written comprehension assessment materials
TRANSCRIPT
Written Comprehension Assessment Materials
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¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
Table of Contents
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Levels F–I
F A Pet From Grandpa 1
F The Sounds of Music 5
F Sam and Puff Look for Food 9
G Why Anansi Has Eight Thin Legs 13
G The Summer Party 17
G Take Care of Your Teeth! 21
H Laugh, Baby Sister 25
H Marta and the Camel 29
H The Right Teeth 33
I Inside the Rainbow 37
I Name Day 41
I Let’s Save Energy! 45
Levels J–M
J Carla’s Special Paintbrush 49
J The Picnic Basket 53
J Jane Goodall: Animal Scientist 57
K CatchaSnowflake 61
K The Best Field Trip Ever 65
K The Day the Pages Spoke 69
L Lizard Seeks the Sun 73
L The Green Tomato Mystery 77
L Under the Microscope 81
M Little Red Mix-Up 85
M The Not-So-Deserted Island 89
M Let’s Celebrate America! 93
Levels N–Q
N Anne and Helen: The Story of Anne Sullivan 97
N Brave Little One Inch 101
N The Grasshopper and the Ants 105
O Unexpected Visitors 109
O What Happened to Planet Pluto? 113
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Table of Contents, cont’d
Levels N–Q (cont’d.)
O The Time Capsule 117
P Miss Mitchell’s Comet 121
P What Can Light Do? 125
P Felipe’s Journey 129
Q On the Wings of an Eagle 133
Q Sea Monsters 137
Q Ayasha and the Jingle Dance 141
Levels R–U
R A Snack for Grack 145
R Fabulous Flutes 149
R The Case of the Missing Basketball 153
S Beating the Dust 157
S Happy Turkey Day 161
S Robot Explorers 165
T Ali in the City 169
T The Country Store 173
T Blue Lobsters and Pink Dolphins 177
U Just Like Me 181
U Breakfast Anytime 185
U Women, Weather, and World War II 189
Levels V–Z
V Nature’s Spectacular Displays 193
V Ride! 197
W Home Run Help 201
W Living on the Space Station 205
X Lady Liberty 209
X What Lives in Antarctica? 213
Y How Animals Lost Their Tails (and Got Them Back Again) 217
Y Dancing Lights of the North 221
Z Solar Energy 225
Z Barbara Johns Stands Up 229
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
1
Common Core Standard: RL 1 2 Retell stories, including key details, and demonstrate understanding of their central message or lesson
A Pet From Grandpa
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
Complete the chart to retell what happens in the story
Beginning
MiddleAllie and James make a banner It says, “Thank you, Grandpa!”
Ending
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* Exemplar serves only as a sample response Other comparable responses are acceptable
A Pet From Grandpa
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RL 1 2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson
Complete the chart to retell what happens in the story
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
BeginningGrandpa sends an email He is bringing a pet
EndingGrandpa brings a lizard They name her Liz
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
BeginningGrandpa sends an email
EndingIt is a lizard
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
BeginningMom calls Allie and James
EndingAllie and James want a new pet
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
BeginningGrandpa is nice
EndingThank you, Grandpa
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Common Core Standard: RL 1 6 Identify who is telling the story at various points in a text
A Pet From Grandpa
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
Which characters wonder what the new pet will be? How do you know this?
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4
* Exemplar serves only as a sample response Other comparable responses are acceptable
A Pet From Grandpa
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RL 1 6 Identify who is telling the story at various points in a text
Which characters wonder what the new pet will be? How do you know this?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Allie and James wonder what the new pet will be I know this because the story shows them talking about the pet, and the pictures show what they think the pet might be
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Allie and James They talk about the new pet The pictures show pets
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The kids want a new pet
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Grandpa gets a pet
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Common Core Standard: RI 1 3 Describe the connection between two individuals, events, ideas, or pieces of information in a text
The Sounds of Music
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
1.Makea√intheboxthattellsabouteachinstrument
InstrumentYou blow
into it.It makes a
high sound.It makes a
deep sound.
Tuba
Flute
2 How are a tuba and a flute alike?
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Sounds of Music
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RI 1 3 Describe the connection between two individuals, events, ideas, or
pieces of information in a text
1.Makea√intheboxthattellsabouteachinstrument
2 How are a tuba and a flute alike?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Tuba: You blow into it, and it makes a deep sound Flute: You blow into it, and it makes high sounds
2 You blow into both of them
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Tuba: You blow into it, and it makes a deep sound Flute: You blow into it, and it makes high sounds
2 They are both instruments
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Tuba: You blow into it, and it makes a deep sound Flute: It makes high sounds
2 They make sounds
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Tuba: It makes high sounds Flute: It makes a deep sound
2 Music is fun
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Common Core Standard: RI 1 8 Identify the reasons an author gives to support points in a text
The Sounds of Music
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
What are two instruments that are partly made of wood? Give two examples from the book
Instruments that are partly made of wood
1. 2.
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Sounds of Music
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RI 1 8 Identify the reasons an author gives to support points in a text
What are two instruments that are partly made of wood? Give two examples from the book
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Banjo2 Piano
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Banjo2 Piano
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Banjo2 Drum
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Music2 Wood
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Common Core Standard: RL 1 5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types
Sam and Puff Look for Food
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
What are two things Grandma Skunk does that a real skunk would not do?
1
2
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Sam and Puff Look for Food
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RL 1 5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of text types
What are two things Grandma Skunk does that a real skunk would not do?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Students should name two of the following: Grandma Skunk talks, hides food for the little animals to find, and shares the food with other skunks and rabbits
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Talks, hides food
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Talks
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Eats nuts
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Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters, setting, or events
Sam and Puff Look for Food
Guided Reading: F | Reading Recovery: 9–10
Name Date
Written Comprehension
Complete the chart to tell about the skunk family’s home
Skunk Family’s Home
Where is it found?
What is it made of?
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12
* Exemplar serves only as a sample response Other comparable responses are acceptable
Sam and Puff Look for Food
Guided Reading: F | Reading Recovery: 9–10
Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters,
setting, or events
Complete the chart to tell about the skunk family’s home
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Where is it found? Under a tree; in a forest/in the woods
What is it made of? Rocks in a circle around a hole
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Where is it found? Woods
What is it made of? Rocks
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Where is it found? Tree
What is it made of? A hole
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Where is it found? (No response from student)
What is it made of? Sticks
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Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
Why Anansi Has Eight Thin Legs
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
What happened that made Anansi’s legs change from fat to thin? Use part of the story in your answer
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Why Anansi Has Eight Thin Legs
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
What happened that made Anansi’s legs change from fat to thin? Use part of the story in
your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Each of Anansi’s legs was tied to a pot All eight animals pulled on the web at the same time This made Anansi’s legs stretch out thin
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Anansi’s web was tied to the pots The animals pulled on the web This made Anansi’s legs thin
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The web got pulled It pulled Anansi’s legs
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Spiders have eight legs
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Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
Why Anansi Has Eight Thin Legs
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
On the chart, write two things that Anansi says to make Rabbit and Monkey think he is helpful
What Anansi Says to Both Rabbit and Monkey
1.
2.
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16
* Exemplar serves only as a sample response Other comparable responses are acceptable
Why Anansi Has Eight Thin Legs
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses
On the chart, write two things that Anansi says to make Rabbit and Monkey think he is helpful
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 I will help later 2 Pull my web when it’s time to stir Then I will come and help
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 I will help 2 Pull my web I will come and help
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 I will help 2 Pull my web
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Help2 Web
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17
Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using key details
The Summer Party
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
What are the four settings, or places, in the story?
1.
2.
3.
4.
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18
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Summer Party
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using
key details
What are the four settings, or places, in the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Sara’s house2 The airport
3 Aunt Anna and Uncle Lars’s house4 The festival
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Sara’s house2 The airport
3 The Maypole4 The festival
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Sweden2 The airport
3 Dance4 The festival
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Map2 Fly
3 (No response from student)4 (No response from student)
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Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
The Summer Party
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
Write the word that tells how Sara feels
Turn to page 6 How does Sara feel about her aunt and uncle’s home?
Turn to page 16 How did Sara feel about the festival?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
20
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Summer Party
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses
Write the word that tells how Sara feels
Turn to page 6 How does Sara feel about her aunt and uncle’s home?
Turn to page 16 How did Sara feel about the festival?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Liked; fun
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Liked; good
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Liked; dance
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Dance
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21
Common Core Standard: RI 1 1 Ask and answer questions about key details in a text
Take Care of Your Teeth!
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
The author says some foods are good for your teeth and some are not so good Draw a picture to show a food from the book that is good for your teeth and one that is not so good
Food That Is Good for Your Teeth
Food That Is Not Good for Your Teeth
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
22
* Exemplar serves only as a sample response Other comparable responses are acceptable
Take Care of Your Teeth!
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RI 1 1 Ask and answer questions about key details in a text
The author says some foods are good for your teeth and some are not so good Draw a picture to
show a food from the book that is good for your teeth and one that is not so good
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Food That Is Good for Your Teeth Food That Is Not Good for Your Teeth
(Picture should show an apple or a carrot ) (Picture should show a sweet such as cake, cookies, ice cream, or candy )
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Food That Is Good for Your Teeth Food That Is Not Good for Your Teeth
(Picture should show an apple or a carrot ) (Picture should show an apple or a carrot )
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Food That Is Good for Your Teeth Food That Is Not Good for Your Teeth
(Picture should show a toothbrush ) (Picture is irrelevant to text )
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Food That Is Good for Your Teeth Food That Is Not Good for Your Teeth
(Picture is irrelevant to text ) (Picture is irrelevant to text )
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23
Common Core Standard: RI 1 4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
Take Care of Your Teeth!
Guided Reading: G | Reading Recovery: 11–12
Name Date
Written Comprehension
Read these sentences from the text
You will use your teeth all your life So it is your job to take care of them
In the book, what are two jobs you do to take care of your teeth?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
24
* Exemplar serves only as a sample response Other comparable responses are acceptable
Take Care of Your Teeth!
Guided Reading: G | Reading Recovery: 11–12
Common Core Standard: RI 1 4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in a text
In the book, what are two jobs you do to take care of your teeth?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Sample responses should include two of the following: clean/brush my teeth, floss, drink lots of water, eat good foods/apples and carrots, see a dentist
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Brush, food
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Brush
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Teeth
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25
Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
Laugh, Baby Sister
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
Name three things Kent does that do not stop Hana’s crying
1
2
3
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26
* Exemplar serves only as a sample response Other comparable responses are acceptable
Laugh, Baby Sister
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
Name three things Kent does that do not stop Hana’s crying
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Kent does a dance He makes a funny face He gives Hana the toy lamb
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Kent dances and gives Hana the toy lamb
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Kent helps his baby sister
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Kent eats pears
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Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
Laugh, Baby Sister
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
Write words from the story that show Hana feels sad Write words from the story that show Hana feels happy
Sad Happy
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28
* Exemplar serves only as a sample response Other comparable responses are acceptable
Laugh, Baby Sister
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RL 1 4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses
Write words from the story that show Hana feels sad Write words from the story that show Hana
feels happy
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Sad Happy
Started to cry; cried; cried some more; threw it on the floor
Laughed and clapped her hands; Hana sang, too
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Sad Happy
Cry Laughed and clapped
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Sad Happy
Cry Stopped crying
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Sad Happy
Hana (No response from student)
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29
Common Core Standard: RL 1 6 Identify who is telling the story at various points in a text
Marta and the Camel
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
Who is talking in the story? Write your answers in the chart
A Character in the Story Says ...
Who Says This?
“We’re going to the zoo today.”
“I think she likes you.”
“Camels may be tall, but they are very fun to ride!”
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Marta and the Camel
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RL 1 6 Identify who is telling the story at various points in a text
Who is talking in the story? Write your answers in the chart
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
A Character in the Story Says ... Who Says This?
“We’re going to the zoo today ” Mama
“I think she likes you ” The zoo helper
“Camels may be tall, but they are very fun to ride!” Marta
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
A Character in the Story Says ... Who Says This?
“We’re going to the zoo today ” Mama
“I think she likes you ” Marta
“Camels may be tall, but they are very fun to ride!” Marta
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
A Character in the Story Says ... Who Says This?
“We’re going to the zoo today ” Mama
“I think she likes you ” Marta
“Camels may be tall, but they are very fun to ride!” The zoo helper
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
A Character in the Story Says ... Who Says This?
“We’re going to the zoo today ” Mama
“I think she likes you ” (No response from student)
“Camels may be tall, but they are very fun to ride!” (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters, setting, or events
Marta and the Camel
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
Look at the picture on page 15 What does the picture tell you about how Marta feels about riding the camel at this point in the story?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
32
* Exemplar serves only as a sample response Other comparable responses are acceptable
Marta and the Camel
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters,
setting, or events
Look at the picture on page 15 What does the picture tell you about how Marta feels about riding
the camel at this point in the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
At this point in the story, Marta is happy about riding the camel The picture shows her smiling
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Marta is happy because she is smiling
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
She is happy
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
She is on the camel
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 1 2 Identify the main topic and retell key details of a text
The Right Teeth
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
An animal must have the right teeth for what it eats Which kinds of teeth are good for eating which kinds of food? Write your answers in the chart
Kind of Teeth What Do They Eat?
Flat teeth
Sharp front teeth
Both sharp teeth and flat teeth
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
34
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Right Teeth
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RI 1 2 Identify the main topic and retell key details of a text
An animal must have the right teeth for what it eats Which kinds of teeth are good for eating which
kinds of food? Write your answers in the chart
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Kind of Teeth What Do They Eat?
Flat teeth Plants
Sharp front teeth Meat
Both sharp teeth and flat teeth Whatever food they can find
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Kind of Teeth What Do They Eat?
Flat teeth Plants
Sharp front teeth Meat
Both sharp teeth and flat teeth What they find
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Kind of Teeth What Do They Eat?
Flat teeth Plants
Sharp front teeth Meat
Both sharp teeth and flat teeth Food
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Kind of Teeth What Do They Eat?
Flat teeth Horses
Sharp front teeth Lions
Both sharp teeth and flat teeth (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 1 7 Use the illustrations and details in a text to describe its key ideas
The Right Teeth
Guided Reading: H | Reading Recovery: 14
Name Date
Written Comprehension
Look at the photo of the horse and the photo of the lion Are their teeth alike or different? Explain your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
36
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Right Teeth
Guided Reading: H | Reading Recovery: 14
Common Core Standard: RI 1 7 Use the illustrations and details in a text to describe its key ideas
Look at the photo of the horse and the photo of the lion Are their teeth alike or different? Explain
your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
A horse and a lion have different kinds of teeth The horse has flat teeth to chew plants, and the lion has sharp teeth to hold and cut up meat
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
They have different kinds of teeth The horse has flat teeth The lion has sharp teeth
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Different Flat and sharp
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Alike
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
Inside the Rainbow
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
What does Mom say to the kids at the beginning of the story? Why is it important?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Inside the Rainbow
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RL 1 1 Ask and answer questions about key details in a text
What does Mom say to the kids at the beginning of the story? Why is it important?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Mom says, “It stopped raining!” and “There’s a huge rainbow outside!” It is important because that makes the family notice the steps in the rainbow
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Mom says there is a rainbow outside Then the family has an adventure in the rainbow
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
There is a rainbow
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The rainbow is red
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters, setting, or events
Inside the Rainbow
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
What is one way that the different colored steps inside the rainbow are all alike?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
40
* Exemplar serves only as a sample response Other comparable responses are acceptable
Inside the Rainbow
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters,
setting, or events
What is one way that the different colored steps inside the rainbow are all alike?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
In each step, the family sees things that are the color of the step
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The colors inside are the same
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The animals are the same color
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The animals can talk
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
41
Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using key details
Name Day
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
What are the stories of Leon’s and Matt’s names? Use part of the story in your answer
Leon
Matt
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
42
* Exemplar serves only as a sample response Other comparable responses are acceptable
Name Day
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RL 1 3 Describe characters, settings, and major events in a story, using
key details
What are the stories of Leon’s and Matt’s names? Use part of the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Leon: His dad told him it means lion
Matt: His mom said she liked the name Matt His grandpa said his middle name, Huslu, means shaggy bear
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Leon: Means lion
Matt: Matt is just a name his mom liked Huslu is a shaggy bear
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Leon: Lion
Matt: Doesn’t know
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Leon: Friend
Matt: (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
43
Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters, setting, or events
Name Day
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
How does Grandpa feel at the end of the story? Use the picture to help you
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
44
* Exemplar serves only as a sample response Other comparable responses are acceptable
Name Day
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RL 1 7 Use illustrations and details in a story to describe its characters,
setting, or events
How does Grandpa feel at the end of the story? Use the picture to help you
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Grandpa feels happy and proud He smiles and hugs Matt
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Grandpa feels happy He is smiling
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Grandpa feels happy
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Grandpa and Matt
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
45
Common Core Standard: RI 1 2 Identify the main topic and retell key details of a text
Let’s Save Energy!
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
What are two ways to save energy by using less hot water?
1
2
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Let’s Save Energy!
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RI 1 2 Identify the main topic and retell key details of a text
What are two ways to save energy by using less hot water?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Take a shower instead of a bath 2 Wash clothes in cold water
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Take a shower 2 Use cold water
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Take a shower 2 Turn out lights
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Bottles 2 Cans
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 1 8 Identify the reasons an author gives to support points in a text
Let’s Save Energy!
Guided Reading: I | Reading Recovery: 16
Name Date
Written Comprehension
Turn to page 4 What reasons does the author give for saving energy?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Let’s Save Energy!
Guided Reading: I | Reading Recovery: 16
Common Core Standard: RI 1 8 Identify the reasons an author gives to support points in a text
Turn to page 4 What reasons does the author give for saving energy?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Using less energy means we pay less money and help the planet
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
We pay less when we use less energy
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
We have to pay for electricity
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Recycle
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
49
Common Core Standard: RL 2 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
Carla’s Special Paintbrush
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
What lesson did Carla learn from taking her special paintbrush to school?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Carla’s Special Paintbrush
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RL 2 2 Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral
What lesson did Carla learn from taking her special paintbrush to school?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
She learned to be more careful with the paintbrush She learned that it could be fun but could also cause trouble
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
She learned people could paint good things and bad things
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
She learned to keep it at home
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
She learned how to paint
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
Carla’s Special Paintbrush
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
Complete the chart to tell the story in your own words Be sure to tell the beginning and the end
Beginning:
Middle:Carla shows her paintbrush to the class. Mrs. Bates uses it to paint a picture of rain. It starts raining outside.
End:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
52
* Exemplar serves only as a sample response Other comparable responses are acceptable
Carla’s Special Paintbrush
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action
Complete the chart to tell the story in your own words Be sure to tell the beginning and the end
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Beginning: Carla dreams she has a special paintbrush When she wakes up, she has the paintbrush She paints an apple tree, and it comes to life Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Carla tells Mrs Bates to paint a sunny day The rain stops, and the sun comes out Carla decides to keep the paintbrush in a safe place
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Beginning: Carla has a special paintbrush She paints a real apple tree Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates paints a sunny day Carla decides to keep the paintbrush in a safe place
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Beginning: Carla paints an apple tree Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates paints the sun
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Beginning: Carla can paint Middle: Carla shows her paintbrush to the class Mrs Bates uses it to paint a picture of rain It starts raining outside Ending: Mrs Bates can paint
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and challenges
The Picnic Basket
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
Why does Jayden give each family member a job to do? Use part of the story in your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
54
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Picnic Basket
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and
challenges
Why does Jayden give each family member a job to do? Use part of the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Jayden had an idea how to use items in the basket to decorate the basket He gave each person a job to do so they could quickly decorate the basket in a circus theme before the mayor gave out prizes
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Jayden gave each person a job to do so they could decorate the basket in time for the contest
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Jayden had an idea for the contest
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They had a picnic
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
55
Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
The Picnic Basket
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
Use the pictures and text to tell how the family’s picnic basket changes during the story
Beginning:
Middle:The picnic basket has a blanket hanging over it.
End:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
56
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Picnic Basket
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters, setting, or plot
Use the pictures and text to tell how the family’s picnic basket changed
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Beginning: The picnic basket is a plain yellow (or brown) box Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket has stripes, a red and white top, a sign that says “circus,” and a prize ribbon
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Beginning: The picnic basket is plain Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket is a circus tent
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Beginning: The picnic basket is a box Middle: The picnic basket has a blanket hanging over it Ending: The picnic basket is pretty
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Beginning: (No response from student)Middle: The picnic basket has a blanket hanging over it Ending: Eat sandwiches
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
57
Common Core Standard: RI 2 2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text
Jane Goodall: Animal Scientist
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
Read the sentences in the web Write a sentence in the center that tells what they are all mainly about
Jane always loved animals
Jane dreamed of going to
Africa someday
Jane got a job after
high school
Jane saved her money to go to Africa
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Jane Goodall: Animal Scientist
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RI 2 2 Identify the main topic of a multiparagraph text as well as the
focusofspecificparagraphswithin the text
Read the sentences in the web Write a sentence in the center that tells what they are all
mainly about
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Jane wanted to go to Africa to study animals from the time she was young
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Jane wanted to go to Africa
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Jane likes Africa
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Jane is a girl
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 2 7 Explain how specific images (e g , a diagram showing how a machine works) contribute to and clarify a text
Jane Goodall: Animal Scientist
Guided Reading: J | Reading Recovery: 18
Name Date
Written Comprehension
Look at the map on page 9 Where are wild chimps found?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
60
* Exemplar serves only as a sample response Other comparable responses are acceptable
Jane Goodall: Animal Scientist
Guided Reading: J | Reading Recovery: 18
Common Core Standard: RI 2 7 Explain howspecificimages(e.g.,adiagramshowing how a
machine works) contribute to and clarify a text
Look at the map on page 9 Where are wild chimps found?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
A park in Tanzania in Africa
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
A park in Africa
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Africa
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
At a zoo
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 2 6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe
Catch a Snowflake
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
Turn to page 7 Why did the author include Wilson Bentley’s snowflake pictures? What can you learn from the pictures?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
62
* Exemplar serves only as a sample response Other comparable responses are acceptable
Catch a Snowflake
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RI 2 6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe
Turn to page 7 Why did the author include Wilson Bentley’s snowflake pictures? What can you learn
from the pictures?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The text says that Wilson Bentley was the first person to take pictures of snowflakes, so the author included some of his pictures The pictures show that snowflakes are different shapes and sizes
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Wilson Bentley learned that snowflakes come in different shapes and sizes
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The pictures show snowflakes Snowflakes are pretty!
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Snow falls in winter
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 2 8 Describe how reasons support specific points the author makes in a text
Catch a Snowflake
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
Complete the chart Write two reasons from the text that support the author’s point
Author’s Point Supporting Details
Snowflakes can be different sizes and shapes.
1.
2.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Catch a Snowflake
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthor
makes in a text
Complete the chart Write two reasons from the text that support the author’s point
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Some snowflakes are tossed around in the clouds Water freezes on them and makes them bigger before they fall to the ground
2 Changes in air temperature cause snowflakes to have different shapes
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 More water freezes on the snowflakes 2 Air temperature
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Clouds have water 2 Shapes change
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Snowflakes are white 2 (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
The Best Field Trip Ever
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
Why was the Science Center the best place for the class to go on a field trip? Use part of the story in your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
66
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Best Field Trip Ever
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text
Why was the Science Center the best place for the class to go on a field trip? Use part of your story
in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The students were interested in dinosaurs, robots, sharks, and sports The Science Center had dinosaurs, robots, sharks, and even sports
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The children like dinosaurs, robots, and sharks The Science Center has all of them
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Ms Wu said it would be the best place, and she took them there
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Dinosaurs
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
The Best Field Trip Ever
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
Tell where the students in the story went and what they saw at each place
Story Part Where They Went What They Saw
Beginning Hall of Dinosaurs Dinosaur bones and a dinosaur’s jaw
Middle 1. Shark pool
2.
1. Sharks being fed
2.
End
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Best Field Trip Ever
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action
Tell where the students in the story went and what they saw at each place
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Story Part Where They Went What They Saw
Middle 2 Robot Room 2 Robot game and robot cars racing on a track
End Good Health Room Karate lesson
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Story Part Where They Went What They Saw
Middle 2 Good Health Room 2 Robot cars
End Robot Room Karate
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Story Part Where They Went What They Saw
Middle 2 Dinosaurs 2 Cars
End Sports Room Karate
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Story Part Where They Went What They Saw
Middle 2 School (No response from student)
End Home Dinosaur
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Common Core Standard: RL 2 4 Describe how words and phrases (e g , regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
The Day the Pages Spoke
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
Each fairy tale character gives a clue What do their words tell Kim and Martin to do?
What The Character Said What It Tells the Kids to Do
While I eat my snack,ask a boy named Jack.
Where is it, I wonder?Get down, then look under.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Day the Pages Spoke
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RL 2 4 Describe how words and phrases (e g , regular beats, alliteration,
rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
Each fairy tale character gives a clue What do their words tell Kim and Martin to do?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
What the Character Said What It Tells the Kids to Do
While I eat my snack, ask a boy named Jack Go look in the book Jack and the Beanstalk
Where is it, I wonder? Get down, then look under Get on the floor and look under the table
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
What the Character Said What It Tells the Kids to Do
While I eat my snack, ask a boy named Jack Find Jack in his book
Where is it, I wonder? Get down, then look under Look under the table
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
What the Character Said What It Tells the Kids to Do
While I eat my snack, ask a boy named Jack Jack
Where is it, I wonder? Get down, then look under Look on the floor
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
What the Character Said What It Tells the Kids to Do
While I eat my snack, ask a boy named Jack Go eat lunch
Where is it, I wonder? Get down, then look under (No response from student)
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Common Core Standard: RL 2 6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud
The Day the Pages Spoke
Guided Reading: K | Reading Recovery: 18
Name Date
Written Comprehension
How does Kim feel when she discovers her bookmark is missing? How does she feel at the end of the story? Use details from the story in your answer
How She Feels at the Beginning
How She Feels at the End
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
72
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Day the Pages Spoke
Guided Reading: K | Reading Recovery: 18
Common Core Standard: RL 2 6 Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when reading dialogue aloud
How does Kim feel when she discovers her bookmark is missing? How does she feel at the end of
the story? Use details from the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
How She Feels at the Beginning How She Feels at the End
She is surprised and upset when she discovers her bookmark is missing
She feels happy and thankful at the end of the story
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
How She Feels at the Beginning How She Feels at the End
She is sad that her bookmark is missing She is happy
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
How She Feels at the Beginning How She Feels at the End
Sad Happy
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
How She Feels at the Beginning How She Feels at the End
Books (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
Lizard Seeks the Sun
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
Complete the chart about the story’s main character
Character: Lizard
1. What does the character do?
2. Do you think the author wants us to like the character? Explain your answer.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Lizard Seeks the Sun
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters, setting, or plot
Complete the chart about the story’s main character
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Lizard looks over rocks and under leaves for the Sun She rests on a large rock and finds the sun She goes to the Emperor for help
2 Yes, because the author shows that Lizard doesn’t give up easily
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Lizard looks for and finds the Sun 2 Yes, because she works hard
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 She finds the Sun 2 Yes, she is nice
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 (No response from student)2 Yes
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Lizard Seeks the Sun
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
At the end of the story, the author says, “Little Lizard felt proud ” Use details from the book to describe two things that could make Lizard feel proud
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
76
* Exemplar serves only as a sample response Other comparable responses are acceptable
Lizard Seeks the Sun
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text
At the end of the story, the author says, “Little Lizard felt proud ” Use details from the book to
describe two things that could make Lizard feel proud
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
She could feel proud that she didn’t give up and her searching located the Sun She could also feel proud that she helped get the Sun back in the sky, because it was her idea to get the Emperor to help
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
She feels proud that she found the Sun and helped get it back up in the sky
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
She lay on a warm rock and found the sun
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Lizards are small and cute
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
77
Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and challenges
The Green Tomato Mystery
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
How long did it take Ava to solve the mystery? Why did it take that long?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
78
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Green Tomato Mystery
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and
challenges
How long did it take Ava to solve the mystery? Why did it take that long?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
It took four days to solve the mystery It took that long because on each of the first three days, Ava only saw a part of the squirrel By the third day, she put the pieces together and realized she was looking for an animal On the fourth day, she saw the squirrel actually steal a tomato
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
It took four days to solve the mystery On the fourth day, Ava saw the squirrel steal a tomato
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
It took four days
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Ava ate tomatoes
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
The Green Tomato Mystery
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
Tell what happens in this story Be sure to tell the beginning, the middle, and the end
Beginning:
Middle:
End:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
80
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Green Tomato Mystery
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action
Tell what happens in this story Be sure to tell the beginning, the middle, and the end
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Beginning Middle End
Ava’s mother is going to make fried green tomatoes She finds that her tomatoes are gone
Ava watches the garden She sees a squirrel grab a tomato
Ava’s mom covers the tomato plants with wire cage A week later, there are tomatoes Ava’s mom makes fried green tomatoes, and Ava loves them
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Beginning Middle End
Ava’s mother finds the tomatoes are gone
Ava watches the garden She finds the squirrel
Ava’s mom covers the plants She makes fried green tomatoes
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Beginning Middle End
The tomatoes are gone A squirrel takes a tomato Ava feeds the squirrel a snack
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Beginning Middle End
Tomatoes Ava Squirrel
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 2 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text
Under the Microscope
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
List the steps to follow to look at a drop of tap water under a microscope The first step is given
1. Put the drop of water on a glass slide.
2.
3.
4.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Under the Microscope
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RI 2 3 Describe the connection between a series of historical events,
scientificideasorconcepts,orstepsintechnicalproceduresin a text
List the steps to follow to look at a drop of tap water under a microscope The first step is given
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
2 Put the slide on the microscope stage
3 Look through the eyepiece
4 Turn the knobs to focus the lenses
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
2 Put the slide on the microscope
3 Look through the eyepiece
4 See clear tap water
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
2 Put the slide on the microscope
3 Look at it
4 What do you see?
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
2 Get a drop of water
3 Get pond water
4 (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RI 2 8 Describe how reasons support specific points the author makes in a text
Under the Microscope
Guided Reading: L | Reading Recovery: 20
Name Date
Written Comprehension
Complete the chart Give two examples that support the author’s point
Author’s Point: Tools can help us take a close look at the world around us
Example 1:
Example 2:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
84
* Exemplar serves only as a sample response Other comparable responses are acceptable
Under the Microscope
Guided Reading: L | Reading Recovery: 20
Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthormakes
in a text
Complete the chart Give two examples that support the author’s point
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 A microscope can help you see the scales on a butterfly’s wings 2 A microscope can help you compare tap water and pond water It lets you see small living
things in pond water
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 A microscope can show you a butterfly’s wings 2 A microscope can show you pond water
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 A microscope is a tool 2 (No response from student)
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Tools are helpful 2 (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Little Red Mix-Up
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
What are three things that go wrong during the play? Write them in the web
Problems with the puppet
show
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
86
* Exemplar serves only as a sample response Other comparable responses are acceptable
Little Red Mix-Up
Guided Reading: M | Reading Recovery: 20
Common Core Standard: RL 2 1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text
What are three things that go wrong during the play? Write them on the web
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Little Red Riding Hood loses her basket Grandmother’s wig comes off The Wolf knocks the stage over
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Little Red Riding Hood loses her basket Grandmother’s wig comes off The stage breaks
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Little Red Riding Hood drops her sock A puppet’s wig comes off The children make jokes
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The children put on a show A lot of things go wrong
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
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Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
Little Red Mix-Up
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
In what three ways do the children use their puppets to fix the mistakes? Use details from the story and the pictures in your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
88
* Exemplar serves only as a sample response Other comparable responses are acceptable
Little Red Mix-Up
Guided Reading: M | Reading Recovery: 20
Common Core Standard: RL 2 7 Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters, setting, or plot
In what three ways do the children use their puppets to fix the mistakes? Use details from the story
and the pictures in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Daniel uses his Wolf puppet to pick up the basket that was dropped Nita uses her Little Red Riding Hood puppet to put the Grandmother’s wig back on Then, Troy and Nita use their puppets make a joke after Daniel knocks the stage down
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Daniel’s puppet gets the basket, and Nita’s puppet gets the wig Then Troy and Nita make people laugh
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The Wolf picks up the basket Little Red Riding Hood gets the wig
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They put on a show
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
89
Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and challenges
The Not-So-Deserted Island
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
Explain how Gabe and Ana feel at the end of the story and why they feel this way Use details from the story and the pictures to help explain your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
90
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Not-So-Deserted Island
Guided Reading: M | Reading Recovery: 20
Common Core Standard: RL 2 3 Describe how characters in a story respond to major events and
challenges
Explain how Gabe and Ana feel at the end of the story and why they feel this way Use details from
the story and the pictures to help explain your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
They are happy to be back on the crowded beach They found that their own beach was boring and lonely It had bugs, monkeys, and rain They learned that they’d have more fun on the crowded beach
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
They are happy to back on the crowded beach where there are no bugs, monkeys, or rain
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
They feel happy They have sandwiches to eat
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They are wet from the rain
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Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
The Not-So-Deserted Island
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
Tell what happens in this story Be sure to tell the beginning, the middle, and the end
Beginning:
Middle:
End:
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Not-So-Deserted Island
Guided Reading: M | Reading Recovery: 20
Common Core Standard: RL 2 5 Describe the overall structure of a story, including describing how
the beginning introduces the story and the ending concludes the action
Tell what happens in this story Be sure to tell the beginning, the middle, and the end
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Beginning Middle End
Gabe and Ana’s sandcastle gets knocked down, and there’s sand in their sandwiches They wish they could find a beach of their own that is not so crowded
Gabe and Ana get their wish They are on a beautiful beach, but there is no one to play with Monkeys throw mangos at Gabe, and then it rains They wish to go back to their old beach
Gabe and Ana are happy to be back on their noisy, crowded beach They happily eat their sandy sandwiches
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Beginning Middle End
Gabe and Ana are not happy They wish they could find a beach of their own
They get their wish, but the beach is not fun They wish to go back to their old beach
Gabe and Ana are happy to be back on their old beach and eat their sandy sandwiches
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Beginning Middle End
Gabe and Ana make a wish to be on their own beach
They don’t like it They like their crunchy sandwiches
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Beginning Middle End
Gabe and Ana go to the beach
They see a monkey It rains
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93
Common Core Standard: 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
Let’s Celebrate America!
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
What part of the book gives you meanings of words?
What is the meaning of the word signature?
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94
* Exemplar serves only as a sample response Other comparable responses are acceptable
Let’s Celebrate America!
Guided Reading: M | Reading Recovery: 20
Common Core Standard: 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
What part of the book gives you meanings of words?
What is the meaning of the word signature?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The glossary; a person’s name written in his or her own handwriting
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The glossary; a person’s name
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Contents; name
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Sign
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Common Core Standard: RI 2 8 Describe how reasons support specific points the author makes in a text
Let’s Celebrate America!
Guided Reading: M | Reading Recovery: 20
Name Date
Written Comprehension
What details from the text support the idea that people celebrate the Fourth of July in different ways? Write the supporting details on the web
People celebrate the Fourth of July
in different ways
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96
* Exemplar serves only as a sample response Other comparable responses are acceptable
Let’s Celebrate America!
Guided Reading: M | Reading Recovery: 20
Common Core Standard: RI 2 8 Describe howreasonssupportspecificpointstheauthormakes
in a text
What details from the text support the idea that people celebrate the Fourth of July in different
ways? Write the supporting details on the web
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Watch a parade; get together and cook food over a grill; play games or contests; watch fireworks
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Watch a parade; get together; games; fireworks
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Watch a parade; fireworks
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
I like parades
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97
Common Core Standard: RI 3 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
Anne and Helen: The Story of Anne Sullivan
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
Write two effects to complete the chart
Cause Effects
Helen learned fast and found a joy in learning.
1.
2.
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Anne and Helen: The Story of Anne Sullivan
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RI 3 3 Describe the relationship between a series of historical events,
scientificideasorconcepts,orstepsintechnicalproceduresinatext,usinglanguagethatpertains
to time, sequence, and cause/effect
Write two effects to complete the chart
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 People wanted to meet Helen and Anne 2 Helen graduated from college
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Helen learned more 2 Helen graduated from college
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Helen spelled the word “water ”2 Anne helped Helen
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Helen was deaf 2 Helen was blind
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Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and paragraphs in a text (e g , comparison, cause/effect, first/second/third in a sequence)
Anne and Helen: The Story of Anne Sullivan
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
How does the second paragraph on page 1 connect to the first paragraph on page 2? Use details from the book to explain your answer
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100
* Exemplar serves only as a sample response Other comparable responses are acceptable
Anne and Helen: The Story of Anne Sullivan
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and
paragraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence)
How does the second paragraph on page 1 connect to the first paragraph on page 2? Use details
from the book to explain your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Page 1 tells about Helen’s problems, how she needed a teacher, and how the director offered the job to Anne Page 2 tells about how and why Anne accepted the job
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Page 1 tells how Helen needs a teacher and the director gave Anne a job Page 2 tells that Anne took the job
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Page 1 tells how Helen was deaf and blind Page 2 tells how Anne was her teacher
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They are about Helen and Anne
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
101
Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
Brave Little One Inch
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
Think about the scene in the story where Little One Inch meets the nobleman for the first time Little One Inch wants to be a soldier, but the nobleman offers him a different job How does this change what happens in the story?
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Brave Little One Inch
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing
or speaking about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Think about the scene in the story where Little One Inch meets the nobleman for the first time
Little One Inch tells the nobleman that he wants to be a soldier But the nobleman offers him a
different job How does this change what happens in the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
If the nobleman didn’t offer Little One Inch the job of being the princess’s assistant, he and the princess wouldn’t have become friends, he wouldn’t have had the opportunity to show his courage and teach the nobleman that size does not make a hero, and he would not have grown to full size
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Little One Inch may not have had a chance to teach the nobleman that size doesn’t make a hero, and he wouldn’t have grown to full size
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Little One Inch and the princess would not have become friends
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Little One Inch is a soldier
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103
Common Core Standard: RL 3 4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
Brave Little One Inch
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
The author describes the wild monkey as greedy What does the monkey do to show it is greedy?
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104
* Exemplar serves only as a sample response Other comparable responses are acceptable
Brave Little One Inch
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RL 3 4 Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language
The author describes the wild monkey as greedy What does the monkey do to show it is greedy?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Even though the monkey’s hands are full of plums, it wants the juicy one offered by Little One Inch
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The monkey takes all the plums
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The monkey’s hands are full
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The monkey takes the comb
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105
Common Core Standard: RL 3 2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text
The Grasshopper and the Ants
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
What can you learn from the story of the grasshopper and the ants? How do you know this?
What can you learn from the story of the grasshopper and the ants?
How do you know this?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
106
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Grasshopper and the Ants
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RL 3 2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text
What can you learn from the story of the grasshopper and the ants? How do you know this?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
What can you learn from the story of the grasshopper and the ants? How do you know this?
You can learn that there are different ways to work hard
The ant told Grasshopper that they all worked hard to get ready for winter
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
What can you learn from the story of the grasshopper and the ants? How do you know this?
The ant didn’t have to worry about Grasshopper
Grasshopper bought some wheat
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
What can you learn from the story of the grasshopper and the ants? How do you know this?
Grasshopper had a job on TV The ant saw her on TV
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
What can you learn from the friendship between the kind ant and Grasshopper? How do you know this?
There are ants on the playground I saw them
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Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
The Grasshopper and the Ants
Guided Reading: N | Reading Recovery: 22
Name Date
Written Comprehension
Why did the kind ant continue to worry even after the grasshopper said she had a plan?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
108
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Grasshopper and the Ants
Guided Reading: N | Reading Recovery: 22
Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing
or speaking about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
Why did the kind ant continue to worry even after the grasshopper said she had a plan?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The kind ant thought that saving wheat was the only way to save for winter
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The ant didn’t know Grasshopper would be okay
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Grasshopper got lost
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
He saw Grasshopper
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Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Unexpected Visitors
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
Why does the teacher tell the students to break a leg? How do the aliens feel about this?
Why does the teacher tell the students to break a leg?
How do the aliens feel about this?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
110
* Exemplar serves only as a sample response Other comparable responses are acceptable
Unexpected Visitors
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events
Why does the teacher tell the students to break a leg? How do the aliens feel about this?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The teacher tells the students to break a leg because that is how people wish actors good luck The aliens are so afraid that their legs will be broken that they leave in their spaceship
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Break a leg means good luck The aliens are afraid, and they leave
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The teacher doesn’t mean they should break their legs The aliens leave
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
There is a play The aliens come see it
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Common Core Standard: RL 3 7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e g , create mood, emphasize aspects of a character or setting)
Unexpected Visitors
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
Look at the picture on page 1 What in the picture confuses the aliens? Why are they confused?
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112
* Exemplar serves only as a sample response Other comparable responses are acceptable
Unexpected Visitors
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RL 3 7 Explain howspecificaspectsofatext’sillustrationscontribute
to what is conveyed by the words in a story (e g , create mood, emphasize aspects of a character
or setting)
Look at the picture on page 1 What in the picture confuses the aliens? Why are they confused?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The picture shows the children are wearing costumes for their play about the first Thanksgiving The aliens are confused because they know the first Thanksgiving took place in 1621
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The children wear Thanksgiving costumes The aliens think it is 1621
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
It is Thanksgiving The aliens don’t understand
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They are in school
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Common Core Standard: RI 3 5 Use text features and search tools (e g , key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
What Happened to Planet Pluto?
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
Turn to page 2 The word Eris is boldfaced in the text It is also listed in the glossary on page 5 Why do you think this word is so important to the book?
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114
* Exemplar serves only as a sample response Other comparable responses are acceptable
What Happened to Planet Pluto?
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RI 3 5 Use text features and search tools (e g , key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently
Turn to page 2 The word Eris is boldfaced in the text It is also listed in the glossary on page 5 Why
do you think this word is so important to the book?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Eris was bigger than Pluto After it was discovered, scientists questioned whether or not Pluto should be called a planet
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Eris was bigger than Pluto Scientists didn’t know if it was a planet
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Bigger than Pluto
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Planet
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115
Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and paragraphs in a text (e g , comparison, cause/effect, first/second/third in a sequence)
What Happened to Planet Pluto?
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
Complete the timeline with information from the selection
1930
1977 Scientists find other icy objects like Pluto.
Eris is discovered.2005
2006
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116
* Exemplar serves only as a sample response Other comparable responses are acceptable
What Happened to Planet Pluto?
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RI 3 8 Describe the logical connection between particular sentences and
paragraphsinatext(e.g.,comparison,cause/effect,first/second/thirdinasequence)
Complete the timeline with information from the selection
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1930: Scientist discovers Pluto and names it as the ninth planet 2006: Scientists vote to define a planet Pluto is now called a dwarf planet
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1930: Scientist discovers Pluto 2006: Scientists define planet Pluto is now a dwarf planet
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1930: Pluto found 2006: Pluto is not a planet
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1930: Planets 2006: (No response from student)
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Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or those of the characters
The Time Capsule
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
Great-aunt Kate has lived in her house for a long time Which detail from the story supports this idea?
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118
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Time Capsule
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or
those of the characters
Great-aunt Kate has lived in her house for a long time Which detail from the story supports
this idea?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Great-aunt Kate has lived in her house since she was at least 12 years old because that is when she buried the time capsule in her backyard
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Great-aunt Kate has lived in her house since she was 12
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Great-aunt Kate buried a time capsule in her backyard
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
She lives in the house
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Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
The Time Capsule
Guided Reading: O | Reading Recovery: 24
Name Date
Written Comprehension
List two things that Great-aunt Kate and Jenna have in common How do you know this? Use part of the story in your answer
List two things that Great-aunt Kate and Jenna have in common.
How do you know this?
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* Exemplar serves only as a sample response Other comparable responses are acceptable
The Time Capsule
Guided Reading: O | Reading Recovery: 24
Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events
List two things that Great-aunt Kate and Jenna have in common How do you know this? Use part of
the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
List two things that Great-aunt Kate and Jenna have in common. How do you know this?
They are both excited about keeping a time capsule They both love The Black Stallion
Great-aunt Kate can’t wait to open the time capsule, and Jenna wants to start her own time capsule Jenna says she loves the story, and Aunt Kate says she loved it, too
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
List two things that Great-aunt Kate and Jenna have in common. How do you know this?
They like time capsules They like The Black Stallion
Great-aunt Kate had a time capsule Jenna wants one The story says they love this book
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
List two things that Great-Aunt Kate and Jenna have in common. How do you know this?
They dig up a time capsule They want to put a book in the time capsule
The story says so
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
List two things that Great-aunt Kate and Jenna have in common. How do you know this?
They find a book They dig a hole
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Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Miss Mitchell’s Comet
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
How does Maria’s father feel about her interest in astronomy? Use two specific details from the story to support your answer
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122
* Exemplar serves only as a sample response Other comparable responses are acceptable
Miss Mitchell’s Comet
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RL 3 3 Describe characters in a story (e g , their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events
How does Maria’s father feel about her interest in astronomy? Use two specific details from the
story to support your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Her father supports her interest He built the observatory at their house He wants to contact his friend so Maria can win a prize for discovering a comet
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Her father supports her interest He wants her to win a prize for discovering a comet
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Wants her to win a prize
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Mr Mitchell
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Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or those of the characters
Miss Mitchell’s Comet
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
How does the author feel about how women scientists were treated in Maria Mitchell’s time? Do the characters in the book also feel this way about women scientists? Use details from the book to support your answers
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124
* Exemplar serves only as a sample response Other comparable responses are acceptable
Miss Mitchell’s Comet
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RL 3 6 Distinguish their own point of view from that of the narrator or
those of the characters
How does the author feel about how women scientists were treated in Maria Mitchell’s time? Do
the characters in the book also feel this way about women scientists? Use details from the book to
support your answers
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The author and the characters in the book feel it was unfair that other astronomers didn’t welcome women in their group The author shows Lucas and Maria’s father convincing Maria to let her discovery be recognized She also shows that Maria won a gold medal and became the first American woman astronomer
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The author feels women astronomers weren’t treated fairly She shows Lucas and Maria’s father convincing Maria to let her discovery be recognized
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The author feels women astronomers were important Maria became a famous astronomer
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Maria finds a star
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Common Core Standard: RI 3 2 Determine the main idea of a text; recount the key details and explain how they support the main idea
What Can Light Do?
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
Turn to page 1 How does the example of how stones and shells look different underwater support the main idea?
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* Exemplar serves only as a sample response Other comparable responses are acceptable
What Can Light Do?
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RI 3 2 Determine the main idea of a text; recount the key details and
explain how they support the main idea
Turn to page 1 How does the example of how stones and shells look different underwater support
the main idea?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The example on page 1 shows that stones and shells can look different when they are underwater This supports the main idea that light bends when it passes through water and makes objects underwater look different
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The example of stones and shells shows that things look different underwater because the light bends
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Stones and shells can look different underwater
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Light shines on the shells
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Common Core Standard: RI 3 7 Use information gained from illustrations (e g , maps, photographs) and the words in a text to demonstrate understanding of the text (e g , where, when, why, and how key events occur)
What Can Light Do?
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
Look at the photo on the front cover of the book Use information from the book to explain what you see
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128
* Exemplar serves only as a sample response Other comparable responses are acceptable
What Can Light Do?
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RI 3 7 Use information gained from illustrations (e g , maps, photographs)
and the words in a text to demonstrate understanding of the text (e g , where, when, why, and how
key events occur)
Look at the photo on the front cover of the book Use information from the book to explain
what you see
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
In the photo on the cover of the book, the cat’s head looks bigger than it really is when it is seen from behind the bowl full of water This is because of the way light bends as it moves through water, making things look different
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The cover shows that light makes objects look different in the water The cat’s head looks big
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The cat’s head looks big
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
There is a fishbowl
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Common Core Standard: RL 3 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
Felipe’s Journey
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
Complete the web to show three important things that happened after Felipe moved to the United States One is completed for you
Important Things That Happened
Papa’s restaurant was
a success
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Felipe’s Journey
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RL 3 1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers
Complete the web to show three important things that happened after Felipe moved to the United
States One is completed for you
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Felipe learned English; Papa’s restaurant was a success; Felipe missed playing soccer; He found friends who love soccer; He lived in the city and saw buildings instead of mountains
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Learned English; Papa’s restaurant was a success; played soccer
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Played soccer; Papa’s restaurant was a success
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Florida; Papa’s restaurant was a success
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Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
Felipe’s Journey
Guided Reading: P | Reading Recovery: 24
Name Date
Written Comprehension
How does the scene where Paula teaches Felipe English relate to the last scene in the story? Use details from the story to support your answer
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132
* Exemplar serves only as a sample response Other comparable responses are acceptable
Felipe’s Journey
Guided Reading: P | Reading Recovery: 24
Common Core Standard: RL 3 5 Refer to parts of stories, dramas, and poems when writing
or speaking about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections
How does the scene where Paula teaches Felipe English relate to the last scene in the story? Use
details from the story to support your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Paula teaches Felipe English, and he learns about the difference between American football and soccer In the last scene, Felipe understands his teacher, and he makes friends playing soccer
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Both scenes have learning English and soccer Felipe understands English and plays soccer at the end
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Soccer Felipe’s favorite sport is soccer
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Felipe goes to school
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Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
On the Wings of an Eagle
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
What is the theme of On the Wings of an Eagle? Name two important details in the text that support this theme
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* Exemplar serves only as a sample response Other comparable responses are acceptable
On the Wings of an Eagle
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
What is the theme of On the Wings of an Eagle? Name two important details in the text that support
this theme
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The theme is that when you miss someone you love, you shouldn’t give up and you should find a way to communicate with them One supporting detail is that when the sister first sees the eagle, she wishes it were a carrier pigeon Another supporting detail is that when she is sad about the news of Ben’s illness, she sends a message to Ben using the eagle
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The main idea is that it’s hard when someone is far away and you should try to communicate with them Details are that the girl wishes she could communicate with Ben and that she sends him a message using the eagle
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Ben’s sister keeps a diary She misses her brother who is fighting in the war
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
This story is about Ben and his sister
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Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
On the Wings of an Eagle
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
Ben’s sister describes someone seeing an eagle in three different scenes How do these different scenes show the ways in which her feelings change during the story?
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136
* Exemplar serves only as a sample response Other comparable responses are acceptable
On the Wings of an Eagle
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
Ben’s sister describes someone seeing an eagle in three different scenes How do these different
scenes show the way in which her feelings change during the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
At first, the eagle reminds Ben’s sister that she wishes she knew how Ben was doing Then the eagle helps her to feel hopeful that Ben will regain his health Finally, she writes that Ben thinks he saw an eagle, and she is happy that he is better
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The eagle makes Ben’s sister think about him Later, she makes a wish when she sees an eagle, and Ben gets better
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Ben’s sister is sad at first Then after she sees the eagle he gets better
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
She is sad about the eagle
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137
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
Sea Monsters
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
According to the text, which sea creatures are like monsters because they are poisonous, and which are like monsters because of their strange appearance or behavior? Fill in the chart
Poisonous Strange Appearance or Behavior
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Sea Monsters
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to
makelogicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support
conclusions drawn from the text
According to the text, which sea creatures are like monsters because they are poisonous, and which
are like monsters because of their strange appearance or behavior? Fill in the chart
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Poisonous Strange Appearance or Behavior
Jellyfish Colossal squid
Goblin shark
Anglerfish
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Poisonous Strange Appearance or Behavior
Jellyfish Squid
Shark
Angle
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Poisonous Strange Appearance or Behavior
Jellyfish Squid
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Poisonous Strange Appearance or Behavior
Jellyfish (No response from student)
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Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
Sea Monsters
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
How do the following words or phrases help you understand the sea creature each describes? Use ideas from the book in your response The first response is completed for you
1. See-through (page 1): This word helps me understand why divers must be alert to avoid box jellyfish.
2. Legend (page 2):
3. Shoot forward (page 3):
4. Flabby and lumpy (page 4):
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* Exemplar serves only as a sample response Other comparable responses are acceptable
Sea Monsters
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text,
includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecific
word choices shape meaning or tone
How do the following words or phrases help you understand the sea creature each describes?
Use ideas from the book in your response The first response is completed for you
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 See-through: helps me understand why divers have to be alert to avoid box jellyfish
2 Legend: helps me understand how rare it is to see a colossal squid
3 Shoot forward: helps me understand how strange the goblin shark looks and acts
4 Flabby and lumpy: helps me understand how ugly the anglerfish is
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 See-through: helps me understand why divers have to be alert to avoid box jellyfish
2 Legend: the colossal squid is very rare
3 Shoot forward: goblin shark is very strange
4 Flabby and lumpy: anglerfish is ugly
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 See-through: helps me understand why divers have to be alert to avoid box jellyfish
2 Legend: story
3 Shoot forward: fast
4 Flabby and lumpy: ugly
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 See-through: helps me understand why divers have to be alert to avoid box jellyfish
2 Legend:
3 Shoot forward: it moves fast
4 Flabby and lumpy:
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Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Ayasha and the Jingle Dance
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
What is the central theme of this story? How do you know?
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142
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ayasha and the Jingle Dance
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
What is the central theme of this story? How do you know?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The central theme of the story is that if you stop and concentrate hard, you can solve a problem I know this because it is only after Ayasha closes her eyes and thinks hard that Grandmother finds the fan
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The theme is that if you think about something you lost, you can find it Ayasha thinks about when she had the fan, and Grandmother sees it
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
If you think hard you can find things Grandmother finds the fan
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
It is about a fan
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Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Ayasha and the Jingle Dance
Guided Reading: Q | Reading Recovery: 26
Name Date
Written Comprehension
Turn to page 3 Use evidence from the story to describe the look on each character’s face in the picture
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144
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ayasha and the Jingle Dance
Guided Reading: Q | Reading Recovery: 26
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words
Turn to page 3 Use evidence from the story to describe the look on each character’s face in
the picture
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
This picture shows that Ayasha and her grandmother are both upset Ayasha is upset because she lost her feather fan Her grandmother is upset because Ayasha is unhappy
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Ayasha and her grandmother are both upset because Ayasha lost her feather fan
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Ayasha and her grandmother are sad
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They are looking
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Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
A Snack for Grack
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
What are two ways Will helps Grack in the story? What is one way Grack helps Will?
1. One way Will helps Grack is
.
2. Another way Will helps Grack is
.
3. One way Grack helps Will is
.
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146
* Exemplar serves only as a sample response Other comparable responses are acceptable
A Snack for Grack
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
What are two ways Will helps Grack in the story? What is one way Grack helps Will?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 One way Will helps Grack is by feeding him
2 Another way Will helps Grack is by helping him when he gets stuck in the spaceship
3 One way Grack helps Will is by eating fur caps so Will doesn’t have to pick them
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 One way Will helps Grack is by feeding him
2 Another way Will helps Grack is by taking care of him
3 One way Grack helps Will is by eating fur caps
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 One way Will helps Grack is feeding him
2 Another way Will helps Grack is by
3 One way Grack helps Will is by eating
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 (No response from student)
2 (No response from student)
3 One way Grack helps Will is he likes to eat
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Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
A Snack for Grack
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
How would a story told from Grack’s point of view be different? What do you think he would he say?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
148
* Exemplar serves only as a sample response Other comparable responses are acceptable
A Snack for Grack
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
How would a story told from Grack’s point of view be different? What do you think he would say?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
If the story were told from Grack’s point of view, I think he would talk about how happy he is that Will takes care of him I also think he would say it takes a long time for the family to learn that he likes to eat fur caps
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Grack would talk about Will and how he likes to eat fur caps
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Grack would say he is hungry
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Grack eats a lot
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149
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Fabulous Flutes
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
How does the author support the idea that people have loved flutes for over 40,000 years?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
150
* Exemplar serves only as a sample response Other comparable responses are acceptable
Fabulous Flutes
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
How does the author support the idea that people have loved flutes for over 40,000 years?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The author includes a description of flutes found in a cave in Germany that were more than 40,000 years old
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The author wrote about old flutes
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
There were old flutes
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
People love flutes
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
151
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Fabulous Flutes
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
Look at the illustrations What are two things they show you about flutes? Use part of the story in your answer
1 The illustrations show me:
2 The illustrations also show me:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
152
* Exemplar serves only as a sample response Other comparable responses are acceptable
Fabulous Flutes
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words
Look at the illustrations What are two things they show you about flutes? Use part of the story in
your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 The illustrations show me that people all over the world play flutes 2 The illustrations also show me that there are two ways to play a flute
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 The illustrations show me that a lot of people play flutes 2 The illustrations also show me different flutes
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 The illustrations show me people playing flutes 2 The illustrations also show me lots of flutes
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 The illustrations show me flutes 2 The illustrations also show me … (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
153
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text
The Case of the Missing Basketball
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
Why couldn’t Claire solve the mystery after talking to the roofer, Pete, and Mr Gonzales? Give details from the story to explain your response
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
154
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Case of the Missing Basketball
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and
interact over the course of a text
Why couldn’t Claire solve the mystery after talking to the roofer, Pete, and Mr Gonzales? Give
details from the story to explain your response
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Claire didn’t have enough facts after she spoke to the roofer, Pete, and Mr Gonzales Each person gave her a piece of information, but she didn’t have enough to put it together and solve the mystery Also, the roofer’s information made her think a small kid took the basketball, which was not true
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The roofer told Claire a little kid took the ball That wasn’t true Pete and Mr Gonzales didn’t give her the facts she needed
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The roofer was wrong Claire couldn’t solve the mystery
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Marcus took the ball
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
155
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
The Case of the Missing Basketball
Guided Reading: R | Reading Recovery: 26
Name Date
Written Comprehension
How does the author show Claire’s personality? How can you tell?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
156
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Case of the Missing Basketball
Guided Reading: R | Reading Recovery: 26
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
How does the author show Claire’s personality? How can you tell?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Claire is friendly, because she talks to everyone around her She is smart, because she thinks about clues and uses them to solve the mystery
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Claire talks to everyone and solves the mystery
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Claire can solve the mystery
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Claire lost her basketball
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157
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text
Beating the Dust
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
Why do the characters change their minds about leaving their farms? How do you know this?
Why do the characters change their minds about leaving their farms?
How do you know this?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
158
* Exemplar serves only as a sample response Other comparable responses are acceptable
Beating the Dust
Guided Reading: S | Reading Recovery: 26
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, or ideas develop and
interact over the course of a text
Why do the characters change their minds about leaving their farms? How do you know this?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Why do the main characters change their minds about leaving their farms? How do you know this?
They change their minds because Abigail reminds them why it is important to not lose hope
None of the families sign the paper to give up their farms
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Why do the main characters change their minds about leaving their farms? How do you know this?
Abigail tells them not to lose hope No one signs the paper
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Why do the main characters change their minds about leaving their farms? How do you know this?
Abigail tells them to Abigail talks to them
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Why do the main characters change their minds about leaving their farms? How do you know this?
They want to leave Abigail
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159
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
Beating the Dust
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
How does Abigail feel about her family’s farm? Use details from the story in your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
160
* Exemplar serves only as a sample response Other comparable responses are acceptable
Beating the Dust
Guided Reading: S | Reading Recovery: 26
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
How does Abigail feel about her family’s farm? Use details from the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Abigail wants to stay on the farm She helps to bring neighbors to her house and speaks her mind at the meeting This shows that the farm is very important to her
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
She wants to stay She tells everyone they should stay
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
She wants to stay
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Abigail lives on a farm
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161
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Happy Turkey Day
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
How does Gabriela show that she cares about other people? Use part of the story in your answer
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162
* Exemplar serves only as a sample response Other comparable responses are acceptable
Happy Turkey Day
Guided Reading: S | Reading Recovery: 26
Common Core Standard:CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
How does Gabriela show that she cares about other people? Use part of the story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Gabriela shows she cares by inviting Mrs Mendoza for dinner and then speaking to the city council to set up a dinner for all of the people who would be alone on Thanksgiving
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Gabriela shows she cares by inviting Mrs Mendoza and her friends to a community dinner so they won’t be alone on Thanksgiving
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Gabriela sets up the dinner
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Gabriela is nice
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163
Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
Happy Turkey Day
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
Why does Gabriela cheer “loudest of all” on page 4?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
164
* Exemplar serves only as a sample response Other comparable responses are acceptable
Happy Turkey Day
Guided Reading: S | Reading Recovery: 26
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
Why does Gabriela cheer “loudest of all” on page 4?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Gabriela cheers the loudest because she has just learned that Turkey Day, a tradition she started, will be celebrated every year She is happy that her idea was so popular and that she is helping other people
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Gabriela cheers the loudest because she is happy there will be a Turkey Day every year
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Gabriela cheers because it was her idea
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Gabriela is nice
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165
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
Robot Explorers
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
For each of the following words or phrases:
1 Find a sentence or sentences that use the word or phrase and write it in the box
2 Write the meaning of the word or phrase as it is used in the book
Soil samples (page 3):
1.
2.
Snake robots (page 3):
1.
2.
Millimeter (page 4):
1.
2.
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166
* Exemplar serves only as a sample response Other comparable responses are acceptable
Robot Explorers
Guided Reading: S | Reading Recovery: 26Common Core Standard:CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical,
connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshapemeaning or tone
For each of the following words or phrases: Find a sentence or sentences that use the word or phrase and write it in the box
Write the meaning of the word or phrase as it is used in the book
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Soil samples: 1 They take photographs and collect soil samples 2 Samples of soil from the surface of a planetSnake robots: 1 New snake robots are being built to work alongside these Mars robots They will
wriggle into places the larger robots cannot 2 Robots that can wriggle into small placesMillimeter: 1 Tiny robots, less than 1 millimeter in size, are being developed to explore even
stranger places 2 Measurement for something tiny
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Soil samples: 1 They collect soil samples 2 Samples of soil Snake robots: 1 New snake robots are being built to work alongside these Mars robots 2 Robots that can wriggle Millimeter: 1 Tiny robots, less than 1 millimeter in size, are being developed 2 A small size
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Soil samples: 1 Soil samples 2 Kinds of soilSnake robots: 1 New snake robots 2 Wriggle Millimeter: 1 Less than 1 millimeter in size 2 A size
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Soil samples: 1 (No response from student) 2 (No response from student)Snake robots: 1 (No response from student) 2 Robots that are snakesMillimeter: 1 (No response from student) 2 (No response from student)
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167
Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
Robot Explorers
Guided Reading: S | Reading Recovery: 26
Name Date
Written Comprehension
Turn to page 3 Locate two details from the text and the photograph to support the author’s claim that the robots Spirit and Opportunity are exploring the surface of the planet Mars Use these details to complete the chart
Author’s claim: Two robots called Spirit and Opportunity are exploring the surface of the planet Mars.
Supporting Detail Supporting Detail
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
168
* Exemplar serves only as a sample response Other comparable responses are acceptable
Robot Explorers
Guided Reading: S | Reading Recovery: 26
CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina
text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence
Turn to page 3 Locate two details from the text and the photograph to support the author’s claim
that the robots Spirit and Opportunity are exploring the surface of the planet Mars Use these
details to complete the chart
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The photograph shows that the robot Opportunity has cameras for taking photos The text says that the robots collect soil samples
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The photograph shows that Opportunity has cameras The text says they collect soil samples
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The robots take photos and collect samples
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
I like robots
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
169
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Ali in the City
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
Complete the chart with three details from the story that support the important idea
Ali learns that the city is a great place to live.
Supporting Detail
Supporting Detail
Supporting Detail
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
170
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ali in the City
Guided Reading: T | Reading Recovery: 28
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
Complete the chart with three details from the story that support the important idea
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Ali visits the aquarium and sees sharks, otters, and manatees 2 Ali makes a new friend, Emily, in her apartment 3 Ali is excited to learn that the zoo has a snow leopard cub
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Ali visits the aquarium 2 Ali makes a friend 3 Grandma is coming to visit
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 The city has cabs 2 Ali visits the aquarium 3 Grandma is moving to the city
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Manatees live there 2 Emails3 (No response from student)
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171
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
Ali in the City
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
What do Grandma’s emails tell you about her view of Ali’s move to the city? Use details from the story to support your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
172
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ali in the City
Guided Reading: T | Reading Recovery: 28
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
What do Grandma’s emails tell you about her view of Ali’s move to the city? Use details from the
story to support your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Grandma thinks Ali’s move is good She tells Ali to give the city a chance She explains that Ali’s mom’s job is a wonderful opportunity She does research and finds things for Ali to visit
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Grandma is happy about Ali’s move to the city She tells Ali to give the city a chance
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Grandma seems happy Grandma misses Ali Grandma tells Ali fun things to do
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Ali doesn’t like the city
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173
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
The Country Store
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
How do you think Jed feels about working in the store at the beginning of the story? Use part of the story in your answer
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
174
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Country Store
Guided Reading: T | Reading Recovery: 28
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to
makelogicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support
conclusions drawn from the text
How do you think Jed feels about working in the store at the beginning of the story? Use part of the
story in your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Jed feels sad, upset, or frustrated He wants to help in the store, but he isn’t allowed to because he isn’t tall enough to reach the shelves
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Jed is sad because he doesn’t get to help in the store
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Jed can’t reach up high
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Jed is in the store
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175
Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
The Country Store
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
Read each sentence from the story How does each one move the plot along? The first answer is filled out for you
1. All Jed ever got to do was sweep the floor.
1. This sentence tells about the main character, Jed, and his conflict.
2. “Oh no, that was our last bottle!” Mr. Thompson exclaimed.
3. Jed pushed open the tiny door to the attic and squeezed in, wriggling upward.
4. As Mrs. Swenson thanked Jed, his dad gave him a hug and said, “But we could never spare you around here, Jed!”
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176
* Exemplar serves only as a sample response Other comparable responses are acceptable
The Country Store
Guided Reading: T | Reading Recovery: 28
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
Read each sentence from the story How does each one move the plot along? The first answer is
filled out for you
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Tells about the main character, Jed, and his conflict2 Tells the problem that Jed will try to solve, getting the pain cream from the attic3 Shows Jed trying to get the pain cream4 Shows Jed’s dad knows Jed is helpful
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Tells about the main character, Jed, and his conflict2 Tells why Jed will get a chance to help3 Shows Jed getting the pain cream4 Shows his dad was happy
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Tells about the main character, Jed, and his conflict2 Tells what Jed has to do 3 Shows what Jed did4 Shows the end
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Tells about the main character, Jed, and his conflict2 (No response from student)3 (No response from student)4 He got the cream
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177
Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
Blue Lobsters and Pink Dolphins
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
The sections about black penguins and blue lobsters are organized in similar ways Describe how the text is organized in these sections
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178
* Exemplar serves only as a sample response Other comparable responses are acceptable
Blue Lobsters and Pink Dolphins
Guided Reading: T | Reading Recovery: 28
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
The sections about black penguins and blue lobsters are organized in similar ways Describe how
the text is organized in these sections
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The author first tells what most penguins or lobsters look like and why She tells how the animals’ color helps protect them in nature Then she describes the unusual color that a few of that kind of animal have and tells how rare the animals with those colors are
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The author tells what most penguins and lobsters look like and how that protects them She says a few penguins are black and lobsters are blue
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Most penguins are black and white, and most lobsters are green and brown Some penguins are black, and some lobsters are blue
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Penguins and lobsters
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179
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
Blue Lobsters and Pink Dolphins
Guided Reading: T | Reading Recovery: 28
Name Date
Written Comprehension
Read the text on page 2 How is the blue lobster different from most lobsters? Why is this difference important to the blue lobster?
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180
* Exemplar serves only as a sample response Other comparable responses are acceptable
Blue Lobsters and Pink Dolphins
Guided Reading: T | Reading Recovery: 28
Common Core Standard: Read closely to determine what the text says explicitly and to make
logicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support
conclusions drawn from the text
Read the text on page 2 How is the blue lobster different from most lobsters? Why is this difference
important to the blue lobster?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Most lobsters are green and brown This camouflage helps lobsters hide from their enemies But blue lobsters are bright and don’t blend in with their surroundings This color makes it easier for predators to find them
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Most lobsters are green and brown They can blend in with the ocean But some lobsters have blue shells They don’t blend in
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Most lobsters are green and brown But some lobsters have blue shells
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
There are lots of lobsters
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181
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Just Like Me
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
Turn to page 4 How does the picture illustrate the end of the story?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
182
* Exemplar serves only as a sample response Other comparable responses are acceptable
Just Like Me
Guided Reading: U | Reading Recovery: 28
Common Core Standard:CCRA R 7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words
Turn to page 4 How does the picture illustrate the end of the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
In the end of the story, Jason makes two bowls of popcorn because he knows Jason Too would hog the popcorn bowl The picture shows them each eating their popcorn and watching TV
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
They are eating their popcorn and watching TV
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Popcorn
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Jason Too
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183
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
Just Like Me
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
How do you think the author feels about Jason Too? Explain your response using information from the book
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184
* Exemplar serves only as a sample response Other comparable responses are acceptable
Just Like Me
Guided Reading: U | Reading Recovery: 28
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
How do you think the author feels about Jason Too? Explain your response using information
from the book
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
I think the author thinks Jason Too is funny The robot looks a lot like Jason and does funny things like holding the popcorn in his claw hands I think the author likes the way Jason Too shows Jason his bad habits when Jason Too does whatever Jason does Writing a story with a happy ending shows she likes the characters
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
I think the author likes Jason Too The robot looks a lot like Jason and does funny things I think the author likes the way Jason Too shows Jason his bad habits
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The author must like Jason Too The robot looks a lot like Jason in a funny way Jason Too is a nice robot
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Jason Too is a robot
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185
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
Breakfast Anytime
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
Maddy is not afraid when she first sees the Supersaurus Then something happens to make her become afraid Complete the chart to explain why her feelings about the Supersaurus change
How Maddy Feels About the Supersaurus
Evidence to Show Why She Feels This Way
At first, Maddy is not afraid of the Supersaurus.
Later, she is afraid of the Supersaurus.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
186
* Exemplar serves only as a sample response Other comparable responses are acceptable
Breakfast Anytime
Guided Reading: U | Reading Recovery: 28
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
Maddy is not afraid when she first sees the Supersaurus Then something happens to make her
become afraid Complete the chart to explain why her feelings about the Supersaurus change
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
At first, Maddy is not afraid of the Supersaurus. Later, she is afraid of the Supersaurus.
She knows that Supersaurus dinosaurs only eat plants, not people She believes her lucky nickel will keep her safe
When the Supersaurus moves toward Maddy, the tangerine she’s holding out to it trembles She drops it and runs behind a tree
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
At first, Maddy is not afraid of the Supersaurus. Later, she is afraid of the Supersaurus.
She knows that Supersaurus dinosaurs only eat plants, not people
The Supersaurus moves toward Maddy
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
At first, Maddy is not afraid of the Supersaurus. Later, she is afraid of the Supersaurus.
She has a lucky nickel Maddy drops the tangerine
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
At first, Maddy is not afraid of the Supersaurus. Later, she is afraid of the Supersaurus.
Maddy does not want to stop at the diner Maddy tries to give the Supersaurus a tangerine
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187
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
Breakfast Anytime
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
How do the pictures on pages 2 and 4 connect events in the story?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
188
* Exemplar serves only as a sample response Other comparable responses are acceptable
Breakfast Anytime
Guided Reading: U | Reading Recovery: 28
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words
How do the pictures on pages 2 and 4 connect events in the story?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Page 2 shows the living Supersaurus dinosaurs Page 4 shows one of the same animals as a skeleton The nickel in the base of the exhibit on page 4 shows that it is the same dinosaur
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Page 2 shows the living Supersaurus dinosaurs Page 4 shows the same animal as a skeleton
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Page 2 shows green dinosaurs Page 4 shows bones
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Page 2 is outside Page 4 is inside
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189
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
Women, Weather, and World War II
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
Read this sentence from the book: The package rises as the weather balloon on which it hangs floats upward
Explain the meaning of the word upward Write the clue you used to figure out the meaning of the word
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
190
* Exemplar serves only as a sample response Other comparable responses are acceptable
Women, Weather, and World War II
Guided Reading: U | Reading Recovery: 28
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text,
includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecific
word choices shape meaning or tone
Explain the meaning of the word upward Write the clue you used to figure out the meaning
of the word
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Upward means moving to a higher place The words rises and floats are clues
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Upward means going higher The clue is rises
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Balloons go up
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Balloons pop
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
191
Women, Weather, and World War II
Guided Reading: U | Reading Recovery: 28
Name Date
Written Comprehension
Read the author’s claim Write two details from the book that support this idea
Author’s claim: Women meteorologists helped the U S win World War II
1
2
Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
192
* Exemplar serves only as a sample response Other comparable responses are acceptable
Women, Weather, and World War II
Guided Reading: U | Reading Recovery: 28
CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina
text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence
Read the author’s claim Write two details from the book that support this idea
Author’s claim: Women meteorologists helped the U S win World War II
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1, They gave radio reports about the weather 2 They helped leaders plan when to move soldiers, ships, and aircraft
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 They predicted weather 2 They helped leaders move soldiers, ships, and aircraft
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 They told the weather 2 They moved ships
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 World War II2, (No response from student)
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193
Nature’s Spectacular Displays
Guided Reading: V | Reading Recovery: 28
Name Date
Written Comprehension
How does the text explain each weather event?
Event Explanation
1. Raining frogs and fish
2. St. Elmo’s Fire
3. Sundogs
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
194
* Exemplar serves only as a sample response Other comparable responses are acceptable
Nature’s Spectacular Displays
Guided Reading: V | Reading Recovery: 28
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text
How does the text explain each weather event?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Waterspouts pick up animals and carry them inland 2 An electrical charge from a thunderstorm produces the light 3 Sunlight bends as it passes through ice crystals high in the sky
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Waterspouts2 Electrical charges in a storm3 Sunlight on ice
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Water2 Thunder3 Rainbows
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Fish2 Storms3 (No response from student)
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195
Nature’s Spectacular Displays
Guided Reading: V | Reading Recovery: 28
Name Date
Written Comprehension
How are the first two paragraphs on page 4 different from the last paragraph?
Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
196
* Exemplar serves only as a sample response Other comparable responses are acceptable
Nature’s Spectacular Displays
Guided Reading: V | Reading Recovery: 28
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
Howarethefirsttwoparagraphsonpage4differentfromthelastparagraph?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The first two paragraphs are all about sundogs The last paragraph is about all the weather events in the book
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The author talks about sundogs Then she talks about all the weather
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Sundogs and weather
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Sun
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197
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Ride!
Guided Reading: V | Reading Recovery: 28
Name Date
Written Comprehension
What is the central idea of this text? How do you know?
Central idea:
How I know:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ride!
Guided Reading: V | Reading Recovery: 28
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
What is the central idea of this text? How do you know?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The central idea is that biking has many benefits The title is Ride!, which shows that the author thinks riding is a good idea Every paragraph is about some way in which riding a bike is good for you, such as strengthening your muscles or helping your weight
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The central idea is that biking is good for you The book is all about ways that biking is good for you
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Biking is good for you
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Riding bikes
198
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199
Ride!
Guided Reading: V | Reading Recovery: 28
Name Date
Written Comprehension
Complete the chart Write two reasons from the text that support the author’s argument
Author’s Argument: Everyone should ride a bicycle.
Support
Support
Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
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200
* Exemplar serves only as a sample response Other comparable responses are acceptable
Ride!
Guided Reading: V | Reading Recovery: 28
CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina
text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence
Complete the chart Write two reasons from the text that support the author’s argument
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Biking provides greater body and brain fitness 2 Biking provides many social opportunities
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Biking is healthy 2 Biking is fun
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 People ride bikes 2 It is fun
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 I like to ride my bike2 (No response from student)
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
201
Home Run Help
Guided Reading: W | Reading Recovery: 28
Name Date
Written Comprehension
The narrator’s last sentence is, “For those few moments of Maria’s glorious home run, we were all winners ” What does she mean?
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
202
* Exemplar serves only as a sample response Other comparable responses are acceptable
Home Run Help
Guided Reading: W | Reading Recovery: 28
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
The narrator’s last sentence is, “For those few moments of Maria’s glorious home run, we were all
winners ” What does she mean?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
At this point in the story, the narrator does not know which team will win the game She thinks that isn’t important because people can win when they do the right thing
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
It doesn’t matter who wins because everyone is happy
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
It’s good to help people
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Maria gets hurt
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203
Home Run Help
Guided Reading: W | Reading Recovery: 28
Name Date
Written Comprehension
Turn to page 3 How does the picture help you understand the meaning of the phrase “acting as human crutches”?
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
204
* Exemplar serves only as a sample response Other comparable responses are acceptable
Home Run Help
Guided Reading: W | Reading Recovery: 28
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words
Turn to page 3 How does the picture help you understand the meaning of the phrase “acting as
human crutches”?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
A crutch helps a person walk, and people use crutches by putting them under their arms The two players from the other team are “human crutches” because they are helping her walk and her arms are around their shoulders
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
They are helping Maria walk, as crutches help you to walk
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
They are walking
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
She gets hurt
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205
Living on the Space Station
Guided Reading: W | Reading Recovery: 28
Name Date
Written Comprehension
Explain what astronauts on the Space Station need to do in order to accomplish each of these activities
Exercising:
Eating:
Sleeping:
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
* Exemplar serves only as a sample response Other comparable responses are acceptable
Living on the Space Station
Guided Reading: W | Reading Recovery: 28
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text
Explain what astronauts on the Space Station need to do in order to accomplish each of these
activities
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Exercising: Astronauts have to be strapped into equipment so they don’t float away Eating: Astronauts eat out of small packages using spoons Spices are liquid Sleeping: Some astronauts strap themselves to the wall so they don’t float around
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Exercising: They have to be strapped in Eating: They eat out of packages Salt is a liquid Sleeping: Some astronauts strap themselves to the wall
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Exercising: They have to stay strong Eating: They eat packages Sleeping: They float around
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Exercising: (No response from student)Eating: They eat food Sleeping: They sleep on the spaceship
206
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207
Living on the Space Station
Guided Reading: W | Reading Recovery: 28
Name Date
Written Comprehension
What does the author think about living on the space station? How do you know this?
What does the author think about living on the space station?
How do you know this?
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
208
* Exemplar serves only as a sample response Other comparable responses are acceptable
Living on the Space Station
Guided Reading: W | Reading Recovery: 28
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
What does the author think about living on the space station? How do you know this?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
What does the author think about living on the space station? How do you know this?
The author thinks it is difficult to live on the space station but that it was built to make the astronauts as comfortable as possible
The author gives examples of how astronauts have to do everyday activities in a different way, such as strap themselves to a wall while they sleep so they don’t float away The last paragraph says it was built with the comfort of the astronauts in mind
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
What does the author think about living on the space station? How do you know this?
It is difficult to live on the space station, but it’s possible
Astronauts have to do everyday things in a different way
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
What does the author think about living on the space station? How do you know this?
It’s hard Things float around
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
What does the author think about living on the space station? How do you know this?
They live in space The pictures
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
209
Lady Liberty
Guided Reading: X | Reading Recovery: 30
Name Date
Written Comprehension
How did the Civil War in the U S inspire France to create the Statue of Liberty?
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text
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210
* Exemplar serves only as a sample response Other comparable responses are acceptable
Lady Liberty
Guided Reading: X | Reading Recovery: 30
Common Core Standard: CCRA R 1 Read closely to determine what the text says explicitly and to
makelogicalinferencesfromit;citespecifictextualevidencewhen writing or speaking to support
conclusions drawn from the text
How did the Civil War in the U S inspire France to create the Statue of Liberty?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The Civil War let the U S continue to be a democracy and also ended slavery French officials wanted to honor the U S for these things
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The French officials wanted to honor the U S after the war
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Ended slavery
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Gave a statue
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
211
Lady Liberty
Guided Reading: X | Reading Recovery: 30
Name Date
Written Comprehension
Turn to page 4 How does the photo help you understand the Statue of Liberty’s “tall stone pedestal”?
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
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212
* Exemplar serves only as a sample response Other comparable responses are acceptable
Lady Liberty
Guided Reading: X | Reading Recovery: 30
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text,
includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecific
word choices shape meaning or tone
Turn to page 4 How does the photo help you understand the Statue of Liberty’s “tall stone
pedestal”?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The photo shows how tall the pedestal is compared to the statue It also shows how the statue stands on top of the pedestal
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
You can see the pedestal and statue together
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
You see how tall it is
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Statue
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
213
What Lives in Antarctica?
Guided Reading: X | Reading Recovery: 30
Name Date
Written Comprehension
Turn to page 4 What sentence shows what the author thinks about the fact that plants and animals can live in a place that is as cold and dry as Antarctica?
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
214
* Exemplar serves only as a sample response Other comparable responses are acceptable
What Lives in Antarctica?
Guided Reading: X | Reading Recovery: 30
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
Turn to page 4 What sentence shows what the author thinks about the fact that plants and animals
can live in a place that is as cold and dry as Antarctica?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
“It is amazing how many plants and animals can live in the desert of Antarctica ”
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
“It is amazing ”
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Amazing
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Penguins
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
215
What Lives in Antarctica?
Guided Reading: X | Reading Recovery: 30
Name Date
Written Comprehension
Why do you think the author presented the book’s title as a question? Use details from the book to support your answer
Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
216
* Exemplar serves only as a sample response Other comparable responses are acceptable
What Lives in Antarctica?
Guided Reading: X | Reading Recovery: 30
CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina
text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence
Why do you think the author presented the book’s title as a question? Use details from the book to
support your answer
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The author wrote the title as a question because Antarctica is a cold, dry desert, so people might be surprised that any plant or animal can live there
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Antarctica is cold and dry, but plants and animals can live there
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Antarctica is cold
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
South Pole
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217
How Animals Lost Their Tails (and Got Them Back Again)
Guided Reading: Y | Reading Recovery: 30
Name Date
Written Comprehension
How can you tell that the Weather Maker didn’t mean to cause so much trouble for the animals?
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
218
* Exemplar serves only as a sample response Other comparable responses are acceptable
How Animals Lost Their Tails (and Got Them Back Again)
Guided Reading: Y | Reading Recovery: 30
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
How can you tell that the Weather Maker didn’t mean to cause so much trouble for the animals?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The Weather Maker was asleep when the weather caused the animals to lose their tails When he found out what had happened, he was horrified, and he fixed the problem right away He promised to be more careful next time
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The Weather Maker was asleep and didn’t know what was happening Then he was sorry and gave them their tails back
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
He was asleep
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The animals lost their tails
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219
How Animals Lost Their Tails (and Got Them Back Again)
Guided Reading: Y | Reading Recovery: 30
Name Date
Written Comprehension
Turn to page 3 Use the picture and text to describe the animals’ climb up to the Weather Maker’s tower
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
220
* Exemplar serves only as a sample response Other comparable responses are acceptable
How Animals Lost Their Tails (and Got Them Back Again)
Guided Reading: Y | Reading Recovery: 30
Common Core Standard: CCRA R 7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words
Turn to page 3 Use the picture and text to describe the animals’ climb up to the Weather
Maker’s tower
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The text says the climb had dangerous rock pathways and thousands of slippery steps The picture shows the animals are roped together to climb the steep rocks
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The climb had rock pathways and slippery steps The animals used a rope
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The animals had to climb up
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
The animals are walking
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221
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text
Dancing Lights of the North
Guided Reading: Y | Reading Recovery: 30
Name Date
Written Comprehension
Write the sequence of events that happen to create the Northern Lights The first and third steps in the process are completed for you
1. Solar wind escapes the Sun’s gravity.
2.
3. The winds enter the upper atmosphere and crash into air molecules.
4.
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
222
* Exemplar serves only as a sample response Other comparable responses are acceptable
Dancing Lights of the North
Guided Reading: Y | Reading Recovery: 30
Common Core Standard: CCRA R 3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text
Write the sequence of events that happen to create the Northern Lights The first and third steps in
the process are completed for you
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Solar wind escapes the Sun’s gravity 2 The Earth’s magnetic force pulls the solar winds toward Earth 3 The winds enter the upper atmosphere and crash into air molecules 4 The crash creates energy that shows up in the form of light
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 Solar wind escapes the Sun’s gravity 2 The winds are pulled toward Earth 3 The winds enter the upper atmosphere and crash into air molecules 4 The energy turns into light
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Solar wind escapes the Sun’s gravity 2 Magnet3 The winds enter the upper atmosphere and crash into air molecules 4 Lights
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 Solar wind escapes the Sun’s gravity 2 (No response from student)3 The winds enter the upper atmosphere and crash into air molecules 4 Air
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
223
Dancing Lights of the North
Guided Reading: Y | Reading Recovery: 30
Name Date
Written Comprehension
Explain what atoms and molecules do to form the Northern Lights
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
224
* Exemplar serves only as a sample response Other comparable responses are acceptable
Dancing Lights of the North
Guided Reading: Y | Reading Recovery: 30
Common Core Standard: CCRA R 4 Interpret words and phrases as they are used in a text,
includingdeterminingtechnical,connotative,andfigurativemeanings,andanalyzehowspecific
word choices shape meaning or tone
Explain what atoms and molecules do to form the Northern Lights
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Atoms break apart with so much energy that particles stream away from the Sun as solar wind Solar winds crash into molecules, which are groups of atoms, to create the Northern Lights
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Atoms cause the solar winds The winds crash into molecules and make the Northern Lights
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Atoms cause the solar winds
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
They make light
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225
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
Solar Energy
Guided Reading: Z | Reading Recovery: 32–34
Name Date
Written Comprehension
Name the central idea of the book and list two details that the author uses to support this idea
Central idea:
Supporting detail 1: Supporting detail 2:
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
226
* Exemplar serves only as a sample response Other comparable responses are acceptable
Solar Energy
Guided Reading: Z | Reading Recovery: 32–34
Common Core Standard: CCRA R 2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas
Name the central idea of the book and list two details that the author uses to support this idea
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Central idea: Solar energy is an important renewable resource Supporting detail 1: Solar energy can be replaced, but other energy sources can’t Supporting detail 2: Solar energy can meet our future energy needs
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Central idea: Solar energy is important Supporting detail 1: People use a lot of energy, and solar energy can be replaced Supporting detail 2: The sun produces enough energy to meet our future needs
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Central idea: Solar energy Supporting detail 1: People use a lot of energy Supporting detail 2: The sun makes solar energy
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Central idea: SolarSupporting detail 1: The sun Supporting detail 2: (No response from student)
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Solar Energy
Guided Reading: Z | Reading Recovery: 32–34
Name Date
Written Comprehension
Complete the chart Write two reasons that support the author’s argument
Author’s Point Support
Solar energy is not as popular as it should be.
Common Core Standard: CCRA R 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
228
* Exemplar serves only as a sample response Other comparable responses are acceptable
Solar Energy
Guided Reading: Z | Reading Recovery: 32–34
CommonCoreStandard:CCRA.R.8.Delineateandevaluatetheargumentandspecificclaimsina
text,includingthevalidityofthereasoningaswellastherelevanceandsufficiencyofthe evidence
Complete the chart Write two reasons that support the author’s argument
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
1 Solar energy is expensive because solar panels cost a lot 2 Solar energy only works when the sun is shining It isn’t available at night
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
1 It costs a lot 2 It only works in the daytime
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
1 Costs a lot2 Solar panels
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
1 The sun2 (No response from student)
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Common Core Standard: CCRA R 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza) relate to each other and the whole
Barbara Johns Stands Up
Guided Reading: Z | Reading Recovery: 32–34
Name Date
Written Comprehension
Why do you think the author chose to stress Barbara’s age in both the first and the last paragraphs of the book?
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
230
* Exemplar serves only as a sample response Other comparable responses are acceptable
Barbara Johns Stands Up
Guided Reading: Z | Reading Recovery: 32–34
Common Core Standard: CCRA R 5 Analyze the structure of texts, including howspecific
sentences, paragraphs, and larger portions of the text (e g , a section, chapter, scene, or stanza)
relate to each other and the whole
Why do you think the author chose to stress Barbara’s age in both the first and the last paragraphs
of the book?
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
Barbara was only sixteen when she did something that made life better for many Americans The author pointed this out in the first paragraph to get our attention and in the last paragraph to remind us how unusual she was
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
Barbara was only sixteen when she got the students to strike She was very young
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
Barbara was only sixteen
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Barbara Johns
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
231
Barbara Johns Stands Up
Guided Reading: Z | Reading Recovery: 32–34
Name Date
Written Comprehension
How would you describe the author’s view of segregation? Use details from the book in your response
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and style of a text
¬. | © 2014 Amplify Education, Inc. All rights reserved. mCLASS:Reading 3D Amplify Atlas Written Comprehension Assessment Materials
232
* Exemplar serves only as a sample response Other comparable responses are acceptable
Barbara Johns Speaks Up
Guided Reading: Z | Reading Recovery: 32–34
Common Core Standard: CCRA R 6 Assess how point of view or purpose shapes the content and
style of a text
How would you describe the author’s view of segregation? Use details from the book in
your response
Score Point Scoring Guidelines
3 Complete Understanding
Rubric:The response demonstrates a complete understanding of the text:• Addresses the demands of the question• Effectively uses detailed information to clarify or extend understanding
Exemplar*:
The author believes segregation is wrong She describes some of the unfair treatment of African Americans, including African American students whose schools were crowded and in bad shape, as a result of segregation
2 General Understanding
Rubric:The response demonstrates a general understanding of the text:• Partially addresses the demands of the question• Uses general information to clarify or extend understanding
Exemplar:
The author believes that segregation is wrong She gives details of how African Americans were treated badly
1 Minimal Understanding
Rubric:The response demonstrates a minimal understanding of the text:• Minimally addresses the demands of the question• Uses minimal information to show understanding of the text in relation to the question
Exemplar:
The author wrote about segregation
0 No Understanding
Rubric: The response demonstrates no understanding of the text:• The response is completely incorrect, irrelevant to the question, or missing
Exemplar:
Segregation
© 2014 Amplify Education, Inc. All rights reserved.