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1 Grade 6 Teacher Directions C ommon F ormative A ssessment Quarter Four Reading Informational Text Quarter Four Reading Informational Text

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 2 Quarter Four Informational Text Common Formative Assessments Team Members and Writers This assessment was developed working backwards by identifying the deep understanding of the two passages in order to write a performance task prompt. Key Ideas were identified to support constructed responses and key details align with the selected response questions. All questions support students background knowledge in order to answer the performance task prompt. Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills. Haley ChristensenMelissa HancockSandy MainesKelly Rooke Tammy ColeJamie IncrovatoGina McLainJill Russo Lindsay CrowellGinger JayShawna MunsonLeslie Sell Deborah DelplancheJenn JohnsonChristina OrozcoErin Shepherd Lindsay GarciaDovina IsraelTeresa PortingaErin VanDyle Heather GiardKo KagawaJudy RamerChristy Walters Brooke GodfreyKimberly LawsErin ReamerMelanie Winters Christine GoldmannAlfonso LuleSara RetzlaffAlia Zagyva Jamie GoldsteinBerta LuleJennifer Robbins

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 3 Important Information A.This booklet is divided into two parts 1.Teacher Resources a.Pages 1 20 2.Student Assessment b.Pages 21 44 This booklet is intended for assessing reading informational standards R.I. 3, 6 and 9 at the end of the fourth 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. Be sure you have printed a teachers Edition Printing Instructions Be sure you have printed a teachers Edition ! Please print the teachers directions (pages 1 20). Read the directions before giving the assessment. Print pages 21 44 for each student. This would print each student page as an 8 X 11 page or login to the Print Shop and order pre-assessments and/or CFAs. NEW CCSS Lexile Band (range) Grade Band Current Lexile Band CCSS Lexile Band* K1N/A 23450L725L420L820L 45645L845L740L1010L 68860L1010L925L1185L 9-10960L1115L1050L1335L 11CCR1070L1220L1185L1385L

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond Grade 3 Sample Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide DOK 1 - KaDOK 1 - KcDOK 1 - CfDOK 2 - ChDOK 2 - ClDOK 2 - APnStandard Path to DOK 2 Informational Text Learning 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 Development Understands 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 4 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. Kindergarten Kindergarten teachers should follow the kindergarten teacher directions as Listening Comprehension. Types of Readers Note: 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 - 4 Students answer 10 Selected Response Questions about the passages. Constructed Response - Quarters 1 and 2 Students answer 2 Short Response Constructed Response Questions about the passages. Constructed Response - Quarters 3 and 4 Students answer 2 Research Constructed Response Questions about the passages. 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). Scoring Options Class Summary Assessment Sheet This is a spreadsheet to record each quarters 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. 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 students reflect (such as: What was the question asking, can you rephrase it?). http://sresource.homestead.com/index.html Scoring forms are available at:

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 5 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 four includes six write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 3 1.Students Read to Write integrating basic writing and language revision skills. Write and Revise 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)

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 6 Important Please Read Before Starting Assessment Quarter Four Completing a Performance Task Performance Tasks Have Two Parts The underlined sections are those scored on SBAC. 2 days Please take 2 days to complete a performance task. Part 1Part 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 Part 1 Part 1 of a performance task prepares students to write a full informational composition. Students take notes as they read. They answer questions. Students may use their notes and question responses to do Part 2. Teacher Directions for Part 1: 1.Be sure students have a note-taking page for each passage. 2.Review how to take notes before the assessment. You may choose to practice using the note-taking page throughout the quarter during regular classroom instruction. 3.Students have directions in their assessment booklet. Remind them to read their directions (these are written very similar to SBACs assessment directions). Key Components of Part 1: A teachers note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats youve had past success with before 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 teachers note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats youve 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 students 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.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond Note-Taking Teachers.... Feel free to use the note-taking forms if you wish or use what youve 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 teachers 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 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.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 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 a 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 topic Writing Standard 8: Analyzes information for a purpose Writing Standard 9: Supporting with evidence and reason

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond What topics or issues does the author state about the central idea? Identify one new topic or issue the author brings to the readers attention about the central idea. ____________________________________________________________________________ _____________________________________________________________________________ Particular Details What particular details from the section or paragraph explain more about the topic or issue and provide textual evidence about the central idea? Particular Detail (explain more about the topic or issue) ________________________________________________________________________ _______________________________________________________________________ Particular Detail (explain more about the topic or issue) _________________________________________________________________________ Particular Detail (explain more about the topic or issue) _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Ask yourself why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion. Write a conclusion section. State the topic or issue you chose. Explain how the particular details about the topic or issue support the central idea. Your summary should be brief. ____________________________________________________________________________ ___________________________________________________________________________ ____________________________________________________________________________ Name________________ Passage________________ Central Idea________________ Grade 6 topic or issue central idea Instruct students to re-read and select a paragraph or section of the text that identifies a topic or issue about the central idea. topic or issue central idea central idea Ask, Does the section or paragraph you chose state a new topic or issue about the central idea? A topic or issue explains a concern about the central idea. one topic or issue central idea Have students write one brief sentence about a new topic or issue the author brings to the readers attention about the central idea. topic or issue central idea Instruct students to re-read and select a paragraph or section of the text that identifies a topic or issue about the central idea. topic or issue central idea central idea Ask, Does the section or paragraph you chose state a new topic or issue about the central idea? A topic or issue explains a concern about the central idea. one topic or issue central idea Have students write one brief sentence about a new topic or issue the author brings to the readers attention about the central idea. 11 Remember students will need to have a note-taking form for each passage. particular details topic or issue Ask students to look for particular details that explain more about the topic or issue. particular details topic or issue particular details topic or issue. Explain particular details about a topic or issue and provide textual evidence about the topic or issue. Instruct students to write 3 brief particular details that are evidence of a topic or issue. particular details topic or issue Ask students to look for particular details that explain more about the topic or issue. particular details topic or issue particular details topic or issue. Explain particular details about a topic or issue and provide textual evidence about the topic or issue. Instruct students to write 3 brief particular details that are evidence of a topic or issue. 22 Again and Again Have students re-read the section or paragraph with the topic or issue they wrote about and write words or ideas they see Again and Again, in the box. Again and Again Explain, When authors use the same words, phrases or ideas Again and Again ask yourself why? It means something is important. Again and Again Have students re-read the section or paragraph with the topic or issue they wrote about and write words or ideas they see Again and Again, in the box. Again and Again Explain, When authors use the same words, phrases or ideas Again and Again ask yourself why? It means something is important. 33 particular detail conclusion topic or issue central idea? Instruct students to look at the again and again words or phrases, ask Do you see some of the again and again words or ideas in the particular detail sentences you wrote? Can the words help you write a conclusion section that summarizes how the topic or issue help the reader to better understand the central idea? 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. particular detail conclusion topic or issue central idea? Instruct students to look at the again and again words or phrases, ask Do you see some of the again and again words or ideas in the particular detail sentences you wrote? Can the words help you write a conclusion section that summarizes how the topic or issue help the reader to better understand the central idea? 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. 44 Differentiation: Students who need more pages print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs Students who need more direct instruction teach each part as a in mini lesson. These concepts can be taught separately: Central Idea Topic and Issue Particular Details Textual Evidence Again and Again Conclusions - Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. Differentiation: Students who need more pages print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs Students who need more direct instruction teach each part as a in mini lesson. These concepts can be taught separately: Central Idea Topic and Issue Particular Details Textual Evidence Again and Again Conclusions - Summarizing ELL Students may need each part taught using language (sentence) frames emphasizing transitional words. R E- read SEARCH SOMETHING NEWEXPLAIN MORE AGAIN and AGAIN RELEVANT OR NOT? CONCLUDE HAVE EVIDENCE

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond What topics or issues does the author state about the central idea ? Identify one new topic or issue the author brings to the readers attention about the central idea. ____________________________________________________________________________ _____________________________________________________________________________ Particular Details What particular details from the paragraph or section explain more about the topic or issue and provide textual evidence about the central idea? Particular Detail (explains more about a topic or issue) ________________________________________________________________________ _______________________________________________________________________ Particular Detail (explains more about a topic or issue) _________________________________________________________________________ Particular Detail (explains more about a topic or issue) _________________________________________________________________________ Again and Again What words, phrases or ideas does the author use again and again when referring to the topic or issue? Write them here. Think about why the author uses them again and again. You may want to use some of these words, phrases or ideas in your conclusion. Write a conclusion section. State the topic or issue you chose. Explain how particular details help the reader understand more about the central idea. Your summary should be brief. ____________________________________________________________________________ Name______________ Passage__________________ Central Idea_________________ R ER E SEARCH SOMETHING NEWEXPLAIN MORE AGAIN & AGAIN RELEVANT OR NOT?CONCLUDE HAVE EVIDENCE Grade 6

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 11 Part 2 In Part 2 of a performance task students plan their full informational composition. Teachers may provide a planning graphic organizer that follows a specific text structure for students to organize their writing piece. Students then write, revise and edit a first draft. Students complete their final drafts as their performance task product. Teacher Directions for Part 2: 1.Be sure students have reviewed how they will be scored on their full informational composition before the assessment (discuss the student rubric). 2.Review how to organize information using a planning graphic organizer before the assessment. You may choose to practice this throughout the quarter during regular classroom instruction. 3.Students should be familiar enough with your classroom writing process routine (write- revise-edit standard W.5), before writing a full composition. Key Components of Part 2: Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). 1.Planning: Students have completed Part 1 of a performance task. They now use their notes and question responses to begin planning to write a full informational composition. Planning strategies should be taught as structured lessons throughout the school year in grades K 6. Teachers can provide a graphic organizer for students to plan their writing. The organizer should follow the text structure you want students to use (usually indicated in the prompt or passage). Plan, Write, Revise and Edit checklists have been provided in the teachers directions as a guide. Please provide paper for your students. 2.Write-Revise-Edit: In Part 2 of a performance task students write revise and edit a first draft of their full informational composition. Plan, Write, Revise and Edit checklists have been provided in the teachers directions as a guide. Please provide paper for your students. 3.Write a Full Informational Composition: Students write a final draft. They are aware of the scoring procedures indicated on the informational rubrics and from the directions in their assessment. Options Options for Part 2 of a Performance Task Writing a full composition as part of a performance task is a complex process of a DOK-4! You may choose to scaffold Part 2 in whichever way is best for your students. This could be modeling the entire process and working through it together as a class. Your students may need practice with planning. Your students may need practice with the writing process or just learning about the writing rubric. Please use your own judgment for scaffolding and differentiation if you feel your students are not yet ready to write a full composition.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond Writing Informational Text Planning Checklist Grade 6 1 Point2 Points3 Points4 Points Purpose, Focus The response may be related to the topic but may provide little or no focus: 1 may be very brief may have a major drift focus. 2 may be confusing or ambiguous. The response is somewhat sustained and may have a minor drift in focus: 1 may be clearly focused on the controlling or main idea, but is insufficiently sustained. 2 controlling idea or main idea may be unclear and somewhat unfocused. The response is adequately sustained and generally focused: 1. focus is clear and for the most part maintained, though some loosely related material may be present. 2 some context for the controlling idea or main idea of the topic is adequate. The response is fully sustained and consistently and purposefully focused: 1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. 2. controlling idea or main idea of a topic is introduced and communicated clearly within the context. W.6.7 I read the prompt. I understand the task, purpose and audience focus question or task. W.6.7 I read each passage, viewed videos or studied other sources. W.6.7 I understand the main idea of all sources and how each relates to the prompt. W.6.8 I took accurate notes from each source. W.6.8 I use my own words in my notes and summarize or paraphrase to avoid plagiarism. W.6.8 I made a list of my sources and important quotes. W.6.8 I list basic bibliographic information for sources. W.6.8 I assess how credible the sources are. Using a graphic organizer W.6.8 I gather and sort relevant information for my introduction. W.6.8 I list general observations and have a specific and clear focus for my introduction. W.6.8 W.6.2b I gather and sort relevant concrete, specific details or examples and illustrations or multiple print and digital sources for developing ideas about my topic. W.6.8 I gather and sort relevant information for a conclusion section or statement. 12

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond Writing Informational Text Revise Checklist Grade 6 1 Point2 Points3 Points4 Points Organization The response has little or no discernible organizational structure: 1 few or no transitional strategies are evident. 2 frequent extraneous ideas may intrude. The response has an inconsistent organizational structure, and flaws are evident: 1 inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end. 2 conclusion and introduction, if present, are weak. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: 1 adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. 2 adequate introduction and conclusion The response has a clear and effective organizational structure creating unity and completeness: 1 use of a variety of transitional strategies logical progression of ideas from beginning to end. 2 effective introduction and conclusion for audience and purpose. Evidence and Elaboration of Ideas The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: 1 use of evidence from the source material is minimal, absent, in error, or irrelevant The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details: 1 evidence from sources is weakly integrated, and citations, if present, are uneven. 2 weak or uneven use of elaborative techniques The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: 1 some evidence from sources is integrated, though citations may be general or imprecise. 2 adequate use of some elaborative techniques. The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details: 1 use of evidence from sources is smoothly integrated comprehensive, and relevant. 2 effective use of a variety of elaborative techniques. Language The response expression of ideas is vague, lacks clarity, or is confusing: 1 uses limited language or domain- specific vocabulary. 2 may have little sense of audience and purpose. The response expresses ideas unevenly, using simplistic language: 1 use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose The response adequately expresses ideas, employing a mix of precise with more general language. Use of domain-specific vocabulary is generally appropriate for the audience and purpose. The response clearly and effectively expresses ideas, using precise language: 1 use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose. Beginning W.6.2a I introduce my topic clearly, restate my purpose and provide a general observation or focus. W.6.2a,dThe ideas and language in my introduction are appropriate for my audience. W.6.2a My introductory ideas are organized and integrated in a specific text structure. W.6.2a I elaborate my introductory ideas with headings, graphics, or multimedia when useful. W.6.2c I use transitional words to help readers link ideas to the middle of my writing. Middle W.6.2b I use facts, definitions, concrete details, quotations and examples to develop my topic. W.6.2b I develop my topic with relevant facts and details. W.6.2c My information is smoothly integrated between (paragraphs, sections or headings). W.6.2cI use transitions to clarify relationships among ideas and concepts along in a logical way. W.6.2cI use transitional words to help readers link ideas to the end of my writing. Ending W.6.2f I write a concluding statement or section. W.6.2d The ideas and language in my conclusion are appropriate for my audience. W.6.2f My conclusion follows information or explanations Ive presented. W.6.2c I use words to show its the end of my writing (transitions). Vocabulary (variants of word meaning) as appropriate to task L.6.5aI can interpret figures of speech (e.g., personification) in the text. L.5.5bI use words correctly because I understand their meaning. L.5.5cI use words with similar meanings correctly (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6I use academic and domain vocabulary for my audience and purpose. L.6.3aVary sentence patterns for meaning, reader/listener interest, and style. W.6.2e L.6.3b Maintain consistency in a formal style and tone. 13

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 14 Writing Informational Text Editing Checklist Grade 6 1 Point2 Points3 Points4 Points Conventions The response demonstrates a lack of command of conventions: 1 errors are frequent and severe. 2 meaning is often obscure. The response demonstrates a partial command of conventions: 1 frequent errors in usage may obscure meaning. 2 inconsistent use of punctuation, capitalization, and spelling. The response demonstrates an adequate command of conventions: 1 some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. 2 adequate use of punctuation, capitalization, and spelling. The response demonstrates a strong command of conventions: 1 few, if any, errors are present in usage and sentence formation. 2 effective and consistent use of punctuation, capitalization, and spelling Grammar and Mechanics (as appropriate to task) L.6.2a I use punctuation (commas, parentheses, dashes) in sentences correctly. L.6.2b I spell correctly. Word Usage (as appropriate to task) L.6.1a I use pronouns in the proper case (subjective, objective, possessive) correctly. L6.1b I use intensive pronouns (e.g., myself, ourselves) correctly. L6.1cI correct inappropriate shifts in pronoun, number and person. L.6.1dI correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

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Informative/Explanatory Writing Rubric: Grades 6 - 11 ScoreStatement of Purpose and Focus and OrganizationDevelopment: Language and Elaboration of EvidenceConventions 3 Points The response is fully sustained and consistently and purposefully focused: 1. controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained. 2. controlling idea or main idea of a topic is introduced and communicated clearly within the context. The response has a clear and effective organizational structure creating unity and completeness: 1 use of a variety of transitional strategies logical progression of ideas from beginning to end. 2 effective introduction and conclusion for audience and purpose. 3 strong connections among ideas, with some syntactic variety. The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: 1 use of evidence from sources is smoothly integrated, comprehensive, and concrete effective use of a variety of elaborative techniques. The response clearly and effectively expresses ideas, using precise language: 1use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose. The response demonstrates a strong command of conventions: 1 few, if any, errors are present in usage and sentence formation. 2 effective and consistent use of punctuation, capitalization, and spelling. 2 Points The response is adequately sustained and generally focused: 1. focus is clear and for the most part maintained, though some loosely related material may be present. 2 some context for the controlling idea or main idea of the topic is adequate. The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: 1 adequate use of transitional strategies with some variety adequate progression of ideas from beginning to end. 2 adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas. The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: 1 some evidence from sources is integrated, though citations may be general or imprecise. 2 adequate use of some elaborative techniques. The response adequately expresses ideas, employing a mix of precise with more general language use of domain- specific vocabulary is generally appropriate for the audience and purpose. The response demonstrates an adequate command of conventions: 1 some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed. 2 adequate use of punctuation, capitalization, and spelling 1 Point The response may be related to the topic but may provide little or no focus: 1 may be very brief may have a major drift focus. 2 may be confusing or ambiguous. The response has little or no discernible organizational structure: 1 few or no transitional strategies are evident. 2 frequent extraneous ideas may intrude. The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details: 1 use of evidence from the source material is minimal, absent, in error, or irrelevant The response expression of ideas is vague, lacks clarity, or is confusing: uses limited language or domain-specific vocabulary may have little sense of audience and purpose The response demonstrates a lack of command of conventions: 1 errors are frequent and severe and meaning is often obscure. 0 Point A response gets no credit if it provides no evidence of the ability to fill in with key language from the intended target. 15

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 16 SBAC Reading Assessment Three Assessed Research Targets (Constructed Response Rubrics) Constructed Response Research Rubrics Target 2 Locate, 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. Constructed Response Research Rubrics Target 3 Evidence 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. Constructed Response Research Rubrics Target 4 Ability 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.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 17 6. Explain why magma appeared in the crevices and its effects. Use relevant evidence from the text, The East African Rift. Constructed Response RI.6.3, Research Target 3 Quarter 4 CFA Research Constructed Response Answer Key RI.6.3 Research Target 3 Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Constructed Response Research Rubrics Target 3 Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion. Teacher /Rubric Language Response The response gives evidence of distinguishing relevant information to the causes of magma appearing in crevices and its effects, in the text The East African Rift. The process that is causing the magma to appear and its effects needs to be presented in a logical and chronological response following the text. Relevant evidence in sequential order would include (1) Volcanos are erupting beneath the Earths crust, (2) the volcanos caused earthquakes, (3) the earthquakes caused crevices, (2) lava has risen into some of the crevices, (3) fumes shoot up from the crevices and (4) the smell of sulphur rises from some crevices. Students will have to use logic to find the sequence. Any answers supported by the text that are logical and in an order that makes sense, are acceptable. Student Language Response Example 2 Student gives complete and thorough logical and chronological evidence to explain the cause of magma appearing in crevices and its effects. In Ethiopia a series of earthquakes shook the ground. Some geologists experienced it when they saw the Earth split open and crevices race toward them! What caused the Earth to split? Volcanoes! The volcanoes are far beneath Earth. When they started to erupt it caused earthquakes. The earthquakes split the ground wide open forming many cracks and crevices. The lava or magma from the volcanoes undergrounded started to rise up into the crevices. Soon there was bubbling hot magma and the smell of sulphur coming out of the crevices! This is why the magma appeared in the crevices! 1 Student gives partial logical and partial chronological evidence but there are gaps in explaining the process. There are large cracks in the ground in Africa by Ethiopia. Earthquakes occurred and the ground opened up. Because there are large cracks, the lava had a place to come out of and appeared. It was very hot. 0 Student does not answer the prompt. Earthquakes are scary. They do make cracks in the ground. Sometimes cars can fall into the cracks.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 18 12. How much time does it take for a new ocean to form? How does the author convey this in Cracking Up? Use examples and quotes from the text. Constructed Response RI.6.6 Research Target 2 Quarter 4 CFA Research Constructed Response Answer Key RI.6.6 Research Target 2 Target 2 Locate, Select, Interpret and Integrate Information. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. Constructed Response Research Rubrics Target 2 Locate, Select, Interpret and Integrate Information. Teacher /Rubric Language Response The response gives evidence of students being able to locate and select the specific information necessary to answer the prompt (e.g., how much time does it take for a new ocean to form?). Information that is specific will have language that is consistent with time elements. The response gives evidence of students being able to interpret the selected information and how it relates to the prompt in order to write an integrative response. Student responses could include (from Cracking Up): (1) the geological process is slowly building a new ocean in eastern Africa, (2) the tectonic plates are moving very slowly, (3) in the long course of Earths history, the plates have created oceans, (4) the tectonic activity has been going on for 30 million years and (5) a million years from now possibly sooner The Great Rift Valley will lie at the bottom of an ocean that divides Africa in two. Student Language Response Example 2 Student gives 5 examples and direct quotes from the text in order to answer the prompt. It takes a very long time for a new ocean to form. The author of Cracking Up gives examples of what happened in Ethiopia when a series of Earthquakes split open the ground. A new ocean was being formed in eastern Africa but it is a slow building process. The author states the tectonic plates are moving and in the long course of Earths history, this has caused oceans to be created. The tectonic activity has been going on for 30 million years, as the author states. He concludes the text by mentioning that a million years from now possibly sooner an ocean will divide Africa in two. These examples and quotes from the text tell the reader that it takes a very long time for a new ocean to form. 1 Student gives 1 example from the text mentioning time elements but loses focus of the prompt. Oceans do not happen overnight. Some take millions of years. One way they are made is that the tectonic plates start moving and soon the ground opens up so water comes in to make a new ocean. 0 Student does not answer the prompt. Oceans are very large. They are so big they take up a lot of space.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 19 18. Which text more specifically explains how the moving tectonic plates are affecting Africa? Use examples from both Cracking Up and The East African Rift. Use examples from both Cracking Up and The East African Rift. Constructed Response RI.6.9 Research Target 4 Quarter 4 CFA Research Constructed Response Answer Key RI.6.9 Research Target 4 Target 4 Ability to cite evidence to support opinions or ideas. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Constructed Response Research Rubrics Target 4 Ability to cite evidence to support opinions and ideas Teacher /Rubric Language Response The response gives evidence to support the opinion in the prompt (e.g., which text more specifically explains how the moving tectonic plates are affecting Africa?) by citing specific evidence from both texts. Evidence of the effects of the moving plates from Cracking Up could include: (1) a 3 foot cliff was discovered after the earthquakes, (2) new fissures and cracks are being discovered in Ethiopia, (3) volcanoes have erupted, (4) magma rose from the ground, (5) a 35 mile stretch of desert in Ethiopia is continuing to have cracks. Evidence of the effects of the moving plates from The East African Rift could include: (1) the earth split open, creating crevices some dozens of meters deep,(2) hundreds of crevices are splitting the desert floor, (3) the ground has slumped 100 meters, (4) magma has been seen rising from below in crevices, (5) The ground is sinking around the Afar Triple Junction, (6) the ground opened up across 345 square miles, (7) earthquakes are constantly shaking the region,(8) new crevices are discovered weekly, (9) fumes from the crevices are as hot as 400 degrees Celsius, (10) bubbling magma is coming through the crevices, (11) molten rock is slicing through the African continental plate and (12) a chain of volcanoes have erupted. Student responses can be many and varied but there should be some consistency in which to compare the two texts. Consistencies between the two texts may includes the crevices, earthquakes and volcanoes. Student Language Response Example 2 Student states an opinion, and cites 2 examples with many details from both texts, to support the opinion. Both texts provide evidence to show the moving of the tectonic plates is affecting Africa. Both explain that crevices are opening in the ground and earthquakes, caused by volcanoes erupting below the ground, are constant. But, it is my opinion that the text The East African Rift explains more about how the plates are affecting Africa than the text Cracking Up. To begin with the crevices, Cracking Up states that crevices are being discovered in Ethiopia. The East African Rift expands on this idea by stating that some of the crevices are dozens of meters deep, are happening on 345 square miles of desert and that there are hundreds discovered weekly. Then the text Cracking Up says that there have been a series of earthquakes after which a 3 foot cliff was discovered. The East African Rift expands on this idea by stating that the earthquakes are constantly shaking the region, the ground has slumped 100 meters and the Afar Triple Junction is sinking. These are two examples of how the text The East Africa Rift explains more about how the plate movement is affecting Africa. 1 Student infers an opinion at the conclusion and cites 2 examples of effects, but does not give specific details to support the opinion. I read two texts about how two kinds of plates are moving apart. This makes things happen to the land in Africa. The first text was called Cracking Up. The second text was called The East African Rift. Both of the texts describe how earthquakes are shaking the ground and making cracks and both texts talk about volcanos and lava coming out of the cracks. I think they both have good information. 0 Student does not answer the prompt. Volcanoes are huge. Lava comes out of volcanoes. Someday I want to see a real one.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 20 Quarter 4 CFA Selected Response Answer Key

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21 Name_______________ Grade 6 Common Formative Assessment Reading Informational Text Quarter Three Reading Informational Text Quarter Three Reading Informational Text

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 22 Student Directions: Read the Directions. Part 1 Your assignment: You will read two texts about a geological process happening in Africa. As you read, take notes on these sources. Then you will answer several research questions using these two sources. These will help you plan to write an informational report. Steps you will be following: In order to help you plan and write your essay, you will do all of the following: 1. Read two texts. 2. Answer several questions about the sources. 3. Plan your informational report. Directions for beginning: You will now read two articles. Take notes because you may want to refer to your notes while you plan your informational report. You can refer to any of the sources as often as you like. Questions Answer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources youve read, which should help you plan your informational report. Part 2 You will: 1. Plan your writing. You may use your notes and answers. You may use a graphic organizer 2.Write Revise and Edit your first draft (your teacher will give you paper). 3.Your assignment: It is 2005. You are a reporter investigating the effects of the African and Arabian Plates pulling away from each other. Write an informational article on what you see, hear and feel. Who did you interview? Summarize your report with a conclusion of the importance of this geological process. How you will be scored How your report will be scored: The people scoring your report will be assigning scores for: 1. Statement of Purpose/Focushow well you clearly state and maintain your controlling idea or main idea 2. Organization how well the ideas progress from the introduction to the conclusion using effective transitions and how well you stay on topic throughout. 3. Elaboration of Evidence how well you provide evidence from sources about your topic and elaborate with specific information. 4. Language and Vocabulary how well you effectively express ideas using precise language that is appropriate for your audience and purpose. 5. Conventions how well you follow the rules of usage, punctuation, capitalization, and spelling.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 23 Cracking Up Splitting Up A new ocean will one day separate Africa. A group of nomads got a shock several years ago in a desert in Ethiopia. A series of earthquakes rattled the ground one night, making a deafening noise. The next morning, the nomads discovered that a 3- foot cliff had risen from the ground behind them. The event wasnt just any earthquake. It was one step in a geological process that is slowly building a new ocean in eastern Africa. Spreading Apart Earths shell is made up of enormous pieces that fit together like those in a jigsaw puzzle. Called tectonic plates, the pieces are moving very slowly. Some plates are crashing together. Some are pulling apart. In the long course of Earths history, the movements of plates have created mountains, oceans, and continents. In eastern Africa, two large tectonic platesthe African Plate and the Arabian Plateare pulling away from each other. Theres true plate spreading going on there, Cindy Ebinger, an earth scientist at the University of Rochester in New York, told ScienceSpin. C. Ebinger/University of Rochester A scientist inspects one of many fissures, or narrow cracks, that opened during a series of earthquakes in Ethiopia several years ago. Thats not all. As the two plates pull apart, the African Plate is splitting into two pieces. One tectonic plate is becoming two plates. Recently, that tectonic activity has gotten dramatic. In 2005, the cracking of the African Plate triggered a volcanic eruption in Ethiopia. That was followed by a series of earthquakesthe same ones the nomads felt. The earthquakes occurred as magma (liquid rock) rose from deep within Earth, splitting the ground wide open. A series of crevices, some as wide as 10 feet, opened along a 35-mile stretch of desert in Ethiopia. Since then, the cracks have continued to grow.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 24 A Natural Lab Africas tectonic activity has been going on for 30 million years. The spreading and cracking is what formed the Red Sea, as well as a deep depression known as the Great Rift Valley. The rift runs south from the bottom of the Red Sea through eastern Africa. As the two sides of the rift valley pull even farther apart, the entire area will someday fall below sea level. Eventually, water from the Red Sea will rush in to fill the rift, spawning a new body of water. A million years from now possibly soonerthe Great Rift Valley will lie at the bottom of an ocean that divides Africa in two. An ocean will one day fill the Great Rift Valley, where Africa is pulling apart.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 25 The East African Rift Geologist Dereje Ayalew and his colleagues from Addis Ababa University were amazed -- and frightened. They had only just stepped out of their helicopter onto the desert plains of central Ethiopia when the ground began to shake under their feet. The pilot shouted for the scientists to get back to the helicopter. And then it happened: the Earth split open. Crevices began racing toward the researchers like a zipper opening up. After a few seconds, the ground stopped moving, and after they had recovered from their shock, Ayalew and his colleagues realized they had just witnessed history. For the first time ever, human beings were able to witness the first stages in the birth of an ocean. Normally we dont see changes taking place to our geological environment as they take place so slowly. A life time is too short to see rivers changing course, mountains rising skywards or valleys opening up. In northeastern Africa's Afar Junction though, recent months have seen hundreds of crevices splitting the desert floor and the ground has slumped by as much as 100 meters (328 feet). At the same time, scientists have observed magma rising from deep below as it begins to form what will eventually become a basalt ocean floor. Geologically speaking, it won't be long until the Red Sea floods the region. The ocean that will then be born will split Africa apart. In the Afar Triple Junction, the African and Arabian plates are drifting apart. While the two plates move apart, the ground sinks to make room for the Red Sea and the Gulf of Aden. Bubbling magma and the smell of sulphur The dramatic event that Ayalew and his colleagues witnessed in the Afar Desert on Sept. 26, 2005, was the first visual proof of the plates moving apart. It was followed by a week-long series of earthquakes. During the months that followed, hundreds of further crevices opened up in the ground, spreading across an area of 345 square miles. "The earth has not stopped moving since," geophysicist Tim Wright of the University of Oxford says. The ground is still splitting open and sinking, he says; small earthquakes are constantly shaking the region. Scientists have made repeated trips to the area since the drama of last September. Locals have reported a number of new cracks opening in the ground, and new crevices are being discovered weekly. Fumes as hot as 400 degrees Celsius (752 degrees Fahrenheit) shoot up from some of them; the sound of bubbling magma and the smell of sulphur rise from others. The larger crevices are dozens of meters deep and several hundred meters long. Traces of recent volcanic eruptions are also visible.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 26 East African Rift A new ocean floor on the Earths surface, a gigantic steam of molten rock (lava) rising from beneath the Earths crust is slicing through the African continental plate like a blow torch. The lava has risen into some of the crevices. This kind of lava comes out of volcanic ridges deep under the ocean. This slowly pushes older lava sediments away on either side. The process is beginning the birth of a new ocean floor. Now Afar Triple Junction is sinking rapidly. The chain of volcanoes that run along the East African Rift System is a sign of the breaking apart of the continent. In some areas around the outer edges of the Rift system, the Earths crust has already cracked open, making room for the magma below. The Great Rift Valley Diagram 2 East African Rift System Diagram 1 - Ethiopia

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 27 1.Which is the best example of the cause of fissures as stated in Cracking Up? A.volcanic eruptions B.earthquakes C.deafening noises D.narrow cracks 2. According to Cracking Up, What role do the tectonic plates play in the creation of mountains, oceans, and continents? A.Volcanos create earthquakes. B.Tectonic plates crash together and some pull apart slowly. C.The earthquakes occur as magma rises from within Earth. D.Earths shell is made up of enormous pieces that fit together. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 28 4.What do the chain of volcanos along the East African Rift indicate? A.The chain of volcanos indicate that there will be many eruptions and earthquakes. B.The chain of volcanos indicate that many crevices are forming. C.The chain of volcanos indicate that there is lava beneath the Earths crust breaking the continental plate. D.The chain of volcanos indicate that new crevices have very hot fumes. 3.What evidence in The East African Rift, was the first visual proof of the tectonic plates moving apart? A.The smell of sulfur rising from the crevices. B.The sound of bubbling magma. C.The Earth split open and crevices opened up. D.A new ocean formed in Africa. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 5.In The East African Rift, why were the geologists both amazed and frightened? A.The geologists were amazed that the Earth had split opened, but were frightened of the shaking ground. B.The geologists were amazed that they had just witnessed history. C.The geologists were both amazed and frightened when the pilot shouted for them to get back to the helicopter. D.The geologists were afraid of the earthquake tremors but amazed at how strong the ground shook. 29 6. Explain why magma appeared in the crevices and its effects. Use examples from The East African Rift. RI.6.3 (Teacher Only) Final Score_____ RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 30 7.What was the authors main purpose for writing the text The East African Rift? A.The author is describing the land changes occurring in East Africa. B.The author is convincing the reader that East Africas geological changes make the area a dangerous place to live. C.The author wanted to explain how a group of nomads got a shock several years ago in a desert in Ethiopia. D.The author is informing the reader about the geological formation taking place in East Africa. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. 8. What conclusion can you draw from diagram 2 about the volcanos in The East African Rift System? A.The chain of volcanos occur where the continent is breaking apart. B.The volcanos create plate boundaries. C.The volcanos are located where the rift valleys are. D.The volcanos show the pass of Nile river. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 31 9.Why does the author of The East African Rift emphasize that changes take place slowly? A.It takes time for new lava to push old lava away. B.The author is explaining that it will be a long time before a new ocean is formed. C.People do not usually get to see changes taking place. D.The African and Arabian plates will take millions of years to totally drift apart. 10.Which detail from The East African Rift, supports why scientists are making repeated trips to the Afar Triple Junction? A.The ground is sinking to make room for the Red Sea and the Gulf of Aden. B.Geologists were frightened. C.The earth has not stopped moving since, said geophysicist Tim Wright. D.Locals have reported a number of new cracks and new crevices are being discovered weekly. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 32 12. How much time does it take for a new ocean to form? How does the author convey this in Cracking Up? Use examples and quotes from the text. RI.6.6 (Teacher Only) Final Score_____ 11. What central idea is the author making about the tectonic plates in Cracking Up? A.Earthquakes will continue. B.Eventually Africa will be divided in two. C.Tectonic plates in Eastern Africa are pulling away from each other. D.Cracks and fissures are constantly being discovered. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 33 13. Which statement most shows how both texts depict the beginning of the earthquakes in a similar way? A.People who were there saw a 3-foot cliff rising up. B.Both texts describe the reaction of those who experienced the earthquakes. C.Nomads and Geologists experienced the earthquakes. D.Both texts explain what made the deafening noise. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 14. How are the purposes of each text most different? A.Cracking Up is investigative, while The East African Rift is about the causes and effects of the earthquakes. B.Cracking Up is about nomads, while The East African Rift is about geologists. C.Cracking Up is more about tectonic plates, while The East African Rift is more about the making of a new ocean. D.Cracking Up is more about the tectonic plates, while The East African Rift is more investigative. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 34 15. How are Cracking Up and East African Rift different in their approach to explaining the tectonic plates? A.Cracking Up explains the tectonic plates overall as part of Earths geological history. B.The East African Rift states that the plates are drifting apart. C.The East African Rift and Cracking Up have different viewpoints as to why the tectonic plates are moving. D.Cracking Up states that the tectonic plates move constantly. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 16.What will be the final geological event that splits Africa apart? Read both texts. A.The movement of the African Plate triggered by volcanic eruptions. B.A deep depression at the bottom of the Red Sea called the Great Rift Valley. C.The Red Sea flooding the region where the rift valley splits D.Another series of earthquakes. RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 18. Which text more specifically explains how the moving tectonic plates are affecting Africa? Use examples from both Cracking Up and The East African Rift. RI.6.9 (Teacher Only) Final Score_____ 35 RI.6.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). 17. Which statement most supports that the nomads and geologists experienced the same series of Earthquakes? A.Recent months have seen hundreds of crevices opening in Africas Afar Junction. B.In 2005, the cracking of the African Plate triggered a volcanic eruption in Ethiopia. C.Small earthquakes are constantly shaking the region. D.As the two plates pull apart, the African Plate is splitting into two pieces.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 36 19. Read the paragraph below. (Write and Revise W.2b relevant facts ) In 2005, a series of earthquakes shook the ground in eastern Africa. It is here that two tectonic plates are pulling apart. Since then, scientists have made many trips to the region known as the African Afar Junction. Select the statement that would most logically follow the paragraph. A.The earthquakes have frightened natives of Eastern Africa. B.The scientists are studying the effects of the two tectonic plates pulling apart. C.The pulling apart will eventually cause the Red Sea to flood the region. D.Crevices have split the Earth open. 20. Read the section below. (Write and Revise W.2b relevant facts) There are a chain of volcanoes in Africa. They run along the East African Rift System. They are a sign of the breaking apart of the continent. There are many earthquakes occurring in Africa. Select the sentence that does not support this section. A.There are a chain of volcanoes in Africa. B.They run along the East African Rift System. C.They are a sign of the breaking apart of the continent. D.There are many earthquakes occurring in Africa.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 22. Read the paragraph below. (Write and Revise Vocabulary L.6.4a ) Eventually, water from the Red Sea will rush in to fill the rift, spawning a new body of water. Which word best replaces spawning? A.hatching B.increasing C.producing D.parenting 37 21. Read the sentence below. (Write and Revise Vocabulary L.6.5b) In 2005, the cracking of the African Plate triggered a volcanic eruption in Ethiopia. Which word or phrase is the clearest and most specific substitute for triggered? A.set off B.made C.produced D.formed

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 38 24. Which sentence is written correctly? (Write and Revise- Edit and Clarify L.6.3a) A.The scientists moved away from the magma, but they could still smell the sulphur. B. The scientists moved away from the magma, so they could still smell the sulphur. C. The scientists moved away from the magma, and they could still smell the sulphur. D. The scientists moved away from the magma, or they could still smell the sulphur. 23. Read the sentence below. (Write and Revise, Edit and Clarify L.6.1c) If scientists want to study the Great Rift, you should join a team of other geologists. Select the correct way to revise this sentence. A.If scientists want to study the Great Rift, we should join a team of other geologists. B.If scientists want to study the Great Rift, they should join a team of other geologists. C.If scientists want to study the Great Rift, he should join a team of other geologists. D. If scientists want to study the Great Rift, she should join a team of other geologists.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 39 Part 2 You will: 1.Plan your writing. You may use your notes and answers. You may use a graphic organizer 2.Write Revise and Edit your first draft (your teacher will give you paper). 3.Your assignment: It is 2005. You are a reporter investigating the effects of the African and Arabian Plates pulling away from each other. Write an informational article on what you see, hear and feel. Who did you interview? Summarize your report with a conclusion of the importance of this geological process. How your report will be scored: The people scoring your report will be assigning scores for: 1. Statement of Purpose/Focushow well you clearly state and maintain your controlling idea or main idea 2. Organization how well the ideas progress from the introduction to the conclusion using effective transitions and How well you stay on topic throughout. 3. Elaboration of Evidence how well you provide evidence from sources about your topic and elaborate with specific information. 4. Language and Vocabulary how well you effectively express ideas using precise language that is appropriate for your audience and purpose. 5. Conventions how well you follow the rules of usage, punctuation, capitalization, and spelling.

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 42 STOP Close your books and wait for instructions!

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 43 Student Self-Check How Did You Do? Directions: Check the box for each answer as Correct or Not Correct.CorrectNotCorrect Question 1 Question 1 Which is the best example of the cause of fissures in Cracking Up? RI.6.3 Question 2 Question 2 According to Cracking Up, What role do the tectonic plates play in the creation of mountains, oceans, and continents? RI.6.3 Question 3 Question 3 What evidence in East African Rift, was the first visual proof of the tectonic plates moving apart? RI.6.3 Question 4 Question 4 What do the chain of volcanos along the East African Rift indicate? RI.6.3 Question 5 Question 5 In East African Rift, why were the geologists both amazed and frightened? RI.6.3 Question 6: Constructed Response Question 6: Constructed Response Circle Final Score RI.6.3210 Question 7 Question 7 What was the authors purpose for writing the text The East African Rift? ? RI.6.6 Question 8 Question 8 What conclusion can you draw from diagram 2 about the volcanos in The East African Rift System? RI.6.6 Question 9 Question 9 Why does the author of The East African Rift emphasize that changes take place slowly? RI.6.6 Question 10 Question 10 Which detail supports why scientists are making repeated trips to the Afar Triple Junction? RI.6.6 Question 11 Question 11 What central idea is the author making about the tectonic plates in Cracking Up? RI.6.6 Question 12: Constructed Response Question 12: Constructed Response Circle Final Score RI.6.6210 Question 13 Question 13 Which statement shows how both texts depicted the beginning of the earthquakes in a similar way? RI.6 9 Question 14 Question 14 How are the purposes of each text most different? RI.6.9 Question 15 Question 15 How are Cracking Up and East African Rift different in their approach to explaining the tectonic plates? RI.6.9 Question 16 Question 16 What will be the final geological event that splits Africa apart? Read both texts. RI.6.9 Question 17 Question 17 Which statement most supports that the nomads and geologists experienced the same series of Earthquakes? RI.6.9 Question 18: Constructed Response Question 18: Constructed Response Circle Final Score RI.6.9210

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Rev. Control: 05/25/14 HSD OSP and Susan Richmond 44 Question no.___