Everett Public Schools

Teacher’s Guide

Coached Reading Assessment

Grade 7 Grading Period 2

“How Did We Learn to Fly Like the Birds?”

“Flight of Icarus”

“Wings”

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1

Coached Reading Assessment

Teacher Directions

Time:

Approximately 2-3 class periods.

Preparation:

ƒ

Make copies or transparencies of:

o reading passage(s),

o assessment questions, and

o scoring guide.

ƒ

Be sure you have reading passage(s) and a student packet for each student. You may make

additional copies, if needed.

ƒ

Students will need to use a pencil during the assessment.

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Students will need to use a colored pen or pencil for scoring their responses.

Before Reading:

1. Preview reading passage and assessment questions.

2. Pass out the reading passage and the student packets.

NOTE: If you plan to use this

assessment for a score in your grade book, skip to Step 6. You can still teach about how to

best approach the different texts and questions after the students have independently

completed the assessment.

3. Give the students four minutes to preview the reading passage and the assessment questions.

4. After four minutes, ask students to orally share observations about the reading passage and the

questions. What did they notice? (Type of genre, captions, vocabulary, key words in questions,

etc.) Can any predictions be made about the reading passage?

During Reading:

5. Key words and phrases. Ask students to silently read question number one and underline key

words or phrases that help them understand the question. Afterwards, elicit key words and

phrases from students while you highlight them on an overhead. Briefly do this for each

question.

6. Read and then answer the questions. Tell students to silently read the passage and answer the

questions. Tell students they may reread any part of the passage to find evidence to support their

answers. After doing so, suggest that they write the page number in the margin next to the

assessment question to indicate where they found the answer.

7. When all have finished, tell students that they will be scoring their own papers tomorrow so that

they can see how they did.

8. Collect all assessment materials.

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2

DAY 2 and/or 3

After Reading:

9. Return reading passage and student packets to students. Tell students that they will be scoring

their own papers and will need a colored pen. (No lead pencil.)

10. Find evidence for correct answers.

For Multiple Choice Items:

Go through each question together. Have students share how they

figured out each answer in the multiple choice section. Refer back to the pages in the passage to

point out the location of evidence for selecting the response. Award 1 or 0 points for each correct

answer. Help students see the value of basing their answers on evidence from the text.

For Short Answer and Extended Response Items:

Put up the transparency with the scoring guide.

Discuss what parts of the passage provide the evidence required. Students should underline the

phrases in their responses that earn points. Students should award themselves a score of 2, 1, or 0

points for short answer items and 4, 3, 2, 1, or 0 for extended response items.

11. Analysis of scores: Put up a transparency of the Student Score Sheet. Show that each question

has been coded with the learning target that it assesses. Using the Student Score Sheet, ask

students to fill in the grid with the number of points they earned for each item and add up the

scores for each column or strand (comprehension, analysis, or critical thinking).

12. Discuss scoring: Direct students to use their completed score sheet to reflect on their

performance for each strand (see #9) and for each of the three types of items (multiple choice,

short answer, extended response). Discuss what could be done differently to improve scores. If

student performed well on the assessment, have them include what they did well that contributed

to their answers.

13. Collect all assessment materials.

14. Save assessment materials. Do not release student packets to students.

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3

Secondary Assessed Reading Strands and Targets

Literary Texts

Literary Comprehension: The student comprehends important ideas and details in literary text.

LC01. The student demonstrates understanding of theme or message and supporting details.

LC02. The student summarizes with evidence from the reading.

LC03. The student makes inferences or predictions based on the reading.

LC04. The student interprets vocabulary critical to the meaning of the text.

Literary Analysis: The student analyzes, interprets, and synthesizes ideas in literary texts.

LA05. The student applies understanding of literary text elements, features, and graphics (genre, plot, character,

setting, conflict, resolution, simile, metaphor, graphic elements, illustrations, captions).

LA06. The student compares/contrasts elements within and between text(s).

LA07. The student makes connections (cause and effect) between parts of text.

Literary Critical Thinking: The student thinks critically about literary texts.

LT08. The student analyzes author's purpose, and/or evaluates effectiveness for different audiences, and/or

identifies facts and opinions and/or author’s assumptions and beliefs.

LT09. The student evaluates reasoning and ideas/themes related to the text

LT10. The student extends information beyond literary text—makes generalizations, draws conclusions, applies

information, gives a response to a literary text.

Informational Texts

informational texts.

IC11. The student demonstrates understanding of major ideas and supporting details.

IC12. The student summarizes evidence from the reading.

IC13. The student makes inferences and predictions based on the reading.

IC14. The student interprets vocabulary critical to the meaning of the text.

Informational Analysis: The student analyzes, interprets, and synthesizes ideas in info texts.

IA15. The student applies understanding of text features and graphic features (titles, headings, subheadings,

informational divisions, captions, maps, charts, graphs).

IA16. The student compares/contrasts elements within and between text(s).

IA17. The student makes connections (cause and effect) between parts of the text.

Informational Critical Thinking: The student thinks critically about informational texts.

IT18. The student analyzes author's purpose, and/or evaluates effectiveness for different audiences (includes

fact/opinion, author’s point of view, tone, and use of persuasive devices, and/or author’s assumptions and

beliefs).

IT19. The student evaluates reasoning and ideas/themes related to the text.

IT20. The student extends information beyond the text.

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4

Grade 7 – Grading Period 2

NOTE: Please refer to attached

Reading Strands and Targets

document.

Multiple

Choice

Evidence to support MC answers

1. IA17

Cause and Effect

C

After mentioning the disastrous results of trying to

fly like birds in section 6, the rest of the article

explores other options in flight.

2. IA16

Compare/Contrast

B

Hero used heat to make steam and Montgolier’s

used heat to make hot air.

3. IT18

Author’s Purpose

A

The language in the myths is not entertaining or

persuasive. Not all of the myths included animals.

The myths do demonstrate that man has been

interested in flight for a long time.

4. LA06 Compare/Contrast

C

Icarus was not hateful, careful or precise.

5. LT09

Evaluate Reasoning

D

If Icarus had taken his father’s warnings to stay

near, he would not have gotten too close to the sun.

6. LT10 Extend Beyond Text

D

Daedalus gave Icarus instructions and warnings, but

Icarus made a choice his father could not protect

him from.

7. LA07 Cause and Effect

(SA)

See following pages for written response rubric.

8. LT08

Author’s Purpose

(SA)

See following pages for written response rubric.

9. LA07 Cause and Effect

A

“Moments before I splash, I awake…”

10. LT08 Author’s Purpose

D

She is irritated because she wants to fly and voice

gets in her way. She wants to defy the voice.

11. LT09 Evaluate Reasoning

B

The voice’s negative comments cause her to crash

and not achieve her goal of flying. We can

conclude that negative voices may get in the way of

other goals if we let them.

12. LT10 Extend Beyond Text

D

She longs for the day when she won’t do what the

voice says. Since we know she has let the voice

influence her on several occasions, it will take

courage to defy it and achieve her goal.

13. LA06 Compare

(ER)

See following pages for written response rubric.

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10. Short Answer Item—2 points

Strand:

Analysis

Learning Target: LA07 – Cause and Effect

Explain why Daedalus could not save his son. Include two details from the selection in your answer.

[LA07]

2 A 2-point response provides two text-based details to explain why Daedalus could not save his son.

Example: Daedalus could not save his son because they were too far apart and Icarus could not hear

Daedalus. Daedalus could not catch up to him because his wings could not carry him as high as

Icarus. In addition, Daedalus hurried to save Icarus from hitting the water, but he was too late.

1 A 1-point response provides one text-based detail to explain why Daedalus could not save his son.

Text-based details may include, but are not limited to:

Daedalus could not catch up to Icarus.

•

“He [Daedalus] tried to follow him [Icarus], but he was heavier and his wings would not

carry him.”

Icarus did not pay attention to warnings.

•

Icarus was so caught up in the moment that he couldn’t hear his father calling to him.

•

“He [Icarus] was bewitched by a sense of freedom and beat his wings frantically so that they

would carry him higher and higher to heaven itself”.

•

Icarus was so “bewitched” or caught up in the moment that he did not take notice of the

feathers that were beginning to fall off.

Icarus plunged into the sea so fast that Daedalus could not save him

•

“…and soon his son plunged through the clouds into the sea. Daedalus hurried to save him,

but it was too late.”

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11. Short Answer Item—2 points

Strand:

Critical Thinking

Learning Target: LT08 – Critical Thinking

What is the author’s purpose for writing the story? Provide one detail from the story to

support your answer. [LT08]

.

2 A 2-point response states the author’s purpose for writing the story and provides one text-based

detail to support the purpose.

1 A 1-point response states the author’s purpose for writing the story

OR

Provides one text-based detail that would support a reasonable purpose.

Text-based information includes, but is not limited to:

To teach a lesson about the importance of listening to warnings.

•

Icarus did not take his father’s warnings seriously. In fact, he ignored his warning to not fly

too high and his wings melted.

To explain that it is wise not to get so caught up in the moment that you are unaware of what is

going on around you.

•

Icarus was so caught up in the moment or bewitched that he did not think of the

consequences even though he had been warned. He should have been more careful and

thoughtful.

To demonstrate that children must be closely looked after.

•

If Daedalus had kept a closer eye on Icarus, he may not have gotten away. The text says that

Daedalus looked back to see Icarus from time to time. Children need more supervision when

there is danger. Parents need to understand the power, the allure of freedom which may

overwhelm a child’s judgment.

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18. Extended Response Item—4 points

Strand:

Analysis

Learning Target: LA06 – Compare/Contrast

What are

two

ways the flight of Icarus is like the flight of the poet? Include information from the

story and the poem in your answer.

What are

two

ways the flight of Icarus is different than that of the poet? Include information from

the story and the poem in your answer.

4

A

four-point

response includes the following elements:

•

One text-based way the flight of Icarus selection is like the flight of the poet

•

A second text-based way the flight of Icarus is like the flight of the poet

•

One text-based way the flight of Icarus is different than the flight of the poet

•

A second text-based way the flight of Icarus is different than the flight of the poet

3

A

three-point

response includes three of the four elements listed above.

2

A

two-point

response includes two of the four elements listed above.

1

A

one-point

response includes one of the four elements listed above.

Examples include, but are not limited to:

Similarities:

•

Both flights are inspired by gulls.

•

Both of the characters plunge to the ground or water.

•

Both experience the joy of flying.

•

Both talk about the ocean being below them and their feet touching the water.

•

They both experience the fear of falling.

Differences:

•

In the poem, the poet is flying alone, but in the story the two characters fly together.

•

The flight is with wings of gold in the poem and of feathers and wax in the story.

•

At the end of the myth the joy of flight was gone for Daedalus, but the author of the poem

was looking forward to her next flying experience.

•

In the poem, the poet longs to be part of the gulls’ flight; in the story the feathers are used

for humans’ flight.

NOTE: These are examples of possible short and extended student responses that would receive

points. All reasonable, text-based responses should be accepted. Student answers will vary.

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Coached Reading Assessment

Strand Score Scale

Comprehension Strand

4

3

2

1

0 Points Possible

-

-

-

-

Analyze/Interpret Strand

4

3

2

1

10 Points Possible

10-9

8

6-7

5-0

Critical Thinking Strand

4

3

2

1

8 Points Possible

8

7-6

5

4-0

Entire Assessment

4

3

2

1

18 Points Possible

18-17

16-14

13-11

10-0