Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 9
Grading Period 3
“The Country Mouse and the Town Mouse”
“Desert Woodrats”
“freddy the rat perishes”
1
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.)
2
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.
3
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 3
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.
D
LA06
Compare/Contrast
A. False. Neither mouse is able to adapt to the other’s living situation.
B. False. Neither one is really dissatisfied with their life.
C. False. The Country Mouse thought the Town Mouse’s life was filled
with terror and the Town Mouse thought the Country Mouse’s life was
boring.
D. True. Because each mouse liked their own life, they couldn’t see the
other’s point of view. See paragraph 1 and 3.
2.
A
LA07
Cause and Effect
A. In paragraph 2, “overpowered with such fine words and so polished a
manner” is used to explain why CM goes to the town.
B. There is no text evidence for this. We might infer it but there is no proof.
C. No text evidence to support this inference.
D. There is no evidence tying CM’s frugality to his acceptance.
3.
D
LT09
Evaluate Reasoning
A. This is a fact/detail and not related to reasoning.
B. False. TM does not show evidence of valuing others’ lifestyles and
infact does not value CM’s lifestyle.
C. TM does not choose the country life. This statement is false.
D. Living in fear is not usually considered desirable. Yet, TM desires this
lifestyle.
4.
C
LT10
Generalize
A. TM does not choose a rustic life so this is not an accurate generalization.
B. CM does not choose city life with its fancy foods and fine living so this
cannot be a generalization based on the story.
C. There are drawbacks to both lives but the country mouse prefers the quiet
of his life; the town mouse does not state any dissatisfaction with the
perils of his life.
D. CM chooses country living w/its poverty over wealth so this is not
accurate for the story.
5.
B
LT08
Author’s Purpose
The author is using this story to teach readers that they should be satisfied
with what they have.
6.
SA
LA07
Cause and Effect
See following pages
7.
D
IA16
Compare/Contrast
D is the only correct answer.
8.
C
IA17
Cause and Effect
The myth is that they are businessmen; in paragraph 1 the article states that
the woodrats can only carry one item and so will drop what they already have
to pick up another.
9.
B
IT18
Author’s Purpose
B shares the opinion of the author towards the woodrat’s actions.
10. C
IT19
Evaluate Reasoning
A, B, and D are addressed in the article. However, they are not the most
important ideas presented.
11. C
IT20
Generalize
How different rodents conserve or acquire water is described, implying that
this is a critical concern for desert creatures.
12. ER
IT18
Author’s Purpose
See following pages
13. D
LA06
Compare/Contrast
The Country Mouse observes the Town Mouse and his situation. The
cockroach observes like a reporter what is happening in the newsroom.
14. A
LT08
Author’s Purpose
He states that they buried freddy with “military honors.” This implies
bravery.
15. B
LA07
Cause and Effect
Only B is true
16. A
LT09
Evaluate Reasoning
The tarantula had killed the millipede and was looking to fight freddy next.
4
17. D
LT10
Generalize
There is no evidence to support A, B, & C. Archy accurately recorded the
events he saw.
18. SA
LT09
Evaluate Reasoning
See following pages
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 3
6. Short Answer – 2 points
Strand: Analysis
Learning Target: LA07 Cause and Effect
Explain why Country Mouse decided to return home after visiting the town. Include
two
details from the
story in your answer.
2
A
2-point response
provides
two
text-based details to explain why Country Mouse decided to
return home.
1
A
1-point response
provides
one
text-based detail to explain why Country Mouse decided to
return home.
Text-based details may include, but are not limited to:
•
Paragraph 3, reveler returned and burst in the room and scared Country Mouse
•
The Country Mouse had to run and hide in the corner at the Town Mouse’s home
•
The dogs barked at them and frightened the Country Mouse
•
“But give me my barley-bread in peace and security before the daintiest feast . . .” The Country Mouse
decided he would rather live a life of peace and security than a life of luxury.
6
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 3
12. Extended Response – 4 points
Strand: Critical Thinking
Learning Target: IT18 Author’s Purpose
What is the author’s purpose for writing the selection? Provide
three
details from the selection to support
your answer.
4
A
4-point
response states the author’s purpose for writing the selection and provides three text-based
details to support the purpose.
3
A
3-point
response states the author’s purpose for writing the selection and provides two text-based
details to support the purpose
OR
Provides three text-based details that would support a reasonable purpose.
2
A
2-point
response states the author’s purpose for writing the selection and provides one text-based
detail to support the purpose
OR
Provides two text-based details that would support a reasonable purpose.
1
A
1-point
response states the author’s purpose for writing the selection
OR
Provides one text-based detail that would support a reasonable purpose.
Text-based details may include, but are not limited to:
To inform, explain, or describe to the reader about the life of desert woodrats
•
What the woodrat looks like: Paragraph 3
•
Where the woodrat lives: Paragraph 4
•
How the woodrat behave: Paragraphs 5-7
•
The life cycle of the woodrat: Paragraphs 8-9
7
Benchmark Reading Assessment
Scoring Guide
Grade 9 – Grading Period 3
18. Short Answer– 2 points
Strand: Critical Thinking
Learning Target: LT09 Evaluate Reasoning
Was the rat’s decision to fight the tarantula a good idea? Provide two details from the poem to support your
answer.
2
A
2-point
response provides two text-based details to support the answer.
1
A
1-point
response provides one text-based detail to support the answer.
Text-based similarities and differences include, but are not limited to:
YES
•
Because freddy was poisoned and he knew he was going to die anyway
•
Freddy stood up to his enemy and that was the right thing to do
•
Freddy felt he needed to vindicate the other critters that had been killed by the tarantula
•
Brave
•
Saved others, martyr or hero to others and would be remembered
NO
•
Freddy has seen all the other critters be killed by the tarantula
•
Freddy is already poisoned and weak
•
Freddy dies in the end
8
Benchmark Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
0 Points Possible
0
0
0
0
Analysis/Interpret Strand
4
3
2
1
8 Points Possible
8
6 - 7
5
0 - 4
Critical Thinking Strand
4
3
2
1
15 Points Possible
14 - 15
12 - 13
9 - 11
0 - 8
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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