Grade 6 Reading Item/Scoring Sampler

Transcription

The Pennsylvania System
of School Assessment
2006 – 2007
Reading Item and Scoring Sampler
Grade 6
Pennsylvania Department of Education Bureau of Assessment and Accountability 2006–2007
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
General Scoring Guidelines for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Reading Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Grade 6 Reading Passage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Reading Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Reading Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Open-Ended Item-Specific Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Open-Ended Item Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Grade 6 Reading Passage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Reading Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Grade 6 Reading Passage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Reading Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Reading Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Open-Ended Item-Specific Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Open-Ended Item Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Grade 6 Reading Item Sampler 2006–2007
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2
INTRODUCTION
General Introduction
The Department of Education provides districts and schools with tools to assist in delivering focused instructional
programs aligned to the state assessment system. These tools include assessment anchor documents, assessment
handbooks, and content-based item and scoring samplers. This 2006–2007 Reading Item and Scoring Sampler is a
useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.
What Is Included
This item and scoring sampler contains reading passages with multiple-choice and open-ended items that have been
written to focus on and align with the 2007 Assessment Anchor Content Standards (Assessment Anchors). These items
are actual examples of those used to assess student performance on the PSSA. These items provide an idea of the types
of items that will appear on the operational Spring 2007 PSSA. The passages represent some of the genres approved by
PDE for appearance on the PSSA. Each item has been through a rigorous review process to ensure alignment with the
Assessment Anchors.
Purpose and Uses
The passages with items in this sampler may be used as examples for creating assessment items at the classroom
level, and they may also be copied and used as part of a local instructional program.* Classroom teachers may find it
beneficial to have students respond to the open-ended items in this sampler. Educators can then use the sampler as a
guide to score the responses either independently or together with colleagues within a school or district.
Item Format and Scoring Guidelines
The multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worth
1 point.
Each open-ended item is designed to take about ten minutes to complete. During an actual testing event, students
are given additional time as necessary to complete the test items. The open-ended items in reading are scored with
item-specific scoring guidelines on a 0–3 scale. An item-specific scoring guide with examples of responses for each
score point is presented with each item.
Also included is the General Scoring Guidelines for Reading used to develop the item-specific guidelines. The
General Scoring Guidelines should be used to develop any item-specific scoring guidelines created for use within local
instructional programs.*
* The permission to copy and/or use these materials does not extend to commercial purposes.
3
GENERAL SCORING GUIDELINES FOR READING
3 Points
• The response provides a complete answer to the task (e.g., a statement that offers a correct answer as well as
text-based support).
• The response provides specific, appropriate, and accurate details (e.g., naming, describing, explaining, or
comparing) or examples.
2 Points
• The response provides a partial answer to the task (e.g., indicates some awareness of the task and at least one
text-based detail).
• The response attempts to provide sufficient, appropriate details (e.g., naming, describing, explaining, or
comparing) or examples; may contain minor inaccuracies.
1 Point
• The response provides an incomplete answer to the task (e.g., indicating either a misunderstanding of the task or
no text-based details).
• The response provides insufficient or inappropriate details or examples that have a major effect on accuracy.
• The response consists entirely of relevant copied text.
0 Points
• The response provides insufficient material for scoring.
• The response is inaccurate in all aspects.
Categories within zero reported separately:
•
•
•
•
BLK (blank) – No response or written refusal to respond or too brief to determine response
OT – Off task/topic
LOE – Response in a language other than English
IL – Illegible
4
READING REPORTING CATEGORIES
Reading Scores will be reported in two categories:
A – Comprehension and Reading Skills
B – Interpretation and Analysis of Fictional and Nonfictional Text
Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.
SAMPLE ITEMS
There are three reading passages in this booklet. Each passage is followed by one set of multiple-choice items. Each
item is preceded by the Assessment Anchor and Eligible Content coding. The correct answer for a multiple-choice item
is indicated by an asterisk (*).
Two of the passages are followed by an open-ended item. Each item is preceded by the Assessment Anchor and
Eligible Content coding. Each open-ended item is displayed with an item-specific scoring guideline and examples of
student responses with scores and annotations.
5
READING
Read the following passage about a wandering elk. Then answer questions 1–7 in your
answer booklet.
Earl the Elk’s Excellent Adventure
by George Everett
Elk like to wander, but Earl had gone too far.
Between 1987 and 1990, he walked about
1,800 miles, from the Sweetgrass Hills of
Montana to Independence, Missouri. His
journey is the longest on record for any elk.
Earl was born in the Sweetgrass Hills, where
he grew into a healthy young bull. Wildlife
workers there knew him as Elk 964. Now he is
famous because of his journey. News reporters
call him Earl. People in Missouri call him
Montana. Some people just call him Big Guy.
Nobody knows why Earl would leave
a place that is so well-suited for an elk. But
he did.
Usually, male elk live in their mothers’
herds until they are big enough to protect
themselves from predators such as mountain
lions and bears. When they leave, bull elk have
been known to move as far as 120 miles away
from the area where they were born. But Earl
was different.
Why did Earl walk so far? Gary Olson is a
wildlife biologist who studies elk for the state
of Montana. “Earl was at an age when young
bulls set off to stake out their own territory,”
Olson says. “He may have just walked farther
than other young bulls.” Olson thinks Earl
might have followed the Milk River north into
Canada, then south into Montana again, all the
way to the Missouri River. The Missouri led
him southeast to Independence.
A Strange Sight
In 1990, Jim Pyland, a wildlife scientist for
the state of Missouri, started getting phone
calls about a strange mammal wearing a collar
and wandering around Independence. Most
people in Missouri are not used to seeing elk.
Those who saw Earl did not know what to
call him at first. Some of them thought he was
an antelope. Some called him a horse. Others
guessed he was a moose or a big deer.
Then someone recorded Earl on videotape.
Wildlife experts could see that the animal was
an elk, which made it even more puzzling. In
Missouri, the last known native elk had been
seen in 1840. Where had this elk come from?
During his journey, Earl must have seen
things he had never seen in the hills where he
grew up. He found fields and trees, of course.
But there were also houses, yards, shopping
centers, and highways. During his six months
in Independence, he was often spotted during
backyard barbecues and parties.
6
READING
Once, when Earl was startled by a car horn,
he ran through several yards, leaping over
fences, and dropped in on a backyard garage
sale. Everyone forgot what they were going to
buy and watched Earl. They followed him to a
patch of tall grass, where he began to eat.
Another time, Earl was hurt in a traffic
accident. On a highway, he was hit first by
one car and then by another. Earl limped into
the woods. Many people thought he had died.
Two months later, he showed up again. By the
awkward way he walked, people knew he had
been injured. But he went back to eating in his
usual places.
Earl started living in some woods near a
shopping center. His favorite place to visit
was a nearby alfalfa field, where he ate
every morning.
People began to gather there to watch Earl.
They often crowded him, and sometimes they
almost surrounded him. Experts knew that if
Earl became frightened, he might hurt someone.
Catching an Elk
Earl had to be moved to some other place. To
do that, wildlife workers gave him a drug that
made him drowsy. A veterinarian hid in the
brush near Earl’s path. When Earl came out of
the woods for breakfast, the vet sedated him,
using a rifle loaded with a shot of the drug
instead of a bullet.
Only after Earl was captured did the people
of Independence find some answers to the
mystery of the elk. Earl’s collar had a radio
transmitter on it. Jim Pyland saw that none of
the markings on the collar showed who had
placed it on the animal. He began to look for
the scientist who had “tagged” Earl.
After many phone calls, Pyland located Gary
Olson, the man in Montana who had put the
radio collar on Earl. The mystery of where Earl
came from was solved.
Olson had put radio collars on ten elk to
study their movements. Each collar sent a
different radio signal. To track the elk, Olson
“named” each elk after the radio frequency of
its collar.
Olson lost track of Elk 964 (Earl) after
spotting him twice in March of 1987. When
Olson stopped receiving the elk’s radio signal,
he thought the radio transmitter had stopped
working. It was also possible that Earl had
gone so far away that the collar’s signal could
not reach Olson. But Olson never imagined
how far Earl had strayed.
A Home for Earl
Now that Earl has been found, there is no
reason to move him back to Montana. By the
time he was captured, all of the places in the
Sweetgrass Hills that make good elk territories
had been claimed by other bulls.
Earl has recovered from his injuries. He
lives with other elk in a park in Missouri. The
Rocky Mountain Elk Foundation placed a sign
there that describes his journey. And when
the governor of Montana heard how far the
elk had wandered, he named him a “roving
ambassador” for the state.
7
READING
A.2.6.1
A.2.3.1
1.
3.
This passage was most likely written to
* A
inform readers about a very
unusual elk.
B
describe for readers typical elk
behavior.
C
persuade readers that elk should
live in parks.
D
explain to readers why elk establish
territories.
6091
A
Elk usually travel in herds.
B
They thought he was a moose.
* C
Elk usually live in other states.
D
They wanted to study his radio
collar.
6083
A.2.3.2
A.2.4.1
2.
Based on the passage, why were people
in Missouri so interested in Earl?
Why did Earl leave the Sweetgrass Hills?
Which statement best supports the
generalization that “Most people in
Missouri are not used to seeing elk”?
A
to find a mate
A
B
to search for food
C
to look for adventure
* D
4.
* B
to establish a territory
“People in Missouri call him
Montana.”
“In Missouri, the last known native elk
had been seen in 1840.”
C
“The Missouri led him southeast to
Independence.”
D
“He lives with other elk in a park in
Missouri.”
6087
6196
8
READING
A.2.4.1
A.2.5.1
5.
6.
Earl is still in Missouri mainly because
A
he is too old to return to Montana.
B
the governor wants him to be an
ambassador.
C
people would protest his removal.
* D
there is no good territory for him
in Montana.
Which statement is the best summary
of the passage?
A
Wildlife experts study elk using
radio collars.
B
Young elk leave home to find their
own territory.
* C
D
6093
An elk wanders far from home and
becomes famous.
People are puzzled when an elk
appears in a backyard.
6188
9
READING
A.2.4.1
7.
What challenges did Earl encounter? Use at least three examples from the passage in
your response.
6240
10
READING
OPEN-ENDED ITEM-SPECIFIC SCORING GUIDELINE
Item #7
This item will be reported under Category A, Comprehension and Reading Skills.
Assessment Anchor:
A.2
Understand nonfiction appropriate to grade level.
Specific Eligible Content addressed by this item:
A.2.4.1 Identify and/or explain stated or implied main ideas and relevant supporting details from text.
Scoring Guide:
Score
In response to this item the student—
3
demonstrates complete knowledge of recognizing relevant supporting details by
identifying at least three examples from the passage that describe the challenges Earl
encountered.
2
demonstrates partial knowledge of recognizing relevant supporting details that describes a
challenge Earl encountered. (Example: Student identifies a challenge of Earl’s using two
examples from the passage.)
1
demonstrates incomplete knowledge of recognizing relevant supporting details that
describes a challenge Earl encountered. (Example: Student identifies a challenge of Earl’s
using one example from the passage.)
0
has given a response that provides insufficient material for scoring or is inaccurate in all
respects.
Nonscorable
BLK – Blank
IL – Illegible
Example—Top Scoring Response (3 Points):
Examples of Relevant Supporting Details
As Earl wandered to Missouri from his home in Montana, he encountered many challenges. He saw things
he hadn’t seen before, such as houses, shopping centers, and highways. The car horn that startled him was
something he hadn’t heard before. When trying to eat, Earl was crowded by people who wanted to watch
him.
11
READING
OPEN-ENDED ITEM RESPONSES
A.2.4.1
7.
Response Score: 3
your response.
6240
The student has given a complete answer to the task by describing the challenges Earl
encountered using at least three examples from the passage (“One challenge Earl the
Elk encountered was that a car horn startled him and he run into a party. This was a
challenge for Earl because he was not used to seeing humans”, “Another challenge Earl
had was that he was hit by a car twice and got hurt. This was a challenge because he
had to walk around limping for a long time”, and “Another challenge Earl encountered
was that he had to deal with more humans . . . in the passage it said that people
crowded around where he was eating”).
12
READING
A.2.4.1
7.
Response Score: 2
your response.
6240
The student has given a partial answer to the task by describing some
challenges Earl encountered using two examples from the passage (“when the
two cars hit Earl he had to limp right off the street” and “When he ran across
several yards. When a car horn scared him”).
13
READING
A.2.4.1
7.
Response Score: 2
your response.
6240
The student has given a partial answer to the task by describing some
challenges Earl encountered using two examples from the passage (“Earl
encountered many things like getting hit by 2 cars” and “he got shot with a
drug dart and made him sleepy”).
14
READING
A.2.4.1
7.
Response Score: 1
your response.
6240
The student has given an incomplete answer to the task by describing a
challenge Earl encountered using one example from the passage (“He was
startled by a car horn.”).
15
READING
A.2.4.1
7.
Response Score: 1
your response.
6240
The student has given an incomplete answer to the task by giving a general
statement about the challenges Earl encountered (“As Earl walked many miles
he hurt and didn’t have a lot to eat”).
16
READING
A.2.4.1
7.
Response Score: 0
your response.
6240
The student’s response is inaccurate in all respects.
17
READING
Read the following poem about a special place to call home. Then answer questions 8–13 in
your answer booklet
Rocking House
by C. Drew Lamm
When I was young my mother rocked me
her rocking chair waves on maternal sea.
I slept to a rhythm deep inside
ebb and flow — briny night ride.
When I was older we moved to this boat
that rocks all night — holds me afloat.
In morning light I stretch, rise
still held tight while riding tides.
Sun from sea washes my walls.
Sky-spawned rain spills waterfalls.
Ocean below me, I drift above fish.
Cast a pebble from my window. Make a wish.
Water stars shimmer up from the deep
Moon above, beneath while I sleep.
A rocking boat bed that holds my dreams,
my tears, my fears, my in-betweens.
I’m now too heavy for a lap to hold
no one rocks a child this old.
Yet every night I sway in sea air
rocked aloft by Neptune’s lair1.
1
Neptune’s lair: the hiding place of Neptune,
ancient Roman god of the sea
18
READING
Held in my bed in the bow of my boat
in the hold of my ship, home I float.
Buoyed, tossed, swayed by ocean’s flow
a gift to grow up this wild and slow.
Like reins on a horse as it canters the moors2
or string on a kite while it soars
I tie my house to the end of the pier
so when I come home, it will still be here.
As I set my own sails, make my way
anchor pulled up, inner compass in play
thrum of billow, seasoning of sea
my rocking house harbor now rides inside me.
2
moors: wild area of countryside
19
READING
A.1.3.1
A.1.3.2
8.
10. Which line best supports the
generalization, “no one rocks a child
this old”?
Based on the poem, sleeping on a boat
is like being on a mother’s lap because
both
A
hold the speaker tight.
A
“I slept to a rhythm deep inside”
B
are like flying a kite.
B
“Sun from sea washes my walls”
have a rocking motion.
C
“Yet every night I sway in sea air”
* C
D
are like reins on a horse.
* D
“I’m now too heavy for a lap to
hold”
6616
6638
B.1.1.1
9.
How does the narrator most likely feel
about living on a boat?
A
afraid
* B
lucky
C
bored
D
sleepy
A.1.3.1
11. When the narrator says, “Water stars
shimmer up from the deep,” the phrase
“water stars” most likely refers to the
A
* B
fish that live in the water.
reflections of light on the water.
C
pebbles the narrator threw in the
water.
D
wishes the narrator made over the
water.
6942
6961
20
READING
B.2.1.2
B.2.1.4
12. Read the following lines from the
poem.
13. What does the narrator mean by the last
line of the poem, “my rocking house
harbor now rides inside me”?
“Like reins on a horse as it canters the
moors/or string on a kite while it
soars/I tie my house to the end of the
pier”
The poet uses a simile to compare his
house to a horse to show the house’s
A
height.
B
beauty.
C
strength.
* D
A
The narrator has lost his house.
B
The narrator feels like a cantering
horse.
C
The narrator stays at a harbor all
the time.
* D
The narrator carries the memories
of childhood.
6626
movement.
6935
21
READING
Read the following passage about a child who moves to a new state. Then answer
questions 14–20 in your answer booklet.
Surfing Iowa
by Karen DelleCava
My best friend Randy and I have been
surfing ever since we could lift surfboards.
From then on, we would only come out of the
water to eat and sleep. To tease me, Mom used
to check behind my ears and ask, “Jeff, are you
growing gills?” As long as I kept up my grades,
though, Mom and Dad were cool about it.
Then, one night after dinner, out of nowhere,
Dad said, “There’s no easy way to say this,
Jeff.” He talked for a few minutes about
work and new opportunities. Then he said it.
Relocate. The word played over and over in my
head like a bad song that I couldn’t shake out.
“No way. When?”
“End of June.”
“To where?” I couldn’t remember from a
minute before.
“Iowa.”
I checked my globe. I knew it. Landlocked.
Not one speck of blue anywhere near Iowa. I
slumped on the floor, spinning the globe with
my big toe. This can’t be happening, I thought.
What about Randy? My stomach felt worse than
if I’d swallowed a gallon of salt water.
After I spent some serious time moping
around, it hit me. The weeks ahead were like
an ice pop melting in the sun. I had to move
to Iowa — nothing would change that. But I
had been trying to make the ice pop last by
watching it drip all over my hand. I decided to
slurp it down and enjoy all of it.
So Randy and I hit the surf faster than newly
hatched sea turtles. I grabbed every wave I
could. Older, more experienced surfers wanted
the choice waves for themselves, but I stayed in
there with them.
One gigantic wave in particular had my
name on it. I paddled hard, timing it perfectly.
Swoosh!
Water churned under my board and fizzed
around my ankles. I was up, riding the crest of
a frothy wave. I leaned. Another wave chased
me. My feet pressed against the waxy surface,
steering smoothly to shore.
Randy nodded approvingly and said,
“Right out of SurferKid magazine.”
“Thanks. I’m stocking up. No surfing
in Idaho.”
“I thought you said Iowa.”
“Same difference.” I looked out at the ocean.
“I wish I could take the waves with me.”
“You can.”
22
READING
I grinned, unsure of what he meant.
“Surfing’s in here,” Randy said, tapping
his chest.
“Maybe.” I wasn’t convinced.
Sixth grade ended, and moving day came
as sure as sunburn on bare shoulders. I tried
to convince Randy not to come over. I was
afraid it might be too sad. Luckily for me, he
wouldn’t listen.
“So, what are you doing today?” I asked as
we finished packing.
“Cleaning out the garage. Want to help?”
I laughed and said, “I wish.” There was an
awkward pause. Saying good-bye to your best
friend isn’t easy. “I’ll come back to visit as soon
as I can. Or you can come to . . . ” I bit my lip; it
was too hard to say.
“Don’t worry. We’ll keep in touch, I promise,”
Randy said. “I never had a pen pal before.”
“Pen pal? Ever hear of e-mail?”
As we were laughing, my dad motioned to
me. It was time to go.
I waved good-bye until Randy was a speck,
then he disappeared. I stared out the car
window on my way to Iowa.
Iowa was flatter and drier than I’d imagined.
Day after day for that first week, I’d flop onto
my bed, holding a shell to my ear. I’d breathe in
the saltiness from the center and wonder what
Randy was doing.
One day, a voice from outside shouted,
“Grab your board!”
If I didn’t know better, I’d have run outside
expecting to see Randy waving me toward the
ocean. I looked out the window. Three boys
were skateboarding. I watched for a minute,
then dropped back onto my bed. I thumbed
through the latest issue of SurferKid.
Then, the next day, Dad came into my
room holding a long cardboard box. “It’s
from Randy.”
“Thanks,” I said as I tore it open. “My
skateboard! I must’ve left it in his garage.
That’s all we ever did before we started
surfing.” Taped to the board was a picture of
the two of us on our skateboards. The note
said, “Find your waves. Miss ya. Randy.”
I dug my helmet and pads out of a box in the
garage. I stepped on my skateboard, balancing
easily. I leaned back on one foot, tipping up
the other end. I twisted from the waist. Piece of
cake. I twisted hard. A three-sixty! Almost. The
board shot out from under me. Bam! Wipeout.
“Guess I’m a little rusty,” I said to my dad,
who was watching me and smiling.
I practiced all afternoon, even as dark clouds
began to fill the sky. Before long, I was gliding,
almost floating on the board. It was a feeling I
thought I’d left in California, a feeling Randy
knew I had inside.
I noticed that a skateboarder I’d seen the
other day was watching me. I waved. He
waved back.
Suddenly, gusts of wind rocked the only
shade tree around. When I closed my eyes, it
sounded like a curling wave. Rain dumped
down. I pumped my foot, and a rooster tail
sprayed off my back wheels. The wind pushed
me. Surfing Iowa, I sliced through the puddles
leading to my house.
23
READING
A.1.4.1
B.1.1.1
14. Which would be the best new title for
this passage?
16. Which statement best describes the
setting at the end of the passage?
A
“Learning to Skate”
B
“Dad’s Moving Day”
* C
“The Waves Inside”
D
“Jeff Loses a Friend”
A
“I dug my helmet and pads out of
a box in the garage.”
B
“Before long, I was gliding, almost
floating on the board.”
C
“I watched for a minute, then
dropped back onto my bed.”
6415
* D
A.1.2.2
15. Read the following sentences from the
passage.
“I checked my globe. I knew it.
Landlocked. Not one speck of blue
anywhere near Iowa.”
6589
A.1.6.1
17. The author’s purpose is most likely to
What does the word landlocked mean?
* A
far from oceans
B
secured by fences
C
close to mountains
D
without opportunities
6401
“Suddenly, gusts of wind rocked
the only shade tree around.”
A
describe what it is like to surf and
skateboard.
B
explain the basics of how to surf
and skateboard.
C
persuade readers that
skateboarding is more enjoyable
than surfing.
* D
narrate for readers a story
about a surfer who rediscovers
skateboarding.
6554
24
READING
B.1.1.1
B.2.1.2
18. The resolution of the passage takes
place when Jeff
19. Which sentence contains a simile?
A
waves good-bye to Randy.
B
grabs the one gigantic wave.
* C
D
* A
skateboards to his new house.
finds out he is moving to Iowa.
6569
“The weeks ahead were like an ice
pop melting in the sun.”
B
“Water churned under my board
and fizzed around my ankles.”
C
“Surfing Iowa, I sliced through the
puddles leading to my house.”
D
“I waved good-bye until Randy
was a speck, then he disappeared.”
6602
25
READING
B.1.1.1
20. State the theme or the author ’s message. Describe at least two examples from the
passage that express this theme or message.
6594
26
READING
OPEN-ENDED ITEM-SPECIFIC SCORING GUIDELINE
Item #20
This item will be reported under Category B, Interpretation and Analysis of Fictional and Nonfictional Text.
Assessment Anchor:
B.1
Understand components within and between texts.
Specific Eligible Content addressed by this item:
B.1.1.1 Identify, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction.
Theme:
Identify, interpret, compare, describe, and/or analyze the theme of fiction or literary nonfiction.
Scoring Guide:
Score
In response to this item the student—
3
demonstrates complete knowledge of understanding theme by describing the theme/
author’s message and by using at least two examples from the passage that express
the theme/author’s message.
2
demonstrates partial knowledge of understanding theme by describing the theme/
author’s message of the passage. (Example: Student describes the theme and uses an
example from the passage to support the theme/author’s message.)
1
demonstrates incomplete knowledge of understanding theme by describing the
theme/author’s message of the passage. (Example: Student describes the theme/
author’s message without using any examples from the passage.)
0
has given a response that provides insufficient material for scoring or is inaccurate in
all respects.
Nonscorable
BLK – Blank
IL – Illegible
Example—Top Scoring Response (3 Points):
Theme and Examples
The theme is that you should make the most out of a difficult situation. Jeff is shocked when he learns
that he’s moving away from his best friend and all that is familiar. “Day after day for that first week,
I’d flop onto my bed, holding a shell to my ear.” When he finds his skateboard in the package sent by
Randy, he begins to adapt to his new setting, skateboarding instead of surfing.
27
READING
OPEN-ENDED ITEM RESPONSES
B.1.1.1
Response Score: 3
6594
The student has given a complete answer to the task by stating the theme/
author’s message (“There is always a way”) and uses two examples from
the passage that express the theme/author’s message (“Even though you
cant surf in Iowa, you can skateboard, which can be just as fun” and “even
though Jeff had to move away from Randy, they could still keep in touch be
e-mail/or writing”).
28
READING
B.1.1.1
Response Score: 2
6594
The student has given a partial answer to the task by stating the theme/
author’s message (“if you miss something so much find somthing
simular”) and uses one example from the passage that expresses the
theme/author’s message (“Jeff stakes bords insted of surfing”).
29
READING
B.1.1.1
Response Score: 2
6594
The student has given a partial answer to the task by using two examples from
the passage to imply a theme/author’s message of the passage (“Jeff has to
move to Iowa, but when he gets there he makes new friends” and “Randy sends
Jeff’s skateboard with a note and picture”).
30
READING
B.1.1.1
Response Score: 1
6594
The student has given an incomplete answer to the task by stating the theme/
author’s message (“if you have to give up something you love you can find
something to takes its place”) without using any examples from the passage to
express the theme.
31
READING
B.1.1.1
Response Score: 1
6594
The student has given an incomplete answer to the task by using one
example from the passage to imply a theme/author’s message without
explicitly stating the theme/author’s message (“Jeff mad new frends
that skatboard”).
32
READING
B.1.1.1
Response Score: 0
6594
The student’s response is inaccurate in all respects.
33
34
Acknowledgements
“Earl the Elk’s Excellent Adventure” copyright © 1995 by Highlights for Children, Inc., Columbus, Ohio.
“Rocking House” copyright © 2002 by C. Drew Lamm. Reprinted by permission of the author.
“Surfing Iowa” copyright © 2002 by Highlights for Children, Inc., Columbus, Ohio.
35
Copyright ©2006 by the Pennsylvania Department of Education. The materials contained in this publication may be
duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication
of materials for commercial use.

Grade 6 Reading Item/Scoring Sampler

Transcription

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