Scoring notes “Teacher Language”
Students give essential elements of a complete interpretation of the prompt which focus on
explaining the need for protein using only examples and evidence from the text.
Students address many aspects of the task and provide sufficient relevant evidence to support
development of their writing. Aspects of evidence with this prompt should include comprehensive
evidence (more than 2 statements) from the text. These may include how protein supports the
organs (by making hemoglobin and building cardiac muscle) as well as affecting the immune system.
Students’ writing is focused and organized, consistently addressing the purpose, audience, and task.
Students may address other aspects of protein if those aspects support the need for protein. Writing
includes sentences of varied length and structure.
3
Sample Response “Student Language”
Protein is important for many reasons. It supports our organs by making hemoglobin.
Hemoglobin is the part of red blood cells that carry oxygen to every part of our
bodies. Without protein our bodies would not build cardiac muscle. The cardiac
muscle is the heart! Protein moves our legs and lungs! Protein protects the immune
system in our bodies so we can fight disease. These are some reasons protein is so
important to the body!
2
Sample Response
Protein is important for many reasons. It supports our organs. We need lots of protein
to run and exercise. Protein also helps our heart.
1
Sample Response
Protein is important in your diet. The best sources are beef, poultry, fish, and eggs.
0
Sample Response (Has nothing to do with prompt)
I hate vegetables.
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response
RI.6.3
12. Explain how and why descriptions of the Loch Ness Monster
have changed over time. Use details from the text.
Scoring Notes: “Teacher Language”
Students give essential elements of a complete interpretation of the prompt which focus on
explaining how and why descriptions of the Loch Ness Monster have changed over time. Students
not only tell how but must infer the “why.” Explanations can be considered correct if relevant
evidence supports them. Students address many aspects of the task and provide sufficient relevant
evidence to support development of their writing. Some of these aspects should include following a
timeline of how different people of different eras have viewed “Nessie.” Other aspects can include
descriptions of myths, scientific writings, first-person accounts and opinions. Students’ writing is
focused and organized, consistently addressing the purpose, audience, and task – changes over
time. Writing includes sentences of varied length and structure.
3
Sample Response “Student Language”
Descriptions of the Loch Ness Monster have changed over times, depending on the
era. The myths continued century after century. Scottish myths in early times (the 6 th
century) describe “Nessie” as a water horse. After Rupert Gould published his book in
1934, people came forward describing “Nessie” as an upturned boat and a prehistoric
animal. Years later photos of “Nessie” began to emerge as a long necked animal with
multiple humps and a long tail. After scientific research began in the 1970’s people
began to believe the Loch Ness Monster may be a school of giant eels, a primitive
snakelike whale, or a descendant of a dinosaur. When science learns something new
then people change their mind and describe “Nessie” a different way!
Sample Response
2
The author’s descriptions begins with myths. Years later photos of “Nessie” began to emerge
as a long necked animal with multiple humps and a long tail. After scientific research began,
people now believe it may be a descendant of a dinosaur.
1
Sample Response
It is a green sea monster that lives in a lake. Some people saw it on a road long ago.
0
Sample Response (Has nothing to do with prompt)
I saw it in a movie.
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Quarter 1 CFA Constructed Response Answer Key
Constructed Response RI.6.1
17. Cite at least four examples of textual evidence to support the inference
that Molly Claussen loves her work as a rodeo seamstress.
Scoring Notes: “Teacher Language”
Students give essential elements of a complete interpretation of the prompt which focus on
supporting the inference that Molly Claussen loved her work. Inferences or supporting evidence
should not move away from this focus. Students address many aspects of the task and provides
sufficient relevant evidence to support development of their writing. Some of these aspects should
include words such as “love” and “like” when she refers to sewing. Other inferences could be that
sewing was a hobby for Molly and hobbies are activities people like to do. Aspects such as “always
have sewn,” and the fact that she continues to sew for Rodeos are clues that she likes what she does.
Students’ writing is focused and organized, consistently addressing the purpose, audience, and task
Writing includes sentences of varied length and structure.
3
Sample Response “Student Language”
Molly Claussen is a rodeo seamstress who loves her work. Molly said, “I love doing it.
You don’t mind putting in the hours if you love the work you are doing.” She was
talking about sewing! Sewing was a hobby Molly had that turned into much more.
She began sewing for rodeos, rodeo competitions and people who show horses. Molly
says she likes to sew using pretty fabrics and then add stones and beads. She added
embroidery on the courts chaps with chap maker Ken Coleman of St. Paul! When she
says “I can use my creativity and I like to make pretty things,” I just know she loves her
work!
2
Sample Response
Molly Claussen likes to sew. She sews for rodeo queens. She sews for her daughters.
Molly even sewed for a famous man named Ken Coleman. I think she loves her job or
she wouldn’t keep sewing!
1
0
Sample Response
She sews for rodeos. She sews year round.
Sample Response (Has nothing to do with prompt)
Horses are pretty.
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Quarter 1 CFA Selected Response Answer Key
Question 1 What is the central idea of the passage “Nutrition Lesson”? 6.2
C
Question 2 Which statement best explains where vegetarians get their protein? 6.1
A
Question 3 Why is it important to include protein in your diet? 6.1
D
Question 4 In the fifth paragraph, what can you infer about how much protein you need?
6.1
C
Question 5 Which of the following statements from the text do not support the central
idea? 6.2
B
Question 6
Constructed Response
6.2
Question 7 Which of the following examples in the text support the existence of the Loch
Ness Monster? 6.1
A
Question 8 Where does the author provide an example to support the development of
science based research to prove the existence of the Loch Ness Monster? 6.3
C
Question 9 Which of the following statements disproves the existence of the Loch Ness
Monster? 6.1
B
Question 10 What is the theme of “The Mysterious Loch Ness Monster”? 6.2
A
Question 11 Which of the following details support the theme of “The Mysterious Loch
Ness Monster”? 6.2
C
Question 12
Constructed Response
6.3
Question 13 How does Molly Claussen’s sewing change over the course of the text? 6.3
A
Question 14 Which example does the author use to introduce Claussen’s interests in
becoming a rodeo seamstress? 6.2
A
Question 15 All of the following statements would be used in a summary of the text
except: 6.2
C
Question 16 What textual evidence supports the quality of her sewing? 6.1
D
Question 17 Which of the following statements from the text best captures the theme? 6.2
B
Question 18
Constructed Response
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6.1
9
Quarter One
Reading
Informational
Text
Grade 66
Grade
Common Formative
Assessment
Reading Informational Text
Name_______________
Nutrition Lesson
1
People say, you need to eat protein, but what is it? Many foods contain
protein. The best sources are beef, poultry, fish, eggs, dairy products, nuts,
seeds, and legumes like black beans and lentils. Your muscles, your organs, and
your immune system are made up mostly of protein.
2
Your body uses the protein you eat to make lots of specialized protein
molecules that have specific jobs. For instance, your body uses protein to make
hemoglobin. That is the part of red blood cells that carries oxygen to every part
of your body. Other proteins are used to build cardiac muscle. What's that?
Your heart! In fact, whether you're running or just hanging out, protein is
doing important work like moving your legs, moving your lungs, and protecting
you from disease.
3
Food from animals, such as meat and milk, is called complete. Most
vegetable protein is incomplete. It does not give you as much protein as the
animal foods. People who eat a vegetarian diet can still get what they need;
they just need to eat a wide variety of protein-rich vegetable foods.
4
For instance, if you have peanut butter on whole-grain bread you're set.
Likewise, red beans won't give you everything you need, but red beans and
rice will do the trick. The good news is that you don't have to eat all you need
in every meal. As long as you have a variety of protein sources throughout the
day, your body will grab what it needs from each meal.
EnglishforEveryone.org
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Nutrition Lesson
5
You can figure out how much protein you need if you know how
much you weigh. Each day, kids need to eat about 0.5 grams of
protein for every pound they weigh. That's a gram for every 2
pounds you weigh. Your protein needs will grow as you get bigger,
but then they will level off when you reach adult size. Adults, for
instance, need about 60 grams per day.
6
You can look at a food label to find out how many protein
grams are in a serving. But if you're eating a balanced diet, you
don't need to keep track of it. It's pretty easy to get enough protein.
12
Name ______________
1. What is the central idea of the passage “Nutrition
Lesson”? RI.6.2
A. Kids need to eat about 0.5 grams of protein for every
pound they weigh.
B. Many foods contain protein.
C. Protein is important for your body and can be found in
a balanced diet.
D. Your body uses protein to make hemoglobin.
2. Which statement best explains where
vegetarians get their protein? RI.6.1
A. “They just need to eat a wide variety of protein-rich
vegetable foods.”
B. “People who eat a vegetarian diet can still get what
they need.”
C. “If you have peanut butter on whole-grain bread you’re
set.”
D. “Red beans and rice will do the trick.
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3. Why is it important to include protein in your diet?
RI.6.1
A. “People say you need to eat protein.”
B. “As long as you have a variety of protein sources
throughout the day, your body will grab what it needs
from each meal.”
C. “Other proteins are used to build cardiac muscle.”
D. “Your muscles, your organs, and your immune system
are made up mostly of protein.”
4. In the fifth paragraph, what can you infer
about how much protein you need? RI.6.1
A. The older you are the more protein you
need.
B. Everyone needs 60 grams per day.
C. The more you weigh the more protein you
need.
D. Kids need to eat about 5 grams of protein
per pound.
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5. Which of the following statement from the
text do not support the central idea? RI.6.2
A. As long as you have a variety of protein sources
throughout the day, your body will grab what it
needs from each meal.
B. You can look at a food label to find out how many
protein grams are in a serving.
C. Your muscles, your organs, and your immune
system are made up mostly of protein.
D. Many foods contain protein.
6.
Explain the main idea of the text Nutrition Lesson. Use
examples from the text to support your reasons. RI.6.2
(Teacher Only) Final Score_____
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THE MYSTERIOUS LOCH NESS MONSTER
Is the monster in the loch a myth? Not nessie-sarily! Read on to learn the
history of this mysterious creature.
1
SUNLIGHT DANCES DOWN THE BLUE expanse of Loch Ness. A light
breeze stirs the water where Castle Urquhart guards the curve of the
bay. It is a fine, calm day to launch a boat or cast a line. Or is it? Is
something out there? An upturned boat? A log? A mass of water
plants? Or could it be Nessie—the fabled Loch Ness Monster?
2
For centuries, debate has raged over whether a huge, unknown
creature inhabits this mysterious loch—largest, longest, and deepest of
three lakes threading Scotland’s wildly beautiful Great Glen. Vikings may
have been first to ask the question. Their mythology tells of “water
horses” in Scotland’s lochs. The first written account of a lake creature
dates back to the sixth century when, says an ancient Latin text, a
swimmer was killed by a frightful beast near the lochs north end. St.
Columba, on hearing of the attack, rowed out and scolded the monster
so severely that never since that time has it been known to repeat such
a misdeed.
3
Rumors and whisperings of a “horrible great beastie” continued,
century after century. But they were spoken in hushed tones and not
often when strangers were about. In the 1930s, however, word of the
Loch Ness Monster began to spread. Nessie made a big splash in 1934
when Rupert Gould, a respected scientific writer, published a book
called The Loch Ness Monster and Others.
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THE MYSTERIOUS LOCH NESS MONSTER
4
Residents and visitors to the loch began coming forward with stories
of sightings, some from earlier times. An elderly gentleman wrote to
Gould, recalling that about 1871 he saw something “like an upturned
boat...wriggling and churning up the water.” In a startling land
encounter, a London couple driving home from a holiday in 1933 saw an
enormous, black “prehistoric animal” loom in front of them, then shuffle
into the loch.
5
Stories grew more dramatic, descriptions more specific. The image
of Nessie with long neck, multiple humps, and long tail emerged. The
first photo of Nessie was snapped by a workman who watched “an
object of considerable dimensions” rise out of the dark loch. His photo is
believed to be authentic, but it is too blurry to prove anything. A clearer
(but, as it turned out, much less authentic) shot of Nessie labeled “the
surgeon’s picture” was produced by Robert Wilson, a London doctor.
Although years later the photo was proven to be a hoax, it remains the
best known likeness of Nessie. Hoaxes (and, possibly, hallucinations)
aside, the case for a real Nessie continued to grow.
6
Researchers began using modern tools to find an answer to the
riddle. In the 1970s, a team of scientists used sonar to track two
objects, 20 to 30 feet long, and photographed them with an underwater
camera. A photo showed what looked like a big flipper with a bulky,
rough-textured body. Although debate still rages, emphasis seems to
have shifted from trying to prove whether Nessie exists to determining
what she could be. Crypto zoologists (scientists who study mysterious
animals) suggest it might be a primitive snakelike whale called
zeuglondon, a long-neck seal, or a school of giant eels.
17
THE MYSTERIOUS LOCH NESS MONSTER
7
Prevailing opinion, however, favors the idea that Nessie is a
plesiosaur, a descendant of dinosaurs long thought extinct but
somehow able to survive in the deep loch. Undoubtedly, of course,
Nessie is not alone. To have survived for so many centuries, she must
be part of a breeding family. In fact, more than one creature has been
seen at once—although such sightings are rare.
8
The mystery is far from being solved. No one theory fits all data.
Scientists even argue about what is actually “data.” No body or body
parts identified with the monster have ever been found. And ancient
myth may be, after all, simply myth.
9
But some photos and films do appear to be authentic. Reported
Nessie sightings now number more than 3,000 and counting. Perhaps
there is more truth to those old tales than we imagine after all.
18
Name ______________
7. Which of the following examples in the text support
the existence of the Loch Ness Monster? RI.6.1
A. “In the 1970s, a team of scientists used sonar to track two
objects, 20 to 30 feet long, and photographed them with an
underwater camera.”
B. “A clearer shot of Nessie labeled “the surgeon’s picture” was
produced by Robert Wilson, a London doctor.”
C. “No body or body parts identified with the monster have ever
been found.”
D. “This mysterious loch-largest, longest, and deepest of three
lakes threading Scotland’s wildly beautiful Great Glen.”
8. In which paragraph does the author provide an
example to support the development of science
based research to prove the existence of the Loch
Ness Monster? RI.6.3
A. paragraph 4
B. paragraph 5
C. paragraph 6
D. paragraph 7
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9. Which of the following statements disproves the
existence of the Loch Ness Monster? RI.6.1
A. “The first photo of Nessie was snapped by a workman who
watched “an object of considerable dimensions” rise out of the
dark loch.”.
B. “No body or body parts identified with the monster have ever
been found.”
C. “Reported Nessie sightings now number more than 3,000 and
counting.”
D. “In the 1970s, a team of scientists used sonar to track two
objects, 20 to 30 feet long, and photographed them with an
underwater camera.”
10. What is the theme of “The Mysterious Loch
Ness Monster”? RI.6.2
A. After years of sightings, the Loch Ness Monster is
still a mystery.
B. Science is an important tool to solve mysteries.
C. There have been many sightings of the Loch Ness
Monster.
D. Myths like the Loch Ness Monster are stories told
through the ages.
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11. Which of the following details support the
theme of “The Mysterious Loch Ness
Monster”? RI.6.2
A. “The image of Nessie with long neck, multiple
humps, and long tail emerged.”
B. “Researchers began using modern tools to find an
answer to the riddle.”
C. “No one theory fits all data.”
D. “Rumors and whisperings of a “horrible great
beastie” continued, century after century.”
12. Explain how and why descriptions of the Loch Ness Monster
have changed over time. Use details from the text. RI.6.3
(Teacher Only) Final Score_____
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STITCH ’ER UP!
It takes more than horses, cows, cowboys, and cowgirls to make a rodeo. Meet Molly
Claussen, a seamstress from Gaston, Oregon, who sews rodeo outfits. THE NEWBERG
GRAPHIC newspaper tells about her interesting job.
THE CROWD YELLS, the horses gallop in and the girls wear smiles on their faces
representing the St. Paul Rodeo, but they also sparkle in the sunlight from their custom
made outfits by seamstress Molly Claussen.
Horses and rodeos have been a part of Claussen’s life for many years, but it wasn’t until
she used her sewing abilities to make outfits for her granddaughter, Stephanie, who was
into “rodeo queening” that the hobby took on a new life.
“I have always sewed,” she said. “My mother was a good seamstress and I made my own
wedding dress when I got married and did all the family’s sewing. I made my own clothes
and my daughters—I made their prom dresses.”
Claussen, who lives in Gaston, began sewing for rodeo courts after retiring from
management in the state’s court system in Hillsboro five years ago. She is now entering
her third year of sewing for the St. Paul Rodeo court. In addition, Claussen is kept busy
sewing for the Miss Rodeo Oregon competition and courts for the Clackamas County
Rodeo, Molalla Buckaroo, Salem Rodeo, and others.
“It seems like it’s pretty much year-round now,” Claussen said. “Miss Rodeo Oregon vies in
December for Miss Rodeo America and I sewed up until December . . . (then) we try to
take a few weeks off.”
This year Claussen began sewing in February and has continued nonstop. She finished one
deadline for the Rose Parade two days prior to the event. With rodeo courts doing their
coronations earlier in the year she is better able to schedule the girls for all of their
fittings and meet all of her deadlines.
Claussen gets help from her partner, Jerry Hall, who does the embroidery work at their
business, located in Claussen’s home, Country Stitchin. “I had no idea what call there was
for a seamstress,” Claussen said. “I also do sewing for people who show horses. I was
surprise about how much sewing there really is. I love doing it. You don’t mind putting in
the hours if you love the work you are doing.”
22
STITCH ’ER UP!
Although every rodeo is different, St. Paul annually needs three outfits for the court.
Claussen works on the clothes up until the queen’s coronation in May.
Each woman has an arena outfit with chaps, a dress outfit for public appearances and
a trail shirt. The items are made to mix and match so as not to clash with each other. It
also takes a special way of designing the outfits in order for the women to be able to
maneuver in them.
“Our family grew up with horses and rodeo and I knew what it took to make things
pretty and to be able to ride a horse in it,” she said.
Generally, the St. Paul Rodeo prefers what Claussen calls retro Western wear. Because
she had purchased an industrial sewing embroidery machine and the couple also sews
caps and jackets with it, she has been able to use it to sew on leather, adding fringe
and sparkles.
This year Claussen did something new by adding embroidery on the courts chaps with
chap maker Ken Coleman of St. Paul. The two worked together to design the chaps and
Claussen embroidered on the heavy leather creating a dramatic effect. But the
seamstress approaches her work as more than just sewing a few outfits.
“It has to be a gift; like a painter when he’s painting a picture, it’s a feeling and a
creation,” she said. “I can use my creativity and I like to make pretty things. I like to sew
pretty fabrics and add stones and beads.”
Claussen also designs the clothing with inspiration from magazines and pageants; she
also gets help from the women themselves. One year a girl even gave Claussen the
outfit her grandmother wore while in the court and she was able to make a shirt from
it.
After all the sewing is complete, the seamstress is able to enjoy the rodeo and admire
her hard work. This was the first year the St. Paul Rodeo held a style show in which
Claussen’s work was featured, among others.
“It was so much fun,” she said. “When you see a woman on stage with your creation on
you say, well, that turned out nice.”
23
Name ______________
13. How does Molly Claussen’s sewing change over the
course of the text? RI.6.3
A. She sews her own wedding dress, she sews as a hobby for
her family and then she sews for the rodeo courts.
B. She sews her own wedding dress, she sews for the rodeo
courts and then she sews as a hobby for her family.
C. She sews for the rodeo courts, she sews as a hobby for her
family and then she sews her own wedding dress.
D. She sews as a hobby for her family, she sews for the rodeo
courts and then she sews her own wedding dress.
14. Which example does the author use to introduce
Claussen’s interests in becoming a rodeo seamstress?
RI.6.3
A. “She used her sewing abilities to make outfits for her
granddaughter, Stephanie, who was into “rodeo queening”..
B. “Claussen is kept busy sewing for the Miss Rodeo Oregon
competition and courts for the Clackamas Country Rodeo,
Molalla Buckaroo, Salem Rodeo, and others.”
C. “I have always sewed.”
D. “Our family grew up with horses and rodeo and I knew what it
took to make things pretty and to be able to ride a horse in it”.
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15. All of the following statements would be
used in a summary of the text except: RI.6.2
A. Claussen sews for many rodeo courts.
B. Horses and rodeos were a part of her childhood.
C. Sewing is an art, like painting a picture.
D. Claussen works with other designers.
16. What textual evidence supports the quality of her
sewing? RI.6.1
A. “My mother was a good seamstress.”
B. “Our family grew up with horses and rodeo.”
C. “Each woman has an arena outfit with chaps, a dress
outfit for public appearances and a trail shirt.”
D. “The St. Paul Rodeo held a style show in which
Claussen’s work was featured.”
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17. Which of the following statements from the text
best captures the theme? RI.6.2
A. Claussen “ is entering her third year of sewing for the St.
Paul Rodeo court.”
B. “You don’t mind putting in the hours if you love the work
you are doing.”
C. “It takes more than horses, cows, cowboys, and cowgirls
to make a rodeo.”
D. “When you see a woman on stage with your creation on
you say, well, that turned out nice.”
18. Cite at least four examples of textual evidence to support the
inference that Molly Claussen loves her work as a rodeo
seamstress. RI.6.1
(Teacher Only) Final Score_____
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STOP
Close your books and wait for instructions!
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Student Self-Check
How Did You Do?
Directions: Check the box for each answer as Correct or Not Correct.
Correct
Not
Correct
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Question 1
What is the central idea of the passage “Nutrition Lesson”?
Question 2
Which statement best explains where vegetarians get their protein?
Question 3
Why is it important to include protein in your diet?
Question 4
In the fifth paragraph, what can you infer about how much protein you need?
Question 5
Which of the following statements from the text do not support the central idea?
Question 6 Constructed Response
Circle Final Score
3
2
Question 7
Which of the following examples in the text support the existence of the Loch Ness
Monster?
Question 8
Where does the author provide an example to support the development of science based
research to prove the existence of the Loch Ness Monster?
Question 9
Which of the following statements disproves the existence of the Loch Ness Monster?
Question 10
What is the theme of “The Mysterious Loch Ness Monster”?
Question 11
Which of the following details support the theme of “The Mysterious Loch Ness Monster”?
Question 12 Constructed Response
Circle Final Score
3
2
Question 13
How does Molly Claussen’s sewing change over the course of the text?
Question 14
Which example does the author use to introduce Claussen’s interests in becoming a rodeo
seamstress?
Question 15
All of the following statements would be used in a summary of the text except:
Question 16
What textual evidence supports the quality of her sewing?
Question 17
Which of the following statements from the text best captures the theme?
Question 18: Constructed Response
Circle Final Score
3
2
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