pre-assessment for quarter 3 reading informational text

1

Pre-Assessment for Quarter 3Reading Informational Text

Grade

2Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond

Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 15

2. Students Assessment b. Page’s 16 – 33

This booklet is intended for pre-assessing reading informational standards RI4, 8 and 9 at the beginning of the third quarter as well as Research Targets 2,3 and 4 as applicable. 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.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teachers directions (pages 1 – 15). Read thedirections before giving the assessment.

Print pages 16 – 33 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L


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.

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and

should not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

Scoring Options

Class Summary Assessment Sheet

This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2."

Write and Revise

Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC.

http://sresource.homestead.com/index.html

Scoring forms are available at:

Grade 3 SamplePath to DOK - 1 Path to DOK - 2

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

Class Check-Lists (Reading Learning Progressions form)

There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional).

Student Self-Scoring

Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not.

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help student’s reflect (such as: What was the question asking, can you rephrase it?).





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 three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revised Assessed Categories for Quarter Three

a. 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)

Rev. Control: 01/01/2014 HSD – OSP and Susan Richmond

Note-TakingTeachers....

Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with.

If you use the provided note-taking form, your students need to have had practice with the form before the assessment.

Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section.

All underlined words on the note-taking form are grade-level standard specific academic language.

Important information about note-taking:

During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently.

Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

What ideas and details in the passages explain why humpback whales are special?

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three pre-assessment prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

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 note-taking form is provided for your students to use for this assessment 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.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the short

response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions.

1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


Grade 2

Write one new key idea (special focus) you learned about the main topic.

Write one sentence that tells the most about the special focus of the key idea and the key details.

What is the special focus of the key idea?Use key details from the paragraph or section.

Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice).

Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key idea about the topic.

Ask students to write the new key idea in one brief sentence.

Ask students to look for key details that explain more about the new special focus of the key idea.

Key details give evidence to support a key idea.

Instruct them to write 1 -2 key details in each box.

Example if the main topic is about dogs, then if...

“The dog likes to play,” (is the key Idea), Some key details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

What is so special about the fact that dogs like to play? Perhaps because they make fun pets.

Students write only one sentence that tell the most about the new key idea and key details. Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively.

Differentiation:Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs.

Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately:

• Main Topic• Key Ideas• Key Details• Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

1

2

3

In grade two students are introduced to “special focus” in lieu of key idea. Introduce the term in class parallel with key idea. Explain to students, “A special focus explains why a key idea is so special. If the key idea in a paragraph is that whales can sing, it could be a special focus because it is so unique.”

Remember students will need to have a note-taking form for each passage.

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Name________________ Passage______________ Main Topic ____________

Grade 2

Write one new key idea (special focus) you learned about the main topic.

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Write one sentence that tells the most about the special focus of the key idea and key details.


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

Grade 2Path to DOK - 1 Path to DOK - 2

End Goal

DOK Guide

DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 1 - APg DOK 2 -Ch DOK 2 - APn Standard

Path to DOK 1,2Informational TextLearning Progressions

Locate specific words and phrases in an informational text read and discussed in class.

Use and understand Standard Academic Language: determine, words, phrases and topic.

Select appropriate words or phrases connected to a specific topic read and discussed in class.L.2.4e Use glossaries and beginning dictionaries…

Use accurate words and phrases to explain who, what, where, when or how about an informational topic..

2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Concept Development: Understands that specific words and phrases have meaning that is relevant to the text they are in.

Use context to identify and determine the meaning of words and phrases. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Identify…L.2.4d compound word meanings based on individual words within. L.2.5b distinguish shades or meaning among closely related verbs

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck

DOK 2 - Cl

DOK 2 - APs DOK 3 - Cu DOK 3 - EVC DOK 3 - AN-z

StandardPath to DOK 3Informational TextLearning Progressions

Recall reasons about a topic the author makes in a text read and discussed in class.

Define and understand Standard Academic Language: reasons, support, specific points, author, text

Can answer questions about specific points in a text read and discussed in class.

Concept Development: Understands that there are reasons authors make specific points text.

Identifies specific points the author makes

Locate reasons to support points the author makes.

Distinguish between reasons that do and do not support specific points.

Answers a question that requires students to connect reasons to supporting points in a new text.

Cites evidence to explain logically an author’s reason for making a specific point.

RI.2.8 Describe how reasons support specific points the author makes in a text.

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - ANp DOK 2 - ANs DOK 3 -

ANyDOK 3 CuStandard DOK 4 - SYU

Path DOK 4Informational TextLearning Progressions

Recall basic facts in two texts on the same topic read and discussed in class.

Define and understand Standard Academic Language: compare and contrast, points, important and topic

Select appropriate domain-specific words when discussing the topic.

Answer questions about the most important points in a text read and discussed in class.

Concept Development:Student understands that some points are more important than others and can give an example.

Identifies the most important points in two texts on the same topic.

Locates key details as evidence of which information is important in two texts on the same topic (new text).

Categorizes or lists important points from two texts on the same topic using a graphic organizer (teacher has provided categories).

Using a list of categorized important points in two texts on the same topic, can discuss similarities and differences between the two texts.

Completes a Venn diagram to compare and contrast important points in two texts on the same topic.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic (answers constructed response CFA questions at this level).

To move to a DOK-4 students analyze points in two texts in order to write a new generalization, observation or conclusion about the topic.

Student NAME1


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3evidence of the ability to distinguish relevant from irrelevant information such

as fact from opinion

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4ability to cite evidence to support opinions and ideas

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


11. List important points to show how roller skates have changed over many years. Use examples from both articles.

Constructed Response RI.2.8, Research Target 2

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.3.8 and Research Target 2

Research Target 2:Locate, Select, Interpret and Integrate Information. RI3.8 Describe how reasons support specific points the author makes in a text.

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information.

Teacher /Rubric “Language Response”

The response: gives sufficient evidence of the ability to locate and select information about theprompt. Sufficient evidence to locate and select information would be finding specific examples of Important points that support how roller skates improved. If information does not support how skatesimproved (i.e. got better), the student did not recognize that the change over many years was one forimproving roller skates. The prompt does not ask how skates improved because integrating informationshould help students arrive at this assumption themselves. The response: gives sufficient evidence of the ability to interpret and integrate information about the prompt. The prompt requires using examples (3-5 is sufficient) from both passages. This is integration of information. Interpreting information would be reaching a conclusion (roller skates improved).

Student “Language” Response Example

2

Student integrates 5 sufficient examples and details of how roller skates have changed. The student interpets that roller skates have improved.Roller skates have changed. The first roller skates only had two little metal wheels. The next roller skates that were invented had three wheels. They were very hard to use because they could not turn. Then James Plimpton invented skates with four wheels that could turn. This made skates easy and fun to use. William Brown made wheels for skates that made skates even better and faster. Today people like to use rollerblades. Now people like to skate because inventors made skates better and easier to use.

1Student gives 1 limited example of how roller skates have changed but with few details. The student does state that roller skates have improved.Roller skates are easy to use now because they got better. They got better because inventors made them better. One inventor made a skate that could turn better too.

0 The students does not give enough relevant information to answer the prompt.I like to skate but I fall down. Some people made skates. They are called inventors.


12. How are The History of Roller Skates and The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram.

Constructed Response RI.2.9, Research Target 3

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Toward RI.3.9 and Research Target 3Target 3Evidence of the ability to distinguish relevant fromirrelevant information such as fact from opinion. RI3.9 Compare and contrast the most important points presented by two texts on the same topic.

Constructed Response Research Rubrics Target 3evidence of the ability to distinguish relevant from irrelevant

information such as fact from opinion

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information about the prompt. Students are presented with a Venn diagram to list similarities, differences and shared details about the two passages. Information in all categories should be relevant to the question (facts that show all three categories specifically) and not extraneous information. Relevant information to show how the passages are the same should include information about James Plimpton found in both passages ( made the first four wheel skate, the first skate that could turn, his skate was easy to use). Information that is different in The History of Roller Skates could include names of inventors, dates, and how each skate was better than the previous. Information that is different in The Father of Roller Skating should include information about James's life not mentioned in the History of Roller Skates ( there are many details listed).

Student “Language” Response Example

2 Student presents sufficient relevant details (4-5 facts) from both passages with differences and shared (the “same” details (2-3 facts) between both passages.

1Student presents limited relevant details (2-3 facts) from both passages with differences and shared (the “same” details (1 fact) between both passages.).

0 Student presents no evidence to distinguish relevant from irrelevant information about the prompt.

Facts from The Father of Roller Skating

Facts Shared in BothPassages

Facts fromThe History of Roller Skating

•James Plimpton lived on a farm.•He worked in machine shops.•He got sick.•He ice-skated to get better.•He opened the first skating rink.•He wrote a book to show people•How to skate.

•James made the first skates with four wheels.•His skates were the first ones that could turn.•His skates were easy to use

•John Merlin made the first skate in 1760.•The first skate had two wheels.•Mr. Petibled made a skate with 3 wheels. It was hard to use.•James Plimpton made a new skate in 1863. It was a well-liked skate. It was used for over 100 years.•William brown made axels on wheels.•Scott Olson invented the rollerblade.


Quarter 3 Pre-Assessment Selected Response Answer Key

Question 1 What does the word inventor mean as used in The History of Roller Skates? You may use a dictionary. D

Question 2 James knew he could reinvent a better roller skate. What does the pre-fix re mostlikely mean? C

Question 3 James Plimpton opened the first roller skating rink. What word or phrase helps the reader to most understand what a rink means? D

Question 4 What kind of skates do people like best today? B

Question 5 How were James Plimpton’s and Mr. Petibled’s skates different? A

Question 6 How does the reader know James Plimpton’s skates were well-liked? B

Question 7 Why did James Plimpton want to invent a new kind of roller skate? A

Question 8 What did all of the inventors want to do? C

Question 9 Which list best shows how wheels on roller skates have changed over many years? B

Question 10 Select the sentence that has the same facts in both articles? D

Question 11 Constructed Response RI.2.8

Question 12 Constructed Response RI.2.9

Write and Revise

Question 13 Which sentence does not belong in the paragraph? C

Question 14 Which word could be used to replace opened? B

Question 15 Which closing has the comma in the correct place? A


Pre-Assessment for Quarter 3Reading Informational Text

Name ____________________

Grade


Student Directions:

Part 1

Your assignment:You will read two passages about roller skates.

1. Read both articles.

2. Re-read both articles. Take notes as you re-read.

3. Answer the questions.


The History of Roller SkatesArticle 1

Paragraph 1The first roller skates were made in 1760. They were invented by John Merlin. Each skate had two very small wheels.

Paragraph 2In 1819 the first patent for a roller skate design was made. A patent is given to an inventor so no one can steal his idea. It is written on paper. The patent was given to Mr. Petibled. His skates had three wheels. The wheels were made of wood or metal. But, the skates he made were hard to use. The skates could not make turns.

Paragraph 3James Plimpton was an inventor too. He also had a patent for a new roller skate design. In 1863 he made the first roller skate that had four wheels. Two wheels were in the front and two wheels were in the back. His skates were easy to use. For the first time skaters could make turns. People liked his skates so much they used them for over 100 years!

Figure 1 John Merlin’s Skates

Figure 3 James Plimpton’s skate

Figure 2 Mr. Petibled’s skate

Grade Equivalence: 2.9Lexile 500


The History of Roller Skates

Paragraph 4In 1876 roller skate wheels got even better. William Brown put the front wheels on one axel. He put the back wheels on another axel. The wheels were not locked like before. This made roller skates easier and faster to use.

Paragraph 5In 1979 a new kind of skate was invented. The inventor was Scott Olson. The new skates were called rollerblades. At first the rollerblades were on hard boots. Today they are on soft boots. People liked them rollerblades more than any other skates.

Figure 4 Rollerblades Today

http://www.glogster.com/atom1998/wheel-and-axel-/g-6l11s6s2t42n1k4e6vfkka0


The Father of Roller SkatingArticle 2

Paragraph 1James Plimpton was born in 1828. He grew up on a small farm. He wanted to know how the machines on the farm worked. He loved to help his father fix machines when they broke. James learned a lot about machines. When he got older, James worked in many machine shops. He learned even more about what made machines work. When he grew up he had his own shop.

Paragraph 2He worked very hard in his shop until he got sick. His doctor told him to go outside in the fresh air and ice skate. In the winter James went ice skating. But in the summer there was no place to ice skate. He wanted to skate in the summer too. But the roller skates for land were hard to use. They did not glide like the ice skates did on the ice.

Paragraph 3He knew he could reinvent a better roller skate. In 1863 James invented the first roller skate with four wheels. The skates were also the first ones that could turn left or right. His skates were safe and easy to use.

Paragraph 4James liked the new skates so much. He wanted everyone to enjoy them. He opened a roller skate shop. He made 2000 pairs of rollers skate each week! He opened the first roller skating rink. He wrote a book about how to skate. James did a lot to help helped people see it was a fun sport. James Plimpton is called the Father of Roller Skating.

Grade Equivalence: 2.4Lexile: 580


Name ______________

1. What does the word inventor mean as used in The History of Roller Skates? You may use a dictionary.

A. An inventor likes to see how machines work.

B. An inventor is someone who helps other people.

C. An inventor is a man.

D. An inventor is someone who creates something new.

2. James knew he could reinvent a better roller skate. What does the pre-fix re most likely mean?

A. make

B. put together

C. do it over

D. start

Toward RI.2.4 DOK 1 - CeSelect appropriate words or phrases connected to a specific topic. 1

Toward RI.2.4 DOK 1 - APg2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell)..

2


3. Read the sentence.

James Plimpton opened the first roller skating rink.

Which word or phrase in the sentence most helps the reader to understand what a rink is?

A. James Plimpton

B. the first

C. opened

D. roller skatingToward RI.2.4 DOK 2 – APn

Use context to identify and determine the meaning of words and phrases. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.

3


4. What kind of skates do people like best today?

A. James Plimpton’s skates

B. rollerblades

C. skates with two wheels

D. Mr. Petibled’s skates

5. How were James Plimpton’s and Mr. Petibled’s skates different?

A. James Plimpton’s skates had four wheels and could make turns, but Mr. Petibled’s skates had three wheels and were hard to use.

B. James Plimpton’s skates had three wheels and could make turns, but Mr. Petibled’s skates were hard to use.

C. James Plimpton’s and Mr. Petibled’s skates were hard to use, but both had wheels made of wood, metal or ivory.

D. James Plimpton’s skates had two wheels and could not make turns, but Mr. Petibled’s skates were easy to use.

Toward RI.2.8 DOK 2 – Cl

Locate reasons to support points the author makes..

5

Toward RI.2.8 DOK 1 - Cf

Can answer questions about specific points in a text read and discussed in class.

4


7. Why did James Plimpton want to invent a new kind of roller skate?

A. Roller skates were hard to use and could not turn.

B. He wanted to skate on land in the summer.

C. James Plimpton was an inventor.

D. He wanted to invent a new kind of roller skate.

Toward RI.2. 9 DOK 1 - CfCan answer questions about specific points in a text read and discussed in class.

7

6. How does the reader know that James Plimpton’s skates were well-liked?

A. His skates were safe and easy to use.

B. People used them for over100 years.

C. His skates could turn left or right.

D. His skates were better than Mr. Petibled’s skates.

Toward RI.2. 8 DOK 3 – CuAnswers a question that requires students to connect reasons to supporting points in a new text.

6


Toward RI.2.9 DOK 3 - EVCCategorizes or lists important points from two texts on the same topic using a graphic organizer (teacher has provided categories).

8. What did all of the inventors want to do?

A. The inventors wanted skates with metal wheels.

B. The inventors wanted fast skates.

C. The inventors wanted to make better skates.

D. The inventors wanted to have skates with four wheels.

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9. Which list best shows how the wheels on roller skates have changed over many years?

Toward RI.2.9 DOK 2 - CkIdentifies the most important points in two texts on the same topic. 8

1. Skates have two small metal wheels.2. Skates have three wheels made of

wood, metal or ivory.3. Skates have four wheels that could

turn left or right.4. Skates have front and back wheels

with their own axels.

1. Skates are invented in 1828.2. Skates are hard to use.3. Skates can turn left or right.4. Skates can go faster.

BA


10. Read the facts carefully about James Plimpton.

Select the sentence that has the same facts in both articles?

A. James Plimpton helped people to see that skating was a fun sport and wrote a book about how to skate.

B. James Plimpton’s roller skates were the first ones with four wheels and could skate in a circle.

C. James Plimpton went skating in the winter and in the summer.

D. James Plimpton’s roller skates were safe and easy to use and were the first ones with four wheels.

Toward RI.2.9 DOK 3 - EVCCompletes a Venn diagram to compare and contrast important points in two texts on the same topic.

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His skates were well-liked.

His skates had two wheels in the front and two in the back.

He invented the skates in 1863.

His skates could turnleft or right.

He made 2000 pairs of skates each week.

He is called the Father of Roller Skating.

The Father of Roller Skating

The History of Roller Skates

Facts about James Plimpton

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11. List important points to show how roller skates have changed over many years. Use examples from both

articles. RI.2.8, Research Target 2


12. How are The History of Roller Skates and The Father of Roller Skating the same? How are

they different? Use examples from both articles to complete the diagram. RI.2.9, Research Target 3

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Facts from The Father of Roller Skating Facts from The History of Roller Skating

Same Facts


13. Read the paragraph below. (Write and Revise W.2)

You can roller skate in many ways. You can make turns and skate in a circle. Roller skates comes in many colors. You can even skate very fast.

Which sentence does not belong in the paragraph?

A. You can roller skate in many ways.

B. You can make turns and skate in a circle.

C. Roller skates comes in many colors.

D. You can even skate very fast.

14. He opened a roller skate shop. (Write and Revise L.2.4.a)

Which word could be used to replace opened?

A. closed

B. started

C.shut

D.had


15. Which closing has the comma in the correct place? (Write and Revise L.2.2b)

A. Your friend, Sam

B. Your, friend Sam

C. Your friend Sam,

D. Your, friend, Sam


STOPClose your books and wait for instructions!


DOK 3 – EVCI can cites the best evidence to explain an author’s reason for making a specific point.

0 1 2 3How are The History of RollerSkates and The Father of Roller Skating the same? How are they different? Use examples from both articles to complete the diagram.

StandardRI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

DOK 1 - CeI can explain what a word or phrase means. L.2.4dSometimes I use a dictionary or glossary.

DOK 1 - APg2.4b I can use pre-fixes to figure out what a word means.

DOK 2 – APnL.2.4a I can use clues from others words in a sentence to help me know what a word means.

DOK 3 – CUI can connect reasons to supporting points in a new text.

StandardRI3.8 Describe how reasons support specific points the author makes in a text.

DOK 1 - CLI can find reasons to explain about points I read.

DOK 2 - Ck

I can Identify the most important points in two texts about the same topic.

DOK 1 - CfI can answer questions about the most important points in a text.

DOK 3 - ANyI can select the correct information needed to complete a Venn Diagram of important points in two texts on the same topic.

StandardRI3.9 Compare and contrast the most important points presented by two texts on the same topic.

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

Color your score blue.

0 1 2 3List important points to show how roller skates have changed over many years. Use examples from both articles.

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

W.2 Read the paragraph. What sentence does not belong in the paragraph?

L.2.4aWhich word could be used to replace opened?

L.2.2bWhich closing has the comma in the correct place?

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DOK 2 - ANpI can identify lists with the most important points from two texts on the same topic.

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pre-assessment for quarter 3 reading informational text

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