grade 5 research simulation task

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Session 2 : Research Simulation Task Question & Answer Key Resources Grade 5 English Language and Arts - Skill Builder + LEAP2025 Practice

Grade 5 english language and arts - skill builder + leap2025 practice session 2 : research simulation task.

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Reread all three articles and answer the following question: Which two national holidays are associated with social injustice, and why?

Resource: Question

Question Type: Multiple Choice - Single Answer

Standard(s): ri.5.5, standard description: compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts..

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Research Simulation Task

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Teacher Resources

In this module, students are given three sources about the topic of bullying – the literary non-fiction piece “The Rights to the Streets of Memphis” by Richard Wright, a Newsela article titled “Even popular kids are bullied in high school, researchers find,” and an infographic from Stopbullying.gov titled “Bullying: What You Should Know.” The module breaks down the research simulation task by asking tiered analytical questions in multiple formats, building to a final analytical writing task that asks the students to synthesize all three sources as they respond to a prompt.

This self-paced module is aligned to Maryland College and Career Ready Standards for English Language Arts.

This module contains several interactive features. Watch the Learn How to Use this Module tutorial to familiarize yourself with these features.

Please review the Accessibility page for all of your students.

Module Information

• Grade band: 9-10
• Readability level: Lexile Level 950

RI.9-10.1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI.9-10.7 - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account

• Topic: Bullying
• Completion Time: 30-45 minutes
• Vocabulary: Visit the Glossary page or click on words highlighted within the module for a narrated definition.

Student Resources for this Module

In this module, students are provided with links to external websites. The sites have been chosen for their content and grade-level appropriateness. Efforts are made to minimize linking to websites that contain advertisements or comments, but some of these websites may contain these features. Teachers should preview all websites before introducing the activities to students and adhere to their school system's policy for Internet use. In addition, multimedia on these externally linked sites may not be accessible to all users, such as those individuals requiring a screen reader or using a tablet.

This module also contains links to Newsela, a free online resource for newspaper and magazine articles. You may need to create a free account prior to using the module with your students. We recommend checking all links prior to assigning the module to a student.

The following websites are linked to from this module:

Black Boy , Part One, Southern Night Opens a new window

“Bullying: What You Need To Know" from Stopbulying.gov Opens a new window

Teacher Resources for this Module

“The Rights to the Streets of Memphis” short story referenced in this module is linked to an online passage from the original autobiography, Black Boy. The passage was later published as a short story and is widely available from a variety of curriculum publishers.

Throughout the module, three excerpts are referenced and linked to in the online version of Black Boy, Students are directed to read specific passages. For ease of reference, you may want to consider having students print the story. Below is a resource that includes the full story.

“The Rights to the Streets of Memphis” Opens a new window

Using This Site

This lesson is built for use on classroom computers and tablets. If you have access to a desktop computer, laptop, tablet or an interactive whiteboard in your classroom, you may complete the lesson in your classroom. Otherwise, you will need to schedule time to use your school's computer lab. For technical specifications, see below.

Some activities on this site may include videos and narration, so you may want to have headphones available for students working at individual stations. For best results in viewing the videos and interactives, you should have a high-speed, stable Internet connection.

This lesson may contain PDFs for students to complete. They can print the PDFs and fill them out by hand, or download the files and fill them out on the computer. Most or all portions can be filled out online. Please check with your Instructional Technology Specialist for instructions on downloading the PDF. (Note that to complete the PDFs on the computer, you will need a viewer, such as Adobe Reader, that supports forms.)

This site is an Internet-based activity, and it was built to run on the following computer operating systems and browsers:

• Windows 7 or Newer: IE 8, 9, 10, 11; Current version of Chrome; Current version of Firefox
• Mac OS 10.7 or Newer: Current version of Safari
• iPad2/iOS6 or Newer: Current version of Safari
• Android 4.0 or Newer: Current version of Android browser
• Chromebook: Current version of Chrome

Users running Internet Explorer 8 will not be able to use the highlighter tool. Instead, teachers should consider partnering students for a brief discussion.

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Item Spotlight: Inside a Research Simulation Task

• Our solutions
• Item Spotlight
• June 18, 2019

Several times a year, we gives readers an in-depth look at the thought process that goes into the production of New Meridian test questions and performance tasks. The goal is to better understand how test items align with academic standards to produce high-quality assessments.

The Question: In a retired Research Simulation Task (RST) developed for a 5th-grade assessment, students are asked to read passages about pandas. One of the passages is about giant pandas. After reading, the students are asked a series of two-part, multiple-choice questions. One particular question asks students to identify the two main ideas in the article and then choose two quotations or key details that support those main ideas.

The Expert: Laura Beltchenko is a literacy and educational professional from Libertyville, Illinois, one of several dozen educators involved in New Meridian’s collaborative process to develop high-quality, engaging assessment items.

The Analysis: Here’s what we asked Beltchenko and the answers we received:

What is this question designed to measure?

“This two-part question is addressing multiple ELA Standards:

— Drawing explicit and inferential evidence from the text (RI 5.1)

— Determining two main ideas (RI 5.2.1)

— How those main ideas are supported by key details (RI 5.2.2)

— How the author identifies reason and evidence to support main ideas (RI 5.8.2).

“Two-part questions are asking students to understand the information and then use their skills as readers to support their understanding with evidence. In general, authors of informational text want the reader to get the main points of what they have to say about a topic. As readers it is up to us to determine not only the main ideas but the key details that describe the overall purpose of the article.”

How does this 5th-grade RST differ from what we expect of 4th-grade students?

“Students in Grade 5 are becoming more independent readers and writers. In Grade 4, students are expected to ‘refer’ to details and examples from the text. In other words, students may find specific evidence to support an answer and, in a written response, they may paraphrase or insert that information. However, by Grade 5 students are expected to ‘quote accurately’ from a text. This moves students into the true ‘close reading’ mode.

“As educators we must ensure that students understand the difference between what is explicitly stated and what they infer the author is saying. This becomes especially important when students are drawing evidence from multiple sources. Students need to be able to manipulate two or more resources and then gather evidence on the main ideas and key details. Quoting accurately helps students understand that the author must receive credit for their research. This Grade 5 standard also helps students understand the difference between personal opinion and researched work.”

Which aspects of this task do you like?

“First and foremost, let’s look at what the students are asked to read. What’s not to like about pandas! On the journey to creating authentic assessment, passage selection is extremely important. The passages in this RST present a main idea with similar concepts throughout. They also present visual media (photos), which provide students visual literacy information.

“Questions to ask when planning for assessment are: Is the topic of the article or video interesting to a specific grade level? Is the article authentic, meaning it is a published piece written to inform and found in a student magazine, periodical or text? What is the complexity of the articles and media? And, do the directions for the task tell the students exactly what is expected of them?

“What I admire about the task, as well as the academic standards themselves, is the way they can be broken down into measurable parts.”

Why is the question constructed as it is?

“The comprehension skills tested by an RST support a scaffolded method of building knowledge.

“The standards we use have a progression of learning expectations. Grade 3 students are asked to find and explain information explicitly. Grade 4 students are expected to explicitly and inferentially draw information from text. In Grade 5, the learning trajectory requires that explicit and inferred evidence be quoted accurately. Viewing the standard as a journey, each step on that path has students traveling closer to becoming independent learners. The goal is to transfer the information learned at each grade level and build upon it.”

Laura Beltchenko has been in the profession of educating students and educators for more than 35 years. Her career in public education includes experience as a classroom teacher, a reading specialist, and a teacher and coordinator of gifted education programs, as well as an Associate Superintendent for Curriculum and Instruction in a suburban Chicago K-12 school district.

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