pre-assessment for quarter 2 reading informational text

Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

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Pre-Assessment for Quarter 2Reading Informational Text

Grade


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Important Information A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 9

2. Students Assessment (for students who read independently)-(to be printed in a booklet form)b. Pages 10 – 25

B. This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. Do NOT allow students to read the passages before the assessment. Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment

C. Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name.

Printing Instructions…

Decide on the primary way to use this booklet, then choose one of the following ways to print this material.

You can just print this entire 25 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page.

OR…

You might do the following by sending them to your Print Shop:

Print Shop instructions…

Print pages 10 – 25 in a Small Student Booklet format.

• Set print driver properties to - - Original size 8 ½ x 11• Paper size = 11x17• Print type = Small Student Booklet


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Directions for Pre-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-Independent Readers: (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.... (Class Learning Progressions Checklists)

When students have finished the entire pre-assessment mark each selected response question as correct or incorrect.

When students have completed the constructed response score ONLY with a number from 0 – 3.

Write and Revise Scoring... (Please Read Page 4).

A special section for Write and Revise selected response questions have been added to the second quarter pre-assessment. Please read page 4. You may enter Write and Revise scores on Quarter Two’s Class Assessment Summary Sheet. Write and Revise is NOT on the Class Learning Progressions Checklists.

DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet).

Student Self-Check Written in “I Can...”Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points.

The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs.

Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include:

•What did you not understand about the question?•Underline words you did not understand.•Rewrite the question to what you think it is asking


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Write and Revise

The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum.

The HSD, Common Formative Assessment (CFA) for quarter two includes the three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 21. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Twoa. Writing: Write and Revise (revision of short text)b. Language: Language and Vocabulary Use (accurate use of

words and phrases)c. Language: Edit and Clarify (accurate use of grammar,

mechanics and syntax)

Quarter 31. Students write expanded constructed responses and move toward “Full

Compositions.”

Quarter 42. Students respond to a prompt requiring integrative research as part of a

“Performance Task” evidenced by a full composition, speech or visual display.


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Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple).

The Adjustment Points (in purple) are the specific pre-assessed key skills.

Grade 6

Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ch DOK 2 - Cl DOK 2 -

APn DOK 2 - ANr DOK 3 - Cu

DOK 3 - APx

DOK 3 - ANz DOK 3 - SYH DOK 4 - SYU Standard

Path to DOK 2,4Informational TextLearning Progressions

Locate a sentence, paragraph, chapter or section of a text.

Define (understand the meaning of…) Standard Academic Language: contributes, analyze, particular, overall, structure, section, sentence, paragraph, chapter and development.

Concept Development Explain the relationship (i.e., meaningful connection) between particular sentences in a paragraph, paragraphs in a chapter, and chapters in a section.

Locate information that supports the development of ideas with a particular sentence, paragraph or chapter.

Be able to use text features (sentences, paragraphs, chapters or sections) to obtain information.

Analyze the organizational structure of sentences, paragraphs, chapters and sections of different texts (how an author structures to develop text).

Answers questions by connecting ideas within sentences, paragraphs, chapters or sections.

Connect ideas within sentences, paragraphs, chapters or sections within a new text (text not discussed in class).

Analyze how a sentence contributes to the development of ideas within a paragraph, etc...

Synthesize information from a sentence, paragraph, chapter or section from one source or text to explain the overall development of a specific topic or idea.

Synthesize information across multiple sources into an overall connected structure using sentences, paragraphs, chapters or sections to show the development of a specific topic or idea.

RI6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Grade 6Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 Path to DOK - 4

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 3- Cu DOK 3- Cw DOK 3- APx DOK 3- EVC DOK 3- SYH StandardPath to DOK 3Informational TextLearning Progressions

Recall an example of an author’s point of view (read and discussed in class).

Define (understanding meaning of..) Standard Academic Language: determine, point of view, author’s purpose, conveyed

Answer questions about the author’s point of view or purpose in a text (read and discussed in class).

Concept Development Explain why the author’s point of view is important (it establishes or reflects a purpose).

Identify the author’s point of view in a text read in class (but not discussed in class).

Connect text examples of the author’s point of view to the text’s stated or unstated purpose.

Describe how the author’s point of view or purpose impacts the reader.

Connect examples of the author’s point of view to the text’s stated or unstated purpose in a text not read or discussed in class.

Cite specific examples to show how the author’s point of view or purpose is supported throughout a new text.

Synthesize in detail examples in a text, showing how the author’s point of view is conveyed in each.

RI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Grade 6Path to DOK – 1 Path to DOK - 2

Continued to Next Page

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Ci DOK 2 - Cl


Recall basic facts about information presented in class visually, quantitatively or in words.

Define (understand the meaning of…)Standard Academic Language: integrate, presented, media, format, quantitatively, coherent, visually, topic, issue, develop

Understands words associated with diagrams, texts, articles, graphs, time lines or digital resources that have clear, evident meaning.

Uses information from different media or formats to answer who, what, where, when or how questions.

Locates relevant information from quantitative sources (graphs, charts, tables, etc...), visual media or text about a specific topic or issue in order to answer questions.

Summarize relevant information using quantitative sources (graphs, charts, tables, etc...), visual media or text about a specific topic or issue.

Locate information using the most relevant and accurate sources of media or formats to support a central idea of a topic or issue.

Grade 6Path to DOK – 3 Path to DOK - 4

Continued From Previous Page End Goal

DOK Guide DOK 2 - ANo DOK 2 – Ans DOK 3 - Cu DOK 3 - APx DOK 3 - ANy DOK 3 - EVC DOK 4 - CK DOK 4 - ANP DOK 4 - SYU Standard


Identify which format specific types of information would most likely be found in (classify).

Distinguish and note information (found in different media or formats) that is relevant and irrelevant about a topic or issue.

Locate information from different media or formats about a specific issue or topic. Explain why each different media or format contributes to a better understanding of the topic as a whole.

Integrate information from several different medias/formats in order to answer a specific question that has not been discussed in class.

Analyze (compare and contrast) information from several different media or formats about a specific topic or issue. Present the analysis.

Cite text evidence analyzed from several different media or formats as well as texts to support a cohesive understanding of a topic or issue.

Locate examples of different visual media, quantitative formats or text that connect a specific issue or topic to other content areas.

Gather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment.

RI.6.7 integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue (presented in a specific assigned format).

Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond 6

SBAC Reading AssessmentConstructed Response General Template

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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

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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

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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 CCCS 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 question is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.


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Sample Response note: This is “student talk” or how students may write about the topic.Student states the purpose (although it’s not required in the prompt) and gives examples from each section of the passage in a logical order. Each section of the passage Canine Courage contributes to the main purpose (why the rescue dogs stayed healthy). Section 1 explains that people were worried that the dogs that helped during 9/11 would get sick because the people did. Some examples were that people wore masks but dogs didn’t and some people still became ill. In Section 2 Cindy Otto gives reasons as to why the rescue dogs may not have had breathing problems. She said the dogs were not at the site as long as the humans were less at risk to have breathing problems. In Section 3 vets continue to watch the dogs for illness because some forms of cancer take longer to develop. In Section 4 the passage concludes by explaining that dogs work hard to become search and rescue workers and are a precious resource. All of these sections support the purpose of the health of rescue dogs and why we need them.

2Sample Response: Students states purpose or passage (although not required) and gives some examples of Each section of Canine Courage tells about why search and rescue dogs are important and why we need to make sure that the dogs that were at the World Trade Center stay healthy. These dogs may have breathed in bad air and gotten sick like the human workers did. Sections 1 and 2 tell about the air and why it may not have affected the dogs like people. The passage ends with how the dogs are trained.

1Sample Response: Students recognizes purpose but mentions few examples and no specific sections. This passage is about rescue dogs that were at 9/11. The dogs breathed bad air and it could make them sick. Each section talks about how they could get sick. One section tells about how hard they work.

0 Sample Response Student writing has little or nothing to do with the question.Rescue dogs can really help people when they are lost.

5. Explain how each heading in Canine Courage contributes to the overall development of the main purpose of the passage. Use examples from the text to support your answer.

Scoring [Notes “Teacher or rubric language”] Essential Elements: The essential element of the task/prompt is that students address each section of Canine Courage in the context of its contribution to the overall development of the purpose of Canine Courage. To do so students must first determine the main purpose of the passage (the health of the rescue dogs who worked at the 9/11 site with some variations). Other Aspects/Evidence: Students should list each section of Canine Courage and details of how each section supported the purpose of the passage Canine Courage. Some aspects/evidence should include details from introductory passage (Section 1) and why there was a concern about the rescue dog’s health (because of the human reports) and other details or facts supporting the initial concern. Section 2 supports the purpose (addressing dog health issues) by stating reasons the dogs may have stayed healthy. These reasons can be listed or summarized. Section 3 supports the purpose by following the dogs that were at 9/11 over several years times to monitor their health. Section 4 “closes” the passage by relating back to why canine rescue workers are important. Facts, details (i.e., examples can vary as long as they support the purpose). Organization: The organization of student responses should parallel the sequence of the passage with sentences varying in length and style.

Constructed Response Answer Key


3Sample Response: Student gives several examples from both texts with inferred reasoningAirscenting dogs were probably most used for the search and rescue operation at the 9/11 site. These dogs can find any person because they smell human scent in the air. Airscenting dogs work off lead. This means they could search for people in places the handlers may not have been able to get to easily. The dogs are trained to search in large areas such as 9/11.

2Sample Response: Student gives some examples with inferred reason.Dogs that are trained to smell human scent are called airscenting dogs. They can find any person in large areas. They are able to climb over rocks and concrete that would have been at 9/11.

1Sample Response: Student gives few examples with inferred reason.I think the airscenting dogs were probably used the most to help with rescue during 9/11 because they can find any person, not just one like the tracking dogs do.

0Sample Response: Student writing has little or nothing to do with the question.I think that all dogs can help find people.

12. Were Airscenting Dogs or Trailing and Tracking Dogs probably used most during the 9/11 rescue operation? Explain your answer . Give examples from the passage Canine

Courage and the article Facts about Search and Rescue Dogs.

Scoring [Notes “Teacher or rubric language”] Essential Elements: The essential element of the prompt is support with evidence from both texts which type of rescue dog was used most during the 9/11 rescue operation.•Other Aspects/Evidence: Aspects of the student answer should include an answer with support. Airscenting Dogs were most used during the 9/11 rescue operation. Students support this answer by using details/facts/examples from both texts. Evidence from Facts about Search and Rescue Dogs should include details about how airscenting dogs Use airborne human scent to find any person and how this is what was needed at the World Trade Center. Students may (but comparing is not required) compare this with Trailing and Tracking Dogs who only find one specific person. Students should have other evidence from both texts such as; airscenting dogs work off-lead and over large areas (also necessary for this specific rescue operation). Any details or evidence from text is acceptable if it supports the prompt. Students should not support the prompt with opinion or personal background knowledge that is not in the text.Organization: Students writing should be organized in such a way that it stays on topic and is logical. Sentences are varied as needed.

Constructed Response Answer Key

Toward RI.6.5 DOK 3 - SYHSynthesize information from a sentence, paragraph, chapter or section from one source or text to explain the overall development of a specific topic or idea.


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Question 1 Which two sections of the passage Canine Courage, are written in compare and contrast structures? RI.6.5 D

Question 2 The section Stay-Safe Secrets, contributes to the overall purpose of the passage Canine Courage by...? RI.6.5 B

Question 3 How does the sentence, “Many human rescue workers wore masks, but the dogs worked without protective gear” contribute to the overall purpose of Section 1? RI.6.5

D

Question 4 What was the author’s purpose for writing the passage Canine Courage? RI.6.6 C

Question 5 Constructed Response RI.6.5

Question 6 Which statement best supports how the author’s point of view in Canine Courage may impact readers? RI.6.6 A

Question7 Which statement best expresses Cindy Otto’s point of view about rescue dogs? RI.6.6 C

Question 8 Based on Facts about Search and Rescue Dogs what dog breedswould most likely become tracking and trailing dogs for search and rescue?RI.6.7

B

Question 9 Based on Canine Courage and Facts about Search and Rescue Dogs, what type of dogs probably most assisted during 9/11? RI.6.7 C

Question 10 Using information from Canine Courage and Facts about Searchand Rescue Dogs which statement best supports that search and rescue dogs arenot born with the ability to find missing people? RI.6.7

B

Question 11 Which statement infers that handlers spend much of their time with their dogs? RI.6.7 D

Question 12 Constructed Response RI.6.7Write and Revise

Question 13 W.6.2.a-b B

Question 14 L.6.3a C

Question 15 L.6.2b D

Quarter 2 Pre-Assessment Selected Response Answer Key


Pre-Assessment for Quarter 2Reading Informational Text

Name ____________________

Grade


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Canine Courage …By Laura McClure

Section 1Why have 9/11 rescue dogs fared better than human workers?

After airplanes destroyed the World Trade Center's Twin Towers on September 11, 2001, veterinarian Cindy Otto went to New York City. She took with her dozens of dogs trained to find missing people. The search and rescue canines quickly went to work. They nosed their way through endless piles of steel and concrete. The air was thick with smoke, dust, and dangerous poisons. Many human rescue workers wore masks, but the dogs worked without masks. They needed their noses free so they could sniff out victims.

Even with masks, human rescue workers faced danger. Many of the people who helped with the World Trade Center recovery reported breathing problems. Problems include asthma, coughs, wheezing, and chest pain. "The air at the site was so awful, I was sure the dogs would have problems too," Otto said.

She organized a study to find out. More than five years later, Otto has good result. Many of the dogs remain healthy. In fact, the dogs are just as healthy as search and rescue dogs not who were not at the World Trade Center.

Section 2Stay-Safe Secrets

Deja Vu and her handler, Pat Thompson, helped search for victims during 9/11. Thompson was afraid her dog had breathed in dangerous smoke and dust at the site. But "Deja Vu still has good health since 9/11," Thompson is happy to report.

Otto has three ideas, about why the dogs stayed healthy and the people didn't.

First, the dogs spent less time at the site than human rescue workers did.

Second, Otto says dogs also are less at risk to have breathing problems. "When dogs have allergies, they tend to have skin problems," she explained. "But the owners haven't reported any skin problems. “

Third, another reason may be the dogs' nose. Scientists say a dog's nose, which is longer than a human's nose, can better filter air that goes to the dog's lungs. Even though the people and the canines breathed the same air, fewer dangerous poisons may have reached the dogs' lung.


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Canine Courage continued...Section 3Waiting Game Despite the good results, the dogs may still become ill," Otto says. Some diseases take years to show up, including cancer caused by asbestos exposure.

Asbestos is hazardous material once used to fireproof buildings, including the World Trade Center. Some of the asbestos was released into the air when the twin towers fell.

Cancer can take about five years to develop in dogs. "If the dogs are still healthy in two years it will be a good sign that they'll be fine," says Otto.

Learning how to keep the canines healthy is important, says Philip R. Fox, a vet at the Animal Medical Center in New York City. "These animals are vital assets for state, local, and federal search and rescue programs." he said.

Trish Cartino's Australian shepherd Joey searched for victims at the site of another 9/11 attack. "Search-and-rescue dogs like Joey are just doing what they love to do," Cartino says. "It's our responsibility to keep them safe. "

Section 4Hound Heroes Search-and-rescue dogs aren't born with the ability to find missing people. They must train for at least 20 hours a week for about a year and a half. A pup in training must be able to search for and locate a toy. Pups have to be able to do this with a lot of noise around them and for long periods of time. Being Inquisitive, trainable, and energetic are also pluses.

Veterinarian Cindy Otto says there are about 100 search-and-rescue dogs in the United States. They c are a precious resource, she says. "No piece of equipment can ever do the job that these dogs do."


Toward RI.6.5 DOK 3- APxConnect ideas within sentences, paragraphs, chapters or sections within a new text.

Toward RI.6.5 DOK 2 - ANrAnalyze the organizational structure of sentences, paragraphs, chapters and sections of different texts.

Name ______________

1. Which two sections of the passage Canine Courage, are written in compare and contrast text structures?

A. Waiting Game and Hound Heroes

B. Hound Heroes and Stay-Safe Secrets

C. Stay-Safe Secrets and Waiting Game

D. Why have 9/11 Rescue Dogs Fared Better than Human Workers and Stay-Safe Secrets

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2. The section Stay-Safe Secrets, contributes to the overall purpose of the passage Canine Courage by...

A. emphasizing the importance of rescue dogs.

B. exploring why rescue dogs may have stayed healthy.

C. explaining that rescue dogs may still develop respiratory problems or cancer caused by asbestos exposure.

D. emphasizing how rescue dogs can help humans.

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Toward RI.6.6 DOK 2 - CkIdentify the author’s point of view or purpose in a new text.


3. How does the sentence, “Many human rescue workers wore masks, but the dogs worked without protective gear” contribute to the overall purpose of Section 1?

A. It informs the reader of the rescue conditions.

B. It describes how humans and canines worked differently during the rescue.

C. It supports the purpose of Section 1.

D. It provides a possible reason to why rescue dogs may have fared better than human workers.

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4. What was the author’s purpose for writing the passage Canine Courage?

A. The author wanted to show the order of events in the rescue efforts of 9/11.

B. The author wanted to explain that rescue dogs are vital assets for state, local, and federal search and rescue programs.

C. The author wanted to explain why people are concerned about the health of the rescue dogs at 9/11 and how important they are as search and rescue workers.

D. The author wanted to inform the reader that dogs are less at risk to develop breathing problems.

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5. Explain how each heading in Canine Courage contributes to the overall development of the main purpose of the passage. Use

examples from the text to support your answer.



Toward RI.6.6 DOK 3 - EVCCite specific examples to show how the author’s point of view or purpose is supported.

7. Which statement best expresses Cindy Otto’s point of view about rescue dogs?

A. Veterinarian Cindy Otto says there are about 100 certified top-

level search-and-rescue dogs in the United States.

B. Otto feared that the dangerous rescue conditions would have similarly damaging health effects on canines.

C. “The canines are a precious resource. No piece of equipment can ever do the job that these dogs do.”

D. Otto explains that the 9/11 rescue dogs are not in the clear yet.

6. Which statement best supports how the author’s point of view in Canine Courage may impact readers?

A. Readers may have a new respect for search and rescue canines.

B. Readers understand that search and rescue canines are

doing what they love.

C. Readers can compare human rescue workers to canine rescue workers.

D. Readers learn about the effects of smoke, dust and dangerous toxins.

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Toward RI.6.6 DOK 3 – CwDescribe how the author’s point of view or purpose impacts the reader.

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Facts about Search and Rescue Dogs

Classifications of Search and Rescue DogsThe use of dogs in search and rescue is valuable in wilderness tracking, natural disasters and locating missing people. The people who work with the dogs are called handlers.

Search and rescue dogs can be classified as airscenting dogs or trailing and tracking dogs.

TrainingTraining is rigorous, time-consuming and a learning process for both the dog and the handler.

Types of Training

Two Kinds of Search and Rescue Dogs

Airscenting Dogs Trailing and Tracking Dogs

• Use airborne human scent to find any person

• Use the scent of a specific person

• Work off-lead • Work on-lead

• Cover large areas of terrain typically from 40 to 160 acres

• Cover a variety of terrain types

• Most are German or Belgianshepherds, Border Collies, Golden or Labrador retrievers and Springer Spaniels

• All dogs are capable of tracking and trailing although larger sport, hound, working and herding breeds are more adaptable to various terrains.

Training Begins Training Ends Dog Retirement

8 – 10 Weeks Old 12 – 18 Months Old 5 – 10 Years Old

Obedience Training Socialization Training Scent Training

• 2-5 times daily• 10-60 minutes eat time

• 2-5 times daily• 10-60 minutes each time

• 3-7 times weekly• 5-30 minutes each time

increasing to 60 minutes over time


8. Based on Facts about Search and Rescue Dogs what dog breeds would most likely become tracking and

trailing dogs for search and rescue?

A. only German Shepherds

B. any kind of larger dog breed

C. most likely smaller dog breeds

D. only Springer Spaniels

9. Based on Canine Courage and Facts about Search and Rescue Dogs, what type of dogs probably most assisted during 9/11?

A. Canines trained as tracking and trailing search and rescue dogs.

B. Canines trained in socializing.

C. Canines trained as airscenting search and rescue dogs.

D. Canines that were younger than 12 months old.

Toward RI.6.7 DOK 2 – ChLocates relevant information from quantitative sources (graphs, charts, tables, etc...), visual media or text about a specific topic or issue in order to answer questions..

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Toward RI.6.7 DOK 3 - CuLocate information from different media or formats about a specific issue or topic. Explain why each different media or format contributes to a better understanding of the topic as a whole.

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Toward RI.6.7 DOK 3 – ANPGather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment.

10. Using information from Canine Courage and Facts about Search and Rescue Dogs which statement best supports that search and rescue dogs are not born with the ability to find missing people?

A. Certain dogs are better as search and rescue canines than others.

B. Search and rescue dogs spend 12 to 18 months in intensive training.

C. Dogs that assist with search and rescue are very inquisitive

D. Search and rescue canines are not born with the ability to find missing people.

11. Which statement infers that handlers spend much of their time with their dogs?

A. Handlers care about their dogs and show a deep sense of responsibility for their health.

B. Search and rescue dogs can be called upon at anytime to find a missing person.

C. Some search and rescue dogs work on a lead with their handlers.

D. Handlers and dogs work together and training is very time consuming.

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Toward RI.6.7 DOK 4 – CKLocate examples of different visual media, quantitative formats or text that connect a specific issue or topic to other content areas.

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12. Were Airscenting Dogs or Trailing and Tracking Dogs probably used most during the 9/11 rescue operation? Explain your answer . Give examples from both texts Canine

Courage and the article Facts about Search and Rescue Dogs. (RI.7)

Toward RI.6.7 DOK 3 – ANPGather, analyze and organize multiple information sources in different media or formats about a specific topic or issue to write a report, essay or complete a research assignment


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13. Read the paragraph below and then answer the question that follows. (Write and Revise W.6.2a-b)

Everyone knows how hard it is to get gum off your shoe whenyou step on it, and cities face the same problem with sidewalks.Chewing gum that people throw on the ground has become aserious problem for many towns and cities. One way to removethis gum is to chill it so it is easier to peel away. Another way toget rid of it is to put some oil on it to make it softer and easierto remove. But none of these things is perfect.

Which word is the clearest and most specific substitute for“things”

A. efforts

B. methods

C. issues

D. offers


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15. Read the sentence below, and then answer the question. (Write and Revise L.6.3b) The search and rescue dog work for many hours to find the missing boy. Select the word or phrase that best replaces work.

A. works

B. working

C. worker

D. worked

14. Read the sentence below and then answer the question that follows (Write and Revise L.6.3a)

It is best to begin training a dog to become a search and rescue dog early in life, while it is still a puppy. A pup must be nice, inquisitiveness, trainability, and energetic. Each of these traits are O.K.

Which two adjectives should be replaced by moreprecise descriptive words?

A. O.K. and energetic

B. trainability and inquisitiveness

C. nice and O.K.

D. puppy and nice


STOPClose your books and wait for instructions!


StandardRI.6.5Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

DOK 2 - ANrI can analyze how texts are organized by sentences, paragraphs, chapters and sections.

DOK 3- APxI can find similar ideas within sentences, paragraphs or chapters.

DOK 3 - SYHI can use information from a sentence, paragraph, chapter or section to explain how a text was developed.

DOK 3 – CwI can describe how the author’s point of view or purpose impacts the reader.

DOK 3 - EVCI can find examples in a text that support the author’s point of view or purpose.

StandardRI6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text..

DOK 2 - CkI can identify the author’s point of view in a text.

DOK 3 - CuI can find information from different media sources and explain how each helps me to understand a topic better.

DOK 2 – ChI can find correct information from graphs, charts, tables, visual media or text about a topic.

DOK 3 – ANPI can organize multiple information sources from different media or formats about a specific topic or issue for a purpose (writing an essay, give a speech, etc...).

StandardRI.6.7 integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue (presented in a specific assigned format).

DOK 4 – CKI can find information from different sources that connect to a specific issue or topic in other content areas.

Name _________________ Color the happy face green if your answer was correct or red if your answer was incorrect.

Color your score blue.

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Explain how each heading in CanineCourage contributes to the overalldevelopment of the main purpose ofthe passage. Use examples from thetext to support your answer

0 1 2 3Were Airscenting Dogs or Trailingand Tracking Dogs probably usedmost during the 9/11 rescueoperation? Explain your answer .Give examples from both textsCanine Courage and the article Facts about Search and Rescue Dogs.

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Write and ReviseWrite and Revise questions are components of constructed response preparation.

W.5.2.aRead the paragraph. What sentence does not belong?

L.5.3.aCombine two sentences into one.

L.5.2.bSelect the sentence that shows the correct placement of the comma.


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pre-assessment for quarter 2 reading informational text

Documents

students assessment

student page

assessment student scores

constructed response

selected response answers

quarter preassessment

constructed response

correct response