overview & administration guide interim assessment #2

2014-2015 LAUSD INTERIM ASSESSMENTS – ELEMENTARY LITERACY – GRADE 4

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OVERVIEW & ADMINISTRATION GUIDE Interim Assessment #2 – Informative – Grade 4

The design of this assessment is intended to support students in developing college and career readiness. A key goal is that we support students in demonstrating collaboration skills as well as independence in the literacy competencies of reading, writing, speaking and listening, and language.

This grade 4 interim assessment performance task is based on text and images about how organisms, such as animals, survive in their environments.

TEACHER MATERIALS: Teacher administrative guidelines “It’s a Cold (Hot, Dry, Dark) Cruel World!” text (print one per student or pair, and/or project accessibly) “Animal Architects” text “Animal Adaptations” video https://www.youtube.com/watch?v=fRX2JtKFUzk and transcript Questions and Writing Task Rubric reflecting CCSS grade level standards for Writing and Language

STUDENT PAGES: “It’s a Cold (Hot, Dry, Dark) Cruel World!” text “Animal Architects” text Graphic Organizer (video notes) Writing Task and Task Checklist

Reading, Listening & Speaking Standards: Student responses to questions are not graded; the question-answer process is intended to help students to fully understand the information contained in the texts, as well as gather the facts and details necessary in order for them to independently write their own informative text.

Science Standards: This assessment does not require a grade for science but may be used formatively with regards to students’ progress towards mastery of the content standard.

The questions align to the following Common Core Reading and Listening & Speaking Standards: Common Core Reading and Speaking & Listening Standards Engaged in Assessment Process Common Core Text Complexity Grade Band: 4-5 Band RI.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.

RI.7

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

RI.9b

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL1b Follow agreed-upon rules for discussions and carry out assigned roles SL1c Pose and respond to specific questions to clarify or follow up on information, and make comments that

contribute to the discussion and link to the remark of others. SL1d Review the key ideas expressed and explain their own ideas and understanding in light of the

discussion. SL2 Paraphrase portions of a text or information presented in diverse media and formats, including visually,

quantitatively, and orally. Life Science 3a, 3b

Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive les well, and some cannot survive at all.


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Common Core Writing and Language Standards Scored/Evaluated using Assessment Rubric Writing: The writing task is to be completed by each student independently. Students may use any notes generated in the partner/small group discussion. W2a, W2b, W2c, W2e W4, W8 L1c, L1e, L1f, L1g, L2a, L2b, L2c, L2d, L3a, L3b, L6

Teachers are encouraged to allow students the time that they need to read closely. This will require multiple readings and viewing of the video to get the gist, examine text and images collaboratively, answer the questions, and identify the facts and details found in the text and images. (Additional reading scaffolds may be used to assist students in accessing the meaning of the text. Keep in mind that this assessment design was created to help students move toward accessing texts independently.)

ADMINISTRATION: This assessment can be administered in 4-7 sessions with fourth grade students. See below for a suggested session breakdown. READING: [SESSION 1] Reading Standards STUDENTS IN PAIRS/SMALL GROUPS READ

You will be writing an INFORMATIVE text after reading, answering questions, discussing two articles, and viewing the video.

1) First we will be reading the articles to begin to get a general understanding of the text. (In pairs/small groups)

REREADING: [SESSION 2 OR MORE IF NECESSARY] Reading and Speaking & Listening Standards STUDENTS IN PAIRS/SMALL GROUPS RESPOND TO QUESTIONS

2) Reread the article “It’s a Cold (Hot, Dry, Dark) Cruel World!” with your partner(s).

3) After rereading, work with a partner and/or small group to answer the questions. You will need to provide evidence from the text in answering the questions.

4) With your partner(s), reread the text, “Animal Architects”.

5) After rereading, work with a partner and/or small group to answer the questions. You will need to provide evidence from the text in answering the questions.

VIDEO [SESSION 3] NOTE: Be sure to preview video prior to sharing with students.

6) We will be viewing a video entitled, “Animal Adaptations” first to get a general understanding of the information presented. https://www.youtube.com/watch?v=fRX2JtKFUzk

VIEW VIDEO AGAIN [SESSION 4]

7) We will be viewing the video a second time and use our graphic organizer to capture facts and details.

NOTE: The video may be viewed several times for specific purposes using the graphic organizer: a. We will view for vocabulary terms. b. We will view and to capture facts and details.

8) After viewing, you will work with your partner and/or small group to answer the questions.

WRITING: [SESSION 5] Speaking & Listening Standards STUDENTS IN PAIRS/SMALL GROUPS PLAN WRITING

9) Using what you have learned from reading the articles, viewing the video, and from discussing and answering the questions, with your partner(s), use your notes to begin to find the facts and details that you might use in


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your informative text. Use a graphic organizer of choice to record your responses.

How do living organisms, such as animals, survive in their environments? Write an informational article, using information from the video and articles to explain how they survive. Think about the following as you plan with your partner(s):

How do animals survive in their environments? How will you introduce the topic? What facts, definitions, examples, and details will you use from the various texts to support your

topic? Which linking words will you use to connect your ideas? How will you conclude your informative article?

Share your ideas with your partner.

DRAFTING INDEPENDENTLY AFTER DISCUSSION [SESSION 6] Writing & Language Standards The goal is to capture students’ authentic expression. Please avoid use of cloze sentences/sentence frames and simply listing facts from the text.

10) You’re going to write your informative text now – independently. Let’s look at the instructions. [Orient students to prompt-checklist.]

Directions: Using what you have learned from reading the articles, viewing the video, and from discussing and answering the questions, you are going to write an informative text. You can use any notes you created when working with your partner(s). How do living organisms, such as animals, survive in their environments? Write an informational article, using information from the video and articles to explain how they survive. You are going to:

Write about how animals survive in their environments. Write a clear introduction. Group related information in paragraphs and sections. Include headings or other formatting when helpful. Develop the topic with facts, definitions, examples, and details from the provided sources. Use linking words and phrases to connect ideas and information. Provide a concluding statement or section related to your information. Proofread for spelling, punctuation, and grammar.

11) Now, independently draft your informative text.

[As students are writing, walk around and make notes on how students are able to write their informative.]

PROOFREADING– [SESSION 7] Take students through the prompt-checklist to make sure they’ve done what prompt is asking, and they proofread for conventions.


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ANSWERS TO TEXT QUESTIONS

Article 1: It’s a Cold (Hot, Dry, Dark) Cruel World! QUESTIONS/ANSWERS

Reread paragraph 1. What must animals and plants rely on in order to survive?

¶ 1 Animals and plants rely on nature to help them survive.

Describe how animals rely on and use nature to survive in cold environments. Use evidence from the text.

Animal Name Facts/Details: How Animals Survive in Cold Environments

icefish ¶ 3 • Live in cold water where ice is

present even in summer • They have a special substance in

their blood that keeps ice crystals from forming inside bodies

penguins ¶ 4 • Have thick layers of fat, blubber • They also cuddle together and share

body heat Describe how animals rely on and use nature to survive in hot environments. Use evidence from the text.

Animal Name Facts/Details: How Animals Survive in Hot Environments

Snakes, squirrels, lizards

¶ 6 • Live in burrows • Stay underground and out of the sun

during the day • Come out at night when it’s cool

Reread paragraph 7. Describe how the cactus survives in the dry, hot environment of the desert. Use evidence from the text.

¶ 7 Cacti store water to survive in the desert. This is important because it doesn’t rain very often. The cactus has roots that sponge up the rainwater fast. This allows the cactus to store water for months.

How does the owl rely on the cactus for survival? Use evidence from the text, the illustration, and inference to answer this question.

¶ 7 The owl lives and builds a nest on the top of a tall cactus. Because the cactus can store water, the owl’s home is safe and can protect them from predators.

Describe what the environment at the bottom of the ocean is like. How do animals survive in this environment?

¶ 8 The ocean is very deep and cold because sunlight does not reach that depth. There are thermal vents on the bottom of the ocean floor, like little volcanoes. These thermal vents provide warmth.

Article 2: Animal Architects Questions/Answers

Reread paragraphs 1-5. Describe the similarities between humans and animals. Use evidence from the text to explain your answer.

Homes keep both animals and humans safe. Both design different kind of structures depending on their needs. Both animals and humans build other structures like bridges, dams, traps and storage areas to help them survive. Different materials are used to build with. Both humans and animals are amazing architects.

Name and describe how animals build their homes. Use facts and details from the text to support your answers. (see graphic organizer)


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Animal Name Description of Home How Homes Help Animals Survive

Other Structures & Help

beavers

¶ 6 • Build homes along banks of lakes

and ponds • Use branches and build a corn-

shaped frame • Fill gaps with mud and leaves • Entrance is at the bottom, under

the water

¶ 6 Because the entrance is at the bottom, under the water, beavers can be safe not seen by predators

¶ 7 • Build dams • These create flooded

areas helping them find food

• Provide pools also for other wildlife

termites ¶ 8 • Build 20-foot-high mounds out of

dirt and their saliva • They look like small apartment

buildings

¶ 8 • A place for babies • Storage for food

wombats ¶ 9 • Build underground burrows 100 ft

long at times • Many entrances, side tunnels,

resting chambers

¶ 9 Sleeping nests are built on raised platforms to keep them dry in case of flooding

bald eagles ¶ 10 • Build large nests (4 to 5 feet

across, 3-6 feet deep • They use their beaks and talons

to break branches to make nests • Line nests with grasses to make

them comfortable

¶ 10 High in trees, safe from predators

Video: Animal Adaptations (See transcript and Listening Closely Note Catcher) ANIMAL ADAPTATIONS (Transcript of video) Different animals have different body structures and behaviors that help them to survive in a particular environment. We are going to look at the camel, the giraffe, and the penguin to see the features of their bodies that help them live in their specific habitat. First, we will look at the camel. This mammal resides in the hot desert where sand blows everywhere. Luckily they have double rows of extra-‐long eyelashes and thick eyebrows to help keep sand out of their eyes. They also have the ability to close their nostrils to keep the sand out. It is a misconception that camel’s humps are full of water. The humps actually store fat that can be metabolized as a source of energy. The tan color of a camel’s coat allows them to blend into their environment.

The giraffe makes its home in the savannah, which is grassland scattered with trees. Its neck is around 6 feet long, which is perfect for eating leaves from the tall treetops. A giraffe’s tongue is long and tough which protects it against thorns when feeding. The spotted coat of a giraffe is for camouflage. This giraffe could be easily mistaken for a tree.

The Antarctic region is home to the penguin. It is extremely cold here, and the water temperatures never rise above freezing. Penguins have to keep high body temperatures to remain active. They have thick skin and lots of fat called blubber under their skin to keep warm in the cold weather. The dark-‐colored feathers of their back surface absorb heat from the sun, which also helps keep them warm. Penguins have webbed feet for powerful swimming. Their bodies are streamlined to reduce drag in the water. A penguin’s bones are solid and heavy which allow them to stay under water. Their wings, shaped like flippers, help them to swim at speeds up to 15mph.

The camel, giraffe, and penguin all live in different habitats and have different body adaptations and behaviors that allow them to survive and thrive in their environment.

https://www.youtube.com/watch? v=fRX2JtKFUzk


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Name__________________________________________________________________ Date ________________________________

Listening Closely Note Catcher Video/Text Title: Animal Adaptations (https://www.youtube.com/watch? v=fRX2JtKFUzk) How do an animal’s adaptations help them survive in their environment or ecosystem?

New Vocabulary Word Definition

Misconception A view or opinion that is incorrect because it is based on faulty thinking or understanding.

Metabolize To change (food) into a form that can be used by the body

Streamlined Presents very little resistance to a flow of air or water

Thrive Grow or develop well

In your own words, describe each of the following: Animal Environment Adaptation How it helps survival? Camel

Hot desert with lots of sand

1. Double rows of extra long eyelashes and thick eyebrows 2. Tan color

1.Keeps sand out of eyes 2. Blend into environment

Giraffe

Savannah-‐ grassland scattered with trees

1. Long neck 2. Long and tough

tongue 3. Spotted coat

1. Eating leaves at treetops

2. Protects against thorns

3. Camouflage Penguin

Antarctic region – cold and freezing water

1. Thick skin, blubber 2. Dark colored

feathers 3. Webbed feet 4. Wings

1. Keep them warm 2. Absorb heat 3. Swimming 4. Swimming

Explain in your own words what this video was about: Answers will vary. Additional resources for assessment and CCSS implementation Shift 1 – Complexity: Regular practice with complex text and its academic language

• See Appendix B for examples of informational and literary complex texts http://www.corestandards.org/assets/Appendix_B.pdf

• See the Text Complexity Collection on www.achievethecore.org Shift 2 – Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational

• See Close Reading Exemplars for ways to engage students in close reading on http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

• See the Basal Alignment Project for examples of text-dependent questions http://www.achievethecore.org/basal-alignment-project

Shift 3 – Knowledge: Building knowledge through content-rich nonfiction

• See Appendix B for examples of informational and literary complex texts http://www.corestandards.org/assets/Appendix_B.pdf


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It’s a Cold (Hot, Dry, Dark) Cruel World! By Dawn Baertlein

Living creatures survive in all types of environments. Each environment creates different challenges for animals that live there. Some living creatures survive at the bottom of the sea where it is dark as night and very cold. Other plants and animals live in dry, hot environments. People can use tools like flashlights or fans to help them survive. Animals and plants, however, must rely on nature to help them survive. Near the South Pole, in Antarctica, it is very cold. It is usually about minus 57 degrees Fahrenheit. Water freezes at 32 degrees Fahrenheit, so Antarctica is much colder than ice. Scientists live at the South Pole, but they live in buildings with thick walls and heating. What do animals do? Some animals have bodies that help them live in the cold. The icefish lives in water so cold that even in summer, chunks of ice continue to float in the water. How do icefish keep from freezing? The only way icefish can survive in this extreme environment is because they have a special substance in their blood that keeps ice crystals from forming inside their bodies. Penguins have thick layers of fat or blubber to help them stay warm, but sometimes even that is not enough! Often penguins must rely on each other for survival. They cuddle up together as close as they can to share their body heat. Another area that can be hard to live in is the dry, hot desert. People who live in the desert often wear special clothes to protect them from the heat. When they build homes, they have air conditioners to keep them cool and to find water they dig wells that provide water from deep in the ground. How do animals survive in the hot, dry conditions? Many desert animals come out only at night, when it’s cool. Snakes, lizards, mice, and squirrels live in burrows. During the day, they stay under the ground and out of the sun. In the hot Sonoran Desert of Arizona, an owl lives in a nest that sits on a tall cactus. The cactus stems store water. Rain doesn’t fall often in the Sonoran Desert, but when it does, it falls quickly and heavily. Then the water quickly flows away. The cactus has roots that spread out only inches below the surface of the soil. The roots are like a big sponge, soaking up rainwater fast. Now the cactus can store water for months and the owl has a nice home high up in the cactus.

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An owl nests on a cactus in the desert The ocean has very different challenges from those of the desert. The deepest parts of the ocean are very dark and cold because the sun’s rays are unable to shine through all of the layers of water. Some of the very deepest parts of the ocean have thermal vents on the ocean floor that are like little volcanoes under the sea. The water coming out of the vents is very hot. Crabs survive at the bottom of the sea by scurrying around the vents looking for food. Arctic chill, desert sun, and cold, pitch-dark ocean-these are difficult conditions that would be hard for people to survive. But nature gives plants and animals the ability to live almost anywhere. Sources Used Carey, B. (2006, June 19). Fish produces natural antifreeze to stay alive. Retrieved from http://www.nbcnews.com/id/13426864/ns/technology_and_sciencescience/t/fish-produces-natural-antifreeze-stay-alive/ Hill, K. (2007, September 15). What animal never drinks water in tis entire life? Retrieved from http://www.bigsiteofamazingfacts.com/what-animal-never-drinks-water-in-its-entire-live SeaWorld Parks and Entertainment (n.d.) . Polar bears: behavior. Retrieved from http://www.weaworld.org/animal-info/infor-books/polar -bear/behavior.htm The Mariana Trench (n.d.). The mariana trench-biology. Retrieved fromhttp://www.marianatrench.com/mariana_trench-biology_001.htm Photo of owl on cactus (Image 1598R-10034017), copyright by Superstock. Used by permission.

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Animal Architects By Donna Henes Everybody Needs a Home Homes protect us from weather and keep us safe and comfortable. Animals are no exception.

Humans live in a wide variety of structures. Around the world, people have designed and built their homes to suit their particular needs and ways of life. Animals do the same.

In addition to making living places, people and animals both build other structures: bridges, dams, traps, and storage areas. These structures help people and animals survive.

People and animals both use different materials and methods for their constructions. They build with wood, weave with fibers and vines, dig into the earth, and mold out of mud.

From sky-high nests to elaborate [or fancy] tunnels, the amazing works of animal architects [or building designers] rival those of the greatest human engineers. Let’s take a look at some.

Beavers build lodges along the banks of lakes and ponds. Using branches they chewed apart themselves, beavers begin by building a cone-shaped frame. Then they fill in the gaps with mud and leaves. The entrance to the lodge is always at the bottom, underwater, so beavers can come and go without being seen by predators.

In addition to their lodges, beavers build dams. Water builds up behind the dams, creating flooded areas that are ideal places for beavers to find food. The flooded areas also provide pools for other wildlife.

Termites build 20-foot-high mounds out of dirt and their own saliva. These giant structures are like small apartment buildings. Besides living areas, these towers have food storage areas, nurseries for “baby” termites, a special chamber for the king and queen, and even gardens. (A chamber is like a room.)…

An inside view of a termite mound Wombats dig huge underground burrows that can be 100 feet long. Wombat tunnels are elaborate, with many entrances, side tunnels, and resting chambers. Inside the burrow, sleeping nests are built on raised “platforms” to keep them dry in case of flooding. Often, several burrows are connected, creating structures so huge they can actually be seen from space!...

Bald eagles build massive nests, 4 to 5 feet across and 3 to 6 feet deep, high in tall trees. They use their beaks and amazingly strong talons [or claws] to break branches and twigs for nest materials. Like beavers, eagles begin by building a stick frame. Then they weave in smaller banches and twigs for added strength and protection. Finally, eagles line their nests with grasses and other soft materials to make them comfy….

Take a look around you. [You may] find other examples of amazing animal architecture. Sources Used: Henes, D. (2009). Animal architects. Appleseeds, 11(7), 16-18.

Photograph of termite mound (Image 4268R-11707), copyright by Superstock. Used by permission. Photograph of wombat in burrow (Image 1889R-38764), copyright by Superstock. Used by permission

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Student Page - Grade 4 Prompt for Informative Writing.

Animal Survival Name: _____________________________________________

Directions: Using what you have learned from reading the articles, viewing the video, and from discussing and answering the questions, you are going to write an informative text. You can use any notes you created when working with your partner(s).

How do living organisms, such as animals, survive in their environments? Write an informational article, using information from the video and articles to explain how they survive.

Now, independently draft your informative text.

For a good informative piece, you will:

o Write about how animals survive in their environments.

o Write an introduction.

o Develop the topic with facts, definitions, and details from various texts.

o Use linking words to connect ideas.

o Provide a concluding statement or section.

o Proofread for spelling, punctuation, and grammar

overview & administration guide interim assessment #2

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