Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 6
Grading Period 2
“Names/Nombres”
“Children of Immigrants Ace Sciences”
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.
ƒ
Students will need to use a colored pen or pencil for scoring their responses.
Directions for Administration
DAY 1
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.
Collect all assessment materials.
2
DAY 2 and/or 3
After Reading:
8. 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.)
9. 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.
10. 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).
11. 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.
3
Secondary Reading Strands and Targets
Literary Texts
Literary Comprehension: The student comprehends important ideas and details in literary texts.
LC01. The student demonstrates understanding of major ideas (theme or message) and supportive details of
literary texts
LC02. The student summarizes literary texts (with evidence from reading)
LC03. The student makes inferences or predictions about literary texts (based on the reading)
LC04. The student interpret general and specialized 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 elements (genres, story elements such as plot, character,
setting, stylistic devises) and graphic elements/illustrations
LA06. The student compares/contrasts elements of the text or makes connections within the text
LA07. The student compares/contrasts (elements of texts) or makes connections or synthesizes among or
between texts
Literary Critical Thinking: The student thinks critically about literary texts.
LT08. The student analyzes author's purpose and evaluates effectiveness for different audiences
LT09. The student evaluates reasoning and ideas/themes related to the text
LT10. The student extends information beyond the text (apply information, give a response to reading, express
insight gained from the reading)
Informational Texts
Informational Comprehension: The student comprehends important ideas and details in informational
texts.
IC11. The student demonstrates understanding of major ideas and supportive details of info texts
IC12. The student summarizes informational (with evidence from the reading) and task-oriented texts
IC13. The student makes inferences or predictions (based on the reading) about informational/task-oriented
texts
IC14. The student interprets general and specialized 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 info/task elements, graphic elements and illustrations. (Applies
understanding of text features [Titles, headings, and other information divisions, table of contents, indexes,
glossaries, prefaces, appendices, captions) and graphic features.
IA16. The student compares/contrasts elements of the text or makes connections within the text
IA17. The student compares/contrasts or makes connections or synthesizes among or between texts
Informational Thinking Critically: The student thinks critically about informational texts.
IT18. The student analyzes author's purpose (including distinguishing between fact and opinion) and evaluates
effectiveness for different audiences
IT19. The student evaluates reasoning and ideas/themes related to the text
IT20. The student extends information beyond the text
4
Coached Reading Assessment
Scoring Guide
NOTE: Please refer to attached
Reading Strands and Targets
document.
Multiple Choice Items – 1 point each
The scoring guide for short answer (SA) and extended response (ER) items can be found on the
following pages.
Strand and Target
Student
Multiple
Choice
Answers
Evidence to support MC answers
1. LA07
Cause and Effect
B
“I was too afraid we wouldn’t be let in if I corrected the
man’s pronunciation…”
2. LA06
Compare/Contrast
D
Julia looked Hispanic, Ana had blond hair
3. LT08
Author’s Purpose
A
Ugliest = opinion
4. LT09
Evaluate Reasoning
C
Worried about what other mothers would think, but the
mother’s liked the Spanish name.
5. LT10
Conclusion
C
Julia tells about how she adjusted to new culture
6. LT08
Author’s Purpose
(SA)
See below
7. LA07
Cause and Effect
(SA)
See below
8. IT18
Author’s Purpose
A
The entire article explains the performance of American
immigrants and their children.
9. IA17
Cause/Effect
A
See paragraphs 1 and 2
10. IA16
Compare
A
They want more opportunities for their children, more likely
to attend Ivy League colleges
11. IT19
Evaluate Reasoning
D
See paragraph 1
12. IT20
Extend Information
B
“Parents have had to work harder…” “They gave me …
encouragement”
13. IA16
Compare/Contrast
(ER)
See below
5
Coached Reading Assessment
Scoring Guide
9. Short Answer Item—2 points
Strand:
Critical Thinking
Learning Target:
LT08 – Author’s Purpose
What is the author’s purpose for writing the story? Provide
one
detail from the story to support your
answer.
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 details for author’s purpose include, but are not limited to:
Author’s purpose is to retell events as the family immigrated to America.
•
The author retells the story of how Julia’s family adapts to life in the United States. Their
experiences included arriving at Immigration, going to school, naming a new baby at the hospital
and graduation from high school.
Author’s purpose is to explain how Julia adapted to people mispronouncing her name.
•
The author explains how people mispronounced her name and how she reacted to it. For
example, when her teacher mispronounces her name, her mother comforts her with the
Shakespeare quote, “
A rose by any other name would smell as sweet
.”
Author’s purpose is to describe several of Julia’s family’s experiences as they adapt to life in America.
•
The author describes experiences as the family adapts to American life. For example, the author
describes how difficult the decision was for Julia’s mother to name her baby.
Author’s purpose is to entertain the audience.
•
Her autobiography is a light, humorous series of anecdotes that revolve around the cultural
adaptations of an immigrant’s names and nick names.
The author entertains us with sharing some of her funny nick names such as
Jules
or
Hey Jude
and a group even called her
Alcatraz
.
6
10.
Short Answer Item—2 points
Strand
: Analysis
Learning Target: LA07 –Cause and Effect
Explain why Julia’s name was changed when she came to America. Include
two
details from the
selection in your answer. [LA07]
2
A
2
-point response provides two text-based details to explain why Julia’s name was changed
when she came to America.
1
A
1
-point response provides one text-based detail to explain why Julia’s name was changed
when she came to America.
Text-based details may include, but are not limited to:
Her name was mispronounced in America
•
Immigration officials mispronounced her name.
•
Apartment supervisor mispronounced her name.
•
Friends and teachers mispronounced her name.
•
Her real family name was long and complicated.
The popular children were given nicknames
•
Friends called her “Jude,” “Jules,” or “Hey, Jude.”
•
Others called her “Alcatraz.”
7
Coached Reading Assessment
Scoring Guide
17. Extended Response Item—4 points
Strand:
Analysis
Learning Target: LA06 – Compare and Contrast
What are two ways Julia Alvarez is like Andrei Munteanu? Include information from
Names and
Nombre
s and
Children of Immigrants Ace Sciences
in your answer.
What are two ways Julia Alvarez is different than Andrei Munteanu?
4
A
4
-point response includes the following elements:
ƒ
One text-based way Julia in the first story is like Andrei in the second selection.
ƒ
A second text-based way Julia in the first story is like Andrei in the second selection.
ƒ
One text-based way Julia in the first story is different
from Andrei in the second
selection.
ƒ
A second text-based way Julia in the first story is different
from Andrei in the second
selection.
3
A
3
-point response includes three of the four elements listed above.
2
A
2
-point response includes two of the four elements listed above.
1
A
1
-point response includes one of the four elements listed above.
Similarities
They both had goals.
•
Julia wanted to be a writer and Andrei wanted to research asteroids.
They were both optimistic and had plans for the future.
•
Julia had plans to become a writer and Andrei a scientist
Both had parents that encouraged them and believed in their success.
•
Julia’s parents bought her a typewriter and Andrei’s parents encouraged him instead of pressured
him
Both were immigrants.
•
Julia’s family came from the Dominican Republic and Andrei’s family came from Romania.
Differences
They were interested in different fields.
•
Julia wanted to be a writer while Andrei wanted to be a scientist.
They were born in different countries.
•
Julia was born in the United States while Andrei was born in Romania.
Their path for settling in the U.S. was different.
•
Julia was born in the U.S., lived in the Dominican Republic and then returned to the U.S. while
Andrei did not travel back and forth as Julia did.
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.
8
Coached Reading Assessment
Scoring Guide
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
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