­­­­­­­­­­­­­Arizona’s Common Core Standards

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­­­­­­­­­­­­­Arizona’s Common Core Standards
English Language Arts/Literacy
Sample Passages & Items

6th8th Grade







Arizona Department of Education
Accountability and Assessment

DRAFT


November 2012 Publication

Passage: A Second Chance for Chance


Lexile: 990 Complexity: Readily Accessible

The materials contained herein are intended for use by Arizona teachers; however, permission is hereby granted to teachers and non-profit organizations/institutions to reproduce these materials for their own or classroom use, provided copyright notices are retained as they appear in the publication. For profit use is strictly prohibited.



Notes:

  • This reading activity was designed to demonstrate for teachers how they can utilize the reading materials they currently use to develop more rigorous assignments, discussions, and assessment items.

  • Blue, underlined words/phrases in the passage indicate where further investigation using the internet is recommended in order to answer additional source questions.
  • Light blue highlighted squares in the table indicate questions for which a student “think-through” has been included. The think-throughs provide an example of how a student may process the question in order to determine the correct answer.


  • This reading activity serves to help form a bridge between AIMS and PARCC type questions. An example of this is the two-part, or evidence-based, question, which is NOT indicative of an AIMS question. Part A of an evidence-based question resembles the types of questions students might encounter on AIMS, but Part B takes things a step further and requires students to provide evidence from the passage to support their answer in Part A. Evidence-based questions will be included on the new PARCC assessment.

  • An answer key is provided, although several questions have multiple correct answers. In addition, some of the questions involve research and will result in a project or presentation by the student.

  • Although each activity/discussion starter/routine writing/assessment item is aligned with one or more Arizona’s Common Core Standards (ACCS), it could align with other strands as well, depending upon how it is used.

  • Rather than dictate how teachers should use these materials, questions are organized by DOK level. Teachers can choose to use the questions to:

    • Generate routine writing assignments.

    • Promote rich, text-dependent discussions.

    • Demonstrate student understanding through formative assessments.

    • Participate in ACCS based activities.

We appreciate teacher feedback as we move forward with the development of ELA/literacy resources. Our goal is to provide materials that will help Arizona students be successful both with AIMS and with the new PARCC assessment. Please submit your feedback to Assessment at assess@azed.gov.

A Second Chance for “Chance”

Hurricane Survivor Makes Valley His New Home
A Hurricane Katrina survivor, 4-month-old Chance was rescued after almost three weeks of fending for himself on the flooded streets of New Orleans, Louisiana. Chance was a little black-and-white pup with a spot right in the center of his head. He was already at a disadvantage because he was not rescued from a home. He was a homeless stray with no collar or dog tags. When he arrived at the Arizona Humane Society (a shelter for animals) with the first deployment of Katrina animals on September 18, 2005, the AHS veterinarians decided that Chance needed to spend some time at the AHS Second Chance Hospital™.

He was terribly thin because he had not eaten in weeks. He had both hookworm1 and ringworm2. But the Second Chance staff took great care of Chance, who actually was named after the hospital. Soon he was ready to go to a foster home to continue his recovery.

Chance’s foster family quickly discovered how entertaining he could be! Sometimes he would put his nose to the ground and, like a vacuum cleaner, gather every single squeaky toy in the house into his mouth… all squeaking at the same time! Other times, he would play in the backyard for hours chasing and barking at his own shadow; he just couldn’t seem to figure out why his shadow’s tail was always wagging! It was impossible not to fall in love with this silly prankster!

We are happy to report that Chance’s foster parents could not resist his charms. He has become a permanent part of the family. These days, he is spending his time trying to convince his doggie sisters Caty and Chypsy that chewing on their ears is something they will learn to love. What his family loves most about him is when, at the end of the day, he is all tuckered out, he comes over and plops his big head right in their laps and lets out a long, contented sigh. He knows he’s finally home. Chance’s new family members all agree. “We are so glad we took a chance on ‘Chance’!”


Reprinted with permission from Arizona Humane Society News Volume VII, Number 1, Spring 2006.

About the Arizona Humane Society

- Committed to building healthy relationships between people and animals -
The Arizona Humane Society is the state’s largest nonprofit animal welfare and protection agency. In 2005, the AHS took in more than 43,000 unwanted, sick, abused, or injured animals. The agency is supported solely by donations and does not receive any government funding. The mission of the AHS is to build healthy relationships between people and animals.
For more information about the Arizona Humane Society, go to www.azhumane.org.




Depth of Knowledge

DOK1

DOK2

DOK3

DOK4

6, 7, 8.RI.1

Reading

6, 7, 8 – S1C6P.O.1

6, 7, 8 – S3C1P.O.5

Part A - What ailment did Chance have that was contagious? Text dependent

Part B - Find and copy the sentence from the text that supports your answer. Text dependent



6, 7, 8.RI.1

Reading


6 – S3C1P.O.9

How might Chance’s experience have been different if he had been rescued from a home?




6RI.7

Reading


6, 7, 8 – S3C2P.O.3

What other animal problems occurred because of Hurricane Katrina? Text dependent – additional resource




6, 7RI.7

Reading


6, 7, 8 – S3C1P.O.6

Compare/contrast the aftereffects of Hurricane Katrina on domesticated animals versus the wild animals. Text dependent – additional resource






6, 7, 8.RI.1

Reading


6, 7, 8 – S3C1P.O.1

Part A - Based on the text, was there evidence to support the claim that Chance had negative long-term effects after the hurricane? Text dependent

Part B - Find and copy the sentence from the text that supports your answer.


6, 7, 8.RI.8

Reading


6, 7, 8 – S3C1P.O.6

What percentage of the 43,000 animals that the Arizona Humane Society accepted in 2005 was from Louisiana? Text dependent – additional resource




6, 7, 8.W.3

Writing


6, 7, 8 – S3C1P.O.1

Write a story about a pet/animal that pulled a prank. Did the prank turn out the way the prankster wanted?





6, 7, 8.RI.4

Reading


S1C6P.O.7

In paragraph 4 the author states that Chance lets out a long, contented sigh. Based on evidence in the text, what makes Chance content?

Text dependent


6, 7, 8.RI.1

Writing


6, 7, 8 – S1C6P.O.5

Research pet care. What other things make a pet content? Text dependent – additional resource




6, 7.RI.7

Writing


6, 7, 8 – S3C6P.O.2,

S3C2P.O.3

Research the steps three different states take to help reunite pets with their owners. How are they the same/different? Text dependent – additional resource


6L.1

Writing


6, 7, 8 – S2C6P.O.12c

Identify two pronouns used in the first sentence of paragraph 4. Text dependent




6L.1

Writing


6, 7, 8 – S2C6P.O.12c

The pronouns replace which nouns in this sentence from the passage: “We are happy to report that Chance’s foster parents could not resist his charms.” Text dependent



6, 7, 8.RI.1

Reading


6, 7, 8 – S1C6P.O.5

List three other things that could have happened to Chance if he hadn’t been taken to the AHS.




6, 7, 8.W.2, 6, 7, 8.W.4, 6, 7, 8.W.5, 6, 7, 8.W.6

6, 7, 8 – S3C4P.O.1

Create a poster sharing Chance’s story, to raise money to benefit the Arizona Human Society. Text dependent

Think-Through Example







6, 7, 8.L.4b,c

Reading


6, 7, 8 – S1C4P.O.1&2

Analyze the word deployment, as it is used in the passage.


What does the word mean? How does the suffix –ment affect the meaning? Text dependent

Think-Through Example




6, 7, 8.L.4

Reading


6, 7, 8 – S1C4P.O.1&2

Determine another word with the same suffix as deployment. Use the word correctly in a sentence.










6RI.3

Reading


6, 7, 8 – S3C1P.O.1

Part A - Did Chance change over time?

Text dependent

Part B - Find and copy the sentence from the text that supports your answer.




6RI.5

Reading


S3C1P.O.2

Where would this sentence best fit? Explain why. Rescuers were unsure whether the dog had ever had identification or if the identification had been lost during the hurricane. Text dependent

Think-Through Example









6,7, 8.RI.4

Reading


6, 7, 8 – S1C4P.O.3

Based on how the word charms is used in paragraph 4, write a sentence using the word in the same context.

Text dependent


6, 7, 8 – S1C6P.O.1

What might happen if Chance’s original owner was found and wanted him back?







Answer Key

DOK 1

6RI.1

Reading


6, 7, 8 – S1C6P.O.1

6, 7, 8 – S3C1P.O.5

Part A - What ailment did Chance have that was contagious?


  1. Heartworm

  2. Hookworm

  3. Ringworm

  4. Tapeworm

Part B –

Find and copy the sentence from the text that supports your answer.



ringworm2 - Any of several contagious (can be spread from one to another) fungal diseases of the skin, hair, or nails of humans and domestic animals.



6L.1

Writing

6, 7, 8 – S2C6P.O.12c

Identify two pronouns used in the first sentence of paragraph 4.

We, his




Answer Key

DOK 2

6RI.1

Reading


6 – S3C1P.O.9

How might Chance’s experience have been different if he had been rescued from a home?


There are multiple right answers for this question. One possible answer is that the Arizona Humane Society would have made the attempt to reunite Chance with his Louisiana family.


6RI.1

Reading


6, 7, 8 – S3C1P.O.1

Part A - Based on the text, was there evidence to support the claim that Chance suffered negative long-term effects after the hurricane?


Part B - Find and copy the sentence from the text that supports your answer.

Several sentences support the answer that Chance did not suffer long-term effects:


  1. “Chance’s foster family quickly discovered how entertaining he could be!”

  2. “. . . gather every single squeaky toy in the house into his mouth. . . all squeaking at the same time!”

  3. “. . . and lets out a long, contented sigh.”




6RI.4

Reading


S1C6P.O.7

In paragraph 4 the author states that Chance lets out a long, contented sigh. Based on evidence in the text, what makes Chance content?

The evidence of what makes Chance content:


“He knows he’s finally home.”


6L.1 The pronouns replace which nouns in this sentence from the passage:

Writing


6, 7, 8 – S2C6P.O.12c

We are happy to report that Chance’s foster parents could not resist his charms.”


The pronoun We replaces the implied narrator/author of the text.

The pronoun his replaces the noun Chance.

3,4,5.L.4

Reading


6, 7, 8 – S1C4P.O.1&2
Analyze the word deployment, as it is used in the passage.

What does the word mean?

How does the suffix –ment affect the meaning?
To answer the question I will need to re-read the sentence that includes the word deployment.
“When he arrived at the Arizona Humane Society (a shelter for animals) with the first deployment of Katrina animals on September 18, 2005, the AHS veterinarians decided that Chance needed to spend some time at the AHS Second Chance Hospital™.”
Next, I will learn more about the word by looking deployment up in a dictionary. The word deployment was listed under the word deploy which means to spread out or position according to a plan. The word deploy is a verb, but adding the suffix -ment makes the word a noun. I could replace the word deployment with the word group, and the sentence still makes sense. So, the word deployment means a group that is sent out according to a plan. If I re-read the sentence with that definition in mind, it fits.


6RI.3

Reading

6, 7, 8 – S3C1P.O.1

Part A - Did Chance change over time?

Part B - Find and copy the sentence from the text that supports your answer.
Evidence in the third and fourth paragraphs support that he was a happy and playful dog. It can be inferred that he was happy and playful even before the hurricane as no evidence is stated that he was difficult when he was rescued.


6RI.4

Reading


6, 7, 8 – S1C4P.O.3

Based on how the word charms is used in paragraph 4, write your own sentence using it in a similar way.


The meaning of the word charms in paragraph 4, is based on the following definition:
a quality that attracts or delights
Student sentences that use the word charms in this way would be correct.
Example:

The boy used his many charms to make sure his customers renewed their newspaper subscriptions.




Answer Key

DOK 3

6RI.7

Reading


6, 7, 8 – S3C2P.O.3

What other problems concerning animals occurred because of Hurricane Katrina?

Because this question requires students to draw information from other sources, there are many correct responses.

Some possibilities include:

animals that weren’t rescued, dehydration, food shortage, contamination, sick/injured pets with no veterinarians, and animal habitats.


6RI.8

Reading


6, 7, 8 – S3C1P.O.6

How many of the 43,000 animals that the Arizona Humane Society accepted in 2005 were from Louisiana?



Approximately 600,000 pets were affected by Hurricane Katrina. Students can research or conduct interviews with employees/volunteers of The Arizona Humane Society to determine how many of those pets came to Arizona for treatment and/or adoption.

6RI.1

Writing


6, 7, 8 – S1C6P.O.5

Research pet care. What other things make a pet content?


There are many correct responses to this question, but some possibilities include:

  • Freedom from hunger, thirst, pain, fear, distress, or injury.

  • Comfortable living environment.

  • Receiving affection/attention.

6RI.1

Reading


6, 7, 8 – S1C6P.O.5

List three other things that could have happened to Chance if he hadn’t been taken to the AHS.


There are several logical inferences students could make:

  • Death

  • Become wild (feral)

  • Adopted/cared for by a Louisiana resident

  • Taken to a different care facility




6L.4

Reading

6, 7, 8 – S1C4P.O.1&2

Determine another word with the same suffix as deployment. Use the word correctly in a sentence.

There are many correct responses to this question.

Some possible words to correctly use in a sentence are:


apartment, replacement, movement, commitment, achievement


6RI.5

Reading


S3C1P.O.2

(DOK3) Think-Through

Where would this sentence best fit? Explain why.
Rescuers were unsure whether the dog had ever had identification or if the identification had been lost during the hurricane.
To answer the question, I will have to re-read the passage. Because the sentence mentions rescuers, it would fit best somewhere near the beginning of the passage. A dog’s identification is usually found on its collar. The first paragraph explains how Chance was found with no collar, so the sentence fits best after this sentence:

“He was a homeless stray with no collar or dog tags.”



6RI.1

Reading


6, 7, 8 – S1C6P.O.1

What would happen if Chance’s original owner was found and wanted him back?


Students can infer that the staff at the Arizona Humane Society strives to reunite lost/missing pets with their owners.

If Chance had an owner in Louisiana, and the owner/s were able to track him to Arizona, it is likely that his new owners would give him back to the original owner/s.



Answer Key

DOK 4

6RI.7

Reading


6, 7, 8 – S3C1P.O.6

Compare/contrast the aftereffects of Hurricane Katrina on domesticated animals versus wild animals.


Students will utilize references to determine how Hurricane Katrina affected both domesticated and wild animals, and then compare/contrast their findings.

6W.3

Writing


6, 7, 8 – S3C1P.O.1

Write a story about a pet/animal that pulled a prank. Did the prank turn out the way the prankster wanted?


Teacher will set expectations and create a rubric depending upon where students are in their writing development, and the writing area of concentration. Prankster stories may be read to prepare students.

6RI.7

Writing


6, 7, 8 – S3C6P.O.2, S3C2P.O.3

Research the steps three different states take to help reunite pets with their owners. How are they the same/different?



Teacher and students should develop a rubric based on skills being taught/practiced, as well as the time available for research. Results could be presented as a poster, PPT, bulletin board, blog, etc.

6W.2, 6W.4, 6W.5, 6W.6

6, 7, 8 – S3C4P.O.1



(DOK4) Think-Through
Create a poster sharing Chance’s story, to raise money to benefit the Arizona Human Society.4.5.RI.5

To create a poster, I must re-read the passage to be able to summarize the highlights of Chance’s story and research Hurricane Katrina. (I won’t have much room to display this.) I should get more information about the Arizona Humane Society so that I can display other ways the organization helps animals. I need to sort/categorize the information I gather, and decide how to arrange it logically on my poster. I need to provide an address where people can send their donations. Finally, I need to decide where to put up my poster.



CCSS Checklist (standards addressed with this passage)





Grade 6

Grade 7

Grade 8

L.1

x







L.2










L.3










L.4

x

x

x

L.5










L.6










RI.1

x

x

x

RI.2











RI.3

x







RI.4

x

x

x

RI.5

x







RI.6










RI.7

x

x




RI.8

x

x

x

RI.9










W.1










W.2

x

x


x

W.3

x

x

x

W.4

x

x

x

W.5

x

x

x

W.6

x

x

x

W.7










W.8










W.9










Arizona Academic Content Standards Checklist (standards addressed with this passage)







Grade 6

Grade 7

Grade 8


Reading Process

S1C6PO1

S1C6PO7


S1C6PO5

S1C4PO1


S1C4PO2

S1C4PO3




S1C6PO1

S1C6PO7


S1C6PO5

S1C4PO1


S1C4PO2

S1C4PO3



S1C6PO1

S1C6PO7


S1C6PO5

S1C4PO1


S1C4PO2



Reading Informational Text

S3C1PO1

S3C1PO5


S3C1PO9

S3C2PO3


S3C1PO6

S3C1PO2



S3C1PO1

S3C1PO5


S3C2PO3

S3C1PO6


S3C1PO2


S3C1PO1

S3C1PO5

S3C2PO3

S3C1PO6


S3C1PO2

Writing

S3C1PO1

S2C6PO12C

S3C6PO2

S3C2PO3


S3C4PO1


S3C1PO1

S2C6PO12C

S3C6PO2

S3C2PO3


S3C4PO1


S3C1PO1

S2C6PO12C



S3C6PO2

S3C2PO3


S3C4PO1





1 Any of several types of parasitic worms that attack the lining of the intestines and suck blood from it

2 Any of several contagious (can be spread from one to another) fungal diseases of the skin, hair, or nails of humans and domestic animals. They are ring-shaped, discolored skin patches covered with vesicles and scales




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