Everett Public Schools
Assessment of Student Learning
Teacher’s Guide
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Coached Reading Assessment
Grade 8
Grading Period 3
“Gideon Adams”
“Escape”
“Where the Rainbow Ends”
“Levi Coffin”
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 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. B
LC04
Vocabulary
Furrowed means wrinkled.
2. B
LC02
Summarize
This is a story about a black boy who has a desire to fight in the white
infantry during the Civil War. “D” is not the answer because we can only
infer G.A. joined the infantry to prove he wasn’t cowardly, lazy, and
disloyal. Also, there is no evidence G.A. wanted to prove anything to a
larger group.
3. A
LC03
Inference
“The dread of discovery streaked through my veins.”
4. D
LA05
Literary Elements
He returns the next day with a disguise showing he is determined to enlist.
5. C
LA07
Cause and Effect
Cause-Attempts to join a white man’s infantry
Effect- The curl from his cap is noticed by the enlisting officer and he is
not allowed to join the infantry.
6. A
LT10
Extend Beyond Text
He is persistent because he does not give up on joining the white man’s
infantry; he comes back the next day with a clever disguise and goes to a
different enlisting post.
7. C
LT09
Evaluate Reasoning
The soldiers won’t let Negro men, like Gideon, join the infantry because
they believe blacks are cowards and also because they are not white.
8. B
LC04
Vocabulary
Solicited means to make a request
9. D
LT08
Author’s Purpose
The enlisting officer did not allow blacks to join because it was believed
they were cowards and disloyal.
10. SA
LT09
Evaluating Reasoning
See scoring guide on following pages
11. B
LC01
Main Idea
Ellen showed that it was dangerous to escape slavery, “Horrible
punishments were given to slaves that were caught.”
12. A
LC02
Summarize
Ellen showed she was fearful and nervous by not reading a book and
barely being able to eat.
13. A
LC03
Inference
They spoke “harshly of abolitionists” which shows they disliked them.
14. B
LC04
Vocabulary
A synonym for invalid is sickly.
15. C
LA07
Cause and Effect
“Since Ellen’s skin was so light, she could impersonate a white
gentleman.”
16. C
LT08
Author’s Purpose
Although written as a narrative, the purpose was to describe how slaves
cleverly escaped.
17. A
LA06
Compare and Contrast
Ellen and Gideon both disguised themselves as white men.
18. C
LT09
Evaluating Reasoning
Ellen and her husband risked being caught, even though the consequences
of being caught would have been dire. They were smart because of the use
of disguises, putting arm in sling, etc…
19. D
LA07
Cause and Effect
“Ellen and William sailed to England. There they felt free at last.”
20. SA
LT10
Extend Beyond Text
See scoring guide on following pages
21. ER
LA05
Literary Elements
See scoring guide on following pages
22. B
LA05
Literary Elements
He believes the black and white struggle will end. Poem shows unity by,
“And it’s music
we’re
going to sing.”
23. B
LT08
Author’s Purpose
By repeating the word “brother” shows that regardless of race, blacks and
whites can be equal (like brothers are equal).
24. A
LT10
Extend Beyond Text
Narrator believes that they will sing together where the rainbow ends.
Believes that over time blacks and whites will learn to work together and
end racism.
5
25. C
LA06
Compare and Contrast
Poem- Separateness is shown in line- “You and I, though you’re white and
I’m not.”
Escape- Ellen can’t read or write, she is lectured about “spoiling” her slave
by saying please and thank-you. Also, Ellen’s husband has to stay in a
different part of the train.
26. D
LC01
Main Idea
At the end of the poem it talks about blacks and whites singing the same
song and considering themselves “brothers.”
27. D
LA05
Literary Elements
The neighbors were “timid” about having slaves stay at their house.
Apprehension is also shown by the slaves coming to the Coffin house at
night and gently rapping on the door.
28. C
IC11
Main Idea
Starting from when he was young, Levi Coffin worked to help slaves find
freedom from slavery. Even when it was dangerous and others weren’t
fully engaged Levi went out of his way to help.
29. D
IC13
Inference
“…those who had once ‘stood aloof from the work’ eventually contributed
clothing for the fugitives and aided the Coffins in forwarding the slaves on
their way to freedom...”
30. D
IC12
Summarize
Each part of the answer is from a main section (beginning, middle, and
end) of the text.
31. B
IA16
Compare and Contrast
Ellen escaping from slavery, Levi is helping slaves to freedom.
32. D
IT19
Evaluating Reasoning
The whole article is about how one man made a difference in the lives of
hundreds of slaves.
33. A
IT20
Extend Beyond Text
Levi was very courageous in his battle to help blacks when it was not
popular to do so.
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 8 – Grading Period 3
10. Short Answer Item - 2 points
Strand:
Critical Thinking
Learning Target:
LT09 Evaluating Reasoning
Is Gideon’s decision to join the infantry a good idea? Provide
two
details from the story in your answer.
2
A
2
-
point response
provides
two
text-based details to explain why it is good or bad for Gideon to join
the infantry.
1
A
1
-
point response
provides
one
text-based detail to explain why it is good or bad for Gideon to join
the infantry.
Text-based details may include, but are not limited to:
Yes, it is a good idea
ƒ
He would be paid thirteen dollars a month.
ƒ
He could prove to himself that Negroes are not cowards, lazy, and disloyal.
ƒ
He could improve his self-esteem by not being a ditch digger or a cook.
No, it is not a good idea (bad idea)
ƒ
He could be discovered and get in trouble, “The dread of discovery streaked through my veins.”
ƒ
He could be killed, “I would stand at the front of the fray, not at the rear and would clutch a rifle in
my hand.”
ƒ
He might worry about being discovered or harmed by the other white soldiers, “Glancing at the white
men around me, who thought me one of them.”
Yes and no, it is both a good and bad idea
ƒ
One detail supports yes, it is a good idea.
ƒ
One detail supports no, it is not a good idea (bad idea).
7
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 3
20. Short Answer Item - 2 points
Strand
: Critical Thinking
Learning Target:
IT20 Extend Beyond the Text
One conclusion that a reader can draw from this story is that sometimes it is worth risking
everything in order to reach your goal. Provide
two
details from the story to support this conclusion.
2
A
2
-
point response
provides
two
text-based details to support the conclusion that it is
sometimes worth it to risk everything in order to reach your goal.
1
A
1
-
point response
provides
one
text-based detail to support the conclusion that it is
sometimes worth it to risk everything in order to reach your goal.
Text-based details may include, but are not limited to:
Benefits of the Crafts reaching their goal (gaining freedom) were:
ƒ
They learned the skills of farming.
ƒ
Ellen and future generations learned to read and write.
ƒ
They started a school that allowed future generations of Negroes to continue the legacy of
courage, caring, and sharing.
ƒ
“…they felt free at last.”
ƒ
“Now their children would be free.”
ƒ
They shared their story with the British abolitionists.
They reached their goal of Philadelphia, where they no longer had to be slaves.
8
Coached Reading Assessment
Scoring Guide
Grade 8 – Grading Period 3
21
.
Extended Response - 4 points
Strand:
Analysis
Learning Target:
LA05 Literary Elements
What problem does Ellen Craft experience? What are
three
steps she takes to solve this problem? Include
information from the selection in your answer.
4
A
4
-
point response
states an appropriate problem Ellen experiences in the selection and provides
three
text-based steps she takes to solve the problem.
3
A
3
-
point response
states an appropriate problem Ellen experiences in the selection and provides
two
text-based steps she takes to solve the problem.
OR
Provides three text-based steps Ellen takes that would solve an appropriate problem.
2
A
2
-
point response
states an appropriate problem Ellen experiences in the selection and provides
one
text-based step she takes to solve the problem.
OR
Provides two text-based steps Ellen takes that would solve an appropriate problem.
1
A
1
-
point response
states an appropriate problem Ellen experiences in the selection
OR
Provides one text-based step Ellen takes that would solve an appropriate problem.
Text-based details may include, but are not limited to:
Problem: Trying to pass as a white man
Steps-
•
She uses her light skin to her advantage and is able to pass as white.
•
Ellen wore men’s clothing, “Dressed in jacket, trousers, and a stovepipe hat, he wore green-tinted
eyeglasses.”
•
Wore a bandage tied around her chin, because Ellen didn’t want to expose her feminine shaped face.
•
Ellen pretends she is deaf so her feminine voice doesn’t give her away.
Problem: Trying to escape the bonds of slavery
Steps-
•
Dresses up like a white man and rides a train to Philadelphia where blacks are free.
•
Ellen uses her light skin to hide her true identity.
•
Ellen covers up things that might expose her as a slave, a woman, or that she is nervous. She puts a sling
on her arm so she doesn’t have to write her name (this would have shown she was illiterate), pretended to
read, and pretended to be asleep.
•
Ellen has her husband pretend he is her slave.
Problem: Trying to become comfortable with her freedom once escaping slavery
Steps-
•
Moved to England
•
Learned to read and write
•
Gave talks about her escape to British abolitionists
•
Opened schools that educated blacks
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
13 Points Possible
12-13
10-11
8-9
0-7
Critical Thinking Strand
4
3
2
1
13 Points Possible
12-13
10-11
8-9
0-7
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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