Transcript Short Answer: Code 10 - Toronto District School Board

THE LITERACY TEST
Test Day
Thursday April 11th, 2013
BE AT SCHOOL BY 8:30 AM
8:45-10:15
Booklet # 1 (75 minutes)
10:15-10:30 Nutritional Break
10:30-11:50 Booklet # 2 (75 minutes)
11:50-12:00 Questionnaire (10 minutes)
CERTAIN STUDENTS GET DOUBLE TIME.
Once you begin the test, teachers cannot
answer any questions you may have.
LITERACY TEST
Types of Questions
There are three types of writing questions on the OSSLT:
• Long-writing tasks
• Short-writing tasks
• and Multiple-choice questions.
Based on a
PowerPoint
Developed by
Thomas A. Stewart
High School.
Long Writing tasks
There are two Long-writing tasks:
• The news report, and
• “a series of paragraphs expressing an opinion.” (it's an essay.)
The following are examples of actual OSSLT questions from past tests. We’re
just going to give you an idea of what they look like in this guide.
There is a specific guide for each kind of question that goes in to much more
detail. Links to all the other guides are at the back of this presentation.
Writing Questions
This is an example of a Short Writing Task
Section III: Writing
Short Writing Task (Answer in full and correctly written sentences.)
1 What would be the ideal job for you? Use specific details to explain your choice.
The difference between this and the Open Response Reading questions is
there is nothing to read first.
The next big difference, is the way that it’s marked.
Short Writing Tasks are marked the same way as Long Writing Tasks – for
both Topic Development [60] and Conventions[40] – just on a smaller scale.
Instead of 60/40 for 100 points they are marked as 30/20 for 50 points.
Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.
Writing Questions
Scoring: Topic Development
There are three (3) ways to get a zero (0)
Blank
The page is blank with nothing written or drawn in the
space provided.
(If you don’t write anything, there’s nothing to mark.)
Writing Questions
Scoring: Topic Development
There are three (3) ways to get a zero (0)
Blank
The page is blank with nothing written or drawn in the
space provided.
(If you don’t write anything there’s nothing to mark.)
Illegible
The response is illegible or irrelevant to the prompt.
(This means that your answer is too hard to read or it
just comments on the task without answering the
question. For example, if you just write:“I don’t
know.” This might be true but it’s not going to get you
any marks.)
Writing Questions
Scoring: Topic Development
There are three (3) ways to get a zero (0)
Blank
The page is blank with nothing written or drawn in the space provided.
(If you don’t write anything, there’s nothing to mark.)
Illegible
The response is illegible or irrelevant to the prompt.
(Your answer is too hard to follow or isn't an answer.)
Off topic
The response is off topic or irrelevant.
(A typical off-topic response is not related to the topic. It makes no sense.
A typical irrelevant response comments on the topic but doesn't make a
point. It may simply restate the question without any reasons why.
OK. Next, we’ll show you some examples
of Short Writing task answers taken
from past tests.
We’ll start with the ones that weren’t that
good so you can learn what NOT to do.
This is a
Code 10
All this answer does is name a job. (and who wouldn't want that job?)
But it does not explain why it “would be ideal for them.” One sentence is
not going to get it done.
This is a
Code 20
This one is a little better because it names two possible jobs (work
either at a resturant or a clothing store). But the explanation isn't
clear enough. (helps people, interesting, always learning new skills).
They’re asking the reader to figure out the connection between the
reasons and the jobs. Those reasons could apply to any job so they
don’t help all that much.
This is a
Code 30
This is what you
should be aiming
for!
This response identifies a job (social worker) and
then gives personal details and reasons that relate
to being a social worker. (I come from a country
where abuse is really high, and I've seen people
getting hurt physically and mentally; a job where I
can help people feel better)
This is a
Code 30
One of the best things about this response is that it's personal and sounds
authentic. The student knows something about what they’re talking about.
You are much better off showing you are smart. For example, say you want to be
a plumber because that’s the family business, or because you like to work with
your hands and it pays well, rather than saying “I want to be a billionaire!"
(that's so freaking bad.)
The second way Short
Writing task answers
are marked (scored)is
Writing Conventions
Writing Conventions!!?
OMG, WT…H are “Writing
Conventions”?
Chill. Basically they’re
talking about spelling,
grammar, sentence
structure and things like
that.
Writing Conventions
Code
Code 10
Descriptor
errors in conventions distract from communication
Unlike the News Report or the Series of
Paragraphs, which are marked out of 40 for
Writing Conventions, these are marked out of 20.
This comes down to either you did it or you
didn't do it….so do it!
Code
Descriptor
Code 10
Errors in conventions distract from communication
Code 20
Errors in conventions do not distract from communication
A Code 10 means that there are too many
mistakes to follow what you’re trying to say.
The reader can't understand you.
If you get a Code 20, it means that there are not
too many mistakes, and the reader can follow
what you are saying. That's good!
This is a
CODE 10 MEANS A FAIL!
Code 10
?
This is a Code 10 because there are too many mistakes in it. There are errors
in: sentence structure, punctuation, usage, and spelling . (Run-on sentence
at beginning, missing question mark and periods, “a” for “I”, “thinks” for
“things”, “by” for “be”). Also, the last sentence doesn't make sense.
This
Notisa a
Code
FAIL.
20
This is a Code 20 because, even though there are a couple of
mistakes in it , like spelling (absolutly, when ever)), pronoun
agreement (child, they), and the run-on sentence over the last four
lines (!), the mistakes don’t get in the way of understanding
the answer.
Marc Garneau C.I.
Come to the After-School Literacy
Classes Monday to Thursday at 3:30
p.m. in Room 217
The Slide Show is available from the
Student Pick Up folder entitled
LITERACY TEST INFO.
Writing: News Report
Overview
•
A News Report is one of the two major (Long) writing tasks you
will see on the OSSLT.
•
It is marked out of 100; 60 for “Topic Development” and 40 for
“Writing Conventions.”
•
This makes it one of the two most important questions in the
OSSLT.
•
Do well on the Long writing tasks; this and the “Series of
Paragraphs,” and you’re well on your way to passing the test.
•
An example of a News Report question and what good and bad
answers look like follows. There are a couple of basic things to
keep in mind:
1: Follow the proper format.
2: Don’t leave space blank.
Task:
Length:
Write a news report on the next page based on the headline and picture below.
• You will have to make up the facts and information to answer some or all of the
following questions: Who? What? Where? When? Why? How?
• You must relate your newspaper report to both the headline and the picture.
Purpose and Audience:
to report on an event for the readers of a newspaper
The lined space provided for your written work indicates the approximate length of the
writing expected.
Car wash a success
Newspaper Reports are
always based on
answering the Questions:
Who, What, Where,
When, Why and How?
The Photo puts the
story in context. It
gives you clues about
Who the story should
be about and perhaps
Why and How.
The
Headline
tells you what
the story
should be
about.
In this case
the answer
has to be a
story about a
Car wash
which is a
success.
Elements of a News
Report
Task:
Write a news report on the next page based on the headline and picture below.
• You will have to make up the facts and information to answer some or all of the
following questions: Who? What? Where? When? Why? How?
• You must relate your newspaper report to both the headline and the picture.
Purpose and Audience:
to report on an event for the readers of a newspaper
Length: • The
lined space
provided
for contain
your written
work everyone
indicates the calls
approximate
length of the
A news
story
has to
what
the “5
writing
expected. really means:
W’s”…which
– Who is the story about?
– What happened?
– Where did it happen?
– Why did it happen and/or Why does it matter?
– When did it happen?
– And How did it happen?
Who
What
When
Where
Why
How
This is an example
of a good News
Report Answer:
You can see Who,
What, When,
Where, Why and
How all right at the
beginning of the
report.
How to Write a News Report
A news report must be written in the Third Person.
That means you CAN NOT USE “I, me, mine, our, we” in it.
It’s not “My school won a computing contest last week”
It has to be: “A grade 11 class at Marc Garneau Collegiate won the
Toronto Spelling Bee Contest last week.”
If you want to include an opinion, you have to quote someone
in the story.
So, it’s not: We were really proud because we put a lot of work into
it.
It’s: "Students in the class were “very proud,” said student Sayed
Hamsa. “We put a lot if work into this, so we’re really glad we
won,” Hamsa said.
RISC IT
– the more you do, the more the reward.
R elate your story to the picture and the headline.
I indent paragraphs (lots of them).
S pelling and grammar – matter. Check them.
C ontains 2 quotations (at least) to support the story.
I
T
nteresting - it won’t be if you’re not trying to make it so.
ell nothing but the facts, leave out your opinion.
Writing: News Report:
Scoring:
The News Report is “scored” – marked out of 100.
60 for Topic Development
Topic Development is basically what you write. Is it a proper News
Report? Does it relate clearly to the headline and the photograph? Did
you put enough specific detail in? Did you quote people to provide
support?
40 for Writing Conventions
Writing conventions are basically how you write. Spelling, sentence
structure, punctuation and grammar.
Topic Development
Writing Conventions
Writing: News Report:
Scoring: Topic Development
There are three (3) ways to get a zero (0)
Blank
The page is blank with nothing written or drawn in the
space provided.
(If you don’t write anything there’s nothing to mark.)
This is a Fail
Code 10,
.
The story is
about a car wash
- or one car that
got washed
- but it’s not a
News Report.
- It’s just a story.
10
40
20
50
30
60
Basically what they’ve done is throw
Who, What, Where, Why, When and
How down like a shopping list without
trying to really make sense of them.
Here’s a Code
20, which is
also a fail
10
40
20
50
30
60
They got the first part: The response is a
news report related to the headline and
photo, but the focus is unclear. There
aren’t enough supporting details and
there’s very little organization..
But there aren't enough supporting details and the few they have are not
Here’s (enough
a Code 30,
which going
is getting
closer toevery
what neighbourhood,
we want.
clear.
money,
to almost
successful
The wash
report foundraiser).
has a clear focus on an event (car wash foundraiser).
car
What’s good is there is some evidence of organization: the two main
ideas–enough money and 1.5 million dollar – are linked.
10
40
20
50
30
60
This is a Code 40
which is definitely
a pass.
This is the
minimum you
should be
shooting for.
What’s good is:
There’s a clear
connection to the
headline and
photo with a clear
and consistent
focus on an event
(carwash).
10
40
20
50
30
60
There’s enough supporting detail.
Some of it is specific (St. John’s
elementary school, June 29th 2009,
2000$, 45 kids), which is good.
Some is a little vague (local
charity, What local charity?)
News reports
Notice they
are supposed
use
to have lots of
paragraphs
small
to organize
paragraphs
their ideas
10
40
20
50
30
60
The quotation here is
good. It would be
perfect if they gave
the Principal a name.
This is a Code
Even better:
50
There
are job
Avery
solid
Quotations
with
only a from
two different
couple
of things
people to support
missing.
the story.
The organization
is logical with lots
of paragraphs.
The final
paragraph
mentions the
school’s trip to
Ottawa again and
provides a neat
conclusion.
This news report is clearly related to the headline and photo
with a clear and consistent focus on an event (carwash WHAT
…trip to Ottawa WHY). There are enough specific supporting
details (Saturday, May 5 WHEN, Highview Public1School
WHO, Ottawa, 8 am to 4 pm, student name).
2
10
40
20
50
30
60
This is a Code
60
It’s the best
score you can
get.
Extra! Extra!
They threw in a sub-head
Real Newspaper stories
(a second smaller headline
usually have both of these
that gives more detail)
elements. It’s never a bad
and a cutline
idea to include them.
(a caption that explains
10 ’s40
what
in the photo).
20
50
30
60
This report is clearly related to the headline and photo with a
clear and consistent focus on an event.
It’s got WHO, WHAT , WHERE, WHY and WHEN right
up front. Then, lots of detail on HOW, backed up with
quotations from different people involved.
1
This is good for a lot of reasons.
- It has lots of specific details (e.g., names of the
city, students, a parent; Haiti, Canadian Red
Cross, drivers couldn't resist a good car
cleaning, not only helped people in their
community, but people hundreds of kilometres
away).
- AND - Quotations from two perspectives.
-10The Organization
easy to follow. The opening
40
lead connects effectively to the closing sentence.
20
50
30
60
2
This is the second way
answers are marked
(scored)
Writing Conventions
Scoring Guide for
Long Writing Conventions
Code
Code 10
Descriptor
There is insufficient evidence to assess the use of conventions.
OR
Errors in conventions interfere with communication.
Writing Conventions?
What are “Writing Conventions”?
Chill. Basically they’re
talking about spelling,
grammar, sentence
structure and things like
that.
10
30
20
40
Errors in conventions interfere with
communication (e.g., spelling:
vearis, braek, lik, there, cleen, besid,
grach, saide, movie’s, dird, smils,
mitearials, vires;
lack of
punctuation at the
end of sentences,
incorrect use of
capital letters The
children They
washing; omitted
words: To be
cleen and
success).
10
30
20
40
It’s a fail
because there
are just too
many
mistakes
Scoring Guide for Long Writing Conventions
Section IV News Report Question 1
A Code 20
isn’t a pass
either,
although
it’s better
than a 10
as every
mark
counts in
the end.
Code
Descriptor
Code 10
There is insufficient evidence to assess the use of conventions.
OR
Errors in conventions interfere with communication.
Code 20
Errors in conventions distract from communication.
“Errors in conventions distract from
communication.” means:
10
20
You’ve
made so many mistakes
30
(spelling, grammar) that it’s hard to
40
follow
what you’re trying to say.
Basically, you’re making them
work too hard to try to
understand your News Story.
It’s a Code 20 because
there are so many mistakes
you have
This to
is a
work
Code
too20
hard
to stay with the story.
?
There
areproblem
words is
The first
missing:
a lack of all you
guys
helped at
you
punctuation
the
guys;
for a good
end ofthis
sentences
cause;
and no capital
A
lot of That
spelling
letters.
makes
mistakes:
it read likecoffe,
one big
ther,
lookin,which
wher,is
sentence,
fun
raiser;
really
hard to
And
missing
follow).
capitals: metro,
april).
?
?
?
V
?
?
10
30
20
40
Scoring Guide for Long Writing Conventions
Section IV News Report Question 1
Code
10
30
20
40
Descriptor
Code 10
There is insufficient evidence to assess the use of conventions.
OR
Errors in conventions interfere with communication.
Code 20
Errors in conventions distract from communication.
Code 30
Errors in conventions do not distract from communication.
Code
is the minimum
you want
to get.
It’sstill
a pass.
You’re30allowed
to make some
mistakes
and
pass as
long as those mistaks
mistakesdon’t
don’tget
getininthe
theway
wayofoffollowing
following
your story.
So, there are a few
spelling mistakes :
reasearch, planing
Some capitals
missing: road, local,
rexdale;
There are some
punctuation mistakes:
missing commas in
the date and the
quotations.
10
30
20
40
A Code 30 is different
This is a Code 30
from a Code 20 in that
while there are mistakes,
This is the minimum level
they don’t get in the way
you want.
of understanding the story
Scoring Guide for Long Writing
Conventions
News Report
You get Section
a Code 40IV
when
your story
follows the1
Question
News Report format
Codewithout any significant
Descriptor
mistakes and shows you
the format.
Codeunderstand
10
There
is insufficient evidence to assess the use of conventions.
Basically that
You own it.
OR
Errors in conventions interfere with communication.
Code 20
Errors in conventions distract from communication.
Code 30
Errors in conventions do not distract from communication.
Words. I am your Master.
Code 40
10
30
20
40
Control of conventions is evident in written work.
What makes
this a Code 40
is the obvious
control the
writer has over
spelling,
grammar and
punctuation
So the fact they
spelled comittee,
and it’s wrong
and didn’t put
the periods or
commas inside
the quotations
marks doesn’t
cost them any
marks.
10
30
20
40
This is a Code 40
This is the best score you can
get.
The story will
appear a
Reading: Multiple Choice
Paragraph
at a time each
time you click
A little-known but interesting example of Northern Ontario’s history is the
school on rails. By the 1920s, mining and forestry settlements were scattered
along the network of railway lines of Northern Ontario.
A few towns had grown large enough to pay for their own schools, but the
outposts could not afford such “luxury.” In 1922, a North Bay school
superintendent pushed for an experiment to bring schools to these remote
settlements by converting passenger rail cars into classrooms. These cars
contained desks, blackboards and books and a small apartment for the teacher.
After being on display at the Canadian National Exhibition (a major fall fair)
in Toronto, the first two cars left for northeastern Ontario in 1926. For four
days at a time, the cars rested at railway sidetracks in the tiny communities.
Children hiked or came by horse and sled several kilometres for their
education, and at night the school car became a place of learning and social
activity for adults.
The experiment was so successful that seven cars were in operation by 1938.
However, during the 1950s extensive highway construction turned many
trackside towns into deserted settlements.
In 1967, one of the last school cars was shuttled into a Toronto rail yard. But
that was not to be its final stop. The people of Clinton, Ontario, purchased the
well-worn car to honour their fellow citizen Fred Sloman. Sloman, the car’s last
teacher, taught on railway cars from 1926 until his retirement in 1965. Today
the restored car tells its story of Northern Ontario life, as a museum in Clinton.
Reading: Multiple
Choice
A little-known but interesting example of Northern Ontario’s history is the
school on rails. By the 1920s, mining and forestry settlements were scattered
along the network of railway lines of Northern Ontario.
A few towns had grown large enough to pay for their own schools, but the
outposts could not afford such “luxury.” In 1922, a North Bay school
superintendent pushed for an experiment to bring schools to these remote
settlements by converting passenger rail cars into classrooms. These cars
contained desks, blackboards and books and a small apartment for the teacher.
After being on display at the Canadian National Exhibition (a major fall fair)
in Toronto, the first two cars left for northeastern Ontario in 1926. For four
days at a time, the cars rested at railway sidetracks in the tiny communities.
Children hiked or came by horse and sled several kilometres for their
education, and at night the school car became a place of learning and social
activity for adults.
The experiment was so successful that seven cars were in operation by 1938.
However, during the 1950s extensive highway construction turned many
trackside towns into deserted settlements.
In 1967, one of the last school cars was shuttled into a Toronto rail yard. But
that was not to be its final stop. The people of Clinton, Ontario, purchased the
well-worn car to honour their fellow citizen Fred Sloman. Sloman, the car’s last
teacher, taught on railway cars from 1926 until his retirement in 1965. Today
the restored car tells its story of Northern Ontario life, as a museum in Clinton.
Reading: Multiple Choice
1 Explicit ? – Can you get the answer
directly from the text?
EXAMPLE:
Multiple-Choice
(Record the best or most correct answer on the Student Answer Sheet.)
1
In 1920, few mining and forestry
settlements
in Northern Ontario had schools, because
the
settlements lacked
a roads.
b money.
c children.
d teachers.
2 Implicit ? – Do you have to
make an inference? Are they
asking you to think about what
you’ve read and come to a
conclusion – put “2 and 2
together?”
What kind of
question do you think
this is?
3 “Making Conections?” – Are you
being asked to take the information from
the text and draw a conclusion based on
what you’ve learned?
Reading: Multiple Choice
EXAMPLE:
Multiple-Choice
(Record the best or most correct answer on the Student Answer Sheet.)
1
In 1920, few mining and forestry settlements
in Northern Ontario had schools, because the
settlements lacked
a roads.
b money.
money.
c children.
d teachers.
A few towns had grown
large enough to pay for
their own schools, but
the outposts could not
afford such “luxury.”
It’s Explicit
We get the answer
directly from the text.
The answer is:
b) money
Reading: Multiple
Choice
A little-known but interesting example of Northern Ontario’s history is the school
on rails. By the 1920s, mining and forestry settlements were scattered along the
network of railway lines of Northern Ontario. A few towns had grown large
enough to pay for their own schools, but the outposts could not afford such
“luxury.” In 1922, a North Bay school superintendent pushed for an experiment to
bring schools to these remote settlements by converting passenger rail cars into
classrooms. These cars contained desks, blackboards and books and a small
apartment for the teacher. After being on display at the Canadian National
Exhibition (a major fall fair) in Toronto, the first two cars left for northeastern
Ontario in 1926. For four days at a time, the cars rested at railway sidetracks in the
tiny communities. Children hiked or came by horse and sled several kilometres for
their education, and at night the school car became a place of
learning and social activity for adults. The experiment was so successful that seven
cars were in operation by 1938. However, during the 1950s extensive highway
construction turned many trackside towns into deserted settlements. In 1967, one of
the last school cars was shuttled into a Toronto rail yard. But that was not to be its
final stop. The people of Clinton, Ontario, purchased the well-worn car to honour
their fellow citizen Fred Sloman. Sloman, the car’s last teacher, taught on railway
cars from 1926 until his retirement in 1965. Today the restored car tells its story of
Northern Ontario life, as a museum in Clinton.
Reading: Multiple Choice
EXAMPLE:
1 Explicit ? – Can you get the answer
Multiple-Choice
directly from the text?
(Record the best or most correct answer on the Student Answer Sheet.)
3
Which of the following was not served by a
rail car classroom?
a “forestry settlements” (line 2)
b “few towns” (line 3)
c “remote settlements” (lines 5–6)
d “tiny communities” (line 10)
3 “Making Conections?” – Are you
being asked to take the information from
the text and draw a conclusion based on
what you’ve learned?
OK, now what kind of
question do you think
this is?
2 Implicit ? – Do you have to
make an inference? Are they
asking you to think about what
you’ve read and come to a
conclusion – put “2 and 2
together?”
Reading: Multiple Choice
EXAMPLE:
Watch the “not” here. They’ve made it bold
Multiple-Choice
to make
sure you
notice.
(Record the best or most correct
answer
on the
Student Answer Sheet.)
3
Which of the following was not served by a
rail car classroom?
a “forestry settlements” (line 2)
bb “few towns”
towns”(line
(line3)
3)
Again, what kind of
question do you think
this is?
c “remote settlements” (lines 5–6)
d “tiny communities” (line 10)
It’s Implicit – You have to
make an inference and figure
out where the school trains
didn’t go.
They didn’t go to the “few towns” that could
afford to build real schools.
Reading: Multiple Choice
Based on a PowerPoint Developed by Thomas A.
Stewart High School.
A little-known but interesting example of Northern Ontario’s history is the school on
rails. By the 1920s, mining and forestry settlements were scattered along the network
of railway lines of Northern Ontario. A few towns had grown large enough to pay
for their own schools, but the outposts could not afford such “luxury.” In 1922, a
North Bay school superintendent pushed for an experiment to bring schools to these
remote settlements by converting passenger rail cars into classrooms. These cars
contained desks, blackboards and books and a small apartment for the teacher. After
being on display at the Canadian National Exhibition (a major fall fair) in Toronto, the
first two cars left for northeastern Ontario in 1926. For four days at a time, the cars
rested at railway sidetracks in the tiny communities. Children hiked or came by horse
and sled several kilometres for their education, and at night the school car became a
place of learning and social activity for adults. The experiment was so successful that
seven cars were in operation by 1938.
during the 1950s extensive highway
TheHowever,
same sentence
construction turned many tracksidehas
towns
into deserted
provided
twosettlements. In 1967, one of
the last school cars was shuttled into
a Toronto rail yard.not
But that was not to be its
answers…that’s
final stop. The people of Clinton, Ontario, purchased the well-worn car to honour
always going to be the
their fellow citizen Fred Sloman. Sloman, the car’s last teacher, taught on railway cars
case but, as you see, it
from 1926 until his retirement in 1965. Today the restored car tells its story of
happen.
Northern Ontario life, as a museumcould
in Clinton.
Reading: Multiple Choice
EXAMPLE:
Multiple-Choice
(Record the best or most correct answer on the Student Answer Sheet.)
4
What supports the idea that the “experiment”
was a success?
a Children and adults showed up.
b Some towns opened their own schools.
If you cannot figure out
the correct answer, then
figure out what you know
to be the wrong answer.
c Highways were built in Northern Ontario.
d A passenger rail car was converted into a
museum.
This is the only proof that makes sense and comes
from the selection. The fact a rail car is now a museum
is in the last line of the article.