Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
Back to top
Coached Reading Assessment
Grade 6
Grading Period 2
“Names/Nombres”
“Children of Immigrants Ace Sciences”
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 2
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
LA07
Cause and Effect
“I was too afraid we wouldn’t be let in if I corrected the man’s
pronunciation…”
2.
D
LA06
Compare/Contrast
Julia looked Hispanic, Ana had blond hair
3.
A
LT08
Author’s Purpose
Ugliest = opinion
4.
C
LT09
Evaluate Reasoning
Worried about what other mothers would think, but the mother’s liked the
Spanish name.
5.
C
LT10
Conclusion
Julia tells about how she adjusted to new culture
6.
SA
LT08
Author’s Purpose
See scoring guide on following pages
7.
SA
LA07
Cause and Effect
See scoring guide on following pages
8.
A
IT18
Author’s Purpose
The entire article explains the performance of American immigrants and their
children.
9.
A
IA17
Cause/Effect
See paragraphs 1 and 2
10. A
IA16
Compare/Contrast
They want more opportunities for their children, more likely to attend Ivy
League colleges
11. D
IT19
Evaluate Reasoning
See paragraph 1
12. B
IT20
Extend Information
“Parents have had to work harder…” “They gave me … encouragement”
13. ER
IA16
Compare/Contrast
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 2
6. Short Answer Item - 2 points
Strand:
Critical Thinking
Learning Target:
LT08 Author’s Purpose
What is the author’s purpose for writing the story? Provide
one
detail from the story to support your answer.
2
A
2-point response
states the author’s purpose for writing the story and provides
one
text-based detail to support the purpose.
1
A
1-point response
states the author’s purpose for writing the story
OR
Provides one text-based detail that would support a reasonable purpose.
Text-based details may include, but are not limited to:
Author’s purpose is to retell events
as the family immigrated to America.
•
The author retells the story of how Julia’s family adapts to life in the United States. Their experiences
included arriving at Immigration, going to school, naming a new baby at the hospital and graduation from
high school.
Author’s purpose is to explain how Julia adapted to people mispronouncing her name.
•
The author explains how people mispronounced her name and how she reacted to it. For example, when
her teacher mispronounces her name, her mother comforts her with the Shakespeare quote, “
A rose by any
other name would smell as sweet
.”
Author’s purpose is to describe
several of Julia’s family’s experiences as they adapt to life in America.
•
The author describes experiences as the family adapts to American life. For example, the author
describes how difficult the decision was for Julia’s mother to name her baby.
Author’s purpose is to entertain
the audience.
•
Her autobiography is a light, humorous series of anecdotes that revolve around the cultural adaptations of
an immigrant’s names and nick names.
•
The author entertains us with sharing some of her funny nick names such as
Jules
or
Hey Jude
and a
group even called her
Alcatraz
.
6
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 2
7. Short Answer Item - 2 points
Strand
: Analysis
Learning Target:
LA07 Cause and Effect
Explain why Julia’s name was changed when she came to America. Include
two
details from the selection in
your answer. [LA07]
2
A
2-point response
provides two text-based details to explain why Julia’s name was
changed when she came to America.
1
A
1-point response
provides one text-based detail to explain why Julia’s name was
changed when she came to America.
Text-based details may include, but are not limited to:
Her name was mispronounced in America
•
Immigration officials mispronounced her name.
•
Apartment supervisor mispronounced her name.
•
Friends and teachers mispronounced her name.
•
Her real family name was long and complicated.
The popular children were given nicknames
•
Friends called her “Jude,” “Jules,” or “Hey, Jude.”
•
Others called her “Alcatraz.”
7
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 2
13
.
Extended Response – 4 points
Strand:
Analysis
Learning Target:
LA06 Compare and Contrast
What are two ways Julia Alvarez is like Andrei Munteanu? Include information from
Names and Nombre
s
and
Children of Immigrants Ace Sciences
in your answer.
What are two ways Julia Alvarez is different than Andrei Munteanu?
4
A
4-point response
includes the following elements:
ƒ
One text-based way Julia in the first story is like
Andrei in the second selection.
ƒ
A second text-based way Julia in the first story is like Andrei in the second
selection.
ƒ
One text-based way Julia in the first story is different from Andrei in the second
selection.
ƒ
A second text-based way Julia in the first story is different from Andrei in the
second selection.
3
A
3-point response
includes three of the four elements listed above.
2
A
2-point response
includes two of the four elements listed above.
1
A
1-point response
includes one of the four elements listed above.
Text-based details may include, but are not limited to:
Similarities
They both had goals.
•
Julia wanted to be a writer and Andrei wanted to research asteroids.
They were both optimistic and had plans for the future.
•
Julia had plans to become a writer and Andrei a scientist
Both had parents that encouraged them and believed in their success.
•
Julia’s parents bought her a typewriter and Andrei’s parents encouraged him instead of pressured him
Both were immigrants.
•
Julia’s family came from the Dominican Republic and Andrei’s family came from Romania.
Differences
They were interested in different fields.
•
Julia wanted to be a writer while Andrei wanted to be a scientist.
They were born in different countries.
•
Julia was born in the United States while Andrei was born in Romania.
Their path for settling in the U.S. was different.
•
Julia was born in the U.S., lived in the Dominican Republic and then returned to the U.S. while
Andrei did not travel back and forth as Julia did.
8
Coached Reading Assessment
Strand Score Scale
Comprehension Strand
4
3
2
1
0 Points Possible
-
-
-
-
Analysis/Interpret Strand
4
3
2
1
10 Points Possible
9-10
8
6-7
0-5
Critical Thinking Strand
4
3
2
1
8 Points Possible
8
6-7
5
0-4
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
Back to top
