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

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1 The Reading Diagnostic Assessment consists of twelve Multiple Choice Questions, one Short Answer Question, and one Extended Response Question. The testing window for the Reading Diagnostic Assessment 3 (RDA 3) for grades 3-5 opens March 11, We recommend that teachers take the assessment in grade level teams prior to administering the assessment. 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. Use teacher and student analysis forms to assist with determining next instructional steps. Repurpose the passages to teach, review, and/or assess other English Language Arts Standards.

2 2011, KASC Constructed Response Resource Booklet Page 7

3 KENTUCKY FOURTH AND FIFTH GRADE EXTENDED-RESPONSE SCORING GUIDE 2011, KASC Constructed Response Resource Booklet

4 Grade 5 RDA #3 Teacher Analysis Sheet Teacher Name: Date: Standard Question # RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, indentifying which reasons and evidence support which point(s). 4, 5, 6 SAQ 9,10, 11 1, 2, 3 # of Students Successful # of Students Needing Review RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. 7, 8 12, ERQ My Plan:

5 Student Analysis Sheet Grade 5 RDA # 3 Student Name Date Question Number My Initial Answer My New Answer Learning Targets for Mastery 1 RI.5.8 I can explain how an author uses reasons and evidence to support particular points in a text, 2 indentifying which reasons and evidence support 3 which point(s). 4 RI.5.6 I can analyze multiple accounts of the same event or topic, noting important similarities and 5 differences in the point of view they represent. 6 7 RI.5.9 I can integrate information from several texts on the same topic in order to write or speak about 8 the subject knowledgeably. RI.5.6 I can analyze multiple accounts of the same SAQ event or topic, noting important similarities and differences in the point of view they represent. 9 RL.5.7 I can analyze how visual and multimedia elements contribute to the meaning, tone, or 10 beauty of a text (e.g., graphic novel, multimedia 11 presentation of fiction, folktale, myth, poem). 12 RL.5.9 I can compare and contrast stories in the same genre (e.g., mysteries and adventure stories) ERQ on their approaches to similar themes and topics. Evidence: How I know my new answer is correct I need a review of How many are correct? Incorrect? Which learning targets do I need to review? My Plan:

6 Answer Sheet Number Answer Kentucky Core Academic Standards 1. C RI.5.8 Explain how an author uses reasons and evidence to support particular points 2. B in a text, indentifying which reasons and evidence support which point(s). 3. C 4. B RI.5.6 Analyze multiple accounts of the same event or topic, noting important 5. D similarities and differences in the point of view they represent. 6. A 7. D RI.5.9 Integrate information from several texts on the same topic in order to write or 8. A speak about the subject knowledgeably. SAQ RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 9. B RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 10. C 11. A 12. D RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure ERQ stories) on their approaches to similar themes and topics. POSSIBLE Look-Fors SAQ: Using information from both Jean Sexton and Marguerite Thompson, compare how Jean and Marguerite adapted to their new lives in the West. Jean became a happy child due to the love and kindness of her foster parents. Text-based examples to look-for: She loved going with her papa to do farm chores. Her foster parents gave her a bicycle to ride. Her mama didn t let her have a pony, but the reason was a loving one---she didn t want Jean to get hurt. Marguerite was very unhappy with her foster parents. Marguerite and her brother were not treated as equals with their foster parents children. o She had no room of her own. o She had to lug her feather bed out of storage every night. o She was slapped in the mouth for speaking with a New York accent. o She was called a liar and beaten for slipping on ice and spilling milk. o She was only ever given one portion of food and never milk. o She was not permitted to use the indoor toilet. o At age six she had to work very hard after school, doing dishes for the family and three tenants, make their beds, dust mop the floors and clean the bathroom. o She never got enough to eat and would be accused of stealing if she went to the pantry for bread and butter. o She lived in fear---couldn t tell Mr. McPhealy, who came to check on her well-being, how it really was there for fear of her foster mother. Since this is a short answer question, look for only one or two of these text-based examples for each person.

7 ERQ: Compare and contrast the themes of the two stories, "My Old Dog Tray and Me" and "Balto the Heroic Sled Dog." Use evidence from both texts to support your answer. My Old Dog Tray and Me illustrates the ideas of loyalty, forgiveness, and kindness in overcoming hardships and evil. Balto the Heroic Sled Dog illustrates ideas of courage, strength, and determination in overcoming hardships and evil. Both stories have dogs that are central to the well-being of humans. In My Old Dog Tray and Me, the doctor shows kindness to Tray and Sarah in several ways. He patches up their limbs, retrieves Sarah s stolen money, and finds them a wonderful home. Sarah shows forgiveness to Mrs. Gray in allowing her to keep her father s home and not go to prison. Tray shows loyalty to Sarah by staying outside her home even though Mrs. Gray has sent him away. In Balto the Heroic Sled Dog, Gunnar and Balto are both heroic. They defy the harsh elements of snow and cold. Gunnar did this to save the sick children in Nome. Balto did it because he was told to by his master. They both had great strength, courage and determination. Copy Following Pages for Students 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.

8 RDA 3 Grade 5 Orphan Trains For 75 years, from the late 19th Century to the early 20th Century, about 200,000 children without parents were sent by trains to the Midwest to live with families. The trips to the Midwest have been called the Orphan Trains. Here are primary source accounts of how things went for two of them. Jean Sexton I rode the train to Missouri and lived a happily ever after life. In Brooklyn, New York in 1912, an Irish carpenter, who was the father of five children, died as the result of an industrial accident. Six months later, a sixth child was born to the thirty five year old widow who was working hard to keep her family together. When the baby boy was eleven months old, his mother died. The grandparents were unable to care for the six orphans, so they were taken to the Children's Aid Society. In 1914, along with other homeless children, they boarded an Orphan Train to find new homes in the Midwest. I was the fifth child, three years old, and was separated from my sister and brothers when I was adopted in southwest Missouri. My foster parents were Walter and Margaret Landreth, a childless couple who lived twelve miles east of Neosho, Missouri. They soon became Mama and Daddy because I did not remember my biological parents. Daddy was a farmer and I was a tomboy. I loved going with Daddy whether it was to feed the cattle or gather walnuts. Daddy wanted me to have a pony, but Mama objected, saying that she was afraid I would get hurt. They finally compromised and I was soon riding a beautiful new bicycle. I would have had fewer black and blue marks if I had been riding a pony... Source: 1. Why does Jean Sexton say she lived "happily ever after" when she rode the train to Missouri? A. She was separated from her sister and brothers and became an only child. B. She fell off from her bicycle many times in Missouri. C. Mr. and Mrs. Landreth became Mama and Daddy to her. D. She was able to forget her unhappy past experiences in New York City.

9 Marguerite Thompson The Larsons had two sons other than Teddy. My new Papa was a big man with a moustache and a kind face. The Larsons were of the upper class in that area. They had a lady that came and washed the clothes on a wash board. Another lady made all of our clothes except for our underwear. Mrs. Larson (Mama) would make all of our underwear. and put it by the cook stove. My new home was a big two story house with 10 rooms, but we didn t have any electricity. The house was beautiful inside. I didn t have a bedroom of my own; I slept on the couch in the front room on a feather mattress Mama would take out of her closet every night. After a few weeks, she said I could do it myself. The boys had bedrooms upstairs. Teddy and I were not permitted to use the bathroom. We had to use the outside toilet, and on Saturday we would drag a galvanized bathtub from the back porch Mama didn t like my New York accent at all. She wanted me to talk like they did, so I was slapped quite often in the mouth. Sometimes I would wonder what I had done wrong. I had only been there a few weeks when Teddy brought out a china doll to play with. He said it was his and I couldn t play with it. Well one day I found it and took [it] outside and broke it. I got my first whipping. They rented out three of the bedrooms to salesmen. When I was six, Teddy and I started school. When we came home from school, we had to wash the dinner dishes from noon. Then we had to go upstairs and make the beds, dust mop the floors and clean the bathroom. We didn t dare use the toilet; she said it took too much water. By the time we got through with that, it was time to set the table for supper. I always only had one helping put on my plate. Teddy and Charles always had milk to drink with their dinner, but she said I couldn t have any. They had two cows and a lot of milk, and Teddy and I would deliver it both morning and night. Charles (age 14) went with us a few times until we could do it on our own. Sometimes I went by myself, especially if it was cold. One morning on my way to school, it was so cold that the sidewalks were very icy, and I slipped and fell. One bucket of milk hit the sidewalk, the lid blew off, and half of the milk spilled out. Well, I got up, put the lid back on, and set it on the porch where it was supposed to go. The lady called my foster mother and wanted to know why she didn t get a full quart of milk. When I went home at noon, my foster mother told me about it and wanted to know if I drank some of it. I told her what had happened, and she said I was lying. Then she got the rawhide whip and didn t even care where she hit me. Between the ages of six and eleven I got many whippings. I can truthfully say I never got enough to eat. When I would come home from school and go to the pantry to get a piece of bread and butter, she said I was stealing it, because I didn t ask for it.

10 Once a year, Mr. McPhealy would come from the New York Foundling Home to see how I was getting along. I had to tell him fine. I would have to speak a piece for him, or poetry as it is called now. The name of it was "Looking on the Bright Side." Then I had to dance the Irish jig for him, and when I was through, I was excused. I would go outside and cry and wish he would take me back with him. I wanted to tell him the truth about how I was treated, but I couldn t. Still, she would whip me if she thought I was lying. I often wondered why Papa Larson didn t ever have anything to say about the way she treated me, but it seemed to me like she ruled the house. Source: 2. What is the evidence Marguerite gives to support her statement that Mama Larson seemed like she ruled the house? A. Marguerite often overheard them arguing, but Papa Larson always lost. B. C. D. Papa Larson never said anything to his wife about her wrong treatment of Marguerite. Mama Larson gave her husband a list of chores to do whenever he came home from work at night. Papa Larson had to sleep on the couch so Mama Larson could have their bedroom to herself. 3. Based on Marguerite's narrative, what might be a reason for taking in a New York City orphan other than to love him or her? A. B. C. D. Girls might become babysitters and boys might become farmhands for their foster parents. Boys and girls might be trained to work in order to earn money for their foster families. Boys and girls might be asked to do a lot of work for little food and few rewards in return. Boys might become helpers to the family's sons, while girls might become servants to the family's daughters.

11 Questions 4-8 will be about both articles, "Jean Sexton" and "Marguerite Thompson." 4. According to their points of view, if Jean and Marguerite both had to return to New York, which of the following would be true? A. Jean would gladly go because she could see her real mama again. B. Marguerite would gladly go because she was unhappy with her foster parents. C. Jean would not want to go because she wouldn't want to leave her foster sister. D. Marguerite would not want to go because she loves her foster parents. 5. According to their narratives as adults, what point of view do Jean and Marguerite share? A. Neither woman would ever want to leave Missouri. B. Both women loved the adventure of riding the train to the Midwest. C. Neither woman thought they'd found the perfect life in Missouri. D. Both women knew what it was like to have their parents die. 6. What is the major difference between Jean Sexton s and Marguerite Thompson's point of view about their foster mothers? A. When Jean couldn't have something she wanted, she felt it was because her foster mother was trying to keep her safe. When Marguerite couldn't have something she wanted, she felt it was because her foster mother didn t care about her. B. Jean felt her foster mother would not spend money to buy her a pony. Marguerite felt her foster mother would spend money to buy her anything she wanted. C. Jean felt when she wanted something extra special to eat, her foster mother would fix it for her. Marguerite felt when she wanted something special to eat, her foster mother would only serve her milk and bread. D. Jean felt her foster mother treated her like a servant. Marguerite felt her foster mother treated her like a daughter.

12 7. After reading the two narratives about the Orphan Train project, what can you conclude? A. B. C. D. Orphan Trains brought children to families who would love them and treat them like their own sons and daughters. Orphan Trains were full of boys and girls who had no homes because everyone else in their entire family had died. While the Orphan Train project was a good idea, it never worked out very well for the children who had to leave their homes in New York. While the Orphan Train project probably saved many children by giving them families, not all of children were treated well. 8. What was the major differences between the experiences of Jean and Marguerite with their Western families? A. Jean was very happy because she was treated well while Marguerite was very unhappy because she was treated unkindly. B. Marguerite was very happy because she was with her brother while Jean was unhappy because she was separated from her brothers and sisters. C. Jean worked so hard that she never had time to play while Marguerite played most of the time. D. Marguerite enjoyed the work she was given to do while Jean did not like to work at all. Short Answer Question: Using information from both Jean Sexton and Marguerite Thompson, compare how Jean and Marguerite adapted to their new lives in the West.

13 RDA 3 Grade 5 I couldn't sleep, so I counted the holes in the raggedy blanket covering my shivering body. "Tray, you are my only friend now," I whispered to my faithful dog. He jumped onto the bed, which moaned from the shift in weight. He curled up next to me and soon I warmed from the heat of his body. "The doctors couldn't help Daddy. Mamma's been gone a long time, and now Daddy is gone too." Tray whimpered and licked the arm I rested across his back. He understands, I thought. As I began to drift away, I wondered why Mrs. Gray had sent me to the cold attic to sleep. Daddy said he was leaving enough money with her to take good care of me. She's been our housekeeper a long time and Daddy said she would be kind to me. The next morning Mrs. Gray said that she couldn't possibly feed two more mouths. "The mutt will have to go," she said. I lunged for Tray, but she pushed me aside and kicked him hard as she forced him out the door. All I could do was lie upon the cold hard floor and sob. "You can cry all you want to, but your father isn't going to come rescue you anymore and give in to your every whim." Later I heard a dog barking. Parting the curtains, I saw my dog. He held up his paw, which had been splinted and bandaged. Tray seemed to smile, as if telling me not to worry. I wondered who had so kindly treated my dog's hurt leg. Mrs. Gray came up behind me and grabbed my arm. "Get away from that window," she said. She peered outside and screwed up her face. That night I heard Tray howling. I smiled as I pulled the blanket tighter around me. He is never going to leave me. Suddenly footsteps pounded up the creaky stairs. Mrs. Gray flung open the flimsy attic door. "Get up, girl. I've had enough of you and your dog." She picked up my dress and hat, then grabbed me by the hair. "No! I have nowhere else to go." I grabbed the bed post and held on. Mrs. Gray picked up a broom and beat my arm until I let go. Then, in terrible pain, I followed her down the stairs. Illustration 1 She opened the door and threw my dress and hat outside. "Get out and don't come back." Illustration 2 Tray came bounding up the walk. His tail wagged as fast as a spinning windmill. As he got closer, he slowed down and started whimpering. How does an old dog know so much? Tray waited while I carefully put on my dress and hat. Then he took the fabric of my skirt into his mouth. "What are you doing Tray?" I was in so much pain that I let him lead me away at his will. 1

14 I awoke in a warm, bright room. My arm was splinted and bandaged just like Tray's leg. Tray lay sleeping at my side. "I don't remember coming here," I said aloud. Tray got up and licked my face. I heard knocking at my door and a young, cheerful nurse came in. Illustration 3 "What is your name, dear?" she asked. "I'm Sarah Bruce." "Oh, I have seen you before. Every day you came here with your poor sick father, didn't you?" "Yes, ma'am, and now he's dead." "I know. I'm so sorry. How did you break your arm?" I hung my head. I felt so ashamed about what had happened. "Please tell me Sarah, I want to help." I told the nurse and she called the police. The doctor who fixed my arm came in and told me that I needed to show the policeman where to find Mrs. Gray. He then said, "Let me grab my hat and coat and I will come along as well." Illustration 4 Mrs. Gray answered the sharp rap at the door. The tall officer pushed his way inside and demanded the money my father had left for me. Mrs. Gray turned away and picked up the pitcher on the mantle. Turning slowly back to face me, I saw tears flowing down her colorless face. "I'm sorry child. I was so afraid I'd die cold and penniless without your good father's housework to do." She gave the bag of bills to the officer. "Let's go, ma'am." Illustration 5 "No!" I cried. "I forgive her. Let her stay here. I think she must have missed my good father so much to act in this cruel way. But I remember many times when she was kind to me." So the good officer let Mrs. Gray stay in her home. Before leaving, the doctor asked me if I would like to live in the country in a grand house with his sweet mother, to keep her company in her old age. "Can Tray come?" I asked. "Indeed, Sarah. Mama loves dogs, especially heroic ones like your Tray. Of course he can come." I am never too cold anymore. My guardian's love for me is like the love of a grandmother. We talk every day, and she teaches me how to cook, sew, and plant things in the garden. 2

15 9. How does illustration 1 contribute to the tone of the story? A. The tone is sad because Sarah's father has died. B. The tone is hopeful because the doctor and his assistants treat Sarah's dog kindly. C. The tone is joyful because the doctor has made everything okay for Sarah. D. The tone is fear because Tray is at the hospital without Sarah. 10. What is the special meaning of illustration 3 and how do you know? A. B. C. D. It shows Sarah walking with the doctor to the hospital. The text says that the doctor was a good doctor, and this man looks nice. It shows Sarah, Tray, and her uncle walking to Mrs. Gray's house to get Sarah's money. The text says that Sarah got her money back at the end of the story. It shows Sarah remembering the past, walking with her father to the hospital every day. The text says that the nurse saw Sarah and her sick father doing that every day.. It shows Sarah, Tray, and Mrs. Gray's husband walking to Sarah's new home. The text says that Sarah was not going to live with the Grays after her father died. 11. How does illustration 4 show the tone of chapter 3? A. The tone is excitement because the policeman is taking charge of the problem. B. The tone is angry because Mrs. Gray does not like policemen in her house. C. The tone is calm because the policeman is moving toward Mrs. Gray. D. The tone is hateful because Sarah does not forgive Mrs. Gray. Based on a true story from 1925 "My gosh, Balto, can you see boy?" It is bitterly cold, and the snow comes down as a continually falling canvas. Balto, my Siberian Husky, is leading my dog-sled team on an important mission. I can't see my hand in front of my face and I feel panicky. If it were up to me alone, the mission would surely fail. Balto has pushed himself beyond what I thought possible before. I am totally depending on his strength and determination to pull us through. As my dog-sled team and I race through the storm, I am thinking of the young people in Nome, Alaska, who are dying of deadly diphtheria. "Go Balto, run, run!" The faces of the children I saw in the newspaper click through my mind like slides in a filmstrip. I have to get them the medicine they need.

16 In the relay, there have been many other mushers with their teams, over twenty of them, passing the medicine. I wonder if they all felt as alone and responsible as I feel now. "That a boy, Balto! Go! Go! Go!" Leohnard Seppala, a well-known musher, passed the medicine to me hours ago. He told me that his lead dog Togo was a hero, and that no other dog has braved a blizzard like he did. Then he wished me luck and I took off with my trusty dog Balto. When I have driven the team for six hours, I begin to wonder whether we have missed the next team in the relay. I still can't see anything. "Keep going Balto, we'll have to complete the trip to Nome ourselves." My dogs don't hesitate to follow their leader. It is as if they were made to run like the wind. The colder it is, the more they like it. They are fabulous animals. It has now been twelve hours since we've had rest and warmth. Every part of me has numbed, Statue of Balto, Central Park, New York City including my brain. I'm fighting sleep by stomping my foot on the bottom of the sled. The dogs don't flinch. At last I see the tops of plows and wagons. We have somehow made it to Nome through this miserable whiteout. The gratitude I feel toward Balto and the other dogs warms and cheers me. I want to tell the world how Balto led us all of these miles through the blizzard. He doesn't know it, but the infected young people of Nome owe their lives to him. The narrator, Gunnar, and Balto Question 12 is based on both stories, My Old Dog Tray and Me and Balto the Heroic Sled Dog. 12. Which of the two stories is more effective in relaying the topic of heroic dogs and why? A. My Old Dog Tray and Me is more effective because Tray kept Mrs. Gray from keeping Sarah's money. B. My Old Dog Tray and Me is more effective because Tray is so loyal to his owner. C. Balto the Heroic Sled Dog is more effective because he is now famous. D. Balto the Heroic Sled Dog is more effective because his mission ended with many saved lives.

17 RDA 3 Grade 5 Extended Response Question: Answer the extended response question in the space provided on the next page. Compare and contrast the themes of the two stories, "My Old Dog Tray and Me" and "Balto the Heroic Sled Dog." Use evidence from both texts to support your answer. Use the space on the next page to answer the extended response question.

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