Spanish Pre-Assessment Quarter 2 – Grade 2

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1 Spanish Pre-Assessment Quarter 2 – Grade 2
Grado Pre-Evaluación para el 2do Cuarto. Texto Informativo de Lectura

2 Important Information
This booklet is divided into two parts… Teacher’s Resources Page 1 – 10 Students Assessment (for students who read independently)-(to be printed in a booklet form) Page’s 11 – 23 This booklet is intended for pre-assessing reading informational standards RI5,6 and 7 at the beginning of the second quarter. 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 Student scores can be recorded on the Class Learning Progressions Checklists. Each correct response is one point. If students do not read the story independently write LC (listening comprehension) by their name. Printing Instructions… Decide on the primary way to use this booklet, then choose one of the following ways to print this material. You can just print this entire 20 pages – then divide it into the two sections to use. This would print each student page as an 8 ½ X 11 page. OR… You might do the following by sending them to your Print Shop: Print Shop instructions… Print pages 11 – 23 in a Small Student Booklet format. Set print driver properties to - - Original size 8 ½ x 11 Paper size = 11x17 Print type = Small Student Booklet

3 Directions for Pre-Assessment
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. Not 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 Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. When Scoring.... (Class Learning Progressions Checklists) When students have finished the entire pre-assessment mark each selected response question as correct or incorrect. When students have completed the constructed response score ONLY with a number from 0 – 3. Write and Revise Scoring... (Please Read Page 4). A special section for Write and Revise selected response questions have been added to the second quarter pre-assessment. Please read page 4. You may enter Write and Revise scores on Quarter Two’s Class Assessment Summary Sheet. Write and Revise is NOT on the Class Learning Progressions Checklists. DO NOT write recommendations for the student about why a score was incorrect in their test booklet. It is important for students to reflect on their own answers after the tests are scored on the reflection sheet (last page of student booklet). Student Self-Check Written in “I Can...” Return the scored booklets to the students. On the selected response questions students color happy faces green if their answers were correct or red if they were not correct. Students color the number square blue that shows their constructed response points. The last page in the student booklet is a reflection page. This last page activity is invaluable for understanding how to differentiate student instructional needs. Present ONE specific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: What did you not understand about the question? Underline words you did not understand. Rewrite the question to what you think it is asking

4 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 two includes the three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text. Quarter 2 Students “Read to Write” integrating basic writing and language revision skills. Write and Revised Assessed Categories for Quarter Two Writing: Write and Revise (revision of short text) Language: Language and Vocabulary Use (accurate use of words and phrases) Language: Edit and Clarify (accurate use of grammar, mechanics and syntax) Quarter 3 Students write expanded constructed responses and move toward “Full Compositions.” Quarter 4 Students respond to a prompt requiring integrative research as part of a “Performance Task” evidenced by a full composition, speech or visual display.

5 Quarter Two Pre-Assessment Reading Informational Text Learning Progressions with Adjustment Points (in purple). RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.  Questions for Standard RL.2.5 • What does the caption under the picture tell the reader? • What clue does the heading give the reader about the next section of the text? • Why are some words in bold print? • Why did the author include a glossary? • Find the word _____ in the glossary. What does the word mean? • Look in the index. On what page can more information about___ be found? Teacher Hints: This is the first time captions, bold print, subheadings and indexes are addressed. Teach lesson in parts. Goal: 1. Use text features to locate information (captions, subheadings). 2. Use glossaries to locate information (bold print). 3. Use indexes to locate information. 4. Use electronic menus and icons to locate information. Links: Teaching Grade 2 Text Structure with Fire Trucks on the Move - Super!! Discover the Planets Printable for Magic School bus Smart Exchange Use an Index and Glossary Planet Printables with Many Subheads and Captions Interactive Resources Index and Table of Contents Mini-Lesson Worksheet Grade 2 Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK – 2 APn Standard Path to DOK 2 Informational Text Learning Progressions Recalls or recognizes key facts or information in a text with various text features (read and discussed in class). Define and understand Standard Academic Language: captions, headings, subheadings, bold print, glossaries, indexes, table of contents, electronic menus, icons, locate efficient, key facts and text features. Uses correct text feature words when referring (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus or icons). Answer who, what, when, where or how questions about key facts or information in a text using text features as evidence (new text read but not discussed in class). Concept Development Understands that text features are a source to locate information efficiently. Locates text features to provide sufficient evidence for a purpose (to support a conclusion, answer a question, etc…). RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.  Questions for Standard RL.2.6 What question does the author want to answer in the article? What information from the article supports your answer? What is the author’s purpose? What information from the article supports your answer? What process does the author want to explain? What information from the article supports your answer? What does the author want to describe? What information from the article supports your answer? Teacher Hints: This standard defines author’s purpose as what the author wants to answer, explain or describe. Goal: 1. Identify the main purpose of a text. Links: How do I know what the author wants to answer, explain, or describe Author’s purpose Main purpose Interactive Practice Identifying Author's Purpose Author's Purpose Lesson Author's Purpose Interactive Game Grade 2 Path to DOK - 1 Path to DOK - 2 Path to DOK - 3 End Goal DOK Guide  DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - ANp DOK 3 - Cu DOK 3 - Cv DOK 3 - APx Standard Path to DOK 2,3 Informational Text Learning Progressions Retells parts of a text that answer, explain or describe specific information about a topic (read and discussed in class). Define and understand Standard Academic Language: main purpose, author’s purpose, answer, explains and describe. Answer who, what, when, where or how questions that answer, explain or describe (read and discussed in class). Concept Development Understands that authors write text to answer, explain or describe information. Identify main ideas or makes accurate generalizations about a topic based on author’s evidence. Locate information to support a purpose (answer a question, explain or describe) in a new text. Categorize facts in a text that the author explain, describes or answers on a graphic organizer. Connects ideas (more than one) within a text that explain or answer a question. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Identifies a main purpose in a new text (not read or discussed in class) using specific statements about what the author wants to answer, explain or describe. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.  Questions for Standard RL.2.7 How does the diagram help the reader understand ____? Use examples from the diagram and the text to support your answer. Teacher Hints: This is the first time the word images are used. Previous grades used the term illustrations. It is also the first time diagrams are addressed. Goal: 1. Explain how images clarify text. Links: Teaching about Electricity (logs of diagrams) Amazing Article Teaching with Venn for Critical Thinking Teaching about Clouds (has many visuals) Using a Dinner Diagram Unit Lesson Using a Venn Diagram Lesson Plan Venn Diagram Grade 2 Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - Ka DOK 1 - c DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard Path to DOK 2 Informational Text Learning Progressions Recall or recognize specific images in a visual representation from a text read and discussed in class. Define and understand Standard Academic Language: Specific, explain, images, (e.g. diagram, chart, etc..), contributes and clarify. Uses correct words when referring to visual images (diagrams, charts, tables, etc...). Answers questions that require referring to visual images in a new text). Concept Development Understands that visual images can help contribute or clarify a text. Locate the accurate visual representations that contribute to and clarify a text. Interpret information from a visual representation in order to answer clarifying questions about a text. Note: Adjustment points (in purple) are duplicated by each question. The Adjustment points are rephrased as “I Can…” statements on the “Happy Face Page.”

6 Class Learning Progressions Checklist (for pre-assessments)
Scoring Directions: For students who read independently, record student pre-assessment selected response scores on Class Learning Progressions Checklists (below) for instructional adjustments. Students who do not read independently should have LC written by their name to indicate the story was read to them. The second quarter CFA score can be recorded in the last column as a comprehensive score. Class Learning Progressions Checklist (for pre-assessments) RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.  Questions for Standard RL.2.7 How does the diagram help the reader understand ____? Use examples from the diagram and the text to support your answer. Teacher Hints: This is the first time the word images are used. Previous grades used the term illustrations. It is also the first time diagrams are addressed. Goal: 1. Explain how images clarify text. Links: Teaching about Electricity (logs of diagrams) Amazing Article Teaching with Venn for Critical Thinking Teaching about Clouds (has many visuals) Using a Dinner Diagram Unit Lesson Using a Venn Diagram Lesson Plan Venn Diagram Grade 2 Path to DOK - 1 Path to DOK - 2 End Goal DOK Guide  DOK 1 - Ka DOK 1 - c DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard Path to DOK 2 Informational Text Learning Progressions Recall or recognize specific images in a visual representation from a text read and discussed in class. Define and understand Standard Academic Language: Specific, explain, images, (e.g. diagram, chart, etc..), contributes and clarify. Uses correct words when referring to visual images (diagrams, charts, tables, etc...). Answers questions that require referring to visual images in a new text). Concept Development Understands that visual images can help contribute or clarify a text. Locate the accurate visual representations that contribute to and clarify a text. Interpret information from a visual representation in order to answer clarifying questions about a text. Assessment Summary Sheet (for Quarter 1 Pre-Assessment and CFA)

7 3 2 1  SBAC Reading Assessment Constructed Response General Template
The response: gives essential elements of a complete interpretation of the prompt addresses many aspects of the task and provides sufficient relevant evidence to support development is focused and organized, consistently addressing the purpose, audience, and task includes sentences of varied length and structure 2 gives some of the elements of an interpretation of the prompt addresses some aspects of the task and provides some evidence to support development has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task. includes sentences of somewhat varied length and structure 1 gives minimal elements of an interpretation of the prompt addresses few aspects of the task and provides little relevant evidence to support development. lacks focus and organization and generally does not address the purpose, audience, and task. includes sentences with little variety in length and structure The response does not meet any of the criteria. Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

8 Quarter 2 Pre-Assessment Constructed Response Answer Key
Describe the different stages in the life cycle of a plant. Use details from the text and illustration. RI.2.6 Scoring [Notes “Teacher and Rubric Language”] Essential elements: Students should focus on the prompt – different stages in the life cycle of a plant. Students should include details from both the text and the illustration. Aspects/relevant evidence: Evidence of understanding the prompt would include the specific details of a plant’s life cycle written in a sequential order. Details from the text may include beginning the life cycle as a seed, waiting for water and sun, then (mid-cycle but student doesn’t have to say mid-cycle), the plant begins to sprout and pushes out a seed, leaves and stems grow and finally the plant becomes an adult plant with flowers or fruit. Evidence from the illustration should include words from the Plant Cycle Illustration captions. These may or may not be also evident in text. Organization: Events should be sequenced. Sentences should be varied and structured according to need. 3 Sample Response “Student Language” Evidence of illustration and text – complex understanding of topic is evident in sentences and sequence. Plants have many stages during their life cycle. Each kind of plant has its own life cycle. When a seed falls to the ground (or is planted) it begins its life cycle. The seed waits for warmth and water. The water and sun help it to grow. Growing seeds sprout up through the dirt and into the air. They have stems that grow taller and leaves appear. Toward the end of a plant’s life cycle the plant becomes an adult and produces flowers or fruit. The fruit seeds inside become the beginning of another plant’s life cycle. 2 Sample Response Some evidence of understanding although illustration is not apparent. Sentences are very simple, but there is sequence. A life cycle is the beginning, middle and ending of a plants life. At first there is a seed. It gets water and sun and then it can grow. Then it grows leaves and gets tall. When it is big it makes flowers and fruit. 1 Sample Response Very little evidence of understanding the sequence of a plant cycle or textual details. Plants grow tall. I like plant fruit. Seeds make flowers and plants grow with water. Sample Response (Student writing has little or nothing to do with the question.) I can grow corn and fruit in my garden. toward RI DOK-3 APx Identifies a main purpose in a new text using specific statements about what the author wants to answer, explain or describe.

9 Quarter 2 Pre-Assessment Constructed Response Answer Key
12. Number each box from 1 – 4, to show what happens first, next, then and last in the life cycle of a plant. RI.2.7 Scoring [Notes:] This constructed response is in a different format – very much like technology enhanced responses that may be seen on our future assessments. It is still a constructed response however because of the amount of text, the sequential order and the understanding of the topic (more complexity of thought than a selected response). Students with all numbers correct receive a score of 3. Students with three numbers correct receive a score of 2 Students with one or two numbers correct receive a score of 1. Students with no numbers correct receive a score of 0. When they have what they need, they start to grow. A tiny little sprout will push out of each seed. The sprouts stretch up until they poke through the dirt and into the air. 2 Sometimes seeds wait in the ground until they can get the things they need. They wait for warmth from the sun. 1 The adult plants grow flowers. The flowers of many plants make fruit. The fruit has seeds inside it so more new plants can grow. 4 The plants continue to grow when they get sunshine and water. The stems grow taller and leaves unfold. More leaves and stems grow on the main stems. 3 toward RI.2.7 DOK-2 APn Interpret information from a visual representation in order to answer clarifying questions about a text.

10 Quarter 2 Pre-Assessment Selected Response Answer Key
Question 1 How do plants begin their life cycle? RI.2.5 B Question 2 What does a seed need to grow? RI.2.5 A Question 3 Why is this a good title for the text? RI.2.5 D Question 4 Which sentence explains what seeds do when they begin to grow? Ri.2.6 Question 5 Which sentence best describes a life cycle? RI.2.6 Question 6 Which sentence best explains the author’s purpose for writing the text? RI.2.6 Question 7 Look at the Plant Cycle Illustration. Why does a plant make fruit? RI.2.7 Question 8 Which sentence in the Plant Cycle Illustration explains what happens when plants get what they need to grow? RI.2.7 C Question 9 What can the Plant Cycle Illustration best help the reader to understand? Question 10 Which sentence in the Plant Cycle Illustration refers to a parent plant? Question Constructed Response RI.2.6 Question Constructed Response RI.2.7 Write and Revise Question 13 Read the paragraph below. Which sentence could be added to the paragraph? W.2 Question 14 A tiny little sprout will push out of each seed. (Write and Revise L.6) Which word could be used to replace sprout? Question 15 Read the letter below. Where should a comma be placed in the letter? (Write and Revise L.2.b)

11 Pre-Evaluación para el 2do Cuarto. Texto Informativo de Lectura
Grado Pre-Evaluación para el 2do Cuarto. Texto Informativo de Lectura Nombre __________________

12 Ilustración del ciclo de vida de la planta
Ciclo de vida de las plantas  1. Cada ser vivo atraviesa cambios. Los seres vivos pasan por diferentes etapas. Luego llegan al final de su ciclo de vida y mueren. Hay muchos tipos de plantas. Cada planta tiene su propio ciclo de vida. 2. Muchas plantas empiezan su ciclo de vida como semillas. La semillas necesitan de ciertos elementos para poder crecer. A veces, las semillas esperan en el suelo hasta conseguir lo que necesitan. Ellas esperan el calor del sol; ellas también esperan por agua. Cuando las semillas obtienen lo que necesitan, ellas empiezan a crecer. Un brote diminuto saldrá de cada semilla. Los brotes se estiran hacia arriba hasta que salen a través del suelo alcanzando el aire y la luz del sol. 3. Las plantas continúan creciendo cuando tienen agua y luz solar. Los tallos crecen más altos y las hojas se despliegan. Más hojas y ramas crecen del tallo principal. Las plantas adultas producen flores. Las flores de muchas plantas dan frutos. La fruta tiene semillas en su interior, por lo tanto nuevas plantas pueden crecer de ellas. 4. Las plantas nuevas se parecen a sus plantas madres. Las semillas de una planta madre crecerá como el mismo tipo de planta que su planta madre. Cuando una semilla empieza a crecer, es el comienzo de un nuevo ciclo de vida para otra planta. 1. Una semilla cae al suelo. 2. El agua y los rayos solares la ayudan a crecer. 3. Le crecen tallos y hojas. 4. Crea frutos, así nuevas plantas pueden crecer. Ilustración del ciclo de vida de la planta

13 1 2 Nombre ______________ ¿Cómo empiezan las plantas su ciclo de vida?
como una raíz como una semilla con agua con el sol toward RI DOK-1 Cf Responden las preguntas quién, qué, cuándo, dónde o cómo, sobre datos clave y la información del texto utilizando las características del texto como prueba. 1 ¿Qué necesita una planta para crecer? agua y luz solar comida tallos y hojas plantas toward RI DOK-1 Cl Buscan las características del texto para proporcionar de suficiente evidencia para un objetivo. 2

14 ¿Por qué, “El ciclo de la vida de la planta,” es un buen título para el texto?
Las manzanas son buenas. Necesitamos aprender sobre las plantas. Las plantas tienen tallos y hojas. El texto es sobre el ciclo de vida de las plantas. toward RI DOK-1 Cl Buscan las características del texto para proporcionar de suficiente evidencia para un objetivo. 3 ¿Qué oración explica lo que las semillas hacen cuando empiezan a crecer? Hay muchos tipos de plantas. Un pequeño brote saldrá de cada semilla. Las semillas necesitan de ciertos elementos o ellas no crecerán. Cada tipo de planta tiene su propio ciclo de vida. toward RI DOK-1 Cf Responden las preguntas quién, qué, cuándo, dónde que contestan, explican, o describen. 4

15 5 6 ¿Qué oración describe mejor el ciclo de vida?
Las plantas necesitan ciertas cosas. Las plantas esperan el calor del sol. Al final del ciclo de vida de la planta, la planta muere. D. Los seres vivos pasan por diferentes etapas. toward RI.2.6 DOK-2 Cl Buscan información para apoyar a un propósito (responder una pregunta, explicar o describir) en un texto nuevo. 5 ¿Qué oración explica mejor el propósito del autor para escribir este texto? El autor quiere que el lector entienda las diferentes etapas del ciclo de vida de la planta. El autor quiere que el lector entienda lo que las plantas necesitan para crecer. El propósito de este texto es aprender cómo cultivar plantas. El texto explica cómo los tallos y las hojas de una planta se hacen más altos. toward RI DOK-3 APx Identifican un objetivo principal en un texto nuevo usando enunciados específicos acerca de lo que el autor quiere contestar, explicar o describir. 6

16 Mira la ilustración del ciclo de la plata
Mira la ilustración del ciclo de la plata. ¿Por qué una planta da frutos? En la última parte de la ilustración. La planta da frutos para que más semillas puedan crecer. Una semilla cae al suelo. Las personas disfrutan comiendo la fruta. toward RI.2.7 DOK-1 Cf Responden preguntas que requieren referirse a imágenes visuales. 7 8. ¿Qué oración de la ilustración del ciclo de la planta explica lo que sucede cuando las plantas obtienen lo que necesitan para crecer? Una semilla cae al suelo. Agua y luz solar las ayudan a crecer. A las plantas les crecen tallos y hojas. Las plantas dan frutos para que más plantas puedan crecer. toward RI.2.7 DOK-2 Cl Buscan las representaciones visuales precisas que contribuyen a clarificar un texto. 8

17 ¿Qué puede hacer la Ilustración del ciclo de la planta para ayudar al lector a entender mejor.
Explica lo que sucede en cada etapa del ciclo de vida de la planta. Las plantas tienen ciclos de vida. Las plantas continúan creciendo mientras tengan luz solar y agua. La ilustración explica que las plantas dan frutos. toward RI.2.7 DOK-2 APn Interpretan información de una representación visual con el fin de responder y clarificar preguntas sobre el texto. 9 Basado en el párrafo 4, ¿qué ilustración del ciclo de vida de la planta se refiere a la planta madre? La ilustración número 1 La ilustración número 2 La ilustración número 3 La ilustración número 4 toward RI.2.7 DOK-2 APn Interpretan información de una representación visual con el fin de responder y clarificar preguntas sobre el texto. 10

18 Describe las diferentes etapas del ciclo de vida de la planta
Describe las diferentes etapas del ciclo de vida de la planta. Usa detalles del texto y la ilustración para elaborar tu respuesta. RI.2.6 12. Enumera cada caja del 1 – 4, para mostrar que pasa primero, después, luego y al final del ciclo de vida de la planta. RI.2.7 Cuando ellas obtienen lo que necesitan, ellas empiezan a crecer. Un brote diminuto saldrá de cada semilla. Los brotes crecen hacia arriba hasta que salen a través del suelo alcanzando el aire. ______ A veces, las semillas esperan en el suelo hasta conseguir las cosas que necesitan. Ellas esperan el calor del sol. Las plantas adultas producen flores. Las flores de muchas plantas dan frutos. La fruta tiene semillas en su interior, por lo tanto nuevas plantas pueden crecer. Las plantas continúan creciendo cuando tienen agua y luz solar. Los tallos crecen más altos y las hojas se despliegan. Más hojas y ramas crecen en el tallo principal.

19 13. Lee el párrafo siguiente.(Escribir y revisar W.2)
Los seres vivos pasan por diferentes etapas. Luego llegan al final de su ciclo de vida y mueren. Hay muchos tipos de plantas. Cada planta tiene su propio ciclo de vida. ¿Qué oración se podría agregar al párrafo? Las plantas tienen muchas hojas. Las diferentes etapas son parte del ciclo de la vida. Las personas son seres vivos. Las semillas se pueden convertir en árboles. 14. Un brote diminuto se estira de cada semilla. (Escribir y revisar_______) ¿Qué palabra podría remplazar se estira? brinca gatea achiquita crece

20 15. Lee la carta siguiente. (Escribir y revisar____)
Querido Sr. Carter: Gracias por venir a nuestra escuela y mostrarnos cómo crecen las plantas. ¡Fue muy divertido plantar semillas con usted! Su amigo Tommy ¿Dónde se debe colocar una coma en esta carta? A. después de Tommy B. después de amigo C. antes de amigo D. antes de Tommy

21 ¡Cierra tus libros y espera por instrucciones!
PARA ¡Cierra tus libros y espera por instrucciones!

22 Nombre _________________ Colorea la carita feliz de verde si tu respuesta fue correcta, o roja si tu respuesta fue incorrecta. 11 Colorea tu puntaje de azul. Estándar RI.2.5 Conocen y usan varias características de un texto (ej.., subtítulos, negritas, subtítulos, glosarios, índices, menús electrónicos, íconos) para localizar para localizar eficientemente datos clave o información en un texto. DOK 1 - Cf Puedo responder preguntas quién, qué, cuándo, dónde o cómo sobre hechos clave. DOK 2 - Cl Puedo usar las características del texto para localizar información. DOK 2 - Cl Puedo usar las características para proporcionar de suficiente evidencia para un objetivo. 1 2 3 Describen las diferentes etapas del ciclo de vida de una planta. Usan detalles del texto y la ilustración. RI.2.6 2 3 1 12 Colorea tu puntaje de azul. 1 2 3 Enumeran cada cuadro 1-4, para mostrar lo que sucede primero, después, luego y último en el ciclo de vida de una planta. RI.2.7 Estándar RI.2.6Identifican el objetivo principal de un texto, incluyendo lo que el autor quiere contestar, explicar o describir. DOK 1 - Cf Puedo responder preguntas quién, qué, cuándo, dónde o cómo para explicar o describir. DOK 2 – Cl Puedo localizar información para apoyar mi respuesta. DOK 3 – APx Puedo identificar lo que el autor está explicando o describiendo. 4 5 6 Estándar RI.2.7 Explican cómo las imágenes específicas (por ejemplo: un diagrama que muestra cómo funciona una máquina) contribuyen a aclarar un texto. DOK 1 - Cf Puedo responder a las preguntas observando las imágenes. DOK 2 - Cl Puedo conectar los dibujos con hechos del texto o ideas. DOK 2 - APn Puedo usar imágenes para responder preguntas sobre el texto DOK 2 - APn Puedo utilizar imágenes para responder preguntas sobre un texto. 7 8 9 10 Write and Revise Redactan y revisan las preguntas que son componentes de preparación de una respuesta construida. W.2 Lee el párrafo. ¿Qué oración podría añadirse al párrafo? L.6 ¿Qué palabra podría usarse para reemplazar se estira? L.2b Lee la carta. ¿Dónde se debe colocar una coma en la carta? 13 14 15 Quarter Two Pre-Assessment Informational Text – Important Adjustment Points

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