COE Reading: Scored Student Work and Tips for Tasks

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COE ReadingScored Student Work and Tips for
Tasks

• Lesley Klenk, Ph.D
• CAA Options
• 2007 Fall Workshops

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Literary Rubric
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Informational Rubric
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COE Reading Work Samples Produced in the 2007
Scoring Session

• 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 OCaptain, My Captain (Literary)

• In 3-4 paragraphs, write a reading response to
  Walt Whitmans poem OCaptain, 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 authors purpose for writing this
  poem? (LT08)
• Use text-based evidence to support each section
  of your response.

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• Student Sample 1 (OCaptain, 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 ribbons
  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 fathers life ended like a fearful
  trip. It ended without warning. He cant
  believe hes 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 Captains
  funeral. The poem makes me think to live
  peaceful because your life may be cut short.

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Annotation of Student Sample 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 cant believe
  he is dead.
• LT 08 (3 points) the reader explains and
  generalizes about Whitmans purpose for writing
  the poem respect not enough time, and
  linking it to a personal experience.

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• Student Sample 2 (OCaptain My Captain)
• In Walt Whitmans poem OCaptain, 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 authors 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 Sample 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
  authors 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 (Info)

• In 3-4 paragraphs, write a reading response to
  Cautos and Bruchacs 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)
• Use text-based evidence to support each section
  of your response.

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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 theyll
  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 itll
  be safe from animals and pests.

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Annotation for Student Sample 3

• 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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Annotation for Student Sample 4

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

• In 3-4 paragraphs, write a reading response to
• Identify the main idea and supporting details of
  the chapter. (LC01)
• What in Fitzgeralds 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)
• Use text-based evidence to support each section
  of your response.

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• 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
  goldenhaired 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
  couldnt 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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Annotation for Student Sample 5

• LC 01(3 points) the reader states a main idea
  Zelda didnt want to marry a poor man and
  provides a series of text-specific detailshe
  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 (Info)

• In a short paper (1-3 pages), write a reading
  response to the article The Jaws That Jump.
• Evaluate Summers 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)
• Use text-based evidence to support each section
  of your response.
• 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 dont 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.
  Thats 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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Annotation for Student Sample 6

• 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 dont think you would want to
  get bit that hard in reaction to the text
  evidence regarding the speed of the ants 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
  languagethey 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 characteristics of a work
sample?

• They are authentic to students 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 voters 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.

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

• Read two editorials/speeches that discuss the
  same topic and compare and contrast the
  arguments additionally identify each authors
  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)

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Directions for Work Samples

• Select subject for the work sample
• Select skills to be assessed
• Review classroom assignments for potential use
• Check for grade-level appropriateness
• Use skill-focused language to create the
  questions, prompts, and problems
• Use content-driven language to frame the
  directions
• State expectations for type of assessment as well
  as length of written product
• State the type of required elements for credit

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Task Term Book? What is 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 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 continued

• 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

• 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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Ideas

• Teach 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

• 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/Collect
  ionofEvidence.aspx