Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 7
Grading Period 1
"Hector, the Stowaway Dog"
"The Sea"
"Are Dogs Dumb?”
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 and benchmark 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 devices) 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 7 – 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.
C
LC04
Vocabulary
To be aloof means to be unavailable or distant.
2.
D
LC01
Main Idea
A and C are minor conflicts in the story and B is incorrect.
3.
A
LC03
Inference
Not enough evidence to support B or C. There is evidence in the story that
Hector was already used to living on a ship.
4.
A
LA05
Literary Elements
Kindall was kind to Hector even though Hector did not return his affection.
This demonstrates patience. B, C, and D cannot be supported by the text.
5.
C
LC03
Inference
There is no support for A, B, and D in the text. See paragraphs 11 & 12:
“What mysterious . . .”
6.
B
LC01
Main Idea
The most important detail of this paragraph is that the dog and its owner are
reunited.
7.
C
LC02
Summarize
C captures important information from the beginning, middle and end of the
story.
8.
SA
LC02
Summarize
See following pages for Scoring Guide
9.
SA
LC01
Theme
See following pages for Scoring Guide
10. D
LA05
Literary Elements
In the poem on lines 16 & 17, the grasses are described as “playing” and,
therefore, the grasses are behaving like people:
“When even the grasses on the dune
Play no more their reedy tune,”
11. D
LC01
Theme
The poems describes how the sea changes from day to night and from season
to season. For examples, see lines 10 & 11 and 15.
12. A
LC02
Summarize
In lines 10-14, the storm clouds come in over the sea and the ocean becomes
turbulent. For example, the lines describe the sea hitting the cliffs and the
loud sounds of water smashing the rocks.
13. ER
LA05
Literary Elements
See following pages for Scoring Guide
14. D
IC12
Summarize
See paragraph 9.
15. A
IC13
Inferences
This means monkeys outperform dogs on this test.
16. C
IC14
Vocabulary
A synonym for wary is cautious.
17. A
IC14
Vocabulary
A synonym for reflection is sign.
18. A
IA15
Text Features
This indicates a title.
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.
4
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 7 – Grading Period 1
8. Short Answer – 2 points
Strand: Comprehension
Learning Target: LC02 Summarize
In your own words, write a summary of the selection. Include a
summarizing statement
and
three
main
events in your summary.
2
A
2-point response
accurately summarizes the selection by including a
summarizing statement
and
three
main events from the story
Example:
Hector, the Stowaway Dog
is a story about determination. Hector is a dog that is separated from
his master by an entire ocean, but refuses to find a new master. He searches many ships to find one
he thinks will return him to Japan. As a stowaway, he could have again adopted a new master, but
he is determined to find his real master and stays on deck whenever possible and sniffs the air for
his master. Finally, when he knows his master is near, he risks his life by jumping in the ocean and
is reunited.
1
A
1-point response
partially summarizes the selection by including a
summarizing statement
and
two
main events from the selection.
OR
Provides
three
main events, but does not include a summarizing statement.
Text-based main events may include, but are not limited to:
Possible summarizing statements:
•
“Hector, the Stowaway Dog” is a story about the loyalty and love.
•
The story, “Hector, the Stowaway Dog”
,
is about a dog that searches across the ocean for his master.
•
The story, “Hector, the Stowaway Dog”, is about how much a dog and his master can love each other.
•
The story, “Hector, the Stowaway Dog”
,
is about the determination of a loyal dog.
Possible main events:
•
Officer Kindall of the Hanley notices a dog going aboard many ships.
•
Hector, the dog, goes aboard many ships looking for one he thinks might take him to his master.
•
Hector the dog, stows away on a ship called the Hanley that is headed for Japan.
•
Hector was found on the ship and the crew tried to get to know him and treat him well.
•
Hector is found on the Hanley and follows officer Kindall around the ship as he works.
•
It seems that Hector knows how to live on the ship and the crew tries to get to know him better, but
Hector remains aloof.
•
As the ship drops anchor off the coast of Japan, Hector gets very excited. He smells the air and
recognizes the scent of his master on a sampan nearby. He jumps in the water and swims to his old
master.
•
When the Hanley gets to Japan, Hector and his old master find each other and are reunited.
•
Hector gets very excited as he sniffs the air in the harbor at Yokahama. He barks and gets the attention of
a man on a nearby sampan. The man also gets excited as he recognizes Hector. Amazingly, dog and
master are reunited.
5
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 7 – Grading Period 1
9. Short Answer – 2 points
Strand: Comprehension
Learning Target: LC01 Theme
The story shows the power of loyalty and love. Provide
two
details from the story to support this idea.
2
A
2-point response
provides two text-based details that show theme.
Example:
The power of loyalty and love was so strong for Hector that he wouldn’t accept a new master when he
had the chance. Hector could have let the captain of the ship be his new master because the captain
liked dogs and tried to be friends with him. He also could have accepted Officer Kildall. Hector
followed him around all day, but would not warm up to him.
1
A
1-point response
provides
one
text based detail that shows theme.
Text-based details may include, but are not limited to:
Hector was so loyal that he was determined to find his master.
•
He went aboard many ships to find one that he thought would take him home.
•
He searched for a way home even though he was so far away from home. Hector was across the ocean.
•
Hector was often sniffing the air in search of his master. He didn’t give up.
Hector would not accept a new master even though he was lost.
•
“The captain, who loved dogs, tried to be friendly, but the terrier would not warm up to him.”
•
“Kindall and others tried to win him over. To all of them he remained distant and cool.”
•
“For 18 days the Hanley sailed across the northern rim of the Pacific. Day after day her officers and men
tried to make up to the dog but he remained aloof.”
Hector only showed affection or attention to his master.
•
Hector ran excitedly back and forth when he knew his master was near.
•
“The dog became so worked up that he jumped into the water.”
•
“The shouting man pulled him aboard the sampan and hugged him close, wet coat and all. The dog
whined with joy and licked his face.”
6
Benchmark Reading Assessment
Supplemental Scoring Guide
Grade 7 – Grading Period 1
13
.
Extended Response – 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
According to the poem, describe how the poet feels about the sea. Provide
three
details from the poem to
support your answer.
4
A
4-point response
describes how the poet feels about the sea and provides
three
text-based
details to support the feeling.
Example: The poet feels the ocean changes a lot. For example, the poet shows how the sea can
be quiet like in May or June or how the sea “lies on the sandy shores.” Other times, however, the
sea can be loud and wild, “Shaking his wet sides over the cliffs, And howls and hollos long and
loud.”
3
A
3-point response
describes how the poet feels about the sea and provides
two
text-based
details to support the feeling.
OR provides three text based details that would support an appropriate feeling.
2
A
2-point response
describes how the poet feels about the sea and provides
one
text-based detail
to support the feeling.
OR provides two text-based details that would support an appropriate feeling.
1
A
1-point response
describes how the poet feels about the sea
OR provides one text-based detail that would support an appropriate feeling.
Text-based details may include, but are not limited to:
The poet feels the sea is like a dog:
•
(Line 1) “The sea is a hungry dog”
•
(Line 3) “He rolls on the beach all day”
•
(Lines 8-9) “The giant sea-dog moans, Licking his greasy paws.”
The poet feels the sea is rough and wild:
•
(Lines 13-14) “Shaking his wet sides over the cliffs, And howls and hollos long and loud.”
•
(Lines 5-6) “Hour upon hour he gnaws, The rumbling, tumbling stones,”
•
(Line 8) “The giant sea-dog moans,”
The poet feels that the sea can sometimes be calm and quiet:
•
(Lines 15) “But on quiet days in May or June,”
•
(Line 19) “He lies on the sandy shores,”
•
(Line 20) “So quiet, so quiet, he scarcely snores.”
Possible other examples of how the poet feels about the sea include that the poet feels that the sea changes, he
poet feels the sea is beautiful, and the poet feels the sea is mysterious.
7
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
8
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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