•
News Report (one page)
OR
•
Opinion Piece (two pages)
•
Short Writing task (6 lines)
•
Multiple-Choice writing questions

Conventions (grammar and punctuation)

Sentence and Paragraph structure

Organization of ideas

Informational ( paragraph, news
report)

Narrative (dialogue, real life
narrative)

Graphical Selection
•
20+ multiple-choice reading questions
•
2+ open-response reading questions
(6 lines each)

Explain with text support

Summarize
1.
The Student Answer Sheet: Tips and Reminders, Sample.
2.
Informational Text Reading Selection and Questions
3.
Summary Writing: Tips and Graphic Organizer
4.
Graphic Selection: Tips and Sample
5.
News Report: Review checklist, Tips, and Graphic Organizers
6.
Series of Paragraphs Expressing an Opinion: Checklist and Graphic Organizer
7.
Rubrics used on the OSSLT: tips for success!

There are TWO
Booklets
Fill in only
ONE circle per question.
-completely erase or cross out changed answers
You have 75 minutes to finish Booklet
One
After a break
(return promptly!)
You have 75 minutes to finish
Booklet Two
Read the instructions
CAREFULLY and check back that you are following them
CORRECTLY
AFTER you complete Booklet
Two, you will have 10 minutes to complete the
Questionnaire
These multiple-choice questions give you the opportunity to demonstrate the three reading skills.
Strategies for Multiple-Choice Writing
Questions
 Read and reread the question carefully.
 Read the four answers and rule out any that are obviously incorrect.

If necessary, reread the question to choose the best or most correct answer.
 Record the answer on the Student Answer
Sheet as described in the test instructions.
1

Section: Reading
_________________________________________________________________________
Read the selection below and answer the questions that follow it.
OLIVER MOORE
March 28, 2007
TIP:
 Circle key ideas.
 Use a highlighter to identify important words and information.
Natalie Kuhn likes to wear the perfume ‘Very Irresistible’, but two Calgary bus drivers think she's anything but and have refused to continue their routes with her on board. 1
The city was investigating Tuesday after Ms. Kuhn complained she was singled out three times in a week. In each case, her bus driver said she was wearing too much perfume.
“The bus driver had told her the day before that if she showed up wearing perfume in the amount that she did, he'd call a supervisor, and he did,” said Calgary Transit spokesman
Tony McCallum, describing incidents on Thursday and Friday.
“The bus driver was suggesting there may be allergies, some kind of medical issue,” Mr.
McCallum said.
But no policy allows drivers to refuse passengers because of their scent, so Ms. Kuhn, a chiropractic assistant, was told she was free to use the bus again. She did on Monday, with a different driver, and had a similar reaction.
“Everything was fine for the first eight minutes of the bus ride, and then he pulled over and started opening all of the windows,” the 25-year-old said.
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They began to argue, she said. With the bus parked and the other passengers waiting, Ms.
Kuhn called the city to complain and the driver paged his supervisor. The standoff ended, again, with a transit employee arriving to escort Ms. Kuhn to her destination.
The incidents left her rattled. She's is now worried about taking the bus again and sobbed during interviews while describing the situation.
She was quoted saying that being asked to sit near an open window at the back of the bus made her feel like “a modern-day Rosa Parks.”
TIP:
 Look for quotes from authorities
 Look for specific examples or comparisons to similar issues.
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2

Ms. Kuhn insists that no other passengers complained about the use of her favourite perfume, which is made by Givenchy. But the situations appear to illustrate a growing unwillingness among some members of the public to put up with other people's odours.
Roedy Green, who said he has “a very keen sense of smell,” believes people often don't realize how much perfume they're putting on. The worst offenders are older people whose sense of smell has faded, he said, leading them to pour on perfume until they match the way they remember smelling as a youth.
He believes that attitudes to heavy perfume use are changing in much the same way that smoking became less acceptable.
“At one point, the etiquette was that if you didn't like the smoke, then leave,” he said from Victoria. “Now the rule is that you don't have the right to pollute somebody else's air.”
The current acceptability of perfume is less clear-cut than smoking, with some tolerating it and others not.
The Halifax Regional Municipality went officially scent-free about seven years ago. The ban affects all municipal buildings, including schools, libraries, courts, even City Hall, as well as many workplaces, theatres and shops.
Kenneth Maybee, the chairman of air-quality issues with The Lung Association, said that his organization gets an increasing number of requests for scent-free signs and other materials. With rising rates of asthma and chronic obstructive pulmonary disease, irritants in the air can have a greater effect.
“It is a subject that is coming to the fore more and more,” Mr. Maybee said. “If it affects somebody's health it becomes more of an issue.”
Fragrance is increasingly cited as a trigger in health conditions such as asthma, allergies, and migraine headaches. There are environmental concerns as well, as fragrances are volatile compounds, which add to both indoor and outdoor air pollution.
Copyright The Globe and Mail, 2007. Reprinted with permission.
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15
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3

Section: Reading
_____________________________
Multiple-Choice
1.
Natalie Kuhn was asked to leave the bus because: a She smelled. b Had a medical issue. c She argued with the bus driver. d She was wearing too much perfume.
2.
The name of Ms. Kuhn’s perfume
(paragraph 1) is: a Very Irresistible. b Simply Irresistible. c Very Imperceptible. d Simply Inconceivable.
3.
Why did Ms. Kuhn say she “felt like a modern-day Rosa Parks”? a She walked off the bus. b She wasn’t allowed on the bus. c She made a stand for her rights. d She was forced to sit at the back of the bus.
4.
Why is a hyphen (-) used in the phrase
“ less clear-cut than smoking”?
(paragraph 14) a to separate ‘clear’ from ‘cut’ b
To emphasize the word ‘clear’ c To describe how bad smoking is. d To form a compound word that means
‘straightforward’.
When answering multiple-choice questions, be sure you:

Read each question fully,

Pay attention to line numbers when given,

Choose the best or most correct answer,

Fill in the proper letter on the Student Answer
Sheet.
5.
The best meaning of the word “trigger” in paragraph 18 is: a Stop b Start c Shoot d Set off
6.
Roedy Green says “the worst offenders are older people”, because: a He hates older people. b Many older people smell bad. c Their sense of smell has faded. d They have bad taste in perfume/cologne.
7.
In paragraph 15, The Halifax Regional
Municipality went ‘scent free’ meaning: a There is a ban on wearing fragrances in all municipal buildings. b There is a ban on wearing fragrances in schools and libraries only. c Anyone who works in a municipal building is free to wear fragrances. d Anyone who works in a municipal building must pay to wear fragrances.
4

Section: Reading
____________________________________
Written Answer
These are usually an Indirect or Making Connections questions where you have to think about the answer.
You have 6 lines of writing for these responses.
Your answer is assessed using an Open Response rubric.
Have you given:

Accurate (information from the article),

Specific (examples),

Relevant ideas (on topic)
9.
Explain how fragrance is compared to smoking in this article. Use specific details and examples from the selection to support your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
10.
Summarize this selection. Include a main idea and one relevant point that supports it.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Use the space below for rough notes. Nothing you write in this space will be scored.
This is an area for you to insert Graphic
Organizers to help make more sense of the reading selection. Depending on the type of selection (informational, graphical, narrative), organizers such as the following can be used to visualize text information:

Word Web

Venn Diagram

Sequence of Events timeline

Cause and Effect chart

Problem – Solution flow chart

Plot Graph
5

Step 1: Before you begin to write
Go to the “Rough Notes” section on the page. In this section, write the titles
Important
Words, Main Idea, Detail 1, Detail 2 to assist you in organizing your information.
Use the Guided Reading approach below to read the original text. As you read each paragraph, write down any important words under the Important Words heading in your
“Rough Notes”.
GUIDED READING
Pre-reading:
Step 1:
To activate prior knowledge, draw lines or spokes around the title or illustration, and write what you think the passage is going to be about. There are no wrong ideas.
During reading:
Step 2:
Read the first three sentences and ask yourself what this section is about. Circle or highlight key words and/or write your thoughts in the margins around the article.
Read the next three or four sentences and ask yourself what this section is about. Circle or highlight key words and/or write your thoughts in the margins around the article.
Continue with this process until reading is complete.
Post-reading:
Step 3:
After reading the entire passage, ask yourself what is the most important idea in the selection. Write this in the Rough
Notes section and draw a circle around it.
Step 2: Planning the summary
Write down the main idea under the Main Idea heading in your “Rough Notes”. The main idea can usually be identified by reading the title, opening paragraph and concluding paragraph.
Review the article one paragraph at a time. When you find a detail that supports the main idea, write it down in the Detail area in your “Rough Notes”. If you find a third supporting detail, make an additional heading in the “Rough Notes”.
Step 3: Writing the summary

Write the summary in complete sentences.

Begin with the main idea, followed by the supporting details.

Use transition/connecting words and phrases such as finally, however, for example, afterwards, anyway, because of, conversely, as a result, to link the supporting details to the main idea.

Use correct spelling, grammar, and punctuation so that your ideas are clearly communicated.

When your summary is finished, read it over carefully to ensure that you have captured the main idea and the details you have selected connect easily to the main idea.

You have 6 lines in which to write your summary of the article. Do not exceed that space.
6

Use the space below for rough notes. Nothing you write in this space will be scored.
Important Words:
TOPIC SENTENCE:
This could be a sentence about your most important word.
What key words are used in the first sentence?
What words are repeated in the article?
What examples are given?
What key words are used in the last sentence?
POINT 1:
This could be a sentence about another important word.
CONCLUDING
SENTENCE:
This could be a final sentence about an important word.
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Code Descriptor

The response indicates minimal reading comprehension.

The response provides minimal or irrelevant ideas and information from the reading selection.
10

The response indicates minimal reading comprehension.

The response provides vague ideas and information from the reading selection; it may include irrelevant ideas and information from the reading selection. 20
30

The response indicates considerable reading comprehension.

The response provides accurate , specific and relevant ideas and information from the reading selection.

Considerable Reading Comprehension o Means you fully understand what the reading selection was about.

Accurate , o Means correct information
 Specific , o Means detailed information

Relevant Ideas o Means important information
For student samples go to http://www.eqao.com/Test/2007/OSSLT/index.aspx?Lang=E
8

This approach will enhance your ability to effectively read text selections with graphical features.
A highlighter and/or
Post-It
®
notes
Navigating Design
Step 1: Scan
To activate prior knowledge, identify what the graphic features are in this selection.
Divide the visual into parts by drawing an ‘X’ over the entire graphic selection. Analyze and examine the parts.

What information is at the Top (usually general information), at each Side
(usually charts, boxes, callouts, sub-text), and at the Bottom of the Graphic
(usually final contact info)?

Highlight or write on Post-It
®
notes what you observe. Ask yourself what’s familiar and what’s new (e.g. look for content specific words, actions, titles, captions).
During Reading:
Step 2: Observe each part (or quadrant) of the graphic selection and ask yourself the following questions:

What visuals, images, or graphics are used?

What are the key ideas or details that support the main purpose of the piece?

Why did the creator of the piece use this graphic?
Post-reading: Reflect and write notes
Step 3:
After reading the entire passage, ask yourself what is the main message or purpose in the selection.
Step 4: ABC Deconstruction
A= Attention: what about the graphic selection captured your attention (what visual image? Headline or Key Words?)
B = Boxes: are there any callout boxes, a legend, or arrows? What do they contain?
Where do they direct your attention?
C = Collate Information: what is the overall message or importance of the graphic selection?
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Did you read over the
Main Menu &
Information?
What important info was presented here?
Did you look at all
Numbers
Bullets
Arrows
What information is in:
Quad 1
Quad 2
Quad 3
Quad 4
Did you read the Legend?
What does it tell you about entering number 43?
Did you trace where the arrows went from, and where they went to?
Try it for #7 Multi-Language
Service.
10

These tasks give you the opportunity to use your knowledge and personal experience while demonstrating your writing skills.
Strategies for the Short Writing Task
 Read and reread the question carefully.
 Think of links between the topic and your knowledge and personal experiences.
 Answer the question using specific details and relevant information.
 Reread your response and correct any errors you notice.
This writing task is scored for both Topic Development and Use of
Conventions (grammar, punctuation, etc.) using two separate rubrics.
Code Descriptor

The response is not developed or is developed with irrelevant ideas and information.
10

The response is developed with vague ideas and information; it may contain some irrelevant ideas and information.
20
30

The response is developed with clear, specific and relevant ideas and information.

Clear ,

Specific , o Means direct, easily understood o Means detailed information

Relevant Ideas o Means important information
Code
10
20
Descriptor

Errors in conventions distract from communication.

Errors in conventions do not distract from communication. o Means your writing is legible (easy to read), understandable (has few grammar, spelling, or usage errors).
11

Ex “left it blank”
I Should Have…
Ex. “left it blank”
Next Time I’ll…
“Yesterday…”
12

TIP: The first sentence has to say exactly what happened. Begin with:
“Yesterday…” (When)
TIP: The most important information must be given in this first paragraph.
TIP: Use names you are familiar with:
Family
Friends
Use locations you know: your school,
Street names,
City.
TIP: Each of the 4 W’s
(who, what, where, when) should be explained very clearly.
TIP: These should be new paragraphs.
Indent the first sentence.
TIP: Begin interviews with “When this reporter asked…she said…”
ALWAYS PUT
WHAT A PERSON
SAYS IN QUOTES.
13

Paragraph 1: What happened, when, where, who was involved?
Paragraph 2: Why did it happen? How did it happen? What was done about it?
Paragraph 3+4: Interviews of bystanders. What do they think about it? Officials reactions?
14

Code
10
Descriptor

The response is related to headline and/or photo but is not a news report, OR

The response is a news report related to the headline and/or photo. It identifies an event, but provides no supporting details, or provides details that are unrelated to the event. There is no evidence of organization.
20

The response is related to headline and/or photo but only partly in the form of a news report, OR

The response is a news report related to the headline and/or photo, but the focus on an event is unclear or inconsistent. There are insufficient supporting details: too few or repetitious. There is limited evidence of organization.
30

The response is a news report related to the headline and photo with a clear focus on an event. There are insufficient and/or vague supporting details or the connection of the details to the event is not always clear. There is evidence of organization, but lapses distract from the overall communication.
40

The response is a news report related to the headline and photo with a clear and consistent focus on an event. There are sufficient supporting details, however, only some are specific. The organization is mechanical and any lapses do not distract from the overall communication.
50

The response is a news report related to the headline and photo with a clear and consistent focus on an event. There are sufficient specific supporting details to develop the news report. The organization is logical.
60

The response is a news report related to the headline and photo with a clear and consistent focus on an event. There are sufficient specific supporting details, which are thoughtfully chosen to develop the news report. The organization is coherent demonstrating a thoughtful progression of ideas. o Is your report related to the Headline
AND photo? o Is your report about a newsworthy event (is it interesting, topical, and recent?) o
Do you have specific supporting details:

When, Who, What, Where

Why, How o A thoughtful progression of ideas means you give more detailed info as the report goes on. (think: INTERVIEWS)
15

Focus on Key Words
Clearly AGREE or
DISAGREE
Use a graphic organizer?
Jot point form notes?
Directly relate my response to the prompt?
Have a thoughtful progression of ideas?
Have a clear, consistent opinion?
Identify key points that are thoughtfully chosen?
Develop my position with specific supporting details?
Include examples/proof illustrating my point?
Restate my Opinion?
Summarize my main points?
Include a final thought – connection to community/ world?
PRACTICE:
“Should Uniforms be worn in high school?
”
Write at least 3 paragraphs?
Write in complete sentences?
Write consistently in first or third person?
Check grammar, spelling, punctuation for correctness?
For a sample article go to http://www.cawthrapark.com/eqao/sample.htm
16

Series of Paragraphs Expressing an Opinion Organizer
Re-write the “should” statement as a topic sentence where you clearly state your opinion. You may begin I believe… (First person is allowed)
Write out the MAIN POINT that supports your position, stated in your introduction
*you will have to explain your REASONING with supporting proofs, examples – even facts or statistics
-provide 2-3 sentences to persuade your adult audience that your opinion is thoughtful and valid.
1. Support
proof
2. Support proof
3. Support
proof
Write out the second key POINT that supports your position, stated in your introduction. Again, support your REASON with 2-3 proofs
1.
Support
proof 2. Support
proof
3. Support
proof
If you wish, you may write out the third key
POINT that supports your position, stated in your introduction. Again, support your
REASON with 2-3 proofs
Conclusion
In a final paragraph, RESTATE your opinion. Sum up your main POINTS to reaffirm that the position you have clearly stated is a valid one. Include a connection to your communityor the country, even the WORLD to persuade your adult audience.
17

Read the Task Prompt carefully
DO YOU AGREE OR DISAGREE? dDdisagreedisagreeDISAGREE?
Rewrite the first statement as an “I believe…” statement.
Main Point
2 nd Key Point
“In Conclusion…” (restate opinion, sum up main points, final thought)
If you wish, you may write out a
3 rd Key Point.
18

Code Descriptor

The response is related to the prompt but does not express an opinion, OR

The response expresses an opinion with no supporting details or provides details unrelated to the opinion. There is no evidence of organization. 10
20

The response is related to the prompt, but only part of the response expresses and supports an opinion. OR

The response is related to the prompt, and expresses and supports an opinion, but the opinion is unclear or inconsistent. There are insufficient supporting details: too few or repetitious. There is limited evidence of organization.
30

The response is related to the prompt and expresses a clear opinion. There are insufficient and/or vague supporting details or the connection of the details to the opinion is not always clear. There is evidence of organization, but lapses distract from the overall communication.

The response is related to the prompt. A clear and consistent opinion is developed with sufficient supporting details, however only some are specific. The organization is mechanical and any lapses do not distract from the overall communication. 40
60
50

The response is related to the prompt. A clear and consistent opinion is developed with sufficient specific supporting details. The organization is logical.

The response is related to the prompt. A clear and consistent opinion is developed with sufficient specific supporting details that are thoughtfully chosen. The organization is coherent demonstrating a thoughtful progression of ideas. o Is your opinion piece related to the prompt?

Did you begin by restating the prompt? o Is your opinion consistently either Pro or Con (agree or disagree) NOT BOTH. o Do you have specific supporting details:

Organized points

Clear examples o A thoughtful progression of ideas means each of your points builds up to your conclusion.
19

Code Descriptor

There is insufficient evidence to assess the use of conventions, OR

Errors in conventions interfere with communication.
10
20

Errors in conventions distract from communication.

Errors in conventions do not distract from communication.
30

Control of conventions is evident in written work.
40 o Means your writing is
 legible (easy to read)
 easily understood (has few grammar, spelling, or usage errors) o
Good control means your writing flows (ideas are clearly connected using Transitions— linking language)
20




1. One LONG writing task = a news report OR
a series of paragraphs expressing an opinion
2. THREE brief reading selections with: a) multiple choice questions (answer on the Student Answer Sheet) and sometimes b) one to two six-line written answer questions asking you to:
 summarize the passage
 or explain using information from the passage
 and/or explain using information from the passage and your own ideas
3. One or two SHORT writing task (s) asking you to write an explanatory paragraph that connects to your life experiences
4. One page of MULTIPLE CHOICE questions about grammar, sentence structure and organization (answer on the Student Answer Sheet)


 Spend no more than 15 minutes on the LONG writing task
 Spend no more 10-12 minutes on each reading passage and MULTIPLE
CHOICE questions ( less for the passages with no/few written responses)
 Allot under 10 minutes for the SHORT writing task
 Allot under 10 minutes for the Writing MULTIPLE CHOICE questions about grammar, syntax and organization
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