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Reading Assessment Strategies. Putting it all together… Comprehension, Analysis, Critical Thinking. Week 4. Click to Go to a Particular Day’s Agenda and Presentation. Day 1 Day 2 Day 3 Day 4 Day 5. Week 4. Day 1 Agenda. Focus for the Week Quick Review from Previous Weeks Pamphlet

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Reading assessment strategies

Reading Assessment Strategies

Putting it all together…

Comprehension, Analysis, Critical Thinking

Week 4


Click to go to a particular day s agenda and presentation

Click to Go to a Particular Day’s Agenda and Presentation

  • Day 1

  • Day 2

  • Day 3

  • Day 4

  • Day 5

Week 4


Day 1 agenda

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


Focus for the week

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, don’t be afraid to ask questions. This will help you and others in class.


Pamphlet

WASL Reading Essentials

Pamphlet


Reading assessment strategies

Take care of yourself before the assessment. Getting sleep and eating breakfast will fuel your brain. Don’t be afraid to ask questions if you don’t 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.


Reading assessment strategies

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.


Text story passage selection poem

Text/Story/Passage/Selection/Poem

Material Read

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


Reading assessment strategies

Passage/Text/Story/Selection/Poem

  • Informational: true information (usually science or social studies topics)

  • Literary: reads like a story (poem, story, literary biography)


Interacting with the passage text story selection poem

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.


Different strategies for different types of items questions

Different Strategies for Different Types of Items (Questions)


Reading assessment strategies

  • You will see 3 types of questions.

  • All of the questions were written using the text.

  • Don’t be afraid to read and re-read and read again the questions and the text.

  • The answer will always be supported with the text.


Three types of items questions

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


Reading assessment strategies

Extended Response

Multiple Choice

3What 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.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • 8 Which sentence best describes why the ornithologists want to protect the wild turkeys?

    • A. Wild turkeys are interbreeding with domestic animals

    • B. Wild turkey eggs have special incubation needs.

    • C. Wild turkey habitats are declining.

    • D. Wild turkeys abandon their nests.

Short Answer

23Why does the tortoise “begin his trek back toward the Mohave”? Include two details from the poem in your answer.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Reading assessment strategies

  • 8Which sentence best describes why the ornithologists want to protect the wild turkeys?

    • A. Wild turkeys are interbreeding with domestic animals.

    • B. Wild turkey eggs have special incubation needs.

    • C. Wild turkey habitats are declining.

    • D. Wild turkeys abandon their nests.

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


Reading assessment strategies

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.


Reading assessment strategies

Extended Response

3What 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 18lines, use 6details from the text to support your answer.


Rubrics

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


Vocabulary activity

Vocabulary Activity


Comprehension analysis and critical thinking vocabulary activity

Comprehension, Analysis, and Critical Thinking Vocabulary Activity

  • This game is called “I Have…Who 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.


Now that our brains are warmed up

Now That Our Brains are Warmed-Up…

  • Pre-Reading

    • We will be reading the passage “Turkeys”.

    • Take a minute to look it over.

    • Let’s talk about what you see:

      • What strategies will you use?


Reading and answering

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; don’t rush.


If you are finished coe extension task

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.


We re done with day 1

We’re Done with Day 1…


Day 2 agenda

Day 2 Agenda

  • Finish Reading and Answering: “Turkeys”

    OR

  • Work on Extension Activity: COE

  • Scoring: “Turkeys”

Go Back to Day Choices


If you are finished coe extension task1

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.


Turkeys by bailey white

Turkeysby Bailey White

Scoring


Reading assessment strategies

Turkeys


Reading assessment strategies

1Write a summary of the story. Include three main events from the story in your summary.


Reading assessment strategies

1Write a summary of the story. Include three main events from the story in your summary.


Reading assessment strategies

  • 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 narrator’s 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


Reading assessment strategies

  • 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 narrator’s 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


Reading assessment strategies

2

E, G, I


Reading assessment strategies

2

A, B, D, E, F


Reading assessment strategies

1

I


Reading assessment strategies

Who protected the wild turkeys? Where’s the text-based detail?

0


Score your own

Score Your Own


Reading assessment strategies

  • 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.


Score your own1

Score Your Own


Reading assessment strategies

3What 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.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Reading assessment strategies

  • 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

    • narrator’s body to determine temperature

    • E. Can’t 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 girl’s 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.


Reading assessment strategies

  • 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

    • narrator’s body to determine temperature

    • E. Can’t 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 girl’s 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


Reading assessment strategies

3What 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


Reading assessment strategies

3What 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


Reading assessment strategies

3What 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


Reading assessment strategies

3What 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


Reading assessment strategies

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


Score your own2

Score Your Own


Reading assessment strategies

  • 4 Which word could the author have used in paragraph 2 instead of the word

  • demise?

    • End

  • B. Growth

    • Surplus

    • Preservation

Write guess here.


Score your own3

Score Your Own


Reading assessment strategies

  • 5Which 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.


Score your own4

Score Your Own


Reading assessment strategies

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.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Reading assessment strategies

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 – can’t 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 they’re descendants of those sixteen birds I saved from the vigilance of

the ornithologists.


Reading assessment strategies

Text-based details may include, but are not limited to:

A. A hundred two – can’t 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 they’re descendants of those sixteen birds I saved from the vigilance of

the ornithologists.

12/14/16

14/17

16

17

18

2/19


Reading assessment strategies

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


Reading assessment strategies

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


Reading assessment strategies

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


Reading assessment strategies

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


Reading assessment strategies

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


Reading assessment strategies

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


Score your own5

Score Your Own


Reading assessment strategies

  • 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.


Score your own6

Score Your Own


Reading assessment strategies

  • 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.


Score your own7

Score Your Own


We re done with day 2

We’re Done with Day 2…


Day 3 agenda

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


Comprehension analysis critical thinking vocabulary activity

Comprehension, Analysis, Critical Thinking Vocabulary Activity

  • “I Have…Who 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.


Now that our brains are warmed up1

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.

    • Let’s talk about what you see:

      • What strategies will you use?


Reading and answering1

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, don’t rush.


If you are finished coe extension task2

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.


We re done with day 3

We’re Done with Day 3…


Day 4 agenda

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


If you are finished coe extension task3

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.


Paired two passages

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 passage’s questions, there will be several questions that ask you to use details from bothpassages.

  • Just remember to use the skills we have been working on and you will be fine.


Baseball smarts in the beginning

Baseball Smarts/ In the Beginning

Scoring


Reading assessment strategies

  • 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.


Score your own8

Score Your Own


Reading assessment strategies

  • 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.


Score your own9

Score Your Own


Reading assessment strategies

  • 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.


Score your own10

Score Your Own


Reading assessment strategies

13 What are two differences between Charlie Waitt and Albert Spalding?

Include information from the selection “Baseball Smarts” in your answer.

_____________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Reading assessment strategies

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 don’t like Waitt’s idea / they think wearing a glove is a sign of weakness / Waitt

ashamed to wear it / Waitt didn’t 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


Reading assessment strategies

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 don’t like Waitt’s idea / they think wearing a glove is a sign of weakness / Waitt

ashamed to wear it / Waitt didn’t 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


Reading assessment strategies

2

B,B,A

13What are two differences between Charlie Waitt and Albert Spalding?

Include information from the selection “Baseball Smarts” in your answer.


Reading assessment strategies

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.


Reading assessment strategies

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.


Reading assessment strategies

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.


Reading assessment strategies

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.


Reading assessment strategies

0

13 What are two differences between Charlie Waitt and Albert Spalding?

Include information from the selection “Baseball Smarts” in your answer.


Score your own11

Score Your Own


Reading assessment strategies

  • 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


Score your own12

Score Your Own


Reading assessment strategies

  • 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.


Score your own13

Score Your Own


Reading assessment strategies

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Reading assessment strategies

Make sure you have a copy of the rubric in front of you.

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Reading assessment strategies

  • 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

    • couldn’t be thrown very far / stuffed with rubber cuttings

    • C. Balls made by hand / sewn by a ballplayer’s 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 / wasn’t nearly as big as today’s catcher mitts,

    • but it was a big improvement over the thin gloves worn by the rest of the fielders

    • CC. Players and fans don’t like Waitt’s idea / wearing a glove is a sign of weakness /

    • ashamed to wear it / didn’t 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


Reading assessment strategies

  • 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

    • couldn’t be thrown very far / stuffed with rubber cuttings

    • C. Balls made by hand / sewn by a ballplayer’s 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 / wasn’t nearly as big as today’s catcher mitts,

    • but it was a big improvement over the thin gloves worn by the rest of the fielders

    • CC. Players and fans don’t like Waitt’s idea / wearing a glove is a sign of weakness /

    • ashamed to wear it / didn’t 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


Reading assessment strategies

2

A, BB

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Reading assessment strategies

1

A

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Reading assessment strategies

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Reading assessment strategies

16Both selections explain how baseball changed over time. Provide one

detail from “In the Beginning” and one detail from “Baseball Smarts” that

support this idea.


Score your own14

Score Your Own


Reading assessment strategies

  • 17Based 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.


Score your own15

Score Your Own


We re done with day 4

We’re Done with Day 4…


Day 5 agenda

Day 5 Agenda

  • WASL Wrap-Up

  • COE Tasks Wrap-Up

Go Back to Day Choices


Wasl wrap up

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?


Coe wrap up

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.


Last chance to evaluate and revise your tasks

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.


Reading assessment strategies

Literary Rubric


Reading assessment strategies

Informational Rubric


Reading assessment strategies

We’re Done with Day 5…Good luck! The skills and strategies we have practiced should help you be successful showing your reading skills.


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