ELA ISTEP+ Support Framework Grade

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1 Dates: Topic: Grade Level Information: Weeks Jan Target Standard: Teacher Directed Reading Instruction Instructional Considerations: Constructed- Response Question Stem(s): Writing Prompt Aligned to ISTEP+ Expectations -or- Response to Literature: Test-Taking Strategy: QUARTER 3 (January 4-March 18, 2016) + 5.RL.2.1: Quote accurately from a text when explaining what a text says explicitly and when drawing inferences from the text. Continue to revisit this standard as you integrate the additional RL standards from your weekly pacing. This standard requires students to make inferences which requires reasoning from the reader. Locating evidence in the text that supports their inferences is also part of the expectations for this standard. An additional component refers to questions based on the recall of facts that can be found directly in the text (sometimes in more than one place) and answered with a few words or short sentences. This standard is a prerequisite for citing text evidence to support analysis of what the text says explicitly in addition to identifying evidence to support inferences drawn by the reader. Words that are helpful in the instruction of this standard: explicit, inference, textual evidence, conclude, author s purpose, quote Students should identify details and examples in the text, and use the authors name or expressions such as the author states or in the author s opinion when quoting from the text When inferring from the text, students should cite what the author said that lead to that conclusion and should cite specific examples and details to support all inferences. Continue to revisit this standard as you integrate the additional RL standards from your weekly pacing. These are some ways this standard could be assessed. Why did the author write this passage? Support your response with evidence from the passage. What inference can you make? Give specific examples from the text that support your inference? What information would you need to support the inference? What can you conclude from this passage? Why do you that? Can you give specific examples from the text that support your thinking? Can you show me where in the text the author says that? Writing Prompt Aligned to ISTEP+ Expectations: Two Articles: Animals in Disguise and Seeing Animals Differently Standard: 5.W.3.2: Write informative compositions on a variety of topics that Introduce a topic; organize sentences and paragraphs logically, using an organizational form that suits the topic. Employ sufficient examples, facts quotations, or other information from various sources and texts to give clear support for topics. Connect ideas within and across categories using transition words (e.g., formatting, pictures, graphics) and multimedia when useful to aid comprehension. Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Use appropriate language and sentence variety to convey meaning; for effect; and to support a tone and formality appropriate to the topic and audience. Provide a concluding statement related to the information or explanation presented. Constructed-Response Strategy: Responding to constructed-response items can be easier if students are taught to use a strategy to create their response. The first strategy to introduce is RAGE, an acronym for Restate, Answer, Give examples, Explain connection. Teach the process. Model ( I do ) each step of completing a response using the strategy RAGE. Allow students to practice the steps with you ( we do ) with a partner ( you do collaboratively ) and then independently ( you do ). RAGE- RESTATE the question, ANSWER the question completely, GIVE examples or evidence to support your answer, EXPLAIN the connection between evidence and answer. R=Restate: Simply restate the question at the beginning of your answer. This helps create an understanding of the question and show the test graders that you are aware of what is being asked. A=Answer: Answer all parts of the question. If there are two parts to a question or two questions with an item, all parts must be answered in order to receive full credit. G=Give examples: Provide text evidence that supports your answer(s). This is the most important piece of your answer. The examples and evidence must come from the passage or article that you read. E=Explain connection: By taking the time to explain how your evidence supports your answer, you are checking your work. If you can t explain the connection, your evidence does not support your response. Resources: Rigorous Read- Three Sides This text can be used if you need a resource written at the higher end of your gradelevel Lexile band or with a complex storyline. It is an optional instructional resource. Page 1 of 12

2 Assessment for Jan. 22, 2016: The Art and Science of Teaching /Teaching Inference by Robert J. Marzano: Student practice solving inference riddles online: (ISTEP+ Writing Rubrics) (Released ISTEP Samplers) Online practice: Roy s Secret Two constructed response items (two points each) Page 2 of 12

3 Grade 5 Writing Prompt This is a set of two articles: An article called Animals in Disguise and Seeing Animals Differently. Read both articles and then complete the writing task. Animals in Disguise 1 Many animals are masters of disguise. Some change their skin color. Others shape themselves in ways that help them look like their surroundings. These different forms of camouflage help animals survive. 2 The type of camouflage an animal develops depends mostly on its predators and its environment. Animals change in different ways to trick their predators. In most cases, their camouflage is designed to match their environment. This helps them become more difficult for their predators to spot. Texture 3 Another way animals blend into their environment is through texture. Some insects have smooth shells that make them look more like the leaves around them. Other animals, such as squirrels, have rough and uneven fur. This helps them blend in with tree bark, so they are nearly impossible to see when they hide in trees. Design 4 Even pretty designs on some animals can be a type of camouflage. Animals that live in areas with tall grass may have stripes to help them hide. These stripes can confuse predators. A group of zebras with black and white stripes tricks the lion s eyes into thinking the group is a single large animal. This makes it difficult for the lion to hunt just one zebra. Color 5 Animals may also use color as a disguise. The white polar bear s fur lets it blend into the snowy land. This helps the polar bear sneak up on its prey. Surprisingly, the polar bear s skin is black, but it looks white because of the way the light bounces off its skin and fur. Since some animals live in places where their surroundings change with the seasons, the color of their fur must also change. In order to blend in, these animals usually grow new fur every few months. 6 Other animals change their skin color in order to hide from predators. The cuttlefish is able to change its skin color by flexing its muscles. The cuttlefish has several small blobs on its skin that are colored with a special material called pigment. The blobs are so small that the color is hard to see when the muscles are relaxed. When the cuttlefish squeezes certain muscles, it forces the blobs to spread out. While this happens, more pigment is pushed in. The spreading blobs give the cuttlefish a whole new color. When the cuttlefish relaxes its muscles, the blobs become small again. The cuttlefish then Page 3 of 12

4 returns to its normal color. In addition to helping the cuttlefish hide, scientists believe the changing colors help the cuttlefish communicate with one another. 7 The cuttlefish is not the only animal that can change its color. Nudibranches, which are small sea creatures, also have this amazing ability. To change color, the nudibranch eats a certain type of coral. After eating the coral, the nudibranch changes to match the color of the coral it just ate. Since the nudibranch also lives in this coral, the new color is the perfect disguise. Shape 8 Other animals use shape as a disguise. There are some that look like they are part of the trees or the grass. Some animals even look like certain predators. For example, the hawk moth caterpillar looks like a snake head, so many of its predators leave it alone. Katydids use a similar trick. They look just like tree leaves, so predators will move right past them without even noticing. Seeing Animals Differently 1 From insects to mammals, animals have found many ways to help them survive. One way is by developing interesting ways to see and to use their eyes. 2 Many animals have eyes that see color differently than humans. Some are colorblind which means they cannot see certain colors. Lions can only see in shades of gray. Other animals can see certain colors more easily than humans. The gecko, for example, has nighttime color vision that is almost 350 times better than that of humans. 3 Other animals can see light that is invisible to humans. Certain species of snakes have special areas called pits that allow them to see in infrared. This means they can actually see heat. Having this ability helps the snakes find their prey while staying safe from predators. Butterflies can see another type of light that cannot be seen by humans. This light is called ultraviolet light. Butterflies also see in all directions at the same time. The trade-off is that their vision is somewhat blurry. 4 Some animals do not have special vision. Instead, they have unusual eye features that help them survive. Frogs eyes bulge out from their heads so they can see above the water while their bodies are underwater. They also have two sets of eyelids. One set is clear. When frogs close the clear set of eyelids, they can see underwater while keeping their eyes protected. 5 The cuttlefish can change the shape of its eye. It can see behind itself and in front of itself at the same time. Although the cuttlefish is colorblind, it is able to see well in dim light. Like the cuttlefish, the chameleon is able to look in two directions at the same time. This helps the chameleon catch insects as they fly by. Page 4 of 12

5 6 Even goats can see around themselves better than humans. While humans can see at a 185- degree angle, goats can see at a 330-degree angle. This means the goat can almost see completely behind itself without turning its head. The owl, on the other hand, is not able to move its eyes to see around itself. Instead, the owl can turn its head almost completely around to see what is behind it. Grade 5 Writing Prompt You have read two articles about animals, Animals in Disguise and Seeing Animals Differently. Using information from BOTH articles, write an essay explaining how camouflage and vision work together to help animals survive in their environments. Be sure to include: an explanation of how camouflage and vision work together support your explanation with relevant details from BOTH articles an introduction, a body, and a conclusion Page 5 of 12

6 Rigorous Read for Grade 5: Three Sides from The Wanderer by Sharon Creech 1 I am not always such a dreamy girl, listening to the sea calling me. My father calls me Threesided Sophie: one side is dreamy and romantic; one is logical and down-to-earth; and the third side is hardheaded and impulsive. He says I am either in dreamland or earthland or mule-land, and if I ever get the three together, I ll be all set, though I wonder where I will be then. If I m not in dreamland or earthland or mule-land, where will I be? 2 My father says my logical side is most like him, and the dreamy side most like my mother, which isn t entirely fair, I don t think. My father likes to think of himself as a logical man, but he is the one who pores over pictures of exotic lands and says things like We should go on a safari! and We should zip through the air in a hot-air balloon! 3 And although my mother is a weaver and spins silky cloths and wears flowing dresses, she is the one who gives me sailing textbooks and makes me study water safety and weather prediction and says things like Yes Sophie, I taught you to sail, but that doesn t mean I like the idea of you being out there alone on the water. I want you to stay home. Here. With me. Safe. 4 My father says he doesn t know who my hardheaded mule side resembles. He says mules don t run in the family. 5 I am thirteen, and I am going to sail across the ocean. Although I would like to go alone alone! alone! flying over the water! I m not. My mule-self begged a place aboard a forty-five-foot sailboat with a motley crew: three uncles and two cousins. The uncles Stew, Mo, and Dock are my mother s brothers, and she told them, If the slightest harm comes to my Sophie, I ll string you all up by your toes. 6 She isn t worried (although maybe she should be) about the influence of my cousin Brian quiet, studious, serious Brian but she frets over the bad habits I might learn from my other cousin, Cody. Cody is loud, impulsive, and charming in a way my mother does not trust. He s too charming, she says, in a dangerous sort of way. 7 My mother isn t the only person who is not thrilled for me to take this trip. My uncles Stew and Mo tried their best to talk me out of it. It s going to be a bunch of us guys, doing guy things, and it wouldn t be a very pleasant place for a girl, and Wouldn t you rather stay home, Sophie, where you could have a shower every day? and It s a lot of hard work, and yakkety-yak they went. But I was determined to go, and my mule-self kicked in, spouting a slew of sailing and weather terms, battering them over the head with all the things I d learned in my sailing books, and with somethings I d made up, for good measure. 8 Uncle Dock the good uncle, I call him, because he s the one who doesn t see any harm in my coming said, Heck, she knows more about boats than Brian and Cody put together, and so they caved in. Page 6 of 12

7 9 There are two other reasons my mother has not tied me to my bed and refused to let me go. The first is that Uncle Dock gave her an extensive list of the safety provisions aboard the boat, which include a satellite navigator, the Global Positioning System. The second reason, not a very logical one, but one that somehow comforts my mother, is that Bompie is on the other side of the ocean. We will end up in Bompie s arms, and she wishes she could join us just for that moment. 10 Bompie is my grandfather my mother s father, and also Uncle Dock, Stew, and Mo s father and he lived with my parents for many years. He is like a third parent and I love him because he is so like me. He is a man of three sides, like me, and he knows what I am thinking without my having to say it. He is a sweet man with a honey tongue and he is a teller of tales. 11 At the age of seventy-two, Bompie decided to go home. I thought he was already in his home, but what he meant by home was the place where he was born, and that place was the rolling green hills of England. 12 My father was wrong about mules not running in the family. When Bompie decided to return to England, nothing was going to stop him. He made up his mind and that was that, and off he went. Page 7 of 12

8 Assessment for Grade 5 (5.RL.2.1) Read the passage and answer the questions that follow. Roy s Secret By Barbara O Connor When Roy pushed open the door of the tiny bookshop, a bell tinkled and Mr. Banner looked up with a frown. You re late again, he said, shoving a feather duster toward Roy. Sorry, Roy said. I had a lot of chores. Mr. Banner rolled his eyes and muttered under his breath about all those kids. Roy s mother had a tiny apartment but a huge heart. Ever since Roy could remember, a steady stream of foster children had lived with them. They filled the bunk beds and the fold-out couch and the cots in the hallway. They left piles of hand-me-down clothes in the closets and thrift-shop toys on the floor. They passed outgrown sneakers along to the younger kids and argued over who had the blue toothbrush and whose turn it was to do the dishes. Every day, Roy was surrounded by noise, noise, noise... until he got to the quiet little bookshop. His dog, Rex, curled up on the rug in the back of the shop while Roy swished the feather duster over the books. Tiny speckles of dust swirled in the late-day sunlight that streamed through the front window. Roy worked his way up one side of a narrow aisle and back down the other. Every now and then, he glanced at Mr. Banner, slouched in his beat-up chair by the door. Finally, the old man s whiskery chin dropped to his chest, his glasses slid down his nose, and his snores filled the tiny shop. Roy tiptoed to the back of the aisle and reached high up on the top shelf. He carefully took down a small red book with gold lettering on the front. The Little Book of Fairy Tales. Roy rubbed his hand over the smooth leather surface of the book. He traced the gold lettering. Then he sat on the floor and opened the book. Within minutes, Roy had disappeared from Banner s Bookshop and drifted into a world of giants and elves, greedy queens, and talking wolves. He wandered lands where mountains were made of glass, and enchanted princes were turned into frogs. Dogs were called hounds. Girls were called maidens. Hunters were huntsmen, and doves said, Prithee. There was a house made of bread and cake and a boy no bigger than a thumb. Every day, Roy got lost in the fairy-tale world while Mr. Banner snored in his chair. Every now and then, the bell over the door tinkled when someone came into the shop. Mr. Banner would jump to his feet with a grunt and Roy would scurry to find a new spot to put The Little Book of Fairy Tales. Sometimes he wedged the book on a shelf way down on the bottom with the history books. Sometimes he tucked it between the cookbooks. And sometimes he pushed it back behind the biographies. Roy was hiding the book so that no one could find it. If no one could find The Little Book of Fairy Tales, then no one would buy it. And if no one bought it, then Roy could keep disappearing into the world of castles and talking wolves and evil queens. Roy felt bad about hiding the book. Mr. Banner would be mad if he knew. His mother would be mad if she knew. But Roy loved getting lost in those fairy-tale worlds. And best of all, at the end of the day, he took the worlds home with him. Every night, he sat on the floor of his tiny bedroom surrounded by sleepy-eyed children, and he told them some of the stories he remembered from The Little Book of Fairy Tales. He told them about a little man who spun gold into straw and a beautiful Page 8 of 12

9 maiden whose hair hung down from the tower of a castle. He told them about a princess who slept for 100 years and an evil queen with a poison apple. The sleepy-eyed children listened in awe. They curled up on pillows and snuggled with blankets while Roy described the mountains made of glass and the boy no bigger than a thumb. He kept telling them stories until Mrs. Rigatoni scolded them to turn out the lights and go to sleep. Then one day, when Roy and Rex got to the bookshop, something bad happened. Mr. Banner told Roy that he had sold the shop. A young couple from Oklahoma had bought it and were changing the name to Hardy s Bookshop. The Hardys would not need Roy to sweep or dust or haul trash to the alley out back. When Roy turned, Mr. Banner held out a book. A small red book with a smooth leather cover and gold lettering. The Little Book of Fairy Tales. Maybe all those kids at home will like this, Mr. Banner said. Then he shuffled over to his beat-up chair and plopped down with a groan. Mr. Banner had known his secret all along! Roy tried to say Thank you, but it came out soft and mumbled. He took a deep breath, stood up straighter, and tried again. Thank you, he said loud and clear. The old man looked up solemnly from his beat-up chair. Then he smiled a teeny-tiny smile and winked. You re welcome, he said. 1. You have just finished reading about Roy s reading and work experiences at a bookshop. How do you know Roy feels that he needs to keep his reading a secret? What actions does he take to be sure he can continue reading the fairy-tale book? Use details from the story to support your answer. Page 9 of 12

10 2. How was Roy s life impacted by reading at the bookshop? How did he use his reading experiences to impact others in his life? Use details from the story to support your answer. Page 10 of 12

11 Scoring Information for Assessment Grade 5 (5.RL.2.1) 1. You have just finished reading about Roy s reading and work experiences at a bookshop. How do you know Roy feels that he needs to keep his reading a secret? What actions does he take to be sure he can continue reading the fairy-tale book? Use details from the story to support your answer. Possible Score 2 Response: Roy was supposed to be working so he waited until the bookshop owner began to snore and then he would quietly go to the back of the shop to get the fairy-tale book. Roy was afraid someone would purchase the book so he hid it in different places in the bookshop so no one could find it. Sometimes he wedged the book on a shelf way down on the bottom with the history books. 2 points The response indicates complete understanding of the task. The student completes the response using details to support both questions in the task. the old man s whiskery chin dropped to his chest, his glasses slid down his nose, and his snores filled the tiny shop then Roy tiptoed to the back of the aisle and reached high up on the top shelf and got his book Roy was hiding the book so that no one could find it. If no one could find The Little Book of Fairy Tales, then no one would buy it. Sometimes he wedged the book on a shelf way down on the bottom with the history books. Sometimes he tucked it between the cookbooks. Sometimes he pushed it back behind the biographies. additional evidence from the passage that supports the response to either question in the task Possible Score 1 Response: Roy liked to hide the fairy-tale book on a low shelf with the history books. 1 point The response does not indicate complete understanding of the task. The student completes the response using details to support one of the questions in the task. the old man s whiskery chin dropped to his chest, his glasses slid down his nose, and his snores filled the tiny shop then Roy tiptoed to the back of the aisle and reached high up on the top shelf and got his book Roy was hiding the book so that no one could find it. If no one could find The Little Book of Fairy Tales, then no one would buy it. Sometimes he wedged the book on a shelf way down on the bottom with the history books. Sometimes he tucked it between the cookbooks. Sometimes he pushed it back behind the biographies. additional evidence from the passage that supports the response to either question in the task Possible Score 0 Response: His dog, Rex, curled up on the rug in the back of the shop while Roy swished the feather duster over the books. 0 points The response does not include evidence from the story that supports either question in the task. Page 11 of 12

12 2. How was Roy s life impacted by reading at the bookshop? How did he use his reading experiences to impact others in his life? Use details from the story to support your answer. Possible Score 2 Response: Roy used the books as a means to escape to other places - he drifted into a world of giants and elves, greedy queens, and talking wolves. He wandered lands where mountains were made of glass, and enchanted princes were turned into frogs. He repeated the stories to the foster children that lived at his home. Every night, he sat on the floor of his tiny bedroom surrounded by sleepy-eyed children, and he told them some of the stories he remembered from The Little Book of Fairy Tales. 2 points The response indicates complete understanding of the task. The student completes the response using details to support both questions in the task. Roy could keep disappearing into the world of castles and talking wolves and evil queens. Roy loved getting lost in those fairy-tale worlds. Roy had disappeared from Banner s Bookshop and drifted into a world of giants and elves, greedy queens, and talking wolves. He wandered lands where mountains were made of glass, and enchanted princes were turned into frogs. Roy could keep disappearing into the world of castles and talking wolves and evil queens And best of all, at the end of the day, he took the worlds home with him. Every night, he sat on the floor of his tiny bedroom surrounded by sleepy-eyed children, and he told them some of the stories he remembered from The Little Book of Fairy Tales. He told them about a little man who spun gold into straw and a beautiful maiden whose hair hung down from the tower of a castle. He told them about a princess who slept for 100 years and an evil queen with a poison apple. The sleepy-eyed children listened in awe. They curled up on pillows and snuggled with blankets while Roy described the mountains made of glass and the boy no bigger than a thumb. He kept telling them stories until Mrs. Rigatoni scolded them to turn out the lights and go to sleep. additional evidence from the passage that supports the response to either question in the task Possible Score 1 Response: Roy repeated the stories to the foster children that lived at his home. 1 point The response does not indicate complete understanding of the task. The student completes the response using details to support one of the questions in the task. Roy could keep disappearing into the world of castles and talking wolves and evil queens. Roy loved getting lost in those fairy-tale worlds. Roy had disappeared from Banner s Bookshop and drifted into a world of giants and elves, greedy queens, and talking wolves. He wandered lands where mountains were made of glass, and enchanted princes were turned into frogs. Roy could keep disappearing into the world of castles and talking wolves and evil queens And best of all, at the end of the day, he took the worlds home with him. Every night, he sat on the floor of his tiny bedroom surrounded by sleepy-eyed children, and he told them some of the stories he remembered from The Little Book of Fairy Tales. He told them about a little man who spun gold into straw and a beautiful maiden whose hair hung down from the tower of a castle. He told them about a princess who slept for 100 years and an evil queen with a poison apple. The sleepy-eyed children listened in awe. They curled up on pillows and snuggled with blankets while Roy described the mountains made of glass and the boy no bigger than a thumb. He kept telling them stories until Mrs. Rigatoni scolded them to turn out the lights and go to sleep. additional evidence from the passage that supports the response to either question in the task Possible Score 0 Response: The old man gave Roy the book after the bookshop changed owners. 0 points The response does not include evidence from the story that supports either question in the task. Page 12 of 12