Download Reading Standards: Informational Text

 CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 1)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of The Story of Ruby Bridges
Teacher Materials(s): n/a
Directions:
Read The Story of Ruby Bridges aloud to student(s). Have student(s) read the prompt
and select the best answer.
NOTE: Describe a series of historical events; constructed response, independent
reading.
Sample book: The Story of Ruby Bridges (AD 730L)
Publisher: Scholastic Inc., 1995
Author: Robert Coles
Prompt:
Describe the important events that took place in The Story Ruby Bridges. Describe
three of the important events in order.
Correct or Model Answer:
The important events that took place in The Story of Ruby Bridges are:
- A judge ruled that Ruby would attend Grade 1 at a white school.
- For months, angry crowds waited for Ruby as she came to school. They yelled at
her, and held signs.
- Ruby went to school alone for months.
- Each day, Ruby prayed for forgiveness for the people in the angry crowd.
- The white children slowly returned to school.
1 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
0 Points
1 Point
Answer did not make sense Answer included 1 of the
important events:
and did not include any of
the important events.
-A judge ruled that Ruby
would attend Grade 1 at a
white school.
-For months, angry crowds
waited for Ruby as she
came to school. They
yelled at her, and held
signs.
-Ruby went to school alone
for months.
-Each day, Ruby prayed for
forgiveness for the people in
the angry crowd.
-The white children slowly
returned to school.
2 Point
3 Points
Answer included any 3 of
Answer included any 2 of
the important events, in the the important events, in the
correct sequence:
correct sequence:
-A judge ruled that Ruby
would attend Grade 1 at a
white school.
-For months, angry crowds
waited for Ruby as she
came to school. They
yelled at her, and held
signs.
-Ruby went to school alone
for months.
-Each day, Ruby prayed for
forgiveness for the people in
the angry crowd.
-The white children slowly
returned to school.
-A judge ruled that Ruby
would attend Grade 1 at a
white school.
-For months, angry crowds
waited for Ruby as she
came to school. They
yelled at her, and held
signs.
-Ruby went to school alone
for months.
-Each day, Ruby prayed for
forgiveness for the people in
the angry crowd.
-The white children slowly
returned to school.
2 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 2)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of From Seed to Plant
Teacher Materials(s): n/a
Directions:
Have student(s) independently read From Seed to Plant. Have student(s) read the
prompt and select the best answer.
NOTE: Describe connection between a series of scientific concepts; constructed
response, independent reading.
Sample book: From Seed to Plant (660L)
Publisher: Holiday House, 1991
Author: Gail Gibbons
Prompt:
Describe the steps of pollination.
Correct or Model Answer:
The steps of pollination include the following:
1. Wind blows pollen from one flower to another. Or, insects or hummingbirds carry
the pollen from flower to flower.
2. Pollen lands on the pistil of the same type of flower.
3. A long tube grows through the pistil into an ovule.
3 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
O Point
1 Point
Student answer is partially
Student answer does not
complete and in the correct
make sense, or is not in
correct chronological order. chronological order.
The following step is
included:
1.Wind blows pollen from
one flower to another. Or,
insects or hummingbirds
carry the pollen from flower
to flower.
2 Point
3 Points
Student answer is partially
complete and in the correct
chronological order.
The following steps are
included:
1.Wind blows pollen from
one flower to another. Or,
insects or hummingbirds
carry the pollen from flower
to flower.
2.Pollen lands on the pistil
of the same type of flower.
Student answer is complete
and in the correct
chronological order.
The following steps are
included:
1.Wind blows pollen from
one flower to another. Or,
insects or hummingbirds
carry the pollen from flower
to flower.
2.Pollen lands on the pistil
of the same type of flower.
3. A long tube grows
through the pistil into an
ovule.
4 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 3)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of From Seed to Plant
Teacher Materials(s): n/a
Directions:
Have student(s) independently read From Seed to Plant. Have student(s) read the
prompt and select the best answer.
NOTE: Describe connection between a series of scientific concepts; constructed
response, independent reading.
Sample book: CCSS Text Exemplar: From Seed to Plant (660L)
Publisher: Holiday House, 1991
Author: Gail Gibbons
Prompt:
Describe how a seed grows from seed to a full-grown plant.
Correct or Model Answer:
How a seed grows into a full grown plant include the following:
1. The seed is planted in soil and rain softens the seed coat.
2. The seed germinates (begins to grow) in soil warmed by the sun.
3. The roots take in the soil take in water and minerals.
4. A shoot with leaves grows toward the sun.
5. Water and minerals from the soil, sunlight and air help the plant grow bigger.
6. Buds on a full-grown plant open into flowers.
5 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
O Point
1 Point
2 Point
3 Points
Student answer is partially
complete and in the correct
chronological order.
The following steps are
included:
Student answer is complete
and in the correct
chronological order.
The following steps are
included:
1. The seed is planted in 1. The seed is planted in
soil and rain softens the
soil and rain softens the
seed coat.
seed coat.
2. The seed germinates
2. A shoot with leaves
(begins to grow) in soil
grows toward the sun.
warmed by the sun.
3. Buds on a full-grown
plant open into flowers. 3. A shoot with leaves
grows toward the sun.
4. Buds on a full-grown
plant open into flowers.
1. The seed is planted in
soil and rain softens the
seed coat.
2. The seed germinates
(begins to grow) in soil
warmed by the sun.
3. The roots take in the
soil take in water and
minerals.
4. A shoot with leaves
grows toward the sun.
5. Water and minerals
from the soil, sunlight
and air help the plant
grow bigger.
6. Buds on a full-grown
plant open into flowers.
Student answer is partially
Student answer does not
complete and in the correct
make sense, or is not in
correct chronological order. chronological order.
The following step is
included:
6 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 4)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of From Seed to Plant
Teacher Materials(s): n/a
Directions:
Have student(s) independently read From Seed to Plant. Have student(s) read the
prompt and select the best answer.
NOTE: Describe steps in technical procedures in a text; constructed response,
independent reading.
Sample book: CCSS Text Exemplar: From Seed to Plant (660L)
Publisher: Holiday House, 1991
Author: Gail Gibbons
Prompt:
Describe the steps in A “From Seed To Plant” Project found in the book From Seed to
Plant.
Correct or Model Answer:
The steps in the project include the following:
1. Get a clean glass jar. Roll up a piece of black construction paper.
2. Slide the paper into the jar. Fill the jar with water.
3. Wedge the bean seeds between the paper and glass. Put jar in warm place.
4. Seeds will sprout in a few days.
5. Put dirt into a clay pot.
6. Plant the small plants in the pot, covering them up to the base.
7. Water the plants. Watch them grow.
7 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
O Point
1 Point
Student answer is partially
Student answer does not
complete and in the correct
make sense, or is not in
correct chronological order. chronological order.
The following step is
included:
1. Wedge the bean seeds
between the paper and
glass. Put jar in warm
place.
2 Point
3 Points
Student answer is partially
complete and in the correct
chronological order.
The following steps are
included:
1. Slide the paper into the
jar. Fill the jar with water.
2. Wedge the bean seeds
between the paper and
glass. Put jar in warm
place.
3. Plant the small plants in
the pot, covering them up
to the base.
4. Water the plants. Watch
them grow.
Student answer is complete
and in the correct
chronological order.
The following steps are
included:
1. Get a clean glass jar. Roll
up a piece of black
construction paper.
1. Slide the paper into the
jar. Fill the jar with water.
2. Wedge the bean seeds
between the paper and
glass. Put jar in warm
place.
3. Seeds will sprout in a few
days.
4. Put dirt into a clay pot.
5. Plant the small plants in
the pot, covering them up
to the base.
6. Water the plants. Watch
them grow.
8 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 5)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of A Medieval Feast
Teacher Materials(s): n/a
Directions:
Have student(s) independently read A Medieval Feast. Have student(s) read the prompt
and select the best answer.
NOTE: Describe steps in procedure in a text; constructed response, independent
reading.
Sample book: A Medieval Feast (840L)
Publisher: HarperCollins Publishers, 1981
Author:
Aliki
Prompt:
Describe how the manor was prepared for the King’s visit. Give at least three examples.
Correct or Model Answer:
The manor was prepared in the following ways:
- The manor house was cleaned.
- The rooms were readied.
- Tents were set up for the horsemen.
- Fields were fenced for the horses.
- Provisions were gathered for the great feast.
9 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
0 Points
1 Point
2 Point
Answer did not include any Answer did not include any Answer included any 2 of
the following details:
of the following details:
of the following details:
-
The manor house was
cleaned.
The rooms were
readied.
Tents were set up for
the horsemen.
Fields were fenced for
the horses.
Provisions were
gathered for the great
feast.
-
The manor house was
cleaned.
The rooms were
readied.
Tents were set up for
the horsemen.
Fields were fenced for
the horses.
Provisions were
gathered for the great
feast.
-
The manor house was
cleaned.
The rooms were
readied.
Tents were set up for
the horsemen.
Fields were fenced for
the horses.
Provisions were
gathered for the great
feast.
3 Points
Answer included any 3 of
the following details:
-
The manor house was
cleaned.
The rooms were
readied.
Tents were set up for
the horsemen.
Fields were fenced for
the horses.
Provisions were
gathered for the great
feast.
10 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. CCSS Reading Items K-2
Assessment Items
Reading Standards: Informational Text
Grade: 2
Key Ideas and Details
CCSS: 2.RI.3 (Item 6)
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Student Material(s): Copy of A Medieval Feast
Teacher Materials(s): n/a
Directions:
Have student(s) independently read A Medieval Feast. Have student(s) read the prompt
and select the best answer.
NOTE: Describe steps in procedure in a text; constructed response, independent
reading.
Sample book: A Medieval Feast (840L)
Publisher: HarperCollins Publishers, 1981
Author:
Aliki
Prompt:
Describe how the food was prepared. Give at least three examples.
Correct or Model Answer:
The food was prepared in the following ways:
- Pigs, deer, and wild boar turned on spits
- Great pots of salted meat were boiled into stews
- Swans, geese, heron and quail were roasted
- Cockentrices were created and then roasted
- Peacocks were cooked
- Four and twenty blackbirds were baked in a pie
Comment: Is this the right word? 11 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011. Scoring Guide or Rubric:
Constructed Response Item
0 Points
1 Point
2 Point
Answer did not include any Answer did not include any Answer included any 2 of
the following details:
of the following details:
of the following details:
-Pigs, deer, and wild boar
turned on spits
-Great pots of salted meat
were boiled into stews
-Swans, geese, heron and
quail were roasted
-Cockentrices were created
and then roasted
-Peacocks were cooked
-Four and twenty blackbirds
were baked in a pie
-Pigs, deer, and wild boar
turned on spits
-Great pots of salted meat
were boiled into stews
-Swans, geese, heron and
quail were roasted
-Cockentrices were created
and then roasted
-Peacocks were cooked
-Four and twenty blackbirds
were baked in a pie
- Pigs, deer, and wild boar
turned on spits
-Great pots of salted meat
were boiled into stews
-Swans, geese, heron and
quail were roasted
-Cockentrices were created
and then roasted
-Peacocks were cooked
-Four and twenty blackbirds
were baked in a pie
3 Points
Answer included any 3 of
the following details:
-Pigs, deer, and wild boar
turned on spits
-Great pots of salted meat
were boiled into stews
-Swans, geese, heron and
quail were roasted
-Cockentrices were created
and then roasted
-Peacocks were cooked
-Four and twenty blackbirds
were baked in a pie
12 Created in collaboration with Teach Well, LLC. Hawaii Department of Education, Office of Curriculum, Instruction and Student Support, DRAFT, 2011.