Reading Work Keys Alternative for the - PowerPoint Presentation

Reading Work Keys Alternative for the End of Course Reading SOL

What is the Reading Work Keys? “The Reading for Information assessment measures a person’s skill in reading and using work related information including instructions, policies, memos, bulletins, notices, letters, manuals, and government regulations. These printed materials represent actual workplace conditions where reading materials are not necessarily well written or adapted to meet the needs of the reader. They are unlike those used in most reading instruction because they were not produced or selected to facilitate reading” (ACT).

Reading Work Keys Information 5 Answer Choices Vocabulary asked in question isn’t bolded Paragraphs are not numbered, but questions are asked about a numbered paragraph Different fonts are used throughout the test Original intent is for work readiness Students with an IEP or 504 Plan may qualify for extended time

Reading Work Keys Information Paper and Pencil Version Online Version 45 minutes 55 minutes Write on the passage (Annotate!) No highlighting, no cross-out tools, scrolling screen (No Split Screen)

Reading Work Keys Skills Measured 4 ( Acceptable Passing Score ) 5 (Higher Level Passing Score) 6 (Advanced Level Passing Score) Identify important main ideas that may not be clearly stated Figure out the correct meaning of a word based on how the word is used Identify implied details Use the reading material to figure out the meaning of words that are not defined Identify the correct meaning of an acronym that is defined in the document Use technical terms and jargon in new situations Apply instructions with several steps to a situation that is the same as the situation in the reading materials Identify the paraphrased definition of a technical term or JARGON that is defined in a document Figure out the less common meaning of a word based on the context Choose what to do when changing conditions call for a different action ( follow directions that include “if-then” statements Apply technical terms and JARGON and relate them to stated situations Apply complicated instructions to new situations Apply straightforward instructions to a new situation that is similar to the one described in the material Figure out the principles behind policies, rules, and procedures Apply complex instructions that include conditionals to situations described in the material Apply general principles from the materials to similar and new situations Explain the rationale behind a procedure, policy, or communication

Reading Work Keys Sample Question: Level 4 The correct answer … is “A” because RC comes alphabetically after RA and, therefore, the number is irrelevant. South Liberty Library MEMO from the Director Subject: Book Shelving Books that have been returned to the library must be sorted before they are put back on the shelves. Three carts are normally used to sort books. First, look at the sticker on the back edge of the book. Books with a blue dot above the sticker go on one cart. These are new books and they will be put on special shelves at the front of the library. If books do not have a blue dot, put them on the other two carts. Next, the books on each cart must be sorted by the code on the sticker. Codes always start with a letter of the alphabet and most books have two letters of the alphabet. Put all the books in alphabetical order according to their codes. When you have more than one book with the same first alphabetical letter, put them in order according to the second alphabet letter in the code. For example, put all the books that have the first alphabet letter P on the sticker together on one cart. Then, put books with the letters PN before the books with the letters PV. Often you will have several books with the same alphabet letters. When that happens, the books must next be sorted by code number which is on the sticker just below the alphabet letters. For example, a book with the code PN103 must be put before a book with the code PN 225. When all the books on the carts are sorted, you can start putting them in the appropriate places on the shelves. Where should you put a book with the code RC 405? After a book coded RA 410 After a book coded RC 410Before a book coded RA 310Before a book coded RC 310On the special “new book” shelves

Reading Work Keys Online Practice Ohio Means Jobs: Assessment and Training http ://www.learningexpresshub.com/productengine/index.html#/ introduction/b6aa6742-6c5c-460d-8c37-a360c2d84ca3/yes/ohio-means-jobs (Students can choose the practice version that provides explanations after they have finished or the learner version that provides answers after each question.)

WorkKeys: Job Aid Series Reading for Information: Estimating Grade-Level Equivalents http ://www.wisconsinjobcenter.org/ncrc/Reading.pdf Reading Work Keys Additional Information

Works Cited " WorkKeys Targets for Instruction: Reading for Information." The ACT WorkKeys Publications . N.p .: n.p., 2004. 1-31. Print. Reading for Information. Created by Melanie Buckley, HHS English Department Chairperson on 5/25/16