grade 5 teacher directions c ommon f ormative a ssessment

1

Grade 5Teacher Directions

Common Formative Assessment

Quarter Three

Reading Informational Text

2Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan Richmond

Quarter Three Informational Text Common Formative AssessmentsTeam Members and Writers

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Deborah Alvarado Heather Giard Sandra Maines Martha Rodriguez

Nicole Chronister Christine Goldmann Marie Maxwell Kelly Rooke

Tammy Cole Jamie Goldstein Heather McCullum Jill Russo

Lindsay Crowell Melissa Hancock Gina McLain Brent Saxton

Deborah Delplanche Jamie Incrovato Shawna Munson Leslie Sell

Diane Dow Ginger Jay Gustavo Olvera Erin Shepherd

Liana Duran Jenn Johnson Teresa Portinga Wendy Sunday

Carrie Ellis Ko Kagawa Judy Ramer Niki Thoen

Sheri Fisher Kimberly Laws Erin Reamer Mandy Wedel

Lindsay Garcia Berta Lule Sara Retzlaff

Stephanie Gerig Alfonso Lule Jennifer Robbins

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information

A. This booklet is divided into two parts…

1. Teacher Resourcesa. Page 1 – 16

2. Student Assessment b. Page’s 17 – 36

This booklet is intended for assessing reading informational standards RI.4,8 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teachers directions (pages 1 – 16). Read thedirections before giving the assessment.

Print pages 17 – 36 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L


Grade 3 SamplePath to DOK - 1 Path to DOK - 2 End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

Independent Readers: Students read selections independently without reading assistance.

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

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

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

Read the selected response answers to the student.

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

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and should

not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

Class Check-Lists (Reading Learning Progressions form)

There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional).

Scoring Options

Class Summary Assessment Sheet

This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2."

Write and Revise

Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC.

Student Self-Scoring

Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not.

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help students reflect (such as: What was the question asking, can you rephrase it?).

http://sresource.homestead.com/index.html

Scoring forms are available at:





Write and Revise

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

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

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revise Assessed Categories for Quarter Four

a. Writing: Write and Revise (revision of short text)

b. Language: Language and Vocabulary Use (accurate use of words and phrases)

c. Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)


Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three CFAs prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the

short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the

brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan Richmond

Note-TakingTeachers....

Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with.

If you use the provided note-taking form, your students need to have had practice with the form before the assessment.

Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section.

All underlined words on the note-taking form are grade-level standard specific academic language.

Important information about note-taking:

During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently.

Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

Compare the similarities and differences between the obstacles Sequoya and Louis Braille overcame in order to create their alphabet systems.

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


What problems or questions does the author state about the main idea?

Write one new problem or question the author brings to the reader’s attention about the main topic.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

What key details from the passage explain more about the problem or question? Write two key details that provide an answer or a solution. Use Quotes from the text when possible.

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

_________________________________________________________________________Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

Name___________________________ Passage__________________________

Grade 5

Instruct students to re-read and select a paragraph or section of the text with problems or questions about the main topic.

Ask, “Does the section or paragraph you chose state a new question or problem about the main idea?” This is a key detail that may help solve the problem or answer the question (be sure students can identify the main idea).

Have students write ONE brief sentence about a new problem or question the author brings to the reader’s attention about the main idea.

1

Ask students to look for key details that explain more about the problem or question.

Explain “Key details” about the main idea can help us find answers to a question or solution to a problem.” Instruct students to write 2 brief key details that provide an answer or solution.

2

Remember students will need to have a note-taking form for each passage.

Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When author’s use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 3

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key details about problems and solutions? Can the words help you write one conclusion sentence that summarizes the problem and solution (or the question and answer)?”

Summarizing is a vital part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively.

4Differentiation:Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a in mini lesson. These concepts can be taught separately:

• Main Topic• Problem/solution question/answer• Key Details• Again and Again• Conclusions - Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


What problems or questions does the author state about the main idea?

Write one new problem or question the author brings to the reader’s attention about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details

What key details from the section or paragraph explain more about the problem or question? Write two key details that provide an answer or a solution. Use quotes from the text when possible.

• Key Detail (has an answer or solution) ________________________________________________________________________

________________________________________________________________________

• Key Detail (has an answer or solution) _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new key idea and the answer and solution key details. Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

Name_______________ Passage______________ Main Idea________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCEGrade 5


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3Evidence of the ability to distinguish relevant from irrelevant information such as

fact from opinion.

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4Ability to cite evidence to support opinions and ideas.

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


6. What specific examples are given in both passages using the word communicate? Based on these examples how would you define communicate?

Constructed Response RI.5.4 Research Target 2

Quarter 3 CFA Research Constructed Response Answer Key

RI.5.4 and Research Target 2Target 2Locate, Select, Interpret and Integrate Information.RI.5.4 Determine the meaning of general academicAnd domain-specific words or phrases in a textrelevant to a grade 4 topic or subject area.

Constructed Response Research Rubrics Target Locate, Select, Interpret and Integrate Information.

Teacher /Rubric “Language Response”The response: gives sufficient evidence of the ability to locate and select information that givesexamples of how the word “communicate” is used in both passages in specific examples.The response: gives sufficient evidence of the ability to interpret how the word “communicate” isused in both contexts and integrate information into one definition of the word communicate. Students should refer to the passage Sequoyah, the example of how the word communicate is used in reference of the “talking leaves” white men used to write on. In the passage Luis Braille, students should refer to how the word communicate is used in reference to Captain Barbier’s system of “night writing.” Based on these two examples students should write a “logical definition” of the word communicate as used in both passages. A logical definition means that the student uses ideas from both of these very specific examples. Students must use examples of the actual word in context. Any definition that includes both examples is acceptable.

Student “Language” Response Example

2

Student gives 2 very specific examples of how the word communicate is used in both passages and then a logical explanation of the definition of communicate.In the passage Sequoyah, the Native Americans saw white men write to each other on paper so they could communicate. They called the white men’s writing “talking leaves.” In the passage Luis Braille, the word communicate is used to explain how Captain Barbier had invented something called “night writing,” a code of 12 raised dots and dashes that allowed soldiers to communicate with one another at night when they couldn’t see. Both examples are ways in which people can talk or exchange information so that would be my definition of communication.

1Student gives 2 examples but they are not specific in reference to which passage. The definition is not complete.Both passages talk about communicating. One calls it talking leaves and the other one night writing. Communicating means you can tell people things.

0The student does not give enough relevant information to answer the prompt.The men made alphabets and were famous.


12. What reasons does the author give to explain why Louis Braille invented a written language system for the blind? Use evidence from the passage.



RI.5.8 and Research Target 3Research Target 3:Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Constructed Response Research Rubrics Target 3Evidence of the ability to distinguish relevant from irrelevant information

such as fact from opinion.

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to locate and select information of examples of reasons why Luis Braille invented a written language system. The response: gives sufficient evidence of the ability to interpret the reasons using context and integrating information by selecting what is relevant evidence in order to answer the prompt. Inferences can be made if there is sufficient and logical evidence to support them. Relevant information to the prompt could include: (1) students at the Royal Institute for Blind, learned most of their subjects by listening (this infers there could be another way), (2) there were few books at the Royal Institute (this infers a need for more books), (3) Luis wondered if there were a better way to allow blind people to read, and (4) Luis was inspired by Captain Barbier’s “night writing.”


2

Student gives 3-4 relevant examples as evidence from the text to support why Louis Braille invented a written language system for the blind.Luis Braille attended the Royal Institute for Blind. Students there had to learn their lessons through listening rather than reading. The books they had were heavy and took a long time to read. Luis wondered why there wasn’t a better system for reading for the blind. He learned that Captain Barbier had made a night writing code of dots and dashes. This inspired him to make an alphabet of raised dots for the blind.

1Student gives 1 –2 examples as evidence from the text. One example however is not relevant.Louis Braille liked to learn and he liked to read. He wanted books to be easier for other blind people to read too. Louis did not like being away from home though.

0The student presents no evidence to distinguish relevant from irrelevant information about the prompt.Louis was blind. That made it harder to read.


18. Describe Sequoyah’s and Braille’s alphabet. What makes each alphabet unique?



RI..5.9 Research Target 4Research Target 4Ability to cite evidence to support opinions and ideasRI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Constructed Response Research Rubrics TargetAbility to cite evidence to support opinions and ideas

Teacher /Rubric “Language Response”

The response shows the ability to cite evidence explicitly from the text to support the opinion (prompt) that both Sequoyah and Braille created alphabets that were unique. Students cite evidence specific to the prompt. This can include facts and inferences supported by facts to show how each alphabet was unique, such as in Sequoyah’s alphabet: (1) it was created “from scratch,” (2) it was an alphabet for the Cherokee, (3) he started by drawing pictures for each word, (4) he changed pictures to symbols to stand for sounds, (5) it took him 12 years and (6) the alphabet had 86 symbols. Facts to support the prompt about Braille’s alphabet could include: (1) Luis studied Captain Barbiers “night writing” code of 12 raised dots and dashes, (2) it inspired Luis, (3) Louis simplified the system to only six dots and no dashes, (4) he published his alphabet at age 20 but continued to work on and perfect it and (5) he used an awl to create the dots. Extraneous information that is not evidence of supporting the prompt is not given credit.


2

Student gives 3-4 examples about each alphabet and its creator. There are sufficient details to support the prompt.Sequoyah and Louis Braille invented alphabets. Both alphabets were unique because they were both for a different purpose. Sequoyah was a Cherokee. He recognized that the Cherokees needed a way to communicate. The alphabet he created was unique because the 86 symbols each represented a syllable in the Cherokee language which no other alphabet had done before. Although it took him 12 years, he persevered! Louis Braille recognized that there were very few books for blind people to read. The few that existed were heavy and took long hours to read. Louis created an alphabet that was unique because it only had 6 raised dots that could represent every letter of the alphabet which had never been done before. Like Sequoyah, Louis Braille never gave up! Both alphabets were unique because their inventors were unique!

1The student gives 1 statement about each alphabet and infers the uniqueness of each, but there are no specific details or examples.Sequoyah was a Cherokee Native American. He wanted to help his people learn to read and write so he made a Cherokee alphabet. Louis Braille was blind. He wanted to help other blind people be able to read so he made the Braille alphabet.

0 The student does not answer the prompt. I think it would be really hard to make a whole alphabet!


Quarter 3 CFA Selected Response Answer KeyQuestion 1 Using the text Sequoyah determine the meaning of “talking leaves”. RI.5.4 B

Question 2 What is a synonym for the word approach as used in the text Sequoyah? RI.5.4 A

Question 3 What is the best definition for obstacles as used in this sentence? RI.5.4 B

Question 4 Which word could replace the word elaborate as used in the text Louis Braille? RI.5.4 B

Question 5 Which word could replace the word symbols as used in the text Sequoyah? RI.5.4 C

Question 6 Constructed Response RI.5.4

Question 7 Which sentence from the passage provides evidence of Louis Braille’s intelligence? RI.5.8 D

Question 8 Why did Sequoyah decide to try a different approach to his written language? RI.5.8 B

Question 9 Which of the following details could be used as evidence to show Sequoyah’s success at

creating a written language for the Cherokee? RI.5.8C

Question 10 How did Louis’s parents actions show that they refused to allow their son’s disabilityto get in the way of his studies or his life? RI.5.8 C

Question 11 What sentence from the passage demonstrates best the result of Luis Braille's innovation, courage, and determination? RI.5.8 A

Question 12 Constructed Response RI.5.8

Question 13 Which statements is supported by both texts? RI.5.9 A

Question 14 How are the achievements of Sequoyah and Louis Braille’s life similar? RI.5.9 B

Question 15 What did Luis Braille and Sequoyah both do, while creating their alphabet systems? RI.5.9 D

Question 16 Why were both Captain Barbier’s “night writing” code and Sequoyah’s picture alphabet not useable? RI.5.9 B

Question 17 What reason might explain why both Sequoyah and Braille were able to create alphabet systems

used by many people? RI.5.9C

Question 18 Constructed Response RI.5.9Write and Revise Questions

Question 19 Which statement adds appropriate supporting detail to the information in the last paragraph of Sequoyah? A

Question 20 Which sentence is an appropriate addition to the last paragraph in the passage of Luis Braille? (W.2b) D

Question 21 Which set of words has the same meanings as the two underlined words in the sentence? (L.3a) B

Question 22 Based on the root word and suffix, what does fearsome mean? (L.5c) B

Question 23 What does the underlined idiom mean in this sentence?(L.5b) A

Question 24 What is the correct position of commas in the underlined section of the sentence? L.2a C

17

Grade 5

Common Formative Assessment

Name_________________

Reading Informational Text

Quarter Three


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two passages about two important inventors.As you read, take notes on your sources. Then you will answer several research questions about the sources.This will help you plan to write an informational essay: Compare the similarities and differences between the obstacles Sequoya and Louis Braille overcame in order to create their alphabet systems.

Steps you will be following:In order to help you plan and write your essay, you will do all of the following:1. Read the two passages about the two inventors.2. Answer several questions about the passages.3. Plan your essay.

Directions for beginning:You will now read the passages. Take notes because you may want to refer to your notes while you plan your essay. You can refer to any of the sources as often as you like.

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.


Sequoyah Imagine a man who cannot read or write. Now imagine that same man creating a brand new alphabet from scratch. It sounds next to impossible, doesn’t it? Yet that is exactly what one man did—a man named Sequoyah.

Born around 1770 in Tennessee, Sequoyah was a Cherokee. Like other Native Americans of that time, he could neither read nor write. He couldn’t help noticing, though, how white people wrote to one another on sheets of paper. They often used these “talking leaves,” as some Native Americans called them, to communicate.

Back then, the Cherokee had no way to write down words in their own language. Sequoyah believed it was important for the Cherokee to have a system of writing. So, in 1809, he set out to create an alphabet that the Cherokee could use to do just that.

Sequoyah started by drawing pictures, with each one representing a different word or idea. He soon realized that writing sentences using pictures would be much too difficult. There were too many words. No one would ever be able to remember that many pictures.

Sequoyah decided to try a different approach. He began to develop symbols to stand for the sounds, or syllables that made up words. Twelve years later, he completed a system of writing with 86 different symbols. Each one stood for a different syllable in the Cherokee language. The symbols could easily be put together to form words. Soon thousands of Cherokee were able to read and write in their own language.


Louis Braille

Have you ever noticed when you step into an elevator that next to the buttons showingthe floor numbers, there are small plates with a series of raised dots and bumps? Did you everwonder what those bumps and dots mean and why they are there? When you run your fingersover those plates, you feel the ridges. When blind people touch them, they read the floornumbers. In a grid of six bumps, with two across and three down, a configuration of two raisedbumps across the top and one down on the right side is the number 4; one dot on the top leftside and two across the middle is the number 8.

Who invented this elaborate setup of bumps and dots that comprise an entire alphabetand numerical system that allows blind people to read with their fingers? Was it adistinguished scientist, or a brilliant author, or perhaps a famous artist?

Actually, this system, which is called braille, was created by a blind 12 year old French‐ ‐boy and was named for him. Louis was not always blind. He became blind by accident. LouisBraille was born on January 4, 1809 in a small country village near Paris called Coupvray. Hisfather was a leather worker who made harnesses and other leather goods. One day, when hewas just three years old, Louis was in his father’s leather workshop. Like many young children,Louis enjoyed imitating his father. He was fiddling with an awl, a small tool with a roundwooden handle and a sharp, pointed metal tip that is used to punch holes in leather. While hewas playing, the awl slipped and poked Louis in the eye. A doctor treated the wound as besthe could and patched the eye. But the eye became infected, and the infection spread to theother eye. Within a short time, young Louis was totally blind in both eyes.

In those days, many blind people became beggars or performers in sideshows. ButLouis’s parents refused to allow their son’s disability to get in the way of his studies or his life.Louis attended school like his brothers and sisters, relying on his creativity, intelligence anddrive to overcome obstacles. To help him navigate the village, his father made him canes. Thelocal priest taught him to use his other senses to learn: his hearing to distinguish the calls ofdifferent birds, and his sense of smell to identify different plants and flowers. Louis was one ofthe brightest students in his school.


In 1819, at age 10, Louis earned a scholarship to attend the Royal Institute for BlindYouth in Paris, the first school in the world devoted to blind children. For Louis, going to theschool meant leaving his family and the village he knew well, where he felt safe. But Louis andhis family knew the school offered him the best opportunity to get an education and lead asuccessful life. There he excelled in studying history, math, science, and grammar, but heproved especially gifted at music. Louis became an accomplished pianist and organist. He evengot a paid job as an organist, playing in a small church near the institute.

The students at the school learned most of their subjects listening to lessons. But therewere a few books that the school’s founder, a man named Valentin Hauy, had developed byprinted raised, or embossed, letters. Reading that way was slow, and the books were large andheavy. But they were the only books available then for blind people. Louis Braille began towonder: wasn’t there a better way to allow blind people to read?

One day Louis learned about the work of a former French army captain named CharlesBarbier. Captain Barbier had invented something called “night writing,” a code of 12 raiseddots and dashes that allowed soldiers to communicate with one another at night without using lights that would alert the enemy to their location. The soldiers could “feel” the messages with their fingers, and keep safe. The code turned out to be too complex for the soldier, but it inspired Louis Braille.

Louis simplified the system, reduced the series of dots from twelve to six and eliminated the dashes. By the time he was 20, Louis published his first alphabet for the blind, a system he continued to work on and perfect.

And how did Louis create the dots he used in his revolutionary new system? He used an awl. The very tool that caused his blindness became the instrument that brought the opportunity for reading to Louis and generations of blind people to this day.

The world was slow to accept Louis Braille’s innovation. Indeed, during his lifetime, hismethod was not widely accepted. Louis Braille died at the young age of 43 from tuberculosis, a devastating respiratory disease. He was buried in his home village of Coupvray.

In time, Braille’s method became accepted around the world. “Braille” alphabets were createdin languages spanning the globe. Today, we find them not only on elevator plates, but also oncomputers and cell phones. And the name Louis Braille stands for innovation, courage, anddetermination.


1. Using the text Sequoyah, determine the meaning of “talking leaves”.

A. Talking leaves were Native Americans that could not read or write.

B. Talking leaves are sheets of paper with words on them.

C. Talking leaves are pictures representing words or ideas.

D. Talking leaves is a system of writing with 86 different symbols.

Standard RI.5.4Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to agrade 4 topic or subject area.

2. What is a synonym for the word approach as used in the

text Sequoyah?

A. strategy

B. advance

C. alphabet

D. syllable

Standard RI.5.4Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to agrade 4 topic or subject area.


3. Luis relied on his creativity, intelligence and drive to overcome obstacles .

What is the best definition for obstacles as used in this sentence?

A. easy tasks

B. difficulties

C. calm

D. walls

4. Which word could replace the word elaborate as used in the text Louis Braille?

A. useless

B. detailed

C. temper

D. meaningless

Standard RI.5.4Determine the meaning of general academic and domainspecific words or phrases in a text relevant to agrade 4 topic or subject area.

Standard RI.5.4 Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to agrade 4 topic or subject area.


5. Which word could replace the word symbols as used in the text Sequoyah?

A. puzzles

B. verses

C. signs

D. picturesStandard RI.5.4Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to agrade 4 topic or subject area.

6. What specific examples are given in both passages using the word communicate? Based on these examples how would you define communicate? (RI.5.4)

(Teacher Only) Final Score_____


7. Which sentence from the passage provides evidence of Louis Braille’s intelligence?

A. The local priest taught him to use his other senses to learn.

B. To help him navigate the village, his father made him canes.

C. Louis attended school like his brothers and sisters.

D. By the time he was 20, Louis published his first alphabet for the blind. Standard RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

8. Why did Sequoyah decide to try a different approach to his written language?

A. Each picture represented a different word.

B. He realized that writing sentences using pictures would be too difficult.

C. He realized people would not like the pictures.

D. Like other Native Americans of that time, he could neither read nor write.

Standard RI.5.8Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


9. Which of the following details could be used to show Sequoyah’s success at creating a written language for the Cherokee?

A. He set out to create an alphabet that the Cherokee could use.

B. Sequoyah started by drawing pictures, with each one representing a different word or idea.

C. Soon thousands of Cherokee were able to read and write in their own language.

D. Each one stood for a different syllable in the Cherokee language.

Standard RI.5.8Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

10. How did Louis’s parents’ actions show that they refused to allow their son’s disability to get in the way of his studies or life?

A. Louis invented an alphabet for the blind.

B. Louis was especially gifted in music.

C. Louis attended school like his brothers and sisters.

D. Louis was not always blind.


11. What sentence from the passage demonstrates best the result of Luis Braille's innovation, courage, and determination?

A. “Braille” alphabets were created in languages spanning the globe.

B. The world was slow to accept Louis Braille’s innovation.

C. By the time he was 20, Louis published his first alphabet for the blind.

D. Louis’s innovation, courage, and determination helped him to study hard in school. Standard RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

12. What reasons does the author give to explain why Louis Braille invented a written language system for the blind? Use evidence from the passage. (RI.5.8)



13. Which statements is supported by both texts?

A. A written language can help people communicate and learn from one another.

B. Creating a written language is an easy thing to do.

C. People without written language cannot attend school.

D. It is important to be able to write in many different styles and languages.

14. How are the achievements of Sequoyah and Louis Braille’s life similar?

A. They both enjoyed imitating their father’s work.

B. Both the men decided to create a tool that would help others like themselves.

C. Sequoia and Braille were unable to attend school.

D. They were both frustrated that nobody took them seriously.

Standard RI.5.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



15. What did Luis Braille and Sequoyah both do, while creating their alphabet systems?

A. Both wanted alphabet systems with raised bumps.

B. Both felt their alphabet systems needed pictures.

C. Both copied other people’s alphabet systems.

D. Both redid their alphabet systems to make them easier to use.

16. Why were both Captain Barbier’s “night writing” code and Sequoyah’s picture alphabet not useable?

A. Both systems took too long to create.

B. Both systems were too difficult or complex.

C. The letters were not raised enough.

D. Both would take too long to teach to others.




18. Describe Sequoyah’s and Braille’s alphabet. What makes each alphabet unique? RI.5.9)


17. What reason best explains why both Sequoyah and Braille were able to create useable alphabet systems?

A. Sequoia always loved to draw pictures.

B. Both went to school and studied other alphabet systems.

C. Both continued to work on and perfect their systems.

D. They were both frustrated that nobody took them seriously.



20. Which sentence is an appropriate addition to the last paragraph in the text of Luis Braille?

(Write and Revise W.2b)

A. Braille is a method of reading using raised dots.

B. There are many other tools today to help people who are blind.

C. Luis Braille became blind as a child.

D. We can also find them on menus at restaurants.

19. Which statement adds appropriate supporting detail to the information in the last paragraph of Sequoyah?

(Write and Revise W.2a)

A. In 1821, he introduced the alphabet and it quickly caught on.

B. Sequoyah became a silversmith as a young man.

C. Sequoyah was very dedicated to helping the Cherokee.

D. He started his alphabet with pictures.


22. The fact that Sequoyah and Luis Braille created alphabets to help others is quite fearsome.

Based on the root word and suffix, what does fearsomemean? (Write and Revise L.5c)

A. complicated

B. astonishing

C. different

D. lengthy

21. Read this sentence from the passage Sequoyah.

Twelve years later, he completed a system of writing with 86 different symbols.

Which set of words has the same meanings as the two underlined words in the sentence? (Write and Revise, L.3a)

A. manner, rules

B. method, signs

C. routine, parts

D. different, items


23. Read the sentence from the passage Sequoyah.

Now imagine that same man creating a brand new alphabet from scratch. (Write and Revise L.5.5b)

What does the underlined idiom mean in this sentence?

A. Sequoyah created an alphabet from the beginning.

B. Sequoyah created an alphabet by scratching out pictures.

C. Sequoyah found help to create the alphabet.

D. Sequoyah’s alphabet was created from symbols.

24. The local priest taught him to use his other senses to learn: hearing the sense of smell and the sense of touch. (Write and Revise L.2a)

What is the correct position of commas in the underlined section of the sentence?

A.hearing the sense of smell, and the sense of touch.

B. hearing the sense of smell and, the sense of touch.

C. hearing, the sense of smell, and the sense of touch.

D. hearing, the sense of smell and the sense of touch.


STOPClose your books and wait for instructions!


Student Self-CheckHow Did You Do?Directions: Check the box for each answer as Correct or Not Correct.

Correct NotCorrect

Question 1 Using the text Sequoyah, determine the meaning of “talking leaves”. RI.5.4

Question 2 What is a synonym for the word approach as used in the text Sequoyah?

RI.5.4

Question 3 What is the best definition for obstacles as used in this sentence? RI.5.4

Question 4 Which word could replace the word elaborate as used in the text Louis Braille? RI.5.4

Question 5 Which word could replace the word symbols as used in the text Sequoyah? RI.5.4

Question 6: Constructed Response (RI.5.4) Circle Final Score 3 2 1 0Question 7 Which sentence from the passage provides evidence of Louis Braille’s intelligence? RI.5.8

Question 8 Why did Sequoya decide to try a different approach to his written language? RI.5.8

Question 9 Which of the following details could be used as evidence to show Sequoia’s success at creating a written language for the Cherokee? RI.5.8

Question 10 How did Louis’s parents actions show that they refused to allow theirson’s disability to get in the way of his studies or his life? RI.5.8

Question 11 What sentence from the passage demonstrates best the result of Luis Braille's innovation, courage, and determination? RI.5.8

Question 12: Constructed Response (RI.5.8) Circle Final Score 3 2 1 0Question 13 Which statements is supported by both texts? RI.5.9

Question 14 How are the achievements of Sequoia and Louis Braille’s life similar? RI.5.9

Question 15 What did Luis Braille and Sequoyah both do, while creating theiralphabet systems? RI.5.9RI.5.9

Question 16 Why were both Captain Barbier’s “night writing” code and Sequoyah’s picture alphabet not useable? RI.5.9

Question 17 What reason might explain why both Sequoia and Braille were able tocreate alphabet systems used by many people? RI.5.9

Question 18: Constructed Response (RI.5.9) Circle Final Score 3 2 1 0


Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

grade 5 teacher directions c ommon f ormative a ssessment

Documents

text features tools

key words

use text features

text featurestools

hyperlinks relevant

information relevant

student assessment pages

given topic