1

Pre-Assessment for Quarter 2Reading Informational Text

Grade

2Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 10

2. Students Assessment (for students who read independently)-(to be printed in a booklet form)b. Page’s 11 – 23

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

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

Printing Instructions…

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

You can just print this entire 23 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page.

OR…

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

Print Shop instructions…

Print pages 11 – 23 in a Small Student Booklet format.

• Set print driver properties to - - Original size 8 ½ x 11

• Paper size = 11x17

• Print type = Small Student Booklet

3Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

Directions for Pre-Assessment

Independent Readers: Students read selections independently without reading assistance.

Students complete the selected response answers by shading in the bubble.

Students complete the constructed response answers by writing a response for each question.

Not Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader)Read the selection and questions aloud to the student in English or Spanish.

Read the selected response answers to the student.

Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so

Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of readingcomprehension.

Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers.

When Scoring.... (Class Learning Progressions Checklists)

When students have finished the entire pre-assessment mark each selected response question as correct or incorrect and each constructed response score ONLY with a number from 0 – 3.

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

A special section for Write and Revise selected response questions have been added to the second quarter pre-assessment. Please read page 4. Write and Revise is NOT on the Class Learning Progressions Checklists.

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

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

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

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

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

4Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

Write and Revise

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

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

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

language revision skills.

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

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

mechanics and syntax)

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

Compositions.”

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

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

5Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

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

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Questions for Standard RL.2.5• What does the caption under the picture tell the reader? • What clue does the heading give the reader about the next section of the text? • Why are some words in bold print? • Why did the author include a glossary? • Find the word _____ in the glossary. What does the word mean? • Look in the index. On what page can more information about___ be found?

Teacher Hints: This is the first time captions, bold print, subheadings and indexes are addressed. Teach lesson in parts.Goal:1. Use text features to locate information (captions, subheadings).2. Use glossaries to locate information (bold print).3. Use indexes to locate information.4. Use electronic menus and icons to locate information.

Links:Teaching Grade 2 Text Structure with Fire Trucks on the Move - Super!!Discover the Planets Printable for Magic School busSmart Exchange Use an Index and GlossaryPlanet Printables with Many Subheads and CaptionsInteractive ResourcesIndex and Table of Contents Mini-Lesson Worksheet

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK – 2 APn Standard

Path to DOK 2Informational TextLearning Progressions

Recalls or recognizes key facts or information in a text with various text features (read and discussed in class).

Define and understand Standard Academic Language: captions, headings, subheadings, bold print, glossaries, indexes, table of contents, electronic menus, icons, locate efficient, key facts and text features.

Uses correct text feature words when referring (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus or icons).

Answer who, what, when, where or how questions about key facts or information in a text using text features as evidence (new text read but not discussed in class).

Concept DevelopmentUnderstands that text features are a source to locate information efficiently.

Locates text features to provide sufficient evidence for a purpose (to support a conclusion, answer a question, etc…).

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.6 Identify the main

purpose of a text, including what the author wants to answer, explain, or describe.

Questions for Standard RL.2.6• What question does the author want to answer in the article? What

information from the article supports your answer? • What is the author’s purpose? What information from the article

supports your answer? • What process does the author want to explain? What information

from the article supports your answer? • What does the author want to describe? What information from the

article supports your answer?

Teacher Hints: This standard defines author’s purpose as what the author wants to answer, explain or describe.Goal:1. Identify the main purpose of a text.

Links:How do I know what the author wants to answer, explain, or describeAuthor’s purposeMain purposeInteractive Practice Identifying Author's PurposeAuthor's Purpose LessonAuthor's Purpose Interactive Game

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - ANp DOK 3 - Cu DOK 3 - Cv DOK 3 - APx Standard

Path to DOK 2,3Informational TextLearning Progressions

Retells parts of a text that answer, explain or describe specific information about a topic (read and discussed in class).

Define and understand Standard Academic Language: main purpose, author’s purpose, answer, explains and describe.

Answer who, what, when, where or how questions that answer, explain or describe (read and discussed in class).

Concept DevelopmentUnderstands that authors write text to answer, explain or describe information.

Identify main ideas or makes accurate generalizations about a topic based on author’s evidence.

Locate information to support a purpose (answer a question, explain or describe) in a new text.

Categorize facts in a text that the author explain, describes or answers on a graphic organizer.

Connects ideas (more than one) within a text that explain or answer a question.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Identifies a main purpose in a new text (not read or discussed in class) using specific statements about what the author wants to answer, explain or describe.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Questions for Standard RL.2.7• How does the diagram help the reader understand

____? Use examples from the diagram and the text to support your answer.

Teacher Hints: This is the first time the word images are used. Previous grades used the term illustrations. It is also the first time diagrams are addressed.Goal:1. Explain how images clarify text.

Links:Teaching about Electricity (logs of diagrams)Amazing Article Teaching with Venn for Critical ThinkingTeaching about Clouds (has many visuals)Using a Dinner Diagram Unit LessonUsing a Venn Diagram Lesson PlanVenn Diagram

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - c DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard

Path to DOK 2Informational TextLearning Progressions

Recall or recognize specific images in a visual representation from a text read and discussed in class.

Define and understand Standard Academic Language: Specific, explain, images, (e.g. diagram, chart, etc..), contributes and clarify.

Uses correct words when referring to visual images (diagrams, charts, tables, etc...).

Answers questions that require referring to visual images in a new text).

Concept DevelopmentUnderstands that visual images can help contribute or clarify a text.

Locate the accurate visual representations that contribute to and clarify a text.

Interpret information from a visual representation in order to answer clarifying questions about a text.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Note: Adjustment points (in purple) are duplicated by each question. The Adjustment points are rephrased as “I Can…” statements on the “Happy Face Page.”

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

Scoring Directions:For students who read independently, record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score.

Class Learning Progressions Checklist (for pre-assessments)

Assessment Summary Sheet (for Pre-Assessment and CFA)

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Questions for Standard RL.2.7•How does the diagram help the reader

understand ____? Use examples from the diagram and the text to support your answer.

Teacher Hints: This is the first time the word images are used. Previous grades used the term illustrations. It is also the first time diagrams are addressed.Goal:1. Explain how images clarify text.

Links:Teaching about Electricity (logs of diagrams)Amazing Article Teaching with Venn for Critical ThinkingTeaching about Clouds (has many visuals)Using a Dinner Diagram Unit LessonUsing a Venn Diagram Lesson PlanVenn Diagram

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

End Goal

DOK Guide DOK 1 - Ka DOK 1 - c DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard

Path to DOK 2Informational TextLearning Progressions

Recall or recognize specific images in a visual representation from a text read and discussed in class.

Define and understand Standard Academic Language: Specific, explain, images, (e.g. diagram, chart, etc..), contributes and clarify.

Uses correct words when referring to visual images (diagrams, charts, tables, etc...).

Answers questions that require referring to visual images in a new text).

Concept DevelopmentUnderstands that visual images can help contribute or clarify a text.

Locate the accurate visual representations that contribute to and clarify a text.

Interpret information from a visual representation in order to answer clarifying questions about a text.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

7Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

SBAC Reading AssessmentConstructed Response General Template

3

The response:• gives essential elements of a complete interpretation of the

prompt• addresses many aspects of the task and provides sufficient

relevant evidence to support development• is focused and organized, consistently addressing the purpose,

audience, and task• includes sentences of varied length and structure

2

The response:• gives some of the elements of an interpretation of the prompt• addresses some aspects of the task and provides some evidence to

support development• has a focus but lacks strong organization and inconsistently

addresses the purpose, audience, and task.• includes sentences of somewhat varied length and structure

1

The response:• gives minimal elements of an interpretation of the prompt• addresses few aspects of the task and provides little relevant

evidence to support development.• lacks focus and organization and generally does not address the

purpose, audience, and task.• includes sentences with little variety in length and structure

0 The response does not meet any of the criteria.

Short Constructed Response

Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.

The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

8Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

3

Sample Response “Student Language” Evidence of illustration and text – complex understanding of topic is evident in sentences and sequence.Plants have many stages during their life cycle. Each kind of plant has its own life cycle. When a seed falls to the ground (or is planted) it begins its life cycle. The seed waits for warmth and water. The water and sun help it to grow. Growing seeds sprout up through the dirt and into the air. They have stems that grow taller and leaves appear. Toward the end of a plant’s life cycle the plant becomes an adult and produces flowers or fruit. The fruit seeds inside become the beginning of another plant’s life cycle.

2Sample Response Some evidence of understanding although illustration is not apparent. Sentences are very simple, but there is sequence.A life cycle is the beginning, middle and ending of a plants life. At first there is a seed. It gets water and sun and then it can grow. Then it grows leaves and gets tall. When it is big it makes flowers and fruit.

1Sample Response Very little evidence of understanding the sequence of a plant cycle or textual details.Plants grow tall. I like plant fruit. Seeds make flowers and plants grow with water.

0Sample Response (Student writing has little or nothing to do with the question.)I can grow corn and fruit in my garden.

11 Describe the different stages in the life cycle of a plant. Use details from the text and illustration. RI.2.6

Scoring [Notes “Teacher and Rubric Language”] Essential elements: Students should focus on the prompt – different stages in the life cycle of a plant. Students should include details from both the text and the illustration.Aspects/relevant evidence: Evidence of understanding the prompt would include the specific details of a plant’s life cycle written in a sequential order. Details from the text may include beginning the life cycle as a seed, waiting for water and sun, then (mid-cycle but student doesn’t have to say mid-cycle), the plant begins to sprout and pushes out a seed, leaves and stems grow and finally the plant becomes an adult plant with flowers or fruit. Evidence from the illustration should include words from the Plant Cycle Illustration captions. These may or may not be also evident in text.Organization: Events should be sequenced. Sentences should be varied and structured according to need.

Constructed Response

Quarter 2 Pre-Assessment Constructed Response Answer Key

toward RI.2.6 DOK-3 APxIdentifies a main purpose in a new text using specific statements about what the author wants to answer, explain or describe.

9Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

12. Number each box from 1 – 4, to show what happens first, next, then and last in the life cycle of a plant. RI.2.7

Scoring [Notes:] This constructed response is in a different format – very much like technology enhanced responses that may be seen on our future assessments. It is still a constructed response however because of the amount of text, the sequential order and the understanding of the topic (more complexity of thought than a selected response).

Constructed Response

Quarter 2 Pre-Assessment Constructed Response Answer Key

toward RI.2.7 DOK-2 APnInterpret information from a visual representation in order to answer clarifying questions about a text.

Students with all numbers correct receive a score of 3.Students with three numbers correct receive a score of 2Students with one or two numbers correct receive a score of 1.Students with no numbers correct receive a score of 0.

When they have what they need, they start to grow. A tiny little sprout will push out of each seed. The sprouts stretch up until they poke through the dirt and into the air.

2

Sometimes seeds wait in the ground until they can get the things they need. They wait for warmth from the sun.

1

The adult plants grow flowers. The flowers of many plants make fruit. The fruit has seeds inside it so more new plants can grow.

4

The plants continue to grow when they get sunshine and water. The stems grow taller and leaves unfold. More leaves and stems grow on the main stems.

3

10Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

Quarter 2 Pre-Assessment Selected Response Answer Key

Question 1 How do plants begin their life cycle? RI.2.5 B

Question 2 What does a seed need to grow? RI.2.5 A

Question 3 Why is Plant Life Cycles a good title for the text? RI.2.5 D

Question 4 Which sentence explains what seeds do when they begin to grow? Ri.2.6 B

Question 5 Which sentence best describes a life cycle? RI.2.6 D

Question 6 Which sentence best explains the author’s purpose for writing the text? RI.2.6 A

Question 7 Look at the Plant Cycle Illustration. Why does a plant make fruit? RI.2.7 B

Question 8 Which sentence in the Plant Cycle Illustration explains what happens when plants get what they need to grow? RI.2.7 C

Question 9 What can the Plant Cycle Illustration best help the reader to understand? RI.2.7 A

Question 10 Which sentence in the Plant Cycle Illustration refers to a parent plant? RI.2.7 D

Question 11 Constructed Response RI.2.6

Question 12 Constructed Response RI.2.7

Write and Revise

Question 13 Read the paragraph below. Which sentence could be added to the paragraph? W.2 B

Question 14 A tiny little sprout will stretch out of each seed. (Write and Revise L.6)Which word could be used to replace stretch? D

Question 15 Read the letter below. Where should a comma be placed in the letter? (Write and Revise L.2.b) B

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

Pre-Assessment for Quarter 2Reading Informational Text

Name ____________________

Grade

12Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

1Every living thing goes through changes. Living things go through different

stages. Then they reach the end of their life cycles and die. There are many kinds of plants. Each kind has its own life cycle.

2Many plants start their life cycle as a seed. The seed needs certain things or it

will not grow into a plant. Sometimes seeds wait in the ground until they can get the things they need. They wait for warmth from the sun. They wait for water. When they have what they need, they start to grow. A tiny little sprout will push out of each seed. The sprouts stretch up until they poke through the dirt and into the air.

3The plants continue to grow when they get sunshine and water. The stems

grow taller and leaves unfold. More leaves and stems grow on the main stems. The adult plants grow flowers. The flowers of many plants make fruit. The fruit has seeds inside it so more new plants can grow.

4New plants look like their parent plants. Seeds from a parent plant will grow

into the same kind of plant as the parent. When a seed begins to grow, it is the beginning of another plant life cycle.

Plant Life Cycles

1. A seed falls to the ground.

2. Water and sun help it grow.

3. It grows leaves and stems.

4. It makes fruit so more new plants can grow.

Life Plant Cycle Illustration

13Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

Name ______________

1. How do plants begin their life cycle?

A. as a root

B. as a seed

C. with water

D. in the sun

toward RI.2.5 DOK-1 CfAnswer who, what, when, where or how questions about key facts or information in a text using text features as evidence.

1

toward RI.2.5 DOK-1 ClLocates text features to provide sufficient evidence for a purpose.

2

2. What does a seed need to grow?

A. water and sun

B. food

C. leaves and stems

D. plants

14Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

toward RI.2.6 DOK-1 CfAnswer who, what, when, where or how questions that answer, explain or describe.

4

4. Which sentence explains what seeds do when they begin to grow?

A. There are many kinds of plants.

B. A tiny little sprout will push out of each seed.

C. Seeds need certain things or they will not grow.

D. Each kind of plant has its own life cycle.

3. Why is Plant Life Cycles a good title for the text?

A. Apple trees are good.

B. We need to learn about plants.

C. Plants grow stems and leaves.

D. The text is about a plant’s life cycle.

toward RI.2.5 DOK-1 ClLocates text features to provide sufficient evidence for a purpose.

3

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

toward RI.2.6 DOK-2 ClLocate information to support a purpose (answer a question, explain or describe) in a new text.

5

6. Which sentence best explains the author’s purpose for writing the text?

A. The author wants the reader to understand the different stages of plant life cycles.

B. The author wants the reader to understand what plants need in order to grow.

C. The purpose of this text is to learn how to grow plants.

D. The text explains how plant stems and

leaves grow taller.

toward RI.2.6 DOK-3 APxIdentifies a main purpose in a new text using specific statements about what the author wants to answer, explain or describe.

6

5. Which sentence best describes a life cycle?

A. Plants need certain things.

B. Plants wait for warmth from the sun.

C. At the end of its life cycle a plant dies.

D. Living things go through different stages.

16Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

toward RI.2.7 DOK-1 CfAnswers questions that require referring to visual images

7

7. Look at the Plant Cycle Illustration. Why does a plant make fruit?

A. In the last part of the illustration.

B. The plant makes fruit so more seeds can grow.

C. A seed falls to the ground.

D. People enjoying eating the fruit.

8. Which sentence in the Plant Cycle Illustration explains what happens when plants get what they need to grow?

A. A seed falls to the ground.

B. Water and sun help it to grow.

C. It grows leaves and stems.

D. It makes fruit so more new plants can grow.

toward RI.2.7 DOK-2 ClLocate the accurate visual representations that contribute to and clarify a text.

8

17Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

9. What can the Plant Cycle Illustration best help the reader to understand?

A. It explains what happens at each stage of a plant’s life cycle.

B. Plants have life cycles.

C. Plants continue to grow as they get sun and water.

D. The illustration explains that plants make fruit.

toward RI.2.7 DOK-2 APnInterpret information from a visual representation in order to answer clarifying questions about a text.

9

10.Based on the paragraph 4, which picture in the Plant Cycle Illustration shows a parent plant?

A. picture number 1

B. picture number 2

C. picture number 3

D. picture number 4 toward RI.2.7 DOK-2 APnInterpret information from a visual representation in order to answer clarifying questions about a text.

10

18Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

12. Number each box from 1 – 4, to show what happens first, next, then and last in the life cycle of a plant. RI.2.7

When they have what they need, they start to grow. A tiny little sprout will push out of each seed. The sprouts stretch up until they poke through the dirt and into the air.

______

Sometimes seeds wait in the ground until they can get the things they need. They wait for warmth from the sun.

______

The adult plants grow flowers. The flowers of many plants make fruit. The fruit has seeds inside it so more new plants can grow.

______

The plants continue to grow when they get sunshine and water. The stems grow taller and leaves unfold. More leaves and stems grow on the main stems.

______

11 Describe the stages in the life cycle of a plant. Use details from the text and illustration. RI.2.6

19Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

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

Every living thing goes through changes. Living things grow through different stages. Then they reach the end of their life cycles and die. There are many kinds of plants. Each kind has its own life cycle.

Which sentence could be added to the paragraph?

A. Plants have many leaves.

B. The different stages are part of a life cycle.

C. People are living things.

D. Seeds can grow into trees.

14. A tiny little sprout will stretch out of each seed.

(Write and Revise _______)

Which word could be used to replace stretch?

A. jump

B. crawl

C.drop

D.grow

20Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

15. Read the letter below. (Write and Revise____)

Dear Mr. Carter,Thank-you for coming to our school and showing us howplants grow. It was fun to plant seeds with you!Your friendTommy

Where should a comma be placed in this letter?

A. after Tommy

B. after friend

C. before friend

D. before Tommy

21Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

STOPClose your books and wait for instructions!

22Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

StandardRI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

DOK 1 - CfI can answer who, what, when, where or how questions about key facts.

DOK 2 - ClI can use text features to locate information.

DOK 2 - ClI can use text features to provide sufficient evidence for a purpose.

DOK 2 – Cl

I can locate information to support my answer.

DOK 3 – APx

I can identify what the author is explaining or describing.

StandardRI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

DOK 1 - Cf

I can answer who, what, when, where or how questions to explain or describe.

DOK 2 - Cl

I can match pictures to text facts or ideas.

DOK 1 - CfI can answer questions by looking at pictures.

DOK 2 - APn I can use pictures to answer questions about a text.

StandardRI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

DOK 2 - APnI can use pictures to answer questions about a text.

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

Quarter Two Pre-Assessment Informational Text – Important Adjustment Points

Color your score blue.

0 1 2 3

Number each box from 1 – 4, to show what happens first, next, then and last in the life cycle of a plant. RI.2.7

0 1 2 3

Describe the different stages in the life cycle of a plant. Use details from the text and illustration. RI.2.6

9

3

4 5 6

87 10

1 2

11

12

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

W.2Read the paragraph. What sentence could be added to the paragraph?

L.6Which word could be used to replace sprout?

L.2bRead the letter. Where should a comma be placed in the letter?

13 14 15

Color your score blue.

23Rev. Control: 11/15/2013 HSD – OSP and Susan Richmond

1 2 3

4 5 6

7 8 9

10 11 12