Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 7
Grading Period 3
“The Adventure”
“Health Benefits of Pets”
“Moco Limping”
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 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.
C
LC01 Theme
The bulk of the story is about overcoming difficulties.
2.
D
LC03 Inference
The text implies that a dog with experience racing on the coast would be a
better lead dog, paragraph 15
3.
C
LA05 Literary Elements
Most of Susan’s problems relate to the weather or terrain.
4.
A
LA07 Cause and Effect
The team had been on the wrong trail for 10 miles and had to retrace their
way back to the correct trail.
5.
D
LT08 Author’s Purpose
The author explores the obstacles Susan faced and how she overcame them.
6.
A
LT09 Evaluate Reasoning
Susan let go to help the dogs because she thought they were tired, but they
had more strength than she expected.
7.
C
LT10 Extend Beyond Text
Both the mushers and their dogs face challenges throughout the race.
8.
D
LA05 Literary Elements
The trail was hazardous, for example, in paragraph 1, “As they sped down a
hill and around an abrupt turn, the sled skidded off the icy trail and crashed
into a fallen tree trunk.”
9.
C
LC02 Summarize
A and B are details and there is no support for D.
10.
C
LC04 Vocabulary
Resolve means to have determination
11.
D
LC03 Inference
Susan is sad because she is so attached to the dog she must leave behind
12.
SA
LT08 Author’s Purpose
See scoring guide on following pages
13.
ER
LT10 Extend Beyond Text
See scoring guide on following pages
14.
D
IC11 Main Idea
Most of the article is related to pets improving human health.
15.
B
IC14 Vocabulary
An encounter is an interaction with others or a meeting
.
16.
D
IA16 Compare/Contrast
The sled dogs partner with the mushers when racing and the pets partner
with people to help improve their health.
17.
A
IC12 Summarize
B, C and D are details and A encompasses the entire passage
.
18.
A
IA17 Cause and Effect
Paragraph 8 states that pets help the elderly feel less isolated and provides
them with a sense of purpose.
19.
C
IT18 Author’s Purpose
A, B and D are not supported by the text.
20.
D
IT19 Evaluate Reasoning
A, B and C do not capture the most influential idea.
21.
C
IT20 Extend Beyond Text
A, B and D are included within C.
22.
SA
IT19 Evaluate Reasoning
See scoring guide on following pages
23.
B
LC01 Theme
Moco’s owner learns to love Moco despite his imperfections.
24.
A
LC02 Summary
The poem describes how Moco’s owner has a change in attitude.
25.
A
LC03 Inference
“But he turns my way and looks at me with eyes that cry out with life. He
jumps at me with his feeble paws.”
26.
C
LC04 Vocabulary
Rickety means shaky or unsteady.
27.
B
LA05 Literary Elements
Hearts cannot literally weep. The other answers are simply descriptive.
28.
D
LA06 Compare/Contrast
Moco’s owner loves him despite his imperfections and Susan takes good
care of her dogs when they cannot race.
29.
B
LT09 Evaluate Reasoning
A, C and D are not supported by the poem.
5
30.
B
LA06 Compare/Contrast
Susan was attached to Tekla because he led her team and saved her life.
Moco looked up at his owner affectionately.
31.
B
LA07 Cause and Effect
B is supported with text, “I wanted him to be…The leader, the brutal
hunter…” C happens after his disappointment with Moco not being a
hunting dog. D and A are not supported by text.
32.
D
LT08 Author’s Purpose
Though the poem describes Moco’s appearance and some may feel
persuaded or entertained, the author‘s purpose is to express how love
transcends physical appearance.
33.
D
LT10 Extend Beyond Text
Moco’s owner wanted a beautiful, noble pet that would capture the attention
of others.
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 7 – Grading Period 3
12. Short Answer Item - 2 points
Strand:
Critical Thinking
Learning Target:
LT08 Author’s Purpose
What is the author’s purpose for writing the selection? Provide
one
detail from the selection to support your
answer.
2
A
2-point
response states the author’s purpose for writing the selection and provides one text-based
detail to support the 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:
Examples of author’s purpose statements:
ƒ
The author’s purpose is to tell a story of determination.
ƒ
The author’s purpose is to describe the difficulties that must be overcome in order to race in the Iditarod.
ƒ
The author’s purpose is to tell a story about a woman who enters and wins dog sled races.
Examples of text based details:
ƒ
Even though Susan’s “sled skidded off the icy trail and crashed into a fallen tree trunk”, she continued the
race.
ƒ
Susan and her team had become discouraged because they had to retrace the trail, but “she pushed on—
talking to them, praising them.”
ƒ
Susan ran after her team because they got away from her. She found them all tangled up and “with
stiffened resolve, Susan untangled the team and started off again.”
7
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 3
13. Extended Response - 4 points
Strand
: Critical Thinking
Learning Target:
LT10 Extend Beyond the Text
What
four
pieces of advice would Susan give to dog sled racers about racing in the Iditarod? Provide
information from the story in your answer.
4
A
4-point
response provides
four
text-based details to show what advice Susan would give about
racing in the Iditarod.
3
A
3-point
response provides
three
text-based details to show what advice Susan would give about
racing in the Iditarod.
2
A
2-point
response provides
two
text-based details to show what advice Susan would give about
racing in the Iditarod.
1
A
1-point
response provides
one
text-based detail to show what advice Susan would give about
racing in the Iditarod.
Text-based details may include, but are not limited to:
Susan would advise dog sled racers to take care of their dogs.
ƒ
Susan put three of her dogs in the sled because they were hurt. Then she sent them back to
Anchorage.
Susan would advise dog sled racers to not let go of their sleds.
ƒ
Susan’s dogs got away from her when she let go of the sled. She was worried that she would find
them hurt.
Susan would advise dog sled racers to change lead dogs on different parts of the trail.
ƒ
Susan put a dog who was experienced running on the coast and her team overtook other mushers.
Susan would advise dog sled racers to not give up when they get discouraged.
ƒ
Even though Susan was discouraged when she had to retire her favorite lead dog with 950 miles left
to go in the race, she didn’t give up and she won second place.
Susan would advise dog sled racers to get enough rest.
ƒ
As the dogs began the climb to Rainy Pass, Susan’s concentration wavered.
8
Coached Reading Assessment
Scoring Guide
Grade 7 – Grading Period 3
22
.
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?
A pet will improve its owner’s well-being
.
Provide
two
details from the selection to support your answer.
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, it is a reasonable conclusion. Pets can improve heart health in owners and pets
provide people with companionship. This gives a person a feeling of well-being.
OR
Example: No, it is not a reasonable conclusion. Just the fact that you own a pet will not ensure
improved well-being. People still have to pay attention to things like diet and exercise. They also
need to take good care of their pet if they want the benefits of owning a pet. If they don’t follow the
golden rules their pet might be very unhappy.
OR
Example: It could be a reasonable conclusion, but not necessarily. If the owner takes good care of
the pet, they will most likely experience some benefit to their well-being. For example, they might
be less self-centered. However, it may not be reasonable in all cases. If the owner doesn’t take
good care of their pet, the pet might be very unhappy and the owner would not likely feel improved
well-being.
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.
Text-based details may include, but are not limited to:
Yes, a pet will improve it’s owner’s well being.
•
A Cambridge University study said, “pet owners were found to suffer fewer ailments…”
•
Pets can help reduce heart rate and lower blood pressure.
•
“Patients who suffered heart attacks were more likely to survive if they had a pet.”
•
Children with pets are less self-centered.
•
“Pets provide companionship and promote a feeling of well-being.”
•
Pets lessen isolation and loneliness.
No, a pet will not improve its owner’s well-being.
•
Pets alone cannot necessarily improve well-being. People must still pay attention to diet, exercise and
other health factors.
•
Pets require time and money to care for them properly and keep them happy. An unhappy pet may
not improve the owner’s well-being.
9
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
10
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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