Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Benchmark Reading Assessment
Grade 8
Grading Period 1
"The Sinking of PT109"
"Alone"
"Best Friends"
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 8 – 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
LC01
Main Idea
Kennedy tows McMahon to safety even though he told Kennedy to go on
without him; he swims out to sea hoping to flag down another boat; and
swims to a third island for food, etc…
2.
C
LC03
Inference
See answers to question #1.
3.
A
LC04
Vocabulary
A synonym for citation is official award.
4.
B
LC02
Summarize
It contains events from the beginning, middle, and end of the story.
5.
D
LA05
Text Features
It gives the reader visual and written information about the particular boat.
6.
B
LC02
Summarize
It contains events from the beginning, middle and end of the paragraph.
7.
SA
LC01
Main Idea
See the following pages for Scoring Guide
8.
ER
LA05
Literary Elements
See the following pages for Scoring Guide
9.
D
LC03
Inference
The speaker repeats that nobody can make it alone; if the speaker has a home,
the speaker’s soul will not be alone.
10. C
LA05
Literary Elements
The speaker says on line 7, “And I don’t believe I’m wrong.”
11. D
LC02
Summarize
It contains events from the beginning, middle, and end of the poem.
12. B
LC01
Main Idea
The poem is focused on the idea of interdependence and the need for people
to help one another: “Nobody can make it out here alone.”
13. B
LC01
Main Idea
Both girls begin to identify their own interests which changes their
relationship, see paragraph 26.
14. C
LC04
Vocabulary
A synonym for elusive is “shadowy.”
15. A
LC04
Vocabulary
A synonym for contemplated is “considered.”
16. C
LC03
Inference
Text based evidence-She is happy, “I was overjoyed”, Jen realizes Carmen
used her picture in the newspaper, Prior Knowledge-They have been friends
since kindergarten and Jen calls Carmen her best friend in the last sentence of
the story.
17. D
LA05
Literary Elements
Carmen is a writer and Jen is the artist. As they become more involved with
their individual interests, Jen is concerned about their friendship.
18. SA
LC02
Summarize
See the following pages for Scoring Guide
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
Scoring Guide
Grade 8 – Grading Period 1
7. Short Answer – 2 points
Strand: Comprehension
Learning Target: LC01 Main Idea
Any of these titles could be another title for the story. Choose the title you think best fits the selection.
They Lived On
The Perils of the PT 109
Profiles in Courage
Use
two
details from the story to support your choice.
2
A
2-point response
states or implies which title best fits the story, and provides two text-based
details to support the choice.
1
A
1-point response
states or implies which title best fits the story, and provides one text-based
detail to support the choice.
Text-based details may include, but are not limited to the following:
They Lived On:
•
Kennedy becomes President of the United States
•
Kennedy saves McMahon
•
“. . . the eleven hard fought survivors were safely back on the bow.”
•
The crew makes it to an island where they are rescued.
The Perils of the PT 109:
•
The Japanese destroyer rams the PT 109.
•
Two crewman die from the crash.
•
The PT 109 sinks and the sea catches on fire.
Profiles in Courage:
•
Kennedy orders his men into the water after the boat was rammed.
•
Kennedy searches for his missing crewmembers.
•
Kennedy saves Patrick McMahon, by grabbing his lifejacket and pulling towards the remains of the boat.
5
Benchmark Reading Assessment
Scoring Guide
Grade 8 – Grading Period 1
8. Extended Response – 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
What problem does Kennedy experience? What are
three
steps he takes to solve this problem? Include
information from the selection in your answer.
4
A
4-point response
states an appropriate problem Kennedy experiences in the selection and provides
three
text-based steps he takes to solve the problem.
3
A
3-point response
states an appropriate problem Kennedy experiences in the selection and provides
two
text-based steps he takes to solve the problem
OR
Provides three text-based steps he takes that would solve an appropriate problem.
2
A
2-point response
states an appropriate problem Kennedy experiences in the selection and provides
one
text-based step he takes to solve the problem
OR
Provides two text-based steps he takes that would solve an appropriate problem.
1
A
1-point response
states an appropriate problem Kennedy experiences in the selection
OR
Provides one text-based step he takes that would solve an appropriate problem.
Text-based details may include, but are not limited to the following:
Problem: PT 109 gets hit by the enemies and is split in two
Steps to solve the problem:
•
Sternly orders the men into the water
•
Kennedy loudly calls out the names of his missing crewmembers
•
He tows McMahon to safety
•
All eleven survivors make it back safely to the bow of the ship
Problem: The ship begins to sink
Steps to solve the problem:
•
Kennedy has the men swim to a small island four miles away
•
He tows McMahon the entire distance
•
While the men rest, Kennedy swims out to sea with a lantern and pistol in hopes of finding a rescue boat
Problem: The surviving crew needs help
Steps to solve the problem:
•
Kennedy heroically swims out to see to flag down another PT boat
•
Kennedy and another man swim to another island to find food
•
The crew discovers a Japanese box containing candy and crackers
•
Finds islanders that offer his men assistance and food
6
Benchmark Reading Assessment
Scoring Guide
Grade 8 – Grading Period 1
18. Short Answer – 2 points
Strand: Comprehension
Learning Target: LC02 Summarize
In your own words, write a summary of the story. Include a
summarizing statement
and
three main events
from the story in your summary.
2
A
2-point response
accurately summarizes the story by including a summarizing statement and
three main events from the story
1
A
1-point response
partially summarizes the story by including a summarizing statement and two
main events from the story
OR
Provides three main events from the story and no summarizing statement
Text-based main events may include, but are not limited to:
Possible summarizing statements:
•
In the story “Best Friends” by Leslie Hall, two girls see their friendship change as they grow older.
•
The story “Best Friends” by Leslie Hall emphasizes the idea that friendships can change and survive.
Possible main events:
Beginning
•
The girls have been friends since kindergarten
•
The girls got their ears pierced when they were thirteen
•
Carmen and Jen were called the twins
•
Carmen decides to audition for the school newspaper, but Jen doesn’t want to
Middle
•
Mr. Langley wanted Jen to enter an art contest using her pencil drawing of Carmen
•
Jen begins to feel Carmen spends all her time working on the school newspaper
•
Jen feels ignored, unimportant, and admits she is jealous of the time Carmen spends on the newspaper
End
•
Carmen is surprised when Jen gets angry with her
•
Carmen and Jen have a confrontation and are mad at one another
•
Jen discovers Carmen used her picture in the school newspaper and feels badly about the way she treated
Carmen
•
Jen heads out to find Carmen
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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