Sample WASL Packet - Roosevelt

Sample WASL Reading Passages
3rd Grade
Reading Assessment Unit, Office of Superintendent of Public Instruction
Lesley Klenk, PhD
Judy Norris-Handy, NBCT
Erin Haerling
Heidi Williams
Matt Wade
Traci Kessel
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
April 2004
Introduction
The Sample 3, 5, 6 and 8 WASL Reading Packets
The No Child Left Behind Act requires that states assess students in reading and
math in grades 3, 4, 5, 6, 7, 8 and one grade of high school by 2006. To meet this federal
mandate in reading, OSPI is currently developing reading assessments for grades 3, 5, 6
and 8. These reading assessments, also called WASLs, align with the current WASLs in
grades 4, 7 and 10.
OSPI has worked with Washington teachers since the spring of 2003 to develop
the new reading assessments. In order to assist teachers and students to better understand
the learning strands and targets that are assessed on the WASLs, OSPI is releasing one
informational and one literary passage for grades 3, 5, 6 and 8 in the fall of 2003. The
released passages and their items were developed by the OSPI Reading Assessment Unit
and Washington teachers during the spring and summer of 2003.
This 3rd Grade Sample WASL Reading Packet includes:
9 One informational and one literary passage for 3rd grade
9 Sample pre, during and post reading strategy examples for each passage
9 Actual WASL Items for each passage, including Multiple Choice, Short
Answers and Extended Responses
9 Answer key for the multiple choice items and rubrics to assess the short
answer and extended response items
9 The 3rd, 4th and 5th grade Learning Strands and Targets
The reading strategy examples are only suggestions. We encourage teachers to
substitute their favorite reading strategies at any time. Also, mix and match the reading
strategies. The key is to allow students opportunities to actively engage with the passages
to increase their reading comprehension.
Suggestions for Using the Packets in Your Building
9 Use the reading strategies included, or use your own reading strategies, and then
give the students the passage items.
9 Make the environment “WASL-like”—students work individually with no
dictionaries or other reading tools.
9 Allow ample time for all students to complete the items. Remember, the WASL is
not timed.
9 Use the sample passages as baseline assessments to determine student
performance on each of the learning targets.
9 Use the rubrics to assess the short answer and extended response items.
9 Score the assessments as a grade-level team to assess gaps in student performance
9 You may find it valuable to make a record of individual student performance on
each of the learning targets.
9 Allow the students to set learning goals for themselves based on their
performance on the practice WASL targets.
9 Use the Sample WASL Reading Questions to make assessments for other content
areas.
9 Have students develop their own questions for text using the Sample Reading
WASL Questions.
Please feel free to share your own ideas for using this packet by emailing the Reading
Assessment Unit staff. We can then post your ideas on the web for all teachers to access.
Email addresses for the Reading Assessment Unit staff are included on the footer below.
Reading Assessment Unit, OSPI
Lesley Klenk, PhD
Judy Norris-Handy, NBCT
Erin Haerling
Heidi Williams
Matt Wade
Traci Kessel
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
THE HOLE IN THE DIKE
Retold by Norma Green
Illustrated by Eric Carle
A long time ago, a boy named Peter lived in Holland. He lived with
his mother and father in a cottage next to a tulip field.
Peter loved to look at the old windmills turning slowly. He loved to
look at the sea.
In Holland, the land is very low, and the sea is very high. The land is
kept safe and dry by high, strong walls called dikes.
Peter wheeled his bike to the road on top of the dike. It had rained for
several days, and the water looked higher than usual.
Peter thought, “It’s lucky that the dikes are high and strong. Without
these dikes, the land would be flooded and everything would be washed
away.”
Suddenly he heard a soft, gurgling noise. He saw a small stream of
water trickling through a hole in the dike below.
Peter got off his bike to see what was wrong.
He couldn’t believe his eyes. There in the big strong dike was a leak!
Peter slid down to the bottom of the dike. He put his finger in the
hole to keep the water from coming through.
He looked around for help, but he could not see anyone on the road.
He shouted. Maybe someone in the nearby field would hear him, he
thought.
Only his echo answered. Everyone had gone home.
Peter knew that if he let the water leak through the hole in the dike,
the hole would get bigger and bigger. Then the sea would come gushing
through. The fields and the houses and the windmills would all be flooded.
Peter looked around for something to plug up the leak so he could go
to the village for help.
He put a stone in the hole, then a stick. But the stone and the stick
were washed away by the water.
Peter had to stay there alone. He had to use all his strength to keep
the water out.
From time to time he called for help. But no one heard him.
All night long Peter kept his finger in the dike.
His fingers grew cold and numb. He wanted to sleep but he couldn’t
give up.
At last, early in the morning, Peter heard a welcome sound. Someone
was coming! It was the milk cart rumbling down the road. Peter shouted for
help. The milkman was surprised to hear someone near that road so early in
the morning. He stopped and looked around.
“Help!!” Peter shouted. “Here I am, at the bottom of the dike.
There’s a leak in the dike, Help! Help!”
The man saw Peter and hurried down to him. Peter showed him the
leak and the little stream of water coming through.
Peter asked the milkman to hurry to the village. “Tell the people.
Ask them to send some men to repair the dike right away!”
The milkman went as fast as he could. Peter had to stay with his
finger in the dike.
At last the men from the village came. They set to work to repair the
leak.
All the people thanked Peter. They carried him on their shoulders,
shouting, “Make way for the hero of Holland! The brave boy who saved our
land!”
But Peter did not think of himself as a hero. He had done what he
thought was right. He was glad that he could do something for the country
he loved so much.
WC 567
Pre- Reading Strategy: Picture Preview
Using pictures to predict action, conflict, and resolution in stories is a time-honored
strategy for activating student motivation and interest in reading a story. In this activity,
have readers preview each of the three pictures one at a time. Gather their thoughts from
the whole class as they “predict” what the story will be about. After the reading, return to
their prediction, and have them revise their prediction if necessary. Talk about what key
“elements” in the picture helped them make the best prediction.
Picture Preview for “Hole in the Dike”
Picture
Picture#1
Picture #2
Picture #3
My Prediction
My Revised Prediction
During Reading Strategy: Questioning the Author
Active readers engage with authors. They analyze themes and ask why authors feature
certain examples, use distinctive styles, or argue certain points. Questions student should
ask include: What is the author’s overall message? Why does the author use this
detail/example/event in their writing? What is the author saying in this section of text as
opposed to the beginning or the end? How does what the author say here match what
he/she said earlier?
For the story, “The Hole in the Dike,” get readers started by providing a question
of your own, and modeling how to use each of the three columns. Share out in small
groups or partners when readers have exhausted the passage.
Questioning the Author for “The Hole in the Dike”
My Question for the Author
What are the windmills
used for?
Example from the Text
about My Question
It says “Peter loved to look
at the old windmills turning
slowly.”
What I Think the Text
Means
In other stories I have read,
windmills are used for
helping pull water out of the
ground. I think the water
was used in this story to
water the tulips.
Post-Reading Strategy: What I Learned/What I Wonder
This strategy gives students the opportunity to synthesize what they have learned after
reading the passage. It extends the reading by asking the student to write down the
lingering questions—“wonders”—that all active readers have after they have read. Again,
allow students the opportunity to verbally share their “learnings and wonders”.
What I Learned/What I Wonder for “The Hole in the Dike”
WHAT I LEARNED
A little boy stopped a dike from breaking
in Holland.
WHAT I WONDER
Has anything like this ever happened in
America? Where do we have dikes in
America?
1.
What is the meaning of the word “gushing” in the sentence, “Then the sea would
come gushing through.”?
A.
B.
C.
Pouring
Dripping
Trickling
LC04
2.
What do you think Peter will do the next time he sees a hole in the dike?
A.
B.
C.
LC03
He will run to get help.
He will keep riding his bike.
He will stick his finger in the hole.
3.
In your own words, write a summary of the story. Use three main events from the
story in your summary.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
LC02
4.
Any of these words could be used to describe Peter in the story. Choose the word
you think best describes Peter in the story
Responsible
Patient
Brave
Use two details from the story to support your choice.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
LA06
5. What is the author’s purpose for writing the story “The Hole in the Dike”?
A.
B.
C.
To explain how dikes in Holland work
To tell a story about a young hero
To entertain with a funny story
LA09
6. According to the story, which event happens first?
A.
B.
C.
LC05
Peter hears a soft gurgling noise.
Peter rides his bike on the dike.
Peter looks around for help.
7.
Explain how the story shows that one child’s actions can make a difference.
Include two details from the story in your answer.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
LA01
8. What problem does Peter face in the story?
_____________________________________
_____________________________________
What are three events that happened as a result of the problem? Include information
from the story in your answer.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
LA 08
ASSESSMENT KEY FOR LITERARY PASSAGE
3rd Grade
1. A
2. C
3. SA
4. SA
5. B
6. B
7. SA
8. ER
Sample 3rd Grade WASL Reading Passage
The Hole in the Dike
Item #: 3
Release Year: 2003
Target: LC02
Item Type: SA
In your own words, write a summary of the story. Include three main events from the
story in your summary.
2 A 2-pt. response summarizes the story by including three main events from the story.
Example: Peter noticed a hole in the dike. He plugged the hole with his finger.
Townspeople came and fixed the hole.
1 A 1-pt. response summarizes the story by including one or two main events from the
story.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
The Hole in the Dike
Item #: 4
Release Year: 2003
Target: LA06
Item Type: SA
Any of these words could be used to describe Peter in the story. Choose the word you
think best describes Peter in the story.
Responsible
Patient
Brave
Provide two details from the story to support your choice.
2 A 2-pt. response states or implies which word best describes Peter, and provides two
text-based details to support the choice.
Example: Peter is responsible because he plugged the hole. He stayed there all night
until someone could help.
OR
Example: Peter is patient because he kept his finger in the hole all night. Then, when
someone came by, he had to stay there while the milkman went for help.
OR
Example: Peter is brave because he plugged the hole in the dike even though he knew
the land could flood. Also, he stayed there all night by himself.
1 A 1-pt. response states or implies which word best describes Peter, and provides one
text-based detail to support the choice.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
The Hole in the Dike
Item #: 7
Release Year: 2003
Target: LC01
Item Type: SA
Explain how the story shows that one child’s actions can make a difference. Include two
details from the story in your answer.
2 A 2-pt. response provides two text-based details to explain how the story shows that
one child’s actions can make a difference.
Example: Peter knew that a hole in the dike would cause the land to flood, so he
plugged the hole with his finger. He stayed there all night, because he had to wait
until someone could get help.
1 A 1-pt. response provides one text-based detail to explain how the story shows that
one child’s actions can make a difference.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
The Hole in the Dike
Item #: 8
Release Year: 2003
Target: LA08
Item Type: ER
What problem does Peter face in the story?
What are three events that happened as a result of the problem? Include information
from the story in your answer.
4 A 4-pt. response describes a problem Peter faces in the story, and provides three textbased events that happened as a result of the problem.
Example: The problem is that Peter knows that if the hole in the dike gets worse, the
land will flood. First, he plugs the hole with a stick. Second, he plugs the hole with
his finger. Third, he waits all night for someone to come by.
3 A 3-pt. response describes a problem Peter faces in the story, and provides two textbased events that happened as a result of the problem
OR
Provides three text-based events that would support a problem Peter faces in the story.
2 A 2-pt. response describes a problem Peter faces in the story, and provides one textbased event that happened as a result of the problem
OR
Provides two text-based events that would support a problem Peter faces in the story.
1 A 1-pt. response describes a problem Peter faces in the story
OR
Provides one text-based event that would support a problem Peter faces.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Goose on Guard
by Eileen Ross
A pair of Canadian geese wait for their eggs to hatch beside a shimmering lake.
Springtime! Canada geese are returning to their homes in the north. But they must hurry.
It’s almost time to lay their eggs.
A pair of geese leaves the flock and lands beside a shimmering lake. They are tired, but
they can’t rest yet. They must find a place to build a nest.
They see a quiet spot hidden among tall reeds and marsh grasses. Here, the nest will be
safe from enemies.
The mother goose builds her nest with leaves and dried grass. She lines it with soft
feathers plucked from her own breast. When the nest is finished, she climbs in and lays
four tan eggs. The mother sits on her eggs, while the father goose swims close by in case
of trouble. Almost thirty days must pass before the eggs will hatch into baby goslings.
But the mother goose still needs to eat and bathe. She covers the eggs with feathers and
grass to hide them and keep them warm until she returns.
But look! Something’s moving in the tall grass, and it’s headed this way. A hungry
raccoon creeps closer and closer. The raccoon stops, arches its tail over its back, and
sniffs the air. It’s about to steal an egg for breakfast.The raccoon reaches toward the eggs
with sharp-clawed paws. Suddenly, an angry hiss shatters the quiet. Powerful wings flap
wildly as the father goose roars toward the surprised bandit.
“HONK! HONK! HONK!” warns the angry goose. “Leave those eggs alone!”
The frightened raccoon runs away into
the woods. There’ll be no eggs for
breakfast today!
Days later, mother and father goose
are rewarded for their care. Four tan
eggs finally hatch.
Hello, baby goslings!
Has the raccoon found its breakfast?
Pre-Reading Strategy: Text Feature Charts
Active readers use titles, headings, boldface terms, key vocabulary, and significant
details/examples as “signposts” during their reading process. They use titles to determine
subject matter, bold face terms to recognize important concepts, key vocabulary as
important terms to remember in connection with the subject, and significant
details/examples to begin evaluating the strength and worth of an author’s style and
message. In this activity, encourage the children to find each of these text features in the
passage and make a prediction about their use/meaning for readers. Have the children fill
in the last column, “What do the words tell me or mean to me?”
Text Feature Chart for “Goose on Guard”
Type of Text Feature
What are the words in the
text?
“Goose on Guard”
Title
“HONK! HONK! HONK!”
Important Words for Meaning
Reeds, Marsh Grasses
Key Vocabulary for Concept
Detail/Example
“Powerful wings flap
wildly as the father goose
roars towards the surprised
bandit”
What do the words tell
me or mean to me?
During Reading Strategy: Picture in my Head
How many times have you heard students comment that they don’t “see the movie” when
they read? On the other hand, how many students do you know read for five minutes and
then spend the next 15 minutes drawing what they see in their mind from their reading?
Each of these students can benefit from a visualization strategy. Active readers make a
“movie in their minds” when they read. Allowing students the opportunity to draw their
interpretations of the text increases comprehension and text engagement. Often students
who do not consider themselves artists shy away from drawing what they are visualizing.
Ensure them that the purpose of visualization is not to produce beautiful art, but rather to
reinforce concepts, and text interpretations.
As students become more comfortable with expressing their visualizations, they
may incorporate this strategy into response journals, or text annotation.
Visualization Sheet for “Goose on Guard”
Sentence from Text
“She covers the eggs with
feathers and grass to hide them
and keep them warm until she
returns.”
“The raccoon stops, arches its
tail over its back, and sniffs the
air.”
“Days later, mother and father
goose are rewarded for their
care. Four tan eggs finally hatch.
Hello baby goslings!”
The Picture in My Head
Post-Reading Strategy: Understanding How Details Support
Subjects
Detail Charts allow students to use their analysis skills to discuss how details support the
development of a subject in an informational text. In this activity, create a chart that
shows how a subject can exemplify more than one characteristic. Subject descriptions
must be supportable by text evidence, so students do not have to worry about finding a
“secret”. Detail charts are best used as a discussion tool in small groups or whole class.
The key is text support for their subject analyses, so be sure to have students state text
support for why they think a subject is characterized by actual text details.
Detail Chart for “Goose on Guard”
Subject
Characteristic
Mother Goose
Protective
Raccoon
Sneaky
Father Goose
Angry
Text Support
1. Based on the information in the selection, predict what will most likely happen to
the raccoon when it runs into the woods?
A.
B.
C.
The raccoon might be hungry.
The raccoon might eat an egg.
The raccoon might hiss at the geese.
IC13
2. What is the meaning of the word “plucked” in the sentence “She lines it with soft
feathers plucked from her own breast.”?
A.
B.
C.
Stolen
Colored
Removed
IC14
3. Which sentence explains why the father goose hissed and honked at the raccoon?
A.
B.
C.
IA18
The raccoon tried to steal the goose eggs.
The raccoon tried to protect the goose nest.
The raccoon tried to chase the father goose.
4. Any one of these headings might be used for the fifth paragraph. Choose the
heading that best fits the paragraph.
A Hungry Raccoon
Eggs for Breakfast
Father Goose to the Rescue
Use two details from the selection to support your choice.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
IA16
5.
In your own words, write a summary of how the mother goose gets ready to lay her
eggs. Use three important ideas from the selection in your summary.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
IC12
6. Based on the information in the selection, what would happen if the raccoon came
back?
A.
B.
C.
The father goose would protect the eggs.
The raccoon would have eggs for breakfast.
The mother goose would run away from the eggs.
IA20
7. What is the author’s purpose for writing this selection?
A.
B.
C.
To describe how Canadian geese return to their homes
To show how raccoons are afraid of Canadian geese
To explain how Canadian geese protect their eggs
IA19
8. According to the selection, which idea does the author of the selection discuss
last?
A.
B.
C.
IC15
The father flaps his wings wildly.
The raccoon runs into the woods.
The mother covers the eggs in the nest.
9. What are two differences between the mother goose and the father goose?
Include information from the selection in your answer.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
IA17
10. Explain how the selection shows that geese protect their eggs. Include two details
from the selection in your answer.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
IC11
ASSESSMENT KEY FOR INFORMATIONAL PASSAGE
3rd Grade
1. A
2. C
3. A
4. SA
5. SA
6. A
7. C
8. B
9. SA
10. SA
Sample 3rd Grade WASL Reading Passage
Goose on Guard
Item #: 4
Release Year: 2003
Target: IA16
Item Type: SA
Any one of these headings might be used for the fifth paragraph. Choose the heading that
best fits the paragraph.
A Hungry Raccoon
Eggs for Breakfast
Father Goose to the Rescue
Use two details from the selection to support your choice.
2 A 2-pt. response states or implies which heading might be used for the fifth
paragraph, and provides two text-based details to support the choice.
Example: I chose A Hungry Raccoon, because it says the hungry raccoon creeps
closer. It tries to steal the egg.
OR
Example: Eggs for Breakfast, because the raccoon tries to steal an egg. It says he is
hungry.
OR
Example: Father Goose to the Rescue. The father hisses and flaps his wings wildly.
1 A 1-pt. response states or implies which heading might be used for the fifth
paragraph, and provides one text-based detail to support the choice.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
Goose on Guard
Item #: 5
Release Year: 2003
Target: IC12
Item Type: SA
In your own words, write a summary of how the mother goose gets ready to lay her eggs.
Include three important ideas from the selection in your summary.
2 A 2-pt. response summarizes how the mother goose gets ready to lay her eggs by
including three main events from the selection.
Example: The mother goose finds a quiet spot. She builds her nest. She lines it with
feathers.
1 A 1-pt. response summarizes how the mother goose gets ready to lay her eggs by
including one or two main events from the selection.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
Goose on Guard
Item #: 9
Release Year: 2003
Target: IA17
Item Type: SA
What are two differences between the mother goose and the father goose? Include
information from the selection in your answer.
2 A 2-pt. response provides text-based information to identify two differences between
the mother goose and the father goose.
Example: The mother lines the nest with her feathers, and the father doesn’t. The
father scares the raccoon away, and the mother doesn’t.
1 A 1-pt. response provides text-based information to identify one difference between
the mother goose and the father goose.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Sample 3rd Grade WASL Reading Passage
Goose on Guard
Item #: 10
Release Year: 2003
Target: IC11
Item Type: SA
Explain how the selection shows that geese protect their eggs. Include two details from
the selection in your answer.
2 A 2-pt. response provides two text-based details to explain how the selection shows
that geese protect their eggs.
Example: The father swims close by the nest in case there is trouble. The mother
covers the eggs with feathers and grass to hide her eggs.
1 A 1-pt. response provides one text-based detail to explain how the selection shows
that geese protect their eggs.
NOTE: The rubrics are examples of possible student responses that
would receive points. All reasonable, text-based responses should be
accepted. Student answers will vary.
Strands and Learning Targets
Grades 3, 4, 5
LITERARY TEXT
Strand LC: Comprehends important ideas and details
LC01: Demonstrate understanding of theme or message and supporting
details. (2.1.3)
LC02: Summarize with evidence from the reading. (2.1.7)
LC03: Make inferences or predictions based on the reading. (2.1.5)
LC04: Interpret vocabulary critical to the meaning of the literary text. (1.3.2)
LC05: Order steps, sequence, and/or parts from the reading. (2.2.1)
Strand LA: Analyzes, interprets, and thinks critically
LA06: Demonstrate understanding of literary elements (genres, story
elements such as plot, character, setting); literary devices (simile,
metaphor, alliterative sentences); and text features (graphic
elements/illustrations) (2.2.2, 2.2.3, 2.3.3)
LA07: Compare and contrast elements within and between texts. (2.3.1,
2.5.6)
LA08: Make connections (cause and effect) between parts of text. (2.3.1)
Thinks critically
LA09: Analyze author’s purpose. (2.4.2, 2.4.3, 2.4.4)
LA10: Extend information beyond text – make generalizations, apply
information, give a response to reading (2.4.1, 2.4.5)
Strands and Learning Targets
Grades 3, 4, 5
INFORMATIONAL TEXT
Strand IC: Comprehends Important Ideas and Details
IC11: Demonstrate understanding of main ideas and supporting details
(2.1.3)
IC12: Summarize with evidence from the reading. (2.1.7)
IC13: Make inferences or predictions based on the reading. (2.1.5)
IC14: Interpret vocabulary critical to the meaning of the text. (1.3.2)
IC15: Order steps, sequence, and/or parts from the reading. (2.2.1)
Strand IA: Analyzes, interprets, and synthesizes
IA16: Demonstrate understanding of text features and graphic features
(titles, headings, and other information divisions, table of content,
captions) and graphic features (2.2.2)
IA17: Compare and contrast elements within and between text(s). (2.3.1)
IA18: Make connections (cause and effect) between parts of text. (2.3.1)
Thinks critically
IA19: Analyze author’s purpose (including distinguishing between
fact/opinion (2.4.2, 2.4.3, 2.4.4)
IA120:Extend information beyond the text – make generalizations, apply
information, give a response to reading (2.4.1, 2.4.5)