Sample 5 ELA Assessment

Reading Literature CCSS Item Number(s) Total Points Earned

Skill Score

Demonstrates an understanding of key ideas and details

RL.5.1RL.5.2RL.5.3

1, ___/2

Demonstrates an understanding of Craft and Structure

RL.5.4RL.5.5RL.5.6

2,3,4,5, ___/8

Integrates knowledge and ideas RL.5.7RL.5.9

6 ___/9

Demonstrates comprehension of grade level reading

RL.5.10

Responds to literature by making connections

Reading Informational Text CCSS Item Number(s) Total Points Earned

Skill Score

Demonstrates an understanding of key ideas and details

RI.5.1RI.5.2RI.5.3

7,8,9,13 ___/6See below for 13

Demonstrates an understanding of craft and structure

RI.5.4RI.5.5RI.5.6

10,11 ___/4

Integrates knowledge and ideas RI.5.7RI.5.8RI.5.9

12 ___/2

Demonstrates comprehension of grade level reading

RI.5.10

Reading Foundational Skills CCSS Item Number(s) Total Points Earned

Skill Score

Knows and applies grade-level phonics and word recognition

RF.5.3(a)

Reads grade-level text with fluency RF.5.4(a,b,c)

Writing CCSS Item Number(s) Total Points Earned

Skill Score

Writes a variety of genres and purposes

W.5.1W.5.2W.5.3

Produces and distributes writing W.5.4W.5.5W.5.6

6 See above

Researches to build and present knowledge

W.5.7W.5.8W.5.9

13 ___/9

Writes routinely for a variety of purposes

W.5.10

Creates a response to a particular author or theme

Speaking & Listening CCSS Item Number(s) Total Points Earned

Skill Score

Comprehends and collaborates while speaking and listening

SL.5.1SL.5.2SL.5.3

Presents knowledge and ideas orally SL.5.4SL.5.5SL.5.6

Language CCSS Item Number(s) Total Points Earned

Skill Score

Uses conventions of standard English when writing and speaking

L.5.1L.5.2

Uses and acquires age-appropriate vocabulary

L.5.4(a,b,L.5.5L.5.6

Demonstrates knowledge of language and its conventions when writing , speaking, reading or listening

L.5.3(a,b)

TOTAL SCORE

/40 pts.PERCENTAGE GRADE

%

“The Hunt in the Forest,” by James Baldwin

1 When the day came which King OEneus had set, there was a wonderful gathering of men at Calydon. The greatest heroes in the world were there; and everyone was fully armed, and expected to have fine sport hunting the terrible wild boar. With the warriors from the south there came a tall maiden armed with bow and arrows and a long hunting spear. It was our friend Atalanta, the huntress.

2 "My daughters are having a game of ball in the garden," said old King OEneus. "Wouldn't you like to put away your arrows and your spear, and go and play with them?"

3 Atalanta shook her head and lifted her chin as if in disdain.

4 "Perhaps you would rather stay with the queen, and look at the women spin and weave," said OEneus.

5 "No," answered Atalanta, "I am going with the warriors to hunt the wild boar in the forest!"

6. How all the men opened their eyes! They had never heard of such a thing as a girl going out with heroes to hunt wild boars.

7 "If she goes, then I will not," said one.

8 "Nor I, either," said another.

9 "Nor I," said a third. "Why, the whole world would laugh at us, and we should never hear the end of it."

10 Several threatened to go home at once; and two brothers of Queen Althea, . rude, unmannerly fellows, loudly declared that the hunt was for heroes and not for puny girls.

11 But Atalanta only grasped her spear more firmly and stood up, tall and straight, in the gateway of the palace. Just then a handsome young man came forward. It was Meleager.

12 "What's this?" he cried. "Who says that Atalanta shall not go to the hunt? You . are afraid that she'll be braver than you—that is all. Pretty heroes you are! Let all such cowards go home at once."

13 But nobody went, and it was settled then and there that the maiden should . have her own way. And yet the brothers of Queen Althea kept on muttering and complaining.

14 For nine days the heroes and huntsmen feasted in the halls of King OEneus, . and early on the tenth they set out for the forest. Soon the great beast was found, and he came charging out upon his foes. The heroes hid behind the trees or climbed up among the branches, for they had not expected to see so terrible a creature. He stood in the middle of a little open space, tearing up the ground with his tusks. The white foam rolled from his mouth, his eyes glistened red like fire, and he grunted so fiercely that the woods and hills echoed with fearful sounds.

15 Then one of the bravest of the men threw his spear. But that only made the . beast fiercer than ever; he charged upon the warrior, caught him before he could save himself, and tore him in pieces with his tusks. Another man ventured too far from his hiding-place and was also overtaken and killed. One of the oldest and noblest of the heroes leveled his spear and threw it with all his force; but it only grazed the boar's tough skin and glanced upward and pierced the heart of a warrior on the other side. The boar was getting the best of the fight.

16 Atalanta now ran forward and threw her spear. It struck the boar in the back, . and a great stream of blood gushed out. A warrior let fly an arrow which put out one of the beast's eyes. Then Meleager rushed up and pierced his heart with his spear. The boar could no longer stand up; but he fought fiercely for some moments, and then rolled over, dead.

17 The heroes then cut off the beast's head. It was as much as six of them could . carry. Then they took the skin from his great body and offered it to Meleager as a prize, because he had given the death wound to the wild boar. But Meleager said:

18 "It belongs to Atalanta, because it was she who gave him the very first . wound." And he gave it to her as the prize of honor.

1

Which quotes from the passage support the inference that many of the men were worried about their reputations if they hunted with a woman? Select all that apply.

A. “‘Wouldn’t you like to put away your arrows and your spear, and go and play with them?’” (paragraph 2)B. “‘Why, the whole world would laugh at us, and we should never hear the end of it.” (paragraph 9)C. “‘You are afraid that she’ll be braver than you—that is all.’” (paragraph 12)D. “But nobody went, and it was settled then and there that the maiden shouldhave her own way.” (paragraph 13)E. “The heroes hid behind the trees or climbed up among the branches, for they had not expected to see so terrible a creature.” (paragraph 14)

Standards: RL.5.1

2Read the following sentence from paragraph 14 of the passage:“The white foam rolled from his mouth, his eyes glistened red like fire, and he grunted so fiercely that the woods and hills echoed with fearful sounds.”How does the phrase “glistened red like fire” help describe the boar?

A. It shows that he is angry and frightening.B. It shows that his eye color is unique.C. It shows why the men want to hunt him. D. It shows why he is difficult to hunt.

Standards: RL.5.4

3 Part AWhich word best describe the narrator’s point of view about Atalanta?

A. The narrator respects Atalanta as a brave fighter.B. The narrator considers Atalanta to be a close friend.C. The narrator thinks Atalanta is strong but unkind.D. The narrator questions Atalanta’s ability to fit in with others.

Standards: RL.5.6

4 Part BWhich detail from the text best supports the answer to Part A?

A. “It was our friend Atalanta, the huntress.” (paragraph 1)B. “Atalanta shook her head and lifted her chin as if in disdain.” (paragraph 3)

C. “How all the men opened their eyes! They had never heard of such a thing as a girl going out with heroes to hunt wild boars.” (paragraph 6)D. “‘It belongs to Atalanta, because it was she who gave him the very first wound.’ And he gave it to her as the prize of honor.” (paragraph 18)

Standards: RL.5.6

5How does the narrator’s point of view about Atalanta influence how the other warriors are described? Choose two answers.

A. The other warriors are presented as having inferior skills to Atalanta during the hunt.B. The other warriors seem like they are just as afraid of Atalanta as they are of Meleager.C. The other warriors seem more worried about their reputations than about having a successful hunt.D. The other warriors are said to continue complaining about having a woman in the hunting party.E. The other warriors seem like they are afraid to go against the king’s wishes.

Standards: RL.5.6

6 “The Hunt in the Forest” describes a dangerous hunt. How does the illustration included with this passage help you understand why the hunt was dangerous? Respond in 2–3 sentences.

Write your answer on the lines below.

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RubricStudent explains how the illustration helps show how dangerous the hunt is. A variation of “The illustration shows that the boar is large and fierce. It is bigger and looks stronger than the people in the illustration. This means that it is dangerous for Atalanta and the other hunters to attack it.”

Focus on Task & Text:3 Demonstrates basic comprehension of text(s) by clearly discussing main ideas and supporting details

Addresses all elements of the prompt; provides effective development of the topic that is consistently appropriate to the task, focused, clearly stated, and strongly maintained

Maintains consistent focus on a specific topic; conveys information with little ambiguity (W.5.2)

2 Demonstrates partial comprehension of text(s) by briefly discussing main ideas, with some inaccuracies

Responds to most elements of prompt; or provides basic or partial responses to all elements of prompt

Examines a topic, with occasional departures from focus; attempts to convey information and ideas, with occasional non sequiturs (W.4.2)

1 Demonstrates comprehension of a few elements of text(s), with frequent inaccuracies or omissions

Responds to only some elements of prompt; or provides minimal responses to all elements of prompt

Examines a topic, but does not convey ideas and information clearly; does not consistently remain on topic

0 Student response does not meet the criteria for level 1.

Organization

3 Introduces the topic clearly and specifically, providing a general summary or observation as part of the introduction to the main ideas (W.5.2.A)Organizes related information into a logical progression of ideas from beginning to end by grouping similar information into paragraphs and sections; includes formatting, graphics, illustrations, and multimedia to aid comprehension (W.5.2.A)Provides a conclusion that relates to the explanation presented (W.5.2.E)

Links ideas within and across categories of information using more complex phrases and clauses (e.g., in contrast, especially) (W.5.2.C)

2 Introduces the topic clearly and specifically; uses precise language to convey the main ideasIdeas are somewhat organized but may be unrelated or lumped together by general terms; paragraphs may contain unrelated information; may or may not include formatting and illustrations to aid comprehension; added illustrations do not add much to the strength of the writingProvides a conclusion that is incomplete or may not relate to the information or explanationLinks ideas within categories of information using at least three words and phrases (e.g., another, for example, also, because)

1 Introduces the topic in an abbreviated or general way or with extraneous information; conveys the main ideas, but does so in an incomplete or inaccurate way; uses original wordsIdeas are unrelated and disorganized; does not include illustrations, or uses inaccurate or irrelevant illustrationsProvides a brief concluding statement that does not clearly refer back to the topic or does not provide conclusionUses three or fewer transitions to link ideas; may include some errors, or uses the same transition repeatedly (W.4.2.C)

0 Student response does not meet the criteria for level 1.

Development and Support

3 Develops the topic with at least three facts, definitions, concrete details, quotations, or other information and examples related to the topic (W.5.2.B); selects compelling evidence that supports topic development without distraction

Produces clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience (W.5.4)

Draws 3+ pieces of evidence from literary and informational texts to support analysis, reflection, and research (W.5.9)

Where appropriate, includes an explanation of how an author uses reasons and evidence to support particular points in a text, generally identifying which reasons and evidence support which points (W.5.9.B)

2 Develops the topic with three or fewer facts, definitions, concrete details, quotations, or other information and examples, with some errors or distractions (W.5.2.B)

Produces writing that may contain elements that are incoherent or not related to the task, purpose, and audience (W.5.4)

Draws two or fewer pieces of evidence from literary and informational texts to support analysis, reflection, and research, with some errors (W.5.9)

Where appropriate, includes an incomplete explanation of how an author uses reasons and evidence to support particular points in a text, and does not identify which reasons and evidence support which points (W.5.9.B)1 Attempts to develop the topic, albeit inadequately, using fewer than two pieces of evidence from text(s), with frequent errors or distractions (W.5.2.B)

Produces writing in which the development and organization are not appropriate to task, purpose, and audience

Attempts to draw evidence from literary or informational texts to support analysis, with frequent errors

Where appropriate, includes a minimal explanation of how an author uses reasons and evidence to support particular points in a text, with frequent errors, or no explanation is provided where one is needed to clarify writing/analysis0 Student response does not meet the criteria for level 1. Standards: RL.5.7W.5.4

Directions: Read the passage below and answer the question(s) that follow.

Wally Yonamine

1 There are few athletes who are as talented—or who have faced as many challenges—as Wally Yonamine. Playing two professional sports in two different countries, Yonamine’s skill as a football and baseball player was often overshadowed by the prejudice that faced him in both the United States and Japan.

2 Wally Yonamine was born in Hawaii. His parents were both from Japan. Yonamine was a very gifted football player even at a young age. This became clear when he was still in high school. His ability took him from a small village in Maui to Honolulu. There, he played for a championship high school football team. After graduation he moved on to an amateur team, the Hawaiian Warriors.

3 From the mainland of the United States, the San Francisco 49ers of the National Football League noticed Yonamine. They signed him to a large contract in 1947, making him the first Asian-American to play professional football. Being a professional football player was exciting for Yonamine. But at the same time, he faced difficulties that other players on his team did not. World War II, in which Japan was a bitter enemy of the United States, had ended only two years earlier. Many Americans still carried resentment against the Japanese. Yonamine had always been an American citizen. But his heritage led to much harassment from the 49ers’ fans.

4 A wrist injury ended his football career before his second season with the 49ers even began. Not quite ready to give up sports, he switched to baseball. He remained in San Francisco and signed a contract with the San Francisco Seals, a minor league team. The manager of the Seals had begun promoting baseball in Japan before World War II started. Now that baseball had become popular there, he suggested that Yonamine play for Japan’s top team, the Yomiuri Giants.

5 Yonamine was nervous about moving to Japan to play baseball. He had always considered himself to be an American. He did not even know how to speak Japanese. But in 1951 he decided to give it a try. He knew that being different would be a challenge in Japan. But as the first Asian-American professional football player, he was no stranger to being treated as an outsider.

6 However, the prejudice he faced in Japan was far worse than what he had seen in the United States. The Japanese were suspicious of all foreigners. With World War II still a recent memory, their scorn for Americans was especially strong. And as the son of two people who emigrated from Japan, Yonamine was hated by many of the Giants’ fans. They considered him and his parents to be traitors. Rocks and bottles were thrown at him during games.

7 This negativity did not affect Yonamine’s performance on the field. He won the league’s batting title three years after joining the Giants. In 1957, he was voted its most valuable player. His contributions to Japanese baseball paved the way for other American players. Over a thousand Americans have played for Japan’s major teams since Yonamine joined the Giants.

8 One decade later, Yonamine retired from playing baseball, but not from the sport altogether. He coached or managed six other teams in Japan before finally leaving the sport in 1988, six years before he became the first American to be elected to the Japanese Baseball Hall of Fame.

7 Part AWhat inference is best supported by the text?

A. Wally Yonamine faced prejudice over whether Asian Americans were talented enough to play football.B. Wally Yonamine had to overcome great difficulties to become a sports star.C. Wally Yonamine did whatever he could to show his loyalty to America.D. Wally Yonamine found it easy to go from one professional sport to another.

RI.5.1

8 Part BWhich excerpt from the text best supports the answer to Part A?

A. “Yonamine’s skill as a football and baseball player was often overshadowed by the prejudice that faced him in both the United States and Japan.” (paragraph 1)

B. “Yonamine had always been an American citizen. But his heritage led to much harassment from the 49ers’ fans.” (paragraph 3)C. “A wrist injury ended his football career before his second season with the 49ers even began. Not quite ready to give up sports, he switched to baseball.” (paragraph 4)D. “The Japanese were suspicious of all foreigners. With World War II still a recent memory, their scorn for Americans was especially strong.” (paragraph 6)

RI.5.1

9How did World War II affect Yonamine’s career?

A. It caused many fans to harass him.B. It made him retire and start coaching. C. It forced him to leave the United States. D. It pushed him from one sport to another.

RI.5.3

10 Part ARead the following sentence from paragraph 3 of the passage: “Many Americans still carried resentment against the Japanese.”What does the word resentment suggest about Americans’ attitude toward the Japanese?

A. They wanted the Japanese to become American citizens. B. They strongly disliked and distrusted the Japanese.C. They did not think the Japanese were good athletes.D. They objected to the Japanese adopting American sports.

RI.5.4

11 Part BWhich excerpt from the text provides the best clue to support the answer toPart A?

A. “... the first Asian-American to play professional football.” (paragraph 3)B. “...Japan was a bitter enemy of the United States...” (paragraph 3) C. “...had always been an American citizen.” (paragraph 3)D. “...had begun promoting baseball in Japan...” (paragraph 4)

RI.5.4

12

Read the following sentence from paragraph 1 of the passage:“There are few athletes who are as talented—or who have faced as many challenges—as Wally Yonamine.”Choose two quotes from the passage that support the author’s point that few athletes have faced as many challenges as Yonamine.

A. “A wrist injury ended his football career before his second season with the 49ers even began.” (paragraph 4)B. “He had always considered himself to be an American. He did not even know how to speak Japanese.” (paragraph 5)C. “But as the first Asian-American professional football player, he was no stranger to being treated as an outsider.” (paragraph 5)D. “However, the prejudice he faced in Japan was far worse than what he had seen in the United States.” (paragraph 6)E. “His contributions to Japanese baseball paved the way for other American players.” (paragraph 7)

RI.5.8

13What are two of the author’s main points about Wally Yonamine? Explain your reasoning in 2–3 sentences. Cite evidence from the text to support your reasoning.

Write your answer on the lines below.

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Rubric● Student states two main ideas of the text. A variation of “One main idea is that Wally Yonamine had to overcome obstacles that white athletes of his time did not face. Another main idea is that he was successful as an athlete despite all of the difficulties he faced.”● Student cites evidence from the passage that directly supports these claims, such as “his heritage led to much harassment from the 49ers’ fans.” (paragraph 3); “Yonamine was hated by many of the Giants’ fans.” (paragraph 6); “Rocks and bottles were thrown at him during games.” (paragraph 6); “He won the league’s batting title three years after joining the Giants.” (paragraph 7); “he was voted its most valuable player.” (paragraph 7); “he became the first American to be elected to the Japanese Baseball Hall of Fame.” (paragraph 8)

Focus on Task & Text:3 Demonstrates basic comprehension of text(s) by clearly discussing main ideas and supporting details

Addresses all elements of the prompt; provides effective development of the topic that is consistently appropriate to the task, focused, clearly stated, and strongly maintained

Maintains consistent focus on a specific topic; conveys information with little ambiguity (W.5.2)

2 Demonstrates partial comprehension of text(s) by briefly discussing main ideas, with some inaccuracies

Responds to most elements of prompt; or provides basic or partial responses to all elements of prompt

Examines a topic, with occasional departures from focus; attempts to convey information and ideas, with occasional non sequiturs (W.4.2)

1 Demonstrates comprehension of a few elements of text(s), with frequent inaccuracies or omissions

Responds to only some elements of prompt; or provides minimal responses to all elements of prompt

Examines a topic, but does not convey ideas and information clearly; does not consistently remain on topic

0 Student response does not meet the criteria for level 1.

Organization

3 Introduces the topic clearly and specifically, providing a general summary or observation as part of the introduction to the main ideas (W.5.2.A)Organizes related information into a logical progression of ideas from beginning to end by grouping similar information into paragraphs and sections; includes formatting, graphics, illustrations, and multimedia to aid comprehension (W.5.2.A)Provides a conclusion that relates to the explanation presented (W.5.2.E)Links ideas within and across categories of information using more complex phrases and clauses (e.g., in contrast, especially) (W.5.2.C)

2 Introduces the topic clearly and specifically; uses precise language to convey the main ideasIdeas are somewhat organized but may be unrelated or lumped together by general terms; paragraphs may contain unrelated information; may or may not include formatting and illustrations to aid comprehension; added illustrations do not add much to the strength of the writingProvides a conclusion that is incomplete or may not relate to the information or explanationLinks ideas within categories of information using at least three words and phrases (e.g., another, for example, also, because)

1 Introduces the topic in an abbreviated or general way or with extraneous information; conveys the main ideas, but does so in an incomplete or inaccurate way; uses original wordsIdeas are unrelated and disorganized; does not include illustrations, or uses inaccurate or irrelevant illustrations

Provides a brief concluding statement that does not clearly refer back to the topic or does not provide conclusionUses three or fewer transitions to link ideas; may include some errors, or uses the same transition repeatedly (W.4.2.C)

0 Student response does not meet the criteria for level 1.

Development and Support

3 Develops the topic with at least three facts, definitions, concrete details, quotations, or other information and examples related to the topic (W.5.2.B); selects compelling evidence that supports topic development without distraction

Produces clear and coherent writing in which the development and organization are appropriate to the task, purpose, and audience (W.5.4)

Draws 3+ pieces of evidence from literary and informational texts to support analysis, reflection, and research (W.5.9)

Where appropriate, includes an explanation of how an author uses reasons and evidence to support particular points in a text, generally identifying which reasons and evidence support which points (W.5.9.B)

2 Develops the topic with three or fewer facts, definitions, concrete details, quotations, or other information and examples, with some errors or distractions (W.5.2.B)

Produces writing that may contain elements that are incoherent or not related to the task, purpose, and audience (W.5.4)

Draws two or fewer pieces of evidence from literary and informational texts to support analysis, reflection, and research, with some errors (W.5.9)

Where appropriate, includes an incomplete explanation of how an author uses reasons and evidence to support particular points in a text, and does not identify which reasons and evidence support which points (W.5.9.B)

1 Attempts to develop the topic, albeit inadequately, using fewer than two pieces of evidence from text(s), with frequent errors or distractions (W.5.2.B)

Produces writing in which the development and organization are not appropriate to task, purpose, and audience

Attempts to draw evidence from literary or informational texts to support analysis, with frequent errors

Where appropriate, includes a minimal explanation of how an author uses reasons and evidence to support particular points in a text, with frequent errors, or no explanation is provided where one is needed to clarify writing/analysis0 Student response does not meet the criteria for level 1. Standards: RL.5.2W.5.8