Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 8
Grading Period 1
"Medicine Bag"
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 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.
B
LC01
Theme
See paragraph 80- Since Martin was willing to place sage in his medicine bag
he is demonstrating his commitment to carrying on the traditional Sioux
ways.
2.
A
LC02
Summarize
Contains main events from beginning, middle and end of story.
3.
C
LC03
Inference
Martin was embarrassed by his grandpa’s appearance.
4.
C
LC04
Vocabulary
A synonym for fatigue is tiredness.
5.
A
LC01
Theme
Grandpa shares stories from past, wears traditional costumes and passes
medicine bag onto his grandson- these are all traditions important to the
Native American culture (Sioux).
6.
B
LC02
Summarize
See paragraphs 17, 18 and 43.
7.
D
LC04
Vocabulary
Synonym for commotion is uproar.
8.
B
LC03
Inference
For evidence see line 61 “weird dreams,” line 62 setting of the room, and line
63 words only for a man’s ears.
9.
A
LA05
Literary Elements
The whole story is about Martin’s struggle to accept his grandfather as he is
and to be proud of his Native American heritage.
10. D
LA05
Literary Elements
Page 3, paragraph 11
11. SA
LC02
Summarize
See scoring guide on following pages
12. SA
LC03
Inference
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 8 – Grading Period 1
11
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC02 Summary
In your own words, write a summary of “Medicine Bag.” 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:
•
“Medicine Bag” tells the story of Martin, a young boy, and how his life changes when his grandfather
visits..
•
A young boy deals with his grandfather’s visit.
•
A young boy’s grandfather visits, knowing he is going to die.
Beginning events:
•
Martin and his sister brag to their friends about their Sioux grandfather.
•
Grandpa arrives and causes a commotion on the block.
•
Martin shakes grandfather’s hand and takes him to the house.
Middle:
•
Grandpa faints.
•
The doctor makes a visit.
•
Martin finds money in Grandpa’s boots.
End:
•
Martin’s friends visit Grandpa.
•
Grandpa tells them stories.
•
Martin receives the medicine bag.
6
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 1
12
.
Short Answer – 2 points
Strand: Comprehension
Learning Target: LC03 Inference
Based on the information in the story, what inference could you make about Martin’s feelings regarding his
Native American heritage? Include information from the story to support your inference.
2
A
2-point response
makes a reasonable inference about Martin’s feelings about his Native American
heritage and provides
one
text-based detail to support the inference.
1
A
1-point response
makes a reasonable inference about Martin’s feelings about his Native American
heritage.
OR
Provides one text-based detail that would support a reasonable inference.
Text-based details may include, but are not limited to:
Respect
•
Martin helps his grandpa when he faints.
•
Martin listens to grandpa’s stories.
•
Martin accepts the medicine bag.
Embarrassed
•
Martin exaggerates about the times he spends on the reservation.
•
Martin tries to keep his friends away from grandpa.
•
Martin pulls his hand away from grandpa’s hand and keeps his head down.
Worried
•
Martin is now regarded as an adult with more responsibilities.
•
When Martin wears the medicine bag, his friends may laugh at him.
•
His grandfather may die.
7
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 1
13
.
Extended Response– 4 points
Strand: Analysis
Learning Target: LA05 Literary Elements
What problem does Martin experience? What are
three
steps he takes to solve this problem?
Include information from the story in your answer.
4
A
4-point response
states an appropriate problem Martin experiences in the story and provides
three
text-based steps he takes to solve the problem.
3
A
3-point response
states an appropriate problem Martin experiences in the story 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 Martin experiences in the story 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 Martin experiences in the story.
OR
Provides
one
text-based step he takes that would solve an appropriate problem.
Text-based details may include, but are not limited to:
Understanding and accepting his past
•
Martin listens to Grandpa’s stories.
•
Martin accepts the medicine bag.
•
Martin watches how his mom interacts with Grandpa.
Embarrassed by Grandpa
•
Martin keeps his friends from Grandpa.
•
Martin wants to “sink right through the pavement.”
•
Grandpa’s clothes are embarrassing.
Dealing with Grandpa living with him
•
Martin spends time with Grandpa.
•
Martin lets his friends visit Grandpa.
•
Martin accepts the medicine bag and adult responsibilities that go with it.
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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