Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 7
Grading Period 2
“How Did We Learn to Fly Like the Birds?”
“Flight of Icarus”
“Wings”
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 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.
C
IA17
Cause and Effect
After mentioning the disastrous results of trying to fly like birds in section 6,
the rest of the article explores other options in flight.
2.
B
IA16
Compare/Contrast
Hero used heat to make steam and Montgolfier’s used heat to make hot air.
3.
A
IT18
Author’s Purpose
The language in the myths is not entertaining or persuasive. Not all of the
myths included animals. The myths do demonstrate that man has been
interested in flight for a long time.
4.
C
LA06
Compare/Contrast
Icarus was not hateful, careful or precise.
5.
D
LT09
Evaluate Reasoning
If Icarus had taken his father’s warnings to stay near, he would not have
gotten too close to the sun.
6.
D
LT10
Extend Beyond Text
Daedalus gave Icarus instructions and warnings, but Icarus made a choice his
father could not protect him from.
7.
SA
LA07
Cause and Effect
See scoring guide on following pages
8.
SA
LT08 Author’s Purpose
See scoring guide on following pages
9.
A
LA07
Cause and Effect
“Moments before I splash, I awake…”
10. D
LT08
Author’s Purpose
She is irritated because she wants to fly and voice gets in her way. She wants
to defy the voice.
11. B
LT09
Evaluate Reasoning
The Voice’s negative comments cause her to crash and not achieve her goal
of flying. We can conclude that negative voices may get in the way of other
goals if we let them.
12. D
LT10
Extend Beyond Text
She longs for the day when she won’t do what the voice says. Since we know
she has let the voice influence her on several occasions, it will take courage to
defy it and achieve her goal.
13. ER
IA17
Cause and Effect
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 2
7. Short Answer Item – 2 points
Strand: Analysis
Learning Target: LA07 – Cause and Effect
Explain why Daedalus could not save his son. Include
two
details from the selection in your answer.
[LA07]
2
A
2-point response
provides
two
text-based details to explain why Daedalus could not save
his son.
Example: Daedalus could not save his son because they were too far apart and Icarus could
not hear Daedalus. Daedalus could not catch up to him because his wings could not carry
him as high as Icarus. In addition, Daedalus hurried to save Icarus from hitting the water,
but he was too late.
1
A
1-point response
provides
one
text-based detail to explain why Daedalus could not save
his son.
Text-based details may include, but are not limited to:
Daedalus could not catch up to Icarus.
•
“He [Daedalus] tried to follow him [Icarus], but he was heavier and his wings would not
carry him.”
Icarus did not pay attention to warnings.
•
Icarus was so caught up in the moment that he couldn’t hear his father calling to him.
•
“He [Icarus] was bewitched by a sense of freedom and beat his wings frantically so that they
would carry him higher and higher to heaven itself”.
•
Icarus was so “bewitched” or caught up in the moment that he did not take notice of the
feathers that were beginning to fall off.
Icarus plunged into the sea so fast that Daedalus could not save him.
•
“…and soon his son plunged through the clouds into the sea. Daedalus hurried to save him,
but it was too late.”
6
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 2
8
.
Short Answer Item – 2 points
Strand: Critical Thinking
Learning Target: LT08 – Critical Thinking
What is the author’s purpose for writing the story? Provide
one
detail from the story to
support your answer. [LT08]
.
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:
To teach a lesson about the importance of listening to warnings.
•
Icarus did not take his father’s warnings seriously. In fact, he ignored his warning to not fly
too high and his wings melted.
To explain that it is wise not to get so caught up in the moment that you are unaware of what is
going on around you.
•
Icarus was so caught up in the moment or bewitched that he did not think of the
consequences even though he had been warned. He should have been more careful and
thoughtful.
To demonstrate that children must be closely looked after.
•
If Daedalus had kept a closer eye on Icarus, he may not have gotten away. The text says that
Daedalus looked back to see Icarus from time to time. Children need more supervision when
there is danger. Parents need to understand the power, the allure of freedom which may
overwhelm a child’s judgment.
7
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 2
13
.
Extended Response Item
–
4 points
Strand:
Analysis
Learning Target: LA06 – Compare/Contrast
What are
two
ways the flight of Icarus is like the flight of the poet? Include information from the
selection “The Flight of Icarus” and the poem in your answer.
What are
two
ways the flight of Icarus is different than that of the poet? Include information from
the selection “The Flight of Icarus” and the poem in your answer.
4
A
four-point
response includes the following elements:
•
One text-based way the flight of Icarus selection is like the flight of the poet
•
A second text-based way the flight of Icarus is like the flight of the poet
•
One text-based way the flight of Icarus is different than the flight of the poet
•
A second text-based way the flight of Icarus is different than the flight of the
poet
3
A
three-point
response includes three of the four elements listed above.
2
A
two-point
response includes two of the four elements listed above.
1
A
one-point
response includes one of the four elements listed above.
Text-based details may include, but are not limited to:
Similarities:
•
Both flights are inspired by gulls.
•
Both of the characters plunge to the ground or water.
•
Both experience the joy of flying.
•
Both talk about the ocean being below them and their feet touching the water.
•
They both experience the fear of falling.
Differences:
•
In the poem, the poet is flying alone, but in the story the two characters fly together.
•
The flight is with wings of gold in the poem and of feathers and wax in the story.
•
At the end of the myth the joy of flight was gone for Daedalus, but the author of the poem was
looking forward to her next flying experience.
•
In the poem, the poet longs to be part of the gulls’ flight; in the story the feathers are used for
humans’ flight.
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
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