COE Reading: Scored Student Work and Tips for Tasks Lesley Klenk, Ph.D CAA Options 2007 Fall...

COE Reading:COE Reading:Scored Student Work Scored Student Work

and Tips for Tasksand Tips for Tasks

Lesley Klenk, Ph.DCAA Options

2007 Fall Workshops

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Strands and TargetEvidence of Skill

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LiteraryComprehension

LC01Theme

Discusses a theme and uses supporting details from throughout the text to demonstrate an overall understanding

Describes a theme and uses supporting details from the text

Identifies a theme and includes a detail about the text

States a theme or a detail about the subject

LC02Summary

Summarizes by providing overarching statement that connects to events from the beginning, middle, and end of the text

Summarizes by including information from the beginning, middle, and end of the text

Retells by including details or events from the text

States events and/or details OR makes generalizing statement about subject

LC03Inference / Prediction

Infers and/or predicts about the subject to explain connections and demonstrate understanding of the text

Infers and/or predicts about the subject using details to support the inference

Identifies an inference and/or prediction about the text

States information to suggest an inference or prediction about the subject

LC04Literary Vocabulary

Discusses critical vocabulary by explaining its meaning and how it contributes to the overall context of the text

Uses critical vocabulary to demonstrate understanding of the text

Defines critical vocabulary from the text

States critical vocabulary from the text

LiteraryAnalysis

LA05Literary Elements

Analyzes literary elements to demonstrate understanding of the text

Explains literary elements to support understanding of the text

Uses a detail(s) from the text to define a literary element

Identifies literary element or literary information about a text

LA06Compare / Contrast

Analyzes similarities and/or differences using examples to demonstrate understanding of relationships in the text

Explains similarities and/or differences to show understanding of ideas in a text

Determines similarities and/or differences in the text

States a similarity and/or difference about a subject

LA07Cause / Effect

Analyzes text to interpret the relationship between cause(s) and effect(s) and make connections to demonstrate understanding of the text

Explains cause and effect relationship to demonstrate understanding of the text

Determines cause and effect relationship in the text

States cause(s) OR effect(s) about the subject

LiteraryEvaluation

LT08Author’s Purpose

Critique author’s purpose and/or intended audience in order to judge the effectiveness of the text

Explains author’s purpose and/or intended audience to demonstrate understanding of the text

Identifies author’s purpose and/or intended audience in the text

States a purpose and/or audience

LT09Evaluates Reasoning

Critiques reasoning and ideas/themes in the text and makes connections to demonstrate understanding

Evaluate and explains reasoning and ideas/themes in the text

Identifies an opinion OR personal feeling OR belief OR general statement about the subject and provides reasoning from the text

States an opinion OR a personal feeling OR belief OR general statement about the subject

LT10Extends Beyond the Text

Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying information—and connects to larger concepts/ideas

Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying information to demonstrate understanding of the text

Makes a general extending statement about the subject by using information from the text

Makes a general extending statement about the subject

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Evidence of Skill4 3 2 1

InformationalComprehension

IC11Main Idea

Discusses a main idea and uses supporting details from throughout the text to demonstrate an overall understanding

Describes a main idea and uses supporting details from the text

Identifies an idea and includes a detail about the text

States an idea or a detail about the subject

IC12Summary

Summarizes by providing an overarching statement that connects details, facts and information from throughout the text

Summarizes by including information from throughout the text

Retells by including details, facts, or information from the text

States a detail, a fact, or information about the subject

IC13Inference / Prediction

Infers and/or predicts about the subject to explain connections and demonstrate understanding of the text

Infers and/or predicts about a subject using details to support the inference

Identifies an inference and/or a prediction about the text

States information to suggest an inference or prediction about the subject

IC14Informational Vocabulary

Discusses critical vocabulary by explaining its meaning and how it contributes to the overall context of the text

Uses critical vocabulary to demonstrate understanding of the text

Defines critical vocabulary from the text

States critical vocabulary from the text

InformationalAnalysis

IA15Text Features

Analyzes text features to demonstrate understanding of the text

Explains text features to support understanding of the text

Links text features to meaning of text

Identifies text features in the text

IA16Compare / Contrast

Analyzes similarities and/or differences using examples to demonstrate understanding of relationships in the text

Explains similarities and/or differences to show understanding of ideas in a text

Determines similarities and/or differences in the text

States a similarity and/or difference about the subject

IA17Cause / Effect

Analyzes text to interpret the relationship between cause(s) and effect(s) and make connections to demonstrate understanding of the text

Explains cause and effect relationship to demonstrate understanding of the text

Determines cause and effect relationship in the text

States cause(s) OR effect(s) about the subject

InformationalEvaluation

IT18Author’s / Text’s Purpose

Critiques author’s purpose and/or intended audience in order to judge the effectiveness of the text

Explains author’s purpose and/or intended audience to demonstrate understanding of the text

Identifies author’s purpose and/or intended audience in the text

States a purpose and/or audience

IT19Evaluation

Critiques reasoning and ideas/themes in the text and makes connections to demonstrate understanding

Evaluates and explains reasoning and ideas/themes in the text

Identifies an opinion OR personal feeling, OR belief OR general statement about the subject and provides reasoning from

the text

States an opinion OR personal feeling, OR belief OR general statement about the subject

IT20Extends Beyond the Text

Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying information—and connects to larger concepts/ideas

Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying information to demonstrate understanding of the text

Makes a general extending statement about the subject by using information from the text

Makes a general extending statement about the subject

COE Reading Work Samples COE Reading Work Samples Produced in the 2007 Scoring Produced in the 2007 Scoring

SessionSession“Captain, O My Captain”

(2student samples) Strands: LC03, LA05, LT08

“Controlling Pests”(2 student samples)

Strands: IC11, IA16, IT20

“Fitzgerald: The Last Romantic”(1 student sample)

Strands: IC11, IA17, IT20

“The Jaws that Jump”(1 student sample)

Strands: IT18, IT19, IA16, IC13

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Task: O’Captain, My Captain Task: O’Captain, My Captain (Literary)(Literary)

In 3-4 paragraphs, write a reading response to Walt Whitman’s poem “O’Captain, My Captain.”

◦ Who do you infer is the captain? (LC03)◦ Why do you think the poet repeats the

line, “Fallen cold and dead” at the end of each stanza? (LA05)

◦ What is the author’s purpose for writing this poem? (LT08)

Use text-based evidence to support each section of your response.

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Student Sample 1 (O’Captain, My Captain)

After reading ‘O Captain by Walt Whitman, I think the Captain is the father of the boy because in the poem it says, “here captain, dear father”. It seems like they are burying him in the grave. The poem says, “For you bouquets and ribbon’s wreaths” because they are wrapping the grave with flowers and so it will look nice on the grave. They are crying because he is dead. He will not wake up. The poem says, “my captain does not answer”. He is dead on a boat because it says he is on the deck. In the 3rd stanza it says, “my captain does not answer he has no pulse” so he is dead.

The poet repeats the line, “fallen cold and dead” because he wants the reader to know that the trip is really over. His life has just ended. The meaning of the word trip means life. It made it look like they have been gone for a really long time. The father’s life ended like a “fearful trip”. It ended without warning. He can’t believe he’s dead so he says the line over and over.

Whitman wrote this poem because sometimes people have so much to live for but not enough time. My aunt Molly just died from cancer. She just started her life with her children and husband. She was 47 but it still seems really young. She did not seem old. She enjoyed life. She was nice to the kids, husband and relatives. There were 8000 people at her funeral. Even people who did not know her came because they respected her. Like the people who came to the Captain’s funeral. The poem makes me think to live peaceful because your life may be cut short.

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Annotation of Student Annotation of Student Sample 1Sample 1

LC 03(4 points) – the reader infers that the captain is the father by using the quote “here captain, dear father” for evidence. The reader then expands her inference by including a variety of quotes from the poem that make connections between the captain as the father and the other events in the poem.

LA 05(4 points) – the reader explains that the line “fallen cold and dead” is repeated to emphasize the finality of death. The quote “fearful trip” is used as evidence to demonstrate understanding of the poem. The reader provides an overall analysis by using examples such as: “the meaning of the word,” “ended without warning” and repeating because he can’t believe he is dead.”

LT 08 (3 points) – the reader explains and generalizes about Whitman’s purpose for writing the poem “respect” “not enough time, “and linking it to a personal experience.

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Student Sample 2 (O’Captain My Captain)

In Walt Whitman’s poem “O’Captain, My Captain” I think the captain is his father. I think it his gather because it says “my father does not feel my arm, he has no pulse nor will.The poet repeats the line “fallen cold and dead” at the end of each stanza because the captain was killed in action.The author’s purpose for writing the poem is that he was honoring the captain/dad in a way that should be done.

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Annotation for Student Annotation for Student Sample 2Sample 2

Annotation:LC 03 (3 points) – the reader infers that the

captain is the father by using the quote “my father does not feel my arm, he has no pulse nor will.”

LA 05 (2 points) – the reader uses a detail ‘the captain was killed in action’ to suggest understanding of the poem

LT 08 (2 points) – the reader suggests that the author’s purpose for writing the poem was to “honor the captain/dad in a way that should have been done.”

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Task: Controlling Pests Task: Controlling Pests (Info)(Info)

In 3-4 paragraphs, write a reading response to Cauto’s and Bruchac’s chapter entitled “Controlling Pests.”

◦ Identify the main idea and supporting details of the chapter. (IC11)

◦ Compare and contrast at least two methods for preventing animals from eating crops. (IA16)

◦ What is the best advice to give someone who is interested in protecting their crops? (IT20)


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Student Sample 3 (Controlling Pests)

The main idea of this chapter is how take care of your crops. They talked about the different ways to take of different crops. Included how to take of animals cutting your crop. So, manly it was about farm crops and how to get rid of animals around your crops.

According this chapter you can place a mixture of black peppers, red peppers, and dry mustard over the planted spots will keep pests away also set some cracked corn from the garden, and they’ll keep the animals away; such as raccoons, squirrels, chipmunks, deer, crows, pigeons and others. Both of the methods keep animals away. The dry mustard keeps pests away while the other works on getting the animals away. Each method gets rid of a different kind of problem.

This advice I would someone, is place cracked corn to keep the animals away. Also place different types of seasons on your crops to keep pests away. According this chapter if you place the different items around your crop, they wont be harmed, make sure you do it proper and it’ll be safe from animals and pests.

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Annotation:IC 11 (3 points) – the reader demonstrates understanding by

stating a main idea, “how to take care of your crops.” The main idea is supported by the details: “animals eating your crops” and “how to get rid of animals around your crops.”

IA 16 (3 points) – the reader determines two difference in the text: “place a mixture of black peppers, red peppers, and dry mustard over the planted spots and set some cracked corn from the garden. “Each method gets rid of a different kind of problem.” This explanation uses similarities and differences to show understanding of the varieties of methods used to protect

IT 20 (3 points) – the reader gives advice related to the text “place the cracked corn away…” and “place different types of seasonings”. The reader extends the information beyond the text by stating “make sure you do it proper and it will be safe from animals and pests.”

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Student Sample 4 (Controlling Pests)

The main Idea in the story is how to do it properly. Some of the supporting details in the story are that they explain step-by-step how to properly grow plants, when in the story it tells how to plant the seed, and when it tells you how to protect the plant from bugs and animals.

The methods of protecting your plants from animals are to put a fence up a fence around the plant and to put a fence up around the whole garden. I think that putting up a fence around the garden would be better because it would protect your all of your plants better than just having one little fence around each plant, also it would save you money in the long run.

The best advice to give someone who is interested in protecting there crops from bugs and animals is to use insect repellant and build a fence around your garden or around your plants.

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IC 11(3 points) – the reader states a main idea “tell you how to protect the plant from bugs and animals.” It is supported by the details, “step by step grow plants and plant seeds.”

IA 16 (4 points) – the reader selects a difference, “put up a fence around the plant or put up a fence around the garden.” It uses examples from the text to analyze the differences by quoting “I think that putting the fence around the garden is better than just having a little fence around each plant.” This shows understanding of the relationships in the text.

IT 20 (3 points) – the reader extends beyond the text by applying information to demonstrate understanding of the text. The “best advice to give someone who is interested in protecting their crops from bugs and animals is to use insect repellant and build a fence around her garden or plants.”

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In 3-4 paragraphs, write a reading response to:

◦ Identify the main idea and supporting details of the chapter. (LC01)

◦ What in Fitzgerald’s background and life caused him to be the symbol for the twenties? (LA07)

◦ Gertrude Stein described the twenties as a “lost generation”. After reading this article, can you conclude that F. Scott Fitzgerald fit this description? (LT20)


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Task: F. Scott Fitzgerald, The Last Task: F. Scott Fitzgerald, The Last Romantic (Lit)Romantic (Lit)

Student Sample 5 (The Last Romantic)

In his article “The Last Romantic” by John Reddy, the reader learns about F. Scott Fitzgerald. F. Scott Fitzgerald was “handsome” and “intelligent” He dropped out of Princeton because of malaria. Scott enlisted in the army, where he also met the love of his life, Zelda Sayre. Zelda was a golden=haired beauty; she was funny a party freak. She wanted to marry a man with a log of money, so Zelda refused to marry Scott because he was poor. To earn enough money to marry Zelda, Scott wrote This Side of Paradise. The money from the novel made Zelda change her mind.

Fitzgerald is a symbol for the twenties for many reasons. Fitzgerald named the “Jazz Age,” and his books described life during the twenties. His wife Zelda before her death said, “It seems as if he was always planning happiness, books to read, and places to go.” Fitzgerald said “America was going on the greatest, gaudiest spree in history. He and Zelda joined “the restless zest.” They were party freaks who drank a lot. They rode on top of taxies and swam in the hotel pools. They were known as the “golden couple” of the twenties.

Gertrude Stine called the twenties the “lost generation”, and F. Scott Fitzgerald was definitely “lost” He was tormented with bills, debts, depression, alcoholism, and insomnia. Alcohol affected Fitzgerald in many different ways. He drank a lot when his wife went into a hospital for the insane. He also drank when he couldn’t get a job. Later Scott fell in love with Sheilah Graham who helped him. In 1940 four days before Christmas F. Scott Fitzgerald passed away at the age of 44.

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LC 01(3 points) – the reader states a main idea “Zelda didn’t want to marry a poor man” and provides a series of text-specific details—”he enlisted in the army” and wrote “This Side of Paradise” as ways to win Zelda.

LA 07(4 points) – the reader shows that Fitzgerald is a symbol of the twenties by analyzing his life. She uses the quote “it seems as if he was always planning happiness, books to read, and places to go” and the quote “the restless zest,” and the quote “the golden couple” as evidence to support his symbolism.

LT 10 (3 points) – the reader extends beyond the text by explaining why Fitzgerald was “lost.” She quotes “bills, debts, depression, alcoholism, and insomnia” as evidence to support the generalization.

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Task: The Jaws that Jump Task: The Jaws that Jump (Info)(Info)

In a short paper (1-3 pages), write a reading response to the article “The Jaws That Jump.”

◦ Evaluate Summer’s purpose in writing “The Jaws That Jump” and analyze the effectiveness of his writing. (IT18 IT19) ( too many targets in one question)

◦ Compare and contrast the two jumping methods of the trap-jaw ants and using details from the text infer which jump is more important to survival. (IA16 IC13) (too many targets in one question)


These questions are included to illustrate the difficulty of scoring questions that have more than one target imbedded in them.

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Student Sample 6 (Jaws that Jump)

The two purposes summers wrote about these ants, was to explain the danger they could cause to you. Like, “the jaws snap shut at speeds of 145mph.” I don’t think you would want to get bit by something that hard. Also to inform about the techniques they use to survive an bit from their pray. “As they stalk their dinner, the trap-jaws hold their mandibles wide apart, often cocked at 180 degrees. They use that to kill their prey. That’s amazing.

To compare the two jumps. They both would work great. They both get you out of danger real quick. They both launch the same way, “an ant orients it head and jaws perpendicular to the ground, then slams its face straight down!”

To contrast the two, there are a couple ways there different. The jumps are different. The first jump, you spring load in to the air straight up an then down.

The second jump, “often the force sends the ant skimming an inch off the ground for nearly a foot. One contrast about this second jump is that they use this one more often. “In the wild, gangs of defending ants team up to attack hostile strangers, sending them head over heels out of the nest.”

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IT 18 / IT 19 (4 points) – the reader states a purpose “was to explain the danger they could cause you” and then supports it saying “the jaws snap shut at speeds of 145mph.” His other purpose was to inform about the techniques they use to survive and kill their prey. He said “as they stalk their dinner, the trap-jaws hold their mandibles wide apart, often cocked at 180 degrees.

IT 19 (4 points) – The reader uses evaluative language such as “I don’t think you would want to get bit that hard” in reaction to the text evidence regarding the speed of the ant’s bite. The student also refers to the “great jumping style,” because it gets you out of danger real quick.” These evaluative statements critique ideas/themes and makes connections about the whole text.

IA 16 (3 points) – The reader uses comparative language—”they both work great; they both get you out of danger real quick.; they both launch the same way.” Then, the readers uses text to support his explanation and understanding of the ants’ similarities by stating “an ant orients its head and jaws perpendicular to the ground, then slams its face straight down.”

IC (NS)—The scorers did not score the inference target in this question.

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What are the essential What are the essential characteristics of a work sample?characteristics of a work sample?

They are authentic to student’s interests. The work samples reflect reading from content area classes, culturally relevant texts and issues, and/or career and technical education courses.

They are relevant to current events and issues and reflect reading essential to the future. Texts might include voter’s pamphlets, newspaper articles, and literary texts that reverberate with social and political consequences.

They are accurate in presenting text that will reflect how and where reading is used in everyday life and the need to understand and apply it in important contexts.

What are examples of classroom “task What are examples of classroom “task shells” that match these characteristics?shells” that match these characteristics?

“Read two editorials/speeches that discuss the same topic and compare and contrast the arguments; additionally identify each author’s purpose using text-based evidence for support.” (LA06; LT08)

“Read an historical account of an event and summarize the account and discuss the cause and effects of that historical event. Use text-based evidence for support.” (IC12; IA17)

“Read a novel, short story, or poem and analyze the figurative language used by the author. Additionally, make inferences about the theme using text based evidence for support.” (LA05, LC03)

Directions for Work Directions for Work SamplesSamples

Select subject for the work sampleSelect skills to be assessedReview classroom assignments for potential

useCheck for grade-level appropriatenessUse skill-focused language to create the

questions, prompts, and problemsUse content-driven language to “frame” the

directionsState expectations for type of assessment as

well as length of written productState the type of required elements for

credit

Task Term Book? What is Task Term Book? What is it?it?

A terminology guide to help educators develop assignments for the Reading COE

The book is organized by: Reading strand Cognitive thinking level Task term Definition of term Sample COE question to use as a model

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How do I use the Task How do I use the Task Terms?Terms?

Select a text from your class or another resource

Read the text (no one can write thoughtful reading questions unless they have read the text)

Go to the 6 Reading Strands assessed on the WASL and in the COE

Pair parts of the text with reading targets that seem to “fit together”

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Task Terms How-to Task Terms How-to continuedcontinued

Go to the Task Terms book and find the big strand areas.

Look through all of the terms and read their definitions.

Which one seems the closest to what you want to assess?

Select a term. Go to the model questions at the end of the row and take out the text-specific information. Put yours in.

Does it work?Can you modify it a bit? If not, go back and find another term.

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More than suggestions…More than suggestions…

Do not write single questions that attempt to assess more than one strand/target. The skill you are trying to assess gets lost, and scorers are instructed to score only one target per question.

Do not make a bunch of statements like “in your best handwriting, using clear details, checking your spelling…” Those statements, while important, do not belong on COE reading tasks. You want to state the questions clearly and concisely.

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IdeasIdeasTeach the definitions to the task terms. It

will help students be successful in other classes too.

Work with a team from your building or your district using the Task Terms book to write assessments for grade-level courses or district assessments.

Use some “exotic” terms you have not used before. It will stretch your instruction to explain what “differentiate, conjecture, or categorize” tasks are.

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If you liked this book…If you liked this book…

Please go to the CAA Options web page where we have directions for writing work samples books.

2 different books are available - Blue and Purple

http://www.k12.wa.us/assessment/CAAoptions/CollectionofEvidence.aspx

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COE Reading: Scored Student Work and Tips for Tasks Lesley Klenk, Ph.D CAA Options 2007 Fall...

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