Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 9
Grading Period 1
“Hilda Conkling: Child Poet”
“The Ox Cart Man”
“The True History of the Tortoise and the Hare”
2
Reading Assessment
Teacher Directions
Purpose:
The purpose of the assessment is to determine each student’s ability to demonstrate skill in the
assessed targets and to inform instruction.
Time:
Approximately two class periods.
Preparation prior to the assessment:
•
Read the Directions for Administration (below) and the student passages (in student packet).
•
We recommend you familiarize yourself with the assessment by taking it prior to giving it to the students.
•
Check that you have a student packet for each student. Make additional copies, if needed.
Remind students that they:
•
need to bring materials for independent work/reading on the assessment days.
•
may use pencil only for the assessment.
•
need to know their access codes for computer login during the assessment.
•
may NOT take the test home.
•
may NOT use a dictionary or thesaurus for the assessment.
•
will NOT be able to get assistance from you during the assessment.
Directions for Administration
Before testing begins:
1.
Inform students
that this reading assessment is for collecting evidence of each student’s ability to read and
answer independently. Assessments may not be taken home. Using a dictionary and/or a thesaurus is not
allowed.
2.
Remind students to:
•
preview the reading passage and assessment questions before beginning.
•
code and mark the text passages to help identify important details.
•
reread any part of the passage to find evidence to support their answers.
•
remain seated throughout the assessment period and to work quietly or read independently when finished
with the assessment. (Exception: if students are entering scores on the computer)
To begin testing:
Pass out student packets and make certain each student has a pencil.
Review reminders listed above the Directions for Administration.
Daily:
Collect student packets at the end of
each period
.
Please
do not
allow students to take booklets home
to finish assessment.
Entering student data:
Enable the CCBA tool for students (see CCBA directions).
Provide an opportunity for students to enter multiple choice answers into the CCBA tool.
IMPORTANT – Remember to disable CCBA tool for the class at the end of each period.
Use of data:
The purpose of the assessment is to determine each student’s ability to demonstrate skill in the
assessed targets and to inform upcoming instruction. Utilize baseline scores
for instructional planning and
targeted instruction. It is up to teacher discretion whether mid-year assessments
are used for a grade.
*Please note: No pre-teaching or coaching
of assessment is allowed.
This is a secure test
. Check with your IFL regarding procedures (shredding, storing, etc.)
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 informational 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 informational 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
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 1
Please refer to attached
Reading Strands and Targets
document on preceding page.
Multiple Choice Items – 1 point each
Student
MC
Answers
Strand and Target
Evidence to support MC answers
1. A
IC11
Main Idea
B is untrue; C & D are supporting details.
2. D
IC14
Vocabulary
Highly regarded is a synonym for prestigious.
3.
SA
IC12
Summarize
See following pages for answers.
4. B
IC13
Inference
A and C are literal statements about music;
D is not supported by text.
5. C
IC12
Summarize
See paragraph 8.
6. D
LA05 Literary Elements
There are no clues for jealous, funny, nor bossy. The mother
does pay attention to what her daughter writes and take several
actions to get the poems published = involved.
7.
SA
IC13
Inference
See following pages for answers.
8. C
LC01 Main Idea/Theme
The end of the poem mentions the man will build the cart
again and, therefore, start over again working in his field. In
the last stanza, he has already made a new harness.
9. C
LC02 Summarize
C is the only one that summarizes the selection and is not a
supporting detail. D is not correct because is an opinion not
supported in the text.
10. A
LC03 Inference
The poem implies cyclical work. The man has already made a
new harness so preparing products for market (as he did in
April) makes sense for the next steps of those listed.
11. B
LA05 Literary Elements
He digs potatoes, tans hides, hoops the barrels, and walks the
ox for 10 days, etc… This shows he is hardworking.
12. C
LC04 Vocabulary
Piece of wood is the definition for plank.
13. C
LC01 Main Idea/Theme
A and D are incorrect according to this story.
B could be true according to the story but is not the main idea.
14. A
LC02 Summarize
A,B, and C are all details.
15. D
LC04 Vocabulary
Slogan is a synonym for catch-phrase.
16. C
LA05 Literary Elements
The animals arguing about who was fastest is the main
conflict. A and D are conflicts, but not major ones. B is not
supported.
17. C
LC03 Inference
A, B, & D have no text basis.
18.
ER
LA05 Literary Elements
See following pages for answers.
Note:
SA
and
ER
stand for Short Answer and Extended Response items. The short answer and extended response scoring
guide is found on the following pages.
5
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 1
3. Short Answer – 2 points
Strand: Comprehension
Learning Target: IC12 Summarize
In your own words, write a summary of the selection. Include
three
main events from the selection in your
summary.
2
A
2
-point response accurately summarizes the selection by including
three main events
from the
selection
OR
Provides
a summarizing statement and two main events
from the selection.
Example using three main events:
When Hilda Conkling was four years old she began “talking
poems” which her mother recorded. A few years later, her mother began sending Hilda’s poems for
publication – they were a huge success and Hilda was considered a great poet. She wrote fewer and
fewer poems as she grew older, saying she had lived her life in reverse.
OR
Example using a summarizing statement and two main events:
She was famous in childhood, but
became less and less of a writing success as she approached adulthood. With the help of her mother, she
published many poems in her childhood, even winning awards. As she got older, she published fewer
and fewer poems.
1
A
1
-point response partially summarizes the selection by including one or two main events from the
story/selection
OR
Provides a summarizing statement and one main event from the selection
OR
Provides a summarizing statement
OR
Provides one main event from the selection.
Text-based main events may include, but are not limited to:
•
Hilda Conkling began “talking poems” to her mother at four years old.
•
When Hilda was eight, her mother began submitting her daughter’s poems to literary magazines.
•
Hilda’s poems became widely published.
•
Hilda did not know about her success until she received a copy of her book at a surprise party.
•
Hilda won awards and her poetry was collected into books.
•
The
New York Times Book Review
called Hilda a “poet by instinct” with a “true and fine poetic
imagination.”
•
Hilda said she lived her “life in reverse.”
•
Hilda’s verses are still included in anthologies.
•
Hilda’s poems were discussed in
Children and Books
, a text about the best children’s literature.
NOTE:
A summary statement must mention that Hilda became a famous poet in her childhood and wrote
less as an adult.
6
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 1
7. Short Answer – 2 points
Strand: Comprehension
Learning Target: IC13 Inference
What experiences most likely influenced Hilda’s success? Include
two
details from the selection in your
answer.
2
A
2
-point response provides
two
text-based details to identify what experiences most likely influenced
Hilda’s success.
1
A
1
-point response provides
one
text-based detail to identify what experiences most likely influenced
Hilda’s success.
Text-based details may include, but are not limited to:
Experiences that influenced Hilda’s success:
•
The mother realized Hilda’s words made music
•
“Her mother copied the poems just as Hilda told them to her.”
•
The mother sent groups of Hilda’s poems to various publications.
•
The mother hid the magazines from Hilda which in turn helped her daughter not to lose her spontaneity or
creativity.
•
Well-known poets and critics reviewed and commented on her poems. For example, she is declared a
genius, an unusually gifted little girl, “a true and fine poetic imagination.”
•
A famous poet, Amy Lowell, wrote a preface in one of her books.
•
Her first book,
Poems by a Little Girl
, got good reviews.
•
Her second book received great praise.
•
Hilda won a poetry prize from a prestigious literary magazine.
•
When she was 14, one hundred of her best poems were published in
Silverhorn
.
7
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 1
18. Extended Response– 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
According to the story, describe how the Hare feels about racing the Tortoise. Provide
three
details from the
story to support your answer.
4
A
4
-point response provides all of the following:
•
A reasonable feeling
•
One text-based detail
•
A second text-based detail
•
A third text-based detail
•
3
A
3-point
response provides three of the elements listed above.
2
A
2-point
response provides two of the elements listed above.
1
A
1-point
response provides one of the elements listed above.
Reasonable feelings may include, but are not limited to: ridiculous, absurd, cross, bored, foolish…
Text-based details may include, but are not limited to:
ridiculous, absurd
•
“Ridiculous nonsense! said the Hare, and it was all his constituents could do to get him to run.
•
“It’s rather absurd,” he said loftily, “to race with an animal as slow as a Tortoise.”
bored and cross
•
“…he looked bored and cross.”
•
“And he sat down, yawned, and lazily began to scratch himself.”
•
“…he sat down and again and scratched lazily.”
•
“He yawned and stretched himself upon the grass. Some say he slept.”
foolish
•
“…it suddenly struck him what a fool he looked running a race with a Tortoise who was nowhere in
sight…”
•
“It’s rather absurd,” he said loftily, “to race with an animal as slow as a Tortoise.”
8
Benchmark Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
16 Points Possible
15 - 16
13 - 14
10 - 12
0 - 9
Analysis/Interpret Strand
4
3
2
1
7 Points Possible
7
6
4 - 5
0 - 3
Critical Thinking Strand
4
3
2
1
0 Points Possible
0
0
0
0
9
Assessment Feedback
Name___________________________
After each administration we look at student data to make changes, but it would also be helpful if you
could point out any suggestions you and/or your students have for further improvement. Please use this
form or an email to share your feedback. Thanks very much.
Other comments:
**Please return this form to your Instructional Facilitator of Literacy. Thank you!
Inaccuracies or Typographical Errors
Difficulty of text selections
Ambiguous or Confusing Questions
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