Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 7
Grading Period 1
"The Cat Who Thought She Was a Dog…"
"Kam's Mirror"
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 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.
A
LC02
Summarize
Paragraph 4- “…they no longer felt as jolly as before.” This shows that the
Skiba household was happy before the presence of the mirror.
2.
D
LC03
Inference
There is no text based evidence to support A and B. Regarding C, the text
implies that the peasants did not have a mirror because they could not afford
it, not because their house was too small.
3.
B
LC01
Theme
A and C have no support in the text. D could be considered a sub theme of
the story, but the theme of the entire story matches best with B.
4.
C
LC04
Vocabulary
Perplexed means confused or puzzled.
5.
SA
LC02
Summarize
See scoring guide on following pages
6.
C
LC03
Inference
The text implies that they should look in the mirror and think while they are
drinking. One can assume that they might calm down during this time of
contemplation. There is no evidence to support the other answers.
7.
B
LC02
Summarize
C and D are incorrect. B reflects more of the story than A and is, therefore,
the best answer.
8.
C
LA05
Literary Elements
A, B and D all have incorrect elements.
9.
C
LA05 Literary Elements
A and D have no reference to the story. B might be inferred, but C is stated
in the text and is, therefore, the best answer.
10. A
LC04
Vocabulary
Bustling streets can be noisy, narrow and polluted, but they must be busy to
be considered bustling.
11. C
LC01
Main Idea
The unknown object was the mirror and once Kam did bring the mirror home
it disrupted his household. The other answers cannot be correct because they
either deal with only part of the story or in the case of B it is never mentioned
that love got the family through- it seems to be the priest’s advice that helped
the family.
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 7 – Grading Period 1
5
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC02 Summary
In your own words, write a summary of “The Cat Who Thought She Was a Dog and the Dog Who Thought
He Was a Cat” 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.
An example of a summarizing statement may include, but is not limited to:
•
A peasant and his family had problems when they bought a mirror and became overly concerned about
their appearance.
•
The story, “The Cat Who Thought She Was a Dog and the Dog Who Thought He Was a Cat” shows why
focusing on appearances can be a problem.
Text-based details may include, but are not limited to:
Beginning
:
•
The family owned a dog and a cat who thought they were like each other because they had never seen
themselves.
•
One day a peddler came to the family hut and sold the wife a mirror and when everyone saw themselves
in the mirror, they were unhappy with their looks.
Middle
:
•
Some members of the family became overly concerned for their appearance and wanted to fix their flaws
but couldn’t afford it and become very unhappy.
•
Even the cat and dog changed. They turned on one another and almost killed each other because now
they knew they were different.
End
:
•
Jan Skiba put the mirror into the woodshed to end his family’s obsession with appearances.
•
Jan Skiba returned the mirror to the peddler and the family returned to normal.
The cat and dog’s relationship returned to normal after the mirror was returned to the peddler.
6
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 1
12
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC01 Theme
The story shows that problems arise when people do not trust each other and assume the worst in a situation.
Provide
two
details from the story that support this idea.
2
A
2-point response
provides
two
text-based details that show that problems arise when people do not
trust each other and assume the worst in a situation.
1
A
1-point response
provides one text-based detail that shows that problems arise when people do not
trust each other and assume the worst in a situation.
Text-based details may include, but are not limited to:
•
Without asking Kam about his intentions, Kam’s family assumes he is planning and acting against them.
•
Kam’s wife believes he is trying to replace her.
•
Kam’s father believes he has brought home a man to sleep on his mat and eat his food.
•
Kam’s daughter believes he has brought home a young girl to take away her marriage partners.
•
Kam’s family members get very angry without asking him why he brought home the metal piece.
•
“As soon as he entered, his wife attacked him, pulling his hair and beating him with her fists.”
7
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 1
13
.
Extended Response– 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
What problem does Kam experience? What are
three
steps he takes to solve this problem? Include
information from the story in your answer.
4
A
4-point response
includes the following elements:
ƒ
A reasonable problem
ƒ
One text-based step
ƒ
A second text-based step
ƒ
A third text-based step
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:
Reasonable problem:
•
Kam’s problem is that he brought the metal object (mirror) home from his journey to the city.
Steps Kam takes to solve this problem:
•
Notices his family’s cries and screams when they come into conflict with the mirror. Kam runs into the
hut to see what is wrong.
•
Takes his family to a priest.
•
His family promises to follow the priest’s advice to put rice water next to the mirror.
•
Kam puts rice water next to the mirror once they arrive home.
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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