Kansas Reading Assessment

Kansas Reading Assessment

Richard Soash

“...84% of what American adults actually read is nonfiction. And most high-stakes standardized tests contain predominantly nonfiction reading passages—as much as 80% on many of the big-name exams.”

-Harvey Daniels, Steven Zemelman, Subjects Matter: Every Teacher’s Guide to Content Area Reading.

Reading First report– Grades K-3

Reading Next report (click on the graphic of the report to download) – Grades 4-12

The Fifteen Elements of Effective Adolescent Literacy Programs

1 Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one’s own understanding, and a host of other practices

2 Effective instructional principles embedded in content, including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area

3 Motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation

4 Text-based collaborative learning, which involves students interacting with one another around a variety of texts

5 Strategic tutoring, which provides students with intense individualized reading, writing, and content instruction as needed

6 Diverse texts, which are texts at a variety of difficulty levels and on a variety of topics

7 Intensive writing, including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond

8 A technology component, which includes technology as a tool for and a topic of literacy instruction

9 Ongoing formative assessment of students, which is informal, often daily assessment of how students are progressing under current instructional practices

10 Extended time for literacy, which includes approximately two to four hours of literacy
instruction and practice that takes place in language arts and content-area classes

11 Professional development that is both long term and ongoing

12 Ongoing summative assessment of students and programs, which is more formal and provides data that are reported for accountability and research purposes

13 Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction

14 Leadership, which can come from principals and teachers who have a solid understanding of how to teach reading and writing to the full array of students present in schools

15 A comprehensive and coordinated literacy program, which is interdisciplinary and
interdepartmental and may even coordinate with out-of-school organizations and the
local community

Kansas Reading Standards - http://www.ksde.org/outcomes/readstds.html

Scope & Sequence - http://www.ksde.org/outcomes/rwstds782003.html#scope

Assessable Indicators with notes http://www.ksde.org/outcomes/readindicators52405.doc

Overview

Ø Multiple choice with one correct answer, not multiple mark

Ø Three 45 minute sessions

Ø No immediate results this year because new cut scores are being set

Ø Results will be given by grade level and by individual student

Ø Teachers cannot provide any graphic organizers; students may create their own

Ø Grades 3-8 and HS (11^th Grade 2006 and then 2007 Opportunity to Learn)

Ø If the delta is at the start of the indicator, the entire indicator can be tested; if there are small deltas in the indicator, only the delta items will be tested. Although non-deltaed items in a list will not be tested, they can be used as distracters

Ø Up to 15 indicators on the assessment per grade level, with 4-8 questions per indicator

Ø No “All of the above” questions

Ø Not all questions will be based on a reading passage (e.g. vocabulary – PB & NPB)

Ø Use the same terminology as the indicators (e.g. passage - see glossary - http://www.ksde.org/outcomes/readingglossary.doc)

Ø “Reading Across the Curriculum”

Ø Indicators assessed

Standard 1: Reading

Benchmark 3: Vocabulary (2-3 ▲’s)

5 Context clues (3-HS)

5 definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect

5 Structural analysis (3-HS)

5 Roots, prefixes, suffixes

5 Figurative Language (6-HS)

5 similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

Benchmark 4: Comprehension (9-10 ▲’s)

5 Text features

5 Make inferences and draw conclusions

5 Text Structure

5 Compare and contrast

5 Explain cause-effect relationships

5 Summarize information

5 Identify topic, main idea(s), supporting details, and theme(s)

5 Author’s style and purpose for writing

5 Fact & opinion, propaganda, bias

Persuasive text only:

5 Author’s position & persuasive techniques

Literature/Narrative text only:

5 Major & minor characters, character analysis

5 Setting

5 Elements of plot

Standard 2: Literature

Benchmark 1: Literary Concepts & Interpretation (2-3 ▲’s)

Reading Testable Indicators List (x = grade level)
R.X.1.3.1	Vocabulary in Context
R.X.1.3.4	Structural analysis
	Figurative language: simile, metaphor, analogy, hyperbole,
	onomatopoeia, personification, idiom, imagery
R.X.1.4.2	Text features
R.X.1.4.5	Inferences/conclusions
R.X.1.4.6	Text structure
R.X.1.4.7	Compare/Contrast
R.X.1.4.8	Cause/effect
R.X.1.4.9	Paraphrase and summary (5^th grade – retell)
R.X.1.4.10	Topic, main idea, supporting details, theme
R.X.1.4.11	Author’s purpose (persuade, entertain, inform)
	Author’s use of literary devices (foreshadowing, flashback, irony)
R.X.1.4.14	Persuasive text (bandwagon, glittering generalities, testimonials,
	citing statistics)
R.X.1.4.15	Fact/opinion, recognizes propaganda, bias, & stereotypes
R.X.2.1.1	Characters (narrative)
R.X.2.1.2	Setting (narrative)
R.X.2.1.3	Plot (narrative)

KSDE Formative Test Builder

http://kportal.learningstation.com

It now has both the option to create and print assessments or create, assign assessments and give results.

Flip Charts - http://www.ksde.org/outcomes/readflipchtsa2005.html

Flip Chart Abbreviations
CA= Correct Answer	MC = Multiple Choice
PB= Passage –based	AC=answer choice
NPB=Non Passage-based	CR=constructed-response

Passage Types Tested & Percentage by Grade Level

Grade Level

3^rd

4^th

5^th

6^th

7^th

8^th

Passage Types

N (50%)

E (50%)

N (40-45%)

E (40-45%)

T (10-20%)

N (30%)

E (30%)

T (20%)

P (20%)

N (30%)

E (30%)

T (20%)

P (20%)

N (25%)

E (25%)

T (25%)

P (25%)

N (20%)

E (30%)

T (20%)

P (30%)

N (20%)

E (30%)

T (20%)

P (30%)

50% Fiction

50% Non-fiction

40% Fiction

60% Non-fiction

30% Fiction

70% Non-fiction

30% Fiction

70% Non-fiction

25% Fiction

75% Non-fiction

20% Fiction

80% Non-fiction

20% Fiction

80% Non-fiction

Number of Possible Indicators Tested per Grade Level by Passage Type
Grade Level	Narrative	Expository	Technical	Persuasive
3^rd	11	9	NA	NA
4^th	12	11	10	NA
5^th	12	11	11	10
6^th	13	12	12	13
7^th	12	11	11	12
8^th	13	12	11	13
HS	13	12	11	13

And what inferences can we draw about what types of passages should be presented in classrooms based on the above charts?

A. We should focus on narrative.

B. We should not teach persuasive because it is too hard and we can’t find good examples.

C. We need to be teaching a lot less narrative and a lot more persuasive, technical and expository.

D. Technical is fun.

Key Skills For the Assessments

Ø Reading Comprehension

Ø Vocabulary

Ø Text Types

Ø Text Structures

Reading Comprehension

Ø The higher the grade level, the higher the inferential level (QAR)

Ø Reading Strategies for the Content Areas – Vol 1 & 2 - ASCD

Kansas State Reading Assessment Comprehension Question Types
Question Type - QAR	5^thGrade	8^thGrade	11^thGrade
Q1 – Right There / Literal (same sentence)	Majority	50 %	Few
Q2 – Think & Search / Literal (different sentence or paragraph)	Few	50 %	Few
Q3 - Author & Me / Inferential	Few	50%	Majority

Guided Reading - Literature Links http://www.cheney268.com/CES_Resources/literature.htm

· Guided Reading Discussion Record (Word)

· Story Structures GO (Word)

· Prediction Tree GO (Word)

· KWL (Word)

· SQ3R

· Inspiration Literary Conflict Template

· Details and Main Idea GO (Word)

· “Text To” GO (Word) – this form is used to help students make connections between a) the current text and other texts they have read b) the current text and themselves c) the current text and the real world.

· Inspiration Discussion Web Template

· Author’s Purpose / Theme / Main Idea– This seems to be an element that is often understressed. This weakness most often shows up in student writing in the form of details and subplots unrelated to the main theme.

· Summarizing – students complete graphic organizers and then write summary

Ø Narrative – Characters, Setting, Initiating Event, Events, Resolution, Theme

Ø Expository – Who, What, Why, When, Where, How

Ø Technical – List steps

Ø Persuasive – Problem / Solution

Vocabulary

EDL Core Vocabularies in Reading, Mathematics, Science and Social Studies by Stanford Taylor et al. Published by EDL ISBN 1-55855-811-X. This is one of the resources used to select vocabulary words for the state assessment.

Ø List of specific prefixes, suffixes and root words by grade level (see flipcharts)

Ø Prefixes, suffixes and root words/stems

Ø Analogy – shows relationships between words (i.e. wing is to plane as rotor is to helicopter). May be asked to complete the analogy

Ø Dictionary definitions – May be given a word with multiple meanings and then asked which dictionary definition fits the given word

Ø Context Clues – May be asked what context clues help provide the correct meaning for the given word (i.e. the bellowing wind drowned out all other sound. The phrase “drowned out all other sound” helps the reader understand that “bellowing” means loud.

Ø Phrases – May be asked the meaning of a phrase (not just a single word)

Ø Simile – indirect comparison of two elements, often with “like” or “as” (i.e. cheeks like roses)

Ø Metaphor – direct comparison of two elements (i.e. John is a bear to live with)

Ø Idioms – words whose meaning is figurative rather than literal (i.e. They’re like two peas in a pod.)

Ø Synonyms – words with similar meaning (i.e. fast / rapid)

Ø Antonyms – words with opposite meaning (i.e. tall / short)

Vocabulary Development (Word)

Word Sort (TRSS 100) (Word)

Definition (Inspiration Template)

Frayer Model (TRCA 75) (Word) (Inspiration Template)

Vocabulary (Inspiration Template)

Word Concepts Inspiration Definition Template

Concept Definition Mapping (TRCA 70)

Semantic Mapping (TRCA 82)

Verbal & Visual Word Association (TRSS 97)

Student VOC Strategy (TRM 80)

Vocabulary Development

Merriam-Webster Vocabulary Building

FunBrain Vocabulary

Vocabulary Page

What’s the Word

Text Types (Narrative, Expository, Technical, Persuasive)

Ø Text Types Guide- http://www.ksde.org/outcomes/readttc.html

Expository	Persuasive
Topic/Thesis/Main Idea	Informed Stand
Supporting Details	bandwagon approach, glittering generalities, testimonials, citing authority, statistics

Sources for look-alike materials:

· Elementary - An excellent source for reading look-alike materials is a series called Images (D. C. Heath) available from Houghton Mifflin. They start at lower elementary level, but 4th and up reading level is probably most appropriate. The series goes through 6th grade.

Elementary magazines, Weekly Reader, science or social studies textbooks

Oregon 3^rd Grade Reading Sample Tests

Oregon 5th Grade Reading Sample Tests

Comprehensive Reading Assessment - 2^nd – 5^th Grade from Options Publishing

Comprehension Connections – 1^st – 5^th Grade from Options Publishing

· Middle School - Images (6^th level only), Time for Kids, Scholastic, Recipe books, Simple technical manuals, science or social studies textbooks

Oregon 8th Grade Reading Sample Tests

Comprehensive Reading Assessment - 5^th-8th Grade from Options Publishing

Comprehension Connections – 5^th – 8^th Grade from Options Publishing

· High School – U.S. New & World Report, Time, Newsweek, Newspaper editorial pages, Technical manuals (perhaps 2 similar articles), science or social studies textbooks

Oregon 10th Grade Reading Sample Tests

Narrative - Fiction or Non-fiction – Purpose: To Entertain - Usually Sequence

Common Sources: Literature books, biography, autobiography

Some literature texts contain 95% narrative and little else

Resource – Using Picture Storybooks to Teach Literary Devices by Susan Hall.

ISBN - 0897745825

Elements of Narrative:

· Characters (and their relationship to each other)

· Setting – where & when

· Plot – initiating event, problem & resolution

· Theme / Author’s purpose / Moral

· Point of View - Omniscient, 1^st, 2^nd, or 3^rd Person Narrator

· Text Structures

· Literary Elements – Allusion / Satire / Irony

· Genres – Biography / Autobiography / Fiction / Non-fiction / Fantasy / Mystery / Poetry / Science Fiction / Fable / Drama / Folktales

Character (Word)

Character Advanced (Word)

Character Map (TRCA 90) (Word)

Circular Story Maps (TRCA 101)

Conflict Dissection (Word)

Conflict Map (TRCA 99)

Event Map (Word)

Literature Analysis (Word)

Literature Summarizing (Word)

Narrative (Word)

Narrative Map (Word)

Narrative Retelling K (Word)

Plot Elements (Word)

Plot Summary (Word)

Reading Guide (Word)

Story Frame (TRCA 95)

Story Map (Word)

Story Map 2 (Word)

Story Map 3 (Word)

Story Map 4 (Word)

Time Place (Word)

Expository - Usually non-fiction - Purpose: To Inform - Usually Examples, Cause/Effect, Problem/Solution, Description, Comparison/Contrast, sometimes Sequence