quarter one cfa- ela quarter one cfa- ela grade order at hsd print shop… websubmissionforms.aspx...

Reading: Literature

Targets Standards DOK

1 Key Details RL.6.1 RL.6.3 (can move to DOK 3)

1-2

2 Central Ideas RL.6.2 2

Reading: Informational


8 Key Details RI.6.1 RI.3 ( can move to DOK 3)

1-2

9 Central Ideas

RI.6.22

Writing


6a Brief Opinion Write W-1a, W-1b, W-1c, W-1d, W-8 3

6b Write-Revise Opinion W-1a, W-1b, W-1c, W-1d, W-1e W-8

2

8 Language-Vocabulary Use

L.6.3a1-2

9 Edit and Clarify L.6.2a 1-2

Quarter One CFA- ELA

Grade6

Order at HSD Print Shop…http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

Note: There may be more standards per target. Writing standards assessed in this assessment are boxed.

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

07/04/2015 OSP – S.Richmond 2

Quarter One English Language Arts Common Formative AssessmentsTeam Members and Writers

This assessment was developed working backwards by identifying the deep understanding of the two passages. Key Ideas were identified to support constructed responses and key details were aligned with the selected response

questions. All questions support students’ background knowledge of a central insight or message.

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

Shannon Berkey Raquel LemusGarcia Sandy Maines Berta Lule

Tammy Cole Janet Stintson Gina McLain Judy Ramer

Nicole Thoen Patricia Gallardo Lisa Carnes Teresa Portinga

Jami Rider Linda Benson Dori Sipe Laycee Kinsman

Sonja Grabel Christina Arosco Teresa Portinga Irma Ramirez

All elementary ELA assessments were reviewed and revised in June of 2015 by the following amazing and dedicated HSD K-6th grade teachers.

Deborah AlvaradoLincoln Street

Sonja GrabelPatterson

Gina McLainTOSA

Linda BensonWest Union

Megan HardingOrenco

Teresa PortingaPatterson

Anne BergEastwood

Renae IversenTOSA

Judy RamerConsultant

Aliceson BrandtEastwood

Ginger JayWitch Hazel

Sara RetzlaffMcKinney

Sharon CarlsonMinter Bridge

Ko KagawaMinter Bridge

Jami RiderFree Orchard

Deborah DeplanchePatterson

Jamie LentzMooberry

Kelly RookeFree Orchards

Alicia GlasscockImlay

Sandra MainesQuatama

Angela WalshWitch Hazel

07/04/2015 OSP – S.Richmond

About this AssessmentSBAC assessments are made up of four item types: Selected Response, Constructed Response,Technology-Enhanced, and Performance Task. HSD Quarter One Assessments consist of 20 questions with writing items now included in the assessment scores.

There are no Performance Tasks (PT) in quarter 1 assessments.The ELA Performance Tasks focus on reading, writing, speaking and listening, and research claims. They measure capacities such as depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research.

There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menus.

An Important Note:

If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Please note the level of differentiation each student needs. Scaffold over the year until students are reading and doing more of the assessment independently as they are able.

OPTIONAL SCORING SHEET AVAILABLE ....(Assessment Class Summary Sheet)

• When students have finished the assessment you may enter the total number of correct selected and constructed responses on the Assessment Class Summary Sheet if desired.

• Return the scored test booklets to the students. Students record their responses as correct or incorrect.

• The last page in the student booklet is a student reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs.


Determining Grade Level Text

Grade level text is determined by using a combination of both the CCSS new quantitative ranges and qualitative measures.

Example: If the grade equivalent for a text is 6.8 and has a lexile of 970, quantitative data shows that placement should be between grades 4 and 8.

Four qualitative measures can be looked at from the lower grade band of grade 4 to the higher grade band of grade 8 to determine a grade level readability.

The combination of the quantitative ranges and qualitative measures for this particular text shows that grade 6 would be the best readability level for this text.

Common Core Band Flesch-Kincaid® The Lexile Framework®

2nd - 3rd 1.98 - 5.34 420 - 820

4th - 5rd 4.51 - 7.73 740 - 1010

6th – 8th 6.51 - 10.34 925 - 1185

9th – 10th 8.32 - 12.12 10.50 - 1335

11th - CCR 10.34 - 14.20 11.85 - 1385

4 Qualitative Factors

Rate your text from easiest to most difficult between bands.

Beginning of lower (band) grade

End of lower (band) grade

Beginning of higher (band)

to midEnd of higher (band) grade

Not suited

to band

Purpose/Meaning

Structure

Language Clarity

Language

Overall Placement

To see more details about each of the qualitative measures please go to slide 6 of: http://www.corestandards.org/assets/Appendix_A.pdf

http://www.corestandards.org/assets/Appendix_A.pdf


A note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 1 CFA Constructed Response Answer KeyStandard RL6.2: 2 Point Short Reading Constructed Response Rubric

Question #7 (prompt): What is the theme of “Great Digger- North American Fable” and what details help the reader determine the theme? Sufficient Evidence would be the student identifying that the theme is appreciating the roles of others in a community. Students should identify or connect with Badger’s role in his community of helping others build safe homes and how Badger was not appreciated until a great tornado came.Specific Details or examples the student should include would be (1) Badger enabled his neighbors to construct safe homes, (2) they were able to dig easily because he had made the soil soft ,(3) Badger dug and dug all day, every day, Full Support could include that more than one fox or coyote had made his home in a hole dug by Badger. Any details are acceptable if they are found explicitly in the text and support the prompt.

2

The student gives a proficient response by stating the theme of the fable and supporting it with details from the text.The theme of the fable is how everyone in a community is important and should be appreciated for what they do. This is the lesson of the fable. Badger dug and dug making the soil soft. This helped other animals dig to make their burrows in the ground. Animals like the fox or coyote had made homes in holes dug by the Badger. However, the other animals did not appreciate him. Instead they called him slow, boring, stupid and clumsy. When a tornado came the animals had to stay in holes underground to stay safe. They realized afterwards how important Badger was and how important it was to thank him and show appreciation.

1The student gives a partial response by stating the theme of the fable but with few or vague details from the text.The theme of this fable is the lesson we learn when we appreciate what others do and how everyone in a community is important. Badger was not appreciated for all he did.

0 The student does not answer the prompt.The theme is that Badger always had a good day.

Standard RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Quarter 1 CFA Constructed Response Answer KeyStandard RL.6.3: 3 Point Reading Constructed Response Rubric

Question #8 Prompt: Describe how the animals changed toward Badger throughout the fable and why. Use specific details from the story to support your answer. Sufficient Evidence in response to the prompt would be examples of specific details that describe how the animals treated Badger throughout the fable, how their treatment of him changed and why.At the beginning the animals wished Badger were somewhere else. He was always disturbing their tranquil community. Specific Details to support how the animals acted toward Badger at first could include (1) they would run away when they saw him coming, (2) they laughed at him and (3) they said he must be stupid. To support how the animals eventually acted toward Badger details should include how the animals were glad they had holes to keep them safe from the tornado and thanked Badger for all his digging.Full Support can include any details found explicitly in the text that support the prompt.

3The student gives a proficient response by describing how the animals changed toward Badger and why, using details from the story to support the response.At the beginning the animals were ungrateful for all of Badger’s digging. They wished he were somewhere else because he was always disturbing their tranquil community. They ignored him and never thanked him. They would laugh at him and thought he was not smart. But at the end, they thanked him because the holes he dug had safeguarded them from the tornado.

2\The student gives a partial response by describing some of the ways the animals treated him and how that changed toward the end, but using only partial details to support the response.The animals didn’t want to be around Badger. The digging disturbed their community. They laughed at him, but at the end they thanked him because he saved them.

1 The student gives a minimal and incomplete response to the prompt.The animals didn’t like Badger. They thought he was dumb for digging all the holes.

0 The student does not answer the prompt.The animals didn’t like him.

Standard RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


Quarter 1 CFA Constructed Response Answer KeyStandard RI.6.2: 2 Point Short Reading Constructed Response Rubric

Question #15 (prompt): Summarize the central idea of the passage. Use details from the passage in your summary.Teacher Language and Scoring Notes:Sufficient Evidence in response to the prompt would include details specifically from the passage to form a summary of the central idea. The central idea must be stated with sufficient textual support.Specific Details for the response would support a stated central idea (the mystery of the Loch Ness Monster throughout history) and could include details about history such as (1) the Vikings, (2) the 6 th century, (3) the 1930’s, and (4) the 1970s. Details about the mystery could include (1) accounts of sightings, (2) rumors and hoaxes, (3) photographs, (4) underwater sonar pictures and (5) the many stories and descriptions people gave of the monster.Full Support could be any details that support both the history and mystery of the Loch Ness Monster.

2

The student gives a proficient response by summarizing the central idea of the passage and supports the idea with sufficient details from the passage.This passage is about the mystery of the Loch Ness Monster throughout history. The history because for centuries the Loch Ness Monster has been seen and described in many ways. For instance, the Vikings thought it looked like a water horse, while in the 6 th century it was called a fierce beast. In the 70’s it was thought to be an ancestor of a dinosaur. The mystery because there is no real physical evidence (a body) of the Loch Ness Monster. An example of this mystery is that no one has caught the Loch Ness to prove what it really is. Another example of the mystery are the sonar underwater pictures a group of scientists took in the 1970’s. The pictures showed a huge body with flippers. But, it’s still a mystery. What is it really?

1The student response is a partial summary of the central idea of the passage with vague supporting details.The Loch Ness Monster described over many years is the central idea of the passage. Long ago people thought it was a horse or a beast and then later a dinosaur. People kept seeing it differently throughout time.

0The student does not answer the prompt.The Loch Ness Monster is a huge animal hiding in Scotland.

Standard RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Quarter 1 CFA Constructed Response Answer KeyStandard RI.6.3: 3 Point Reading Constructed Response Rubric

Question #16 (prompt): Explain why descriptions of the Loch Ness Monster have changed over time. Use details from the text.Teacher Language and Scoring Notes:Sufficient Evidence in response to the prompt would include specific details from the text explaining how and why descriptions of the Loch Ness Monster have changed over time. There should be references to the time (era) connected with the descriptions of a specific time along with reasons of how and why the monster was described.Specific Details of time could include (1) the Vikings (2) the 6th century (3) centuries in general, (4) the 1930’s , (5) and the 1970’s. Details to support why descriptions of the Loch Ness have changed were based on (1) mythology, (2) sightings, (3) hoaxes and eventually (4) technology. Full Support in the response can be any details explicitly from the text that support how the Loch Ness Monster has changed over time.

3

The student gives a proficient response by connecting how the monster’s description has changed along with how people during that time perceived it to be using details from the text.Descriptions of the Loch Ness Monster reflect how people have talked about the monster over time. The Vikings called the monster a water horse and in the 6 th century it was written that a swimmer was killed by a frightful beast. This continued century after century, but kept very quiet by the people who lived near the loch. In 1930 a scientist named Gould wrote a book about the Loch Ness and other monsters. More and more people went to visit the loch and more and more stories started to be told of sightings. Each story was a little different. One picture of the monster was a hoax, but its how people began to think the monster looked. In 1970 scientists found a 20 to 30 foot objects using sonar underwater. It showed a big flipper with a bulky body. Based on this most believe and describe it as a descendant of a dinosaur.

2

The student gives a partial response with some connections of how the monster’s description has changed along with how people during that time perceived it to be using some details from the text.The Lock Ness Monster lives in Scotland. People from long ago have called it different names like a water horse and a beast. Each time they described it differently too. People took pictures of it. Some described it with a long neck like a dinosaur. It depends on what people said. Scientists found something in the water in 1970 that looked like a dinosaur so now that is how its described.

1The student gives a minimal response to connect how the monster’s description has changed over time.When someone sees the monster they tell everyone else. Then that’s how people describe it. Over time its had lots of descriptions.

0 The student response does not answer the prompt.I think the monster is real. It looks like a giant dinosaur and I’d like to see it someday.

Standard RI.6.3Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).


Question # 17 Item Prompt: In your opinion, does the Loch Ness Monster exist? Use details and examples from the passage to support your reasons.Scoring Notes:Student gives essential elements of a complete interpretation of the prompt that would include a definite stated opinion about the existence of the Loch Ness Monster. The reasons behind the stated opinion should be supported by details and examples from the passage.Student addresses many aspects of the task and provides sufficient relevant evidence to support development of the stated opinion. Relevant evidence for and against the belief of the existence of the Loch Ness Monster could include (1) mythology tells of “water horses, (2) the first written account, (3) continued rumors century after century, (4) a scientific writer’s book, (5) photos of the monster, (6) hoax photos, (7) photographs by an underwater camera, (8), zoologists’ interpretations, (9), a lack of physical evidence and (10) the thousands of sightings.Student is focused and organized, consistently addressing the purpose, audience, and task without extraneous details. Any opinion is accurate if it is supported by details from the text.Student includes sentences of varied length and structure.

3The student states a definite opinion with sufficient details from the passage supporting reasons.The Loch Ness Monster exists. Over centuries people have reported thousands of sightings of the monster. Even though there have been photographs that weren’t legitimate, there have been underwater photographs that have proven a 20-30 foot creature is in the Loch. Zoologists believe the monster is a descendent of a prehistoric dinosaur.

2The student states a definite opinion with partial details from the passage supporting reasons.The Loch Ness Monster does not exist. People only say they’ve seen it after a book is written or when someone’s imagination goes wild. No one has even found a real one.

1The student states a vague opinion without sufficient details to support reasons.There may be a Loch Ness Monster. Thousands of people have seen it.

0The student does not respond to the prompt.The Loch Ness Monster lives in the Loch in Scotland.

Note: Brief writes are scored with a 2-3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension.

Quarter 1 CFA Brief Write Constructed Response Answer Key

Writing Standard W.1b Opinion Writing- Target 6a


Quarter 1 CFA Answer Key Write to Revise a Text

Standard W.1a Introduce claim(s) and organize the reasons and evidence clearlyWriting Opinion Writing: Target 6b

Question #18 Read the final paragraph of the passage The Mysterious Loch Ness Monster.

But some photos and films do appear to be authentic. Reported Nessie sightings now number more than 3,000 and counting. Perhaps there is more truth to those old tales than we imagine after all.

Write an appropriate addition to this final paragraph.

Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.”Scoring Notes:The response gives essential elements of a complete interpretation of the prompt which would be responding with an addition of one or more sentences supporting the opinion emphasized in the paragraph.The response addresses many aspects of the task and provides sufficient relevant evidence to support development which would include aspects of interpreting the central idea of the paragraph. Students should be able to infer that the paragraph is stating that there maybe evidence or reason to believe that the tales are true.The response is focused and organized, consistently addressing the purpose, audience, and task without extraneous information.The response includes sentences of varied length and structure as expected of a sixth grade student.

3The student response is supporting that the tales of the Loch Ness Monster may be true. The response is a logical continuation of the paragraph.After all, why would 3,000 people all have the same story? Old tales had to begin somewhere and probably with truths that may have been exaggerated. But still, truths nonetheless.

2The student response is supporting that the tales of the Loch Ness Monster may be true, but is not logically arranged with extraneous personal information.The old tales are true more than we know! Have you heard someone tell an old tale or fable and wonder if its true? I really like the fables. This tale is probably true because lots of people have seen the monster.

1 The student response is supporting that the tales of the Loch Ness Monster but without reasons.The old tales are true.

0 The student response does support the prompt.I would not want to see the Loch Ness Monster.


Quarter 1 CFA Selected Response Answer KeyQuestion 1 What evidence supports the fact that Badger always had a good day? RL.6.1 A

Question 2 What information best supports the fact that Badger had safeguarded them? RL.6.1 C

Question 3 What detail supports the idea that Badger was designed for digging? RL.6.2 C

Question 4 Which statement best summarizes the idea that Badger was helpful? RL6.2 A

Question 5 After the tornado occurred, how had the perspective of the animals’ feelings toward Badger changed? RL.6.3 D

Question 6 What conclusions can you draw about Badger from his actions throughout the story? RL.6.3 B

Question 7 Literary Constructed Response 2 pts.

Question 8 Literary Constructed Response 3 pts.

Question 9 Which of the following examples in the text support the existence of the Loch Ness Monster? RI.6.1 A

Question 10 Paragraph 4 states that “Residents and visitors to the loch began coming forward with stories of sightings…” What can be inferred from this statement? RI.6.1 B

Question 11 Which of the following details support the theme of “The Mysterious Loch Ness Monster”? RI.6.2 B

Question 12 What is the central idea of “The Mysterious Loch Ness Monster”? RI.6.2 A

Question 13 Which of the following statements disproves the existence of the Loch Ness Monster? RI.6.3 B

Question 14 In which paragraph does the author provide an example to support the development of science based research to prove the existence of the Loch Ness Monster? RI.6.3

C

Question 15 Informational Text Constructed Response 2 pts.

Question 16 Informational Text Constructed Response 3 pts.

Write and Revise

Question 17 Brief Write W.6.1b 3 pts.

Question 18 Revise a Brief Write W.6.1a 3 pts.

Question 19 Which word is the clearest and most specific substitute for “unusual”? B

Question 20 Select the correct way to revise the sentence. L.6.2a C


Quarter One CFA-ELA

Student Name_______________________

6

Grade


A Great Digger – North American Fable adapted by Center for Urban Education

This is an old American fable. It’s not certain who first told it, but it teaches a lesson of importance.

Badger always had a good day—he never complained and always turned a problem into an opportunity. He liked living on the high, dry plains where he had many ground squirrels and prairie dogs as his neighbors.

He probably enjoyed their company much more than they did his. If anyone had asked them, they would have said that they wished Badger were somewhere else. He was always disturbing their tranquil community with his daily digging.

Badger wanted to be helpful, and he was—he enabled his neighbors to construct safe homes. They lived in burrows, which are homes under the ground, and creating them is a challenge. Usually the soil is hard and difficult to move, especially below the topsoil. They made their tunnels where he had dug, they were able to dig easily because he had made the soil soft.

Badger was lonely because the other animals never stopped to be with him. They would run and stay inside their burrows shouting, “Watch out, boring Badger is coming.” Badger would try to follow them into their homes for companionship, but the other animals just ignored him.

So Badger just dug and dug all day every day. ”I’m designed for digging,” he said to himself. He had a powerful body: short, stout legs, and big feet, which had long, strong claws. When he started to dig, he could make the dirt fly.

Badger enjoyed digging so much that he dug countless holes of his own, just for the fun it gave him and how it helped others. More than one fox and coyote had made his home in a hole dug by Badger. They never did take the trouble to thank him though. Instead, they often laughed about his odd way of having fun and commented that Badger must be a stupid fellow.

If they really thought that, they were wrong as well as ungrateful. He was slow and clumsy at everything except digging. He was too heavy and squat to be quick on his feet in order to chase and catch his faster neighbors. That was not because he was not smart. His wits were sharp, he knew he was designed to dig.

Usually, nobody saw Badger until night. He rarely left his den in the daytime, except to sun himself. Then not many noticed him because of camouflage. He did not hide when anyone surprised him while taking a sunbath, but he had a trick of lying flat in the grass without moving, and his striped body blended with the vegetation. So, it took a sharp eye to spy him when he lay low in that fashion.

Sleeping, with his long fur on end, he looked too comfortable to disturb. At least, that was what the ground squirrels thought. And if one of those busy little fellows ever paused to stare at Badger when he was napping in the sunshine, he just had to turn his head toward the onlooker. That was sure to make him run away.

One day there was a great wind, a tornado with tremendous force. It blew all the trees away and even removed bushes and grass. The animals all hid in their burrows. When it was calm again, they came out. They said to themselves, it’s a good thing we have our holes to keep us safe. Then they said, “What a difference it makes to have holes for homes. We should thank Badger for doing all that digging.”

He was glad the animals thanked him, they now realized that his help to build their homes had safeguarded them. He would keep digging so that every day was a good one and everyone would have a safe home.

Grade Equivalent: 4.4Lexile Measure: 870LMean Sentence Length: 13.91Mean Log Word Frequency: 3.65Word Count: 640


1. What evidence supports the fact that Badger always had a good day?

A. He never complained and always turned a problem into an opportunity.

B. He liked living on the high, dry plains where he had many ground squirrels and prairie dogs as his neighbors.

C. Badger enjoyed digging so much that he dug countless holes of his own, just for the fun it gave him and how it helped others.

D. He was glad the animals thanked him, they now realized that his help to build their homes had safeguarded them.

2. What information best supports the fact that Badger had safeguarded them?

A. They lived in burrows, which are homes under the ground, and creating them is a challenge.

B. He had a powerful body: short, stout legs, and big feet, which had long, strong claws.

C. They said to themselves, it’s a good thing we have our holes to keep us safe. Then they said, “What a difference it makes to have holes for homes. We should thank Badger for doing all that digging.”

D. He was glad the animals thanked him, they now realized that his help to build their homes had safeguarded them.

Standard RL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


3. What detail supports the idea that Badger was designed for digging?

A. He was always disturbing their tranquil community with his daily digging.

B. So Badger just dug and dug all day every day.

C. He had a powerful body: short, stout legs, and big feet, which had long, strong claws.

D. He was too heavy and squat to be quick on his feet in order to chase and catch his faster neighbors.

4. Which statement best summarizes the idea that Badger was helpful?

A. He enabled his neighbors to construct safe homes.

B. They made their tunnels where he had dug, they were able to dig easily because he had made the soil soft.

C. More than one fox and coyote had made his home in a hole dug by Badger.

D. They said to themselves, it’s a good thing we have our holes to keep us safe.



5. After the tornado occurred, how had the perspective of the animals’ feelings toward Badger changed?

A. At the beginning Badger was always disturbing their tranquil community and at the end they were still annoyed with him.

B. At the beginning they thought he was slow and clumsy at everything but digging and at the end they thought he was quick on his feet.

C. At the beginning nobody saw Badger until night and at the end it took a sharp eye to notice him.

D. At the beginning they ignored him and at the end they were thankful for Badger because he had safeguarded them.

6. What conclusions can you draw about Badger from his actions throughout the story?

A. Badger always had a good day except when the animals were ungrateful.

B. He never complained and always found a way to be positive.

C. He only dug holes for the fun of it.

D. Badger had many friends because the animals enjoyed his company.

Standard RL.6.3Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


7. What is the theme of Great Digger-North American Fable and what details help the reader determine the theme?



8. Describe how the animals changed toward Badger throughout the fable and why. Use specific details from the story to support your answer.

Standard RL.6.3Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.


THE MYSTERIOUS LOCH NESS MONSTERSource: Oregon Department of Education-State Released Test Samples

Is the monster in the loch a myth? Not nessie-sarily! Read on to learn the history of this mysterious creature.1 SUNLIGHT DANCES DOWN THE BLUE expanse of Loch Ness. A light breeze stirs the water where Castle Urquhart guards the curve of the bay. It is a fine, calm day to launch a boat or cast a line. Or is it? Is something out there? An upturned boat? A log? A mass of water plants? Or could it be Nessie—the fabled Loch Ness Monster? 2 For centuries, debate has raged over whether a huge, unknown creature inhabits this mysterious loch—largest, longest, and deepest of three lakes threading Scotland’s wildly beautiful Great Glen. Vikings may have been first to ask the question. Their mythology tells of “water horses” in Scotland’s lochs. The first written account of a lake creature dates back to the sixth century when, says an ancient Latin text, a swimmer was killed by a frightful beast near the loch’s north end. St. Columba, on hearing of the attack, rowed out and scolded the monster so severely that never since that time has it been known to repeat such a misdeed. 3 Rumors and whisperings of a “horrible great beastie” continued, century after century. But they were spoken in hushed tones and not often when strangers were about. In the 1930s, however, word of the Loch Ness Monster began to spread. Nessie made a big splash in 1934 when Rupert Gould, a respected scientific writer, published a book called The Loch Ness Monster and Others.

4 Residents and visitors to the loch began coming forward with stories of sightings, some from earlier times. An elderly gentleman wrote to Gould, recalling that about 1871 he saw something “like an upturned boat...wriggling and churning up the water.” In a startling land encounter, a London couple driving home from a holiday in 1933 saw an enormous, black “prehistoric animal” loom in front of them, then shuffle into the loch.

Grade Equivalent: 7.8Lexile Measure: 1250LMean Sentence Length: 17.35Mean Log Word Frequency: 3.09Word Count: 694


THE MYSTERIOUS LOCH NESS MONSTER

5 Stories grew more dramatic, descriptions more specific. The image of Nessie with long neck, multiple humps, and long tail emerged. The first photo of Nessie was snapped by a workman who watched “an object of considerable dimensions” rise out of the dark loch. His photo is believed to be authentic, but it is too blurry to prove anything. A clearer (but, as it turned out, much less authentic) shot of Nessie labeled “the surgeon’s picture” was produced by Robert Wilson, a London doctor. Although years later the photo was proven to be a hoax, it remains the best known likeness of Nessie. Hoaxes (and, possibly, hallucinations) aside, the case for a real Nessie continued to grow.

6 Researchers began using modern tools to find an answer to the riddle. In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera. A photo showed what looked like a big flipper with a bulky, rough-textured body. Although debate still rages, emphasis seems to have shifted from trying to prove whether Nessie exists to determining what she could be. Crypto zoologists (scientists who study mysterious animals) suggest it might be a primitive snakelike whale called zeuglondon, a long-neck seal, or a school of giant eels.

7 Prevailing opinion, however, favors the idea that Nessie is a plesiosaur, a descendant of dinosaurs long thought extinct but somehow able to survive in the deep loch. Undoubtedly, of course, Nessie is not alone. To have survived for so many centuries, she must be part of a breeding family. In fact, more than one creature has been seen at once—although such sightings are rare. 8 The mystery is far from being solved. No one theory fits all data. Scientists even argue about what is actually “data.” No body or body parts identified with the monster have ever been found. And ancient myth may be, after all, simply myth. 9 But some photos and films do appear to be authentic. Reported Nessie sightings now number more than 3,000 and counting. Perhaps there is more truth to those old tales than we imagine after all.


9. Which of the following examples in the text support the existence of the Loch Ness Monster?

A. “In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera.”

B. “A clearer shot of Nessie labeled “the surgeon’s picture” was produced by Robert Wilson, a London doctor.”

C. “No body or body parts identified with the monster have ever been found.”

D. “This mysterious loch-largest, longest, and deepest of three lakes threading Scotland’s wildly beautiful Great Glen.”

10. Paragraph 4 states that “Residents and visitors to the loch began coming forward with stories of sightings…” What can be inferred from this statement?

A. The number of monster sightings increased.

B. Dr. Gould’s book created more interest in the monster.

C. More than one creature had been seen.

D. People were making up stories.

Standard RI.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


12. What is the central idea of The Mysterious Loch Ness Monster ?

A. After years of sightings, the Loch Ness Monster is still a mystery.

B. Science is an important tool to solve mysteries.

C. There have been many sightings of the Loch Ness Monster.

D. Myths like the Loch Ness Monster are stories told through the ages.

11. Which of the following details support the theme of The Mysterious Loch Ness Monster ?

A. “The image of Nessie with long neck, multiple humps, and long tail emerged.”

B. “Researchers began using modern tools to find an answer to the riddle.”

C. “No one theory fits all data.”

D. “Rumors and whisperings of a “horrible great beastie” continued, century after century.”



13. Which of the following statements disproves the existence of the Loch Ness Monster?

A. “The first photo of Nessie was snapped by a workman who watched “an object of considerable dimensions” rise out of the dark loch.”.

B. “No body or body parts identified with the monster have ever been found.”

C. “Reported Nessie sightings now number more than 3,000 and counting.”

D. “In the 1970s, a team of scientists used sonar to track two objects, 20 to 30 feet long, and photographed them with an underwater camera.”

14. In which paragraph does the author provide an example to support the development of science based research to prove the existence of the Loch Ness Monster?

A. paragraph 4

B. paragraph 5

C. paragraph 6

D. paragraph 7


07/04/2015 OSP – S.Richmond24

16. Explain how and why descriptions of the Loch Ness Monster have changed over time. Use details from the text.

15. Summarize the central idea of the passage. Use details from the passage in your summary.




17. In your opinion, does the Loch Ness Monster exist? Use details and examples from the passage to support your reasons.

Brief Write Writing Standard W.16b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text..Opinion Writing Target 1a


18. Read the final paragraph of the passage The Mysterious Loch Ness Monster.

W.6.1a Target 6b, Introduce claim(s) and organize the reasons and evidence clearly.

But some photos and films do appear to be authentic. Reported Nessie sightings now number more than 3,000 and counting. Perhaps there is more truth to those old tales than we imagine after all.

Write an appropriate addition to this final paragraph.


20. Read the sentence. Language –Edit Standard: L.6.2a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements Target 6b

Photographed in the 1920’s Loch Ness pictures are seen everywhere today.

Select the correct way to revise the sentence.

A. Seen everywhere today are Loch Ness pictures photographed in the 1920’s.

B. Loch Ness pictures photographed in the 1920’s are seen everywhere today.

C. Loch Ness pictures, photographed in the 1920’s, are seen everywhere today.

D. Loch Ness pictures, photographed in the 1920’s are seen everywhere today.

19. Read the paragraph below.

Some people say that the Loch Ness Monster has lived for centuries. Regardless, seeing the monster is unusual.

Which word is the clearest and most specific substitute for “unusual”?

Language and Vocabulary Standard: L.3.aVary sentence patterns for meaning, reader/listener interest, and style Target 8.

A. hard

B. rare

C. common

D. possible


Informational Text

9 Which of the following examples in the text support the existence of the Loch Ness Monster? RI.6.1

10Paragraph 4 states that “Residents and visitors to the loch began coming forward with stories of sightings…” What can be inferred from this statement? RL.6.1

11 Which of the following details support the theme of “The Mysterious Loch Ness Monster”? RI.6.2

12 What is the central idea of “The Mysterious Loch Ness Monster” ? RI.6.2

13 Which of the following statements disproves the existence of the Loch Ness Monster? RI.6.3

14In which paragraph does the author provide an example to support the development of science based research to prove the existence of the Loch Ness Monster? RI.6.3

15 Summarize the central idea of the passage. Use details from the passage in your summary. RL.6.2 2 1 0

16Explain how and why descriptions of the Loch Ness Monster have changed over time. Use details from the text. RI.6.3

3 2 1 0

Student Comprehension Scoring Color the box green if your answer was correct. Color the box red if your answer was not correct

Literary Text

1 What evidence supports the fact that Badger always had a good day? RL.6.1

2 What information best supports the fact that Badger had safeguarded them? RL.6.1

3 What detail supports the idea that Badger was designed for digging? RL..6.2

4 Which statement best summarizes the idea that Badger was helpful? RL.6.2

5 After the tornado occurred, how had the perspective of the animals’ feelings toward Badger changed? RL.6.3

6 What conclusions can you draw about Badger from his actions throughout the story? RL.6.3

7 What is the theme of “Great Digger- North American Fable” and what details help the reader determine the theme? 2 1 0

8How did the animals respond to all of Badger’s digging? What specific details from the story support your answer?

3 2 1 0

Writing

17 Brief Write W.6.1b 3 2 1 0

18 Revise a Paragraph W.6.1a 3 2 1 0

19 Which word is the clearest and most specific substitute for “unusual”? L.3a

20 Select the correct way to revise the sentence. L.6.2a

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