Reading for Information Test University High School of Science and Engineering Ms. Cabral/ Ms. Benfield

General Rules Answer ALL multiple choice questions. The answer will be present as a choice. Eliminate the multiple choice options down to two possible answers, if possible. Read the questions first, then go back to the article to find your answers. Do not use “it”, “they” or other impersonal pronouns. Use direct quotes as evidence to support your thinking. Do not use the phrases, “I think…” or “I predict…”, simply state your answer.

Question 16 Score of 2 pointsScore of 1 pointScore of 0 points Asks questions that go beyond the word for word meaning of the text. Questions are deep and show awareness and deep understanding of the text. Student has answered all three parts of the question. Asks questions about the text to clarify information. Questions are about facts in the text. Areas are left blank. Not all of the written responses are questions. Questions are not related to the text. Questions show confusion about the text. Areas are left blank. Most written responses are not questions.

Multiple Choice Answers 17. C- Education is an opportunity students choose to take. 18. A- Appeal to change the recent law. 19. C- Schools should deal with academic issues only. 20. D- The total number of suspension and expulsions is misleading 21. A- Robinson High School has a more effective plan in place for In-School suspension than Bly Elementary School

To Correct Multiple Choice 1.) Underline where you found evidence in the text for the correct answer. 2.) Write three to four sentences explaining why the correct answer is correct.

Strategies for Open-Ended Questions Use the question in statement form to begin your answer. Use direct information from the text to support your thinking. Its all about the evidence. Read the questions carefully and answer all parts of the question. Students who score a “2” use a lot of elaboration. They go beyond.

Question 22 Score of 2 pointsScore of 1 pointScore of 0 points The response demonstrates : an exploration or development of ideas mentioned in the text, a strong understanding of the concepts. The response uses specific relevant information from the text, extends ideas and thinking beyond the text. And makes connections. The response demonstrates: some exploration or development of ideas, a basic understanding. The response includes some relevant evidence from the text. The extended thinking about the text lacks depth. The response demonstrates limited or no exploration of ideas in the text. Shows little or no understanding or text. The answers are incomplete or extended thinking is limited. Little or no connections are made.

Question 23 Score of 2 pointsScore of 1 pointScore of 0 points Identifies and describes the use of specific persuasive writing techniques such as “loaded language”, testimonials, bandwagon and appeal to emotion. The response describes the impact on the reader’s opinion. Identifies and describes the use of persuasive writing techniques. Does not identify the technique and /or minimally describes the use of writing technique.

Question 24 Score of 2 pointsScore of 1 pointScore of 0 points The response demonstrates : an exploration or development of ideas mentioned in the text, a strong understanding of the concepts. The response uses specific relevant information from the text, extends ideas and thinking beyond the text. And makes connections. The response demonstrates: some exploration or development of ideas, a basic understanding. The response includes some relevant evidence from the text. The extended thinking about the text lacks depth. The response demonstrates limited or no exploration of ideas in the text. Shows little or no understanding or text. The answers are incomplete or extended thinking is limited. Little or no connections are made.

Question 25 Score of 2 pointsScore of 1 pointScore of 0 points The response demonstrates: a thoughtful and thorough examination of the text, uses information to move beyond the text, considers how, why and for whom the text was written, makes insightful judgments about the text. Evaluates techniques used by the author. The response demonstrates:: enough but limited examinations of the text, makes some attempt to use information to move beyond the text, possible consideration how, why and for whom the text was written, makes realistic judgments about the text, possible evaluation of the techniques used by the author. The response demonstrates: a shallow examination of the text with little or no consideration of how, why, or for whom the text was written, little or no ability to evaluate the information and/or makes superficial judgments about the text, the author’s techniques or uses simplistic, unsupported, illogical, vague and/or irrelevant information

Samples of a “2” Question 16 What makes the state responsible for predicting the future through suspension? What are some of the different effects of each suspension? Why does it seem like at times, the author is against in-school suspension? Paragraph seven makes me feel that the author truly believes again in-school suspension, but do the rest of the paragraphs mean the same?

Samples of a “2” Question 16 Are school faculty for or against out of school suspension? How does in-school suspension hurt good students? Why is the government adding restrictions on administrative punishment. How is this law “fouling the safe pool for child development” What is another possible solution? How much does in-school suspension actually affect the academic environment?

Samples of a “2” Question 22 The state of Connecticut will require students to serve suspension in school because law officials believe that out-of-school suspensions lead to higher costs in society and causes juvenile delinquency. This is stated in the sentence, “The state reasonably assumes that keeping unruly students out of school causes them to fall hopelessly behind in their studies, encourages them to drop out and sets them on the school house to jail house track- a path that might cost tax payers more money in the long run” (Paragraph 2). One more piece of direct evidence.

Samples of a “2” Question 22 The state of Connecticut will require students to serve suspension in school rather than at home. People in the state assume that by keeping kids in ISS will keep them focused on school and if students serve suspension out of school, they will “fall hopelessly behind in their studies, encourages them to drop out and sets them on the schoolhouse to jailhouse track.” In the end, having kids on that path, “might cost taxpayers more money in the long run,” which is a huge issue as well. Explain how this would cost money and why it is a “huge issue”

Samples of a “2” Question 23 The author is using the technique of persuasion. The author is trying to explain to the reader that having students serve ISS will cause disruption to students that are already productive. The author is trying to persuade the reader to think that ISS isn’t as good as everyone says. He/she uses the metaphor in paragraph one to make it easier for the reader to understand what he’s talking about. What persuasive was used? Use direct evidence from text.

Samples of a “2” Question 23 The author is using comparisons. The comparison relates the students to a safe pool. This shows the effects one student might have on the rest, who are actually in school to learn. This impacts the reader because it actually relates to what is going on in schools and gives them an idea of it. Using persuasion but the student answered the prompt and gave two examples.

Samples of a “2” Question 24 The author discusses various social issues in paragraph five and six. Throughout the articles, he explains how schools are now only suspending students in school. One of his main points is that ISS is merely a tool to keep kids “off the street.” He also questions if our schools are actually to teach kids valuable learning skills or if it’s now becoming an aid to kid’s social issues. He explains this to try to show the two reasons for ISS. Mention some of the social issues for a strong 2.

Samples of a “2” Question 24 The author discusses social issues in these paragraphs to explain what teachers are doing, other than teaching. Schools are designed for children to learn and teachers to teach, not for the teachers to come in and “babysit” or deal with social issues, which is becoming popular. The author writes this to add to the changes happening in schools. Use direct evidence from the text.

Samples of a “2” Question 25 As a result of students being required to serve suspension in school rather than at home, education will go downhill. First of all, the learning environment for all motivated students will be very negatively affected. Also, this law would not decrease the amount of students on the “school house to jailhouse” track because…By the time that out-of-school suspension would be considered, the student in question is already on the track. This needs more direct Evidence.

Samples of a “2” Question 25 From the article, I can predict that the requirement for students to serve suspension in school rather than at home would damage the learning ability of students who wish to pursue academics. “Aren’t the academic and the quality of education seriously compromised by retaining disruptive students?” If this is true, disruptive students in school will continue to distract the studious and waste the resources of good students. Need more direct evidence for the second claim.

Homework To correct multiple choice: 1.) Underline where you found evidence in the text for the correct answer. 2.) Write three to four sentences explaining why the correct answer is correct. To correct open ended questions: 1.) On a separate piece of paper, in complete sentences, revise all answers so that they are all strong “2”s.