THE LITERACY TEST Test Day

THE LITERACY TEST Test Day
Thursday April 11th, 2013 BE AT SCHOOL BY 8:30 AM 8:45-10: Booklet # 1 (75 minutes) 10:15-10: Nutritional Break 10:30-11: Booklet # 2 (75 minutes) 11:50-12: 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.) What would be the ideal job for you? Use specific details to explain your choice. Rough Notes Use the space below for rough notes. Nothing you write in this space will be scored. 1 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.

Scoring: Topic Development
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 what you should be aiming for!
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 Descriptor Code 10 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!

CODE 10 MEANS A FAIL! This is a 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 is a Code 20 Not a FAIL. 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: 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 your written work indicates the approximate length of the writing expected. Car wash a success 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. 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.

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 your written work indicates the approximate length of the writing expected. Elements of a News Report A news story has to contain what everyone calls the “5 W’s”…which really means: 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?

This is an example of a good News Report Answer:
Who What When Where 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. Why How

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.
elate your story to the picture and the headline. indent paragraphs (lots of them). pelling and grammar – matter. Check them. ontains 2 quotations (at least) to support the story. 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. The News Report is “scored” – marked out of 100. 60 for Topic Development 40 for Writing Conventions 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

Here’s a Code 20, which is also a fail
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. 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.. Here’s a Code 20, which is also a fail 10 20 30 40 50 60

Here’s a Code 30, which is getting closer to what we want.
The report has a clear focus on an event (car wash foundraiser). But there aren't enough supporting details and the few they have are not clear. (enough money, going to almost every neighbourhood, successful car wash foundraiser). What’s good is there is some evidence of organization: the two main ideas–enough money and 1.5 million dollar – are linked. 10 20 30 40 50 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). 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?) 10 20 30 40 50 60

News reports are supposed to have lots of small paragraphs
Notice they use paragraphs to organize their ideas The quotation here is good. It would be perfect if they gave the Principal a name. 10 20 30 40 50 60

A very solid job with only a couple of things missing. Even better:
This is a Code 50 A very solid job with only a couple of things missing. Even better: There are Quotations from two different people to support 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 Public School WHO, Ottawa, 8 am to 4 pm, student name). 1 2 10 20 30 40 50 60

It’s the best score you can get.
This is a Code 60 It’s the best score you can get. 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. Real Newspaper stories usually have both of these elements. It’s never a bad idea to include them. Extra! Extra! They threw in a sub-head (a second smaller headline that gives more detail) and a cutline (a caption that explains what’s in the photo). 10 20 30 40 50 60

This is good for a lot of reasons.
1 2 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. - The Organization easy to follow. The opening lead connects effectively to the closing sentence. 10 20 30 40 50 60 10 20 30 40 50 60

Scoring Guide for Long Writing Conventions
This is the second way answers are marked (scored) Writing Conventions Scoring Guide for Long Writing Conventions Code Descriptor Code 10 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 20 30 40

It’s a fail because there are just too many mistakes
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). It’s a fail because there are just too many mistakes 10 20 30 40

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. Basically, you’re making them work too hard to try to understand your News Story. “Errors in conventions distract from communication.” means: You’ve made so many mistakes (spelling, grammar) that it’s hard to follow what you’re trying to say. 10 20 30 40

A lot of spelling mistakes: coffe, ther, lookin, wher, fun raiser;
This is a Code 20 It’s a Code 20 because there are so many mistakes you have to work too hard to stay with the story. There are words missing: all you guys helped you guys; this for a good cause; A lot of spelling mistakes: coffe, ther, lookin, wher, fun raiser; And missing capitals: metro, april). ? The first problem is a lack of punctuation at the end of sentences and no capital letters. That makes it read like one big sentence, which is really hard to follow). V 10 20 30 40

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. Code 30 Errors in conventions do not distract from communication. You’re allowed to make some mistakes and still pass as long as those mistaks don’t get in the way of following your story. You’re allowed to make some mistakes and still pass as long as those mistakes don’t get in the way of following your story. You’re allowed to make some mistakes and still pass as long as those mistaks don’t get in the way of following your story. Code 30 is the minimum you want to get. It’s a pass. 10 20 30 40

This is the minimum level you want.
This is a Code 30 This is the minimum level you want. A Code 30 is different from a Code 20 in that while there are mistakes, they don’t get in the way of understanding the 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 20 30 40

You get a Code 40 when your story follows the News Report format without any significant mistakes and shows you understand the format. Basically that You own it. 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. Code 30 Errors in conventions do not distract from communication. Code 40 Control of conventions is evident in written work. Words. I am your Master. 10 20 30 40

This is the best score you can get.
What makes this a Code 40 is the obvious control the writer has over spelling, grammar and punctuation This is a Code 40 This is the best score you can get. 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 20 30 40

If you have any questions, please ask your English teacher or make an appointment to see Mr. White.
Come to the After-School Literacy Classes, Monday to Thursday at 3:30 p.m. in Room 217.

Reading: Multiple Choice
The story will appear a 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 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 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 Today the restored car tells its story of Northern Ontario life, as a museum in Clinton.

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 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 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 Today the restored car tells its story of Northern Ontario life, as a museum in Clinton.

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.) In 1920, few mining and forestry settlements in Northern Ontario had schools, because the settlements lacked a roads. b money. c children. d teachers. 1 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? 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?”

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. In 1920, few mining and forestry settlements in Northern Ontario had schools, because the settlements lacked a roads. b 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

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 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 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 Today the restored car tells its story of Northern Ontario life, as a museum in Clinton.

EXAMPLE: 1 Explicit ? – Can you get the answer directly from the text? Multiple-Choice (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) 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?” 3 “Making Conections?” – Are you being asked to take the information from the text and draw a conclusion based on what you’ve learned?

EXAMPLE: Watch the “not” here. They’ve made it bold to make sure you notice. Multiple-Choice (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) 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) Again, what kind of question do you think this is? 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.

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 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 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 Today the restored car tells its story of Northern Ontario life, as a museum in Clinton. The same sentence has provided two answers…that’s not always going to be the case but, as you see, it could happen.

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. c Highways were built in Northern Ontario. d A passenger rail car was converted into a museum. If you cannot figure out the correct answer, then figure out what you know to be the wrong answer. 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.

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