Student Workbook Name: Brentwood UFSD 2017-2018
BRENTWOOD UNION FREE SCHOOL DISTRICT - BRENTWOOD, NEW YORK NYSESLAT Practice 2017 2018 Board Of Education Robert Feliciano, President Paula Moore, First Vice President Daniel Calderon, Second Vice President Julia Burgos, Trustee Eileen Felix, Trustee Simone Daniel-Holder, Trustee María Gonzalez-Prescod, Trustee Central Administration Richard Loeschner, Superintendent of Schools Dr. Monique Darrisaw-Akil, Assistant Superintendent for Secondary Education Dr. Aurelia L. Henríquez, Assistant Superintendent for Elementary Education Bilingual & ENL Department Wanda Ortíz-Rivera, Program Coordinator Paula Ribeiro, Assistant Program Coordinator Mary Alice Gans, Department Chair María Rodríguez, TOSA Curriculum Development Team Susan Abbamonte, Grade 1 Ana Briones Grade 3 Luzmilla Cabrera, Grade 5 Bilingual Joyce Chuntz, Grade 3- Bilingual Yeny Correa, Grade 4 Bilingual Aleksandra A. Dziemianczuk Grades 1 5 ENL Farrah Esposito, Grade 1 Bilingual Gisela Flores, Grade 4 Bilingual Diana Horvath, Grade 1- Bilingual Katie Limbach Grades 1-5 ENL Hannah McCarthy, Grades 1-5 ENL Jennifer Moore, Grades 1 5 ENL Linda Romeo, Grades 1-5 ENL Jeannette Santos-Rentas, Grade 1 Bilingual
2017 NYSESLAT Speaking Rubric Grades Kindergarten through 12 Item Level Score 0 Does Not Meet Expectations Score 1 Meet Expectations Emerging Responds with yes, no, or I don t know Uses one word to respond Does not express a complete thought or idea Non-response Unintelligible Responds completely in a language other than English Uses multiple words, short phrases, or sentences to respond Partially expresses thoughts and ideas Frequent errors may obscure meaning N/A Item Level Score 0 Does Not Meet Expectations Score 1 Approaches Expectations Score 2 Meet Expectations Transitioning Responds with yes, no, or I don t know Uses one word to respond Does not express a complete thought or idea Errors may totally obscure meaning Non-response Unintelligible Responds completely in a language other than English Uses multiple words to respond Partially expresses thoughts and ideas Frequent errors may obscure meaning Uses connected phrases or a simple sentence to respond May use multiple sentences Expresses complete thoughts and ideas relevant to the topic Occasional errors in words and structures may obscure some meaning Expanding Responds with yes, no, or I don t know Uses at most multiple words to respond Does not express complete thoughts and ideas Frequent errors may obscure meaning Uses connected phrases or a simple sentence to respond Expresses complete thoughts and ideas relevant to the topic Occasional errors in words and structures may obscure some meaning Uses connected simple sentences to respond May use limited expanded sentences Expresses connected and complete thoughts and ideas relevant to the topic Infrequent errors in words and structure may obscure some meaning Commanding Responds with yes, no, or I don t know Uses at most connected phrases or a simple sentence to respond May express complete thoughts and ideas Occasional or frequent errors in words and structures may obscure meaning Uses connected simple sentences to respond Expresses connected and complete thoughts and ideas relevant to the topic Infrequent errors in words and structure may obscure some meaning Uses connected expanded sentences Generates a fluid response using linking words and phrases to sequence complete thoughts and ideas relevant to the topic No errors or infrequent errors that do not obscure meaning
Speaking Teachers: Please review rubric with students before starting the Speaking section.
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Entering Introduction These are pictures of kids playing in the summer. I see a girl eating ice cream. Question What are some things you can do in the summer? 1
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Emerging Introduction This is Tom. He likes to do things outside in the winter. I see Tom and his dad riding on a sled. Question What else does Tom do in the winter? 2
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Transitioning Introduction This boy is out in the rain. Question What kind of clothing should you use in the rain? 3
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.2.6 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Expanding Introduction What is wind? Wind is air that moves. Wind can help you fly a kite. Wind can blow a hat off your head. Wind can blow leaves around. Strong winds can blow over the land. They can blow over the water. Strong winds can cause harm. Winds can blow down big trees. They can even blow cars off the road. Watch out for strong winds! Question What are some things wind can do? 2013 ReadWorks, Inc. All rights reserved. 4
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.2.6 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Commanding Introduction What is wind? Wind is air that moves. Wind can help you fly a kite. Wind can blow a hat off your head. Wind can blow leaves around. Strong winds can blow over the land. They can blow over the water. Strong winds can cause harm. Winds can blow down big trees. They can even blow cars off the road. Watch out for strong winds! Question You just learned about wind. Tell why you should watch out for strong winds. 2013 ReadWorks, Inc. All rights reserved. 5
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Entering Introduction These are pictures of animals you would find at the zoo. I see a monkey. Question What other animals can you find at the zoo? 6
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Emerging Introduction These are pictures of animals you would find in the ocean. I see an octopus. Question What other animals can you find in the ocean? 7
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Transitioning Introduction Cats and dogs make good pets. Question What are some ways to take care of a pet? 8
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.26 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Expanding Introduction Every dog is a mammal. All mammals have hair on their bodies. People, horses, and elephants are also mammals. Hair protects a mammal s skin. The hair keeps skin from getting scraped. Hair also protects mammals from cold and heat. What else makes an animal a mammal? Here are some examples. Every mammal has a backbone. That bone is also called the spine. Mammals are warm-blooded. That means the temperature in their bodies is warm and usually stays the same. Female mammals make milk in their bodies. They feed the milk to their babies. Question What are some examples of mammals? 2014 ReadWorks, Inc. All rights reserved. 9
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.2.6 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Commanding Introduction Every dog is a mammal. All mammals have hair on their bodies. People, horses, and elephants are also mammals. Hair protects a mammal s skin. The hair keeps skin from getting scraped. Hair also protects mammals from cold and heat. What else makes an animal a mammal? Here are some examples. Every mammal has a backbone. That bone is also called the spine. Mammals are warm-blooded. That means the temperature in their bodies is warm and usually stays the same. Female mammals make milk in their bodies. They feed the milk to their babies. Question You just learned about mammals. Name something that people and dogs have in common. 2014 ReadWorks, Inc. All rights reserved. 10
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Entering Introduction Police officers help people in the community. They help you if you re lost. They can also help if you have a problem. Question What do police officers do? 11
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Emerging Introduction These are pictures of community workers. A construction worker builds houses. Question What does a teacher do? 12
CCSS.ELA-LITERACY.SL.2.2, SL.2.3 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Transitioning Introduction Firefighters work hard. They work to keep us safe from fire. If a fire starts, firefighters help us. They rush to the fire in fire engines. They spray water with big hoses. The water helps put out the fire. Firefighters save people from burning buildings. They save pets from burning buildings too. Question You just learned about firefighters. What is one thing a firefighter does? 2013 ReadWorks, Inc. All rights reserved. 13
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.2.6 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Expanding Introduction Have you visited your school library? A special helper works there. He or she is the school librarian. Librarians make sure that the library is filled with information. The librarian helps people learn. What are you interested in? The librarian can help you find out more about that topic. The librarian can help you find books and magazines. The librarian can help you search for information on a computer. You can find librarians at public libraries, too. Talk to them. If you have questions, librarians will help you find answers! Question What can a librarian help you do? 2014 ReadWorks, Inc. All rights reserved. 14
CCSS.ELA-LITERACY.SL.2.2, SL.2.3, SL.2.6 GC1.A2.ToM.S.1-2.2, GC1.A3.ToM.S.1-2.3 Speaking: Commanding Introduction Have you visited your school library? A special helper works there. He or she is the school librarian. Librarians make sure that the library is filled with information. The librarian helps people learn. What are you interested in? The librarian can help you find out more about that topic. The librarian can help you find books and magazines. The librarian can help you search for information on a computer. You can find librarians at public libraries, too. Talk to them. If you have questions, librarians will help you find answers! Question You just learned about a librarian s job. What can a librarian help you find that will teach you more about a topic? 2014 ReadWorks, Inc. All rights reserved. 15
Listening 16
Directions: Listen to the passage. After you hear the passage you will be asked to answer questions based on the passage. Now listen carefully, you will only hear the passage once. The title of this passage is, Crayons for Sale by Susan LaBella. 2014 ReadWorks, Inc. All rights reserved. 17
Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Directions: Now you will listen to and answer questions based on the passage that you just listened to. Listen carefully, you will only hear the questions and answers once. After you hear the questions fill in the circle beside your answer. 1 What are crayons today made of? A B ink and clay wax and coloring C paint and chalk D colors 2 An early box of crayons included how many colors? A 20 B 30 C 8 D 5 3 The article states, What is the best tool for making colorful pictures? There is a good chance you answered. A pencils B crayons C colored paper D books 18
4 Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 In what way have crayons changed the over time? A in the way they are used B in the materials that they are made from C in the number of colors and kinds that are sold D in the people that are using them 5 What is the main idea of this article? A People today think that crayons are the best tool for making colorful pictures. B Today s crayons are very different from the first crayons. C People think that crayons should only have eight (8) colors. D The sale of crayons has changed over time. 6 Listen to these sentences from the text: A crayon company in the United States makes more than ten million crayons each day. That s about three billion crayons in the United States each year. That is enough crayons to circle the earth at least four times! The U.S makes enough crayons to circle the earth how many times? A at least 10 B at least four C at least 100 D at least six 19
Directions: Listen to the passage. After you hear the passage you will be asked to answer questions based on the passage. Now listen carefully, you will only hear the passage once. The title of this passage is, The Hare and the Tortoise from Aesop s Fables. 2016 ReadWorks, Inc. All rights reserved. 20
Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Directions: Now you will listen to and answer questions based on the passage that you just listened to. Listen carefully, you will only hear the questions and answers once. After you hear the questions fill in the circle beside your answer. 1 Why does the Hare make fun of the Tortoise? A The Hare makes fun of the Tortoise for being so slow. B The Hare makes fun of the Tortoise for being so smart. C The Hare makes fun of the Tortoise for being so silly. D The Hare makes fun of the Tortoise for being so messy. 2 Who won the race? A the Fox B the Hare C the Tortoise D the Bear 3 Which group of words describes the Tortoise? A B C D slow, winner of the race fast, loser of the race funny, always joking sad, crying 21
4 Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Which group of words describes the Hare? A B C D slow, winner of the race fast, loser of the race funny, always joking sad, crying 5 One of the main characters in the story is the Hare. What is the other main character? A the Fox B the Bear C There is no other main character in the story. D the Tortoise 6 What is the theme of the story? A You can be successful at something by doing it slowly and steadily. B You should always get a good night s sleep before a contest. C You should not take part in contests that you cannot win. D You should make fun of others. 22
Directions: Listen to the passage. After you hear the passage you will be asked to answer questions based on the passage. Now listen carefully, you will only hear the passage once. The title of this passage is, The Yo-Yo. Copyright 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation. 23
Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Directions: Now you will listen to and answer questions based on the passage that you just listened to. Listen carefully, you will only hear the questions and answers once. After you hear the questions fill in the circle beside your answer. 1 What is the theme of the story? A B getting even sharing C playing with toys D family 2 Which of the following sentences describe sharing? A Emma went to a party without Brendan. B Brendan let Emma use his yo-yo. C Emma was in the kitchen. D Brendan threw the ball in the air. 3 Emma is A mean B bored C smart D kind 24
4 Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Brendan let Emma use his yo-yo because A He didn t want the yo-yo anymore. B He wanted to play with Emma s ball. C Emma shared her ball. D He is a nice brother. 5 How do you think Emma felt when Brendan didn t let Emma use his yoyo in the beginning of the story? A happy B funny C sad D excited 6 Where does the story take place? A at school B at Emma and Brendan s house C at the store D at the zoo 25
Directions: Listen to the passage. After you hear the passage you will be asked to answer questions based on the passage. Now listen carefully, you will only hear the passage once. The title of this passage is, At the Lake by Linda Ruggieri. 2014 ReadWorks, Inc. All rights reserved. 26
Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Directions: Now you will listen to and answer questions based on the passage that you just listened to. Listen carefully, you will only hear the questions and answers once. After you hear the questions fill in the circle beside your answer. 1 Where does the story take place? A B at the lake in the town park at a river near the town C in Layla s family s car D at the park 2 During what season does the story begin? A winter B fall C summer D spring 3 Why might Layla have only seen fog over the lake in the fall? A because the air is cool and the water is still warm in the fall which helps fog form B because fog only forms one day a year C because Layla only goes to the lake during the fall D because the gas changed into tiny drops of water 27
4 Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 What is the main idea of the text? A Layla has the most fun at the lake during the summer, when she can go swimming. B Layla enjoys spending time at the lake, but she likes the river even better. C Layla only loved winter at the park. D Although the lake changes every season, Layla always enjoys spending time there. 5 What do Layla and her friends do in the lake during the hot summer? A They play baseball. B They go swimming in the lake. C They do school work. D They draw pictures. 28
Directions: Listen to the passage. After you hear the passage you will be asked to answer questions based on the passage. Now listen carefully, you will only hear the passage once. The title of this passage is, Sarah the Seagull. 2013 ReadWorks, Inc. All rights reserved. 29
Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Directions: Now you will listen to and answer questions based on the passage that you just listened to. Listen carefully, you will only hear the questions and answers once. After you hear the questions fill in the circle beside your answer. 1 Why do Sarah and her mom fly south? A B There are too many fish where they live. They are tired of living in New York. C The weather gets colder. D They are visiting family. 2 Where does the beginning of the story take place? A Canada B New York C Florida D Mexico 3 Listen to these sentences from the passage again. The weather in New York is getting too cold for Sarah and her mom to live in. There is not enough goof for them to eat. Which group of words describes New York in the winter for seagulls? A too hot, too much to eat B small fish, crabs C people, animals D too cold, not enough to eat 30
4 Speaking & Listening: CCSS.ELA- Literacy SL.2.2, SL.2.3 GC1.A1.ToM.L.1-2.1; GC1.A2.ToM.L.1-2.2; GC1.A3.ToM.L.1-2.3; GC2.A4.ToM.L.1-2.4 Who is this story about? A a seagull and her mother B a bear and his mother C a dog and her mother D a tiger and his mother 5 Listen to the following sentences from the passage again. There, they found a new beach. It was filled with fish, and there were lots of people to give them sandwiches and chips. What does the word beach mean? A land far away from water B the deepest part of the sea C land next to water D land that is covered in ice 31
Reading 32
Reading (Informational): CCSS.ELA- Literacy RI.2.1, RI.2.2, RL.2.4 GC2.A2.ToM.R.1-2.4 Directions: Read the passage, Lots of Plastic Trash is Landing on Beaches. Then you will be asked to answer questions based on the passage. Lots of Plastic Trash is Landing on Beaches LONG BEACH, Wash. Russ Lewis picks up trash on the beach. He lives in the state of Washington near the Pacific Ocean. Some of the trash comes from close by. Other pieces are from very far away across the ocean. A very big wave in the ocean carried a lot of trash out to the sea. A wave like that does not happen much. It is caused by shaking under the sea. A big wave can wash away buildings. It can even wash away people. The very big wave happened six years ago. It was in the country of Japan. Japan is on the other side of the ocean. The wave was strong. It washed away many things. Washed Out To Sea Russ finds pieces of houses in the sand. He finds bottles and bags. He and his friends find piles and piles of trash each year. Much of it floats here from Japan. The big wave washed the trash into the ocean. Then the ocean carried it to America. Most of the trash is plastic. It is light and strong. Plastic is used to make many things. Water bottles, toys and bags are made of plastic. Scientists say that many pieces of plastic end up in the world's oceans. Plastic Can Hurt Animals Plastic is bad for birds and fish. It hurts other sea animals too. They get tangled up in it. They also eat it. Scientists find plastic in dead sea animals and birds. It is in their bellies. Plastic has even been found in whales. Kathryn Sullivan works for a group that studies the oceans. Too much plastic is a big problem for the ocean, she said. The trash also carries plants from Japan. It even carries tiny fish. They floated all the way across the ocean. Scientists worry about how the new sea animals and plants will mix with those already in Washington. By Seattle Times, adapted by Newsela staff 33
Reading (Informational): CCSS.ELA- Literacy RI.2.1, RI.2.2, RL.2.4 GC2.A2.ToM.R.1-2.4 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 1 What happened because a big wave washed things into the ocean? A Lots of plastic put dead whales into the ocean. B Scientists used trash from the ocean to make water bottles. C Pieces of the houses in the ocean went all the way to Japan. D Piles of trash floated in the ocean to beaches in America. 2 What is one reason why plastic is bad for animals in the ocean? A B Animals can eat plants in the plastic. Plastic can eat the animals. C Animals can get stuck in the plastic. D Plastic can wash away the animals. 3 Read these sentences from the introduction: A big wave can wash away buildings. It can even wash away people. What word describes a big wave? A B C D soft strong sad happy 2014 ReadWorks, Inc. All rights reserved. 34
Reading (Informational): CCSS.ELA- Literacy RI.2.1, RI.2.2, RL.2.4 GC2.A2.ToM.R.1-2.4 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 4 Read this sentence from the section Plastic Can Hurt Animals. The trash also carries plants from Japan. It even carries tiny fish Which word could replace carries WITHOUT changing its meaning? A B C D hurts drinks eats brings 5 Plastic is used to make many things. Which of these is NOT made from plastic? A toys B pots and pans C water bottles D bags 6 Waves are caused by under the sea. A dancing B swimming C D shaking jumping 2014 ReadWorks, Inc. All rights reserved. 35
Reading (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10 GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Read the passage, The Island of Hope and Tears. Then you will be asked to answer questions based on the passage. The Island of Hope and Tears By Kate Paixão Many people have moved to America over the centuries. Some people have ancestors who moved to America long ago. Others have relatives who moved to America more recently. Maybe someone related to you moved to America long ago. That person might have arrived at Ellis Island. It is an island in New York City s harbor. Long ago, Ellis Island was the first stop in the United States for many newcomers. These newcomers were called immigrants. From 1892 to 1924, more than twelve million immigrants came through Ellis Island. Nearly all immigrants came to America by ship. They were examined at Ellis Island before they were allowed to enter the United States. Many people who entered the United States through Ellis Island nicknamed it The Island of Hope. But not everyone was allowed into the United States. Some people were turned away. They gave Ellis Island another, sadder nickname: The Island of Tears. 2014 ReadWorks, Inc. All rights reserved. 36
Reading (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10 GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. Who had come through Ellis Island before getting to the United States? A New Yorkers B Immigrants C Business people D Clowns 2 What was the nickname that was given to Ellis Island by people who entered the United States many years ago? A B C D Party City Brentwood The Island of Hope The Harbor 2014 ReadWorks, Inc. All rights reserved. 37
Reading (Narrative): CCSS.ELA-Literacy RL.2.1, RL.2.2, RL.2.10 GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 3 What group of words tells the main idea of this passage? A Ellis Island, first stop for United States immigrants B Museum, tells about immigration C Computer, your family came through Ellis Island D Island, New York City s harbor 4 Some immigrants were upset when they were not allowed to enter the United States. What evidence in the article supports this statement? A From 1892 to 1924, more than twelve million immigrants came through Ellis Island. B Many people who entered the United States through Ellis Island nicknamed it The Island of Hope. C Some People were turned away. They gave Ellis Island another, sadder nickname: The Island of Tears. D Some people have ancestors who moved to America long ago. 2014 ReadWorks, Inc. All rights reserved. 38
Reading (Narrative): CCSS.ELA- Literacy RL.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2 Directions: Read the passage, Grandpa and Me. Then you will be asked to answer questions based on the passage. Grandpa and Me By Rachelle Kreisman I am seven years old. I am in second grade, and I live with my parents and my little sister. My grandpa Robert lives nearby. When I visit him, my grandpa likes to talk about the past. His favorite stories are about his life when he was my age. Grandpa grew up in a city. When he was a boy, he lived in an apartment building on the third floor. His dad owned a clothing store. Grandpa walked to and from school alone. After school, his friends often played baseball on the streets nearby. We never played with computers, he told me, because nobody had a computer at home. At night, his mom cooked dinner for just the two of them. His dad did not come home till very late. My life is much different from Grandpa s life as a boy. I live in a house in a small town. My dad is a teacher, and my mom is a scientist. I take the bus to and from school. Dad is already home when I get there after school. I do homework and sometimes play on our computer. My dad cooks dinner. When mom comes home from work, the three of us eat together. 2015 ReadWorks, Inc. All rights reserved. 39
Reading (Narrative): CCSS.ELA- Literacy RL.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. Where did Grandpa grow up? A on a farm B in a small town C in a city D on the beach 2 A narrator is a character in a story who is also telling the story. Who is the narrator in Grandpa and Me? A Grandpa s mom B a seven year old C Grandpa D Mom 3 Which sentence tells what the narrator did after school? A The narrator s dad is a teacher B The narrator sometimes plays on a computer C The name of the narrator s grandpa is Robert D Grandpa lived on a farm 2015 ReadWorks, Inc. All rights reserved. 40
Reading (Narrative): CCSS.ELA- Literacy RL.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 4 What is a similarity between the narrator and the narrator s grandpa? A They lived with both their parents while growing up. B They both played sports with their friends after school. C They both took a bus to get to school. D They both lived in a house. 5 The theme of a story tells a message or also known as the big idea. What is the theme of this story? A B People can use the past to predict what the future will be. Grandparents always tell funny stories. C The past and the present can be very different. D People always tell the same stories about life. 2015 ReadWorks, Inc. All rights reserved. 41
Reading (Narrative): CCSS.ELA- Literacy RL.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 6 Read these sentences from the text: My dad cooks dinner. When mom comes home from work, the three of us eat together. The word us refers to: A B C D The narrator, mom and dad The narrator s mom and the narrator The narrator s mom and dad The grandpa and the narrator 2015 ReadWorks, Inc. All rights reserved. 42
Reading (Informational): CCSS.ELA- Literacy RI.2.1, RI.2.3, RI.2.4, RI.2.5 GC1.A2.ToM.R.1-2.2; GC1.A3.ToM.R.1-2.3 Directions: Read the passage, Firefighters Fight Fire. Then you will be asked to answer questions based on the passage. Firefighters Fight Fires Firefighters are ready to fight fires every day. They work hard to keep people and pets safe. When they get a call about a fire, they have to be ready to spring to action. What do firefighters need to do their job well? Turnout Gear Firefighters wear special clothes called turnout gear. Before firefighters can put out a fire, they have to put on their turnout gear. It keeps them safe from flames, heat, and smoke. Turnout gear includes a helmet, a mask, a jacket, pants, and boots. Fire! Fire! Firefighters need fire trucks to get to a fire quickly. They use ladders, hoses, and other tools to put out fires and to save lives. In this picture, two firefighters are in a bucket at the top of the ladder. They are spraying water on fire that is at the top of the building. Fire Safety Fire experts 1 say that most fires start in the kitchen. Using a stove carelessly is the number-one cause of house fires. Read about some ways to stay SAFE in a fire: Practice a fire escape plan with your family. When a fire starts, get out and stay out. Stay away from matches, lighters, and stoves. Test smoke alarms in your home once a month. 1 expert: a person who has a special skill or knowledge which he or she got from education or experience Text: Copyright 2006 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. From Weekly Reader 2, Student Edition, 9/26/06. 2010 Urban Education Exchange. All rights reserved. 43
Reading (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.3, RI.2.4, RI.2.5 GC1.A2.ToM.R.1-2.2; GC1.A3.ToM.R.1-2.3 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. Which words describe a fire fighters job? A B clean the kitchen read a book C fight fires D go shopping 2 When a fire department receives a call about a fire, the first thing the firefighters do is A put on their turnout gear B get in their trucks C spray water on the fire D check to see if anyone is in the burning building 3 A Which group of words describes what firefighters use to put out a fire? hammer and nails B C D paint and paintbrush ladders, hoses, and other tools shovel and rake 44
Reading (Narrative): CCSS.ELA-Literacy RL.2.1, RL.2.3, RL.2.4, RI.2.5 GC1.A2.ToM.R.1-2.2; GC1.A3.ToM.R.1-2.3 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 4 According to the passage, firefighters wear turnout gear. Which words define turnout gear? A helmet, mask, jacket, pants, and boots B helmet and pants C jacket, gloves, socks, and boots D jacket, helmet, gloves, and pants 5 Which of these is NOT a way to stay safe in a fire? A When a fire starts, get out and stay out. B Test smoke alarms in your home once a month. C Stay away from matches, lighters, and stoves. D Go back into a burning house to look for a favorite toy. Text: Copyright 2006 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. From Weekly Reader 2, Student Edition, 9/26/06. 2010 Urban Education Exchange. All rights reserved. 45
Reading (Narrative): CCSS.ELA-Literacy RL.2.1, RL.2.3, RL.2.4, RI.2.5 GC1.A2.ToM.R.1-2.2; GC1.A3.ToM.R.1-2.3 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 6 An expert is a person who has a special skill. According to the passage, where do experts say most fires start? A the bathroom B the basement C the kitchen D the bedroom Text: Copyright 2006 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. From Weekly Reader 2, Student Edition, 9/26/06. 2010Urban Education Exchange. All rights reserved. 46
Reading (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.10 GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Read the passage, The Flu and You. Then you will be asked to answer questions based on the passage. The Flu and You Stop Those Germs spread protect germs You have sore muscles and a fever. All you want to do is sleep. What is making you feel so yucky? It could be the flu. That is an illness caused by a virus. A virus is a tiny creature that invades the body. It makes people sick. The flu can pass easily from one person to another. A sick person sneezes and coughs. Tiny flu germs spread through the air. You can catch the flu if you breathe in those germs. Watch out. You can also get sick if you touch the virus with your hands and then touch your eyes, nose, or mouth. What is the best way to avoid the flu? Get a flu shot, say health experts. The shot is a vaccine (vak-seen). That is something put into the body to help fight off a virus. Here are some other tips for staying healthy: Wash your hands often with soap and water. Try not to touch your nose, eyes, and mouth. Eat foods that are good for you. Get plenty of sleep and exercise. 2012 ReadWorks, Inc. All rights reserved.. 47
Reading (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.10 GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. Which sentence from the story describes how a person feels with the flu? A Tiny flu germs spread through the air. B You have sore muscles and a fever. C You can catch the flu if you breathe in those germs. D Get plenty of sleep and exercise. 2 What does a virus do? A B C D It gives them a lollipop. It makes people happy. It makes people sick. It goes to school. 3 Which word describes how the flu makes a person feel? A B C sleepy happy smart D energetic 2012 ReadWorks, Inc. All rights reserved.. 48
Reading (Narrative): CCSS.ELA-Literacy RL.2.1, RL.2.2, RL.2.10 GC1.A2.ToM.R.-2.; GC1.A3.ToM.R.1-2.3; GC2.A4.ToM.R.-2.4; GC2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 4 Which group of words tells one way you can avoid getting sick? A Hold hands with your friends. B Avoid going to the doctor. C Eat fast food often and go to bed late. D Wash your hands often with soap and water. 5 Which words best tell the main idea of the passage, The Flu and You? A doctor, vaccine B sneezes, hands C flu, germs D wash, cough 6 In the passage, The Flu and You, the author tells about people feeling sick. Which group of words means the same as sick? A healthy, active B ill, not feeling well C silly, funny D germ, virus 2012 ReadWorks, Inc. All rights reserved.. 49
Reading (Literary): CCSS.ELA-Literacy RL.2.1, RL.2.2, RL.2.10, GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; G2.A5.ToM.R.1-2.5 Directions: Now I will read the passage, The New Scooter, again. Then you will be asked to write based on the passage. The New Scooter Matt put on his helmet. He stepped onto his new scooter. The red metal shone in the sun. Matt rode his scooter around the park. The scooter moved really fast. Matt smiled. He loved his new scooter! Matt s friend Evan ran up. Matt, can I ride your scooter? Evan asked. No way, Matt said. It s new. I don t want to share it. Matt rode his scooter some more. Then he got bored. He looked around the park. Evan was playing with a toy plane. Hey Evan, Matt said. Can I try your plane? Sure, Evan said. He handed the plane to Matt. Matt suddenly felt bad. He did not share his scooter with Evan. But Evan shared his plane with Matt. Sorry I didn t share my scooter before, Matt said. No problem, Evan said. Come on, let s try the plane. Copyright 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation. 50
Reading (Literary): CCSS.ELA-Literacy RL.2.1, RL.2.2, RL.2.10, GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; G2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. Which word or group of words describe the theme of this passage? A friendship B sharing C playing in the park D the value of toys 2 Why did Matt not want to share his scooter? A His scooter was new. B Matt liked the park. C Evan was mean to him. D Evan likes the summer. 3 Where does the story take place? A at Evan s house B at Matt s house C in a parking lot D at a park Copyright 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation. 51
Reading (Literary): CCSS.ELA-Literacy RL.2.1, RL.2.2, RL.2.10, GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; G2.A5.ToM.R.1-2.5 Directions: Answer the questions below using evidence from the text. Fill in the circle beside your answer. 4 What is the genre of this passage? A nonfiction B science fiction C realistic fiction D a poem 5 What color is Matt s new scooter? A red B blue C black D pink 6 Which word describes how Matt feels about his new scooter? A dislike B sad C silly D love Copyright 2007 Weekly Reader Corporation. All rights reserved. Used by permission. Weekly Reader is a registered trademark of Weekly Reader Corporation. 52
Writing 53
Dimension Complexity of Language Quality of Language Coherence of Response Degree of Response SCR ECR Narrati ve ECR Inform ational Mechanics 2017 NYSESLAT Writing Rubric Grades 1 2 Score 0 Entering A response at this level: Contains zero or few words or short phrases Is blank Is completely in a language other than English Is illegible or unintelligible Is completely copied text Is isolated words or a list of words or short phrases Contains at most frequently used words Lacks a clear introduction or completion of a thought or an idea due to brevity Lacks descriptions of thoughts, feelings, or ideas Lacks development of descriptions or events in sequence Lacks development of an opinion or additional information Contains numerous errors that totally obscure meaning Contains words that are unclear Score 1 Emerging A response at this level: Contains some words, short phrases, and occasionally simple sentences Includes at least one sentence May include adapted text in a well-constructed sentence Contains common words and short phrases Includes at least one sentence in an attempt to introduce or complete a thought or an idea Includes at least one description of a thought or an idea Includes at least one description or two events in sequence Includes at least one opinion and/or additional information Contains many errors that often obscure meaning Contains words that may be unclear, but meaning is evident May include inventive spelling Score 2 Transitioning A response at this level: Contains mostly simple sentences Includes at least one expanded or compound sentence Contains a few gradelevel words and phrases Includes introductory and/or concluding words and sentences that provide limited organization of thoughts, ideas, or both Includes some minimally detailed descriptions of thoughts, ideas, or both Includes some descriptions with minimal details and/or two or more events in sequence Includes an opinion with some reasons and/or additional information Contains some errors that occasionally obscure meaning Is mostly clear May include inventive spelling Score 3 Expanding A response at this level: Contains simple, expanded, and compound sentences Contains some grade-level words and phrases Includes introductory and concluding words and sentences that provide partial organization of thoughts, ideas, or both Includes many detailed descriptions of thoughts, ideas, or both Includes descriptions with many details and two or more events in sequence Includes an opinion with many reasons and additional information Contains few errors that rarely obscure meaning Is clear May include inventive spelling Score 4 Commanding A response at this level: Contains a variety of simple, expanded, and compound (or complex) sentences Contains many grade-level words and phrases Includes words and sentences that sufficiently introduce and complete thoughts, ideas, or both Includes many sufficiently detailed descriptions of thoughts, ideas, or both Includes descriptions with many and varied details and two or more events in sequence Includes an opinion with many and varied reasons and additional information Contains minimal or no errors that obscure meaning Is clear May include inventive spelling NOTE: RESPONSES THAT ARE COMPLETELY IRRELEVANT TO THE PROMPT CAN BE SCORED NO HIGHER THAN 1. 54
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Directions: Now I will read the passage, The Island of Hope and Tears, again. Then you will be asked to write based on the passage. The Island of Hope and Tears By Kate Paixão Many people have moved to America over the centuries. Some people have ancestors who moved to America long ago. Others have relatives who moved to America more recently. Maybe someone related to you moved to America long ago. That person might have arrived at Ellis Island. It is an island in New York City s harbor. Long ago, Ellis Island was the first stop in the United States for many newcomers. These newcomers were called immigrants. From 1892 to 1924, more than twelve million immigrants came through Ellis Island. Nearly all immigrants came to America by ship. They were examined at Ellis Island before they were allowed to enter the United States. Many people who entered the United States through Ellis Island nicknamed it The Island of Hope. But not everyone was allowed into the United States. Some people were turned away. They gave Ellis Island another, sadder nickname: The Island of Tears. 2014 ReadWorks, Inc. All rights reserved. 55
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Level 1 Directions: The author mentions how many people have moved to America over the centuries. Write or draw a picture describing where your family is from and where your family lives now. Use ideas from the passage and your own ideas to help you write. Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 56
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Level 2 Directions: The author mentions how many people have moved to America over the centuries. Write a paragraph describing how your family s life is different in America compared to their life in their home country. Use ideas from the passage and your own ideas to help you write. Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 57
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Level 2 58
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Level 3 Directions: The author mentions how many people have moved to America over the centuries. Write a paragraph describing your family s journey from their home country to America. Use ideas from the passage and your own ideas to help you write. Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 59
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.2, RI.2.9, RI.2.10, W.2.2, L.2.1 GC1.A3.ToMR.1-2.3; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Level 3 60
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Directions: Now I will read the passage, Grandpa and Me, again. Then you will be asked to write based on the passage. Grandpa and Me I am seven years old. I am in second grade, and I live with my parents and my little sister. My grandpa Robert lives nearby. When I visit him, my grandpa likes to talk about the past. His favorite stories are about his life when he was my age. Grandpa grew up in a city. When he was a boy, he lived in an apartment building on the third floor. His dad owned a clothing store. Grandpa walked to and from school alone. After school, his friends often played baseball on the streets nearby. We never played with computers, he told me, because nobody had a computer at home. At night, his mom cooked dinner for just the two of them. His dad did not come home till very late. My life is much different from Grandpa s life as a boy. I live in a house in a small town. My dad is a teacher, and my mom is a scientist. I take the bus to and from school. Dad is already home when I get there after school. I do homework and sometimes play on our computer. My dad cooks dinner. When mom comes home from work, the three of us to eat together. 2015 ReadWorks, Inc. All rights reserved. 61
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 1 Directions: In this passage, Grandpa and Me the author spoke about how the boy and his grandpa spent time after school. Write or draw a picture telling what you do after school. Use ideas from the passage and your own ideas to help you write. Plan your writing. Use the space below to organize your ideas about what to write. You can make notes, an outline, a web, or any other kind of organizer. Your writing on this planning page will not count toward your final score. You will write your final sentences on the next page. Planning Page 62
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 1 Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 63
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 1 ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ 64
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 2 Directions: In this passage, Grandpa and Me the author spoke about how the boy and his grandpa spent time after school. Write two paragraphs telling what you do after school. Use ideas from the passage and your own ideas to help you write. Plan your writing. Use the space below to organize your ideas about what to write. You can make notes, an outline, a web, or any other kind of organizer. Your writing on this planning page will not count toward your final score. You will write your final paragraphs on the next page. Planning Page 65
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 2 Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 66
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 2 ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------ 67
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 3 Directions: In this passage, Grandpa and Me you learned about how the life of the narrator and the life of his grandpa were similar and different. Write two paragraphs telling how your life is similar and different to someone in your family. Use ideas from the passage and your own ideas to help you write. Plan your writing. Use the space below to organize your ideas about what to write. You can make notes, an outline, a web, or any other kind of organizer. Your writing on this planning page will not count toward your final score. You will write your final paragraphs on the next page. Planning Page 68
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 3 Checklist: Write about the topic. Include an introduction, body and conclusion. Include details, examples, or reasons. Use complete sentences. Use correct grammar, punctuation and spelling. 69
Extended Constructed Response (Literary): CCSS.ELA-Literacy RL.2.1, W.2.3, L.2.1 GC1.A1.ToM.R.1-2.1; GC1.A2.ToM.R.1-2.2; GC1.A1.ToM.W.1-2.1; GC2.A2.ToM.W.1-2.2; GC2.A3.ToM.W.1-2.3; GC2.A4.ToM.W.1-2.4 Level 3 --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- 70
Short Constructed Response (Informational): CCSS.ELA-Literacy RI.2.1, RI.2.3, RI.2.4, RI.2.5, W.2.8, L.2.1 GC1.A2.ToM.R.1-2.2; GC1.A3.ToM.R.1-2.3; GC1.A1.ToM.W.1-2.1; G2.A2.ToM.W.1-2.2; G2.A3.ToM.w.1-2.3; G2.A4.ToM.W.1-2.4 Directions: Now I will read the passage, Firefighters Fight Fires again. Then you will be asked to write based on the passage. Firefighters Fight Fires Firefighters are ready to fight fires every day. They work hard to keep people and pets safe. When they get a call about a fire, they have to be ready to spring to action. What do firefighters need to do their job well? Turnout Gear Firefighters wear special clothes called turnout gear. Before firefighters can put out a fire, they have to put on their turnout gear. It keeps them safe from flames, heat, and smoke. Turnout gear includes a helmet, a mask, a jacket, pants, and boots. Fire! Fire! Firefighters need fire trucks to get to a fire quickly. They use ladders, hoses, and other tools to put out fires and to save lives. In this picture, two firefighters are in a bucket at the top of the ladder. They are spraying water on fire that is at the top of the building. Fire Safety Fire experts 1 say that most fires start in the kitchen. Using a stove carelessly is the number-one cause of house fires. Read about some ways to stay SAFE in a fire: Practice a fire escape plan with your family. When a fire starts, get out and stay out. Stay away from matches, lighters, and stoves. Test smoke alarms in your home once a month. 1expert: a person who has a special skill or knowledge which he or she got from education or experience Text: Copyright 2006 Weekly Reader Corporation. All rights reserved. Weekly Reader is a registered trademark of Weekly Reader Corporation. Used by permission. From Weekly Reader 2, Student Edition, 9/26/06. 2010 Urban Education Exchange. All rights reserved. 71