Assessment Overview Each unit assessment has three parts, which together measure the following claims: Students read and comprehend a range of complex texts independently. Students write effectively when using and/or analyzing sources. Culminating Writing Task Cold-Read Task Extension Task Students write a multiparagraph essay in response to the prompt: Select three events that led to the United States acquiring the Louisiana Territory. Describe each event, including explaining what led to the event and the results of the event. Task directions Exemplar student response Writing rubric Students read Vikings & European Explorers: Ferdinand Magellan. Then students answer a combination of questions. Assessment and answer sheet Answer Key Students write a narrative from Seaman s point of view based on an entry from How We Crossed the West: The Adventures of Lewis and Clark. Narrative writing rubric
Culminating Writing Task Exemplar Student Response The Louisiana Territory was purchased in 1803 by Robert Livingston and James Monroe from France for $15 million. Three main events led to the Louisiana Purchase. They were American settlers needing the Port of New Orleans, President Thomas Jefferson wanting to increase the size of the United States, and Napoleon needing money to fund his war with Great Britain. First, American settlers needed to use the Port of New Orleans to ship their goods to the East and send lumber and furs to Europe. At first, Americans could use the port because of a treaty called the Treaty of Lorenzo. But as more people moved west, the Spanish changed their minds and made Americans pay a tax to use the port. Then, in October 1802, the Spanish decided the Americans could not use the warehouses at all and the Americans became angry. The Louisiana Purchase would guarantee Americans could use the Port of New Orleans. Also, Thomas Jefferson became President of the United States in 1801. Thomas Jefferson wanted to grow the size of the United States and also did not want France to own land in America. He sent his friend Robert Livingston to France to negotiate a purchase of the Port of New Orleans. After months of no progress, Thomas Jefferson sent James Monroe to help Robert Livingston in France and try to buy the Port of New Orleans and the Floridas. Together, they negotiated the purchase of the Port of New Orleans and the rest of the Louisiana Territory. Finally, Napoleon was constantly almost at war with Great Britain because he wanted to build an empire for France. He needed money to fund these wars but his settlement at St. Domingue disappeared after the slaves revolted. Napoleon agreed to sell Louisiana because he needed the money. The Louisiana Purchase in 1803 doubled the size of the United States and allowed American settlers the use of the Port of New Orleans again.
Culminating Writing Task Rubric Reading and Understandin g Text 3 2 1 0 Shows full comprehension of ideas both explicit and inferential reading Accurate reasoning is demonstrated through ample textual evidence Shows comprehension of ideas reading Mostly accurate reasoning is demonstrated through adequate textual evidence Shows limited comprehension of ideas reading Minimally accurate reasoning is demonstrated through minimal textual evidence Shows no comprehension of ideas reading Inaccurate or no reasoning is demonstrated with little or no textual evidence Writing about Text Addresses the prompt and clearly introduces and states an opinion or topic Response is organized and developed with reasons, facts, definitions, or details Words and phrases link ideas and consistently demonstrate awareness of purpose Addresses the prompt and states an opinion or topic Response is organized and has some development with reasons, facts, definitions,or details Words and phrases links ideas and demonstrate awareness of purpose Addresses the prompt and has an introduction Response has minimal organization and development Response has limited coherence and/or cohesion Words and phrases demonstrate limited awareness of purpose Does not address the prompt Response lacks organization and is undeveloped Words and phrases demonstrate no awareness of purpose Language Conventions Full command of Few minor errors do not interfere with Some command of May have errors that occasionally Limited command of Errors often No command of Frequent and varied errors
Cold-Read Task Answer Key 1. C Part A B Part B 2. A Part A D Part B 3. D Part A C Part B 4. B Part A B Part B 5. A Part A B Part B 6. D Part A D Part B 7. C Part A D Part B 8. B Part A B Part B
9. B Part A C Part B 10. B Part A C Part B 11. The explorers who traveled with Lewis and Clark faced many challenges along the way. The journey took a long time, the winter was harsh, and without Native American help they probably would not have survived. First, the journey took a long time. According to American Explorers, the explorers traveled only a few miles each day. The speaker in Traveling With Lewis and Clark even said that he would have stayed home if he had known how hard it would be to travel this way. Next, the winter was harsh for the explorers. They could not travel because the river was icy. In Traveling with Lewis and Clark the author says that their hands were too cold to paddle. Even though they had brought food, they had to hunt for food and they slept in camps along the river. Finally, the Native Americans helped the explorers find food and make camps. The text American Explorers says that a Native American named Sacagawea became a guide for Lewis and Clark. Without her help, they might not have survived the journey. Although Lewis and Clark s journey through the Louisiana Territory was difficult, they were able to accomplish their goals of exploring the Territory s wildlife and creating maps for future settlers.
Extension Task Exemplar Student Response When we arrived on the shore, the frightened Indians were happy to see Sacagawea because she helped them understand that my men were friendly. Hello, welcome to our home, one of the women said to Sacagawea. Thank you, she replied. Do you have somewhere we could stay? We need a lodge for tonight. As the men settled into the lodges, I roamed around the camp. Sniff sniff. I can smell it - fish. My stomach rumbles as I head toward the fire. Seaman! I jump with a start as Meriweather Lewis yells for me. Some of the Indian children are pointing at me and laughing. I wander over to Lewis and he grabs a handful of my fur and begins to rub me. The children join him. Even though I love the attention, and the good petting, I can only think of the fish I smell cooking on the fire. Lewis continues to tell the children about me saving my men from the buffalo coming into our camp. Finally, we join the others at the fire. I sit. I am patiently waiting to try the fish. The men are calling to each other about how delicious the fish is. My mouth starts to drool as I wait for my bite. Finally, York notices my patients and tosses me a bite. Salmon trout, the mean call it. It is every bit as delicious as they said. After more fish and watching John Ordway and William Clark add to their journals about the day s discoveries it is finally time for bed. HONK! What was that? I wondered. I stood up and turned a few circles before settling back down to sleep. HONK! I stood again, this time waiting and listening. After another moment of silence, I nestled into my bed once more. HONK! HONK! I stood up with my fur on end, growling at the night air. Settle, boy. I hear Lewis say. It s only the swans and geese. With that horrid noise, I will never sleep, I think. I laid in bed listening to the geese and swans honk all night. Maybe tomorrow we will get to watch the seals play in the water some more. I began to dream of watching the seals bark at each other and dance through the waves. I tasted the fish in my memory once more as I drifted off to sleep.
Extension Task Narrative Writing Rubric Construct Measured Written Expression Language Conventions Clearly establishes a situation and introduces a narrator and/or characters Effectively organizes and develops an event sequence with 1 narrative elements and sense of closure Uses language, including temporal words to signal event order Full command of the Few minor errors do not interfere with 3 2 1 0 Establishes a situation and introduces a narrator and/or characters Organizes and develops a mostly coherent event sequence with some narrative elements and sense of closure Uses language and sensory details Some command of the May have errors that occasionally Establishes a situation, narrator, and/or characters Organizes and minimally develops an event sequence with few narrative elements Uses some language and sensory details Limited command of the Errors often Introduces a narrator and/or characters Lacks an organized and developed event sequence Language is below grade level No command of the Frequent and varied errors 1 Narrative elements include dialogue and description of actions, thoughts, and feelings to develop events and show how characters respond to situations.