Grade
Teacher Directions
Quarter 3 Pre-Assessment
2014-2015
Reading
12 Selected-Response Items
1 Constructed Response
Research
3 Constructed-Response
Writing
1 Full Composition (Performance Task)
1 Brief Write
1 Write to Revise
Writing w/ Integrated Language
1 Language/Vocabulary
1 Edit/Clarify
Sequential Steps
toward Standard
Mastery
Performance Task
at Grade Level
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Quarter Three
2014-15
Pre-Assessment
Reading: Literature
Targets
Standards
DOK
3
Word Meanings
RL.4
1-2
6
Text Structures/Features
RL.7
2
5
Analysis Within and Across Texts
RL.9
4
Reading: Informational
Targets
Standards
DOK
10
Word Meanings
RI.4
1-2
11
Reasoning and Evidence
RI.8
3
12
Analysis Within and Across Texts
RI.9
4
Note: There may be more standards per target. Only standards assessed are listed.
Narrative Writing and Language
Targets
Standards
DOK
1a
Brief Narrative Write
W.3a, W.3b, W.3c, W.3d
3
1b
Write-Revise Informational
W.3a, W.3b, W.3c, W.3d
2
2
Full Narrative Composition
W-3a, W-3b, W-3c, W-3d, W-4,
W-5, W-8, W-9
4
8
Language-Vocabulary Use
L.3a L.6
1-2
9
Edit and Clarify
L.6.1b
1-2
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
IMPORTANT Note: Before answering the Selected Response questions, students need to watch the You Tube video
Story of a Pony Express Rider: https://www.youtube.com/watch?v=h3UmYfJEoEo This is one of the sources
or stimuli and is NOT part of the pre-performance task classroom activity .
The Performance Task is a full written Narrative Composition.
A complete performance task would have:
Part 1
• A Classroom Activity (30 Minutes)
Pre classroom Performance Task activity should include:
1. New language and vocabulary students may encounter in passages (taught through a source that does not preteach the actual passages). Vocabulary that may be new to students in the passages in this assessment may
include: Sacramento, guaranteed, Pony Express, qualifications, contract, physical shape, ferried the mail,
abounded, turnovers, ransacked, stationmaster, expectant, hijacked, detection, torpedoes, “cut the engines,”
“took stock,” guano, islanders and Purple Heart.
Possible Discussion Pre-Activities for the Performance Task:
• 10 minutes PT Boat Engine Room Walk-Through Portland, OR: https://www.youtube.com/watch?v=4sx_AxoK7Cc
• 3 minutes The First Ride of the Pony Express: https://www.youtube.com/watch?v=yB7VF-U_T38
3. (35 minutes – Independent work)
• Passages or stimuli to Read
• 3 Research Questions
• There may be other constructed response questions.
Part 2
• A Full-Composition (70 Minutes)
Students should have access to spell-check resources but no grammar-check resources. Students can refer back to
their passages, notes and 3 research questions and any other constructed responses, as often they’d like. The notetaking forms in this pre-assessment were created for informational text. If you choose to use these, please have
your students take notes while reading the informational passages.
Directions
30 minutes
1. 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 specific content that will be assessed!
35 minutes
2. Students read the passages independently. If you have students who can not read the passages you may read
them to those students but please make note of the accommodation. Remind students to take notes as they
read. During an actual SBAC assessment students are allowed to keep their notes as a reference.
3. Students answer the 3 research questions or other constructed response questions. Students should also refer
to their answers when writing their full opinion piece.
15 minute break
70 Minutes
4. Students write their full composition (narrative piece).
SCORING
A Narrative Rubric is provided. Students receive three scores:
1. Organization and Purpose
2. Evidence and Elaboration
3. Conventions
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
3
Order at HSD Print Shop…
http://www.hsd.k12.or.us/Departments/PrintShop/
WebSubmissionForms.aspx
Directions
The HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform
instructional decision making. It is not the intent of these assessments to have students “guess and check” answers
for the sake of finishing an assessment.
All students should “move toward” taking the assessments independently but many will need scaffolding strategies.
If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the
questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a
student needed.
About this Assessment
This assessment includes: Selected-Response, Constructed-Response, and a Performance Task.
Types of SBAC Constructed Response Rubrics in this Assessment
http://www.livebinders.com/play/play?id=774846
Reading
• 2 Point Short Response
• 2-3 Point Extended
Response
Writing
• 4 Point Full Composition Rubric (Performance
Task)
• 2-3 Point Brief Write (1-2 Paragraphs) Rubric
• 2-3 Point Write to Revise Rubrics as Needed
Research
• 2 Point Rubrics Measuring
Research Skill Use
Quarter 3 Performance Task
The underlined sections are those scored on SBAC.
Please take 2 days to complete performance tasks.
Part 1
•
•
•
•
Part 2
Classroom Activity if Desired/Needed
Read two paired passages.
Take notes while reading (note-taking).
Answer SR and CR research questions about sources
Components of Part 1
Note-Taking:
Students take notes as they read passages to gather information
about their sources. Students are allowed to use their notes to later
write a full composition (essay). Note-taking strategies should be
taught as structured lessons throughout the school year in grades
K – 6. A teacher’s note-taking form with directions and a notetaking form for your students to use for this assessment is
provided, or you may use whatever formats you’ve had past
success with. Please have students practice using the note-taking
page in this document before the actual assessment if you choose
to use it.
Research:
In Part 1 of a performance task students answer constructed
response questions written to measure a student’s ability to use
research skills needed to complete a performance task. These CR
questions are scored using the SBAC Research Rubrics rather than
reading response rubrics.
•
•
•
•
Class Activity
Plan your essay (brainstorming -pre-writing).
Write, Revise and Edit (W.5)
Writing a Full Composition or Speech
Components of Part 2
Planning
Students review notes and sources and plan their
composition.
Write, Revise and Edit
Students draft, write, revise and edit their writing.
Word processing tools should be available for spell
check (but no grammar check).
This protocol focuses on the key elements of writing
narratives:
1.
2.
3.
4.
5.
6.
introduction (narrator and/or setting and
characters)
organization (event sequence)
development (narrative techniques such as
dialogue, pacing, description reflection, and multiple
plot lines)
transitions (to sequence events)
conclusion
conventions of standard English.
There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the
following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments:
reordering text, selecting and changing text, selecting text, and selecting from drop-down menu
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Pre-Assessments and Learning Progressions
The pre-assessments are unique.
They measure progress toward a standard.
Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more
like a base-line picture of a student’s strengths and gaps, measuring skills and concepts students need “along
the way,” in order to achieve standard mastery.
Beg. of
QTR
END of
QTR
Example of a Learning Progression for RL.2.1
Pre-Assessments Measure Adjustment Points (in purple)
CFA
RL.2.1
grade-level
standard
assessment.
After the pre-assessment is given, Learning Progressions provide informal formative
assessment below and near grade-level “tasks” throughout eachThroughout
quarter.
DOK 1 - Ka
Recall who, what,
where, when,
why and how
about a story
read and
discussed in class.
DOK - Kc
Use and define
Standard Academic
Language:
who, what, where,
when, why, and
how; ask, answer,
questions, key
details
DOK 1 - Cd
Connect the terms
who to characters;
where and when to
setting; what and
how to sequence of
events.
DOK 1 - Cf
Ask and answer
who, what,
where, when,
why and how
questions
about key
details in a
text.
the QTR
DOK 2 - Ch
Concept
Development
Student
understands that
key details help
tell who, what,
where, when,
why and how.
DOK 2 - Ck
Uses key
details to
identify who,
what, where,
when, why and
how about a
story not read
in class.
DOK 2 -Cl
Finds
information
using key
details to
answer specific
questions
about a new
story.
Standard Mastery
RL.2.1 Ask and answer such
questions as who, what,
where, when, why, and
how to demonstrate
understanding of key
details in a text
So what about a “post-assessment?” There is not a standardized post-assessment.
The true measure of how students are doing “along the way,” is assessed in the classroom during instruction
and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs
measure the “end goal,” or standard mastery. However, without the pre-assessments, how will we know
what our instruction should focus on throughout each quarter?
Learning Progressions: are the predicted set of skills needed to be able to complete the required task
demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix.
The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points).
These points are tasks that allow us to adjust instruction based on performance. For instance, if a student
has difficulty on the first “purple” adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks
prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the
learning progression.
There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor
progress. The checklists are available at: http://sresource.homestead.com/Grade-6.html
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
5
Quarter Three Reading Literature Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The
standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.
DOK 1 - Ka
Recall the
definitions
of specific
figurative,
connotative
and
technical
meaning
words and
phrases as
discussed in
class.
DOK 1 - Kc
Understands
and uses
Academic
Standard
Language:
figurative,
connotative,
technical
analyze,
impact,
meaning and
tone.
DOK 1 - Ce
Select
appropriat
e
figurative,
connotativ
e or
technical
words or
phrases
when the
intended
meaning is
clearly
evident.
DOK 1 - Ka
DOK 1 - Kc
Retells specific
differences
between
reading and
hearing a story.
Retells specific
differences
between
reading or
hearing and
viewing a story.
Define
(understand
meaning of..)
Academic
Standard
Language terms:
viewing, audio,
video, and live
version.
Use the word
“perceive”
accurately in
speaking about
an experience.
DOK 1 Ka
Locates
historica
l novels,
poems,
and
stories
of
differen
t genre.
DOK 1 Kc
Understa
nds and
uses
Academic
Vocabula
ry:
genre,
historical
novels,
approach
es,
theme,
compare,
contrast,
fantasy,
and
topics.
DOK 1 Cd
Identifie
s
differen
t
literary
element
s within
differen
t
genres.
DOK 1 - APg
L.6.5c
L.6.4b Use
Distinguish
common,
among the
gradeappropriate connotations
Greek or Latin (associations)
of words with
affixes and
roots as clues similar
definitions.
to the
meaning of a
word.
DOK 2 -Ch
DOK 2 - APn
Concept
Use context to
Development determine the
:
meaning (L.6.4a) of
Student
figurative, technical
understands or connotative
that the
meaning of words
choices of
and phrases. L.6.5a
words used Interpret figures of
affect the
speech (e.g.,
meaning and personification) in
tone of a
context.
text.
DOK – 3 Cw
Describe how
word choices
affect the
readers’
interpretation
of a text.
DOK 3 - ANA
Analyze the
impact of
figurative
word or
phrases on
meaning and
tone.
Standard
RI6.4 Determine the
meaning of words
and phrases as
they are used in a
text, including
figurative and
connotative
meanings; analyze
the impact of a
specific word
choice on meaning
and tone
DOK 3 - EVS
Standard
Identifies Students can
Concept
Compare (or
Connect
Analyze
Synthesize the
RL.6.7 Compare
literary
explain what Developmen organize) and specific
perceptual
experiences of
and contrast the
elements they “see” and t
use specific
characteristi changes made reading,
experience of
as
what they
Students
examples how cs of text,
in a “read”
listening or
reading a story,
presented “hear” when
recognize
reading a text audio, visual version
viewing the
drama, or poem to
in reading, reading a text. that stories is different
or live
compared to same version of listening to or
hearing or Do they see
(dramas
from an audio versions of a an audio or
a text in order to viewing an audio,
viewing a and hear the
and/or
version.
story to
live version of make a
video, or live
story,
same thing
poems) are (Continue with examples
the same
recommendatio version of the text,
drama or
when listening presented
reading vs live seen or
story. How
n of the benefits including
poem.
or watching a differently
audio vs live,
heard.
did it change of each.
contrasting what
story, drama
in read
etc...)
SELECTED
their
CONSTRUCTED they “see” and
or poem?
texts, audio
RESPONSE
perceptions of RESPONSE
“hear” when
SELECTED
and live or
the story?
reading the text to
RESPONSE
viewed
what they perceive
versions.
when they listen or
watch.
DOK 1 - Cd
DOK 1 - Cf
DOK 2 - Ch
DOK 2 APn
Concept Makes
Applies
Developm generalizat understand
ent
ion about ing of how
Understa how
different
nds that
different
genre
different genre
approach
genres
approach themes
approach themes
and topics
topics
and topics. in a next
differentl
context.
y.
DOK - 2Ch DOK 2 - Ck
DOK 2 - ANp
DOK 2 - ANp DOK 2 - ANr
Compares
similarities
in genre
approaches
to themes
and topic
(not
contrasting).
Analyzes
(compares
and
contrasts)
how
different
text
structures
in different
genres
contribute
to their
approaches
in similar
themes and
topics.
DOK 3 - Cu
DOK 3 - ANA
DOK 4 - SYH
DOK 4 SYU
Connects
Synthesizes
Synthesizes
specific ideas within one
informatio
of how two or text (at a time) n across
more genre
of each
multiple
are the same studied genre sources or
or different
(i.e., a graphic texts for
using
showing
the
examples
approaches to purpose of
from the text. themes and
comparing
topics).
approaches
to similar
themes or
topics.
DOK 3 - Cu
DOK 3 - SYH
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Standard
RL.6.9 Compare and
contrast text in
different forms or
genres (e.g., stories
and poems;
historical novels and
fantasy stories) in
terms of their
approaches to
similar themes and
topics.
6
Quarter Three Reading Informational Learning Progressions.
The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The
standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.
DOK 1 - Ka
Recall the definitions
of specific figurative,
connotative and
technical meaning
words and phrases as
discussed in class.
DOK 1 - Ka
Locate or
recall details
about
specific
claims in a
text,
discussed or
read about in
class.
DOK 1 Ka
Recall
events
written
about the
same
person in
two
different
texts
(memoir
or
biography
).
DOK 1 - Kc
Understands and
uses Academic
Standard Language:
figurative,
connotative and
technical meanings.
DOK 1 - Kc
Define
(understandin
g the meaning
of...) trace,
evaluate,
argument,
claims,
specific,
distinguish,
evidence,
reasons and
support.
DOK 1 - Cf
Answer
questions
about
specific
claims or
arguments
from a text
read in
class.
DOK 1 - Kc
DOK 1 - Cf
Define
(understand
the
meaning
of…)
presentatio
n,
compare/co
ntrast and
the
difference
between a
memoir and
a
biography.
Explain
who, what,
where,
when or
how about
a person’s
memoir or
biography.
DOK 1 - Ce
Select appropriate
figurative,
connotative or
technical words or
phrases when the
intended meaning is
clearly evident.
DOK 2 - Ch
Concept
Development:
Understands
that claims
support an
argument and
evidence
supports the
claim
DOK 2 Ch
DOK 2 Ci
Summari
Explain ze the
the
key
differen events in
ces
a
between person’s
a
memoir
memoir and a
and a
biograph
biograph y written
y.
about the
same
person.
DOK 1 - APg
L.6.4b Use common, L.6.5c Distinguish among
the connotations
grade-appropriate
Greek or Latin affixes (associations) of words
and roots as clues to with similar definitions.
the meaning of a word.
DOK 2- Ck
Concludes if
there is sufficient
claim to support
an argument.
DOK 2- Cl
Locates
specific
claims that
support an
argument
DOK 2- ANs
Distinguish
between
evidence that
supports or not,
specific claims in
a text in a classread text.
Explain if a
person’s
memoir
presents
events the
same as a
biography
written
about the
same
person.
DOK 3- Cu
Connect
arguments
from a new
text to
specific
claims and
the
evidence to
support
those
claims.
DOK 4 CK
Analyze why Draw
Develop
a person’s
conclusions generaliz
memoir may about
ations
or may not similarities about
present
and
memoirs
events in
differences and
the same
in a memoir biograph
way as a
written by a ies that
biography
person and can be
written
a biography applied
about the
written
to other
same
about the
content
person.
same
domains
person.
or
Make an
concepts
evaluation .
about the
two
different
texts.
DOK 2 - Cl DOK 2 - ANp DOK 3 -ANy
Locate
answers
about
specific
events in a
person’s
memoir or
a
biography
about the
same
person.
DOK 2 - APn
Use context to determine
the meaning (L.6.4a) of
figurative, technical or
connotative meaning of
words and phrases. L.6.5a
Interpret figures of
speech (e.g.,
personification) in
context.
DOK 3 - EVF
Standard
RI6.4 Determine the
meaning of words
and phrases as they
are used in a text,
including figurative,
connotative, and
technical meanings.
DOK 3- APx
Explain how a
claim supports
a specific
argument
using reasons
and evidence
DOK 4 APM
Give
examples
about
memoirs
and
biographie
s that are
associated
with other
domains
or themes
–
contributi
ons to
historical,
geographi
cal or
social
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Standard
RI6.8 Trace and
evaluate the
argument and
specific claims in
a text,
distinguishing
claims that are
supported by
reasons and
evidence from
claims that are
not.
DOK 4ANP
Gather,
analyze
and
organize
multiple
informati
on
sources
from
memoirs
and
biographi
es of two
or more
person
Standard
Compare
and contrast
one author’s
presentation
of events
with that of
another
(e.g., a
memoir
written by
and a
biography on
the same
person).
7
Grade
6
R E-
S
E
A
read
SOMETHING NEW
EXPLAIN MORE
R
AGAIN and
AGAIN
RELEVANT OR
NOT?
C
H
HAVE
EVIDENCE
CONCLUDE
Name_____________________ Passage________________ Central Idea________________
What topics or issues does the author state about the central idea?
Instruct students to re-read and select a
paragraph or section of the text that
a topic or issue about the central
reader’s identifies
attention
about the central idea.
idea.
Identify one new topic or issue the author brings to the
____________________________________________________________________________
Ask, “Does the section or paragraph you
_____________________________________________________________________________
chose state a new topic or issue about the
central idea? A topic or issue explains a
concern about the central idea.
Particular Details
Haveabout
students
write
oneor
brief
sentence
What particular details from the section or paragraph explain more
the
topic
issue
and
about
a
new
topic
or
issue
the
author
provide textual evidence about the central idea?
brings to the reader’s attention about the
central idea.
• Particular Detail (explain more about the topic or issue)
________________________________________________________________________
Remember students will need
Ask students to look for particular details that explain
_______________________________________________________________________
to have a note-taking form for
1
more about the topic or issue.
each passage.
• Particular Detail (explain more about the topic
or issue)
Explain particular details about a topic or issue and provide
_________________________________________________________________________
textual evidence about the topic or issue. Instruct
students to write 3 brief particular details that are
_________________________________________________________________________
evidence of a topic or issue.
2
• Particular Detail (explain more about the topic or issue)
_________________________________________________________________________
_________________________________________________________________________
Instruct students to look at the again and
again words or phrases, ask “Do you see
Again and Again
some of the again and again words or ideas
What words, phrases or ideas does the author use again and again
referring
to the topic
in thewhen
particular
detail sentences
you or
theagain.
words You
help you
a
issue?
Write them
Ask yourself
why
the author uses themwrote?
againCan
and
maywrite
want
Have students
re-readhere.
the section
or paragraph
with
conclusion
section
that
summarizes
how
the
or issue
they wrote
about
and write
to the
usetopic
some
of these
words,
phrases
orwords
ideas in your conclusion.
topic
or
issue
help
the
reader
to
better
or ideas they see Again and Again, in the box.
understand the central idea?
Explain, “When authors use the same words, phrases
Summarizing is a big part of writing
or ideas Again and Again ask yourself “why?” It
conclusions. It is an extremely important
means something is important.”
strategy for students to learn in order to use
research skills effectively.
3
Differentiation:
Write a conclusion
section. State the topic or issue you chose. Explain how the particular
Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more
sections or the
paragraphs
Students
need more
direct instruction
each part as
a in mini Your
lesson. These
concepts can be
taught
details about
topic
orwhoissue
support
the– teach
central
idea.
summary
should
be brief.
separately:
•
Central Idea
____________________________________________________________________________
•
Topic and Issue
•
Particular Details
____________________________________________________________________________
•
Textual Evidence
•
Again and Again
____________________________________________________________________________
•
Conclusions - Summarizing
ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.
___________________________________________________________________________
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
4
Grade
6
RE
S
E
SOMETHING NEW
EXPLAIN MORE
A
AGAIN &
AGAIN
R
RELEVANT OR NOT?
C
CONCLUDE
H
HAVE
EVIDENCE
Name______________ Passage__________________ Central Idea_________________
What topics or issues does the author state about the central idea ?
Identify one new topic or issue the author brings to the reader’s attention about the central idea.
____________________________________________________________________________
_____________________________________________________________________________
Particular Details
What particular details from the paragraph or section explain more about the topic or issue and
provide textual evidence about the central idea?
• Particular Detail (explains more about a topic or issue)
________________________________________________________________________
_______________________________________________________________________
• Particular Detail (explains more about a topic or issue)
_________________________________________________________________________
_________________________________________________________________________
• Particular Detail (explains more about a topic or issue)
_________________________________________________________________________
_________________________________________________________________________
Again and Again
What words, phrases or ideas does the author use again and again when referring to the topic or
issue? Write them here. Think about why the author uses them again and again. You may want
to use some of these words, phrases or ideas in your conclusion.
Write a conclusion section. State the topic or issue you chose. Explain how particular
details help the reader understand more about the central idea. Your summary should be brief.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Grades 3 - 8: Generic 4-Point Narrative Writing Rubric
Score
Statement of Purpose/Focus and
Organization
Statement of
Purpose/Focus
Development: Language and Elaboration of
Evidence
Conventions
Elaboration of
Evidence
Language and
Vocabulary
The narrative, real or
The narrative, real or imagined,
imagined, is clearly focused has an effective plot helping
and maintained
create unity and completeness:
throughout:
• effective, consistent use of a
• effectively establishes a
variety of transitional
setting, narrator and/or
strategies
characters, and point of • logical sequence of events
Exemplary view*
from beginning to end
• effective opening and closure
for audience and purpose
The narrative, real or imagined,
provides thorough and effective
elaboration using details,
dialogue, and description:
• effective use of a variety of
narrative techniques that
advance the story or illustrate
the experience
The narrative, real or
imagined, clearly and
effectively expresses
experiences or events:
• effective use of sensory,
concrete, and figurative
language clearly
advance the purpose
The narrative, real or
imagined, demonstrates
a strong command of
conventions:
• few, if any, errors in
usage and sentence
formation
• effective and consistent
use of punctuation,
capitalization, and
spelling
The narrative, real or
imagined, is adequately
focused and generally
maintained throughout:
• adequately establishes a
setting, narrator and/or
characters, and point of
Proficient view*
The narrative, real or imagined,
has an evident plot helping
create a sense of unity and
completeness, though there
may be minor flaws and some
ideas may be loosely connected:
• adequate use of a variety of
transitional strategies
• adequate sequence of events
from beginning to end
• adequate opening and closure
for audience and purpose
The narrative, real or imagined,
provides adequate elaboration
using details, dialogue, and
description:
• adequate use of a variety of
narrative techniques that
generally advance the story or
illustrate the experience
The narrative, real or
imagined, adequately
expresses experiences or
events:
• adequate use of
sensory, concrete, and
figurative language
generally advance the
purpose
The narrative, real or
imagined, demonstrates
an adequate command
of conventions:
• some errors in usage
and sentence formation
but no systematic
pattern of errors is
displayed
• adequate use of
punctuation,
capitalization, and
spelling
The narrative, real or
The narrative, real or imagined,
imagined, is somewhat
has an inconsistent plot, and
maintained and may have a flaws are evident:
minor drift in focus:
• inconsistent use of basic
• inconsistently establishes transitional strategies with
a setting, narrator and/or little variety
Developing characters, and point of • uneven sequence of events
view
from beginning to end
• opening and closure, if
present, are weak
• weak connection among ideas
The narrative, real or imagined,
provides uneven, cursory
elaboration using partial and
uneven details, dialogue, and
description:
• narrative techniques, if
present, are uneven and
inconsistent
The narrative, real or
imagined, unevenly
expresses experiences or
events:
• partial or weak use of
sensory, concrete, and
figurative language that
may not advance the
purpose
The narrative, real or
imagined, demonstrates
a partial command of
conventions:
• frequent errors in
usage may obscure
meaning
• inconsistent use of
punctuation,
capitalization, and
spelling
The narrative, real or imagined,
provides minimal elaboration
using little or no details,
dialogue, and description:
• use of narrative techniques is
minimal, absent, in error, or
irrelevant
The narrative, real or
imagined, expression of
ideas is vague, lacks
clarity, or is confusing:
• uses limited language
• may have little sense of
purpose
The narrative, real or
imagined, demonstrates
a lack of command of
conventions:
• errors are frequent and
severe and meaning is
often obscured
Organization
4
3
2
1
Merging
0
The narrative, real or
imagined, may be
maintained but may
provide little or no focus:
• may be very brief
• may have a major drift
• focus may be confusing or
ambiguous
The narrative, real or imagined,
has little or no discernible plot:
• few or no transitional
strategies are evident
• frequent extraneous ideas may
intrude
A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].
Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [khess@nciea.org
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
10
9 - create clear and coherent grade-appropriate speech and text
Receptive modalities*:
Ways in which students receive
communications from others (e.g.,
listening, reading, viewing). Instruction Listening
and assessment of receptive modalities & reading
focus on students’ communication of
their understanding of the meaning of
communications from others.
Productive
modalities*: Ways
in which students communicate
to others (e.g., speaking,
writing, and drawing).
Instruction and assessment of
productive modalities focus on
students’ communication of
their own understanding or
interpretation.
Interactive modalities*: Collaborative
use of receptive and productive
modalities as “students engage in
conversations, provide and obtain
information, express feelings and
emotions, and exchange opinions”
(Phillips, 2008, p. 3).
Standard
An ELL
can…
Speaking
&
Writing
Listening,
speaking,
reading,
and
writing
4
Productive
(S & W)
1
construct meaning from oral presentations and literary and
informational text through grade-appropriate listening, reading, and
viewing
8
determine the meaning of words and phrases in oral presentations
and literary and informational text
3
speak and write about grade-appropriate
complex literary and informational texts and
topics
4
construct grade-appropriate oral
and written claims and support
them with reasoning and evidence
7
adapt language choices to purpose, task, and
audience when speaking and writing
2
participate in grade-appropriate oral and written exchanges of
information, ideas, and analyses, responding to peer, audience, or
reader comments and questions
5
conduct research and evaluate and communicate findings to
answer questions or solve problems
6
analyze and critique the arguments of others orally and in
writing
By the end of an English language proficiency level, an ELL in grades 6-8 can
...
1
…construct
gradeappropriate oral
and written
claims and
support them
with reasoning
and evidence.
10 - make accurate use of standard English to communicate in grade-appropriate
speech and writing
ELP 6th – 8th Grade Band Standards Organized by Modality
…express
an
opinion
about a
familiar
topic.
2
…construct a
claim about a
familiar topic,
and give a
reason to
support the
claim.
3
4
5
…gather information
from multiple provided
print & digital sources &
summarize or
paraphrase
observations, ideas, &
information, with
labeled illustrations,
diagrams, or other
graphics, as appropriate,
& cite sources.
…gather information from
multiple print & digital
sources, using search
terms effectively; quote or
paraphrase the data &
conclusions of others,
using charts, diagrams, or
other graphics, as
appropriate; & cite
sources, using a standard
format for citation.
…gather information from
multiple print & digital sources,
using search terms effectively;
& (at Grade 8) evaluate the
credibility of each source; quote
or paraphrase the data &
conclusions of others, using
charts, diagrams, or other
graphics, as appropriate; & cite
sources, using a standard
format for citation.
This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard
4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is
evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion
writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just-right
scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next.
Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Narrative Writing Pre-Assessment
Student and Class Scoring:
Scoring Key:
Total # Correct
1 = Emerging
0-4
2 = Developing
3 = Proficient
4 = Exemplary
5-7
8 - 10
School Year:
2014-15
Grade:
Teachers Name:
School:
11 - 12
Focus and
Organization
Student Name:
Score
Elaboration and
Conventions
Evidence
Score
Student
Total
Score
1.
2.
3.
4.
5
0
6
0
7
0
8
0
9
0
10
0
11
0
12
0
13
0
14
0
15
0
16
0
17
0
18
0
19
0
20
0
21
0
22
0
23
0
24
0
25
0
26
0
27
0
28
0
29
0
30
0
31
0
32
0
33
0
34
0
35
4 Total Students
0
To use the Excel Version of this Score sheet.
http://sresource.homestead.com/index.html
% Proficient
% Exemplary
25%
75%
25%
75%
25%
50%
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
50%
50%
ELP
Score
Quarter 3 Pre-Assessment Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 2
Locate, Select, Interpret and Integrate Information.
Question #7 Prompt: How does the video The Story of a Pony Express Rider, add meaning
to the passage A Pony Express Rider? Use details and examples from both versions.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to locate and select information that supports specifically how
the video The Story of a Pony Express Rider, adds or contributes to the passage A Pony Express Rider.
The response gives sufficient evidence of the ability to interpret and integrate information from the video, The
Story of a Pony Express Rider and support with key details how it contributes to meaning or understanding the
passage A Pony Express Rider better. Information students could use to support how the video contributes to
meaning of the passage may include (1) the excitement and “tone” of the speaker helps understand how it must
have felt to be a rider on the Pony Express, (2) hearing the “language” from a “ real rider,” (3) how the riders were
thrilled to be doing their jobs even though it was dangerous – they were a different kind of “folks,” (4) the dangers
didn’t deter them from signing up, (5) the personal story of going into bad weather and the difficulties encountered,
(6) the personal anxiety of not making the station in time, (7 ) protecting the mochila was all important – the rider
carried it over his head when in water so it wouldn’t get wet and (8) how difficult it was for some to sign a contract,
not use bad words or gamble but they did anyway.
Student “Language” Response Example
The student locates and selects sufficient information to explain how the video contributes meaning to the passage
while integrating examples from both versions.
2
The passage A Pony Express Rider is about how a boy who became a Pony Express rider. The video The
Story of a Pony Express Rider is narrated by an older man who is remembering his own days as a Pony
Express rider. The video added meaning to the passage for me by giving the Pony Express rider a real voice
with excitement. When I listen to the video I can imagine how the boy must have felt too when he signed
the contract to be a rider. The old man said being a rider was more important than giving up a few things .
The old man encountered dangerous weather and was afraid he wouldn’t make his route in 8 hours. The
entire time he protected the mochila. The boy in the story spoke about the built-in pouch on his special
saddle to hold the mochila. It adds meaning to how important the mochila was and to always make sure it
got to its owners safely. Overall the video just brought more “life” to the story which made it more
exciting to read and think about.
The student locates and selects minimal information to explain how the video contributes meaning to the passage but
does not integrate examples from both versions.
1
The passage about the boy who wants to become a Pony Express rider told how he did it. He had to sign a
contract and be strong as well as not be afraid of anything. Pony Express riders were really brave. More
than anything they had to get their mail through. The video was good too. The guy in the video talked
about how he used to be a Pony Express rider too.
The student does not give enough evidence of the ability to locate, select, interpret and integrate information.
0
Pony Express riders were really young kids who could ride horses fast. We saw a video and read a story
about Pony Express riders. If I were a rider I would have to be born over 100 years ago and I’m not sure if I
could ride a horse that well anyway. I think they were brave.
Toward R.6.7 DOK 4 - SYH
Synthesize the experiences of reading,
listening or viewing the same version of a
text in order to make a recommendation of
the benefits of each.
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
13
Quarter 3 Pre-Assessment Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 3
evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion
Question #8 Prompt: How are the themes in the video The Story of a Pony Express
Rider, and the passage A Pony Express Rider similar? Use details and examples
from both versions in your answer.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information. Students
must first identify the theme that is common across both versions/ sources. Relevant information would include
evidence that supports similarities between common themes. A theme is different than a topic. A topic would be
Pony Express Riders – the theme should allude somewhat to: that there are benefits and drawbacks to being a
Pony Express rider. Relevant information to support the similarities between this theme in both versions as benefits
of being a rider could include that: (1) both riders felt money was a benefit to being a Pony Express rider, (2) there
was a sense of pride for both riders, (3) being able to do a difficult job well and (4) always getting the “mochila”
through to the next rider or owner. Relevant information to support the similarities between themes in both
versions as drawbacks to being a rider could include (1) having to sign a contract to give up activities, (2) fear of
being attacked and (3) the long rides at top galloping speeds.
Student “Language” Response Example
Student is able to identify a common theme between both versions and distinguish relevant information supporting
that theme using details and examples from both sources.
2
1
0
The theme in both versions of being a Pony Express rider is that the riders experienced both the good and
the bad. The good part about being a Pony Express rider is that in the video version the Pony Express rider
stated how much money he earned and in the passage the rider expressed that 100.00 a month was a lot
of money. There was also pride for being able to be a rider. In the video , the narrator said that he and the
other riders were young, strong and fast and excited to be riders. The boy in the passage also mentioned
that he was a good horseman and could rider faster than any of his friends. Another common good thing
was that both were proud to be able to deliver the “mochila,” safely. The video rider even held the
mochila above his head to keep it safe from getting wet. Some of the “bad” things about being riders in
the Pony Express are that both sources talked about the dangerous territory and the fear of being
attacked. The boy encountered trouble at a station where a rider had been killed, while the video narrator
had to go through dangerous weather. Although there were good and bad throughout both sources, I
there was more pride than anything about being able to do such a tough job!
Student is able to somewhat identify a common theme between both versions and use some relevant information
supporting that theme but with minimal or no details from both sources.
Both of the stories about being a Pony Express rider were about what it was like and how it was sometimes
great and sometimes scary – like when the riders were attacked. Riding for a long time really made them
tired. Sometimes they’d have to go for 100 miles at a fast gallop. Both the stories talked about this.
Student is not able to identify a common theme between both versions or identify relevant information to support a
common theme.
I liked the video the best. The man was dressed like a real Pony Express rider. The passage was OK but it
was harder to really get into because there were so many words.
RL.6.9
DOK 4 - SYU
Synthesizes information across multiple sources or
texts for the purpose of comparing approaches to
similar themes or topics.
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
14
A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should
respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best
judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess.
Overall consistency of intent based on most of your student responses can guide you.
DOK-3
Quarter 3 Pre-Assessment Constructed Response Answer Key
Standard RI.6.8 Point Reading Constructed Response Rubric
15. Support the claim that the exploration of Naru Island was important. Give reasons and
evidence from the article PT-109.
Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the
text. Be very specific and “lengthy.”
Teacher Language and Scoring Notes:
Sufficient Evidence should connect important points that show why the exploration of Naru Island was important.
Students should locate information form Part 2 of PT-109 that supports why the exploration was important.
Specific identifications (supporting details) would be that (1) candy and water were found as well as a canoe and (2) two
islanders saw the captain and the other PT-109 crew members.
Full Support (other details) could include (1) that the candy and water possibly helped keep the men alive, (2) and the
canoe enabled them to take the candy and water to the other crewmen. Students could d also include that if the two
islanders had not seen the captain and the crewman on Naru Island the crew of PT-109 might not have been rescued.
Student gives sufficient reasons and/or examples from the article to support the claim that the exploration of Naru
was important.
3
2
1
0
The exploration of Naru Island was very important in two ways. The captain and one crewman went
ahead to Naru Island. First, the two men found candy and water an old wrecked vessel. They also found a
canoe. The canoe provided a way for the men to return to the other crewmen. This was important
because they men needed water and food to stay alive. Secondly, the captain and one crewman were
spotted by two islanders. This was important because the islanders eventually helped the crew of PT-109
get rescued. This is why the exploration of Naru was important!
Student gives some reasons and/or examples from the article to support the claim that the exploration of Naru was
important.
It was very important that the captain and another man went to explore Naru Island. They found candy
and water. They found a canoe. They were even seen by two islanders. Later the same two islanders
helped rescue the men.
The student gives minimal reasons and/or examples from the article to support the claim that the exploration of Naru
was important.
Naru Island had lots of things on it for the men to explore. It was a good thing they explored the island
because they needed some of the things they found on it to survive .
The student does not address the prompt specifically.
The men on PT-109 were really brave and were stranded. It was important for them to find a way to be
rescued.
Toward RI.6.8 DOK 3- APx
Explain how a claim supports a specific
argument using reasons and evidence
15
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
Quarter 3 Pre-Assessment Research Constructed Response Answer Key
Constructed Response Research Rubrics Target 4
ability to cite evidence to support opinions and/or ideas
Question #16 Prompt: List two examples with reasons supporting the U.S. Navy’s claim
that John F. Kennedy, “showed extreme heroic conduct.” Use facts and details found
explicitly in the article PT-109.
Teacher /Rubric “Language Response”
The response gives sufficient evidence of the ability to cite evidence to support the idea or opinion stated by the U.S. Navy that
John F. Kennedy showed extreme heroic conduct. Students should select two examples (with reasons of how or why)
supporting this prompt. Students should select two examples from of the captain’s heroic courage from the article PT-109.
Some of the examples and reasons why the examples showed heroism : (1) After the collision the captain searched for his crew.
Reason - The captain swam alone in the night until all of the men were accounted for. (2) The decision to swim 3 miles away.
Reason - The captain had to pull a man to safety with his teeth for 5 hours and then went back to help another. (3) The captain
swam to look for help when he saw a Japanese barge nearby. Reason – The captain almost drowned searching for help. (4) He
directed his men to Olasa Island . Reason – Once again he had to direct men in open waters to safety and some were injured. (5)
He explored Naru Island. Reason – He risked again being spotted by the enemy. He saw two islanders that could have not been
friendly. There may be other examples justifiable within the article.
Student “Language” Response Example
2
Student presents sufficient evidence by citing two examples with reasons to support the idea that the captain of PT109 showed heroism. The emphasis being on supporting the statement.
John F. Kennedy showed extreme heroic conduct in 1943 when a Japanese Destroyer collided with and sank the PT109 boat. One example of this courage occurred after he made the decision that his remaining crew should swim to
island for safety over three miles away. This decision required heroic courage because the captain (John F. Kennedy)
did not worry about himself. His concern was getting his men to safety. For instance, he pulled a badly burned
crewman with his teeth for five hours in the ocean. Then, he went back to help a man with an injured leg! Another
example of his courage after he spotted a Japanese barge near the island where he had taken his men. He decided to
try to find help and started to swim to search for other PT Boats. This decision was courageous because again he did
not worry about his own well-being. He almost drowned when a strong ocean current pulled him into deeper waters.
These are only two examples of why John F. Kennedy showed, “extreme heroic courage.”
1
Student presents limited evidence by citing two examples to support the idea that the captain of PT-109 showed
heroism. One example has supporting evidence and reasons, but one does not.
John F. Kennedy received a medal for having courage and being a hero by the U.S. Navy. I agree that he was a hero.
One example was after his boat collided with a destroyer John F. Kennedy did not give up. He looked for all of his
crew and told them to go back to the wreckage. I think this took courage because he could have been exhausted and
just waited for help instead of doing something about it. Another example is when he went to Naru Island. That also
took courage.
0
Student presents no evidence to support the idea that the captain of PT-109 showed heroism.
A hero is someone who helps other people and don’t worry about how it could hurt them.
Toward RI.3.9 and Research Target 4
Target 4
Ability to cite evidence to support opinions and ideas.
RI.6.9
Synthesize key details presented in two texts about
the same topic, correlating the most important points
into one conclusion.
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
16
Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point
rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the
constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a
specific area, while the reading rubrics are assessing comprehension .
Quarter 3 Pre-Assessment Brief Write Constructed Response Answer Key
Organization: Conclusion and Temporal Words
W.6.3c Target: 1a
Write a Brief Text, W.3c Temporal Words, Writing Target 1a
Question #17 Prompt: In one or two paragraphs, write an ending for the narrative that
follows naturally from the events or experiences in the narrative.
Brief Write, Organization, W.6.3c, writing a conclusion – temporal words Target 1a
Before Long
Traveling alone to Missouri from California has been a long, difficult journey. I left behind
three little brothers and my dad. But now as a Pony Express rider I have made enough
money to send for my brothers and my dad to join me. My mother had died long ago, but
at least the rest of us could once again be together.
Teacher /Rubric “Language Response”
Directions for Scoring: Write an overview of what students could include in a proficient response with examples
from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:
The student response should provide a conclusion (1-2 paragraphs) that logically follows and supports the preceding
information about the events and experiences of the characters in the story. The conclusion should have a
statement that explains what happened after the Pony Express rider sent for his brothers and dad to join him in
Missouri. Students should use temporal words to signify event changes from beginning to end.
Student “Language” Response Example
The response provides a transition from the “body of the story” to the conclusion and provides a satisfying ending to
the narrative that follows logically from the events or experiences in the story.
2
1
0
So, I put enough money for my dad and three brothers in letter and sent it on its way through the Pony
Express (of course!). It would take at least two weeks to make it all the way back to California.
Eventually though my letter and the money will get there and I know they’ll all be excited.
Then, they’ll have enough money to purchase their own wagon and everything they need to make the long
journey to Missouri. I can hardly wait to see them all once again!
The response provides a limited transition from the “body of the story” to the conclusion and provides a general or
partial ending to the narrative that may provide some closure and/or somewhat logically from the events or
experiences in the story.
I sent some money right away to my dad. I know he’ll get here as soon as possible. They will all have a
long way to go.
The response does not complete the narrative in a logical way.
They were all together and then had a wonderful time. They even built a house.
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
17
Grade 6 - Quarter 3 Pre-Assessment Selected Response Answer Key
Question 1 Based on this sentence, which is an example of a Pony Express rider having the “heart of a
lion?” Toward RL.6.4 DOK-2 APn
Question What can the reader conclude about Pony Express Riders who are not in “tip-top” shape?
RL.6.4DOK-3 ANA
Question 3. How is reading A Pony Express Rider most different than watching the Video Story of a Pony
Express Rider? Toward RL.4.7 DOK-1 Cf
Question 4 From the video Story of a Pony Express Rider, what generalization can the listener assume about
the mochila? Toward RL.7 DOK-3 Cu
Question 5 How is the experience of listening to the video, Story of a Pony Express Rider similar to reading A
Pony Express Rider ? Toward RL.6.9 DOK-2 APn
Question 6 How is the experience of listening to the video, Story of a Pony Express Rider different
than reading A Pony Express Rider ? Select the two answers that apply. Toward RL.6.9 DOK-2 ANr (both
A
C
B
D
A
B,D
answers must be correct)
Question 7
Literary Constructed Response
6.7
Question 8
Literary Constructed Response
6.9
Question 9 Why did the author choose to use the word home? Toward RI.6.4 DOK-2 APg
A
Question 10 What does “from out of nowhere” mean? Toward RI.6.4 DOK-2 APn
B
Question 11 Which summary statement best explains the captain’s reason to have his crew swim to
an island three miles away? Toward RI.6.8 DOK-2 Ck
C
Question 12 What evidence would not support a claim that PT-109’s mission was hazardous?
Toward RI.6.8 DOK-2 ANs
Question 13 Why are the facts in the U.S. Navy citation different than those in the article PT-109?
Toward RI.6.9 DOK-2 APn
Question 14 How are the events depicted in both the U.S. Navy citation and the article PT-109 alike
and different? Toward RI.6.9 DOK-4 APn
D
C
B
Question 15
Informational Text Constructed Response
6.8
Question 16
Informational Text Constructed Response
6.9
Write and Revise
Question 17
Brief Write
W.6.3c
Question 18 Write/Revise: Which sentence would provide the best transition into a new paragraph? W3b
D
Question 19 Choose the best two words to replace the underlined words. L.3a, L.6
B
Question 20 A student needs to edit her sentences. Which two sentences do not have errors in grammar
usage? L.6.1b (both must be correct).
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
B,D
18
Grade
Student Copy
Pre-Assessment Quarter 3
Name ____________________
Rev. Control: 11/10/2014 HSD – OSP and Susan Richmond
19
Read the Directions.
Part 1
You will read several literary and informational text sources and a video, about people who have overcome
incredible challenges in their lives and can be thought of as heroes.
As you read, take notes on these sources.
Then you will answer several research questions about these sources.
You are going to write a narrative about a fictional character who is or becomes a hero. Use details from the
texts you have read or the video you watched to add to your narrative. Details could include a character in a
similar situation as in the texts or character traits you've noted about heroes from the texts.
Steps you will be following:
In order to help you plan and write your narrative you will do all of the following:
1. Read the literary and informational texts and watch the video.
2. Answer several questions about the sources.
3. Plan your story.
Directions for beginning:
You will now read several literary and informational texts. Take notes because you may want to refer to your
notes when you later plan your narrative story. You can refer to any of the sources as often as you like.
Questions
Answer the questions. Your answers to these questions will be scored. Also, they will help you think about the
sources you’ve read, which should help you plan your narrative story.
Part 2
Your assignment: These will help you plan to write a fictional narrative story about a character who is or
becomes a hero. Use details from the texts you have read to add to your narrative.
You will:
1.
Plan your writing. You may use your notes and answers.
2.
Write – Revise and Edit your first draft (your teacher will give you paper).
3.
Write a final draft of your narrative story.
How you will be scored
Purpose
how well you maintain your focus, and establish a setting, narrator and/or characters.
Organization
how well the events logically flow from beginning to end using effective transitions and
how well you stay on topic throughout the story.
Elaboration:
of evidence
how well you elaborate with details, dialogue, and description to advance the story or
illustrate the experience.
Elaboration:
of language and
vocabulary
Conventions
how well you effectively express experiences or events using sensory, concrete, and
figurative language that is appropriate for your purpose.
how well you follow the rules of grammar, usage, and mechanics (spelling,
punctuation, capitalization, etc.).
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A Pony Express Rider
Retold by Elizabeth Yeo
https://www.youtube.com/watch?v=h3UmYfJEoEo
I had traveled by covered wagon to Sacramento California in 1860 all the way from Missouri. It was a long,
difficult journey. I left behind three little brothers and my dad. My mother had died when I was little from
consumption. I wanted to make money so I could send for my brothers and dad. I heard that in California you
could join up with the Pony Express riders and make $100.00 a month!
Important mail was sent through the “Pony Express,” because it guaranteed fast delivery! Dad always said I had
the “heart of a lion,” because I don’t scare easily. Even so, dad wasn’t excited about my wanting to become a
Pony Express rider! The job is known to be dangerous but I have all of the qualifications! I am slight and wiry and
only 16. I’m a good horseman and can ride faster than any of my friends. I’m not afraid of hard work and I never
give up!
As I entered the Pony Express Office I read a sign “Guaranteed 14‐day delivery to most places, five dollars.” It
wasn’t as hard to get the job as I had thought. Not too many young men were willing to risk death! I had to sign
a contract of sorts. I had to vow not to use bad words, gamble, or drink while I worked for the company. I always
had to be in tip‐top physical shape to protect myself from attacks. Several Pony Express riders had so far been
killed en route. I prayed that no disaster would strike me as I ferried the mail along the Pony Express Route. I was
given a specialized, light-weight saddle that was developed with built-in pouches called the mochila, to carry the
mail. Hazards abounded, including weather, terrain, hostile attackers and bandits.
On my first run I rode the first leg of the journey to Texas. The letters were secured firmly under my saddle, in the
mochila. I rode 100 miles at a fast gallop, and then passed the mochila along to another rider who took it through
the dangerous territory of the Sierra Nevada Mountains before passing it onto the next man. Each of us riders
would stop several times along the way to change horses, because a single horse would not be able to keep up
such a fast galloping speed (around 25 miles an hour) for the 1,900‐mile journey to Texas. After a few more
turnovers, the letters would finally reach their destination and the local mailman delivered them.
Sometimes I did encounter trouble. Once when I arrived at the Nevada station where I was supposed to hand off
the mochila to the next rider, I found the station had been ransacked and the stationmaster and the next rider
were both killed. I decided not to think of the devastation and just kept riding, driving my horse hard until I got to
the next station.
Other times, travelers on the trail would keep an expectant eye out for the appearance of us Pony Express riders.
Suddenly, they would see us - a speck would appear in the distance, rapidly grow larger and a cheer would arise as
we sped by and gave a wave of acknowledgement. That was always encouraging!
It was always a pleasant surprise to hear a “Hooray,” or “Thanks so much,” from people who were waiting for
important mail. I would usually just smile and nod. I never mentioned that their mail could have been lost along
the way had I been hijacked. What mattered was that in the end, the letters would arrive on time. As far as I was
concerned, it was a job well done, and there was nothing more to say about it. Before too long I would be able to
send for my brothers and my dad. That’s the most important part of my job!
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1. Read this sentence from Pony Express Rider.
“Dad always said I had the “heart of a lion,” because I don’t scare
easily.”
Based on this sentence, which is an example of a Pony Express
rider having the “heart of a lion?”
A.
The Pony Express rider entered the dangerous territory of the Sierra
Nevada Mountains.
B.
The rider waved to the crowd as he flew by on his horse.
C.
He rode faster than any other rider.
D.
The rider took pride in doing his job well.
Toward RL.6.4
DOK 2 - APn
Use context to determine the meaning (L.6.4a)
of figurative, technical or connotative meaning
of words and phrases. L.6.5a Interpret figures of
speech (e.g., personification) in context.
2. What can the reader conclude about Pony Express Riders who
are not in “tip-top” shape?
A.
They must be willing to work long hours.
B.
They can rider faster than other riders.
C.
They can not protect themselves from attacks.
D.
They can better protect themselves from attacks.
Toward RL.6.4 DOK 3 - ANA
Analyze the impact of figurative
word or phrases on meaning and
tone.
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3. How is reading A Pony Express Rider most different than
watching the Video Story of a Pony Express Rider?
A. The passage, A Pony Express Rider explains what a Pony
Express Rider’s job is.
B. The reader has to use words to imagine what a Pony Express
Rider may look, talk or act like.
C. The importance of the mochila is mentioned.
D. It is a longer story.
Toward RL.6.7 DOK 1 – Cf`
Students can explain what they
“see” and what they “hear” when
reading a text. Do they see and hear
the same thing when listening or
watching a story, drama or poem?
4. Read the sentence from A Pony Express Rider.
“I was given a specialized, light-weight saddle that was developed
with built-in pouches called the mochila, to carry the mail.”
From the video Story of a Pony Express Rider, what
generalization can the listener assume about the mochila?
A.
The narrator did not mention the mochila.
B.
The mochila was kept in a special place.
C. Pony Express Riders always carried a mochila.
D. The safety and contents of the mochila were always
protected.
Toward RL.6.7 DOK 3 - Cu
Connect specific characteristics of
text, audio, visual or live versions of
a story to examples seen or heard.
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5. How is the experience of listening to the video, Story of a Pony
Express Rider similar to reading A Pony Express Rider ?
A. Many of the same words are used and the overall
meaning is about a Pony Express rider’s experience.
B. Each version relies more on the reader’s own interpretation.
C. Reading and listening to both versions take about the same
amount of time.
D. There are few if any similarities.
Toward RL.6.9 DOK 2 - APn
Applies understanding of how
different genre approach themes
topics.
6. How is the experience of listening to the video, Story of a Pony
Express Rider different than reading A Pony Express Rider ?
Select the two answers that apply.
A.
There is an emphasis on interpreting the meaning of words.
B.
The tone the story is told in creates a more dramatic mood.
C.
There are few if any differences.
D.
It is more interesting to listen to a real Pony Express Rider than
to just read about one.
Toward RL.6.9 DOK 2 - ANr
Analyzes (compares and contrasts) how
different text structures in different
genres contribute to their approaches in
similar themes and topics.
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7.
How does the video The Story of a Pony Express Rider, add meaning to the
passage A Pony Express Rider? Use details and examples from both versions.
Toward R.6.7 DOK 4 - SYH
Synthesize the experiences of reading,
listening or viewing the same version of a
text in order to make a recommendation of
the benefits of each.
8. How are the themes in the video The Story of a Pony Express Rider, and the
passage A Pony Express Rider similar? Use details and examples from both
versions.
RL.6.9
DOK 4 - SYU
Synthesizes information across multiple sources or
texts for the purpose of comparing approaches to
similar themes or topics.
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Grade Equivalent 6.1
Lexile: 840
Article
PT-109
Part 1
August 1, 1943
The crew of 13 traveled in the night to avoid detection from the enemy. It was August 1, 1943
and America was at war. Their mission was to launch torpedoes at Japanese ships. U.S. Navy
Patrol Torpedo (PT) boat 109 was nearing dangerous waters in the Pacific Ocean. The captain cut
the engines so they wouldn’t be heard.
Then, the captain saw a shadow. He thought it was another PT boat. But, it wasn’t.
Suddenly a Japanese destroyer appeared from out of nowhere and collided with PT- 109, splitting
it into two. One half of the boat quickly sank taking two crew members to an instant death. The
explosion knocked the other 11 men into the water and away from the burning fuel.
The captain of PT-109 searched for his crew. He sent them back to what was left of the boat. The
men clung to the remaining wreckage, exhausted. The captain took stock of the situation. One
man was badly burned, one had an injured leg, one had swallowed fuel and didn’t know how to
swim. Another man was not hurt but he also could not swim. At least they all wore life jackets.
A decision had to be made. If they fired a flare gun it could attract the Japanese. If they waited
there until daybreak for help they ran the risk of being spotted by the enemy. Regardless, the
wrecked boat became their temporary home. But, it was taking in water and slowly sinking.
The captain decided they would swim to the nearest island a little over three miles away. The two
men who did not know how to swim held unto a plank from the boat while the others pushed
and pulled them the best they could. The captain took hold of the badly burnt man’s belt clasp
with his teeth and pulled him as he swam to the island. It took over five hours. Then, the captain
returned to assist the man with the injured leg.
The men collapsed and rested on the beach of the island they would begin to call “Bird Island”
because of the bird guano on the bushes.
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PT-109
Part 2
August 2, 1943
The next day the captain was alarmed to see a Japanese barge pass close by Bird Island. He
decided to swim where he thought other U.S. PT-boats would be, to try to get help. He found no
other PT-boats. He nearly died when strong currents spun him into deeper waters. He rested the
next day on Leorava island before he could find the strength to head back to Bird Island.
August 4, 1943
When the captain arrived back at Bird Island he found the men hungry and thirsty. They all
decided to swim to Olasana Island in hopes of finding food and fresh water. When they finally
arrived, they found the small island had plenty of coconuts but they made the men sick. There
was no fresh water and the night was cold and wet.
August 5, 1943
The next day the captain and one crewman swam ahead to explore yet another island, Naru
Island. There they found a wrecked Japanese vessel on a reef. Nearby was a small box containing
Japanese candy. As they continued exploring Naru Island, they found a tin of water and even a
canoe hidden in the bushes. Then they were discovered! Two frightened islanders saw them and
paddled away in a canoe. The captain was disappointed that he could not make contact with the
two islanders.
August 6, 1943
They took the canoe they had found and headed back to Olasana Island where the other ten crew
members were. They took with them the candy and water. They had a surprise when they got
there. The two frightened islanders they had seen on Naru Island were talking to the other crew!
Convinced they were Americans, the islanders said they wanted to help them. They agreed to
deliver a help message to their allies (friends of the Americans). The captain scratched a help
message on the husk of a green coconut. The islanders went off to deliver the message while the
crew members of PT-109 waited.
August 7, 1943
On August 7th, 1943 more islanders returned to the crew of PT-109. They brought food and water.
and told the men that two U.S. Navy PT-boats were on their way to Olasana Island to rescue
them.
August 8, 1943
Early in the morning of August 8th, 1943 the exhausted men were awakened by yelling. The
rescuers had arrived and the men were returned to an American base.
The captain of the crew was Lieutenant John F. Kennedy. For his courage and leadership he was
awarded the Navy and Marine Corps Medal and a Purple Heart for his own injuries. Seventeen
years later on November 8th, 1960 he would become the 35th president of the United States!
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THE SECRETARY OF THE NAVY
WASHINGTON
The President of the United States takes pleasure in
presenting the NAVY & MARINE CORPS MEDAL to
LIEUTENANT JOHN FITZGERALD KENNEDY
UNITED STATES NAVAL RESERVE
for service as set forth in the following
CITATION:
"For extremely heroic conduct as Commanding Officer of Motor Torpedo Boat 109 following the
collision and sinking of that vessel in the Pacific War Area on August 1-2, 1943. Unmindful of
personal danger, Lieutenant (then Lieutenant, Junior Grade) Kennedy unhesitatingly braved the
difficulties and hazards of darkness to direct rescue operations, swimming many hours to secure
aid and food after he had succeeded in getting his crew ashore. His outstanding courage,
endurance and leadership contributed to the saving of several lives and were in keeping with the
highest traditions of the United States Naval Service."
For the President,
Secretary of the Navy
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9. Read the sentence from Part 1 of PT-109.
The wreckage became their temporary home.
Why did the author choose to use the word home?
A. The word home represents safety.
B. A home is a place to live.
C. The word home means the men were like family.
D. The men had no other home.
Toward RI.6.4 DOK 2 - APg
L.6.5c Distinguish among the
connotations (associations) of words
with similar definitions.
10. Read the sentence from Part 1 of PT-109
Suddenly a Japanese destroyer appeared from out of nowhere
and collided with PT-109.
What does “from out of nowhere” mean?
A. The Japanese destroyer was nowhere to be found.
B. The Japanese destroyer seemed to arrive suddenly and
unexpectedly.
C. The Japanese destroyer looked like a shadow.
D. The Japanese destroyer collided with PT-109.
RI.6.4 DOK 2 - APn
Use context to determine the meaning
(L.6.4a) of figurative, technical or
connotative meaning of words and phrases.
L.6.5a Interpret figures of speech (e.g.,
personification) in context.
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11. Which summary statement best explains the captain’s reason
to have his crew swim to an island three miles away?
A. The men were injured.
B. The men all wore life jackets.
C. They might be spotted by the enemy.
D. The wreckage was sinking.
Toward RI.6.8
DOK 2- Ck
Concludes if there is sufficient
claim to support an argument.
12. What evidence would not support a claim that PT-109’s mission
was hazardous?
A. The captain cut his engines so they wouldn’t be heard.
B. They were nearing dangerous waters in the Pacific Ocean.
C. They traveled at night to avoid detection from the enemy.
D. PT boats were essential to the U.S. Navy.
Toward RI.6.8 DOK 2- ANs
Distinguish between evidence that
supports or not, specific claims in a
text .
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13. Why are the facts in the U.S. Navy citation different than
those in the article PT-109?
A. The U.S. Navy citation states different facts than those in the
article PT-109.
B. The article PT-109 states facts about the experience
Kennedy and the other crew-men had.
C. The purpose of the U.S. Navy citation is different than the
article PT-109 and requires different facts
D. The article PT-109 states facts about how the
captain and crew survived.
Toward RI.6.9 DOK 2 - ANp
Explain if a person’s memoir
presents events the same as a
biography written about the same
person.
14. How are the events depicted in both the U.S. Navy
citation and the article PT-109 alike and different?
A. Both have facts and details about the captain’s courage.
B. Both give examples of the captain’s courageous acts
but from different perspectives.
C. Both depict a sequence of events of PT-109’s situation.
D. Both present the same facts but in different ways.
Toward RI.6.9 DOK 4-ANP
Gather, analyze and organize
multiple information sources from
memoirs and biographies of two or
more person
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15. Why was the exploration of Naru Island important? Give details and examples
from the article PT-109.
DOK 3- APx
Explain how a claim supports a specific
argument using reasons and evidence
16. List two examples with reasons supporting the U.S. Navy’s claim that John
F. Kennedy, “showed extreme heroic conduct.” Use facts and details found
explicitly in the article PT-109.
DOK 4 - SYU
Synthesizes information across multiple sources or
texts for the purpose of comparing approaches to
similar themes or topics.
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17. In one or two paragraphs, write an ending for the narrative that follows
naturally from the events or experiences in the narrative.
Brief Write, Organization, W.6.3c, writing a conclusion – temporal words Target 1a
Before Long
Traveling alone to Missouri has been a long, difficult journey. I left behind three little brothers
and my dad. But now as a Pony Express rider I have made enough money to send for my
brothers and my dad to join me. My mother had died long ago, but at least the rest of us
could once again be together.
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18. A student is writing a report about PT-109.
The student wants to add a sentence to the paragraphs below
with dialogue that would most logically transition into a third
paragraph.
By the time we reached the shore, the Captain and I were out of breath. Sweat was
trickling into my eyes. “Where . . .are. . .they?” he asked in short gasps as we looked
beyond the shore. The natives were our only hope for rescue. We had to make
contact with them!
I was dizzy from swimming so hard, so I didn’t notice them until the Captain pointed.
The natives saw us and were scared . They were running back to their canoe.
Which sentence would provide the best transition into a third
paragraph?
Revise a Text, W.3b Dialogue Elaboration, Writing Target 1b
A. It was nice to have spotted the natives. “We’re worn out,” I said.
“Can we just rest here for awhile?
B. The Captain and I wandered over to where the natives had been.
“Captain,” I said, “Would you mind telling me what time it is?”
\
`
C. “We’ve got to get out of here,” I said. The Captain agreed.
D. “Now what are we going to do?” I said. “We needed to talk to the
natives to get help.”
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19. A student is writing an article for his class newspaper, about how people
show bravery in different ways. Read a section of the draft below and
complete the task that follows. Language and Vocabulary, L.6.3a Audience, Writing Target 8
Many firefighters, police officers and rescue workers rushed to help the
the victims. Many other men and women were helpers. Everyone wanted
to bring relief and aid to the victims.
The student wants to make sure that his word choices are appropriate to
inform his audience about his topic. Choose the best two words to replace
the underlined words.
A. hinder, agreeing
B. assist, volunteers
C. hold back, unpaid
D. support, comforters
20.
A student needs to edit her sentences. Which two sentences do not have
errors in grammar usage?
Edit and Clarify L.61b, speech order Intensive Pronouns Target 9
A.
The soldiers himself was very brave.
B.
The horse itself made its way through the icy snow.
C.
We ourself decided to rescue the victims.
D.
I myself am exhausted from all this work.
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Part 2
You will:
1. Plan your writing. You may use your notes and answers.
2.
Write – Revise and Edit your first draft (your teacher will give you paper).
3.
Write a final draft of your narrative story.
Your assignment:
You are going to write a narrative about a fictional character who is or becomes a
hero. Use details from the texts you have read or the video you watched to add to
your narrative. Details could include a character in a similar situation as in the texts
or character traits you've noted about heroes from the texts.
How you will be scored
Purpose
how well you maintain your focus, and establish a setting, narrator and/or characters.
Organization
how well the events logically flow from beginning to end using effective transitions and
how well you stay on topic throughout the story.
Elaboration:
of evidence
how well you elaborate with details, dialogue, and description to advance the story or
illustrate the experience.
Elaboration:
of language and
vocabulary
Conventions
how well you effectively express experiences or events using sensory, concrete, and
figurative language that is appropriate for your purpose.
how well you follow the rules of grammar, usage, and mechanics (spelling,
punctuation, capitalization, etc.).
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STOP
Close your books and wait for instructions!
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Student Scoring Color the box green if your answer was correct. Color the box red if your answer was
not correct.
Literary Text
1
I use context to determine the meaning of figurative, technical or connotative meaning of words and
phrases and interpret figures of speech RL.6.4
2
I analyze the impact figurative words or phrases have on the meaning or tone of a text.RL6.4
3
I describe what I see and hear when listening or watching a story, drama or poem. RL.6.7
4
I know specific differences in text, audio, visual or live versions of a story compared to examples I’ve
seen or heard. RL.6.7
5
I understand how different genres approach themes and topics. RL.6.9
6
I compare and contrast how the text structures of different genres contribute to their approaches in
similar themes and topics. RL.6.9
7
I can read, listen or view the same version of a text and explain the benefits of each kind.
RL.6.7
2
1
0
8
I compare approaches to similar themes or topics across multiple texts.RL.6.9
2
1
0
Informational Text
9
I can distinguish which connotations of words with similar definitions are best to use . RI.6.4
10
I can use context to determine the meaning (L.6.4a – L.6.5a) of figurative, technical or connotative
meaning of words and phrases. RI.6.4
11
I can conclude if a claim is sufficient enough to support an argument. RI.6.8
12
I can distinguish between evidence that supports a claim and evidence that does not support a claim.
13
I can explain how or why facts about a person’s life are presented differently in two text types. RI.6.9
14
I can draw conclusions about the similarities-differences between texts (a memoir, biography , etc..)
written about the same person. RI.6.9
15
I can explain how a claim supports a specific argument using reasons and evidence RI.6.8
2
1
0
16
I can gather, analyze and organize multiple information sources
about a person in order to write an essay or present a speech. RI.6.9
3
2
1
0
2
1
RI.6.8
Writing
17
In one or two paragraphs, write an ending for the narrative that follows
naturally from the events or experiences in the narrative. W.6.3c
18
Which sentence would provide the best transition into a new paragraph? W.6.3b
19
Choose the best two words to replace the underlined words. L.3a, L.6
20
A student needs to edit her sentences. Which two sentences do not have errors in
grammar usage? L.6.1b (both must be correct).
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0
40
Reflection Page
1st minute
Something I did well on….
2nd Minute
Something that was new to me or I need more practice with…
3rd Minute
Something I don’t understand….
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