1 Smarter Balanced AssessmentGrade 5 ELA Smarter Balanced Assessment

2 Example Number One A Cure for CarlottWhich sentences best support the idea that the sea is important to Enzio and his family? Select two options. “They would fish for hours, just the two of them, surrounded by the blue waters of the Mediterranean Sea.” “The boy’s earliest memories were of being at sea with his father.” “Now Enzio and his family were on a giant ship crossing the Atlantic.” “Gone was the fishing boat.” “Enzio explained that his father had come from a long line of fishermen who had passed down the remedy for seasickness.” “He explained that they were sailing to meet his mother’s brothers.

3 Answer Number One Item # Grade Claim Target DOK Standards Evidence Statement 1 5 2 RI-1 The student will identify text evidence to support a given inference based on the text. Key: “The boy’s earliest memories were of being at sea with his father.”; “Enzio explained that his father had come from a long line of fishermen who had passed down the remedy for seasickness.” Rubric: (1 point) Student selects both correct options.

4 Example Number Two 2. A Cure for CarlottWhich statement best summarizes the central idea of the text? Traveling by ship is difficult and causes sickness. Carlotta feels very ill on the ship and Enzio knows how to help her. There are more people on the ship than live in the entire Italian village where Enzio is from. Traveling to an unfamiliar country is more interesting when the experiences are shared with a new friend.

5 Answer Number Two Key: DItem # Grade Claim Target DOK Standards Evidence Statement 2 5 1 RL-2 The student will determine or summarize a theme or central idea of a text. Key: D Rubric: (1 point) Student selects the correct response.

6 Example Number Three 3. A Cure for CarlottRead the sentence from the text. Then, answer the question. A boy stood on deck and sniffed the salty sea air as the ship pitched back and forth. What does the use of the word pitched suggest? sudden dip calm rocking jerking motion forward movement

7 Answer Number Three Key: CItem # Grade Claim Target DOK Standards Evidence Statement 3 5 1 RL-4 The student will determine the intended meaning of academic/tier 2 words in a literary text. Key: C Rubric: (1 point) Student selects the correct response.

8 Example Number Four 4. A Cure for CarlottThis question has two parts. First, answer part A. Then, answer part B. Part A Which of these inferences about Enzio is supported in the text? Enzio resented having to move to America. Enzio felt confident about moving to America. Enzio cared more about fishing than moving to America. Enzio felt a sense of loss thinking about his move to America. Part B Which sentence from the text best supports your answer in part A? Select one option. “The smell of the sea was familiar and comforting.” “There were more people on board than lived in his entire village back home in Trevilla.” “Enzio clattered down the iron steps to the steerage deck and dove into his bunk.” “Gone was the Mediterranean blue that he’d always taken for granted.”

9 Answer Number Four Key: Part A: DItem # Grade Claim Target DOK Standards Evidence Statement 4 5 1 3 RL-3 The student will make an inference about a literary text and identify details within the text that support that inference. Key: Part A: D Part B: “Gone was the Mediterranean blue that he’d always taken for granted.” Rubric: (1 point) Student selects the correct response in Part A and the correct response in Part B.

10 Example Number Five 5. A Cure for CarlottWhich statements best describe how the text might be different if told from Carlotta's point of view at the beginning of the story? Select all that apply. The story would include more details about Carlotta's family. The story would include details about Carlotta's home in Italy. The story would include more details about Carlotta being seasick on the ship. The story would include more details about Enzio and Carlotta entering Ellis Island. The story would include more details about Carlotta meeting Enzio for the first time. The story would include more details about Carlotta and the sights in New York City.

11 Answer Number Five Item # Grade Claim Target DOK Standards Evidence Statement 5 1 3 RL-3 The student will analyze the relationship between character actions/interactions within one text. Key: The story would include more details about Carlotta’s family.; The story would include details about Carlotta’s home in Italy.; The story would include more details about Carlotta being seasick on the ship. Rubric: (1 point) Student selects the three correct responses.

12 Example Number Six 6. A Cure for CarlottSelect the statement that best explains why the author chose to include the first two paragraphs. to show that Enzio's family planned on fishing in a new country to explain that Enzio was comfortable sailing on ships with many people to compare Enzio's comfort with the sea to his discomfort traveling to a new country to suggest that Enzio noticed a difference in the size of ship and in the number of people on board

13 Answer Number Six Key: CItem # Grade Claim Target DOK Standards Evidence Statement 6 5 1 3 RL-5 The student will analyze why the author structured elements within the text in a certain manner and the impact of that structure on meaning. Key: C Rubric: (1 point) Student selects the correct response.

14 Example Number Seven 7. A Cure for CarlottRead the sentence and answer the question. Enzio was especially hungry for any details about America. What effect does the author create by using the phrase "hungry for any details"? Select two options. an empty feeling a sense of curiosity a longing for change a mood of uncertainty a feeling of anticipation an atmosphere of anxiety

15 Answer Number Seven Item # Grade Claim Target DOK Standards Evidence Statement 7 5 1 3 L-5 The student will interpret the meaning of a figurative phrase used in context and analyze its impact on meaning. Key: a sense of curiosity; a feeling of anticipation Rubric: (1 point) Student selects the two correct responses.

16 Example Number Eight A student wrote a sentence that contains errors in punctuation. Circle the two words that should be followed by a comma. Mrs. Lacey stated “Although we had searched the entire room three times we never could find the missing stapler.”

17 Answer Number Eight Key: stated, timesItem # Grade Claim Target DOK Standards Evidence Statement 20 5 2 9 1 L-2 The student will identify, edit to correct, and/or edit for correct use of 6. comma to separate an introductory element from the rest of a sentence. 20. commas and quotation marks to mark direct speech and quotations. Key: stated, times Rubric: (1 point) Student selects the two correct responses.

18 Example Number Nine A student is writing a report about dolphins for a science assignment. Read the draft and complete the task that follows. Dolphins are mammals that have adapted to live in the ocean. All mammals, including dolphins, share certain features. Since dolphins are mammals, they give birth to live babies. Like all mammals, dolphins produce milk for their young, are warm-blooded, and have hair. Cold-blooded animals cannot control their body temperature. Unlike fish, which have gills, dolphins breathe air using lungs. Young amphibians have gills. Dolphins must make trips to the ocean's surface to breathe. The blowhole on a dolphin's head acts as a "nose," making it easy for the dolphin to get air. Dolphins are among the few mammals that live entirely in the water. The student needs to revise the draft to eliminate ideas that do not support the main. Circle two sentences that do not support the underlined main idea and so should be removed.

19 Answer Number Nine Item # Grade Claim Target DOK Standards Evidence Statement 17 5 2 3b W-2.b (Elaboration) The student will revise informational/explanatory text by identifying the best elaboration techniques such as c. deleting details that do not support the main idea Key: Cold-blooded animals cannot control their body temperature.; Young amphibians have gills. Rubric: (1 point) Student selects the two correct sentences.

20 Example Number Ten A student is writing an opinion letter to her teacher about snacks in her classroom. Read a draft of the letter and complete the task that follows. Dear Mrs. Johnson, I am writing to make a suggestion that you allow us students to keep healthy snacks in our desks to eat whenever we want. During class, we are often hungry, and it distracts us from our work. If we could have a snack whenever we wanted one instead of just at snack time, I think we would be able to concentrate better on our assignments. In addition, healthy snacks are good brain food. Therefore, they would help us finish our work on time and get better grades. I know you might say that the room would be too messy with all of the snacking going on, but I bet that students would agree to clean up after themselves if they could have snacks when they wanted them. Sincerely, Tina Young Which sentence is the best closing statement for this student’s letter? Please allow us to bring snacks that are easy to clean up and keep in our desks until snack time. Please think about requiring students to bring only healthy snacks to school for snack time so that they will get better grades. Please consider my request to keep healthy snacks that are easy to clean up in our desks so that we can have them when we are hungry and focus on our work. Please ask all of the students if they would like to bring something healthy for snack time every day so that they can focus on their work.

21 Answer Number Ten Key: CItem # Grade Claim Target DOK Standards Evidence Statement 18 5 2 6b W-1.d (Organization) The student will use information provided in a stimulus to revise organized informational/explanatory text by e. Developing an appropriate conclusion related to the opinion presented Key: C Rubric: (1 point) Student selects the correct response.

22 Example Number Eleven Annie is writing a story for her class. Read the draft of the story and complete the task that follows. After hiking for two hours, I longed to get back to the awesome nature center at the trail head. The dusty hiking trail was taking its toll as my body was beginning to bother me. The moist air of this summer day was leaving me breathless, and the pecking of the woodpeckers was on my last nerve. To add to my problems, I was having trouble avoiding the dangerous vines on the edge of the trail that the park ranger had warned us to avoid. The writer wants to replace the underlined words to make her meaning more exact. Which two sets of words would make her word choices better? feel better, ugly ache, poisonous shake, suspicious throb, toxic feel strange, drooping improve, tangled

23 Answer Number Eleven Key: ache, poisonous; throb, toxicItem # Grade Claim Target DOK Standards Evidence Statement 19 5 2 8 W-2.d, W- 3.d The student will identify and use the best grade-appropriate and domain-specific vocabulary words to inform or explain to audience. Key: ache, poisonous; throb, toxic Rubric: (1 point) Student selects the two correct responses.

24 Example Number Twelve A student is writing a research report about the Grand Canyon. Read the sentences from his report and the directions that follow. Many animals live in the Grand Canyon. These animals need the Colorado River which runs at the bottom of the canyon. The river gives the animals water to drink and a place to swim. Because lots of plants grow near the river, plant-eating animals can easily locate food there. Many people travel to the river in the Grand Canyon hoping to see the many different types of animals who live there. Select all of the sources that would most likely give the student more information about the ideas he has written. a. Visit the Grand Canyon with your family. There are many things you can see on your trip. Let us help you plan your trip now! b. There are many ways to explore the Grand Canyon. People can walk or ride a boat down the river. Families can even ride donkeys on the trails.

25 Example Number Twelve Continuedc. How was the Grand Canyon made? The canyon was formed by the river that runs through the middle. See and learn about different types of rocks that are found in the Grand Canyon. d. Canyons are great places to take pictures of animals. Here are some tips on how to take pictures of animals. e. Here is a list of the most common wildlife found within the Grand Canyon. Get facts about their homes, what they eat, and which ones to avoid. f. The Colorado River is a good place for food and water for many types of living things. Read all about how the river helps living things in the canyon.

26 Answer Number Twelve Item # Grade Claim Target DOK Standards Evidence statement 22 5 4 3 2 W-8, RI-7 The student will analyze digital and print sources in order to locate relevant information to support research. Key: Rubric: (1 point) Student selects the two correct responses.

27 Example Number ThirteenA student is writing a report about exploring the ocean. The student wrote the following opinion: Exploring oceans is important. He found a source. Read the source. Circle all of the sentences that support the opinion. Ocean researchers explore oceans and make many discoveries that are sometimes not planned. These researchers use specialized cameras and equipment to gather information. Once information is collected, the researchers record their findings. Their findings benefit living things in many ways. For example, sometimes research provides details about new sources of energy or food. At other times, research reveals how particular regions are being affected by specific climate changes. The findings of the researchers and the resources they use can create interest in the science fields.

28 Answer Number ThirteenItem # Grade Claim Target DOK Standards Evidence Statement 23 5 4 2 W-9, W-8 The student will select evidence to support conjectures or opinions based on evidence collected and analyzed. Key: For example, sometimes research provides details about new sources of energy or food.; At other times, research reveals how particular regions are being affected by specific climate changes.; The findings of the researchers and the resources they use can create interest in the science fields. Rubric: (1 point) Student selects the three correct responses.

29 Example Number FourteenA student is writing a report for science class about ways to model good health. Read the introduction and the first sentence of the next paragraph of the draft. Then complete the task that follows. Living a healthy life is one of the most important things a person can do, and this often means making the right choices. These choices can help determine how much energy a person has and even how long he or she lives. What do we need to do to stay healthy? The student took these notes from reliable sources. stay physically active with exercise stay away from sugary or fried foods eat healthy foods (fruits, vegetables, chicken, or fish) do physical activities during recess get plenty of rest Use the student's notes to write a paragraph that adds more facts or concrete details to support the underlined sentence of the report.

30 Answer Number FourteenItem # Grade Claim Target DOK Standards Evidence Statement 16 5 2 3a 3 W-2.b (Elaboration) The student will use information provided in a stimulus to write well-developed informational/explanatory text by applying elaboration techniques such as a. Developing and elaborating the focus (main idea) with facts, definitions, concrete details, quotations, or other information/examples Score Rationale Exemplar 2 The response: provides adequate relevant points/reasons/ details and/or evidence from the student notes supporting main idea/controlling idea adequately elaborates ideas using precise words/language Here are several simple things to do. Stay active to build muscles. It is easy to get exercise at school during recess or P.E. class, but after-school activities like running, walking, riding a bike, or playing a sport can also help out. Eat healthy foods to get vitamins and minerals. Also, do not eat too many sweets or fried foods. They may taste good, but they are horrible for the body. Get enough sleep to feel rested the next day. This will make it easier to pay attention at school. Annotation: The response includes appropriate information from the student notes and connects, rather than restates, the information, drawing logical conclusions— logical conclusions (e.g., “they may taste good, but they are horrible for the body;” getting adequate rest “makes it easier to pay attention”). Note: other “kinds of 2” responses may choose different details from student notes and still reflect the “2” criteria. 1 The response:  provides or lists mostly general and/or limited points/reasons/details or evidence from the student notes supporting main idea/controlling idea. Some points/reasons/details may be extraneous or loosely related to the main idea.  partially elaborates ideas using general words/language You should play at recess and go to P.E. class. Eat foods that are good for you, they will be good for your body. Don't eat junk food and get lots of sleep. Annotation: This response briefly restates ideas from the notes with very general attempts to elaborate or connect the ideas (“they will be good for your body” restates/defines “healthy food”). The language is very general and repetitive (“good”). Note: Other “1” papers may have different strengths/ weaknesses and still reflect the criteria for the partial or limited “1” response. provides minimal or no supporting points/reasons/details or evidence from the student notes supporting main ideas/controlling idea. Those points/reasons/details that are included may be unclear, repetitive, incorrect, contradictory, or interfere with the meaning of the text. provides no appropriate elaboration and/or may use poor word choice for audience and purpose You need to pick out the things you eat. Run, walk, and play games. Annotation: This “0”response makes a few vague references to ideas from the student notes, and the ideas are unelaborated. Language choices are too vague to understand how they relate to the task. Note: Other “1” responses may have different limitations. Answer Number Fourteen

31 Example Number FifteenA student is writing a research report about musical instruments. He wrote an opinion in the report. Read the opinion and the directions that follow. There are many kinds of musical instruments, and it can be hard to choose which one to learn how to play. When deciding what instrument to learn how to play, people often consider the size of the instrument. Many young children play the violin because violins come in tiny sizes. The sound of an instrument is also important to consider when choosing an instrument. For example, some people like the trumpet for its very loud sound. However, the best instrument to learn how to play is the piano. A piano has keys that, when pressed down, play different notes. The student took notes about musical instruments. Choose two notes that support the student's opinion. It is difficult to bring a piano to a party to play. It is very easy to play a song on the piano after just a few short lessons. Some people say the human voice is the most beautiful instrument of all. Many people enjoy listening to music, no matter what instruments are used. Some piano students quit because they do not like to practice or do not have time for it. Learning how to play the piano can help people learn how to play other instruments as well.

32 Answer Number Fifteen Item # Grade Claim Target DOK Standards Evidence Statement 24 5 4 2 W-9, W-8 The student will select evidence to support conjectures or opinions based on evidence collected and analyzed. Key: It is very easy to play a song on the piano after just a few short lessons; Learning how to play the piano can help people learn how to play other instruments as well. Rubric: (1 point) Student selects the two correct responses