Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 6
Grading Period 1
"The Tiger Who Would Be King"
"Why Monkeys Live in Trees"
1
Coached Reading Assessment
Teacher Directions
Purpose:
The purpose of the coached assessment is to provide students with modeled and scaffolded instruction
in test-taking and skills in answering questions addressing the assessed targets.
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
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
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.
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.
12. Collect all assessment materials
.
13. 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 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.
4
Coached Reading Assessment
Scoring Guide
Grade 6 – 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.
D
LA05 Literary Elements
“…a yellow moon with black stripes…”
2.
B
LC01
Theme
A, C and D deal with gaining or keeping power, not with governing.
3.
D
LC02
Summarize
D contains information from the whole text.
4.
D
LC04
Vocabulary
Surveyed means to “look over”.
5.
A
LC03
Inference
A is correct because the monkeys had played a trick and the other animals
were angry at them. The monkeys had to stay in the trees to stay safe from
the other animals.
6.
C
LC03
Inference
Tiger looked at his reflection in the pond and stated that if it were a beauty
contest he would be in it. This shows the vanity of Tiger.
7.
D
LC04
Vocabulary
Dismay means “disappointment”.
8.
B
LA05 Literary Elements
“…tears rolling down his face like waterfall.” See paragraph 20.
9.
A
LC01
Theme
Distrust is a consequence of trickery. When Monkey tricked King Gorilla the
animals no longer trusted the monkeys.
10. B
LC02
Summarize
Paragraphs 24, 25, and 26 are about Leopard climbing in the tree and
discovering that Monkey is cheating.
11. SA
LC02
Summarize
See scoring guide on following pages
12. SA
LC01
Theme
See scoring guide on following pages
13. ER
LA05 Literary Elements
See scoring guide on 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
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 1
11
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC02 Summary
In your own words, write a summary of “Why Monkeys Live in Trees.” Include
a summarizing statement
and
three
main events from the story in your summary.
2
A
2-point response
accurately summarizes the selection by including a summarizing statement and
three main events from the selection.
1
A
1-point response
partially summarizes the selection by including a summarizing statement and
two of the main events
OR
Provides three main events, but does not include a summarizing statement.
Text-based details may include, but are not limited to:
Summarizing statement:
•
“Why Monkeys Live in Trees”, by Julius Lester, is the story of how monkeys worked together to cheat
and win a pot of gold.
•
“Why Monkeys Live in Trees”, by Julius Lester, tells the story of why monkeys must live in trees.
•
This is a story that explains why monkeys live in trees.
Beginning events:
•
Leopard decides to be in the contest to win the gold.
•
King Gorilla offers a pot of gold to whoever can eat a pot of black dust.
•
A pot of gold is offered to anyone who can win a contest.
Middle:
•
Hippopotamus was the first to try to eat the black dust. He screamed so loudly that he “knocked the ears
off of the chickens.”
•
Hippopotamus and other animals tried to win the pot of gold, but couldn’t eat all the black dust.
•
The animals were amazed that monkey could eat the dust.
•
The monkeys worked to together to cheat in the contest.
End:
•
The monkeys escaped into the trees when they got caught cheating.
•
Many monkeys cheated to win the prize, but were discovered.
•
The animals realized that they had been tricked by the monkeys and the animals chased the monkeys into
the trees.
•
King Gorilla wants his gold back and joins the animals who are trying to catch the monkeys. The
monkeys escape by climbing the trees.
6
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 1
12
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC01 Theme
The story shows that dishonesty does not pay. Provide
two
details from the story to support your answer.
2
A
2-point response
provides
two
text-based details to explain how the selection shows that
dishonesty doesn’t pay.
1
A
1-point response
provides
one
text-based detail to explain how the selection shows that dishonesty
doesn’t pay.
Text-based details may include, but are not limited to:
•
The monkeys must live in the trees because they cheated and must avoid the other animals.
•
The monkeys may not be able to keep the gold because they were dishonest about how they won it.
•
All the animals are trying to catch the monkeys because they were angry for being lied to.
•
The monkeys have to stay in the trees because all the other animals are angry with them.
•
The monkeys may never be trusted to live with the other animals again; they have to live in trees.
7
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 1
13
.
Extended Response– 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
According to the selection, describe how Leopard feels about himself. Provide
three
details from the selection
to support your answer.
4
A
4-point response
includes the following elements:
ƒ
A reasonable feeling
ƒ
One text-based detail
ƒ
A second text-based detail
ƒ
A third text-based detail
3
A
3-point response
includes three of the four elements above.
2
A
2-point response
includes two of the four elements above.
1
A
1-point response
includes one of the four elements above.
Text-based details may include, but are not limited to:
Confident
•
“I’ll eat it in half an hour.”
•
“Then he strode regally over to his friend, Lion.”
•
Leopard laughs when Lion says he can eat the mound of dust in one hour.
Stuck up, arrogant, vain
•
“I’ll eat it in half an hour.”
•
“Looking at himself was Leopard’s favorite thing in the world to do.”
•
“…he was satisfied that nothing was disturbing his handsomeness…”
•
Looks at his reflection for hours.
Smart
•
Discovered that monkeys were cheating in the contest by climbing up a tree to look down on the monkeys
in the tall grass
8
Coached Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
12 Points Possible
11 - 12
10
7 - 9
0 - 6
Analysis/Interpret Strand
4
3
2
1
6 Points Possible
6
5
4
0 - 3
Critical Thinking Strand
4
3
2
1
0 Points Possible
-
-
-
-
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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