Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
Back to top
Coached Reading Assessment
Grade 6
Grading Period 3
“Lincoln’s Humor”
“Autobiography and Biography: Personal Histories”
“Midori”
“Be Glad Your Nose is on Your Face”
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 3
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. D
IT20
Extend Beyond Text
Biographers must gather information and then choose which events and
details are most important. “A” is not correct because the selection states
that some “biographers choose to add details that may not be completely
true.” “B” is not correct because “B” describes an autobiography. “C” is
not correct although some biographies read like novels, other biographies
include accurate information. “D” is the best answer because in all
biographies, at least the most important details and events are described.
2. A
IA15
Text Features
The bolded subheadings are defined by the quoted words. Autobiography
can be defined as the “self-written life” and biography can be defined as the
“written life”.
3. C
IC12
Summarize
“A” is not correct because the selection doesn’t just describe
autobiographies. “B” is not correct because the selection doesn’t just
describe Blackwell, but describes autobiographies and biographies. “C” is
correct because all of the information in the selection describes either
autobiographies or biographies. “D” is not correct because the selection
doesn’t just focus on biographies. Generally, “A”, “B”, and “D” refer to
details in the article. “C” is an overview of the entire article.
4. D
IA16
Compare/Contrast
“D” accurately describes a difference between biographies and
autobiographies. “A”, “B”, and “C” contain inaccurate details.
5. B
IA17
Cause/Effect
“B” is correct because paragraphs 5 & 6 describe how the male students
treated her: no books, no one showed her where classes were held, etc.
Paragraph 7 describes how Blackwell is angry, “Elizabeth stood outside the
door of the anatomy class clenching her hands.”
6. D
IT18
Author’s Purpose
This selection informs the reader about the differences between biographies
and autobiographies and uses excerpts from Blackwell’s biography as an
example.
7. SA
IT19
Evaluate Reasoning
See scoring guide on following pages
8. A
IT19
Evaluate Reasoning
“A” is correct because the selection is an expository piece explaining how
Lincoln used humor. “B” is incorrect because Lincoln is not described as
using fear. “C” is incorrect because there is not a description in the
selection of how generals engage in battle. “D” is incorrect because
smallpox is only used in the anecdote in paragraph seven.
9. A
IT18
Author’s Purpose
The selection explains a variety of ways President Lincoln used humor.
10. D
IT18
Author’s Purpose
The word “should” denotes an opinion. The others are factual statements
from the selection.
11. C
LA05 Text Features
“Every one of his stories seems like a whack upon my back…”
12. SA
IT20
Extend Beyond Text
See scoring guide on following pages
13. D
IC13
Inference
“D” is correct. Cats can’t laugh, so the author is using this statement to help
the reader understand just how funny Lincoln was. There is no description
in the passage of Lincoln and cats interacting.
14. C
IC11
Main Idea
The selection gives examples about how Lincoln used humor throughout his
life. “A”,”B”, and “D” are details, not main ideas.
15. B
IC14
Vocabulary
Contagious means infectious or able to spread. Just before Lincoln says
that the smallpox is contagious, he says the smallpox are all over him.
Later, he also says that the smallpox are something he can give to everyone,
implying that it can spread.
16. B
IA17
Cause/Effect
According to paragraph 8, Lincoln became impatient with his generals and
began asking them for frequent progress reports of their military actions.
17. A
IT20
Extend Beyond Text
“A” is correct because it describes how Lincoln used humor to
communicate. Lincoln was not described as communicating through
5
progress reports, small groups of people, or smallpox.
18. D
IA15
Text Features
The bullets are only used to indicate stories of how Lincoln used humor.
19. D
IA16
Compare/Contrast
According to paragraph 3, Douglas was Lincoln’s opponent in a Senate
race. “A” is not correct because Douglas is not described as a young
lawyer. “B” is not correct because neither are described as fighting in the
Civil War. “C” is not correct because only Lincoln is described as having a
sense of humor.
20. A
LC01 Main Idea
Midori showed musical talent as a young child, and then worked to develop
it further. “B” is incorrect because Midori is not described as having
inherited her talent. “C” is incorrect because Midori didn’t only use
practicing to get ahead. “D” is incorrect because Midori didn’t only have a
great teacher but practiced and used other methods to get ahead.
21. C
LC02 Summary
Only “C” has accurate details from the beginning, middle and end of the
selection.
22. D
LC04 Vocabulary
Ovation means “enthusiastic response.” Paragraph 2 describes the ovation
as “roaring” and coming from “… critics around the world.”
23. A
LA06 Compare/Contrast
Paragraph 3 describes how both Midori loves music and Setsu is a concert
violinist. It also describes how Setsu has a demanding practice schedule.
Paragraph 5 describes Midori’s “busy schedule of music lessons and
school.”
24. A
LA07 Cause/Effect
“Now, she is devoted to making the same beautiful experience possible for
other young children.”
25. B
LT09
Evaluate Reasoning
Midori became successful because she had talent and then worked hard to
develop that talent. “B” is incorrect because there is no indication that
Midori received a scholarship. “C” is incorrect because there is no
indication that Midori wants to play with other musicians. “D” is incorrect
because there is no indication that she has more fans since she started the
Midori Foundation.
26. D
LC03 Inference
Both Midori’s mother and teacher encouraged and supported her. “A”, “B”,
and “C” are only parts of the support and encouragement Midori received.
Midori needed all of these types of support and encouragement.
27. ER
LT08
Author’s Purpose
See scoring guide on following pages
28. A
LC01 Main Idea
“A” is the only theme supported by the poem. “C” does not represent a
theme.
29. B
LC02 Summary
“A”, “C”, and “D” do not summarize the selection. They are only parts of
the poem. The entire poem is about the face being the best location for the
nose.
30. D
LC03 Inference
“D” is correct because the nose is described as causing problems if it were
located anywhere but the face.
31. C
LC04 Vocabulary
Disaster is the synonym for catastrophe. On lines 13 and 14, the nose is
described as a catastrophe if it were in an ear, implying that it’s problematic
but not a handicap, deformity, or for amusement/sight to see.
32. A
LT09
Evaluate Reasoning
“A” is the correct answer because the poem describes the problems
associated with moving the nose and ends with “be glad your nose is on
your face!” “B” and “D” are examples of how moving the nose is a
problem. “C” is improbable.
33. D
LT10
Extend Beyond Text
The poem describes problems with moving the location of one’s nose and
logically extends to acceptance.
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.
6
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 3
7. Short Answer Item - 2 points
Strand:
Critical Thinking
Learning Target:
IT19 Evaluate Reasoning
Is the following statement a reasonable conclusion that the reader may draw from the selection?
Authors must include factual information in their biographies and autobiographies.
Provide
two
details from the selection to support your answer.
Text-based details may include, but are not limited to:
Yes, the conclusion is reasonable:
•
Nonfiction is “not fiction”— it is writing based on fact.
•
Biographies and autobiographies are two types of nonfiction writing.
•
Autobiographies are the stories writers tell about their own lives. They are the most personal kind of
nonfiction.
•
Biographies are written by someone who has done a great deal of research on the person.
•
Many biographies include only events and conversations that really happened. These are written using
only accurate information.
No, the conclusion is not reasonable:
•
Other biographers choose to add details that may not be completely factual but which could have
happened in that time period.
•
The second example of Elizabeth Blackwell’s biography is written like a story and may have events and
conversations that could have happened, but didn’t.
•
“Elizabeth stood outside the door of the anatomy class clenching her hands.” This may or may
not be an accurate account of her experience.
2
A
2-point
response provides
two
text-based details to determine whether or not the statement is a
reasonable conclusion that may be drawn from the selection.
Example:
Yes, the statement that authors must include factual information in their biographies and
autobiographies is a reasonable conclusion.. The text states that autobiographies and biographies are
nonfiction. In addition, the text states that “many biographies… are written using only accurate
information.” To do this biographers do a lot of research on a person such as interviews and reading
journals and newspaper articles.
OR
Example:
Yes and no, the text states that biographies and autobiographies are nonfiction writing, but it
also states that some biographers choose to write biographies more like a novel. They use accurate
information and mix in things that could have happened in the time period. To say that authors must
include factual information in biographies is a reasonable conclusion, but they can also include other
details possible for the time period if they are writing a novel-like biography.
1
A
1-point
response provides
one
text-based detail to determine whether or not the statement is a
reasonable conclusion that may be drawn from the selection.
7
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 3
12. Short Answer Item - 2 points
Strand
: Critical Thinking
Learning Target:
IT20 Extend Beyond the Text
One conclusion that a reader can draw from this selection is that using humor can be a useful tool in life.
Provide
two
details from the selection to support this conclusion.
2
A
2-point
response provides
two
text-based details to show how the selection supports the conclusion
that humor can be a useful tool.
Example:
Lincoln used humor in many ways. He told stories to help him make important points while
speaking. His political rivals also feared his humor since it often damaged their best arguments.
1
A
1-point
response provides
one
text-based detail to show how the selection supports the conclusion
that humor can be a useful tool.
Text-based details may include, but are not limited to:
•
Humor can be used to deal with tough situations: “Lincoln could laugh, joke, and tell stories, in spite of
the difficult job of being president during the Civil War.” OR Lincoln referred to laughter as “…the
joyous, beautiful, universal evergreen of life.”
•
Humor can help people feel more comfortable: Amusing stories “helped other people feel more
comfortable while near him.”
•
Humor can help make important points: “Stories also helped him make important points while speaking
and to avoid discussing certain topics.”
•
Humor can pleasantly end a conversation or a meeting: “He also used stories to end a conversation or a
meeting on cheerful note.”
•
Humor can lessen a rival’s argument or to intimidate an opponent: “Political rivals feared Lincoln’s
humor since it often damaged their best arguments.” OR “Stephen A. Douglas, Lincoln’s opponent in a
Senate race, said, ‘Every one of his stories seems like a whack upon my back. When he begins to tell a
story, I feel that I am to be overmatched.’”
•
Humor can make problems seem easier.
•
Humor can be used to get what you want from a conversation or situation.
•
Humor can add meaning to stories.
8
Coached Reading Assessment
Scoring Guide
Grade 6 – Grading Period 3
27
.
Extended Response – 4 points
Strand:
Critical Thinking
Learning Target:
LT08 Author’s Purpose
What is the author’s purpose for writing the selection? Provide
three
details from the selection to support
your answer. [LT08]
4
A
4-point
response states the author’s purpose for writing the selection and provides
three
text-based
details to support the purpose.
Example
: The author’s purpose it to persuade the reader that becoming famous has several advantages.
Midori, since she is famous, was able to create the Midori Foundation and allow other children to
experience music. The selection also states that being a professional musician was everything that
Midori had hoped for. Finally, she won many awards for her work.
3
A
3-point
response states the author’s purpose for writing the selection and provides
two
text-based
details to support the purpose
OR
Provides three text-based details that would support a reasonable purpose.
2
A
2-point
response states the author’s purpose for writing the selection and provides
one
text-based
detail to support the purpose
OR
Provides two text-based details that would support a reasonable purpose.
1
A
1-point
response states the author’s purpose for writing the selection
OR
Provides one text-based detail that would support a reasonable purpose.
Text-based details may include, but are not limited to:
Possible author’s purpose:
To inform the reader about Midori
To inform the reader about how to succeed in the field of music
To inform the reader how Midori developed her talent to succeed.
Text to support this purpose:
•
Midori had “…a mature attitude paired with a brilliant musical talent.”
•
She remained calm even when her violin strings broke in a concert, even though such an experience might
“…unnerve even an experienced soloist...”
•
She maintained a “…demanding practice schedule…”
•
She practiced on a child-sized violin from an early age.
•
She debuted her talent at the Aspen Music Festival.
•
She moved to New York to study with a famous teacher, even though she had to learn a new culture and
language.
•
She maintained “…a busy schedule of music lessons and school…” in New York.
•
She attended the Juilliard School of Music.
•
She became “…perhaps the most famous female musician in the world.”
9
Possible author’s purpose:
To persuade the reader to develop their talents.
To persuade the reader to work hard.
Text to support this purpose:
•
Midori “…moved to New York to study with a famous teacher, even though she had to learn a new culture
and language.”
•
She maintained “…a busy schedule of music lessons and school…” in New York.
•
She attended the Juilliard School of Music.
•
She showed great musical talent as a child.
•
She maintained a “…demanding practice schedule…”
•
She practiced on a child-sized violin from an early age.
Possible author’s purpose:
To persuade the reader that becoming famous has many advantages.
Text to support this purpose:
•
“…music fans eagerly awaited for each of her concerts.”
•
“The life of a professional violinist was everything Midori had hoped for.”
•
She became “…perhaps the most famous female musician in the world.”
•
Her concerts were sold out.
•
She received many awards.
•
She created the Midori Foundation which allows her to share her love of music with other children.
10
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
9 Points Possible
8-9
7
5-6
0-4
Critical Thinking Strand
4
3
2
1
17 Points Possible
16-17
14-15
10-13
0-9
11
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
