Reading Assessment Strategies

1
Reading Assessment Strategies

• Putting it all together
• Comprehension, Analysis, Critical Thinking

Week 4
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Click to Go to a Particular Days Agenda and
Presentation
Week 4

• Day 1
• Day 2
• Day 3
• Day 4
• Day 5

3
Day 1 Agenda

• Focus for the Week
• Quick Review from Previous Weeks
• Pamphlet
• Material Read
• Item Type
• Vocabulary Activity I HAVE
• Pre-Reading Activity Turkeys
• Reading and Answering Turkeys
• Extension Task COE

Go Back to Day Choices
4
Focus for the Week

• Since this is our last week, you will be expected
  to do all of the explaining when we go over
  scoring.
• You will use all the skills you have been working
  on the last 3 weeks to show what you have
  learned.
• Remember, dont be afraid to ask questions. This
  will help you and others in class.

5
Pamphlet
WASL Reading Essentials
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Take care of yourself before the assessment.
Getting sleep and eating breakfast will fuel your
brain. Dont be afraid to ask questions if you
dont understand the directions.
These are important pieces that we have covered
the last 4 weeks.
If you use what you have learned the last 4
weeks on the Reading WASL then you did your best.
Remember that you still have to earn your credits
to graduate.
7
You have had multiple choice, short answer and
extended response items (questions). We have gone
over how to approach each type of question using
vocabulary used on the assessment.
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Text/Story/Passage/Selection/Poem
Material Read

• On the Reading WASL text/story/passage/selection/p
  oem all refer to the material you will read.

9
Passage/Text/Story/Selection/Poem

• Informational true information (usually science
  or social studies topics)
• Literary reads like a story (poem, story,
  literary biography)

10
Interacting with the Passage/Text/Story/Selection/
Poem

• You can write on the assessment with your No. 2
  pencil.
• You can make notes and underline while you read.
• You can mark on the questions.
• Stay away from the bubbles on multiple choice
  items.

11
Different Strategies for Different Types of Items
(Questions)
12

• You will see 3 types of questions.
• All of the questions were written using the text.
• Dont be afraid to read and re-read and read
  again the questions and the text.
• The answer will always be supported with the text.

13
Three Types of Items (Questions)
?
?
?

• Multiple Choice
• Worth 1 point
• Half of the score comes from multiple choice
  questions

• Short Answer
• Worth up to 2 points
• Has 9 lines to write on

• Extended Response
• Worth up to 4 points
• Has 18 lines to write on

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Extended Response
Multiple Choice
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer. _________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__
Short Answer
23 Why does the tortoise begin his trek back
toward the Mohave? Include two details from the
poem in your answer. _____________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____________
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Multiple Choice

• Strategies for Multiple Choice
• Read the question
• Underline what is being asked and think about it
• Read all answer choices
• Re-read the choices and eliminate them using the
  text

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Short Answer
23 Why does the tortoise begin his trek back
toward the Mohave? Include two details from the
poem in your answer. _____________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_______________________________
If you see a question with 9 lines, use 4
details from the text to support your answer.
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Extended Response
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer. _________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_________________________________________________
If you see a question with 18 lines, use 6
details from the text to support your answer.
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Rubrics

• The format for each rubric is the same
• Item
• How to earn points
• Specific bullets that are from the text
• Origin of score points

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Vocabulary Activity
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Comprehension, Analysis, and Critical Thinking
Vocabulary Activity

• This game is called I HaveWho Has.
• You will play this game each week.
• The goal is to get faster each time so that you
  beat your previous time even as more words are
  added.
• Directions
• One person will start when told to he/she will
  read their card starting with Who Has.
• You will pair up with the person who has the
  answer to your Who Has as quickly as possible
  and stand by him/her.
• Then the next person will go until everyone has
  found his/her pair. You will end up making a
  group circle with the first person who went being
  the answer to the last Who Has.
• You have to use the word in a WASL example
  sentence.
• Click on the clock to open the timer.

21
Now That Our Brains are Warmed-Up

• Pre-Reading
• We will be reading the passage Turkeys.
• Take a minute to look it over.
• Lets talk about what you see
• What strategies will you use?

22
Reading and Answering

• As you read, you can underline anything that
  seems important with your No. 2 pencil.
• You can also write in the margins, put a star
  next to a phrase that seems important, or put a
  question mark next to something that seems
  interesting.
• Take your time dont rush.

23
If You Are Finished... COE Extension Task

• Put your practice to the side.
• Take out a previous task and use the rubric to
  score it.
• Revise your answer to earn more points.
• Type your final answer.

24
Were Done with Day 1
25
Day 2 Agenda

• Finish Reading and Answering Turkeys
• OR
• Work on Extension Activity COE
• Scoring Turkeys

Go Back to Day Choices
26
If you are finished... COE Extension Task

• Put your practice to the side.
• Take out a previous task and use the rubric to
  score it.
• Revise your answer to earn more points.
• Review your vocabulary.
• Type your final answer.

27
Turkeysby Bailey White

• Scoring

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Turkeys
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1 Write a summary of the story. Include three
main events from the story in your
summary.
30
1 Write a summary of the story. Include three
main events from the story in your summary.
2 A 2-point response accurately summarizes the story by including three main events from the story. OR Provides a summarizing statement and two main events from the story. Example The girl is sick. The ornithologists put wild turkey eggs next to her so she will keep them warm. The eggs hatch. OR Example In this story, a little girl helps save some wild turkeys. The ornithologists put the eggs next to the girl. Later that summer, she helped the turkeys learn to fly.
1 1 A 1-point response partially summarizes the story by including one or two main events from the story. OR Provides a summarizing statement and one main event from the story. OR Provides a summarizing statement.
31
Possible summarizing statements may include, but
are not limited to The ornithologists and the
little girl helped raise the turkeys. In this
story, a little girl helps save some wild
turkeys. Text-based main events may include, but
are not limited to A. Something about my mother
attracts ornithologists / It all started years
ago when a couple of them discovered she had
a rare species of woodpecker coming to her bird
feeder. B. The pure-strain wild turkey stock
had begun to interbreed with farmers domestic
stock / The species was being degraded / It was
extinction by dilution. C. The ornithologists
discover a rare wild turkey nest in the
narrators woods. D. The ornithologists were
protecting the nest from predators / (Their
protective measures) cause the mother
turkey to abandon her nest E. The narrator
contracts the measles / Her temperature is 102 /
She is sick F. The ornithologists put the eggs
next to the narrator. G. The eggs hatch. / There
were sixteen fuzzy baby turkeys in bed with her.
/ The eggshells crackled, and the turkey
babies fluttered and cheeped and snuggled
against me. H. The baby turkeys and narrator
gained strength together / The turkeys peeped
and cheeped around my ankles, scrambling to
keep up with me and tripping over their
own spraddle-toed feet / The turkeys
tumbled after me down the steps and scratched
around in the yard. (followed her) I. The day
came when they were ready to fly for the first
time / I ran down the hill and the turkeys
ran too. Then, one by one, they took off. J. One
hundred percent pure wild turkey / The woods
where I live are full of pure wild turkeys
32
Possible summarizing statements may include, but
are not limited to The ornithologists and the
little girl helped raise the turkeys. In this
story, a little girl helps save some wild
turkeys. Text-based main events may include, but
are not limited to A. Something about my mother
attracts ornithologists / It all started years
ago when a couple of them discovered she had
a rare species of woodpecker coming to her bird
feeder. B. The pure-strain wild turkey stock
had begun to interbreed with farmers domestic
stock / The species was being degraded / It was
extinction by dilution. C. The ornithologists
discover a rare wild turkey nest in the
narrators woods. D. The ornithologists were
protecting the nest from predators / (Their
protective measures) cause the mother
turkey to abandon her nest E. The narrator
contracts the measles / Her temperature is 102 /
She is sick F. The ornithologists put the eggs
next to the narrator. G. The eggs hatch. / There
were sixteen fuzzy baby turkeys in bed with her.
/ The eggshells crackled, and the turkey
babies fluttered and cheeped and snuggled
against me. H. The baby turkeys and narrator
gained strength together / The turkeys peeped
and cheeped around my ankles, scrambling to
keep up with me and tripping over their own
spraddle-toed feet / The turkeys tumbled after me
down the steps and scratched around in the
yard. (followed her) I. The day came when they
were ready to fly for the first time / I ran down
the hill and the turkeys ran too. Then, one
by one, they took off. J. One hundred percent
pure wild turkey / The woods where I live are
full of pure wild turkeys
1
2
5
5
7
12
14/15
17
18
18/19
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2 E, G, I
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2 A, B, D, E, F
35
1 I
36
Who protected the wild turkeys? Wheres the
text-based detail?
0
37
Score Your Own
38

• 2 What does the narrator most likely mean when
  she says, I was a sensible
• child in paragraph 15 of the story?
• She welcomed the ornithologists visits to her
  home.
• B. She allowed the baby turkeys to follow
  her in the yard.
• She moved slowly because her head still ached
  from the fever.
• She reacted calmly to the presence of the baby
  turkeys next to her.

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Score Your Own
40
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer. _________________________________________
______________________________ __________________
__________________________________________________
___ _____________________________________________
__________________________ ______________________
_________________________________________________
_________________________________________________
______________________ __________________________
_____________________________________________ ___
__________________________________________________
__________________ ______________________________
_________________________________________ ______
__________________________________________________
_______________ _________________________________
______________________________________ __________
__________________________________________________
___________ _____________________________________
__________________________________ ______________
__________________________________________________
_______ _________________________________________
______________________________ __________________
__________________________________________________
___ _____________________________________________
__________________________ ______________________
_________________________________________________
_________________________________________________
______________________
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4 A 4-point response states an appropriate problem the ornithologists experience in the story and includes three text-based events that contribute to the resolution of the problem. Example The problem is that the mother turkey abandons her nest. The ornithologists call the mother to see if her child still has a fever. They place turkey eggs by narrators body to keep warm. The next morning the eggs hatched and there were sixteen fuzzy baby turkeys in bed with her.
3 A 3-point response states an appropriate problem the ornithologists face in the story and provides two text-based events that contribute to the resolution of the problem.
2 A 2-point response states an appropriate problem the ornithologists face in the story and provides one text-based events that contribute to the resolution of the problem. OR Provides two text-based events that would resolve an appropriate problem.
1 A 1-point response states an appropriate problem the ornithologists face in the story. OR Provides one text-based event that would resolve an appropriate problem.
42
Reasonable problems may include, but are not
limited to Mother turkey abandons nest. They
need to find a way to hatch the eggs and keep the
offspring alive. The wild turkey stock was being
diluted or becoming extinct. Text-based events
may include, but are not limited to A. It all
started years ago when a couple of ornithologists
discovered a rare species of woodpecker
coming to her bird feeder. B. One ornithologist
devised a formula to compute the ratio of
domestic to pure-strain wild turkey in an
individual bird by comparing the angle of flight
at takeoff and the rate of acceleration. C.
They discovered a wild turkey nest. D. Does your
little girl still have measles?/ She was very
sick / temperature of 102 / feel narrators
body to determine temperature E. Cant miss if we
tuck them up close and she lies still. / The
ornithologists, not having an incubator on
hand, came up with the next best thing. (the
girls body) F. The eggs hatch. / There were
sixteen fuzzy baby turkeys in bed with her. G.
The ornithologists were protecting her from
predators. / The turkey hen abandoned her
nest. H. The baby turkeys and narrator gained
strength together. / The turkeys peeped and
cheeped around my ankles, scrambling to keep up
with me and tripping over their own
spraddle-toed feet / The turkeys tumbled after me
down the steps and scratched around in the
yard. (followed her) I. Baby turkeys fly when
narrator runs downhill J. Ornithologists measure
angle of flight and speed. / One hundred percent
pure wild turkey! K. And the woods where I
live are full of pure wild turkeys. / I like to
think they are all descendants of those
sixteen birds I saved.
43
Reasonable problems may include, but are not
limited to Mother turkey abandons nest. They
need to find a way to hatch the eggs and keep the
offspring alive. The wild turkey stock was being
diluted or becoming extinct. Text-based events
may include, but are not limited to A. It all
started years ago when a couple of ornithologists
discovered a rare species of woodpecker
coming to her bird feeder. B. One ornithologist
devised a formula to compute the ratio of
domestic to pure-strain wild turkey in an
individual bird by comparing the angle of flight
at takeoff and the rate of acceleration. C.
They discovered a wild turkey nest. D. Does your
little girl still have measles?/ She was very
sick / temperature of 102 / feel narrators
body to determine temperature E. Cant miss if we
tuck them up close and she lies still. / The
ornithologists, not having an incubator on
hand, came up with the next best thing. (the
girls body) F. The eggs hatch. / There were
sixteen fuzzy baby turkeys in bed with her. G.
The ornithologists were protecting her from
predators. / The turkey hen abandoned her
nest. H. The baby turkeys and narrator gained
strength together. / The turkeys peeped and
cheeped around my ankles, scrambling to keep up
with me and tripping over their own
spraddle-toed feet / The turkeys tumbled after me
down the steps and scratched around in the
yard. (followed her) I. Baby turkeys fly when
narrator runs downhill J. Ornithologists measure
angle of flight and speed. / One hundred percent
pure wild turkey! K. And the woods where I
live are full of pure wild turkeys. / I like to
think they are all descendants of those
sixteen birds I saved.
1
3
5
6/7
12/16
14
16
17
17
18
19
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3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer.
4 Problem D, D, D, E, F, F
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3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer.
3 C, E, F, I
46
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer.
2 D, F
47
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer.
1 point for many Problems
48
3 What problem do the ornithologists experience
in the story? What are three events that
contribute to the resolution of the problem?
Include information from the story in your
answer.
0
49
Score Your Own
50

• 4 Which word could the author have used in
  paragraph 2 instead of the word
• demise?
• End
• B. Growth
• Surplus
• Preservation

Write guess here.
51
Score Your Own
52

• 5 Which opinion can be supported with
  information from the story?
• All change is for the better.
• B. No good can come from being sick.
• Ensuring the survival of native birds is
  important.
• Woodpeckers are more interesting than wild
  turkeys.

53
Score Your Own
54
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion. _____________________________________
_________________________ _______________________
_______________________________________ _________
__________________________________________________
___ _____________________________________________
_________________ _______________________________
_______________________________ _________________
_____________________________________________ ___
__________________________________________________
_________ _______________________________________
_______________________ _________________________
_____________________________________
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6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion. _____________________________________
__________________________ ______________________
_________________________________________ _______
__________________________________________________
______ __________________________________________
_____________________ ___________________________
____________________________________ ____________
__________________________________________________
_ _______________________________________________
________________ ________________________________
_______________________________ _________________
______________________________________________
Text-based details may include, but are
not limited to A. A hundred two cant miss
if we tuck them up close and she lies still (The
ornithologists placed the turkey eggs next
to the feverish girl)/The ornithologists, not
having an incubator on hand, used their heads
and came up with the next best thing. / The
eggs hatched, and the baby turkeys snuggled
against the girl. B. The next morning I was
better. / For the first time in days I could
think. / The baby turkey and I gained our
strength together. C. The turkey hen had been
so disturbed by the elaborate protective measures
that had been undertaken in her behalf
that she abandoned her nest. D. The turkeys
peeped and cheeped around my ankles, scrambling
to keep up with me. / When I went outside
for the fist time, the turkeys tumbled after me
down the steps. E. I ran down the hill and the
turkey ran too / One by one, they took off. /
They flew high and fast. F. They jumped
up and down and hugged each other. / One hundred
percent wild turkey! I like to think
theyre descendants of those sixteen birds I
saved from the vigilance of the
ornithologists.
2 A 2-point response provides two text-based details from the story that support the conclusion. Example The ornithologists good intentions did lead to unexpected results. For one thing, they disturbed the mother turkey and she abandoned her nest. Then they placed the eggs next to the girl who had a fever and the eggs hatched.
1 A 1-point response provides one text-based detail from the story that supports the Conclusion.
56
Text-based details may include, but are
not limited to A. A hundred two cant miss
if we tuck them up close and she lies still (The
ornithologists placed the turkey eggs next
to the feverish girl) / The ornithologists, not
having an incubator on hand, used their heads
and came up with the next best thing./ The
eggs hatched, and the baby turkeys snuggled
against the girl. B. The next morning I was
better. / For the first time in days I could
think. / The baby turkeys and I gained
our strength together. C. The turkey hen had
been so disturbed by the elaborate protective
measures that had been undertaken on her
behalf that she abandoned her nest. D. The
turkeys peeped and cheeped around my ankles,
scrambling to keep up with me./ When I
went outside for the fist time, the turkeys
tumbled after me down the steps. E. I ran down
the hill and the turkey ran too / One by one,
they took off. / They flew high and
fast. F. They jumped up and down and hugged
each other. / One hundred percent wild turkey!
I like to think theyre descendants of those
sixteen birds I saved from the vigilance of
the ornithologists.
2 A 2-point response provides two text-based details from the story that support the conclusion. Example The ornithologists good intentions did lead to unexpected results. For one thing, they disturbed the mother turkey and she abandoned her nest. Then they placed the eggs next to the girl who had a fever and the eggs hatched.
1 A 1-point response provides one text-based detail from the story that supports the conclusion.
12/14/16
14/17
16
17
18
2/19
57
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
2 C, A
58
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
2 B, A
59
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
1 C
60
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
1 A
61
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
1 B
62
6 One conclusion a reader can draw from the
story is that the ornithologists good
intentions lead to unexpected results. Provide
two details from the story that support this
conclusion.
0
63
Score Your Own
64

• 7 Which sentence best states the main idea of
  the story?
• The mother helps raise the wild turkeys.
• B. The community helps protect the wild
  turkeys.
• The narrator unknowingly saves the wild turkeys.
• The ornithologist diligently studies the wild
  turkey.

65
Score Your Own
66

• 8 Which sentence best describes why the
  ornithologists want to protect the
• wild turkeys?
  
• Wild turkeys are interbreeding with domestic
  animals.
• B. Wild turkey eggs have special incubation
  needs.
• Wild turkey habitats are declining.
• Wild turkeys abandon their nests.

67
Score Your Own
68
Were Done with Day 2
69
Day 3 Agenda

• Vocabulary Activity I HAVE
• Pre-Reading Activity Baseball Smarts / In the
  Beginning
• Reading and Answering Baseball Smarts / In the
  Beginning
• Extension Task COE

Go Back to Day Choices
70
Comprehension, Analysis, Critical Thinking
Vocabulary Activity

• I HaveWho Has.
• The goal is to get faster each time so that you
  beat your previous time even as more words are
  added.
• Directions
• One person will start when told to he/she will
  read their card starting with Who Has.
• You will pair up with the person who has the
  answer to your Who Has as quickly as possible
  and stand by him/her.
• Then the next person will go until everyone has
  found his/her pair. You will end up making a
  group circle with the first person who went being
  the answer to the last Who Has.
• You have to use the word in a WASL example
  sentence.
• Click on the clock to open the timer.

71
Now That Our Brains are Warmed-Up

• Pre-Reading
• We will be reading the passage Baseball Smarts /
  In the Beginning.
• Take a minute to look it over.
• Lets talk about what you see
• What strategies will you use?

72
Reading and Answering

• As you read, you can underline anything that
  seems important with your No. 2 pencil.
• You can also write in the margins, put a star
  next to a phrase that seems important, or put a
  question mark next to something that seems
  interesting.
• Take your time, dont rush.

73
If You Are Finished... COE Extension Task

• Put your practice to the side.
• Take out a previous task and use the rubric to
  score it.
• Revise your answer to earn more points.
• Type your final answer.

74
Were Done with Day 3
75
Day 4 Agenda

• Finish reading and answering Baseball Smarts /
  In the Beginning
• OR
• Work on Extension Activity COE
• Scoring Baseball Smarts / In the Beginning

Go Back to Day Choices
76
If you are finished... COE Extension Task

• Put your practice to the side.
• Take out a previous task and use the rubric to
  score it.
• Revise your answer to earn more points.
• Type your final answer.

77
Paired (Two) Passages

• Every Reading WASL has a set of paired passages.
• These are two selections that have a similar
  topic.
• You will read the 1st passage and answer
  questions about it only.
• You will read the 2nd passage and answer
  questions about it only.
• After the 2nd passages questions, there will be
  several questions that ask you to use details
  from both passages.
• Just remember to use the skills we have been
  working on and you will be fine.

78
Baseball Smarts/ In the Beginning

• Scoring

79

• 9 What is the most important idea the author
  presents in the selection In
• the Beginning?
  
• Interest in baseball increased during the 1800s.
• B. Factories began producing baseballs in
  the 1860s.
• In the late 1800s, U.S. soldiers played baseball
  with Apache
• Indians.
• D. In the 1840s and 1850s, many immigrants
  played baseball in
• New York.

80
Score Your Own
81

• 10 Based on the information in the selection
  In the Beginning, what
• conclusion can the reader draw about the
  impact of baseball in America?
• Baseball inspired young men to join the military.
• B. Baseball was a model for other amateur
  sports.
• Baseball was unappealing to immigrants.
• D. Baseball acted as a unifying force.

82
Score Your Own
83

• 12 Why did some players become convinced it was
  acceptable to use gloves?
• Fans urged their favorite players to use gloves.
• B. Players thought gloves made them appear
  tough.
• Albert Spalding used a glove and he was
  well-respected.
• D. Charlie Waitt designed a glove that was small
  and heavily padded.

84
Score Your Own
85
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer. _________________________
____________________________________
__________________________________________________
____________ ________________________________
______________________________
__________________________________________________
____________ ________________________________
______________________________
__________________________________________________
____________ ________________________________
______________________________
__________________________________________________
____________ ________________________________
______________________________
86
2 A 2-point response includes text-based information to identify two differences between Charlie Waitt and Albert Spalding. Example Charlie Waitt played for the St. Louis Stockings and Spalding added a thin layer of padding inside the glove.
1 A 1-point response includes text-based information to identify one difference between Charlie Waitt and Albert Spalding.
Text-based differences may include, but are not
limited to A. Waitt played for St. Louis
Brown Stockings / Spalding played for Boston Red
Stockings B. Waitt was a rookie outfielder /
Spalding was a star pitcher C. Waitt takes an
ordinary leather glove and cuts off the fingers /
Waitt created the baseball glove /
Spalding added a thin layer of padding inside the
glove / Spalding made improvements to the
glove D. Fans dont like Waitts idea / they
think wearing a glove is a sign of weakness /
Waitt ashamed to wear it / Waitt didnt
care to attract attention / Spalding was highly
respected, and his use of the glove
convinced others that it was all right to wear
one / other players began to wear
gloves E. Waitt played in 113 professional
games / Waitt never spent more than one season
with any team / Waitt was a journeyman
ballplayer / Spalding went on to found Spalding
Sporting Goods Company
87
2 A 2-point response includes text-based information to identify two differences between Charlie Waitt and Albert Spalding. Example Charlie Waitt played for the St. Louis Stockings and Spalding added a thin layer of padding inside the glove.
1 A 1-point response includes text-based information to identify one difference between Charlie Waitt and Albert Spalding.
Text-based differences may include, but are not
limited to A. Waitt played for St. Louis
Brown Stockings / Spalding played for Boston Red
Stockings B. Waitt was a rookie outfielder /
Spalding was a star pitcher C. Waitt takes an
ordinary leather glove and cuts off the fingers /
Waitt created the baseball glove /
Spalding added a thin layer of padding inside the
glove/Spalding made improvements to the
glove D. Fans dont like Waitts idea / they
think wearing a glove is a sign of weakness /
Waitt ashamed to wear it / Waitt didnt
care to attract attention / Spalding was highly
respected, and his use of the glove
convinced others that it was all right to wear
one/ other players began to wear
gloves E. Waitt played in 113 professional
games / Waitt never spent more than one season
with any team / Waitt was a journeyman
ballplayer / Spalding went on to found Spalding
Sporting Goods Company
2/10
10
8/12
9/11/13
17/16
88
2 B,B,A
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
89
2 C,C,C,E,E
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
90
2 C, D, C,D
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
91
1 C,C,C
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
92
1 E,E,E
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
93
0
13 What are two differences between Charlie
Waitt and Albert Spalding? Include
information from the selection Baseball Smarts
in your answer.
94
Score Your Own
95

• 14 What are the authors purposes for writing
  both selections?
• To explain the development of professional
  baseball teams
• B. To explain the popularity of baseball in
  the United States
• To explain the development of baseball in the
  1800s
• D. To explain advances in the baseball glove

96
Score Your Own
97

• 15 What is the main similarity between Doc
  Adams and Albert Spalding?
• Both made baseball equipment.
• B. Both used broomsticks for bats.
• Both men started baseball leagues.
• D. Both men were paid to play baseball.

98
Score Your Own
99
16 Both selections explain how baseball changed
over time. Provide one detail from In the
Beginning and one detail from Baseball Smarts
that support this idea.
100
Make sure you have a copy of the rubric in front
of you.
16 Both selections explain how baseball changed
over time. Provide one detail from In
the Beginning and one detail from Baseball
Smarts that support this idea.
2 A 2-point response provides one text-based detail from In the Beginning to explain the way baseball changed over time AND one text-based detail from Baseball smarts to explain the way baseball changed over time. Example Baseball changed over time In the Beginning tells us that bats changed to carved and sanded pieces of ash and hickory, and Baseball Smarts says that Spalding added a thin layer of padding inside the glove.
1 A 1-point response provides one text-based detail from In the Beginning to explain the way baseball changed over time. OR Provides one text-based detail from Baseball Smarts to explain the way baseball changed over time.
101
Text-based details may include, but are not
limited to In the Beginning A. Swinging a
stick and / or tree limbs / broomsticks made
great bats, as did large pieces of wood
called wagon tongues / carved and sanded pieces
of ash or hickory B. Walnuts wrapped in rags /
rags, pieces of old mattress fabric or horsehide
/ baseballs couldnt be thrown very far /
stuffed with rubber cuttings C. Balls made by
hand / sewn by a ballplayers mother / Adams made
the balls himself not only for our club but
for other clubs when they were organized /
workers in the leather trade were also
producing and selling balls / mass produced in
factories D. Soldiers enjoyed a game at Valley
Forge during the Revolutionary War / Geronimo
fielded a team of Apaches against the U.S. Army
/ thousands of young men discovered
baseball / teams evolved out of different
professions / Knickerbockers and fifteen other
clubs that played / National Association of
Base Ball Players was created / Sixty-two
teams in various states / Baseball cards were
created and circulated among fans /
Baseball continues to grow in popularity in other
parts of the world E. Money would be its
ruination / players should never be paid / by
1869 players were paid / Admission was
charged Baseball Smarts AA. Played bare-handed
/ hold hands in shape of a box to keep the ball
from hitting their palms / hands ached
for days / get cuts, bruises, and even broken
bones / banged-up fingers / hopes that
the leather will reduce the sting / had it on to
save his hand / far fewer injuries and
errors as a result BB. Waitt takes an ordinary
leather glove and cuts off the fingers / Spalding
added a thin layer of padding inside the
glove / catchers needed more protection / Harry
Decker designed a heavily padded mitt in
1890 / wasnt nearly as big as todays catcher
mitts, but it was a big improvement over
the thin gloves worn by the rest of the
fielders CC. Players and fans dont like Waitts
idea / wearing a glove is a sign of weakness /
ashamed to wear it / didnt care to attract
attention / other players began to wear
gloves / Spalding was highly respected, and his
use of the glove convinced others that it
was all right to wear gloves / some players even
began to wear gloves on both hands / by
1896, every big-league player was using a glove
102
Text-based details may include, but are not
limited to In the Beginning A. Swinging a
stick and / or tree limbs / broomsticks made
great bats, as did large pieces of wood
called wagon tongues / carved and sanded pieces
of ash or hickory B. Walnuts wrapped in rags /
rags, pieces of old mattress fabric or horsehide
/ baseballs couldnt be thrown very far /
stuffed with rubber cuttings C. Balls made by
hand / sewn by a ballplayers mother / Adams made
the balls himself not only for our club but
for other clubs when they were organized /
workers in the leather trade were also
producing and selling balls / mass produced in
factories D. Soldiers enjoyed a game at Valley
Forge during the Revolutionary War / Geronimo
fielded a team of Apaches against the U.S. Army
/ thousands of young men discovered
baseball / teams evolved out of different
professions / Knickerbockers and fifteen other
clubs that played / National Association of
Base Ball Players was created / Sixty-two
teams in various states / Baseball cards were
created and circulated among fans /
Baseball continues to grow in popularity in other
parts of the world E. Money would be its
ruination / players should never be paid / by
1869 players were paid / Admission was
charged Baseball Smarts AA. Played bare-handed
/ hold hands in shape of a box to keep the ball
from hitting their palms / hands ached
for days / get cuts, bruises, and even broken
bones / banged-up fingers / hopes that
the leather will reduce the sting / had it on to
save his hand / far fewer injuries and
errors as a result BB. Waitt takes an ordinary
leather glove and cuts off the fingers / Spalding
added a thin layer of padding inside the
glove / catchers needed more protection / Harry
Decker designed a heavily padded mitt in
1890 / wasnt nearly as big as todays catcher
mitts, but it was a big improvement over
the thin gloves worn by the rest of the
fielders CC. Players and fans dont like Waitts
idea / wearing a glove is a sign of weakness /
ashamed to wear it / didnt care to attract
attention / other players began to wear
gloves / Spalding was highly respected, and his
use of the glove convinced others that it
was all right to wear gloves / some players even
began to wear gloves on both hands / by
1896, every big-league player was using a glove
1 detail from this list
Bats
First baseball
Making baseballs
Different groups playing
Money to play
1 detail from this list
Pain
Making glove
Wearing glove
103
2 A, BB
16 Both selections explain how baseball changed
over time. Provide one detail from In
the Beginning and one detail from Baseball
Smarts that support this idea.
104
1 A
16 Both selections explain how baseball changed
over time. Provide one detail from In
the Beginning and one detail from Baseball
Smarts that support this idea.
105
?
16 Both selections explain how baseball changed
over time. Provide one detail from In
the Beginning and one detail from Baseball
Smarts that support this idea.
106
?
107
Score Your Own
108

• 17 Based on both selections, what inference can
  the reader make about Doc
• Adams and Charlie Waitt?
• A. They were concerned about injuries baseball
  players suffered.
• B. They were inventive people who found creative
  solutions to problems.
• C. They were focused on making the game of
  baseball available to
• more people.
• D. They were competitive people who wanted to
  change the rules of
• baseball.

109
Score Your Own
110
Were Done with Day 4
111
Day 5 Agenda

• WASL Wrap-Up
• COE Tasks Wrap-Up

Go Back to Day Choices
112
WASL Wrap-Up

• Do you have any questions?
• Do you have anything you want clarified?
• What has been the most helpful?
• What has been the least helpful?
• What advice would you give to another student who
  is about to start the 4 Week plan?

113
COE Wrap-Up

• Tasks are always worth up to 4 points.
• Read the question carefully and make sure that
  you answer all parts.
• Use text-based details, just like in WASL
  practice, to back-up your answer.
• You need to score a 3 or 4 to meet standard on
  COE.

114
Last Chance to Evaluate and Revise Your Tasks

• Take out a previous task and use the rubric to
  score it.
• Revise your answer to earn more points.
• Type your final answer.

115
Literary Comprehension Literary Comprehension
Reading Strands and Target Evidence of Skill Evidence of Skill Evidence of Skill Evidence of Skill Evidence of Skill Evidence of Skill Evidence of Skill
Reading Strands and Target 4 4 4 3 2 2 1
LC01 Theme Discusses a theme and uses supporting details from throughout the text to demonstrate an overall understanding Discusses a theme and uses supporting details from throughout the text to demonstrate an overall understanding 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 Identifies a theme and includes a detail about the text States a theme or a detail about the subject
LC02 Summary Summarizes by providing overarching statement that connects to events from the beginning, middle, and end of the text Summarizes by providing overarching statement that connects to events from the beginning, middle, and end of the text 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 Retells by including details or events from the text States events and/or details OR makes generalizing statement about subject
LC03 Inference / Prediction Infers and/or predicts about the subject to explain connections and demonstrate understanding of the text Infers and/or predicts about the subject to explain connections and demonstrate understanding of the text 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 Identifies an inference and/or prediction about the text States information to suggest an inference or prediction about the subject
LC04 Literary Vocabulary Discusses critical vocabulary by explaining its meaning and how it contributes to the overall context of the text Discusses critical vocabulary by explaining its meaning and how it contributes to the overall context of the text 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 Defines critical vocabulary from the text States critical vocabulary from the text
Literary Analysis Literary Analysis Literary Analysis Literary Analysis
LA05 Literary Elements Analyzes literary elements to demonstrate understanding of the text Analyzes literary elements to demonstrate understanding of the text 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 Uses a detail(s) from the text to define a literary element Identifies literary element or literary information about a text
LA06 Compare / Contrast Analyzes similarities and/or differences using examples to demonstrate understanding of relationships in the text Analyzes similarities and/or differences using examples to demonstrate understanding of relationships in the text 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 Determines similarities and/or differences in the text States a similarity and/or difference about a subject
LA07 Cause / Effect Analyzes text to interpret the relationship between cause(s) and effect(s) and make connections to demonstrate understanding of the text Analyzes text to interpret the relationship between cause(s) and effect(s) and make connections to demonstrate understanding of the text 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 Determines cause and effect relationship in the text States cause(s) OR effect(s) about the subject
Literary Rubric
Literary Evaluation Literary Evaluation
LT08 Authors Purpose Critique authors purpose and/or intended audience in order to judge the effectiveness of the text Explains authors purpose and/or intended audience to demonstrate understanding of the text Identifies authors purpose and/or intended audience in the text States a purpose and/or audience
LT09 Evaluates 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
LT10 Extends Beyond the Text Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying informationand 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
116
Informational Comprehension Informational Comprehension
Reading Evidence of Skill Evidence of Skill Evidence of Skill Evidence of Skill
Reading 4 3 2 1
IC11 Main 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
IC12 Summary 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
IC13 Inference / 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
IC14 Informational 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
Informational Analysis Informational Analysis Informational Analysis Informational Analysis Informational Analysis
IA15 Text 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
IA16 Compare / 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
Informational Rubric
Informational Evaluation Informational Evaluation Informational Evaluation Informational Evaluation Informational Evaluation
IA17 Cause / 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
IT18 Authors / Texts Purpose Critiques authors purpose and/or intended audience in order to judge the effectiveness of the text Explains authors purpose and/or intended audience to demonstrate understanding of the text Identifies authors purpose and/or intended audience in the text States a purpose and/or audience
IT19 Evaluation 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
IT20 Extends Beyond the Text Extends information beyond the text by explaining generalizations OR drawing conclusions OR applying informationand 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
117
Were Done with Day 5Good luck! The skills and
strategies we have practiced should help you be
successful showing your reading skills.