Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 8
Grading Period 2
“Thank You M’am”
“Each Life Affects Another’s”
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 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
LT08 Author’s Purpose
Kindness= not turning Roger into the police, taking him home, feeding him,
sharing stories from her past, and giving him money
Making a difference= at the end of the story the boy is unable to express his
gratitude (see line 45) because he is so overwhelmed by Mrs. Jones’ kindness
and the reader is left to hope that his future behavior will be more positive.
2.
A
LT10
Extend Beyond Text
Mrs. Jones doesn’t turn the boy over to the police, she feeds him, she gives
him money for the shoes
3.
D
LT09
Evaluate Reasoning
Paragraph 37, last two sentences
4.
D
LA06
Compare/Contrast
Mrs. Jones: Starting with line 2 and beyond she shows she is not scared of the
boy attempting to steel her purse
Roger: Line 11 and 14 show he is frightened
5.
A
LA07
Cause and Effect
Mrs. Jones kicks Roger in the rear, picks him up by his shirt shaking him until
his teeth rattle, she drags him down the street lecturing Roger the whole time.
6.
D
LT08 Author’s Purpose
Italics are often used to stress the ideas and thinking of certain characters
7.
A
LT09
Evaluate Reasoning
A is most important conclusion.
8.
D
LA06
Compare/Contrast
In paragraph 36, Mrs. Jones says, “I have done things, too, which I would not
tell you, son – neither tell God, if He didn’t already know…”
9.
SA
LT09
Evaluate Reasoning
See scoring guide on following pages
10. ER
LA07
Cause and Effect
See scoring guide on following pages
11. D
LT10
Extend Beyond Text
See first and last stanzas
12. B
LA07
Cause and Effect
See first line of the 4
th
stanza
13. SA
LA06
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 8 – Grading Period 2
9. Short Answer Item – 2 points
Strand: Thinking Critically
Learning Target: LT09 – Evaluate Reasoning
Was Mrs. Jones’ treatment of Roger a good idea? Include
two
details from the story to support your
answer.
2
A
2-point response
states or implies whether or not Mrs. Jones’ treatment of Roger seems
fair, and provides
two
text-based details for support.
1
A
1-point response
states or implies whether or not Mrs. Jones’ treatment of Roger seems
fair, and provides
one
text-based detail for support.
Text-based details may include, but are not limited to:
No
Mrs. Jones is too rough or physical with roger
•
Mrs. Jones kicks Roger in the blue-jean sitter.
•
Mrs. Jones picks Roger up by his shirt front in a firm manner.
•
Mrs. Jones shakes Roger until his teeth rattle.
•
Mrs. Jones tells Roger he is dirty and she is going to wash him.
•
Mrs. Jones drags Roger to her house.
•
Mrs. Jones puts Roger in a half nelson.
Yes
Mrs. Jones tries to teach Roger important lessons and show him kindness and trust
•
Mrs. Jones kicks him in the blue-jean sitter because he stole her purse.
•
Mrs. Jones doesn’t turn him into the police.
•
Mrs. Jones feeds him and lets Roger wash up.
•
Mrs. Jones tells Roger she has also done bad things, but learned from her mistakes.
•
Mrs. Jones gives Roger $10 and tells him to buy himself the blue suede shoes.
•
Mrs. Jones leaves Roger with the purse and trusts he will not run a way with it.
Yes and No
•
Student will chose one from the “yes” and one from the “no.”
6
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 2
10.
Extended Response Item – 4 points
Strand: Analysis
Learning Target: LA07 – Cause and Effect
What problem does Mrs. Jones face in the story? What are
three
events that happened as a result of
the problem? Include information from the story in your answer.
4
A
4-point response
states an appropriate problem Mrs. Jones faces in the story and
provides
three
text-based events that happen as a result of the problem.
3
A
3-point response
states an appropriate problem Mrs. Jones faces in the story and
provides
two
text-based events that happen as a result of the problem
OR
Provides
three
text-based events that would happen as a result of an appropriate (but
unstated) problem.
2
A
2-point response
states an appropriate problem Mrs. Jones faces in the story and
provides
one
text-based event that happen as a result of the problem
OR
Provides
two
text-based events that would happen as a result of an appropriate (but
unstated) problem.
1
A
1-point response
states an appropriate problem Mrs. Jones faces in the story
OR
Provides
one
text-based event that would happen as a result of an appropriate (but
unstated) problem.
Text-based details may include, but are not limited to:
Mrs. Jones’ problem is a boy attempts to snatch her purse
OR
Mrs. Jones’ problem is to decide what to do with someone who tried to steal her purse
•
She kicked him in the sitter and shook him.
•
She made him pick up her pocketbook.
•
She asked him if he was ashamed of himself.
•
She told him when she got through with him he would remember her.
•
She held him in a half nelson and dragged him down the street and into her house.
•
She told him to wash his face, comb his hair.
•
She let him be near her purse as if she trusted him.
•
She fixed him food to eat when she found out he hadn’t had dinner.
•
She spoke while he ate and told him about herself.
•
She asked him why he did it and found out he wanted blue suede shoes.
•
She gave him $10 for the shoes.
•
She told him to behave himself and not to steal again from her or anybody.
•
She sent him back out into the street.
7
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 2
13
.
Short Answer Item – 2 points
Strand: Analysis
Learning Target: LA06 – Compare/Contrast
The author of the poem states, “We may not always realize that everything we do affects not only
our life but touches others, too.” Provide
two
examples from the story “Thank You M’am” that
demonstrates this idea.
2
A
2-point response
provides
two
text-based examples from “Thank You M’am” that
demonstrates the idea found in the poem.
1
A
1-point response
provides
one
text-based examples from “Thank You M’am” that
demonstrates the idea found in the poem.
Text-based details may include, but are not limited to the following:
•
When Roger steals the purse from Mrs. Jones, he affected her life by involving her in a crime
and making her choose how to best respond to the situation.
•
When Mrs. Jones chooses to treat Roger with kindness and understanding this gives Roger a
second chance for his future rather than ending up in jail.
•
The trust that Mrs. Jones shows Roger by leaving the wallet in full view affects Roger by
building up his own self worth showing he is a trustworthy person that can make good
choices.
•
Mrs. Jones’ small act of kindness by taking Roger in and teaching him a lesson about stealing
appears to have affected him in a positive way as is evident when the boy is unable to
verbalize his appreciation to Mrs. Jones at the end of the story.
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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