6Th Grade English Language Arts Libby’S Graduation by M

Student Name: ______6th Grade English Language Arts Libby’s Graduation By M. G. Merfeld

It was final exam day – for my dog. And I was nervous. It all started a few months ago when my mom and dad made a deal with me. After years of hearing me pester them about our need for a dog, they agreed to get one if I promised to care for it, train it, and love it. “The dog will be your responsibility,” Dad warned, “-and not just when it’s convenient.” Libby, a four-month old yellow Labrador retriever, arrived shortly thereafter. She was a 30-pound ball of fur, claws, and teeth with an uncanny ability to jump, dig, and chew. “I think she is part-kangaroo,” I said as she bounced up and down on her hind legs to greet me. She could also run like a racehorse. Each day after school, I exercised Libby by taking her for long walks or by repeatedly throwing a tennis ball for her to chase down. When it was too wet to play outside, I lobbed an assortment of furry, squeaky toys up and down the stairs for her to retrieve. She never seemed to tire. When Libby was six months old, Dad enrolled her in a puppy training class. I was to accompany them each Saturday for five weeks to learn how to train Libby to behave properly. On the first day of dog school, Libby was as excited as I had ever seen her. She howled and whined and stood on her hind legs when she saw the other dogs in the class. Her tail wagged at about 100 miles an hour as she ran and greeted each of her canine classmates. “If we could harness her tail’s energy,” my dad said, “I think she could generate enough power to light up a small city.” Despite the distraction of having four potential playmates in the room, Libby breezed through her first class because we had already taught her to sit, lie down, and recognize her name. My homework was to reinforce these ideas throughout the week. Weeks 2 and 3 were more difficult. We were tasked with training Libby to avoid jumping on people when she met them and to walk on a leash without tugging ahead. When she was introduced to these concepts in class, she responded the way she usually did: she leapt on every dog owner in the class and pulled me around the room like she was leading a team of Alaskan sled dogs.

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“Dad, she’s not getting it,” I told him a few days later. “She’d rather greet people and lick them to death than stay down and get a treat.” “You have to work with her more,” he told me. “She’ll come around.” When I objected, saying I didn’t have enough time because of baseball practice and homework, my dad gave me his serious look. All he said was, “Remember our deal.” That was enough for me. Our trainer said we were supposed to keep a “smile” in the leash when we walked, meaning there should be some slack between the owner and the dog. My leash was more of a tight-lipped grin. On our training treks down the street to the park, I frequently commanded Libby to “stop and sit” when she forged ahead. Libby would obediently sit and wait; then she would charge ahead. With so many starts and stops, our 15-minute walks stretched to half an hour. I grudgingly missed a trip to the water park with my best friend for week 4, so I was not the happiest owner at the class. But the teacher said it was the most important class of the series because she was going to talk about the commands to “stay” and “come”. “Teaching your dog to come when she is called can save her life,” she said. “If she takes off chasing something into a dangerous area, she has to respond to your call.” She was right. I had seen Libby bold across the street once while chasing a squirrel, and I was glad we lived on a quiet street with little traffic. So I worked extra hard on our homework that week. Now, it was time for her fifth class – her final exam and, hopefully, her graduation. It seemed strange that I was so nervous for Libby’s final test. I wondered what would happen if she failed. Do dogs flunk? When Libby’s turn came, she nailed the sit, lie down, and stay commands. When I told her to stay and I crossed the room, she waited patiently, ignoring the other dogs, tilting her head to one side, and fixing her eyes on mine until I told her to “come.” It was impressive. We made our way through the cones pretty well, too, with only a couple of brief “stops” needed when Libby pulled the leash ahead of me. At the end, the teacher applauded. “I definitely think Libby gets the most improved award,” she announced. I hugged Libby and gave her a jackpot: five sausage treats. “Way to go, Libs,” I said as she licked my cheek. I could smell the sausage all over my face, but I didn’t care. “I’m so proud of you.” My dad put his hand on my shoulder and patted Libby on the head. “I’m proud of both of you.”

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1. Which detail from the text best supports the idea that the narrator is feeling discouraged?

a. The narrator says that Libby is not understanding the training.

b. The narrator says that Libby leaps on other dog owners during class.

c. The narrator is disappointed about missing a trip to the water park with a friend.

d. The narrator hears Libby how and whine when she sees the other dogs in class.

2. Which sentence from the text best summarizes the central idea of the text? a. “It all started a few months ago when my mom and dad made a deal with me.” b. “The dog will be your responsibility,” Dad warned, “- and not just when it’s convenient.” c. “She was a 30-pound ball of fur, claws, and teeth with an uncanny ability to jump, dig, and chew.” d. “But the teacher said it was the most important class of the series because she was going to talk about the commands to ‘stay’ and ‘come’.”

3. First, read the dictionary definition. The, complete the task. (v) 1. To use for a practical purpose Underline the word that most closely matches the definition provided.

On the first day of dog school, Libby was as excited as I had ever seen her. She howled and whined and stood on her hind legs when she saw the other dogs in the class. Her tail wagged at about 100 miles an hour as she ran and greeted each of her canine classmates.

“If we could harness her tail’s energy,” my dad said, “I think she could generate enough power to light up a small city.”

Despite the distraction of having four potential playmates in the room, Libby breezed through her first class because we had already taught her to sit, lie down, and recognize her name. My homework was to reinforce these ideas throughout the week.

4. What inference can be made about the narrator’s feelings about Libby’s successes? Support your answer with details from the text. ______

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______

5. This question has two parts. First, answer part A. Then, answer part B. Part A Read the paragraphs from the text.

I grudgingly missed a trip to the water park with my best friend for week 4, so I was not the happiest owner at the class. But the teacher said it was the most important class of the series because she was going to talk about the commands to “stay” and “come”.

“Teaching your dog to come when she is called can save her life,” she said. “If she takes off chasing something into a dangerous area, she has to respond to your call.”

She was right. I had seen Libby bold across the street once while chasing a squirrel, and I was glad we lived on a quiet street with little traffic. So I worked extra hard on our homework that week. Select the statement that best describes how the relationship between the narrator and Libby develops in the paragraphs. a. The narrator is disappointed about missing the trip to the water park until she realizes the importance of Libby’s lesson. b. The narrator was nervous about missing the trip to the water park with her best friend and later becomes excited to know that Libby is learning an important skill. c. The narrator is unhappy that she is missing the trip to the water park with her best friend, which makes her regret having to take Libby to puppy training class. d. The narrator is angry that she is missing the trip to the water park with her best friend, but realizes she made the agreement with her father to take Libby to puppy training class.

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Part B Which sentences from the text best support your answer in part A? Select three options. a. “I grudgingly missed a trip to the water park with my best friend for week 4, so I was not the happiest owner at the class.” b. “But the teacher said it was the most important class of the series because she was going to talk about the commands to ‘stay’ and ‘come.’” c. “Teaching your dog to come when she is called can save her life,” she said. “If she takes off chasing something into a dangerous area, she has to respond to your call.” d. “She was right. I had seen Libby bold across the street once while chasing a squirrel, and I was glad we lived on a quiet street with little traffic.” e. “So I worked extra hard on our homework that week.”

6. Read the sentences from the text.

Our trainer said we were supposed to keep a “smile” in the leash when we walked, meaning there should be some slack between the owner and the dog. My leash was more of a tight- lipped grin. On our training treks down the street to the park, I frequently commanded Libby to “stop and sit” when she forged ahead. What does the phrase “tight-lipped grin” suggest about the narrator’s comfort level with her dog? Select two choices.

a. The narrator is anxious with her dog.

b. The narrator is confident with how to teach her dog.

c. The narrator is confused about how to lead her dog.

d. The narrator feels a sense of pride in training her dog.

e. The narrator is cautious when holding the leash of her dog.

f. The narrator is excited to begin the important lesson with her dog.

7. Read the sentences from the text and the question that follows.

Libby, a four-month old yellow Labrador retriever, arrived shortly thereafter. She was a 30- pound ball of fur, claws, and teeth with an uncanny ability to jump, dig, and chew.

“I think she is part-kangaroo,” I said as she bounced up and down on her hind legs to greet me.

She could also run like a racehorse. Each day after school, I exercised Libby by taking her for long walks or by repeatedly throwing a tennis ball for her to chase down. When it was too wet to play outside, I lobbed an assortment of furry, squeaky toys up and down the stairs for her to retrieve. She never seemed to tire.

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What do the descriptions “part-kangaroo” and “run like a racehorse” suggest about Libby?

a. She does not behave well.

b. She is playful and attentive.

c. She does not act like a dog.

d. She is energetic and excitable.

8. A student is writing a narrative for class about a speech contest. Read the draft of the narrative and complete the task that follows.

The big day had finally arrived. I had won the local speech contest and had advanced to the regional, representing Madison Middle School. Now it was the state competition. I waited backstage for the host to announce my name. Even though I had practiced much, I was extremely nervous. My heart was thumping, my mouth was dry, and my palms were sweating. “You’re ready for this,” I told myself. Still, picturing and audience of parents, teachers, and classmates made me want to totally disappear.

Patrick, my best friend, reminded me, “You’ll do great. You’re prepared. You’ve come this far.”

I nodded affirmatively. Patrick was right I was ready for this, and besides, I won first place in the earlier contests. Yet, I pictured all eyes on me waiting for me to mess up. My heart was gradually sinking into my stomach.

“You can’t back out now,” I told myself as Mr. Nichols, the host, announced my name and the title of my speech, “My Hero.”

Patrick smiled and gave me a pat on the back. The next thing I knew, I was walking confidently across the stage to the microphone. Taking a deep breath, I greeted the audience and began my speech. I heard my voice, strong and steady. I told myself, “This is great. I feel prepared and have something to share with my audience.”

The time flew past. I delivered my conclusion and said a final “Thank you.” In one paragraph write an ending to the narrative that follows logically from the events or experiences in the narrative. ______

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9. A student wrote a narrative for a creative writing contest. Her teacher suggested that she add a transition sentence to connect the paragraphs below. Read the draft of the narrative and the directions that follow.

On the first day of middle school, Grace marched onto the school bus and slid into an empty seat. She wondered how many more times she would have to ride the bus without her best friend Alex. The noisy bus filled with laughter and the chirping sounds of chatter. The bus driver started the old, tired engine and, with a grumpy tone, told all the students to find a seat. Grace opened her book bag in search of her library book. Unable to locate the book, she sat back in her seat and tried to relax.

Her kindergarten teacher had smiled brightly and sung songs to the class every morning. He had made school exciting and Grace remembered enjoying every minute of her time in the bright, colorful classroom. She thought about meeting Alex at lunch on the first day of kindergarten. They had brought the same type of lunch box and, after a brief introduction, they had decided to swap sandwiches. Select the best sentence to transition between the two paragraphs.

a. Grace began to daydream about her other teachers, friends, and favorite subjects.

b. Grace felt a sense of relief as she thought about all the books she had read.

c. Grace’s mind began to focus on her lunch as her stomach grumbled loudly.

d. Grace’s thoughts slowly led her back to another, happier first day of school.

10. A student is writing a letter to the school principal about summer homework. Read the draft of the letter and complete the task that follows.

Students who attend this school have noticed an increase in the amount of summertime homework over the past few years. Teachers hope that by giving homework over the summer, they will help students retain the information they learned during the school year. Some studies show that students score lower on standardized tests at the end of summer vacation than they score on the same tests at the end of the previous school year. The reality is that unless students are engaged in the learning process, they most likely will not remember all that they have learned.

Nonetheless, students spend many hours doing homework during the school year, and some people feel that students deserve a break from this routine. Many students have other commitments during the summer that prevent them from committing to studying for hours each day. Even students without such commitments look forward to spending time outdoors when the weather is nice. These are strong reasons against assigning summer homework. The student needs to add an introduction that clearly establishes the claim about summer homework. Choose the paragraph that would make the best introduction. a. Some people feel that summertime homework is necessary for students to perform well in school. Research can be found, however, to support both the advantages and disadvantages of summertime homework. Both sides of the issue should be carefully studied before making a decision on the issue.

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b. Students do not get to choose whether or not they want to have homework over the summer. Students should be able to help decide if summertime homework would be beneficial. Teachers and students should work together to decide on the type and amount of summertime homework. c. Currently, at our school, students are assigned summer homework by teachers. As a middle school student, I know the concerns that students have regarding this practice. I firmly believe that teachers should not vie homework to students over the summer. d. Summer assignments should not be worksheets. Sure, students are assigned summer homework by teachers. But reading books would be better than filling in worksheets.

11. A student is writing an article for her school newspaper about the Library of Congress. Read the draft of a paragraph from her article and answer the question that follows.

The Library of Congress is the world’s largest library. It celebrated its 200th birthday in 2000. It has 16 million books, art works, and CDs. The first library was in the Capitol Building in Washington, D.C. British troops burned the Capitol in 1814 and ruined many books. The library was then moved to a new place. The writer wants to replace the underlined phrase to make her meaning more exact. Which word would make her word choice better? a. rearranged b. relocated c. switched d. transported

12. A student is writing an informational report about New York City for a geography class. The student needs to use words that are clear and specific in her report. Read the paragraph from the draft of the report and answer the question that follows.

New York City is often described as a “melting pot.” The term “melting pot” refers to a group of people of different cultures living in the same place. In a melting pot, different customs and traditions “melt” together and become more and more similar to each other. However, some people believe that the idea of a melting pot is not really right. In fact, people of different cultures often live side-by-side while keeping their own customs and traditions. Which set of words best replaces the underlined phrases with more clear and specific language? a. organization, correct b. association, truthful c. community, accurate d. crowd, honest

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13. A student has written an essay for his English class about his life before sixth grade. Read the draft of the essay and complete the task that follows.

Growing up in Chicago, I always felt that one of the best things in life was going to my grandmother’s homested. When I grew sick of the humid weather, I welcomed the trip to her northern Wisconsin farm, where cool breezes blew off Lake Superior. Grandma was a fabulous cook, and she wouldn’t hear of going out for fast food. She always had a home- cooked meal – made from old family recipes featuring secret erbs and spices – waiting for us. We couldn’t wait to get in the door. One thing she always had just for me was pumpkin cake with cream cheese frosting. It didn’t matter what we were eating for dinner, we would have pumpkin cake for dessert. It was my grandma’s way of saying she loved me, and every time I eat pumpkin cake now, I think of that little farm and Grandma and the wonderful times we shared with her there.

Underline the two sentences that contain errors in spelling.

**Note: Items 14-19 are Listening Items administered separately.** 20. A student is writing a report about sleep. Read both sources and the directions that follow.

Source 1: “During Sleep” by Dr. Howard Dell

If you are like some people, you may think that sleep is a process during which the body and brain shut off, but this is not the case. The body goes through a series of stages during which body and brain activity change. Most of these changes are not noticed nor remembered. However, sleep does usually follow a pattern. Muscle activity and breathing slow in the initial stages of sleep. The body’s temperature also decreases. Sometimes during sleep, the heart can begin to beat more quickly, blood pressure can rise, and many muscles experience small movements. These changes often happen during dreams.

Source 2:

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The student took notes about information in the sources. Select two notes that correctly paraphrase, or restate, information from both sources.

a. We dream several times each night.

b. People can be easily awakened from sleep.

c. We do not remember what happens during sleep.

d. People can sleepwalk during a stage of deep sleep.

e. Our bodies and brains continue to work during sleep.

f. During some stages of sleep, our bodies decrease in activity.

21. A student is writing a research report about earthworms. Read the sentences from his report and the directions that follow.

Although native to Europe, earthworms are found underground throughout North America and western Asia. They do not live in deserts or regions where there is frost or permanent snow and ice because the ground is too hard. Typically only a few inches long, earthworms have been known to grow to 14 inches in length. Earthworms’ bodies are made up of ring- like sections called annuli. These sections are covered in setae, or small hairs, which the worm uses to move and dig tunnels. As the earthworm moves through the soil, their tunnels aerate, or add air to, the ground. An earthworm can eat up to one third of its body weight in a day. That would be equal to a 75-pound child eating 25 pounds of food in one day! Which source would most likely give the student more information for the paragraph from his report?

a. www.moreaboutscience.com Purchase our videos about Milo the Earthworm and find out what adventures he has as he burrows through the ground.

b. www.scienceanimalxplorer.com Here I discuss the different animals I find every week in my backyard and which ones are my favorites.

c. www.scienceundertheground.com You walk on top of the ground everyday. Learn about what crawls and burrows in the dirt below you. d. www.sciencemadefun4u.com Keep underground creatures from coming into your home in this exciting game.

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22. A student is writing an argumentative report about the best way to improve the quality of life in her city. She found possible sources for her report. Read the sources and the directions that follow.

Source 1: “Spending Money for the Town” by Ray Butler

According to Mayor Greg Davidson, the city has received a grant of $100,000. This money is to be used to improve the quality of life here. He has received several suggestions. One is that the playgrounds of two parks should be improved. Another is that more trails for hiking and biking should be added. Those additions would help increase exercise. A number of young people have also suggested building a skateboard park.

Source 2: “What Makes People Happy with Their City” by Rosalie Davis

A recent survey of residents of twenty cities showed some interesting findings. Those people who were most happy with life in their towns had several things in common. All of them had activity programs for children. The activities ranged from swimming and soccer to skating and art. Several of them also had drama and music programs. There were also activity programs for adults. Almost all of the towns included volunteer programs for both adults and children. The student wrote down some claims to use in her report. Look at the claims on the table. Decide if the information in Source 1, Source 2, both sources, or neither source supports each claim. Mark the box that appropriately describes each claim. There will be only one box selected for each claim.

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6th Grade English Language Arts Audio Presentation (CAT Items 14 - 16) A Toothy Discovery

Listen to the presentation. Then answer the questions.

In the following presentation, you will hear the speaker discuss a 2013 scientific discovery.

If you think that only scientists make important discoveries, think again. In July, 2013, four children in rural Iowa found something amazing while exploring a nearby creek. When one of the boys, eleven year-old Chase Redburn, tried to pull a stick out of the water, he noticed that a large object moved.

“I saw something flip over so I picked it up and realized it probably wasn’t a rock,” he said. When he showed it to his friends, they all thought they had found a dinosaur tooth. Chase and his friends were half right. A professor from Upper Iowa University confirmed that the children had discovered an ancient tooth but it wasn’t from a dinosaur. The tooth actually belonged to a 20,000 year-old mastodon.

Mastodons were huge and hairy animals with curved tusks. They looked similar to elephants. The professor thinks that there may be even more mastodon bones and teeth in the area.

Since finding the tooth, the children have continued looking for more remains. They haven’t found any more teeth, but they are still happy about what they uncovered. They can’t believe that such an exciting discovery happened right in their back yard.

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6th Grade English Language Arts Audio Presentation (CAT Items 17-19) Before the Wheel

Listen to the presentation. Then answer the questions.

In the following presentation, you will hear a speaker discuss developments that led to the invention of the modern wheel.

Without the wheel, you would have a much harder time going places or moving things. Wheels are all around us and make daily tasks easier. But who invented the wheel? No one knows. All we know is that the wheel wasn’t invented by one person; it developed over a long period of time.

Early on, humans realized they could move a heavy object if they pushed that object over a roller, like a tree truck. As people pushed on the object, the roller would turn beneath it reducing friction and allowing the object to move more easily. Humans later used this idea to invent the sledge. To use it, they would put the heavy object on many sticks so that it could be dragged around.

People continued noticing new ways to improve the process and eventually these two methods were combined. This made moving objects even easier. Finally, the roller developed into a wheel that we would recognize today. These wheels were attached to a platform to create the first cart. Though the exact date of the first wheel is unknown, a stone wheel from about 3,500 BCE was discovered in Mesopotamia and 4,000 years ago, the ancient Egyptians used wheels with spokes to support fancy chariots.

Page | 2 6th Grade ELA CAT – Audio Presentation – Teacher Copy Student Name: ______6th Grade English Language Arts Audio Presentation – A Toothy Discovery

14. What is the most likely purpose of the presentation? a. to explain how scientists identify mastodon teeth b. to show how children contributed to scientific knowledge c. to explain why ancient bones are often mistaken for rocks d. to show why creeks are ideal sources for finding mastodon bones

15. What additional information could be added to the presentation to best help the listener’s understanding of the main idea? a. a description of the habitat where mastodons lived b. a description of the creek where the tooth was found c. the number of mastodon teeth and bones found in Iowa d. an explanation of how the professor became involved in identifying the tooth

16. The following question has two parts. First, answer part A. Then, answer part B. Part A Which conclusion is best supported by the information in the presentation? a. Scientific discoveries about mastodons are often accidental. b. Scientists will begin asking children to help find mastodon bones c. The discovered tooth allowed scientists to determine what the mastodons looked like. d. Scientists conducting a search of the creek area are likely to find more evidence of mastodons. Part B Which detail from the presentation best supports your answer to part A? a. Mastodons were huge and hairy animals with curved tusks. b. The boy discovered the tooth by pulling a stick out of the water. c. Four children discovered the mastodon tooth while exploring a nearby creek. d. The professor thought more mastodon bones and teeth would be found in the area.

Page | 1 6th Grade ELA CAT – Audio Presentation – Student Copy Student Name: ______6th Grade English Language Arts Audio Presentation – Before the Wheel

17. What is the central idea of the presentation? a. The original wheel works much the same way as the wheels used today. b. The wheel was invented because early humans wanted to make tasks easier. c. Many different ideas were experimented with and combined in order to invent the wheel. d. Early humans made several failed attempts to develop a solution for moving heavy objects.

18. The following question has two parts. First, answer part A. Then, answer part B. Part A Which conclusion is best supported by evidence from the presentation? a. The invention of the wheel was a planned discovery, not an accident. b. As civilizations grew over time, humans found they needed better tools. c. Early humans probably shared their tools, supplies, and even their ideas with each other. d. Humans invented the wheel because they valued their possessions and did not want to leave them behind to travel. Part B Which details from the presentation best support your answer in part A? Select three options. a. The inventor of the first wheel is unknown. b. The first wheels were often attached to carts. c. There is evidence of humans using the wheel in specific societies. d. Different groups of people developed different versions of early wheels. e. Humans continued to look for ways they could alter the invention of the wheel. 19. Read the sentence from the presentation and the question that follows. And 4000 years ago, the ancient Egyptians used wheels with spokes to support fancy chariots. How does this sentence influence the listener’s understanding of the presentation? Select three options. a. It shows that humans have been using wheels for a long time. b. It stresses the idea that the wheel was a necessity for many ancient peoples. c. It supports the idea that the wheel was a source of entertainment in ancient times. d. It suggests that as the wheel evolved over time, the number of ways it could be used grew. e. It strengthens the significance of the wheel by providing a specific example of how it was used.

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Smarter Balanced Assessment Consortium:

English/Language Arts CAT Practice Test Scoring Guide Grade 6

09/4/2015

G6_PracticeTest_ScoringGuide_ELA.docx Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will identify text evidenc e to support a given 1 6 1 1 2 RI-1 inference based on the text.

Key: A

Rubric : (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 1 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will summarize key 2 6 1 2 2 RL-2 ideas and events in a text.

Key: B

Rubric : (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 2 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will use resources to determine the correct meaning of an unknown word in 3 6 1 3 2 RL-4, L-4.a a literary text.

Key: harness (selectable distractors are: greeted, generate, breezed, recognize)

Rubric: (1 point) Student selects the correct word.

G6_PracticeTest_ScoringGuide_ELA.docx 3 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will form an inference about a literary text and identify details within the text that support 4 6 1 4 3 RL-6 that inference.

Score Rationale Exe mplar A response:  Gives sufficient evidence of the ability to make a c lear inferenc e/conclusion  Includes specific examples/details that make clear reference to the text  Adequately explains inferenc e/conclusion with clearly relevant information based on the text One inference that could be made about the Responses may include (but are not narrator is that although it was hard work and limited to): a lot of responsibility, it was worth it to see  (inference) They are close. Libby succeed. The narrator worked extra hard  (inference) They both have worked to train Libby to come when she was called so 2 hard. she wouldn't go into the street. The narrator  (inference) The dog has done well in also gave up a trip to the water park so she obedience training school. wouldn't miss a puppy training class. It was all  (inference) ther inferences o worth it in the end because Libby not only supported by the text graduated, but was named most improved.  (support) The narrator uses the word “nailed” to desc ribe how Libby did on the test.  (support) “It was impressive” shows that the narrator is pleased with Libby's accomplishments.  (support) The narrator hugged Libby to show her enthusiasmand pleasure

G6_PracticeTest_ScoringGuide_ELA.docx 4 Grade 6

about Libby's accomplishments.  (support) The narrator gave Libby “the jackpot” of five sausage treats to show her pleasure about Libby's accomplishments.  (support) The narrator says, “Way to go, Libs.”  (support) The narrator says, “I’m so proud of you.” A response:  Gives limited evidenc e of the ability to ma ke a n inf e re nc e /c onc lus io n  Includes vague/limited examples/details that make referenc e One inference is that the narrator is happy 1 to the text about her dog. Libby did a good job in puppy  Explains inference/conclusion with class, she learned to sit and stay. vague/limited information based on the text Responses may include those listed in the 2 point response. A response:  Gives no evidence of the ability to make an inferenc e/conclusion OR  Gives an inference/conclusion but includes no examples or no 0 Libby is a great dog. examples/details that make reference to the text OR  Gives an inference/conclusion but includes no explanation or no relevant information from the text

G6_PracticeTest_ScoringGuide_ELA.docx 5 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will analyze the relationships among characters' actions/interactions 5 6 1 5 3 RL-3 within one text.

G6_PracticeTest_ScoringGuide_ELA.docx 6 Grade 6

Key:

Part A: A

Part B: “I grudgingly missed a trip to the water park with my best friend for week 4, so I was not the happiest owner at the class.”; “She was right. I had seen Libby bolt across the street once while chasing a squirrel, and I was glad we lived on a quiet street with little traffic.”; “So I worked extra hard on our homework that week.”

Rubric: (1 point) Student selects the correct response in Part A and the three correct responses in Part B.

G6_PracticeTest_ScoringGuide_ELA.docx 7 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will interpret the meaning of a figurative phrase used in context and its impac t 6 6 1 7 3 L-5 on meaning and tone.

Key: The narrator is anxious with her dog.; The narrator is cautious when holding the leash of her dog.

Rubric: (1 point) Student selects the two correct responses.

G6_PracticeTest_ScoringGuide_ELA.docx 8 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will analyze the impac t of word choice on reader 7 6 1 7 3 RL-5 interpretation of me a ning or tone.

Key: D

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 9 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 1. (Organization) The student will use information provided in a stimulus to write organized narratives that engage and orient the reader by e. providing closure that follows 8 6 2 1a 3 W-3.b logic ally from the narrative

Score Rationale Exe mplar The response: The audienc e began clapping, rising, and  provides an adequate transition fromthe standing up saying, “Way to go, Eric.” gave “body of the story” to the the audience a final bow and walked ending/conclusion bac kstage, feeling really good about my 2  provides an appropriate ending to the speech. Fromthis experience, I learned that narrative that provides a sense of closure speaking on stage is an opportunity to share and/or follows logic ally from the events my thoughts with an audience. I also learned or experiences in the story that having a good friend and prac ticing

G6_PracticeTest_ScoringGuide_ELA.docx 10 Grade 6

helped me be a better speaker. I was more prepared, sincere, and enthusiastic.

Annotation: This response provides a logic al ending, based on the experienc e as described in the stimulus. This response incorporates a “lesson learned,” which is appropriate and effective although not all “2” responses would include such reflection. The response: I bowed and walked off stage. I know that  provides a limited and/or awkward having a good friend and prac ticing helped transition from the “body of the story” to me be a better speaker. the ending or conclusion  provides a general or partial ending to Annotation: The response offers a limited the narrative about a speech contest that sense of closure (“walking off the stage” is ma y pro v ide a limit e d s e ns e of c lo s ure self-evident, although it does transition from 1 and/or somewhat follow logic ally from the the stimulus). This response attempts to events or experiences in the story reflect on the experience, but the sense of c losure is limited by the generality— “prac tice…worked,” whic h merely repeats an idea from the first paragraph of the stimulus). Note: Other “1” responses may have other rubric strengths/weaknesses but would be overall “limited.” The response: My friend Patrick had told me that I would do • provides a minimal or no transition from a good job. the “body of the story” to the ending/conclusion; or the transition relies Annotation: While the response is not on summary, repetition of details, or illogic al or extraneous (Patric k did tell him he 0 addition of extraneous details would be fine), it does not provide any sense • provides an unclear or incomplete ending of closure. Other types of “0” papers might to the narrative that provides little or no receive the score because the ending is closure and/or does not follow logically illogic al, or bec ause the ending does not flow from or contradicts the events or from the previous paragraph, etc. experiences in the story

G6_PracticeTest_ScoringGuide_ELA.docx 11 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement (Organization) The student will revise narrative texts by identifying/choosing improved narrative elements such as d. Transition strategies to convey sequence, establish pacing, 9 6 2 1b 2 W-3.c signal shifts in time or place

Key: D

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 12 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement (Organization) The student will revise arguments by identifying improved organizational elements such as establishing a 10 6 2 6b 2 W-1.a clear claim.

Key: C

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 13 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will identify and use the best academic or grade-level or below domain- spec ific (but not scientific or social studies) construct-relevant word(s)/phrase to convey the prec ise or intended meaning of a text especially with informational/explanatory 11 6 2 8 1 W- 2.d writing.

Key: B

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 14 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will identify and use W-2d, W-3d, the best word(s)/phrase to 12 6 2 8 2 L-3a, L-6 convey ideas in a text precisely.

Key: C

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 15 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will identify and/or edit for correct spelling of words that are at or two grades below grade level, inc luding frequently 13 6 2 9 1 L-2.b misspelled words.

Key: Growing up in Chicago, I always felt that one of the best things in life was going to my grandmother’s homested.; She always had a home-cooked meal—made from old family recipes featuring secret erbs and spices—waiting for us. (All text is selectable.)

Rubric: (1 point) Student selects the two correct sentences.

G6_PracticeTest_ScoringGuide_ELA.docx 16 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 1. The student will identify, interpret, or analyze the point of view, purpose, central idea, or 14 6 3 4 2 SL-3, SL-2 key points of a presentation.

Key: B

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 17 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 3. The student will analyze a quality (soundness of reasoning, relevanc e or sufficiency of 15 6 3 4 3 SL-3, SL-2 evidence) of a presentation.

Key: D

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 18 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 4. The student will draw and/or support a conclusion based on 16 6 3 4 3 SL-3, SL-2 content in a presentation.

Key:

Part A: D

Part B: The professor thought more mastodon bones and teeth would be found in the area.

Rubric: (1 point) Student selects the correct response in Part A and the correct response in Part B.

G6_PracticeTest_ScoringGuide_ELA.docx 19 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 1. The student will identify, interpret, or analyze the point of view, purpose, central idea, or 17 6 3 4 2 SL-3, SL-2 key points of a presentation.

Key: C

Rubric: (1 point) Student selects the correct response.

G6_PracticeTest_ScoringGuide_ELA.docx 20 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 4. The student will draw and/or support a conclusion based on 18 6 3 4 3 SL-3, SL-2 content in a presentation.

Key:

Part A: B

Part B: There is evidence of humans using the wheel in specific societies.; Different groups of people developed different versions of early wheels.; Humans continued to look for ways they could alter the invention of the wheel.

Rubric: (1 point) Student selects the correct response in Part A and the three correct responses in Part B. 21 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement 2. The student will analyze how information is presented and/or 19 6 3 4 3 SL-3, SL-2 the effects of the delivery.

Key: It shows that humans have been using wheels for a long time.; It suggests that as the wheel evolved over time, the number of ways it could be used grew.; It strengthens the significance of the wheel by providing a specific example of how it was used.

Rubric: (1 point) Student selects the three correct responses.

22 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will analyze information within and among sourc es of information in order to integrate information that is 20 6 4 2 2 W-8 paraphrased.

23 Grade 6

Key: Our bodies and brains continue to work during sleep.; During some stages of sleep, our bodies decrease in activity.

Rubric: (1 point) Student selects the two correct responses.

24 Grade 6

Ite Item: m Gra Clai Targ DO Standa # de m et K rds Evidence Statement The student will use reasoning, evaluation, and evidenc e to assess the credibility of each source in order to selec t relevant information to support 21 6 4 3 2 W-8 researc h.

Key: C

Rubric: (1 point) Student selects the correct response.

25 Grade 6

Item: Item # Grade Claim Target DOK Standards Evidence Statement The student will cite evidence to support analyses, 22 6 4 4 2 W-1b, W-8 arguments, or c ritiques.

Key:

Claim 1 = Source 1

Claim 2 = Neither Source

Claim 3 = Source 2

Claim 4 = Both Sources

Rubric: (1 point) Student matches each Claim to the correct Source.

26 6th Grade ELA - Classroom Activity

Technology of the Future Classroom Activity

The Classroom Activity introduces students to the context of a performance task, so they are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario; and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity is also intended to generate student interest in further exploration of the key idea(s). The Classroom Activity should be easy to implement with clear instructions.

Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be completed in advance.

Throughout the activity it is permissible to pause and ask students if they have any questions.

Resources Needed:

 Chart paper, whiteboard, or chalkboard  Markers or chalk  One piece of paper and a pencil for each group. (Students who need an accommodation may use their preferred tool for writing.)  Some method of displaying ancillary materials¹

Learning Goal:  Students will understand the context of the key concepts related to the topic: o Technology is constantly changing and subject to the wants and needs of humans.

Technology of the Future Classroom Activity [Purpose: The facilitator’s goal is to introduce students to the idea that technology is constantly changing and subject to our needs. This activity will allow students to be active participants as they explore the future of technology.]

Note: The following section can be modified to accommodate various teacher-student interaction types such as a teacher-led discussion with the entire class, a teacher-student discussion for remote locations with a single student, or small groups.

[Divide the students in small groups of two to four students. Give each group a piece of paper and a pencil.]

[Display Figures 1–3. Note: For students who are visually impaired, read the description below the photo. Write and read aloud the following question on the board: “How has each of these three examples of outdated technology changed?”]

Facilitator says: “Technology is constantly changing. Here are three examples of outdated technology:

“The first is the rotary phone, which dates back to the early 1900s. If you wanted to call someone, you had to place your finger in the hole for the appropriate number, rotate the dial clockwise, wait for it to return to the original position, and then go to the next number to repeat all those steps.

“The second image is of a typewriter, which was invented in the 1800s. In order to write out a document, you had to insert paper, line it up correctly, and then begin typing on the keyboard. When you pressed on a key, a little lever with an imprint of that letter or symbol would fly up, hit the ink, and then press that letter or symbol on the paper like a stamp. If you made a mistake, you either had to use whiteout, or start all over by using a blank sheet of paper.

“The final image is of a horse and carriage. The use of horse-drawn carriages was common in the 1800s. In order to travel quickly, you had to harness a horse to the carriage and the animal would then pull the carriage to wherever you needed to go.

“Now that you know how this technology was used, work with your small group to answer the following question on the paper provided: How have each of these three examples of outdated technology changed?”

[Give the students three minutes to discuss and write down their thoughts.]

[After about three minutes, have students share their ideas with the class. Ask the students to share their responses to the question and record them on the board or chart paper under the initial question. This discussion should last about three minutes.]

Possible class discussion answers (unscripted):

 Rotary Phone o Replaced with cell phones o Phones today do not have a cord/are portable o Phones today use touch screen/buttons o Phones are battery powered o Cell phones connect to Internet o Cell phones can use text messaging o Phones today are smaller  Typewriter o Replaced with desktop computers/laptops/tablets o Electricity or batteries are used o There are easier ways to correct errors o Modern devices are smaller and portable  Horse and Carriage o Automobiles, planes, trains are used o No animal is needed o Faster travel time o Easier and safer to travel o More comfortable [Next, write and read aloud the following question on the board: “Why did each of these three examples of outdated technology change?”]

Facilitator says:“All three of these outdated technologies have changed over the years. Take three minutes to work with your group to answer the following question on the paper provided: ‘Why did each of these three examples of outdated technology change?’”

[Give the students three minutes to discuss and to write down their thoughts.]

[After about three minutes, have students share their ideas with the class. Ask the students to share their responses to the question and record them under the initial question. This discussion should last about five minutes.]

Possible class discussion answers (unscripted):

 Rotary Phone o People want to be able to leave their home, but still be in contact. o People want to be able to talk to others without doing it verbally so they use text messages. o Rotary phones took a longer time to dial; push button/touch screen phones are faster to use.  Typewriter o Laptops/tablets are portable and can be used anywhere. o Computers allow for easy correction of mistakes without starting over. o Typewriters can run out of ink, while a computer is always ready to go.  Horse and Carriage o Speed of carriages was limited by the number of horses attached to the carriage, road conditions, and weather; cars, planes, and trains are faster. o Horses are animals and can be unpredictable, so it is safer to have a more predictable machine. o Cars, planes, and trains are more comfortable to ride in for a long time. o Other modes of transportation, such as planes and trains, can get you to your destination faster.

[When the discussion is finished, write and read aloud “The Future?” on the board.] Facilitator says: “If you look at the reasons you have provided, they all fit in roughly the same idea: The evolution of technology is often connected to our wants and needs. We want to be able to reach our friends and family as quickly as possible, so we have cell phones that we can keep right in our pockets. We want an easier way to write out documents clearly, so we have computers, laptops, and tablets. We want to get to places faster and be more comfortable when we travel, so we have automobiles and planes. Remember, also, that technology is constantly changing as we discover easier ways of meeting our needs. With your group, take two minutes to discuss some thoughts on how these outdated technologies will continue to change in the future. What will cell phones, computers, and cars look like in the future? We will share ideas when you are finished.” [After about two minutes, have students meet as a class to share their ideas. Ask the students to share their responses to the question and record them under the initial question. This discussion should last about three minutes.]

Possible class discussion answers (unscripted):

 Cell Phone o Flexible telephones o Wrist telephones  Computers o Computers in contact lenses o Computers that require a gesture or voice command instead of typing  Cars o Self-driving/robotic cars (just program destination and go) o Flying cars Facilitator says: “These are all fantastic ideas! Remember that technology is always a part of human life, no matter how small or technical it may be. Technology is also constantly changing and usually based on our human wants and needs. As technology changes and grows, we are able to discover faster and easier ways of meeting those needs. You are now ready to complete your performance task. Please leave your recorded notes and pencils behind to be collected.”

Ancillary Material Figures 1–3 Rotary Phone

Picture Description: This picture shows a rotary telephone. The center of the phone has a wheel or disk with finger holes that is attached to the phone and rotates to match up the finger holes with the letters and digits of a telephone number. To use the rotary phone, you insert your finger into the hole corresponding to the number you want to dial, then turn the dial clockwise until your finger hits the silver, curved bar, or finger stop. The dial then resets so the next number can be dialed. The hole for number one is nearest to the bar, so dialing this number requires the shortest turn. The zero is farthest from the bar. There is a handset attached to the phone with a cord. The handset rests on the top backside of the phone. The middle of the handset is flat, so it can be held in the hand. The two ends of the handset are round—with one end of the handset for listening and the other for speaking. The telephone weighs a few pounds and has a rectangular base that is about seven inches long and five inches wide. A special cord connects the phone to the wall. Stock Photo—Rotary Telephone (Image 1598R-144904-R-X999), Copyright by SuperStock. Used by permission.

Typewriter

Picture Description: This picture shows an old-fashioned manual typewriter. It requires no electricity or battery to operate. This particular typewriter is made of metal and is mostly black. Its keyboard, similar to today’s computer keyboard, has 49 round buttons in primarily four rows, as well as a space bar, making a total of 50 keys located toward the bottom of the machine. Most of the keys have a letter, number, or other symbol on it. When the keys are pressed down, thin levers, known as hammers, located above the keys, strike an ink strip, known as a ribbon; then the paper will show in black the letter or symbol that was pressed. In the picture, a piece of paper has been fed halfway into the top of the typewriter.

Stock Photo—old fashioned, vintage typewriter isolated on white background with a blank sheet of paper inserted (Image 4193R-254-R-X999), Copyright by SuperStock. Used by permission.

Horse and Carriage

Picture Description: This photo shows the front view of a white horse pulling a carriage, a form of transportation commonly used prior to the invention of planes, trains, and automobiles. A set of straps, known as a harness, connects the horse to the carriage. Two poles, attached to the front of the carriage, are positioned on each side of the horse and connect to the horse’s harness. The carriage has four wheels—a larger set on the back and a smaller set on the front. Each set of wheels is connected with a pole, known as an axle. The front of the carriage has a seat for the carriage driver to sit. A horse whip is propped up beside the seat. Behind where the carriage driver sits is a seat for the passengers. There is a canopy above the passenger seat, which provides shelter from the weather. Curtains tied back on each corner can be closed for privacy. Black squares called blinders cover the horse’s eyes to minimize distractions. The horse and carriage are parked in an historical setting beside an old building, with another building with old-fashioned windows in the background.

Stock Photo—Horse drawn carriage in street, Valetta, Malta (Image 1841-46708-N-X999), Copyright by SuperStock. Used by permission.

6th Grade English Language Arts Performance Task

Student Directions

Robots Narrative Performance Task

Task: Your school’s technology club is building a new website. The club sponsor is also your English teacher, and he has encouraged everyone to research a topic related to technology for an upcoming project. Since you saw a movie about robots recently, you want to know more about what real robots can do. During your research, you have found three articles about robots.

After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully so you will have the information you will need to answer the questions and complete your research. You may take notes on the information you find in the sources as you read.

In Part 2, you will write a story on a topic related to the sources.

Directions for Beginning: You will now examine several sources. You can re-examine any of the sources as often as you like.

Research Questions: After looking at the sources, use the rest of the time in Part 1 to answer three questions about them. Your answers to these questions will be scored. Also, your answers will help you think about the information you have read and looked at, which should help you write your story.

You may refer back to your scratch paper to look at your notes when you think it would be helpful. Answer the questions in the spaces below the items.

Part 1

Source #1 The following is an article about several robots and the jobs they perform.

Meet the Robots By Lucas Langley

If you think of robots as a thing of the future, think again. Robots do many jobs today. They work in mines and on farms, they help doctors and save lives, and even explore volcanoes. Here are some robots that are hard at work.

Gemini-Scout Gemini-Scout is a remote-controlled robot that does search-and-rescue work in mines under the ground. The robot it less than two feet tall and has wheels which enable it to go up and down stairs and make tight turns – it can even roll through water! Gemini may be small, but

1 6th Grade ELA PT it is strong and can easily carry food, water, and other supplies. In real emergencies, Gemini can even drag an injured person to safety.

Wherever it goes, Gemini-Scout constantly collects information. For example, it tests the air for gases and then tells miners when the air is safe. The robot also has a thermal camera, a special camera that locates heat energy to produce images that help it find miners who are trapped underground.

Once the robot finds the trapped miners, the miners can use the robot’s two-way radio to talk with the rescue team.

This robot was built to be easy to use because its remote control operates like a remote control used for many video games. If you’ve ever played a video game, you would probably know how to use Gemini-Scout.

Dante 2 Although Dante 2 isn’t saving lives directly like Gemini-Scout, its job is just as interesting and important. Dante 2’s job is to climb into volcanoes to gather information for scientists. Like a spider, this robot has eight legs, which can help it climb the steep walls of the volcano while secured with a rope. Dante 2 is also built to survive extreme heat. When a volcano is too dangerous for scientists to enter, Dante 2 goes instead.

Once in the volcano, Dante 2 looks for vents, or holes, in the crater. Then the robot collects information about the gases that come out of the vents. In the past, scientists could not learn as much about volcanoes, but Dante 2 is changing that. Now scientists can study a volcano up close while remaining at a safe distance.

Dante 2 (NASA)

Mr. Gower At first glance, Mr. Gower looks like a small metal cabinet on wheels, but its job is just as important as Dante 2 and Gemini-Scout. Mr. Gower is a robot that moves throughout a

2 6th Grade ELA PT hospital, helping doctors and nurses bring medicine to patients. The body of the robot is a stack of locked drawers that store medicine. Nurses and doctors can unlock the drawers and get the medicine they need for their patients.

Mr. Gower can be programmed to go anywhere in the hospital. It can ride elevators, steer through hallways, and even move around things that get in the way. They robot is so strong that it can pull 500 pounds. Mr. Gower is battery powered, and after charging for only two hours, the robot can deliver medicine for twelve hours without stopping.

Not only does it work long days, but Mr. Gower can talk. It has been programmed to say hundreds of phrases like “Calling elevator” or “Your delivery is here.” Mr. Gower reduces the amount of time doctors, pharmacists, and nurses spend walking around the hospital, allowing them to use their time to focus on other important tasks.

Agribots Agribots may not save lives, but many farmers find them very useful. An agribot is a robot that picks fruit. It might pick berries, oranges, grapes, or apples. Agribots are not yet widely used, but farmers are very interested in what these robots can do. Because picking a strawberry is different than picking an apple, agribots come in all shapes and sizes. Some have giant arms that are towed behind trucks, while others are able to move around on their own. In Japan, there is a strawberry-picking robot that can sense the color of the berries. This helps the robot know when each berry is ripe.

At the Massachusetts Institute of Technology (MIT), scientists are working to grow cherry tomatoes with no human help at all! They have created a greenhouse full of plants that are cared for by small agribots. They agribots are like robot farmers. Every plant has sensors that tell the robots what the plant needs. If a plant is too dry, a robot will water it. When a robot senses that a tomato is ripe, it uses a mechanical arm to pick the tomato. Agribots may seem unusual now, but one day they may be common on farms.

No matter how large or small a robot’s job, one thing is for certain – robots are here to stay. Because robots are dependable and tireless, they are valuable tools, and as technology advances, they will be capable of doing increasingly complex jobs.

References

Dillow, C. (2011). Rescue robot just made for mine disasters. NBC News. Retrieved from http://www.nbcnews.com/technology/rescue-robot-just-made-mine-disasters-121251

Leary, W. E. (1994). Robot completes volcano exploration. The New York Times. Retrieved from http://www.nytimes.com/1994/08/03/us/robot-completes-volcano-exploration.html

Bares, J., & Whittaker, W. L. Dante II. Carnegie Mellon: The Robotics Institute. Retrieved from http://www.ri.cmu.edu/research_project_detail.html?project_id=163&menu_id=261

Rivers, C., & Boston, S. (2004). Robot delivers medications at shock trauma center. University of Maryland Medical Center. Retrieved from http://umm.edu/news-and- events/news-releases/2004/robot-delivers-medications-at-shock-trauma-center

Fields of automation. (2009) The Economist. Retrieved from http://www.economist.com/node/15048711

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Image of Dante 2 by NASA. In the public domain. Retrieved from http://www.nasa.gov/images/content/260941main_photographers-03.jpg

Source #2 The following is an article about robots at play.

Robots that Play Well with Others By Lisa Langston

About 50 years ago, the author Isaac Asimov wrote a story called I, Robot. The story is set in the future, when robots take care of children. The main character loves her robot babysitter, Robbie. Unlike the child’s parents, Robbie always has time to play. Robbie and the child have adventures together; Robbie is an endless source of fun!

When the story was written, it was only a fantasy. Now it is close to coming true because today robots can do all kinds of work. They assemble electronic gadgets, guide trains on tracks, and sort trash. Today’s robots can play as well as work – robots sing, dance, and even play music. A Japanese robot can even play the piano with its two mechanical hands.

Many playful robots are made to copy animals too. Some robots play the way animals play while other robots play with animals. For example, moviemakers have designed huge robotic apes and dinosaurs to be in movies, but these kinds of robots aren’t made only for movies. Robot animals can live with you. You can buy a robot pet, such as a dog, a seal, or even a dinosaur. These robot pets have a lot in common with real pets. They want your attention and you can teach them tricks. There is even a new version of a robot pet that has fake fur so you can pet your robot just like you pet your dog or cat. There is one difference, though – you don’t need to take them outside or feed them!

Other robots help people play with live animals. One company, I-Pet Companion, has made a robot that lets people play with kittens, but from a distance. When you log on to the Internet, you can control the robotic pet from far away. The robot is put in a room full of kittens, and it drags a piece of string for the kittens to chase. When it’s your turn, you can control the robot to pull the string this way or that way while the kittens jump after the string as you push the controls.

Some robots even play all by themselves. College students in Oregon have created robots that can play hockey or shuffleboard on their own. All year, the students work hard to design the robots. Then, the robots play the game without anyone controlling them. They grab the puck, turn, twist, and compete to score, and as part of the final test, the robots must push the puck to the goal without being told what to do.

Even though there are no robots quite like Robbie, today’s robots can still offer hours of fun. Who knows, maybe robots in the future will make Asimov’s fantasy into a reality.

References Taylor, A. (2011). Robots at work and play. The Atlantic. Retrieved from http://www.theatlantic.com/infocus/2011/04/robots-at-work-and-play/100052/#img06

Lerner, E. (2012). Robotic hockey teams face-off at Penn Engineering. Penn Current. Retrieved from http://upenn.edu/pennnews/current/2012-01-26/latest-news/robotic- hockey-teams-faceoff-penn-engineering

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Source #3 Here is an article on self-driving cars from the National Public Radio website (NPR.com), published on February 17, 2012.

This week the state of Nevada finalized new rules that will make it possible for robotic self- driving cars to receive their own special driving permits. It's not quite driver's licenses for robots — but it's close.

The other day I went for a spin in a robotic car. This car has an $80,000 cone-shaped laser mounted on its roof. There are radars on the front, back and sides. Detailed maps help it navigate.

Do people notice it's a self-driving car and gawk?

"We get a lot of thumbs up," says Anthony Levandowski, one of the leaders of Google's self- driving car project. "People drive by and then they wave. I wish they would keep their eyes on the road."

Levandowski is in the passenger seat with a laptop showing him what the car can see. Chris Urmson is behind the wheel. But his hands are in his lap and the steering wheel is gently turning back and forth, tracing the contours of California's busy Highway 85.

"And it can adjust the speed. If there is a particularly tight corner, it will slow down for that," Urmson says. "It adjusts speed to stay out of blind spots of other vehicles. It tries to match speed with traffic.”

Urmson has been working on this technology for close to a decade. His first car managed to travel just 11 miles on a dusty road. Google's vehicle is a giant leap forward.

"When we got this on the freeway and it was doing 70 miles an hour and just smoothly driving along the road, you could taste it — the technology," Urmson says. "You could really feel the impact and how it's going to change people's lives. It was just amazing."

While he was talking, a motorcycle cut us off. The car saw the move coming, and we hardly even noticed.

Google's fleet of robotic cars has driven more than 200,000 miles over highways and city streets in California and Nevada. Google did this testing in kind of a legal limbo1. These cars aren't forbidden, but, "There was no permission granted for any of that to happen by anybody," says Steve Jurvetson, a venture capitalist2 and robotic car enthusiast.

"It's essential that there be a place to do tests," he says. "There's two ways to do it — the seek-forgiveness strategy and the seek-permission strategy. Frankly, the 200,000 hours I think that have been driven here in California — that's a seek-forgiveness strategy. Right?"

If anything [had gone] wrong, Google would have had a huge amount of explaining to do. So last year, the company hired a lobbyist3 in Nevada.

1 legal limbo: when the law isn’t clear on a specific issue 2 venture capitalist: businessperson who invests money into a startup or small companies 3 lobbyist: a person who tries to influence laws or government policies by government officials on behalf of a group or individual who hires them

5 6th Grade ELA PT

"The state of Nevada is close [to California], it's a lot easier to pass laws there than it is in California," Levandowski says.

He says Google convinced the state Legislature to pass a law making robotic cars explicitly legal. But the Legislature went further than just creating a place to test these cars — it ordered the Department of Motor Vehicles to create basically a driver's license for these robot cars.

"I thought it was great," says Bruce Breslow, director of the Nevada DMV. "My grandfather took me to the 1964 World's Fair in New York City many times. And they were promising me the car of the future as an 8-year-old, and I thought to myself, this finally could be it."

Starting March 1, companies will be able to apply to test self-driving cars on Nevada roads.

"The test vehicles will be Nevada's first red license plate since the 1940s," Breslow says. Think of it like a learner's permit — those bright red plates will let everyone know there's a student robot driver behind the wheel.

"And eventually when these vehicles are sold, it will be the first ever neon green license plate that the state of Nevada will ever issue — green meaning go, and the future's arrived," Breslow says.

Google says it will probably be years before cars like this go on sale. But Jurvetson, the venture capitalist, says he's convinced this technology could save thousands of lives "today, already, right now."

Robots are never distracted. They don't text or drink or get tired. They see things no human can.

"That front radar catches [a signal that] bounces off the ground," Jurvetson says….[Therefore] no human will ever have the amount of information that these cars have when they are driving."

While Nevada may be the first state to create a licensing system for self-driving cars, it won't be the last; Hawaii, Florida and Oklahoma are already following suit. And Jurvetson says one day we may be asking ourselves if humans should still be allowed to drive.

“When the Car is the Driver” by Steve Henn, from National Public Radio. Copyright National Public Radio.

6 6th Grade ELA PT

1. Explain what Source #1 and Source #3 say about how robots are able to save lives by paraphrasing the information while avoiding plagiarism.

______

2. Many robots are designed to do normal tasks that improve people’s lives or jobs. Provide two pieces of evidence from different sources that support this idea and explain how each example supports the idea. Cite evidence for each piece of information and identify the source title or number.

______

7 6th Grade ELA PT

3. Mark X in the boxes to show the claim(s) that each source supports. Some sources will have more than one box selected. Source # 1: Source #2: Source #3: Meet the Robots That When the Robots Play Well Car is the with Others Driver Robots are more reliable because they don’t get tired. Robots could serve as a substitute pet when a person has an allergy to animals. Robots often save time and energy.

8 6th Grade ELA PT

Student Directions

Robots Narrative Performance Task

Part 2: You will now review your notes and sources, and plan, draft, revise, and edit your writing. You may use your notes and refer to the sources. Now read your assignment and the information about how your writing will be scored; then begin your work.

Your Assignment: Your technology club is ready to launch its website. Your English teacher is making the website into a class project. For your part in the project, you are assigned to write a story that is several paragraphs long about what happens when you get a robot of your own.

In your story, you have just received your new robot. You are excited to turn it on and see how it works. You press the button to turn on the robot. Write a story about what happens next. When writing your story, find ways to use information and details from the sources to improve your story. Make sure you develop your character(s), the setting, and the plot, using details, dialogue, and description where appropriate.

Narrative Story Scoring: Your story will be scored using the following:

1. Organization/purpose: How effective was your plot, and did you maintain a logical sequence of events from beginning to end? How well did you establish and develop a setting, narrative, characters, and point of view? How well did you use a variety of transitions? How effective was your opening and closing for your audience and purpose? 2. Development/elaborations: How well did you develop your story using description, details, dialogue? How well did you use relevant details or information from the sources in your story? 3. Conventions: How well did you follow the rules of grammar usage, punctuation, capitalization, and spelling?

Now begin work on your story. Manage your time carefully so that you can -plan your multi-paragraph story. -write your multi-paragraph story. -revise and edit the final draft of your multi-paragraph story.

If you are typing your story, word processing tools and spell check may be used.

For Part 2, you are being asked to write a story that is several paragraphs long, so please be as thorough as possible.

Remember to check your notes and your prewriting/planning as you write and then revise and edit your story.

9 6th Grade ELA PT

Smarter Balanced Assessment Consortium:

English/Language Arts Practice Test Scoring Guide Grade 6 Performance Task

5/16/2014

Grade 6

Item Item # Grade Claim Target DOK Standard Evidence Statement The student will analyze information within and among multiple sources of information in order to integrate the information that is paraphrased while avoiding 1 6 4 2 4 W-8 plagiarism.

Key Elements: Source #1 (Meet the Robots) • Gemini-Scout can test the air for gases, can find missing miners using a thermal camera, can be used to radio for help, and can even drag miners to safety. • The Dante 2 goes into a volcano if it is too dangerous for people. Source #3 (When the Car Is the Driver) • A motorcycle cut off the driverless car. The car saw the move coming, while the people in the car hardly noticed. • Robots are never distracted. They don’t text or drink or get tired. They see things no human can. • Google’s robot driver uses radar to detect a car in front of an 18-wheeler— something that the human eye can’t do. • The robot driver has more information than a human driver because of numerous sensors.

Rubric (2 points) Response provides an adequate explanation of what Source #1 and Source #3 say about how robots are able to save lives and appropriately paraphrases both sources involved while avoiding plagiarism.

(1 point) The response provides a limited/partial explanation of what Source #1 and Source #3 say about how robots are able to save lives and appropriately paraphrases both sources involved while avoiding plagiarism.

The response provides an adequate explanation of what Source #1 and Source #3

Continued on next page

Grade 6 say about how robots are able to save lives, but does not appropriately paraphrase all sources involved.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.

Exemplar: (2 points) Both Source #1 and Source #3 explain how robots are able to save lives. Source #1 says that the robot Dante 2 is able to enter volcanoes and gather information for scientists. This is saves the lives of scientists by keeping them at a safe distance from the volcanoes they are researching. Source #3 describes cars that are driven by robots. Human drivers can make mistakes because they can only see what is in their line of site, but robot drivers use signals bouncing under another car to tell what cars are doing that aren’t in direct site. This saves lives because the robot drivers can avoid mistakes humans might make that could lead to accidents.

(1 point) Both Source #1 and Source #3 explain how robots are able to save lives. Source #1 says that the robot Dante 2 is able to enter volcanoes and gather information for scientists. Source #3 describes cars that are driven by robots. Human drivers can make mistakes because they can only see what is in their line of site, but robot drivers use signals bouncing under another car to tell what cars are doing that aren’t in direct site.

(0 points) Robots are useful because they can do things people can't do. For example, they can drive cars more safely than humans can.

Grade 6

Item Item # Grade Claim Target DOK Standard Evidence Statement The student will cite evidence to support analyses, 2 6 4 4 4 RST-1 arguments, or critiques.

Key Elements: Source #1 (Meet the Robots) • Mr. Gower delivers medicine to different hospital rooms, reducing the workload for doctors, pharmacists, and nurses. • Agribots pick fruit when it is ripe. Source #2 (Robots that Play Well with Others) • Robots assemble electronics, guide trains, and sort trash. • People can get robot pets to teach tricks to, and these pets don’t need to be fed or walked Source #3 (When the Car Is the Driver) • Self-driving cars would make driving easier and safer.

Rubric: (2 points) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explains how each example supports the idea. Student cites the source for each example.

(1 point) Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea but doesn't explain how each example supports the idea. Student cites the sources. OR Response is an evidence-based explanation that provides two pieces of evidence from a single source that supports this idea and that explains how that example supports the idea. Student cites the source. OR Response is an evidence-based explanation that provides only one piece of evidence from a single source that support this idea and that explains how that example supports the idea. Student cites the source.

Continued on next page

Grade 6

OR Response is an evidence-based explanation that provides two pieces of evidence from different sources that support this idea and that explains how each example supports the idea. Student does not cite sources.

(0 points) Response is an explanation that is incorrect, irrelevant, insufficient, or blank.

Exemplar: (2 points) Source #1 points out that Mr. Gower delivers medicine around the hospital. Almost any person can deliver medicine, but having Mr. Gower do this task saves nurses, doctors, and pharmacists time that they can then spend taking care of patients. Source #3 talks about how the robot driver can drive a car. People drive cars every day, but people can make mistakes or bad decisions. Google's robot driver uses sensors and radar to make driving easier and safer. Robots that perform everyday tasks can still improve people's lives. (1 point) Source #1 points out that Mr. Gower delivers medicine around the hospital. Almost any person can deliver medicine, but having Mr. Gower do this task saves nurses, doctors, and pharmacists time that they can then spend taking care of patients. Even robots that perform everyday tasks can still improve people's lives. (0 points) Even robots that perform everyday tasks can still improve people's lives.

Grade 6

Item Item # Grade Claim Target DOK Standard Evidence Statement The student will cite evidence to support analyses, 3 6 4 4 3 RST-1 arguments, or critiques.

Key Elements: Robots are more reliable because they don’t get tired. 1. Source #1 2. Source #3

Robots could serve as a substitute pet when a person has an allergy to animals. 1. Source #2

Robots often save time and energy. 1. Source #1

Rubric: (1 point) 4 cells completed correctly (0 points) Fewer than 4 cells completed correctly, any cell incorrect, or blank.

Grade 6

Item Item # Grade Claim Target DOK Standard Evidence Statement The student will write longer narrative texts demonstrating narrative strategies, structures, and transitional strategies for coherence, closure, and authors’ craft—all appropriate to purpose (writing a speech; style or point of 4 6 2 2 4 W-3.a view in a short story).

Grade 6

4‐Point Narrative Performance Task Writing Rubric (Grades 3–8)

Score 4 3 2 1 NS The organization of the narrative, The organization of the narrative, The organization of the narrative, The organization of the narrative,  Insufficient real or imagined, is fully sustained real or imagined, is adequately real or imagined, is somewhat real or imagined, may be maintained (incudes copied and the focus is clear and sustained, and the focus is adequate sustained and may have an uneven but may provide little or no focus: text) maintained throughout: and generally maintained: focus:  In a language  an effective plot helps to create  an evident plot helps to create  there may be an inconsistent  there is little or no discernible other than a sense of unity and a sense of unity and plot, and/or flaws may be plot or there may just be a English completeness completeness, though there evident series of events

may be minor flaws and some ideas may be loosely  Off‐topic connected  Off‐purpose  effectively establishes a setting,  adequately establishes a  unevenly or minimally  may be brief or there is little to narrator/characters, and/or setting, narrator/characters, establishes a setting, no attempt to establish a point of view* and/or point of view* narrator/characters, and/or setting, narrator/characters, point of view* and/or point of view*

 consistent use of a variety of  adequate use of a variety of  uneven use of appropriate  few or no appropriate transitional strategies to clarify transitional strategies to clarify transitional strategies and/or transitional strategies may be the relationships between and the relationships between and little variety evident and may cause Organization/Purpose among ideas; strong connection among ideas confusion between and among ideas

 natural, logical sequence of  adequate sequence of events  weak or uneven sequence of  little or no organization of an events from beginning to end from beginning to end events event sequence; frequent extraneous ideas and/or a major drift may be evident  effective opening and closure  adequate opening and closure  opening and closure, if present, for audience and purpose for audience and purpose are weak  opening and/or closure may be missing or unsatisfactory

*point of view begins at grade 7

Grade 6

4‐Point Narrative Performance Task Writing Rubric (Grades 3–8)

Score 4 3 2 1 NS The narrative, real or imagined, The narrative, real or imagined, The narrative, real or imagined, The narrative, real or imagined,  Insufficient provides thorough, effective provides adequate elaboration using provides uneven, cursory elaboration provides minimal elaboration using (incudes copied elaboration using relevant details, dialogue, and/or description: using partial and uneven details, few or no details, dialogue, and/or text) details, dialogue, and/or dialogue, and/or description: description: description:  In a language other than  experiences, characters,  experiences, characters,  experiences, characters, setting, English setting, and/or events  experiences, characters, setting setting, and/or events are and/or events may be vague, lack are adequately and/or events are clearly unevenly developed clarity, or confusing developed  Off‐topic developed

 connections to source materials  Off‐purpose  connections to source materials  connections to source may contribute to the narrative  connections to source materials may be ineffective, awkward, or materials, if evident, may

may enhance the narrative vague but do not interfere with detract from the narrative

the narrative  adequate use of a variety of  effective use of a variety of narrative techniques that  narrative techniques are  use of narrative techniques narrative techniques that generally advance the story or uneven and inconsistent may be minimal, absent, advance the story or illustrate illustrate the experience incorrect, or irrelevant the experience

 adequate use of sensory, Development/Elaboration  effective use of sensory, concrete, and figurative  partial or weak use of sensory,  may have little or no use of concrete, and figurative language that generally concrete, and figurative sensory, concrete, or figurative language that clearly advances advances the purpose language that may not advance language; language does not the purpose the purpose advance and may interfere with the purpose  generally appropriate  inconsistent or weak attempt to  effective, appropriate style style is evident  little or no evidence of create appropriate style enhances the narration appropriate style

Grade 6

2‐Point Narrative Performance Task Writing Rubric (Grades 3‐8)

Score 2 1 0 NS

The response demonstrates an adequate The response demonstrates a partial command of The response demonstrates little or no  Insufficient command of conventions: conventions: command of conventions: (incudes copied  adequate use of correct sentence  limited use of correct sentence formation,  infrequent use of correct sentence text) formation, punctuation, capitalization, punctuation, capitalization, grammar usage, formation, punctuation, capitalization,

grammar usage, and spelling and spelling grammar usage, and spelling  In a language other than English

 Off‐topic Conventions  Off‐purpose

Holistic Scoring:  Variety: A range of errors includes sentence formation, punctuation, capitalization, grammar usage, and spelling  Severity: Basic errors are more heavily weighted than higher‐level errors.  Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece.

24 Grade 6 Mathematics

6th Grade Math CAT 1 Grade 6 Mathematics

4. Carlos needs 1.7 meters of wire for one project and 0.8 meters of wire for another project.

Part A: Shade the model to represent the total amount of wire Carlos needs. Each full row represents 1.0 meter.

Part B: Carlos has 2.4 meters of wire. Does Carlos have enough wire? • If he does, answer how much wire he will have left over. • If he does not, answer how much more he needs.

Select the correct value from the choices and write it in the appropriate box.

6th Grade Math CAT 2

3S Grade 6 Mathematics

6. Micah construct a rectangular prism with a volume of 360 cubic units. The height of his prism is 10 units.

Micah claims that the base of the prism must be a square.

Draw a base that shows Micah's claim is incorrect.

6th Grade Math CAT 3 Grade 6 Mathematics

6th Grade Math CAT 4 Grade 6 Mathematics

10.

11.

6th Grade Math CAT 5 Grade 6 Mathematics

12.

13.

14.

6th Grade Math CAT 6 Grade 6 Mathematics

15.

16.

6th Grade Math CAT 7 Grade 6 Mathematics

17.

18.

Part B: Enter the combined volume of the shaded cubes.

6th Grade Math CAT 8 Grade 6 Mathematics

19.

20.

6th Grade Math CAT 9 Grade 6 Mathematics

21.

22.

6th Grade Math CAT 10 Grade 6 Mathematics

23.

24. Let n be an integer. Tracey claims that -n must be less than 0. To convince Tracy that his statement is only sometimes true:

Part A: Enter n on the number line so that the value of -n is less than 0.

Part B: Enter n on the number line so that the value of -n is greater than 0.

6th Grade Math CAT 11 Grade 6 Mathematics

25.

Draw a line to show the range of miles the boat could have traveled during the second hour, given the conditions above.

26.

6th Grade Math CAT 12 Grade 6 Mathematics

27.

28.

6th Grade Math CAT 13 Smarter Balanced Assessment Consortium:

Practice Test Scoring Guide Grade 6 Mathematics

05/14/2014

Developed and published by CTB McGraw-Hill Education LLC Under contract with OSPI/Smarter Balanced Assessment Consortium

Grade 6 Mathematics

About the Practice Test Scoring Guides

The Smarter Balanced Mathematics Practice Test Scoring Guides provide details about the items, student response types, correct responses, and related scoring considerations for the Smarter Balanced Practice Test items. The items selected for the Practice Test are designed to reflect  a broad coverage of claims and targets that closely mirror the summative blueprint.  a range of student response types.  a breadth of difficulty levels across the items, ranging from easier to more difficult items.  a sample of performance tasks with open-ended response types that allow students to demonstrate knowledge related to critical thinking and application.

It is important to note that all student response types are not fully represented on every practice test, but a distribution can be observed across all the practice tests. The items presented are reflective of refinements and adjustments to language based on pilot test results and expert recommendations from both content and accessibility perspectives.

Within this guide, each item is presented with the following information1:  Claim  Domain  Target2  Depth of Knowledge (DOK)  Common Core State Standards for Mathematical Content (CONTENT)  Common Core State Standards for Mathematical Practice (MP)  Answer key or exemplar  Static presentation of the item  Static presentation of student response field(s)  Rubric and applicable score points for each item

The following items are representative of the kinds of items that students can expect to experience when taking the Computer Adaptive Test (CAT) portion of the summative assessment for Grade 6. A separate document is available that provides a Grade 6 sample performance task and scoring guide.

1 Most of these terms (Claim, Domain, Target, DOK, etc.) are defined in various other Smarter Balanced documents, as well as the Common Core State Standards for Mathematics. Refer to the Content Specifications for the Summative Assessment of the Common Core State Standards for Mathematics for more information.

2 When more than one target is presented, the first one listed is considered the primary target for the item.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 2

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #1 1 NS D 1 6.NS.C.6c N/A A

Key: A

Rubric: (1 point) Student selects the correct number line.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 3

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key 1 #2 1 NS B 1 6.NS.A.1 N/A 2

1 Key: or its equivalent 2

Rubric: (1 point) Student enters a correct fraction.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 4

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #3 1 NS D 2 6.NS.C.7b N/A See exemplar

Exemplar:

Rubric: (1 point) Student correctly identifies if each equation is true or false (FTT).

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 5

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #4 2 NS A 2 6.NS.B.3 2, 4 See exemplar

Exemplar: (shown at right)

Rubric: (2 points) Student correctly shades the model and answers Part B correctly.

(1 point) Student correctly answers Part A OR Part B, not both.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 6

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #5 1 EE F 1 6.EE.B.5 N/A See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student correctly identifies if each value makes the inequality true (YNYNN).

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 7

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #6 3 G B 3 6.G.A.2 3, 5 See exemplar

Exemplar: (shown at right) Other rectangles with an area of 36 square units will also score correctly and receive full credit. Only a 6 by 6 square will not receive credit.

Rubric: (1 point) Student draws a rectangle with and area of 36 square units.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 8

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #7 1 EE F 1 6.EE.B.5 N/A See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student selects the first and last options.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 9

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #8 1 NS B 1 6.NS.A.1 N/A 10

Key: 10

Rubric: (1 point) Student enters the correct number of cakes.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 10

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #9 1 NS C 1 6.NS.B.2 N/A 689

Key: 689

Rubric: (1 point) Student enters the correct quotient.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 11

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #10 1 EE E 1 6.EE.A.4 N/A See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student selects the second and last options.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 12

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #11 3 NF A 3 5.NF.B.4 2, 3, 7 See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student drags one number into each box to create an equation where n is less than in Part A, and drags one number into each box to create an equation to show that Sarah’s claim is incorrect in Part B (e.g., Part A , Part B ). This exemplar response represents only one possible solution. Other correct responses are possible.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 13

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #12 1 RP A 2 6.RP.A.3c N/A 200

Key: 200

Rubric: (1 point) Student enters the correct value.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 14

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #13 1 RP A 2 6.RP.A.3b N/A 450

Key: 450

Rubric: (1 point) Student enters the correct number of words.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 15

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key 3 #14 4 NS, NF A 3 6.NS.A, 5.NF.B.3 1, 6 5

3 Key: or its equivalent 5

Rubric: (1 point) Student enters a correct fraction.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 16

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #15 1 EE F 1 6.EE.B.7 N/A B

Key: B

Rubric: (1 point) Student selects the option with a correct equation.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 17

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #16 1 EE G 1 6.EE.C.9 N/A See exemplar

Key: 40 + x = y or an equivalent equation

Rubric: (1 point) Student enters a correct equation.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 18

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #17 2 NS, MD D 2 6.NS.B.3, 5.MD.C.5 6, 7 210

Key: 210

Rubric: (1 point) Student enters the correct number of cubes.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 19

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #18 3 G C 3 6.G.A.2 1, 3 See Exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student selects “False” and enters the correct value of 280 for the combined volume.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 20

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #19 3 NS F 2 6.NS.C.6b 1, 2 See exemplar

Exemplar: (shown at right)

Rubric: (3 points) Student correctly locates all three coordinates.

(2 points) Student correctly locates two coordinates.

(1 point) Student correctly locates only one coordinate.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 21

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #20 1 G H 2 6.G.A.1 N/A 168

Key: 168

Rubric: (1 point) Student enters the correct value for the area of the figure.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 22

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #21 3 G D 3 6.G.A3 2, 3 See exemplar

Exemplar: (shown at right)

Rubric: (2 points) Student correctly selects “True” or “False” for each statement (TFFFTF).

(1 point) Student correctly classifies four or five statements.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 23

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #22 1 EE E 1 6.EE.A.2c 6 45

Key: 45

Rubric: (1 point) Student enters the correct temperature.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 24

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #23 1 SP I 1 6.SP.A.1 N/A See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student correctly selects “Yes” or “No” for each question (YNY).

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 25

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #24 3 NS E 2 6.NS.C.7 3 See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student places the n in the correct locations for both Part A and Part B. Accept all responses for Part A where n is to the right of zero and Part B where n is to the left of zero.

No credit is earned if n is placed on zero (0) in Part A and/or Part B.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 26

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #25 4 EE F, G 3 6.EE.B.8 1, 2, 4 See exemplar

Exemplar: (shown at right)

Rubric: (1 point) Student draws a segment to indicate the correct range of miles from 4 to 9.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 27

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #26 1 RP A 1 6.RP.A.3d N/A B

Key: B

Rubric: (1 point) Student selects the correct value.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 28

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #27 1 RP A 1 6.RP.A.3a N/A 15

Exemplar: (shown at right) Student enters 15.

Rubric: (1 point) Student enters the correct value.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 29

Grade 6 Mathematics

Item Claim Domain Target DOK CONTENT MP Key #28 1 SP J 2 6.SP.B.5c N/A C

Key: C

Rubric: (1 point) Student selects the correct weight.

Smarter Balanced Grade 6 Mathematics Practice Test Scoring Guide 30 SBA Math - 6th Grade - Classroom Activity

Cereal Boxes Performance Task Classroom Interaction

Resources needed:  Each student should have access to a piece of paper and writing tool

Setting the Context

Facilitator says: “Today we are going to prepare for a performance task about cereal. How many of you have had a bowl of cereal this week? What kind of cereal did you eat?” [Allow students to engage in a conversation about the kinds of cereal they have eaten.]

Facilitator asks: “Can anyone describe the package that cereal comes in? What material is the cereal package made from?” [Wait for students to respond. Be sure that the response “cardboard” comes up and be sure all students understand, pointing to other examples of things made from cardboard as necessary.]

Facilitator asks: “What shape are most cereal packages?” [It is acceptable to have students draw a picture to help ensure they understand the shape of the cereal box. If students say “box,” ask for a more mathematically precise answer. If it is not offered, tell students that the box is a “rectangular prism.”]

Facilitator says: “Now that we have talked about cereal boxes, you are ready to complete the task.”

Begin Performance Task Resource Documents

Grade 6 Mathematics - SBAC Performance Task

1 6th Grade Math PT Grade 6 Mathematics - SBAC Performance Task

This company proposes a new cereal box with dimensions 10.5 inches high, 7.5 inches wide, and 4 inches deep. The new cereal box is a rectangular prism. Determine if this new box meets each of the requirements. Explain why or why not.

______

2 6th Grade Math PT Grade 6 Mathematics - SBAC Performance Task

5. Design a new cereal box for this company. All cereal boxes are rectangular prisms. Then explain why your design is better for the company, based on the requirements.

In your response,  give the dimensions of your box;  explain how your box meets each of the requirements for new boxes.

______

3 6th Grade Math PT

Smarter Balanced Assessment Consortium: Practice Test Scoring Guide Grade 6 Performance Task

Published August 15, 2013

Prepared by the American Institutes for Research®

© Smarter Balanced Assessment Consortium, 2013 Descriptions of the operation of the Test Delivery System, Test Information Distribution Engine, and related systems are property of the American Institutes for Research® (AIR) and are used with permission of AIR. G r a d e 6 P a g e | 1

G r a d e 6 P a g e | 2

For this item, a full-credit response (1 point) includes

 192.

For this item, a no-credit response (0 points) includes none of the features of a full-credit response.

G r a d e 6 P a g e | 3

For this item, a full-credit response (1 point) includes:



For this item, a no-credit response (0 points) includes none of the features of a full-credit response.

G r a d e 6 P a g e | 4

For this item, a full-credit response (2 points) includes

 272.

For this item, a partial-credit response (1 point) includes all of the following common mistakes:

 136  176  248  256  80  224  240 or square inches consistent with an error in Item 3

For this item, a no-credit response (0 points) includes none of the features of a full- or partial-credit response.

G r a d e 6 P a g e | 5

For this item, a full-credit response (2 points) includes:

 comparing the proposed volume to the requirements AND  comparing the proposed surface area to the requirements AND  judging the proposed dimensions to be inappropriate.

For example,

 V = 315 cubic inches and 315 > 192. S = 301.5 square inches and 272 < 301.5. The box should not be used because the surface area is too large.

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For this item, a partial-credit response (1 point) includes either:

 comparing the proposed volume to the requirements AND  comparing the proposed surface area to the requirements (1 point for making the valid comparisons but no judgment call) OR  judging the proposed dimensions to be inappropriate.

(1 point for making the correct judgment but not showing evidence to support it)

For example,

 V = 315 cubic inches and 315 > 192. S = 301.5 square inches and 272 < 301.5. OR  The box should not be used because the surface area is too large

For this item, a no-credit response (0 points) includes none of the features of a full- or partial-credit response.

For example,

 The box can be used because it meets the requirements.

This item is not graded on spelling or grammar.

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For this item, a full-credit response (3 points) includes:

 giving the dimensions for the cereal box design AND  explaining how the design meets the volume requirement AND  explaining how the design meets the surface area requirement.

For example,

 “The new box should have a length of 10 inches, a width of 8 inches, and a depth of 3 inches. These dimensions will give a greater volume of 240 cubic inches, and a lesser surface area of 268 inches.”

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For this item, an incorrect response (2 points) includes two of the following:

 Student gives the dimensions for the cereal box design.

 Student explains how the design meets the volume requirement.

 Student explains how the design meets the surface area requirement.

For example,

 “The new box should have a length of 10 inches, a width of 8 inches, and a depth of 3 inches. These dimensions will give a greater volume of 240 cubic inches.”

For this item, a partial response (1 point) includes one of the following:

 Student gives the dimensions for the cereal box design.

 Student explains how the design meets the volume requirement.

 Student explains how the design meets the surface area requirement.

For example,

 “The new box should have a volume of 240 cubic inches.”

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For this item, a no-credit response (0 points) includes none of the features of a full- or partial-credit response.

For example,

 “The new box should have a length of 10 inches. This will result in a greater volume.”

This item is not graded on spelling or grammar.