Teacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RDA 1 Grade 5 RDA 3: Grade 4

The Reading Diagnostic Assessment consists of twelve Multiple Choice Questions, one Short Answer Question, and one Extended Response Question.

Remind students that they are to record their answers on the Student Answer Sheet only, except for the Short Answer and Extended Response questions, which will be written on this packet.

Before Administering the Assessment

• Print all Student Answer Sheets and test booklets according to CASCADE directions. • Copy the student pages. IMPORTANT: Use “photo” setting or “print and photo” setting and do NOT make photocopies of photocopies so that the students will be able to see the pictures well enough to answer the questions. • Arrange for accommodations for ECE and ESL students as indicated on the IEP or PSP.

Directions for Administering the Assessment

• Explain to the students that this assessment will help you determine what they know at this point and encourage them to do their best. • Remind students of appropriate test-taking procedures. They should answer EVERY question and leave no blanks. If they are unsure of an answer, they should determine a best guess. • Review how to record answers on the scan form. • Distribute assessment material and review directions. • Monitor students during the assessment to make sure they are recording answers correctly. • When finished, test booklets should be collected and students should work on other material until all have completed the assessment. • Collect student answer sheets and check for stray marks before scanning.

After Administering the Assessment

• Scan student answer sheets in the LEXMARK Scanner according to directions. • Score the Short Answer and Extended Response questions and record in CASCADE. • Analyze the data from the CASCADE reports. Results should be used to determine what next instructional steps are needed to move students toward attainment of reading standards.

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

Grade 5 Reading Diagnostic Assessment 1 Answer Sheet Number Answer Kentucky Core Academic Standards 1 B RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem 2 C reflects upon a topic; summarize the text.

3 A RL.5.3: Compare and contrast two or more characters, settings, or events in a story or 4 C drama, drawing on specific details in the text (e.g., how characters interact). 5 B 6 D RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. SAQ RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 7 D RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 8 C RI.5.4: Determine the meaning of general academic and domain‐specific words and 9 A phrases in a text relevant to a grade 5 topic or subject area. 10 D RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, 11 B cause/effect, problem/solution) of events, ideas, concepts, or information in two or more 12 C texts. ERQ

SAQ possible answer/look-fors: At the beginning of the story Maria can’t keep up with the other dancers. She needs help with her timing. She says she gets lost in the routine and makes mistakes. After her teacher tells her the story about Pearl Primus and tells her not to be afraid of falling or making a mistake, she danced the way the music made her feel.

In the beginning Maria: In the end Maria: • couldn’t keep up with the other dancers • didn’t focus on being afraid of falling or making a mistake • timing was off • danced freely • off beat • was confident • finished later than the other dancers • expressed what was inside of her • worried about falling or making a mistake • expressed the way the music made her • couldn’t express herself

ERQ possible answer/look-fors: A. The text structure of Major Taylor is sequence. The information is grouped by time. The passage talks about where Major Taylor was born, then about what happened as he grew up, one of his first jobs, how he got the name Major Taylor, his first race, his first professional race and other information about his life. B. The text structure of The Dance Lesson is problem/solution. It takes place over a short period of time. It takes place during a dance lesson and then a meeting with the teacher after the lesson. The story is about Maria who has a problem. She can’t keep up with the rest of the class because she is afraid of falling or making a mistake. After class the teacher helps Maria by telling her a story about another dancer, which helps to solve Maria’s problem. A - Text structure sequence – information grouped by time, when Major Taylor was born, information about what happened as he grew up, his first jobs, how he got the name Major Taylor, his first race, his first professional race, other information about his life B – Text structure problem/solution - takes place over a short period of time, takes place during a dance lesson and then meeting with the teacher after the lesson, story is about Maria who has a problem, can’t keep up with the rest of the class, afraid of falling or making a mistake, after class teacher helps Maria by telling her a story about another dancer which helps solve Maria’s problem, she dances freely and doesn’t worry about her fears

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

Teacher Name:______Date:______

# of # of Students My Action Plan Question Standard Students Needing # Successful Review RL.5.2: Determine a theme of a story, drama, 1,2,7 or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 3,4,5, SAQ

RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. 6,8,9 RI.5.4: Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or 10, 11, more texts. 12, ERQ

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

2012-2013 Student Analysis Sheet Grade 5 – RDA # 1 Name Date

Question My Initial My New Learning Targets for Mastery Evidence: How I know my new answer is correct. I need a review of… Number Answer Answer RL.5.2: I can determine a theme of a story, 1 drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the 2 text.

RL.5.3: I can compare and contrast two or more characters, settings, or events in a 3 story or drama, drawing on specific details in the text (e.g., how characters interact).

RL.5.4: I can determine the meaning of words and phrases as they are used in a text, 6 including figurative language such as metaphors and similes.

SAQ RL.5.3: I can compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RI.5.2: I can determine two or more main 7 ideas of a text and explain how they are supported by key details; summarize the text. RI.5.4: I can determine the meaning of 8 general academic and domain‐specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.5.5: I can compare and contrast the 10 overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 11

ERQ

How many are correct? Incorrect? Which Learning Targets do I need to review?

My plan:

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

The Dance Lesson

by Angela Shelf Medearis

“OK, girls,” Mrs. Dunn said. “Let’s go through the whole dance routine from the beginning. Don’t forget to turn and spin at center stage, then go into the slide, the tap routine, and then the wind down. Everyone got it?” Maria shifted into position, grimacing at no one in particular. She had practiced the dance routine for nearly a month, yet was still struggling with it. She hesitated, then raised her hand. “Yes, Maria?” said Mrs. Dunn.

“It seems like half the time I’m offbeat when we get to the turn at center stage. I’m trying hard, and I can’t tell what is causing the problem.” “Hmmm…I’ve noticed that. Just do the best you can for now,” Mrs. Dunn said, “then, after class, I’ll work with you on the timing. Let’s try again.” Maria smiled apologetically then lowered her eyes as she took her place in line.

The music started and filled the room. Maria nervously tried to keep in step with the other dancers. At the point at which the tempo quickened and the group responded with their tap dance steps, Maria was still spinning in the center of the stage. She felt her face flush as she stopped and awkwardly scurried downstage to catch up with the other dancers. “Just try to place your body into the music, Maria. Let it flow through you when you dance,” Mrs. Dunn said. “Listen to the beat and let yourself go.”

Again Maria smiled, but as she turned to face the back, she rolled her eyes. I wish the music would flow through me, she thought, but my feet aren’t getting the message. Letting go is the thing I can’t seem to do. When the music ended, Maria was spinning on the center stage, and the rest of the dancers were downstage finishing the tap dance routine. “OK, class,” Mrs. Dunn said. “That’s all for today. Thank you for your hard work.”

The girls gathered their belongings and left the room, chattering excitedly about the progress they thought they’d made. Maria sat on a bench in front of one of the long wall mirrors, feeling desperate for Mrs. Dunn’s help. She hoped her teacher could help her with the timing. Mrs. Dunn looked at her student thoughtfully, then sat down beside her. “Maria, do you know who Pearl Primus is?” Mrs. Dunn asked. “No, I don’t think I’ve ever heard of her,” Maria said. “Pearl Primus was a wonderful, athletic dancer, sort of like you,” Mrs. Dunn said.

5th Grade RDA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

“I remind you of Pearl Primus?” Maria said. Her face looked stunned. “But I’m not a wonderful dancer. I’m always getting lost in the routine and making mistakes. How can you call that wonderful?” “Well, you’re quite athletic and perform your moves beautifully. I believe you’re not in the flow because you have a fear of failure,” Mrs. Dunn said. “As long as you’re afraid to fail, your mind will be on that instead of the music. Pearl Primus wasn’t afraid to express herself in dance. She experimented freely with new forms that emerged from her love of moving to the beat of the music.” “What kinds of dances did she do?” Maria asked. “In 1948, Pearl Primus combined dances she studied while traveling in Africa and the Caribbean with poetry and folk songs,” Mrs. Dunn explained. “She did leaps as high as five feet into the air. She didn’t just dance, she flew, because she wasn’t worried about what people thought of her. She lost her head, so to speak, expressing the way the music made her feel.” “I wish I could have seen her dance,” Maria said, “because I want to see how she forgot about her feet, the audience, and the other dancers around her.” “You can,” Mrs. Dunn said as she turned Maria to face the mirror. “Try the dance again and pretend you’re Pearl Primus during the first part of the song. Then do the dance again, but do it the way the music moves you, Maria Gonzales. Don’t be afraid to fall down or make a mistake.” “I’ll do my best,” Maria said. “Good,” Mrs. Dunn said as she turned on the music. “Now go ahead, fly!” Maria closed her eyes when the music began. For the first time she noticed how lovely it was and her feet began to move as she let herself be lifted into the enticing melody. This is how it should feel, she thought. I love to dance. Now answer the multiple choice questions and short answer question based on the passage.

1. Which of the following BEST states the theme of the story? A. Teachers can see the reasons for the problems students face. B. Don't let your fears stop you from doing what you want to do. C. Dancing is very difficult for those who can’t keep a beat. D. Anyone who looks like Pearl Primus can learn to dance.

2. Which of these would be MOST important to include in a summary? A. Maria likes to raise her hand to ask for help. B. Maria knows how to spin in the center of the stage. C. Maria can’t keep in step with the other dancers. D. Maria doesn’t practice enough.

5th Grade RDA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

3. What does Mrs. Dunn want Maria to learn from the story of Pearl Primus? A. the ability to dance freely B. the energy to be a lead dancer C. the desire to become a dance teacher D. the talent to be a famous ballet dancer

4. How does Mrs. Dunn compare Maria to Pearl Primus? A. Like Pearl, Maria can leap as high as five feet. B. Like Maria, Pearl gets lost in the routine and makes mistakes. C. Like Pearl, Maria is athletic and performs her moves beautifully. D. Like Maria, Pearl was afraid to express herself in dance.

5. How does Maria most likely feel by the end of the passage? A. nervous B. confident C. confused D. embarrassed

6. Read the sentence from the passage. “Let’s go through the whole dance routine from the beginning.”

Which phrase means the same as the word routine as used in the sentence? A. a normal day B. a list of events C. a familiar place D. a series of steps

Short Answer Question

Compare and contrast how Maria danced at the beginning of the story to how she danced at the end of the story. Use details from the text to support your answer.

5th Grade RDA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

Major Taylor

by Michael Medearis

Over one hundred years before Lance Armstrong became the United States’ cycling superstar, Major Taylor was an international bicycle racing champion. Further, Major Taylor was one of the first African-American athletes to become a world champion in any sport. He won contests against the best cyclists in Europe and Australia. He was the one- mile record holder and won the American Sprint Championship titles in 1898, 1899, and 1900. Before he died in 1932, he held seven world speed records in cycling. Major Taylor was born “Marshall Walter Taylor” on November 26, 1878, in rural Indiana. His parents were children of Kentucky freed slaves. His father, Gilbert Taylor, fought for the North in a black regiment during the Civil War. After the war, Gilbert Taylor bought a small farm near Indianapolis, Indiana, where he worked hard to provide for his wife and eight children. Marshall Taylor was eight years old when his father got a job as the coachman for the wealthy Southard family. Sometimes his father would take him to work to play with Daniel, who was the Southard’s only son. They soon became friends. Daniel’s family gave Taylor his first bicycle. Taylor and Daniel had lots of fun riding and racing their bicycles with other children from the rich families in the neighborhood. Taylor was proud of the fact that he usually beat the other children in races. The Southard family was good to Taylor. They provided for his early education and treated him like a family member. It was a sad day for Taylor when Daniel and his family moved to Chicago. Taylor was invited to go with him, but he could not bear to leave his mother.

5th Grade RDA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

Taylor enjoyed riding his bicycle. He began teaching himself a number of amazing, although sometimes dangerous, bicycle tricks. His daredevil stunts caught the attention of Thomas Hay, who owned a bicycle shop in Indianapolis. Hay hired Taylor to work in his store. Part of Taylor’s job was to perform bicycle tricks to attract customers to the store. Hay had him wear a soldier’s uniform while performing his bicycle tricks. People thought he looked like a military officer and started calling him “Major Taylor.” The name stuck.

One day, Major Taylor watched a bicycle race that Hay’s bicycle shop held. This big event had brought together the best riders in Indiana to compete for a gold medal. Hay thought it would be fun for the audience to see Major Taylor in the race. He insisted that Major Taylor take his place at the starting line. Major Taylor, however, had never before seen an official bicycle race. He did not want to participate. Hay told Major Taylor that he did not expect him to finish the race. He asked him instead to ride a short distance to please the crowd, and then come back when he was tired. Suddenly, Major Taylor heard the loud crack of the starting pistol. He sprinted ahead to the front. He won, and it marked the beginning of his new career.

Major Taylor won all of his amateur races. Louis Munger, an American cycling star, grew interested in Taylor. Munger had opened a bicycle factory. He hired Major Taylor to work for him. Munger boasted that he would make Taylor the fastest bicycle rider in the world. Taylor raced in his first professional race in Madison Square Garden on December 6, 1896. He finished in 8th place. From there he went on to win numerous championships and establish several world records. He won 117 first-place finishes and 32 second-place finishes.

Some people, who had wrong ideas about African Americans, did not like Major Taylor’s success. He was shut out of some races, especially those in the South. Other riders sometimes ganged up to stop or hurt him. Despite being treated unfairly, he was always a gentleman with a reputation for good sportsmanship. Major Taylor had one of early bicycle racing’s most entertaining personalities. The Major Taylor Velodrome is a world-famous cycling center in Indianapolis. It was named in honor of this great American athlete.

Now answer the multiple choice questions and extended response question based on the passage or both passages.

7. Which is the main idea of this passage? A. A world-famous cycling center has been named in honor of the bicycling champion Major Taylor. B. Marshall Taylor became known as Major because he wore a uniform while doing bicycle tricks. C. Major Taylor won the American Sprint Championship titles in 1898, 1899, and 1900. D. Major Taylor was a famous bicycle racing champion and a great athlete.

5th Grade RDA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

8. Read the sentence from the passage. “His father, Gilbert Taylor, fought for the North in a black regiment during the Civil War.”

Which word means the same as regiment as it is used in this sentence? A. area B. time C. troop D. routine

9. Read the sentence from the passage. “Major Taylor was an international bicycle racing champion more than one hundred years before Lance Armstrong became a famous U.S. cycling star.”

The Latin word part inter- means “between.” What does international mean? A. relating to two or more countries B. a meeting among countries C. having pride in a country D. an important country

10. The text structure for The Dance Lesson is problem/solution. What is the text structure for Major Taylor? A. description B. cause and effect C. comparison D. sequence

11. In the first passage, Maria’s fear of failing interfered with her ability to express herself in dance. In the second passage, Major Taylor didn’t get to participate in some races. Why was he shut out of those races? A. He had a fear of failing. B. Some people ganged up to stop or hurt him. C. He only wanted to race in certain cities. D. His bicycle needed repairs.

12. How are Maria and Major Taylor alike? A. They both like to dance. B. They both like to race. C. They both are athletic. D. They both had the same teacher.

Extended Response A. Describe the text structure of Major Taylor. Use examples from the text to support your answer.

B. Compare the text structure of Major Taylor with the text structure of The Dance Lesson. Give reasons why you think they are alike and/or different. Use text-based information to support your answer. Do not write on this page. Please write your answer to the extended response question on the next page.

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

Extended Response Question

5th Grade RDA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts