Unit 5 Exam

What is the central idea of paragraph 3?

• Dormice holds the record for the longest hibernation.

• Some animals store food

• Hibernation helps them gain plenty of weight.
  

• Hibernators include various animals , and some make nests or dens to prepare for the winter.

Tags

CCSS.RI.2.2

CCSS.RI.3.2

CCSS.RL.2.2

CCSS.RL.3.2

CCSS.RL.4.2

Which key ideas about Hibernators are supported by the details in paragraph 3? Select two correct answers.

• The animals heart rate drops very low.

• bears, bats, skunks, and dormice are all hibernators

• Most animals may stop breathing

• The nests and dens keep the animals safe for the winter months.

Tags

CCSS.RI.2.1

CCSS.RI.3.2

CCSS.RL.2.2

CCSS.RL.3.1

CCSS.RL.3.2

Which phrase from paragraph 1 helps the reader understand the meaning of Hibernate? Read the paragraph below.

"Winter is a time of rest for many animals. It is a time to curl up in a safe place for a few months. Some animals hibernate until spring returns. Some people believe that hibernating means taking really long naps. But, hibernation is more than just sleeping. It is a way that animals keep themselves safe and healthy during harsh winter months"

• A time for rest for many animals.

• Animals collect grass, hair, straw and other materials.

• They stop breathing.

• There is a special type of frog called a Wood frog.
  

Tags

CCSS.RI.2.4

CCSS.RI.3.4

CCSS.RI.4.4

CCSS.RL.3.4

CCSS.RL.4.4

Short Constructed Response

How does a wood frog prepare for hibernation according to the selection? Provide evidence from the text to support your response.

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.3.5

CCSS.RI.4.5

CCSS.RI.5.5

Rubric: view picture to view prompt

3

• Central idea is clear and fully developed The central idea is clearly identifiable. The focus is consistent throughout, creating a response that is unified and easy to follow.

• Organization is effective A purposeful structure that includes an effective introduction and conclusion is evident. The organizational structure is appropriate and effectively supports the development of the central idea. The sentences, paragraphs, or ideas are logically connected in purposeful and highly effective ways.

• Evidence is specific, well chosen, and relevant The response includes relevant text- based evidence that is clearly explained and consistently supports and develops the central idea. For pairs in grades 3-5, evidence is drawn from at least one text. The response reflects a thorough understanding of the writing purpose.

• Expression of ideas is clear and effective The writer’s word choice is specific, purposeful, and enhances the response. Almost all sentences and phrases are effectively crafted to convey the writer’s ideas and contribute to the overall quality of the response and the clarity of the message.

2

• Central idea is present and partially developed A central idea is presented, but it may not be clearly identifiable because it is not fully developed. The focus may not always be consistent and may not always be easy to follow.

• Organization is limited A purposeful structure that includes an introduction and conclusion is present. An organizational structure may not be consistent and may not always support the logical development of the central idea. Sentence-to-sentence connections and clarity may be lacking.

• Evidence is limited and may include some irrelevant information The response may include text-based evidence to support the central idea, but it may be insufficiently explained, and/or some evidence may be irrelevant to the central idea. For pairs, evidence is drawn from at least one of the texts. The response reflects partial understanding of the writing purpose.

• Expression of ideas is basic The writer’s word choice may be general and imprecise and at times may not convey the writer’s ideas clearly. Sentences and phrases are at times ineffective and may interfere with the writer’s intended meaning and weaken the message.

1

• Central idea is evident but not developed A central idea is present but not developed appropriately in response to the writing task.

• Organization is minimal and/or weak An introduction or conclusion may be present. An organizational structure that supports logical development is not always evident or is not appropriate to the task.

• Evidence is insufficient and/or mostly irrelevant Little text-based evidence is presented to support the central idea, or the evidence presented is mostly extraneous and/or repetitious. Explanation of any evidence presented is insufficient and may be only vaguely related to the writing task. The response reflects a limited understanding of the writing purpose.

• Expression of ideas is ineffective The writer’s word choice is vague or limited and may impede the quality and clarity of the essay. Sentences and phrases are often ineffective, interfere with the writer’s intended meaning, and impact the strength and clarity of the message.

0
• A central idea may be evident.

• The response lacks an introduction and conclusion. An organizational structure is not evident.

DRAFT

• Evidence is not provided or is irrelevant. The response reflects a lack of understanding of the writing purpose.

• The expression of ideas is unclear and/or incoherent.

Please note that if a response receives a score point 0 in the Development and Organization of Ideas trait, the response will also earn 0 points in the Conventions trait.

Minimum Rubric Score: 0 | Maximum Rubric Score: 5

Tags

CCSS.RI.1.5

CCSS.RI.2.5

CCSS.RI.3.5

CCSS.RI.4.5

CCSS.RI.5.5

What change should be made in sentence 7?

• Change Doing to Do

• Change chores to Chores

• Change board to bored

• Change expects to expected

Tags

CCSS.RI.2.3

CCSS.RI.2.5

CCSS.RI.3.3

CCSS.RI.3.5

CCSS.RI.4.5

What change should be made in sentence 8?

• Change can help to helped

• Change busily to busy

• change what to wat

• Change school to skool

Tags

CCSS.RF.2.3C

CCSS.RF.2.3F

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

What change should be made in sentence 9?

• Change children to child

• Change have to had

• Change should to shood

• Change for to of

Tags

CCSS.RI.2.3

CCSS.RI.3.3

CCSS.RI.3.5

CCSS.RI.4.3

CCSS.RI.4.5