Grade 5 Infrmatinal Mini-Assessment Bubbllgy This grade 5 mini-assessment is based n a text abut bubbles. This text is cnsidered wrthy f students time t read and als meets the expectatins fr text cmplexity at grade 5. Assessments aligned t the Cmmn Cre State Standards will emply quality, cmplex texts such as this ne. Questins aligned t the CCSS shuld be wrthy f students time t answer and therefre d nt fcus n minr pints f the text. Questins als may address several standards within the same questin because cmplex texts tend t yield rich assessment questins that call fr deep analysis. In this miniassessment there are selected-respnse questins that address the Reading Standards listed belw and ne cnstructed-respnse questin that addresses the Reading, Writing, and Language Standards. There are als items that replicate hw technlgy may be used n assessments, but in paper and pencil frmat. We encurage educatrs t give students the time that they need t read clsely, answer the questins, and write t the surce. Althugh we knw that it is helpful t have students cmplete the miniassessment in ne class perid, we encurage educatrs t allw additinal time as necessary. Nte fr teachers f English Language Learners (ELLs): This assessment is designed t measure students ability t read and write in English. Therefre, educatrs will nt see the level f scafflding typically used in instructinal materials t supprt ELLs these wuld interfere with the ability t understand their mastery f these skills. If ELL students are receiving instructin in grade-level ELA cntent, they shuld be given access t unaltered practice assessment items t gauge their prgress. Passages and items shuld nt be mdified; hwever, additinal infrmatin abut accmmdatins yu may cnsider when administering this assessment t ELLs is available in the teacher sectin f this resurce. The questins align t the fllwing standards: RI.5.1 RI.5.2 Qute accurately frm a text when explaining what the text says explicitly and when drawing inferences frm the text. Determine tw r mre main ideas f a text and explain hw they are supprted by key details; summarize the text. RI.5.3 Explain the relatinships r interactins between tw r mre individuals, events, ideas, r cncepts in a histrical, scientific, r technical text based n specific infrmatin in the text. RI.5.4 Determine the meaning f general academic and dmain-specific wrds and phrases in a text relevant t a grade 5 tpic r subject area. RI.5.6 RI.5.8 W.5.2 Analyze multiple accunts f the same event r tpic, nting imprtant similarities and differences in the pint f view they represent. Explain hw an authr uses reasns and evidence t supprt particular pints in a text, identifying which reasns and evidence supprt which pint(s). Write infrmative/explanatry texts t examine a tpic and cnvey ideas and infrmatin clearly. 1
W.5.4 W.5.9 L.5.1 L.5.2 L.5.3 Prduce clear and cherent writing in which the develpment and rganizatin are apprpriate t task, purpse, and audience. Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. Use knwledge f language and its cnventins when writing, speaking, reading, r listening. 2
Cntents Grade 5 Mini-Assessment Bubbllgy : Print fr students..4 Infrmatin fr Teachers: Quantitative and Qualitative Analyses f the Text.....11 Questin Anntatins: Crrect Answers and Distractr Ratinales...13 Using the Mini-Assessments with English Language Learners...17 Additinal Resurces fr Assessment and CCSS Implementatin.20 The assessment questins in this dcument align with the CCSS and reflect the instructinal shifts implied by the standards. T learn mre abut these tpics, please g t the fllwing link: www.achievethecre.rg 3
Grade 5 Mini-Assessment Bubbllgy Tday yu will read a passage abut bubbles. Yu will then answer several questins based n the passage. I will be happy t answer questins abut the directins, but I will nt help yu with the answers t any questins. Yu will ntice as yu answer the questins that sme f the questins have tw parts. Yu shuld answer Part A f the questin befre yu answer Part B, but yu may return t Part A if yu wish. Take as lng as yu need t read and answer the questins. If yu d nt finish when class ends, cme see me t discuss the ways yu may have additinal time. Nw read the passage and answer the questins. I encurage yu t write ntes in the margin as yu read. Bubbllgy (bŭb l-ŏl -jē) n. The study f bubbles. 1 There is a lt t be learned frm a bubble! Bubbles can teach us abut life, light and strength. The wall f a bubble has three parts. There is an uter wall made f sap r detergent, a center wall made f water, and an inner wall that is als made f sap r detergent. The inside f the bubble is filled with air. This structure f the bubble s wall is very similar t that f membranes fund in living creatures like us. 2 Did yu ever wnder hw the fd yu eat gets frm inside yur stmach t inside yur muscles? T get t yur muscles, the fd must first be digested. Then it must pass thrugh a set f membranes int yur bld. The nutrients then circulate thrugh yur arteries t yur muscles, where they pass thrugh anther set f membranes int yur muscles. The next time that yu blw bubbles, lk fr a cluster f them, and watch clsely. If they dn t pp t quickly, yu will see that the air frm the smaller bubbles will pass thrugh the bubble wall int a larger bubble n the ther side. This is very similar t the way that xygen passes frm yur lungs thrugh a membrane and int yur bld stream. The larger bubbles are sturdier, because their walls are nt curved as much as the walls f smaller bubbles. 3 Bubbles can als teach us abut light. The light frm the sun is made up f many different clrs. Mixed tgether, they lk white. Hwever, it is pssible t separate the different clrs f light frm each ther with a prism. Small drps f water r ice crystals can wrk like a prism. Yu have seen this fr yurself if yu have ever seen a rainbw. The wall f a bubble can wrk the same way. That is why bubbles are iridescent. When light hits a bubble, it may lk blue, r it may lk red. The clrs seem t dance arund n the surface. The clrs that we see depend upn the thickness f the wall f the bubble and hw much it is bent. As water evaprates frm 4
the bubble, the bubble s wall becmes thinner, and the clrs change. Als, as the wind blws a bubble arund, its wall bends, changing the clr. 4 Bubbles can als teach us hw t make things strnger. Bubbles are usually very fragile. They can easily pp. But if we add sugar t the bubble slutin, the bubbles are much sturdier. They will last fr tw r three times as lng. This is because the sugar strengthens the wall f the bubble. The sugar disslves in the water layer f the bubble s wall and takes the place f sme f the water. Since the sugar des nt evaprate as quickly as the water, the bubbles last lnger. In additin, the sugar mlecules are very large and stiff cmpared t water mlecules. Like a large bard nailed t the wall f a huse, the sugar mlecules brace the wall f the bubble t make it strnger. 5 Bubbles are pretty incredible, but wh knew? The bservatins that peple have made abut them have led t many questins and interesting answers that help explain the wrld arund us. Reprinted with permissin frm Celebrating Chemistry. Cpyright 2002 American Chemical Sciety. 5
QUESTIONS: 1. Based n infrmatin in the article, what are tw ways that a bubble is like a membrane? A. It has walls that curve. B. It is very clrful. C. It is thin and delicate. D. It can separate light. E. It lets substances pass thrugh. F. It lasts nly a shrt time. 2. Accrding t the article, which f the fllwing bubbles wuld last the lngest? A. A small bubble befre the air inside passes t a larger bubble. B. A small bubble with thin, tightly curved walls. C. A large bubble made with sap r detergent and sugar. D. A large bubble with walls that bend in the wind and change clrs. 3. The fllwing questin has tw parts. Answer Part A and then answer Part B. Part A: In paragraph 4, what des the wrd brace mean? A. fasten B. prepare C. supprt D. awaken Part B: Which tw phrases frm paragraph 4 best help the reader understand the meaning f brace? A. can easily pp B. tw r three times C. strengthens the wall D. disslves in the water E. des nt evaprate as quickly F. very large and stiff 6
4. What des Figure 1 help the reader understand abut bubbles? A. Figure 1 shws that Bubble B is likely t pp sn because sme f the water has evaprated. B. Figure 1 shws that bubbles are usually the same shape and size. C. Figure 1 shws that bubbles are fragile because they are made f nly air, sap, and water. D. Figure 1 shws that air can mve frm ne bubble t anther. 5. Using the ideas belw frm Bubbllgy, decide which tw items n the list are main ideas frm the article, and write them n the chart. Then use the list again t write in ne supprting detail fr each main idea yu have chsen. One main idea and ne supprting detail have already been written in the chart fr yu as an example. Nte that yu will NOT use all the details listed. Details frm Bubbllgy Bubbles act like prisms. Bubble walls are made f sap. Bubbles appear clrful. Bubbles with sugar last lnger Walls f huses are made strng with bards. Bigger bubbles are sturdier. Adding things t the sapy water can strengthen bubbles. Main Idea Bubbles shw a prcess that is similar t smething that happens in ur bdies. Supprting Detail Air mves between bubbles. 7
6. The fllwing questin has tw parts. Answer Part A and then answer Part B. Part A: What is the main pint the article makes? A. The structure f bubbles makes them quick t pp. B. Many things can affect a bubble s clr and strength. C. Bubbles can be used t help explain several science cncepts. D. Living creatures have bubble-like structures in their bdies. Part B: Hw des the structure f the article help supprt the answer t Part A? A. The article demnstrates hw bubble walls are like membranes, prisms, and the walls f huses. B. The article explains the causes and effects f making bubbles last lnger. C. The article uses chrnlgical rder t examine the effect f light and wind n bubbles. D. The article presents the steps invlved in the prcess f human digestin. 7. In paragraph 1, the authr says that bubbles can teach us abut life. Circle the sentence in paragraph 2 that prvides evidence fr this claim. 8
8. (Optinal) Using infrmatin frm the article, describe what is the same and what is different abut big bubbles and small bubbles. Be sure t use details frm the article t supprt each part f yur answer. Use the lines n the next page fr yur respnse. Yur respnse will be scred n hw well yu: Demnstrate yur understanding f the ideas f the text Use evidence frm the text t help develp and supprt yur ideas Organize yur respnse in a lgical manner Demnstrate an apprpriate writing style thrugh the use f precise wrd chice and varied sentences Use standard cnventins fr writing 9
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Infrmatin fr Teachers: Quantitative and Qualitative Analyses f the Text Regular practice with cmplex texts is necessary t prepare students fr cllege and career readiness, as utlined in Reading Standard 10. The text fr this mini-assessment has been placed at grade 5, and the prcess used t determine the grade level placement is described belw. Appendix A t the Cmmn Cre and the Supplement t Appendix A, New Research n Text Cmplexity, lay ut a research-based prcess fr selecting cmplex texts: 1. Place a text r excerpt within a grade band based n at least ne 1 quantitative measure accrding t the research-based cnversin table prvided in the Supplement t Appendix A: New Research n Text Cmplexity (www.crestandards.rg/resurces). 2. Place a text at a grade level based n a qualitative analysis. Quantitative Analysis Bubbllgy Quantitative Measure #1 Quantitative Measure #2 Flesch-Kinkaid: 5.7 Lexile: 880 After gathering the quantitative measures, the next step is t place the quantitative scres in the Cnversin Table fund in the Supplement t Appendix A (www.crestandards.rg/resurces) and determine the grade band f the text. Figure 1 reprduces the cnversin table frm the Supplement t Appendix A, shwing hw the initial results frm the Flesch-Kinkaid and Reading Maturity measures were cnverted t grade bands. Quantitative data shws that placement in grade 4 r 5 wuld be apprpriate. T find the grade level f the text within the designated grade band, engage in a systematic analysis f the characteristics f the text. The characteristics that shuld be analyzed during a qualitative analysis can be fund in Appendix A f the CCSS. (www.crestandards.rg) 1 Fr higher stakes tests, it is recmmended that tw crrespnding text cmplexity measures be used t place a text in a grade band. When tw measures are used, bth placing the text in the same band, the results prvides additinal assurance that the text selected is apprpriate fr the band. 11
Qualitative Analysis f Bubbllgy Categry Ntes and cmments n text, supprt fr placement in this band Where t place within the band? T lw Early t mid 4 Mid- 4 t lw 5 Mid t high 5 NOT suited t band Structure: (bth stry structure r frm f piece) Language Clarity and Cnventins (including vcabulary lad) Knwledge Demands (life, cntent, cultural/literary) Levels f Meaning (chiefly literary)/ Purpse (chiefly infrmatinal) Overall placement: Grade 5 The structure f this text is main idea (bubbles can teach us abut life) supprted by supprting details (three majr scientific cncepts that are illustrated by bubbles). The structure is clearly signaled by the first sentences f the main paragraphs. Mstly simple sentence structures are used thrughut. Hwever, there are several academic and dmain-specific vcabulary wrds that increase the cmplexity f this text (e.g., membrane, prism, xygen, mlecules). The use f scientific terms and cncepts makes the text cmplex. Students wh d nt have sme basic knwledge f digestin and breathing may be challenged by this text, althugh it is reasnable t expect fifth graders t have encuntered these basic science cncepts. Als, the text describes each cncept briefly. Additinally, students wh lack an understanding f hw a prism wrks may find the text challenging, althugh this tpic als is explained briefly in the text. The central message (we can learn frm bubbles) and purpse (explanatin f what we can learn) are explicitly stated. Additinally, there is strng use f evidence, including examples and cmparisns. The illustratin shuld assist students in understanding ne f the basic cncepts described in the text, but the passage remains very cmplex due t the challenging scientific cncepts. Justificatin: The cncepts cvered by the text, as well as the examples used, make this text very cmplex. Additinally, sme f the dmain-specific vcabulary will present challenges t students. This text is mst suited fr use at the end f grade 5. 12
Questin Anntatins and Crrect Answer and Distractr Ratinales Questin Number 1 C, E 2 C Crrect Answer(s) Standards Ratinales fr Answer Optins RI.5.3, RI.5.1 RI.5.3, RI.5.1 A. Walls that curve is a characteristic f bubbles, but nt a characteristic f a membrane as described in the article. B. Very clrful describes the appearance f bubbles acting as a prism, but the article des nt apply this characteristic t membranes in humans. C. This is a crrect answer. Because bth bubble walls and membranes are thin and delicate, air can pass thrugh a bubble wall much like xygen can pass thrugh membranes, mving frm the bld stream int the lungs. D. It can separate light describes the ability f bubbles t act as prisms, but the wrds d nt describe a characteristic f membranes as described in the article. E. This is a crrect answer. Bth bubbles and membranes allw substances t pass thrugh their walls. The air in smaller bubbles passes thrugh int larger bubbles, as xygen passes frm the lungs int the bldstream. F. It nly lasts a shrt time refers t the lifespan f a bubble cluster, but des nt describe membranes in living things. A. Small bubbles d nt last as lng as large bubbles because the curve f the wall is mre severe, which makes the walls weaker s they pp quickly. B. Small bubbles with thin walls are likely t be very fragile and pp quickly. C. This is the crrect answer. Large bubbles last lnger than small bubbles because their walls are less curved and therefre strnger, and the additin f sap r detergent and sugar will make the walls even sturdier. D. All bubbles, regardless f size, will bend in the wind and change clrs. 13
3 Part A C 3 Part B C, F 4 A RI.5.4, RI.5.1 RI.5.6, RI.5.1 A. Fasten is nt a crrect meaning fr brace because it refers t hw large bards are affixed t the wall f a huse, nt hw sugar mlecules strengthen the wall f a bubble. B. Prepare is nt a crrect meaning fr brace because it des nt refer t the fact that the sugar mlecules supprt the walls f the bubble. C. This is the crrect answer. Supprt describes hw the sugar mlecules prvide additinal strength t the bubble walls. D. Awaken is nt the crrect meaning fr brace because it des nt apply t the rle f the sugar mlecules, which give strength t the walls f the bubble. A. Can easily pp refers t bubbles withut sugar added t the slutin and des nt help the reader understand the meaning f brace. B. Tw r three times refers t the increased lifespan f bubbles made with sugar, nt the rle f the sugar helping t brace the walls f the bubble. C. This is a crrect answer. Strengthens the wall explains the rle f sugar mlecules that frtify the bubble. D. Disslves in water explains what happens t sugar when added t a bubble slutin, nt the purpse f the sugar mlecules in helping t brace the walls f the bubble. E. Des nt evaprate as quickly refers t the difference between sugar and water, nt the benefit f this difference. F. This is a crrect answer. Very large and stiff describes the strengthening, r bracing, characteristics f sugar mlecules. A. This is the crrect answer. Bubble B has less water between the uter and inner sap walls and, therefre, will burst sner than Bubble A. This cncept is als described in the text. B. Althugh the sizes f the bubbles are similar, this fact des nt add t reader understanding f bubbles. C. The sturdiness f bubbles isn t determined by the fact that they are made up f nly air, sap, and water. Instead, it is determined by the amunt f sap and water and ther ingredients. Because bth bubbles in Figure 1 are made frm the same batch f sapy water, the illustratin des nt add t reader understanding. D. Figure 1 des nt shw air mving frm ne bubble t anther. Air passes thrugh bubbles whse walls tuch ne anther, nt bubbles separated like Bubbles A and B. 14
5 Main Idea Bubbles act like prisms. Adding things t the sapy water can strengthen bubbles. 6 Part A C Supprting Detail Bubbles appear clrful. Bubbles with sugar last lnger. RI.5.2, RI.5.1 RI.5.8, RI.5.1 Main Idea Ratinale Supprting Detail Ratinale Bubbles act like prisms. Bubbles appear clrful. Adding things t the sapy water can strengthen bubbles. This idea is repeated thrughut paragraph 3, where the lessn abut what bubbles teach us abut light is intrduced. This idea is repeated thrughut paragraph 4, where the lessn abut hw t strengthen things is discussed. Bubbles with sugar last lnger. Bubbles are cmpared t rainbws because they bth separate light int different clrs. When sugar is added t the bubble slutin, the resulting bubbles are strnger and last lnger. Bubbles cntain sap This idea is a supprting detail helping t describe the cmpsitin f bubbles. Walls f huses are made strng with bards The article draws a cmparisn between the additin f sugar t bubbles and the bards n the walls f a huse. Bigger bubbles are sturdier This idea is a supprting detail helping t explain the characteristics f bubbles. A. This sentence is a detail relating t the characteristics f small bubbles, nt the main pint the authr makes in the article. B. This sentence states that there is a relatinship between the cmpsitin f bubbles and the resulting characteristics rather than the main pint the authr makes in the article. C. This is the crrect answer. This statement summarizes the main idea f the article, that bubbles can illustrate several scientific cncepts. D. This sentence describes nly ne f the three scientific lessns explained in the article, nt the article s verall main idea. 15
6 Part B A 7 8 Optinal Writing Prmpt This is very similar t the way that xygen passes frm yur lungs thrugh a membrane and int yur bld stream. See right clumn RI.5.8, RI.5.1 W.5.2, W.5.4, W.5.9, RI.5.3, RI.5.2, RI.5.1, L.5.1, L.5.2, L.5.3 A. This is the crrect answer. The article is structured by a sequential descriptin f three scientific cncepts that bubbles help us understand. B. This statement identifies ne cause-effect relatinship within the article, rather than describing the verall structure. C. This statement explains ne cause-effect relatinship within the article, rather than describing the verall structure. D. This statement presents ne prcess mentined in the article, rather than describing the verall structure. This statement prves the authr s claim because it directly relates the prcess f air passing thrugh different parts f a bubble cluster t xygen passing thrugh different parts f ur bdies. A Tp-Scre Respnse wuld address sme r all f the fllwing ideas Same Different Bth are rund Bth act as prisms Bth teach us abut/act like membranes Bth are made up f sap, water, and air (three walls) Bth can be made strnger with sugar Bth can teach us abut life, light, and strength Bth have walls that act like membranes Big bubbles are strnger and last lnger Little bubbles are weaker and pp sner Little bubbles are mre curved Big bubbles are less curved air frm a smaller bubbles will pass int a larger bubble 16
Using the Mini-Assessments with English Language Learners (ELLs) Mini-Assessment Design and English Language Learners Each mini-assessment is designed using the best practices f test design. English Language Learners will benefit frm the pprtunity t independently practice answering questins abut grade-level cmplex texts. Prir t delivering the mini-assessment, teachers shuld read thrugh each item. If there is language in the questin stems specific t the standards (e.g., plt, theme, pint f view), make sure that students have been intrduced t these cncepts prir t taking the assessment. Teachers shuld nt pre-teach specific vcabulary wrds tested in the assessment (e.g., wrds students are asked t define) and shuld nly pre-teach language that wuld impede students frm understanding what the questin is asking. The mini-assessments attend t the needs f all learners, and ELLs specifically, by including texts that: Are brief and engaging: Texts vary in length, but n individual text is mre than three pages lng. Embed student-friendly definitins: Ftntes are included fr technical terms r wrds that are abve grade level when thse wrds are nt surrunded by cntext that wuld help students determine meaning. Infrmatinal text sets, such as thse included in the mini-assessment, specifically attend t the needs f ELLs by: Building student knwledge: Mini-assessments ften include multiple texts r stimuli n the same tpic: Fr sets with tw texts r stimuli, the first text is generally brader, prviding a fundatin in the cntent and intrducing key vcabulary, and the secnd text prvides mre detail r cntrast n the same tpic. This allws ELLs t dig int the features f the passage being assessed rather than being inundated with dissimilar cntent and vcabulary. Fr sets with mre than tw texts r stimuli, there is an anchr text that prvides intrductry infrmatin n the tpic. 17
Cntaining ideas that lend themselves t discussin frm a variety f perspectives: Often these pairs r sets f texts present multiple perspectives n the same tpic. The mini-assessments attend t the needs f all learners, and ELLs specifically, by including questins that: Feature a variety f academic wrds: Each mini-assessment cntains at least ne vcabulary item. Items assessing vcabulary test ne f the fllwing: The meaning f Tier 2 academic wrds in cntext. The meaning f a figurative wrd/phrase in cntext. The impact f wrd chice n meaning and/r tne. MOST vcabulary items test Tier 2 wrds. All tested wrds are chsen because: They are central t the meaning f the text. They are surrunded by sufficient cntext t allw students t determine meaning. Highlight juicy sentences that feature grade-apprpriate cmplex structures, vcabulary, and language features: Mst miniassessments include at least ne item assessing Reading fr Literature r Reading: Infrmatinal text standard 5. These items pint students t analyze the structure f the text. While standard 5 items specifically fcus n the structure f the text, ther items require the analysis f language features, vcabulary, and relatinships between ideas, all f which build student understanding f texts. Prvide graphic rganizers t help students capture and reflect n new knwledge: Mst mini-assessments include at least ne item mimicking a technlgy enhanced item. These items include things like tables and charts. Prvide writing activities that allw students t use new vcabulary and demnstrate knwledge f new cncepts: Mst miniassessments include an ptinal writing prmpt that allws students t write abut the text(s). Administratin Guidelines fr ELLs When assessing ELL students, apprpriate accmmdatins may be cnsidered. Mdificatins t the assessment itself shuld nt be made. Accrding t the Accmmdatins Manual: Hw t Select, Administer, and Evaluate Use f Accmmdatins fr Instructin and Assessment f English Language Learners, First Editin: 18
Mdificatins refer t practices r materials that change, lwer, r reduce state-required learning expectatins. Mdificatins may change the underlying cnstruct f an assessment. Accmmdatins are accessibility supprts [that] d nt reduce learning expectatins. They meet specific needs f students in instructin and assessment and enable educatrs t knw that measures f a student s wrk prduce valid results. Teachers may chse t make accmmdatins that meet the unique needs f ELLs. Prir t delivering any practice assessment, especially if the mini-assessment is t be used in a mre frmal setting (e.g., as part f a district benchmark assessment), teachers shuld research what accmmdatins will be available t students during their state s summative assessment. Fr example, sme states allw ELLs t use a bilingual dictinary during an assessment; ther states d nt allw this. Ensure yur ELLs are practicing with the accmmdatins they can expect t see n the summative. Sme examples f apprpriate accmmdatins include: Reading the directins alud t students multiple times. Prviding student directins in student native language. Allwing students additinal time t cmplete the mini-assessments. Expsing students t item types prir t the assessment. Reading the scring expectatins fr the writing prmpt alud t students. Because the gal f literacy mini-assessments is t measure grade-level literacy as students prgress tward cllege- and careerreadiness, teachers must be careful nt t make mdificatins that may be cmmnly used in classrm instructin. Examples f mdificatins that shuld nt be used include: Reading passages alud fr students. Adding student glssaries f unfamiliar terms. Pre-teaching tested vcabulary wrds. In any testing setting, teachers must be careful t chse accmmdatins that suit the needs f each individual student. 19
Additinal Resurces Fr Assessment and CCSS Implementatin Shift 1 Cmplexity: Regular practice with cmplex text and its academic language See Appendix B fr examples f infrmatinal and literary cmplex texts http://www.crestandards.rg/assets/appendix_b.pdf See the Text Cmplexity Cllectin n www.achievethecre.rg Shift 2 Evidence: Reading, writing, and speaking grunded in evidence frm text, bth literary and infrmatinal See Clse Reading Exemplars fr ways t engage students in clse reading n http://www.achievethecre.rg/steal-these-tls/clse-reading-exemplars See the Basal Alignment Prject fr examples f text-dependent questins http://www.achievethecre.rg/basal-alignment-prject Shift 3 Knwledge: Building knwledge thrugh cntent-rich nnfictin See Appendix B fr examples f infrmatinal and literary cmplex texts http://www.crestandards.rg/assets/appendix_b.pdf Sample Scring Rubric fr Text-Based Writing Prmpts: http://achievethecre.rg/cntent/uplad/scring_rubric_fr_text-based_writing_prmpts.pdf 20