Quarter One
Reading
Informational
Text
Grade 4
Teacher Directions
Common Formative
Assessment
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
2
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– 25
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 25 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– 25 in booklet format.
•
Set print driver properties to - - Original size 8 ½ x 11
•
Paper size = 11x17
•
Print type = Small Student Booklet
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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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 24.
• The last page in the student booklet is a reflection page (page 25). 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
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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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.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Quarter 1 CFA, Constructed Response Answer Key : Shark Facts
Constructed Response RI.4.1
9.
Why might the author think sharks are unique? Include
facts and examples in your answer.
Scoring [Notes:] “Teacher Language” Students give examples/facts of essential elements of the
uniqueness of facts as stated in the article. These essential elements could include that although
sharks are a type of fish, there are differences and similarities between sharks and fish. Another
aspect of the uniqueness of sharks could be the need for swimming in strong currents in order to
breathe, the large number of teeth they have in their lifetime and the many different kinds of sharks.
Sufficient evidence would be examples cited from the text of each of these listed. Student writing is
focused consistently on the uniqueness of sharks (purpose). Sentences are of varied length and
structure.
Sample Response “Student Language”
3
Sharks are unique! There are many facts about sharks. There are 400 different kinds of sharks
in the world. It is unique that sharks are fish but yet there are some things the same and
different between sharks and fish. A fish skeleton is made of bones but a shark skeleton is
made of cartilage. Like fish they use gills to breathe, but sharks need water to move over the
gills so they can get enough oxygen. To keep the water moving over their gills, most sharks
need to be swimming in water that has a very strong current! If you think one shark is
unique, just remember there are 400 different kinds of sharks!
Sample Response
2
There are many different kinds of sharks. They come in different colors. Sharks breathe
through their gills. They live in fish tanks. They live in oceans. They live in fresh water. Sharks
are like fish in some ways but not other ways.
1
Sample Response
Sharks are big. They have lots of teeth. They live in the ocean
0
Sample Response (Student writing has little or nothing to do with the question.)
Sharks are my favorite sea creature.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Quarter 1 CFA, Constructed Response Answer Key : Where on
Earth Are You?
Constructed Response RI.4.3
17. Explain why it is important to know the latitude and
longitude to identify a location on Earth. Use key details
from the text.
Scoring [Notes:] Students give essential elements of a complete interpretation of the
Prompt which shows an understanding of latitude and longitude. They use key details to support
their explanation. Students address many aspects of the task and provide sufficient relevant
evidence to support development of their writing. Some aspects of the prompt should include the
purpose of the latitude and longitude “lines” and how the lines can help identify a location on
earth (where the lines cross). Students can also include information about the prime meridian as
the starting point for lines of longitude, however this detail may or may not address the prompt.
The students’ writing is focused and organized, consistently addressing the purpose, audience,
and task (includes sentences of varied length and structure).
Sample Response “Student Language”
3
Lines of latitude are imaginary lines that start at the equator and run east to west around
the Earth. The prime meridian is the starting point for lines of longitude which run north
to south. They are identified by numbers of degrees and direction. Where these lines
cross over helps you to accurately identify an absolute location on Earth. This is important
so you can locate your location, points of interest or directions anywhere in the world.
Sample Response
2
1
0
Lines of latitude are imaginary lines that run east to west around the Earth. Lines of
longitude run north to south. They are identified by numbers of degrees and direction.
Where these lines cross over help you to know exactly where you live!
Sample Response
North, south, east and west are directions on a map. Latitude and longitude are imaginary
lines.
Sample Response (Student writing has little or nothing to do with the question.)
My address is 123 ABC Street.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Quarter 1 CFA, Constructed Response Answer Key : Where on
Earth Are You?
Constructed Response RI.4.2
18. Write a summary of the text Where on Earth Are You?
using at least three key details as a guide.
Scoring [Notes:] Teacher Talk
Students give essential elements of a complete interpretation of the prompt which shows a
comprehensive understanding of the text and its key details and main ideas. They use key details to
support their explanation. Students address many aspects of the task and provide sufficient relevant
evidence to support development of their writing. Some aspects of the prompt should include a
stated purpose of the text (a title or other reference). Key details to support the purpose of the text
could include the “need to understand your location anywhere in the world.” Aspects to support this
main idea would be using a magnetic compass to identify directions. Students can support this with
the compass rose as a printed symbol to aide in finding directions or its purpose. Other aspects about
finding location would be details about the imaginary longitude and latitude lines and that when the
lines cross you can identify any location on Earth. The students’ writing is focused and organized,
consistently addressing the purpose, audience, and task ( includes sentences of varied length and
structure).
Sample Response “Student Language”
3
To find where you are on Earth you can use a magnetic compass, compass rose and lines of
latitude and longitude. A magnetic compass helps you locate north, south, east and west. A
compass rose is a printed symbol that shows these directions usually on a map. Lines of
latitude are imaginary lines that start at the equator and run east to west around the Earth.
The prime meridian is the starting point for lines of longitude which run north to south. They
are identified by numbers of degrees and direction. Where these lines cross over helps you to
accurately identify an absolute location on Earth.
Sample Response
2
A magnetic compass helps you locate north, south, east and west. A compass rose is a
printed symbol that shows these directions usually on a map. Lines of latitude are imaginary
lines that start at the equator and run east to west around the Earth. The prime meridian is
the starting point for lines of longitude which run north to south.
1
Sample Response
0
Sample Response (Student writing has little or nothing to do with the question.)
You can use lines of latitude and longitude. The equator is in the middle.
Maps are cool! Mom has GPS!
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Quarter 1 CFA, Selected Response Answer Key
There are five selected response for each standard RI.1, RI.2, RI.3
Question 1
How does a shark’s skin color help them? (RI.1)
D
Question 2
Which statement best describes what would happen if a shark stopped
swimming? (RI.1)
C
Question 3
Which statement describes how a shark’s teeth are different than peoples’ teeth?
(RI.1)
A
Question 4
What is the main idea of this passage? (RI.2)
C
Question 5
What statement provides the best summary about sharks? (RI.2)
B
Question 6
What statement is an appropriate addition to the last paragraph? (RI.2)
D
Question 7
What is the second paragraph mainly about? (RI.2)
B
Question 8
What might the reader conclude after reading the passage about sharks? (RI.3)
A
Question 9: Constructed Response
Question 10
Which of the following statement tells you about absolute location? (RI.1)
C
Question 11
What is the main idea of the passage? (RI.2)
A
Question 12
Which statement best describes how to find absolute location on Earth? (RI.3)
C
Question 13
Which sentence best supports the concept why a ship captain might use lines of
latitude and longitude? (RI.3)
A
Question 14
According to the author what is a purpose for understanding the cardinal
directions? (RI.1)
A
Question 15
What is the most important element about the graph paper lines printed at the
top of maps? (RI.3)
D
Question 16
Why is the prime meridian a consideration when finding places on Earth? (RI.3)
B
Question 17: Constructed Response
Question 18: Constructed Response
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Quarter One
Reading
Informational
Text
Grade 4
Common Formative
Assessment
Name_________________
Shark Facts
There are almost 400 different kinds of sharks. Each kind of shark looks different,
has a unique diet, and behaves differently. There are sharks in the four oceans of
the world. Some sharks are longer than a school bus, while others are so small they
can live in fish tanks. Sharks come in all kinds of colors. Most of the time, their skin
color helps them blend in with their surroundings. But, some sharks that live in the
deepest part of the ocean actually have parts that glow in the dark. Most sharks
live in salt water, but some can live in fresh water.
Sharks are actually a type of fish. There are some similarities as well as differences
between sharks and typical fish. Shark skeletons are made of cartilage. Fish
skeletons are made of bones. Cartilage is the bendy, tough substance in people’s
ears and noses. Like other fish, sharks have gills that help them breathe. Unlike fish,
people use lungs to get oxygen from the air. Fish get oxygen from the water using
their gills. Water needs to move over the gills so the sharks can get enough oxygen.
To keep the water moving, most sharks need to be swimming in water that has a
very strong current.
Sharks have a lot of teeth. Sharks have many rows of teeth, rather than just one
row like people. The teeth from the outside row gradually fall out. Then teeth from
the next row take their place. Some sharks will lose 30,000 teeth in a lifetime! Each
species of shark has different kinds of teeth and they eat various kinds of food.
Some sharks eat food as small as plankton. Other sharks eat animals as big as sea
turtles. Most sharks do not eat very often. Some sharks will go weeks between
meals. Sharks are at the top of the ocean food chain. This position is very
important. It keeps all of the other animal populations from growing out of control.
This process helps ensure there is a diversity of life in the oceans.
The William & Ida Friday Institute for Educational Improvement
EnglishforEveryone.org
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Name ______________
1. How does a shark’s skin color help them? RI.41
A. Their skin color helps them to have a unique diet.
B. Their skin color helps them to keep the water
moving over their gills.
C. Their skin color helps them blend in with their
surroundings.
D. Their skin color helps them go weeks between
meals.
2. Which statement best describes what would
happen if a shark stopped swimming? RI4.1
A. They would not be able to eat.
B. They would be at the bottom of the food chain.
C. They would lose a row of teeth.
D. They would not be able to breathe.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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3. Which statement describes how a shark’s teeth
are different than peoples’ teeth? RI.4.1
A. Sharks have many rows of teeth.
B. Sharks eat various kinds of food.
C. Sharks teeth are made of cartilage.
D. Sharks have 30,000 teeth.
4. What is the main idea of this passage? RI.4.2
A. Sharks are a type of fish.
B. Sharks are at the top of the ocean food chain.
C. There are many facts about sharks.
D. Sharks live in the sea.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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5. What statement provides the best
summary about sharks? RI.4.2
A. Like other fish, sharks have gills that help them
breathe.
B. Each kind of shark looks different, has a unique
diet, and behaves differently.
C. Each species of shark has different kinds of
teeth and they eat various kinds of food.
D. Sharks are at the top of the ocean food chain
and this position is very important.
6. What statement is an appropriate addition to the last
paragraph? RI.4.2
A. Sharks are unique in many ways.
B. There are many different facts about sharks.
C. Although sharks are a type of fish there are some similarities as
well as differences between sharks and fish.
D. A shark’s teeth may be one reason that they are at the top of
the ocean food chain.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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7. What is the second paragraph mainly about? RI.4.2
A. The second paragraph is mainly about the importance of sharks
being in strong currents.
B. The second paragraph is mainly about the differences and
similarities between sharks and fish.
C. The second paragraph is mainly about how sharks and fish
breathe.
D. The second paragraph is mainly about the differences between
cartilage and bone.
8. What might the reader conclude after reading the
passage about sharks? RI.4.3
A. Sharks are not entirely like fish.
B. There are many facts to learn about sharks.
C. Some sharks live in the deepest parts of the ocean.
D. Sharks actually do not eat very often.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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9.
Why might the author think sharks are unique? Include
facts and examples in your answer. RI.4.1
(Teacher Only) Final Score_____
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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Where on Earth Are You?
The four cardinal directions are shown on a magnetic compass. They are north,
south, east and west. The same four directions are also on a map. If you learn the
cardinal directions, they can help you find where you are on a map.
A compass rose is a printed symbol that shows these directions. It can help you
understand maps. A compass rose is usually drawn as art, with designs and details
to make it beautiful. This is especially true on very old maps.
Another way to identify your exact location is to use lines of latitude and
longitude. They are both imaginary lines that circle around Earth. Lines of latitude
circle the Earth running east and west. Lines of longitude circle the Earth running
north and south. Together, these lines form squares. It’s like the lines you see on
graph paper. If you look closely on most maps, you will see this graph paper
printed on top of the map. If you look even closer, you will see numbers written by
the lines. These numbers help to give addresses to places on Earth. The address
for each place is known as its absolute location.
The equator is the main line of latitude that circles Earth. It is the same distance
from the North Pole as it is from the South Pole. The equator is the starting point
for measuring degrees of latitude. Each line of latitude is marked with a number
that says how many degrees north or south of the equator it is.
The prime meridian is the main line of longitude that circles Earth. It is the starting
point for measuring lines of longitude. Each line of longitude is marked with a
number that says how many degrees east or west of the prime meridian it is. You
can accurately identify absolute, or exact locations on Earth. How can you do this?
You determine the degrees that identify the latitude and longitude lines that cross
closest to your location.
www.k12reader.com Permission Granted
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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10. Which of the following statement tells
you about absolute location? RI.4.1
A. A printed symbol that shows directions on
a map.
B. The number of degrees away from the
prime meridian.
C. The address given using the lines of
latitude and longitude.
D. The main line of latitude that circles the
Earth.
11. What is the main idea of the passage? RI.4.2
A. There are different ways to accurately identify
directions and locations on Earth.
B. The equator is the starting point for measuring
degrees of latitude.
C. Numbers help to give addresses to places on
Earth.
D. There are imaginary lines that circle around the
Earth.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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12. Which statement best describes how to find
absolute location on Earth? RI.4.3
A. The cardinal directions help you find where you are
on a map.
B. Lines of latitude and longitude form a square like
graph paper.
C. The degrees that identify latitude and longitude
that cross closest to a location.
D. The compass rose is a printed symbol that shows
directions.
13. Which sentence best supports the concept why a
ship captain might use lines of latitude and
longitude? RI.4.3
A. A ship captain would use lines of latitude and
longitude to keep the ship on course.
B. Lines of latitude and longitude are the only way
to find a location on Earth.
C. A ship captain would use a compass to find the
lines of latitude and longitude.
D. A ship captain would use lines of latitude and
longitude to find out how far away they are from
the equator.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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14. According to the author what is a purpose for
understanding the cardinal directions? RI.4.1
A. The cardinal directions can help you find where
you are on a map.
B. The cardinal directions can help you understand
maps.
C. The cardinal directions can be found on a
compass rose.
D. There are four cardinal directions.
15. What is the most important element about
the graph paper lines printed at the top of
maps? RI.4.3
A. The lines of latitude and longitude form
squares on the graph paper.
B. We can see that lines of latitude circle the
Earth running east and west.
C. We can see that lines of longitude circle the
Earth running north and south.
D. Numbers written next to the lines help to give
addresses to places on Earth.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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16. Why is the prime meridian a consideration
when finding places on Earth? RI.4.3
A. It is the main line of longitude that circles the
Earth.
B. It is the starting point for locating your
position anywhere on Earth.
C. Each line of longitude is marked with a
number.
D. The prime meridian is vitally important.
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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17. Explain why it is important to know the latitude and
longitude to identify a location on Earth. Use key details
from the text.
RI.4.3 (Teacher Only) Final Score_____
18. Write a summary of the text Where on Earth Are You?
using at least three key details as a guide. RI.4.2
(Teacher Only) Final Score_____
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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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
1
0
Question 1
How does a shark’s skin color help them? (RI.1)
Question 2
Which statement best describes what would happen if a shark stopped swimming? (RI.1)
Question 3
Which statement describes how a shark’s teeth are different than people’s teeth? (RI.1)
Question 4
What is the main idea of this passage? (RI.2)
Question 5
What statement provides the best summary about sharks? (RI.2)
Question 6
What statement is an appropriate addition to the last paragraph? (RI.2)
Question 7
What is the second paragraph mainly about? (RI.2)
Question 8
What might the reader conclude after reading the passage about sharks? (RI.3)
Question 9: Constructed Response
Circle Final Score
3
2
Question 10
Which of the following statements tells you about absolute location? (RI.1)
Question 11
What is the main idea of the passage? (RI2)
Question 12
Which statement best describes how to find absolute location on Earth? (RI.3)
Question 13
Which sentence best supports the concept why a ship captain might use lines of latitude
and longitude? (RI3)
Question 14
According to the author what is a purpose for understanding the cardinal directions? (RI1)
Question 15
What is the most important element about the graph paper lines printed at the top of
maps? (RI.3)
Question 16
Why is the prime meridian a consideration when finding places on Earth? (RI.3)
Question 17: Constructed Response
Circle Final Score
3
2
1
0
Question 18: Constructed Response
Circle Final Score
3
2
1
0
Rev. Control: 10/10/2013 HSD – OSP-CFA Team, Susan Richmond
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