Multiple Choice - EMC Publishing

Transcription

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Assessment Resource, Level I
Care has been taken to verify the accuracy of information presented in this book. However, the
authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat
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book, and make no warranty, expressed or implied, with respect to its content.
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affiliation, association, or connection with, or sponsorship or endorsement by, such owners.
ISBN 978-0-82193-073-1
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
Web site: www.emcp.com
All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without prior written permission from the publisher. Teachers using
Mirrors & Windows: Connecting with Literature, Level I may photocopy complete pages in
sufficient quantities for classroom use only and not for resale.
Printed in the United States of America
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CONTENTS
Introduction
vii
Formative Surveys
1
About the Formative Surveys
Formative Survey 1
Formative Survey 2
1
3
12
Lesson Tests
23
About the Lesson Tests
23
Unit 1: Fiction
Lob’s Girl
The Goodness of Matt Kaizer
The Circuit / Harvesting Hope: The Story of César Chávez
The All-American Slurp
Eleven / Same Song
All Summer in a Day / The Fun They Had
The Scribe
The Sand Castle / The Forecast: A Warmer World
Aaron’s Gift
La Bamba
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Unit 2: Fiction
Tuesday of the Other June
The Bracelet / In Response to Executive Order 9066
Ta-Na-E-Ka
Becky and the Wheels-and-Brake Boys / The Southpaw
Zlateh the Goat
The Dog of Pompeii / Pompeii
President Cleveland, Where Are You? / Card-carrying Collectors
Dragon, Dragon
The King of Mazy May
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Unit 3: Nonfiction
The Jacket
Abd al-Rahman Ibrahima
Why?
All I Really Need to Know I Learned in Kindergarten /
The World Is Not a Pleasant Place to Be
The Need for Solidarity Among Ethnic Groups
There Is No Salvation for India / An Old Language Lives
The Flight of Red Bird: The Life of Zitkala-Sa
The Pigman and Me
Satchel Paige / The Shutout
Little Rock, Arkansas / Youth
Woodsong
Mi Familia
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© EMC Publishing, LLC
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iv
Unit 4: Nonfiction
The Five “Wanderers” of the Ancient Skies / Earth from Space /
An Ancient Computer Surprises Scientists
Noise Levels / Hearing Under Siege
Developing Your Chops / Muddy Waters
How to Surf / A Sea Worry
Gorillas in the Mist / Woman in the Mists
Childhood Photographs / Diary of a Century
A Breath of Fresh Air?
The Adventures of Tintin: The Black Island
118
Unit 5: Poetry
Ode to La Tortilla
Abuelito Who / The Bats
Life Doesn’t Frighten Me
The Walrus and the Carpenter
Jabberwocky / The Other Alice
There Is No Word for Goodbye / If You Should Go
One Time
Arithmetic
Steps
Break, Break, Break
Almost Evenly Divided
The Sidewalk Racer, or On the Skateboard
Jimmy Jet and His TV Set
Good Hot Dogs
A Remarkable Adventure
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149
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154
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160
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Unit 6: Poetry
The Dream Keeper
in JustThe Wreck of the Hesperus / Dangers of the Deep
Child on Top of a Greenhouse
Cynthia in the Snow
Seal / Whale Breathing
Spring is like a perhaps hand
Blazing in Gold and quenching in Purple
Haiku
The Eagle: A Fragment / Street Corner Flight
Regrets on the Way to an Airport
English Sparrows (Washington Square)
Limericks
A Minor Bird
We grow accustomed to the Dark—
City Trees
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Unit 7: Drama
In the Fog / Gettysburg
The Fairies’ Lullaby / The Stolen Child
Do You Think I’m Crabby?
The Phantom Tollbooth, Act 1
The Phantom Tollbooth, Act 2
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Unit 8: Folk Literature
Arachne / The Orb Weaver
Why Monkeys Live in Trees
The Twelve Labors of Hercules
The Magic Mortar / The Stone
The Cow of No Color / Ewe Proverbs
The Legend of the Hummingbird
The Creation
The Living Kuan-yin
The Affair of the Horns
Clever Anaeet
How Robin Hood Saved the Widow’s Three Sons
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Unit Exams
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About the Unit Exams
Unit 1 Exam
Unit 2 Exam
Unit 3 Exam
Unit 4 Exam
Unit 5 Exam
Unit 6 Exam
Unit 7 Exam
Unit 8 Exam
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Reading Fluency Assessments
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About the Reading Fluency Assessments
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Unit 1: Fiction
Passage 1: from The All-American Slurp
Passage 2: from All Summer in a Day
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Unit 2: Fiction
Passage 3: from Zlateh the Goat
Passage 4: from The King of Mazy May
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Unit 3: Nonfiction
Passage 5: from All I Really Need to Know I Learned in Kindergarten
Passage 6: from The Flight of Red Bird: The Life of Zitkala-Sa
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Unit 4: Nonfiction
Passage 7: from The Five “Wanderers” of the Ancient Skies
Passage 8: from A Sea Worry
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Unit 5: Poetry
Passage 9: from Understanding Imagery and Figurative Language
Passage 10: from The Bats
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Unit 6: Poetry
Passage 11: from Understanding Meaning in Poetry
Passage 12: from Writing Workshop
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vi
Unit 7: Drama
Passage 13: from Introduction to Drama
Passage 14: from Writing Workshop
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Passage 15: from The Magic Mortar
Passage 16: from The Living Kuan-yin
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Alternative Assessment Options
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ANSWER KEY
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LEVEL I
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INTRODUCTION
Assessment is the process of gathering and analyzing information, using a
variety of sources and measures, with the goal of determining what students know
and can do. On a basic level, assessment can be thought of as spanning a continuum
from informal to formal. Informal assessment includes logs and checklists for
teachers and self-assessment rubrics for students. Formal assessment includes
quizzes, tests, and exams.
Assessment can be further categorized into these three types:
• Diagnostic assessment is used before instruction on particular skills or
content to determine a student’s level of competence or mastery and to help
determine appropriate instruction or placement.
• Formative assessment is used during instruction to monitor the student’s
progress and adapt instruction accordingly. This is the ongoing monitoring
of student understanding that occurs on a regular basis in the classroom.
Formative assessment is also used to provide ongoing feedback to the
student and parents.
• Summative assessment is used at the end of a unit, course, or time period
to determine the student’s achievement and competence. Summative
assessment data also provide the basis for assigning grades and for
documenting reports and other analyses.
This Assessment Guide offers a comprehensive package of assessment tools:
• Formative Surveys. Two Formative Surveys measure students’ basic reading
and writing skills. One survey may be administered at the beginning of the
course to establish a student’s baseline and help you identify appropriate
teaching materials for that student. The second survey may be used later in
the course to determine the student’s progress.
• Lesson Tests. Generally, a lesson consists of an individual selection that has
its own Before Reading and After Reading pages in the Student Edition, or
of two or more selections that share a Before Reading and an After Reading
page. Lesson Tests are provided for every lesson in the textbook.
• Unit Exams. The Unit Exams include questions for the most commonly
taught canon selections in the unit, plus questions about the literary
elements and genre covered in the unit.
• Reading Fluency Assessments. For each unit, you will find two Reading
Fluency Assessments. These instruments present passages selected from
that unit in the textbook. Each passage may be read aloud multiple times for
practice and to track progress.
• Alternative Assessment Options. A variety of alternatives to formal,
prescribed testing are discussed in the final section of this guide. Suggestions
for modifying assessments to help English language learners and developing
readers are also included in this section.
Questions from the Lesson Tests and Unit Exams may be combined to create
an end-of-course exam. Answers to the Formative Surveys, Lesson Tests, and Unit
Exams are provided in the Answer Key at the back of this book.
Throughout the Mirrors & Windows: Connecting with Literature program, you
will find many more opportunities for assessment. The Meeting the Standards unit
resource guides provide a selection quiz for almost every selection in the Student
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Edition. The selection quizzes measure recall and comprehension and can be used
to help both teachers and students check for basic understanding of the readings.
In the Speaking & Listening Workshops and Writing Workshops at the end of
each unit in the Student Edition, students are encouraged to assess their own work
using rubrics. Formal assessment is offered in Test Practice Workshops, which ask
students to apply specific test-taking skills in reading, writing, revising, and editing.
Additional test practice is provided by the Reading Assessment quizzes in the high
school books.
The Exceeding the Standards and Differentiating Instruction lessons offer a
variety of informal assessments, including rubrics, checklists, projects, presentations,
and self-quizzes. Formal assessment is presented in the Exceeding the Standards:
Test Practice supplement. This book includes a test-taking skills study guide plus
practice tests in a variety of standardized forms, including ACT and SAT.
ExamView ® Assessment Suite CD
The Lesson Tests and Unit Exams in this book were created from question
banks that are provided on the ExamView® Assessment Suite CD. The tests
themselves are also included on the ExamView® CD. The ExamView® question
banks may be customized to fit your own needs.
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About the Formative Surveys
The two Formative Surveys in this Assessment Guide can help you quickly
identify the skill level of a student, determine how to help that student improve in
areas of weakness, and measure the student’s progress. Each survey contains thirty
questions, some that are connected to specific reading and writing passages and
others that cover reading and writing skills in general.
Formative Survey 1 should be administered at the start of the course to give
you a baseline for each student. Formative Survey 2 may be administered partway
through the course to help you realign instruction, or at the end of the course to
provide a summative measure of progress. The Answer Sheet that follows this
introduction is designed to be used for both surveys.
Each survey question is rated Easy, Medium, or Difficult. The Answer Key at
the end of this Assessment Guide lists the difficulty rating, as well as the correct
answer and the Bloom’s taxonomy level.
The difficulty ratings of the survey questions match up with the difficulty
ratings of the selections in the Mirrors & Windows: Connecting with Literature
Student Edition and of lessons in the program’s Meeting the Standards Unit
Resource Books:
• Each selection in the textbook is rated Easy, Moderate, or Challenging. The
selection ratings are listed in the Scope & Sequence Guides preceding the units in
the Annotated Teacher’s Edition. The ratings are also listed at the beginning of
the Lesson Plans in the Program Planning Guide.
• Many of the lessons in the Meeting the Standards Unit Resource Books are rated
Easy, Medium, or Difficult. The lesson ratings are supplied in the Correlation
to Formative Survey Results that follows the introduction to each Meeting the
Standards book.
You can use a student’s score on a Formative Survey to identify selections and
supplementary materials that will best help that student succeed in this course. As a
general guideline:
If the student
scores . . .
Assign selections
that are rated . . .
Assign Meeting the
Standards lessons
that are rated . . .
21 to 30 points
Moderate to
Challenging
Medium to
Difficult
Exceeding the Standards and
Differentiated Instruction for
Advanced Students
11 to 20 points
Easy to Moderate
Easy to Medium
Exceeding the Standards
10 or fewer
points
Easy
Easy
Differentiated Instruction
for English Language
Learners and Differentiated
Instruction for Developing
Readers
Assign lessons from these
program resources . . .
To further customize instruction, factor in the difficulty levels and Bloom’s
taxonomy ratings of the questions answered correctly by a student. For example, if
a student correctly answers a variety of Moderate and Difficult questions involving
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analysis and synthesis but does not correctly answer any questions involving
evaluation, look for selections that are rated Moderate and for supplementary
materials that teach and reinforce evaluation skills.
Keep in mind that students benefit from practice and reinforcement of newly
learned skills. Consider spiraling your instruction so that you challenge students
with higher-level selections and activities as they become more comfortable with
particular skills and concepts.
Name: __________________________________________________
Formative Survey Answer Sheet
Formative Survey 1
Date: ___________________
1.
A
B
C
D
11.
A
B
C
D
21.
A
B
C
D
2.
A
B
C
D
12.
A
B
C
D
22.
A
B
C
D
3.
A
B
C
D
13.
A
B
C
D
23.
A
B
C
D
4.
A
B
C
D
14.
A
B
C
D
24.
A
B
C
D
5.
A
B
C
D
15.
A
B
C
D
25.
A
B
C
D
6.
A
B
C
D
16.
A
B
C
D
26.
A
B
C
D
7.
A
B
C
D
17.
A
B
C
D
27.
A
B
C
D
8.
A
B
C
D
18.
A
B
C
D
28.
A
B
C
D
9.
A
B
C
D
19.
A
B
C
D
29.
A
B
C
D
10.
A
B
C
D
20.
A
B
C
D
30.
A
B
C
D
Formative Survey 2
Date: ___________________
1.
A
B
C
D
11.
A
B
C
D
21.
A
B
C
D
2.
A
B
C
D
12.
A
B
C
D
22.
A
B
C
D
3.
A
B
C
D
13.
A
B
C
D
23.
A
B
C
D
4.
A
B
C
D
14.
A
B
C
D
24.
A
B
C
D
5.
A
B
C
D
15.
A
B
C
D
25.
A
B
C
D
6.
A
B
C
D
16.
A
B
C
D
26.
A
B
C
D
7.
A
B
C
D
17.
A
B
C
D
27.
A
B
C
D
8.
A
B
C
D
18.
A
B
C
D
28.
A
B
C
D
9.
A
B
C
D
19.
A
B
C
D
29.
A
B
C
D
10.
A
B
C
D
20.
A
B
C
D
30.
A
B
C
D
2
LEVEL I
Assessment Guide
3/30/2009 10:45:10 AM
Name: ____________________________________________________ Date: __________________
Grade 6, Formative Survey 1
Multiple Choice
Identify the choice that best completes the statement or answers the question.
Reading Passages 1 and 2
The Dark
by Elizabeth Madox Roberts
There are six little houses up on the hill.
And when it is night,
There are six little windows with light.
5
The katydids sing and some frogs are about,
And after a while one light goes out.
And then there are five lights still.
The little frogs chirp and I hear a dog bark
Somewhere away in the dark—
Off in the dark away somewhere
10 And only four houses are left up there.
And then there are three, and two, and one,
And the one little house with the light goes on
And on, and the dew gets cool,
And just for a moment there comes an owl . . .
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15 Somebody sings three words, just three,
And five cool shivers go over the tree,
And a shiver goes over me.
A night fly comes with powdery wings
That beat on my face—it’s a moth that brings
20 A feel of dust, and then a bright
Quick moment comes to the one little light.
But it flickers out and then it is still,
And nothing is left on the hill.
Public Domain
February Twilight
by Sara Teasdale
I stood beside a hill
Smooth with new-laid snow,
A single star looked out
From the cold evening glow.
5
There was no other creature
That saw what I could see—
I stood and watched the evening star
As long as it watched me.
Public Domain
_____ 1. Both poems share a tone of
A. longing.
B. aloneness.
C. desperation.
D. hopelessness.
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_____ 2. One similarity between the two poems is that they BOTH
A. take place in the wintertime.
B. take place on or near a hillside.
C. mention another person.
D. mention the surrounding sounds.
_____ 3. Which word BEST describes a characteristic that the narrators of both poems share?
A. sympathetic
B. grateful
C. observant
D. affectionate
_____ 4. What theme do “The Dark” and “February Twilight” share?
A. love of knowledge
B. appreciation for nature
C. interest in the arts
D. quest for truth
_____ 5. Which of the following BEST describes the setting of the two poems?
A. a mountain
B. a beach
C. a hill
D. a valley
_____ 6. What symbol is present in BOTH poems?
A. frogs
B. snow
C. dogs
D. light
Reading Passage 3
The Rocky Road
1
Hannah climbed into the seat next to her father. Ma was traveling in
another wagon with another family. When Pa offered Hannah the chance to
take Ma’s empty seat up front, she eagerly accepted the invitation. Hannah
believed this was her chance to prove that she could help with the journey.
2
Pa was driving the lead wagon. Hannah knew he was determined to
recover some of the time they had lost because of broken wagon wheels and
poor weather conditions. Today the road was a blend of bumps and wagon
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ruts. It reminded Hannah of the people that traveled this way before them.
She wondered where those people were now. Pa had told her that once their
family reached Oregon, there would be one square mile of land for every family.
Hannah hoped the wagons that made these ruts had brought the other families
safely to their new homesteads.
3
The wagon shook and rattled as it rolled over the uneven road. Hannah didn’t
mind the rocky ride or the dust and grit the oxen were kicking up into her
face. Normally, she sat cooped up in the back of the wagon with the supplies.
Somehow, the bumping and rocking seemed worse in the back. Hannah was
grateful to be up front enjoying the fresh air. She liked the responsibility of
helping Pa scout out any possible problems.
4
Tipping her face to the sky, Hannah saw a blanket of blue stretching into the
horizon. Without a storm in sight, the only trouble Hannah could foresee would
be a broken wheel. Her mind at ease, Hannah sat peacefully enjoying the fresh air.
5
Suddenly, a jolt from a deep rut shook the wagon again and Pa slowed
down. The road was getting rougher and the wagons behind them looked like
they were struggling to stay on the trail. Hannah listened to their own wagon
creaking beneath them. It sounded like a fiddle with a broken string.
6
Another jolt caused Hannah to look behind her. Some crates had broken
loose and were sliding toward the back of the wagon. Hannah knew if Pa
stopped it would bring the entire wagon train to a halt. She quickly climbed
into the back of the wagon, pulled some rope out from behind a barrel, hitched
one end of the rope around the sideboard, and tied the other end around her
waist. Then, Hannah inched her way toward the back of the wagon and finally
reached the runaway crates. She used all the strength she could muster to push
them back into place. Finally, Hannah removed the rope from her waist and
used it to secure the crates. She tugged on the knots to make sure the ropes
would hold up to the rough terrain.
7
Finally, the commotion settled down and Hannah breathed a quiet sigh
of relief. She found a spot in the back where she could sit and watch over the
supplies. Hannah realized that taking part in this journey meant taking on
responsibilities regardless of where she sat in the wagon.
_____ 7. How does Hannah’s attitude towards travel change at the end of the story?
A. She thinks that riding in the front seat is exciting.
B. She believes that she should not move the heavy barrels in the wagon.
C. She learns that the journey will become easier over time.
D. She realizes that her position in the wagon does not relate to the importance of her job.
_____ 8. The reader learns about Hannah through her
A. description of the journey.
B. thoughts and actions on the journey.
C. conversations with her father.
D. understanding of the trail.
_____ 9. What is the MAIN conflict in this story?
A. Poor weather conditions slow the wagon trail.
B. Ma is riding in another wagon with another family.
C. Hannah understands the problems of riding in a wagon trail.
D. The rough trail causes the crates to slide toward the back of the wagon.
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_____ 10. How is the conflict in the story resolved?
A. The wagon changes direction.
B. Pa brings the wagon to a stop.
C. Hannah rides in a different wagon.
D. Hannah ties the crates with a rope.
_____ 11. What caused Pa to slow down on the trail?
A. The road was rough and bumpy.
B. Some supplies fell off the wagon.
C. Pa was concerned about bad weather.
D. Hannah was worried about a broken wheel.
_____ 12. Which statement expresses an important theme of the passage?
A. Patience and hard work usually pay off.
B. Animals respect those who are respectful.
C. Everyone needs to help out to make things work.
D. People understand each other best by listening first.
_____ 13. How does Hannah show courage in the face of danger?
A. by tying down the crates after they come loose
B. by helping to fix the wagon after it falls in a rut
C. by slowing down the oxen when they become scared
D. by going to her father for help when they lose some supplies
_____ 14. Hannah’s decision to move from the front to the back of the wagon is caused by
A. her desire to keep the wagons moving.
B. her feeling that she would be more comfortable there.
C. her disappointment that she isn’t able to drive the wagon.
D. her knowledge that she has a better view of the wagons from the rear.
Reading Questions
_____ 15. Read the sentence.
The playing cards were all uniform.
The word form means “shape.” What does the word uniform mean as it is used in the
sentence above?
A. to shape
B. no shape
C. one shape
D. without shape
_____ 16. Read the dictionary entry and the sentence below it.
reflect v. a) to give back or show an image b) to bend back light from a surface c) to
bring blame or discredit d) to express carefully considered thoughts
In her essay, Brianna reflects on her childhood experiences.
Which dictionary entry BEST defines the underlined word as it is used in the sentence?
A.
B.
C.
D.
to give back or show an image
to bend back light from a surface
to bring blame or discredit
to express carefully considered thoughts
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_____ 17. Read the Table of Contents.
Chapter 1: America Before the Americans
Chapter 2: Colonial Taxes
Chapter 3: Revolutionary Heroes
Chapter 4: Symbols of a New Nation
Chapter 5: From Farm to Factory
Which chapter would provide the BEST information about the first American flag?
A. Chapter 1
B. Chapter 2
C. Chapter 3
D. Chapter 4
_____ 18. Read the card catalog entry.
Who wrote the book listed on the entry?
A. Thomas Jefferson
B. Citadel Press
C. Presidents
D. Francine Caldwell
The unusual gemstone was remarkably transparent.
Which word is an ANTONYM of the underlined word?
A. hard
B. clear
C. cloudy
D. smooth
_____ 20. Which of the following words has a negative connotation?
A. decent
B. independent
C. established
D. cowardly
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Assessment Guide
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Writing Passage
The following is a rough draft of a student’s report. It contains errors.
The Mayo Brothers
(1) A new type of medical practice started on the plains of the Midwest in
the early 1900s. (2) One of the founding doctors stated: “The best interest of the
patient is the only interest to be considered.” (3) The doctor, William J. Mayo,
and his brother, Charles H. Mayo, began one of the most respected hospitals in
the world: the Mayo Clinic. (4) My friend Sally has been there.
(5) The practice began in 1889. (6) During this time, the Mayos’ hometown
of Rochester had a shortage of doctors. (7) The Mayo brothers practice grew in
the late 1800s and early 1900s. (8) They knew that they could not treat all of the
patients and run the business alone, so they brought in more doctors and more
business people to help the clinic treat more people. (9) The business people
developed ways to help staff deal with record keeping and paperwork. (10) The
new doctors focused on treating specific parts of the body.
(11) For example, some doctors were hired to work only on the bones of
the human body. (12) Other doctors treated the brain, the heart, the lungs, or
the skin. (13) The doctors were thus able to give better care to their patients by
focusing on one part of the body.
(14) The Mayo Clinic had more changes in store for the world. (15) In 1907
an employee brought a new filing system to the hospital. (16) The system made
it possible to find all of a patient’s medical records in one location. (17) Today,
this way of keeping records will be used in hospitals around the world.
(18) Since its beginning, the Mayo Clinic has treated more than six million
people. (19) Patients come from many different countries. (20) The original
clinic has grown to include three clinics and four hospitals. (21) It has also
grown from a tiny staff of two doctors to 40,000 employees.
Another doctor was concerned with the ears, nose, and throat.
Where should the sentence be added to the passage as a supporting detail?
A. after Sentence 9
B. after Sentence 12
C. after Sentence 15
D. after Sentence 21
_____ 22. Which sentence should be added to the last paragraph to help conclude the report?
A. More staff members will need to be hired next year.
B. Some people traveled long distances in hopes of seeing the Mayo doctors.
C. The Mayo Clinic now offers educational programs in three different states.
D. It was only meant to help one town but has grown into a business that serves the
world.
Assessment Guide
LEVEL I
9
3/20/2009 2:19:09 PM
_____ 23. Read the sentence from the report.
(8) They knew that they could not treat all of the patients and run the business alone,
so they brought in more doctors and more business people to help the clinic treat
more people.
Which is the BEST way to rewrite the sentence?
A. They knew that they could not treat patients and run the business, so they brought in
people who could.
B. They knew that they alone could not treat all of the patients and run the business, so
they hired more doctors and business people to help.
C. They knew that they could not treat all of the patients and run the business alone, so
they brought more doctors and business people in to help the clinic with treating more
people.
D. They knew that they could not treat all of the patients by themselves and run the
business by themselves, so they brought in more doctors and more business people.
_____ 24. Read the sentence from the report.
(9) The business people developed ways to help staff deal with record keeping and
paperwork.
Which word BEST replaces the underlined part of the sentence?
A. limit
B. collect
C. decrease
D. manage
_____ 25. Read this sentence from Paragraph 2 of the passage.
The practice began in 1889. During this time, the Mayos’ hometown of Rochester had
a shortage of doctors.
Which of the following BEST combines the sentences?
A. began in 1889, when
B. began in 1889, but
C. began in 1889, so
D. began in 1889, with
_____ 26. Read the sentences from Paragraph 4 of the passage.
In 1907 an employee brought a new filing system to the hospital. The system made it
possible to find all of a patient’s medical records in one location.
What is the BEST way to combine the sentences?
A. In 1907 an employee brought a new filing system, that made it possible to find all of a
patient’s medical records in one location, to the hospital.
B. In 1907 an employee brought a new filing system to the hospital, the system made it
C. In 1907 an employee brought a new filing system to the hospital that made it possible
to find all of a patient’s medical records in one location.
D. In 1907 an employee brought a new filing system to the hospital, the system making it
10
LEVEL I
Assessment Guide
3/20/2009 2:19:09 PM
Writing Questions
The guard was instruct to stay at the gate until midnight.
Which is the correct way to write the underlined part of the sentence?
A. is instructing
B. was instructed
C. instructing
D. instructed
_____ 28. Read the sentences.
1. The meeting was closed to the public. 2. Nevertheless, many citizens showed up
demanding to be heard. 3. The mayor eventually agreed that they had a right to be
heard. 4. The doors opened, and so began the city’s noisiest meeting on record.
Which sentence serves as a transition?
A. Sentence 1
B. Sentence 2
C. Sentence 3
D. Sentence 4
_____ 29. Which sentence has a compound subject?
A. The bread is on the table next to the butter.
B. The paper is on the desk.
C. Karla and Mikayla shouted with joy.
D. Playing games takes time and patience.
_____ 30. Read the sentence fragment.
Crawling around on the ground, members of the Geology Club looking for geodes.
How should the fragment be written to make a complete sentence?
A. While crawling around on the ground, members of the Geology Club looking for
geodes.
B. Crawling around on the ground, members of the Geology Club looked for geodes.
C. Members of the Geology Club crawling around and looking for geodes.
D. Geology Club members crawling around and looking for geodes.
Assessment Guide
LEVEL I
11
3/20/2009 2:19:09 PM
Name: ____________________________________________________ Date: __________________
Grade 6, Formative Survey 2
Multiple Choice
Reading Passage 1
A Canoe’s Night Music
Our paddles clang the metal sides
Turning the canoe into kettle drums
Until we rest our arms and glide
And note how canoe and water hum.
5
The sheet music we follow is the moon
That shines our path on the lake.
We listen to our booming tune,
The music a canoe makes.
The moon strikes the other shore.
10 We aim our prow* for that silver spot,
Paddling so hard with wooden oars
That we make the water shout.
Clangs, splashes, and shouts—our chorus
The rhythm of canoe and water—our band
15 The finale waits on the shore before us
As we land in rasping sand.
12
LEVEL I
Assessment Guide
3/20/2009 2:19:09 PM
Another light draws our feet
A campfire crackles in a crowd,
But still in our hearts we hear the beat
20 Of our canoe’s music thrumming loud.
Our friends clap for our performance
We played our instrument with no flaws
These friends have been our audience,
And we bow to their applause.
*prow: a projecting forward part, a boat’s hull
_____ 1. What is the setting of the poem?
A. a sunny day by the ocean
B. a moonlit night on a lake
C. early morning on a river
D. late afternoon on the sea
_____ 2. What image is created in Stanza 1 of the poem?
A. A crowd is cheering a canoe race.
B. A band is playing loud music.
C. A canoe is gliding through the water.
D. A choir is singing from sheet music.
_____ 3. What effect does the moon have on the performance?
A. It causes the canoeists to become tired.
B. It helps the canoeists find direction.
C. It makes the canoe glide smoothly.
D. It causes the canoe to slow down.
_____ 4. What is the rhyming pattern throughout the poem?
A. The first and last lines of the poem rhyme.
B. The first and last lines of each stanza rhyme.
C. In each stanza, the first and second lines rhyme, and the third and fourth lines rhyme.
D. In each stanza, the first and third lines rhyme, and the second and fourth lines rhyme.
_____ 5. Read Line 12 from the poem.
That we make the water shout.
What type of figurative language is used in this excerpt?
A. personification
B. onomatopoeia
C. alliteration
D. metaphor
_____ 6. Which of the following BEST summarizes the main idea of Stanza 4?
A. The sand is scratchy on the rowers’ feet.
B. The canoe ride sounds musical to the rowers.
C. The rowers think the campfire feels welcoming.
D. The rowers are glad to be on shore.
Assessment Guide
LEVEL I
13
3/20/2009 2:19:10 PM
_____ 7. In the poem, the author compares canoeing to a band performance because
A. a canoe is much like a drum.
B. both are actions done with a regular beat.
C. the music made by both is similar.
D. both have an audience in attendance.
_____ 8. How does the mood change from the beginning of the poem to the end?
A. relaxed to stressed
B. anticipation to prideful
C. nervousness to careful
D. excited to disappointed
Reading Passages 2 and 3
Vanessa’s Big Race
1
The 400-meter run has always been my best race. This year I’ve won the
400-meter at every single track meet. And last year, in the fifth grade, I won
it almost every time, too—except at the state championships, when I lost to
Audrey Donohue. She was a spindly girl with long, skinny legs that seemed
taller than my entire body. She wore her chin-length red hair down while
she ran, even though all the rest of us pinned ours back with ponytails and
barrettes. After she won last season, I promised myself that this year, in middle
school, things would be different.
2
When the day of the state championships finally arrived, I was pretty
nervous.
3
“Do you have everything you need, Vanessa?” Mom asked me when we
arrived at the track.
4
“I think so,” I answered, checking through my gym bag.
5
“I’ll be rooting for you,” Mom said, giving me a hug. Then she gave me a
serious look. “You know you’re a winner to me no matter what.”
6
“Mom!” I laughed as I headed for the locker rooms. “Don’t be so dramatic!
I’ll be okay.”
14
LEVEL I
Assessment Guide
3/20/2009 2:19:10 PM
7
And I was. But right before the 400-meter race, I saw Audrey. I was in the
bathroom washing my hands when she came in. I felt like I couldn’t breathe,
but she seemed completely relaxed. We looked at each other, and I smiled
awkwardly. She nodded slowly in my direction and disappeared around the
corner.
8
Minutes later, we were lined up side by side on the starting line.
9
I swallowed hard. “Good luck,” I told Audrey, surprised that I actually
meant it. Somehow I disliked her and admired her at the same time.
10
“Thanks,” she replied, tossing her hair. “You know, you did really well last
year.”
11
I stared at her through squinted eyes. How much ruder could she be?
Obviously I hadn’t done well last year! I had lost, and she had won. She
probably thought she was really clever for saying that right before the race, but
boy, was she ever wrong.
12
When the starting gun sounded and we all took off, it was as if I was on
fire. After only ten seconds, I had already left Audrey far behind. ‘She’s way
back where she deserves to be,’ I thought. I was almost tempted to turn around
to see how much of a lead I had. But as I flew around each bend in the track,
I could see the other runners out of the corner of my eye. I could see Audrey
and her silly hair blowing in her face. I could see Mom standing up to cheer as I
approached the final stretch. And I could see the finish line straight ahead, wide
open and waiting for me.
Audrey Takes Second
1
When I got home from the state championship track meet, Grandpa was
sitting outside, reading a book.
2
“So, Audrey?” he asked. “How did my girl do today?” I slumped down on
the porch swing and leaned against him. “Not so well, Grandpa.”
3
“That isn’t true, Bruce!” Grandma called out from down the driveway. “She
was wonderful. Show him your ribbons, Audrey.”
Assessment Guide
LEVEL I
15
3/20/2009 2:19:10 PM
4
I sighed and pulled out the ribbons I had received at the awards ceremony.
I had run three races, but I hadn’t brought back even one blue ribbon. Instead,
they were all red.
5
“You placed second in all your races!” Grandpa exclaimed. “That’s really
something to be proud of.” He squeezed my arm, and I tried not to look so
discouraged.
6
“She’s upset that she lost the 400-meter,” Grandma explained, and I was
glad she did. I wasn’t in the mood to say the words out loud myself. Then she sat
down on the other side of me. “Just because you didn’t come in first in this one
little race doesn’t mean you’re not a good runner, Audrey. All it means is that
somebody happened to be a little faster than you today.”
7
They were so nice, but they just didn’t understand. I sat up straight and
took a deep breath.
8
“I’m not upset mainly about losing,” I began.
9
Grandma and Grandpa sat quietly, ready to listen.
10
“It’s Vanessa Marlow,” I said. “She’s a really good runner from Houston, and
last year I beat her in the 400-meter. It was definitely a close race. So I showed
up today knowing how good she was, that she might even be able to win. We
saw each other before the race, and I wanted to tell her that I thought she was
really talented, but I froze up. And then, as we were standing on the starting
line, she wished me good luck, so I told her that she did a good job last year.
She looked mad—she must’ve thought I was trying to be mean. I felt so worried
and distracted that I could barely run at first. I felt terrible, and I’ll bet she felt
terrible, too.” I stopped for a second. “Until she won the race, that is.”
11
Grandma looked over at Grandpa and smiled. Then Grandpa started
laughing.
12
“What’s going on?” I asked in a panic. “I’ve had a terrible day, and now
you’re laughing at me?”
13
“I’m sorry, honey,” Grandpa answered. “I don’t mean to laugh. It’s just that
your story wasn’t what we expected at all. We thought maybe you were upset
because you lost to your rival. But instead you’re upset because you think you
may have caused her to be upset. That’s pretty nice of you. Don’t you think?”
14
“I guess so,” I said. I saw their point, but I still felt bad. At least I would
probably have another chance to talk to Vanessa at the state championships
next year.
_____ 9. How are the endings different in “Vanessa’s Big Race” and “Audrey Takes Second”?
A. Vanessa vows to run the race again next year, while Audrey does not.
B. Audrey feels regretful, while Vanessa does not.
C. Vanessa seeks support from her family, while Audrey does not.
D. Audrey wins several races, while Vanessa does not.
16
LEVEL I
Assessment Guide
3/20/2009 2:19:10 PM
_____ 10. Based on evidence provided in these stories, how are Vanessa and Audrey’s feelings
similar?
A. Both girls wish they could become closer friends with each other.
B. Both girls believe that the other is truly the better runner.
C. Both girls are sometimes nervous to be around each other.
D. Both girls become angry over something the other one says.
_____ 11. One way that Audrey and Vanessa are similar in these stories is that they both —
A. make an attempt to treat each other with respect
B. express delight over beating the other on the track
C. feel that they ran the very best race they could
D. wish they could have the opportunity to apologize
_____ 12. When read together, Vanessa and Audrey’s stories show that —
A. people who work as a team can achieve more than people who work on their own
B. parents should show their love for their children by being strict but fair
C. childhood friendships often last longer than friendships made later in life
D. people sometimes fail to understand the true meaning behind others’ words
_____ 13. One way in which these stories differ is that the events in “Vanessa’s Big Race” —
A. take place before the events in “Audrey Takes Second”
B. help to solve the problems that arise in “Audrey Takes Second”
C. takes place as a result of the events in “Audrey Takes Second”
D. help to prove as incorrect the details provided in “Audrey Takes Second”
_____ 14. Why did the author of “Vanessa’s Big Race” and “Audrey Takes Second” most likely write
these stories?
A. to give suggestions about how athletes should act toward one another
B. to compare and contrast the thoughts and experiences of two rivals
C. to convince the reader to participate in team sports activities
D. to teach a lesson about the importance of family support
Reading Questions
Many particles of dust settled on the microscope lens.
What does the word particles MOST nearly mean?
A. pieces
B. divisions
C. layers
D. varieties
I had to wait forever for a seat to become available on the bus.
Which type of figurative language is used in the sentence?
A. idiom
B. simile
C. metaphor
D. hyperbole
Assessment Guide
LEVEL I
17
3/20/2009 2:19:10 PM
_____ 17. Read the dictionary entry.
single adj. 1. not accompanied by another 2. consisting of one part 3. a one-base hit 4. a
song
Read this sentence.
Only a single flower grew in the thick grass.
Which definition of single is used in the sentence?
A. definition 1
B. definition 2
C. definition 3
D. definition 4
_____ 18. Which resource would provide the MOST current information about city bus routes?
A. a daily weather report
B. a monthly newsletter
C. a local city newspaper
D. a city transportation website
_____ 19. How do the words quiet and solemn differ?
A. Quiet means making little sound, but solemn means making no sound.
B. Solemn means being serious, but quiet means making no sound.
C. Quiet means making no sound, but solemn means making some sound.
D. Solemn means making little sound, but quiet means trying to make no sound.
_____ 20. Read the card catalog entry.
Which information would be MOST useful in locating this work?
A. 645 Ca
B. Thomas Jefferson
C. 2005
D. History
18
LEVEL I
Assessment Guide
3/20/2009 2:19:10 PM
_____ 21. Which question could NOT be answered by using this chart?
A.
B.
C.
D.
Did Lincoln get married while he was president?
What job did Lincoln have before becoming involved in politics?
Was the Emancipation Proclamation issued during the Civil War?
Was Lincoln alive at the end of the Civil War?
Writing Passage
The following is a rough draft of a student’s report. It contains errors.
Sleep Facts
1
You may live with adults that pester you about sleeping. Especially if you
are a kid like me. They tell you that you should be going to bed at a certain time.
They might say that you need sleep because you’re growing or so you can do
well in school. Well guess what? They might be right!
2
You may have noticed that tiny babies sleep a lot. A small baby will spend
most of its first year just sleeping. Besides, little six-month-old infants start off
sleeping about twenty hours a day, and gradually sleep less as they approach age
two. Three and four-year-olds, or toddlers as they are known, need about ten
to fourteen hours of sleep a day. Five-year-olds need about ten hours, and kids
from ages six to nine need at least nine to ten hours of sleep each night. Here’s
the best part—people from ages 10 to 12 need only about nine hours of sleep
each night. Teenagers and adults need about 8 hours of sleep a night.
Assessment Guide
LEVEL I
19
3/20/2009 2:19:10 PM
3
Why does the human body need so much sleep? While you are asleep, your
body has work to do. Think of yourself as a computer that is powered on all of
the time. Even though no one may be using the computer overnight, it can still
run automatic programs and update itself. The brain is also busy sorting and
storing memories for you. Your body is also like a rechargeable battery. When
you are asleep, your brain is powering up your body for the next day. If a person
misses even a single hour of required sleep, he or she can have serious problems
thinking and moving the next day!
4
Without adequate sleep, you may be extremely worn out and so tired that
you can’t get through the day because you didn’t get enough sleep. You might
have slow reaction times and not be able to participate in class activities or
recess. You could have trouble with your memory, become grumpy, or even
fall asleep in the middle of an activity. Lack of sleep can cause you problems in
school and with your friends.
5
Sleep experts with the National Heart, Lung, and Blood Institute suggest
some basic techniques you can use to help yourself get to sleep. Their Star
Sleeper campaign for kids recommends setting a regular bedtime for yourself
and trying your best to keep it. For people that have trouble sleeping, it is
recommended that they try taking a warm bath, getting at least 8 hours of sleep,
reading a book, and sleeping in a quiet room. Remember that it’s normal to
dream while you are asleep.
6
Even though our bodies have a special timer inside that makes us wake
up when the sun is shining and become sleepy when it turns night, there are
behaviors that may get in the way of this. Experts say there are activities you
should not do before bedtime. Don’t drink caffeinated sodas, eat big meals or
exercise before you go to bed. As a matter of fact, doing these things can cheat
you out of the rest you need to be your best every day! Getting enough sleep
each night may be the easiest thing to do to help you succeed in sixth grade.
_____ 22. Read the sentence from Paragraph 3 of the report.
If a person misses even a single hour of required sleep, he can have serious problems
thinking and moving the next day!
To improve the flow of the report, this sentence should be moved to
A. Paragraph 1.
B. Paragraph 2.
C. Paragraph 4.
D. Paragraph 6.
_____ 23. Read the sentence from Paragraph 4.
Without adequate sleep, you may be extremely worn out and so tired you can’t get
through the day because you didn’t get enough sleep.
What is the BEST way to revise the sentence to avoid repetition?
A. Without adequate sleep, you may be so exhausted you can’t get through the day.
B. Without adequate sleep, you can’t get through the day because you are tired and didn’t
sleep enough.
C. Without adequate sleep, you may be tired and too drowsy to get through the day.
D. Without adequate sleep, you can’t get through the day because you didn’t get enough
sleep and you are tired.
20
LEVEL I
Assessment Guide
3/20/2009 2:19:10 PM
_____ 24. Which sentence would be the BEST topic sentence for Paragraph 4?
A. Rip Van Winkle slept for 20 years.
B. One-third of a person’s life is spent sleeping.
C. A person can have four to seven dreams in one night.
D. Sleep is an important part of having a healthy body and mind.
_____ 25. Read the sentences from Paragraph 1 of the report.
You may live with adults that pester you about sleeping. Especially if you are a kid like me.
They tell you that you should be going to bed at a certain time.
Which is the BEST way to combine the sentences to improve meaning?
A. If you’re a kid like me, then you may live with adults that pester you about sleeping so
they tell you that you should be going to bed at a certain time.
B. If you’re a kid like me, then you may live with adults that pester you about going to
bed at a certain time.
C. You may live with adults, especially if you’re a kid, that pester you about sleeping and
tell you that you should be going to bed at a certain time.
D. You may live with adults that pester you about sleeping, especially if you are a kid like
me, so they tell you what to do like going to bed at a certain time.
_____ 26. Read the sentence from Paragraph 6 of the report.
Even though our bodies have a special timer inside that makes us wake up when
the sun is shining and become sleepy when it turns night, there are behaviors that
may get in the way with this.
What is the BEST way to rewrite the underlined part of the sentence to improve word
choice?
A. interfere with sleep
B. hold up the process
C. mess up the special timer
D. get annoying
_____ 27. Which sentence would BEST be deleted from Paragraph 5?
A. Sleep experts with the National Heart, Lung and Blood Institute suggest some basic
techniques you can do to help yourself get to sleep.
B. Their Star Sleeper campaign for kids recommends setting a regular bedtime for
yourself and trying your best to keep it.
C. For people that have trouble sleeping, it is recommended that they try taking a warm
bath, getting at least 8 hours of sleep, reading a book, and sleeping in a quiet room.
D. Remember that it’s normal to dream while you are asleep.
Writing Questions
_____ 28. Which sentence has a compound verb?
A. Sam and Mary enjoy walking their dog.
B. Jean cooks dinner with her parents.
C. Sara will help you complete your homework.
D. Reading and studying take up most of my time.
Assessment Guide
LEVEL I
21
3/20/2009 2:19:10 PM
_____ 29. Read the sentences.
1. Detective Alvarez followed the dog’s trail. 2. Unfortunately, that trail went under a
fence, over a hedge, and through a muddy field. 3. By the time he caught up with the
dog, the detective was covered with mud, his uniform was torn, and he was soaking
wet. 4. Back at the police station, he looked at himself in the mirror and laughed. 5.
He wished he could just shake the water off, like the dog was now doing.
Which sentence serves as a transition?
A. sentence 2
B. sentence 3
C. sentence 4
D. sentence 5
_____ 30. Read the paragraph.
(1) Elephants on earth are amazing animals. (2) They are the largest land mammal.
(3) They have large ears and a long trunk. (4) They also have tough skin and a ropelike tail. (5) Elephants are indeed huge and their interesting characteristics make them
fascinating to watch.
What is the BEST way to combine Sentences 1 and 2?
A. Elephants are amazing animals; they are the largest land mammal on earth.
B. On earth elephants are amazing animals; they are the largest land mammal.
C. Elephants are the largest animal; on earth they are amazing.
D. On earth elephants are the largest animal; they are amazing.
22
LEVEL I
Assessment Guide
3/20/2009 2:19:10 PM
About the Lesson Tests
The Lesson Tests align with the lessons in the Mirrors & Windows: Connecting with
Literature Student Edition. In most cases, a lesson comprises the content provided
for a single literary selection, including the selection and its Before Reading and
After Reading sections. The Lesson Test for a single selection generally includes
twelve to twenty questions: eight to ten multiple choice, five to ten matching, and
one essay. Variations on this basic lesson format include the following:
• Shorter selections, such as poems, may have fewer items and often do not have
matching questions.
• If any type of Connection material is included with the selection, it is considered
part of the lesson. In the case of a Literature Connection, Primary Source
Connection, or Informational Text Connection, at least one question about that
piece is included in the Lesson Test.
• For a Comparing Literature or other grouping, all the grouped selections and
the accompanying Before and After Reading are treated as a single lesson.
Approximately equal numbers of multiple-choice questions about each selection
are provided in the Lesson Test. Matching questions are included for just one
of the selections, while the essay question addresses all the selections in the
grouping.
The title of each Lesson Test indicates what selection or selections it covers,
and subheads within the test identify groups of questions that relate to specific
selections. Approximately equal numbers of easy, medium, and difficult questions
are included in each Lesson Test. Each question has been assigned a value of one
point; you may weight different types of items as you see fit. The questions in the
test are also rated according to the six levels of Bloom’s taxonomy: knowledge,
comprehension, application, analysis, synthesis, and evaluation.
Completing a Lesson Test should take students approximately thirty minutes.
This estimate allows ten minutes for the multiple choice and matching questions
and twenty minutes for the essay. Depending on the level of detail expected in the
response to the essay question, you may allow students to refer to the text of the
selection while they complete this part of the test. Answers to the questions are
provided in the Answer Key at the end of the book.
Lesson Tests on the ExamView ® Assessment Suite CD
Each Lesson Test in this book includes a portion of the questions available in a bank
created for the selection or selections. The full question bank, along with the Lesson
Test as it is presented in this guide, is available on the ExamView® Assessment Suite
CD. The ExamView® question banks include details about the difficulty level and
Bloom’s taxonomy level of each question. You may use the ExamView® question
banks to compile your own tests, or you may edit the ExamView® Lesson Tests to
adapt them for your unique needs.
grade06_AG_03_LessonTests.indd 23
Assessment Guide
LEVEL I, UNIT 1
23
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3/20/2009 2:19:19 PM
Name: ____________________________________________________ Date: __________________
Lob’s Girl, page 9
Lesson Test
Multiple Choice
for Lob’s Girl
_____ 1. Sandy’s father is reluctant to take Lob from Mr. Dodworth because
A. he worries that his children are not responsible enough to take care
of a pet.
B. he knows that his sister, Rebecca, does not like dogs.
C. the dog has a history of running away.
D. he fears the dog will be too expensive.
E. Mr. Dodworth is old and in need of the company that Lob provides.
_____ 2. Dr. Travers and his wife
A. believe the trucker was trying to kill Sandy.
B. stay by Sandy’s bedside for days, hoping she will come out of her
coma.
C. do their best to take care of Sandy until the ambulance arrives.
D. quarrel over who should be called to rescue Sandy.
E. vow never to drive on that steep, narrow road again.
_____ 3. Which of the following is the best synonym for the word agitated in
the sentence “When the man could not find his wallet, he became very
agitated”?
A. frightened
B. upset
C. calm
D. interested
E. sorrowful
_____ 4. As Jean and Bert are about to leave for the hospital, Aunt Rebecca says,
“Oh, if only I’d never invited the poor child.” From this comment, it
can be inferred that
A. Rebecca is a very intelligent woman.
B. the family does not yet know the seriousness of Sandy’s injuries.
C. no one visits Rebecca Hoskins without an invitation.
D. Rebecca feels it is her fault that Sandy was out on the road that
evening.
E. Rebecca has more money that Sandy’s parents.
Assessment Guide
LEVEL I, UNIT 1
25
3/20/2009 2:19:19 PM
_____ 5. Early in the story, the author describes Sandy’s hometown as a Cornish
fishing village surrounded by cliffs, a beach, and a steep, twisting road.
In what way does this description provide information that proves to
be important later in the story?
A. It is on the steep, twisting road that the trucker’s brakes fail, causing
him to hit Sandy.
B. Sandy would not have slipped into in a coma if she had lived in a
bigger town, near a major hospital.
C. Because Cornwall is a fishing village, many of the men are away
from home when Sandy is hit.
D. The cliffs make Don’s search for Lob much more difficult.
E. Access to the beach allows Don and his friend to bury Lob at sea.
_____ 6. What word best describes Granny Pearce’s feelings when she learns
that Lob was killed by the truck?
A. sadness
B. bitterness
C. shock
D. anger
E. regret
_____ 7. Why do the doctors finally allow Granny Pearce to bring Lob into the
hospital?
A. They think it can’t hurt and it might possibly help.
B. They are dog-lovers themselves.
C. Lob is a particularly well-behaved dog.
D. They are afraid of Granny Pearce.
E. It seems cruel to leave a dog outside in the rain.
_____ 8. Sandy’s family
A. loves Sandy deeply.
B. never appreciated the connection Sandy had with Lob.
C. often comes between Sandy and her dog.
D. has mixed feelings about Lob.
E. is never able to accept Lob’s death.
_____ 9. Which statement best sums up the ending of the story?
A. People should never give up hope.
B. Dogs make the best heroes.
C. Doctors can learn many things from animals.
D. The human body can bounce back from many terrible injuries.
E. Some events cannot be fully explained.
Read the following passage. Then answer the question(s) below.
“Listen, Mother,” said Bert. “Lob was killed by the same truck that hit
Sandy. Don found him—he was dead. Ribs all smashed. No question
of that. Don told me on the phone—he and Will Hoskins rowed a
half mile out to sea and sank the dog with a lump of concrete tied to
his collar. Poor old boy. Still—he was getting on. Couldn’t have lasted
forever.”
“Sank him at sea? Then what—?”
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LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:19 PM
Slowly old Mrs. Pearce, and then the other two, turned to look at
the trail of dripping-wet footprints that led down the hospital stairs.
_____ 10. Why does the author emphasizes the condition of Lob’s body and the
details of his burial?
A. It makes the story more heart-wrenching.
B. It shows that Lob could not possibly have made it to the hospital.
C. It helps the reader understand how difficult it is to lose a pet.
D. It explains why the doctor allowed Granny Pearce to bring Lob into
Sandy’s room.
E. Both A and C
Matching
for Lob’s Girl
Choose the best definition for each of the following words.
A.
B.
C.
D.
E.
decisively
atone
inquire
erupt
beseechingly
F.
G.
H.
I.
J.
intimated
trawling
haggard
dislodge
riveted
_____ 11. appearing extremely tired
_____ 12. communicated without using words
_____ 13. force something loose
_____ 14. dragging a net to catch fish
_____ 15. fixed firmly in place
_____ 16. make up for a wrong action
_____ 17. explode
_____ 18. ask
_____ 19. in a firm, confident manner
_____ 20. in a desperate, pleading way
Essay
for Lob’s Girl
21. Supernatural fiction is fiction in which impossible things happen. Explain
what events in “Lob’s Girl” could not happen in the real world. How do these
supernatural elements add to the story? Use details from the selection to
support your response.
Assessment Guide
LEVEL I, UNIT 1
27
3/20/2009 2:19:19 PM
Name: ____________________________________________________ Date: __________________
The Goodness of Matt Kaizer, page 25
Lesson Test
Multiple Choice
for The Goodness of Matt Kaizer
_____ 1. When Mr. Bataky sees Matt, he thinks Matt is
A. a bad kid.
B. a long-lost friend.
C. a minister.
D. his son.
E. an angel.
_____ 2. Each time Matt visits Mr. Bataky, his friends
A. make fun of him.
B. ask him what Mr. Bataky has said.
C. try to convince Matt that he really is an angel.
D. become friendlier with Mary Beth.
E. wear white clothes and light-colored ties.
_____ 3. Why does Mary Beth let Matt in to see her father?
A. She is frightened at the thought of being alone with her father when
he dies.
B. She thinks Matt has come to visit on behalf of her classmates.
C. She has secretly liked Matt for a long time.
D. She thinks that a minister’s son will know how to comfort her
father.
E. She thinks it might bring her father some hope to have a visitor.
_____ 4. Which of the following is an antonym for the word flushed in the
sentence “The girl flushed when her teacher began to praise her”?
A. paled
B. smiled
C. blinked
D. sagged
E. cried
_____ 5. In this story, what type of character is Chuck?
A. the protagonist
B. the antagonist
C. a round character
D. a static character
E. a major character
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LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:19 PM
_____ 6. Why does Rev. Kaizer dare Matt to pay a second visit to Mr. Bataky?
A. He wants to see if his son really can say no to a dare.
B. He believes Matt needs to confront death.
C. He wants Matt to apologize for his earlier behavior.
D. He is angry that Matt has accepted so many dares from his friends.
E. He thinks that daring him is the best way to get him to go.
_____ 7. How does Matt’s outward appearance communicate how he is feeling?
A. He dresses more neatly as he begins to think of himself as good.
B. He wears plain white T-shirts to show he is proud of being a
minister’s son.
C. He lets his long hair cover his face when he is feeling shy or
embarrassed around girls.
D. He wears extra-large shirts as a symbol that he has not grown into
his true self.
E. He begins to wear a tie to illustrate that he is feeling tied-down and
restricted.
_____ 8. What does Matt learn as the story progresses?
A. He finds out who his true friends really are.
B. He learns that it is more fun to be good than bad.
C. He realizes that he was never truly bad.
D. He discovers that being a minister’s kid isn’t so bad after all.
E. He sees that he will be more popular if he stops behaving badly.
_____ 9. Judging by the events of this story, the author would probably say that
A. people are not always what they seem to be.
B. parents are always right.
C. as you grow up, you may discover new things about yourself.
D. both A and B
E. both A and C
Matt stared down at the ground for a long time. We waited patiently.
Finally he looked up. There were tears trickling down his pale face.
“I have to face it,” he said, turning to look at us, his pals, with real
grief in his eyes. “The more I heard that stuff Mr. Bataky did, the more
I knew that deep down, inside, I’m just a good kid. I mean, what am I
going to do? Don’t you see, I’m just like my father said. I’m good.”
_____ 10. Based on this passage, you can anticipate that
A. Matt will no longer be friends with Marley, Chuck, Todd, and Nick.
B. Matt will stop acting bad.
C. the whole gang will stop acting bad.
D. Mr. Bataky will recover.
E. Matt and his father will have a difficult time understanding each
other.
Assessment Guide
LEVEL I, UNIT 1
29
3/20/2009 2:19:20 PM
Matching
A.
B.
C.
D.
taunt
reputation
convulsive
retreat
E.
F.
G.
H.
rasping
bolted
ghastly
imploring
_____ 11. withdraw
_____ 12. begging
_____ 13. producing uncontrolled muscle movement
_____ 14. tease in an insulting way
_____ 15. frightening
_____ 16. making a harsh, irritating sound
_____ 17. suddenly moved away
_____ 18. a person’s character, as seen by others
Essay
19. Write a short essay explaining how Matt Kaizer changes from the beginning
of the story to the end. What events cause him to change? Why do they cause
him to change? Do you think the changes Matt undergoes are realistic? Why
or why not? Support your response using details from the story.
30
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
The Circuit / Harvesting Hope: The Story of César Chávez, page 42
Lesson Test
Multiple Choice
for The Circuit / Harvesting Hope: The Story of César Chávez
_____ 1. One possession that Papá is especially proud of is his
A. pot.
B. car.
C. mattress.
D. water hose.
E. small shack.
_____ 2. Among the crops that Panchito’s family picks are
A. grapes and red peppers.
B. red peppers and cotton.
C. cotton and roses.
D. roses and grapes.
E. grapes and cotton.
_____ 3. Which of the following is an antonym for the word surplus as it is used
in the sentence, “Because there was a surplus of food, they were able to
save some for later”?
A. supply
B. tower
C. shortage
D. mound
E. serving
_____ 4. Why did César Chávez start La Causa?
A. He hated farmwork and wanted the opportunity to do another job.
B. His parents were killed during their time as migrant farmworkers.
C. He wanted to help all migrant farmworkers learn English.
D. He was forced into it by the “outsiders” that came to help.
E. He wanted to create better working and living conditions for
migrant farmworkers.
Assessment Guide
LEVEL I, UNIT 1
31
3/20/2009 2:19:20 PM
_____ 5. Setting includes descriptions of landscape, scenery, buildings, furniture,
clothing style, weather, and season. How does the setting of “The
Circuit” add to your understanding of the story?
A. It explains why Panchito’s little brothers and sister are excited to
move to new places.
B. It makes clear the difference between Mexican migrant workers and
American migrant workers.
C. It reveals the conditions under which migrant workers live and
work.
D. It explains how and why migrant workers choose their cars very
carefully.
E. It shows how the American school system mistreats the children of
migrant workers.
_____ 6. What do the descriptions of Mr. Sullivan’s home and the garage where
Panchito’s family stays tell the reader?
A. Everyone in California was struggling to make a living during this
time period.
B. Panchito’s father is embarrassed by his lack of money.
C. Panchito doesn’t understand the difference between his family and
the Sullivans.
D. Panchito’s family is much poorer than the Sullivans.
E. Both B and D
_____ 7. If Panchito’s family had more money, they probably would have
A. chosen to be migrant workers anyway because they loved the
lifestyle.
B. been angry with Mr. Lema.
C. been unable to fit all their possessions in one car.
D. never eaten beans or carne con chile again.
E. moved more frequently.
_____ 8. In this story, the author is showing that
A. it isn’t easy to be a migrant worker’s child.
B. migrant workers have the same feelings as everyone else.
C. migrant workers often have trouble creating stable families.
D. Both A and B
E. Both B and C
During recess I went into the rest room and opened my English book
to page 125. I began to read in a low voice, pretending I was in class.
There were many words I did not know. I closed the book and headed
back to the classroom.
Mr. Lema was sitting at his desk correcting papers. When I entered
he looked up at me and smiled. I felt better. I walked up to him and
asked if he could help me with the new words. “Gladly,” he said.
The rest of the month I spent my lunch hours working on English
with Mr. Lema, my best friend at school.
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LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
_____ 9. Which expression best sums up Mr. Lema’s actions in this passage?
A. “burning the candle at both ends”
B. “turning over a new leaf”
C. “lending a helping hand”
D. “a sight for sore eyes”
E. “turning a blind eye”
_____ 10. This passage suggests that migrant children
A. often have attitude problems in school.
B. long to be successful in school.
C. have difficulty making friends their own age.
D. don’t know when to quit.
E. take up an unreasonable amount of their teachers’ time and
attention.
Matching
for The Circuit
Choose the best description for each of the following.
A. Jiminéz
B. jalopy
C. Jalisco
D. Carachita
E. Fresno
_____ 11. the author of “The Circuit”
_____ 12. the name Papá gave his car
_____ 13. the city near Sullivan’s home
_____ 14. the place in Mexico where Panchito’s family came from
_____ 15. a word meaning “old car in poor condition”
Essay
for The Circuit
16. Analyze cause and effect in “The Circuit” by thinking about the connections
between events in the story. For instance, the day Mr. Lema offers to teach
Panchito to play trumpet, Panchito arrives home to find out that his family
is moving again. How will this event likely affect Panchito? What might have
happened if his family did not move again? Using this and other cause-andeffect examples from the story, write an essay about how Panchito’s family’s
migrancy affects, and will continue to affect, his life.
Assessment Guide
LEVEL I, UNIT 1
33
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
The All-American Slurp, page 56
Lesson Test
Multiple Choice
for The All-American Slurp
_____ 1. Why do the narrator’s parents say negative things about her to her teacher?
A. They do not believe their daughter will get good grades.
B. Girls in China are not expected to do well in school.
C. They do not understand enough English to know what they are saying.
D. The narrator has disappointed and embarrassed them.
E. In China, it is not polite to praise your own child.
_____ 2. A love of baseball helps the narrator’s brother
A. overcome his shyness.
B. learn how to eat like an American.
C. remember what he loved most about China.
D. fit in with American boys.
E. forget about the traditions and beliefs of China.
_____ 3. The father’s comment that “A Chinese can eat anything a Frenchman
can eat” shows that
A. the food served in France is very similar to the food served in China.
B. he is proud of being Chinese.
C. the French are not very adventurous when it comes to food.
D. everyone likes French food.
E. he expects French food to be very good.
_____ 4. Which word best completes the following sentence?
When the consumption of fish dropped, many fishermen lost their _______.
A.
B.
C.
D.
E.
fears
jobs
way
health
names
_____ 5. How did being an immigrant likely help the author, Lensey Namioka,
write this story?
A. She remembers what it feels like to be in a strange country.
B. She knows that Americans wear blue jeans and ride bikes.
C. She remembers the way her schoolteachers talked to her back in China.
D. She is aware that different countries have different rules about food.
E. Most people born in the United States cannot describe different types of food.
34
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
_____ 6. Which of the following sentences helps you understand the theme of
the story?
A. The Gleasons live next door to the Lins.
B. The menus at the Lakeview are very large.
C. People stare when the Lins pull the strings off their celery stalks.
D. Meg and the narrator ride the bus to school together every morning.
E. The narrator has a father, a mother, and a brother, but no sisters.
_____ 7. Which of the following sentences does not help you understand the
theme of the story?
A. The nearest supermarket is many blocks from the Lins’ home.
B. The Gleasons do not know how to behave at a traditional Chinese dinner.
C. The narrator wants to wear jeans, just like the other girls at school.
D. The narrator says her family might become “a normal American
family after all.”
E. The Lins do not understand how an American buffet dinner works.
_____ 8. There is an old expression that says, “When in Rome, do as the Romans
do.” How does that relate to this story?
A. The Lin family tries to follow the customs of the people around them.
B. The Gleasons learn about Chinese culture from the Lins.
C. The Lin family wants to enjoy a mixture of American food and
Chinese food.
D. Even though Meg Gleason has never been to China, she has eaten
Chinese food.
E. Different cultures have different ways of doing things.
_____ 9. Which of the following is important to the narrator?
A. to be different from people born in America
B. to be true to herself
C. to appear charming and funny
D. to act like an American
E. to help her parents act like Americans
A girl can’t leave her family just because they slurp their soup. Besides,
the toilet cubicle had a few drawbacks as a permanent residence. “I’m
all right,” I said, undoing the latch.
Mother didn’t tell me how the rest of the dinner went, and I didn’t
want to know. In the weeks following, I managed to push the whole
thing into the back of my mind, where it jumped out at me only a few
times a day. Even now, I turn hot all over when I think of the Lakeview
restaurant.
_____ 10. What does this passage show?
A. The narrator still remembers the embarrassment she felt at the
Lakeview.
B. Looking back, the narrator feels the dinner at the Lakeview was a success.
C. The narrator’s mother does not understand her daughter’s feelings.
D. It was only the narrator, and not the rest of her family, who felt embarrassed.
E. The narrator is very good at overcoming difficulties.
Assessment Guide
LEVEL I, UNIT 1
35
3/20/2009 2:19:20 PM
Matching
A.
B.
C.
D.
zingy
followed suit
emigrate
revolting
E.
F.
G.
H.
mortified
sultry
ladled
retreat
_____ 11. extremely embarrassed or ashamed
_____ 12. copied or imitated
_____ 13. withdraw or go back
_____ 14. expressing strong desire or passion
_____ 15. served with a big spoon
_____ 16. pleasantly stimulating
_____ 17. extremely offensive
_____ 18. leave one’s homeland to live elsewhere
Essay
19. Think about the main events in “The All American Slurp.” Based on these
events, what is the story’s central idea, or theme? Write a short essay exploring
the story’s theme. Support your ideas using details from the story.
36
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
Eleven / Same Song, page 68
Lesson Test
Multiple Choice
for Eleven / Same Song
_____ 1. Mrs. Price makes the narrator
A. skip math.
B. clean her desk.
C. say she is sorry.
D. put on a sweater.
E. stay after the bell rings.
_____ 2. When the narrator puts on the sweater, how does it feel?
A. soft
B. itchy
C. small
D. familiar
E. comforting
The character in the story could not ________ the ghost because
it was invisible.
A.
B.
C.
D.
E.
see
join
name
imagine
purchase
_____ 4. Which of the following is a synonym for the word raggedy in the
sentence, “Although the sweater had become raggedy, it was still my
favorite”?
A. valuable
B. ugly
C. beloved
D. tattered
E. forgotten
Assessment Guide
LEVEL I, UNIT 1
37
3/20/2009 2:19:20 PM
_____ 5. Which of the following details from “Eleven” helps create a
vivid image of the sweater?
A. It smells like cottage cheese.
B. No one in class claims to own it.
C. The teacher places it on the narrator’s desk.
D. The teacher insists that it belongs to the narrator.
E. The narrator imagines throwing it over the schoolyard fence.
_____ 6. In “Eleven,” why might the narrator keep thinking, “not mine, not
mine, not mine”?
A. She wishes that were the truth.
B. She is reminding herself of the truth.
C. She does not want people to learn the truth.
D. She said these words the first time she saw the sweater.
E. She has heard other students in the class say these words.
_____ 7. In the poem “Same Song,” the son and daughter both
A. make fun of each other.
B. worry about how they look.
C. make their mother unhappy.
D. try hard just to be themselves.
E. believe that inner beauty matters more than outer beauty.
_____ 8. What do the themes of “Eleven” and “Same Song” have in common?
A. They both deal with the experience of having a birthday party.
B. They are both about turning eleven.
C. They are both about showing emotion.
D. They both deal with the difficulties of growing up.
E. They are both about how young people often want to change their
appearance.
_____ 9. The story “Eleven” suggests that feeling scared and sad often makes a
person feel
A. angry at a teacher.
B. like a young child.
C. like an adult.
D. like hiding.
E. like lying.
_____ 10. The story “Eleven” illustrates how hard it sometimes is
A. to punish someone.
B. to have a birthday party.
C. to control your emotions.
D. to make friends in school.
E. to wear clothes you do not like.
38
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Matching
A. Sandra Cisneros
B. Mrs. Price
C. Pat Mora
D. Sylvia Saldívar
E. Rachel
F. Phyllis Lopez
_____ 11. the narrator
_____ 12. the true owner of the sweater
_____ 13. author of “Eleven”
_____ 14. the teacher
_____ 15. author of “Same Song”
_____ 16. says the sweater belongs to Rachel
Essay
for Eleven
17. Authors often repeat sounds, words, phrases, or sentences in texts to stress
important ideas or, as in poetry, to create a musical effect. What words or
phrases does Cisneros repeat in “Eleven”? Why do you think she chose to
repeat these words or ideas? What effect does this repetition have on the story?
Assessment Guide
LEVEL I, UNIT 1
39
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
All Summer in a Day / The Fun They Had, page 75
Lesson Test
Multiple Choice
for All Summer in a Day / The Fun They Had
_____ 1. In the selection “All Summer in a Day,” how long has Margot been on
Venus?
A. all her life
B. a few weeks
C. for a longer time than the other children
D. for a shorter time than the other children
E. exactly as long as the other children
_____ 2. In “All Summer in a Day,” the children lock Margot in a
A. closet.
B. theater.
C. rocketship.
D. greenhouse.
E. shower stall.
_____ 3. Which of the following is an antonym for the word nonchalant in the
sentence, “He answered in a nonchalant manner and then walked
away, whistling”?
A. shy
B. weird
C. relaxed
D. confusing
E. concerned
_____ 4. In “The Fun They Had,” the teachers are
A. women.
B. machines.
C. volunteers.
D. televisions.
E. grandparents.
40
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
_____ 5. In both “All Summer in a Day” and “The Fun They Had,” children are
A. treated like adults.
B. happy with their lives.
C. expected to go to school.
D. very aware of the weather.
E. able to take care of themselves.
_____ 6. Unlike “The Fun They Had,” the story “All Summer in a Day”
takes place
A. at night.
B. in the past.
C. in the springtime.
D. on a different planet.
E. over a long period of time.
_____ 7. In both “All Summer in a Day” and “The Fun They Had,” what do
some characters long for?
A. a longer childhood
B. freedom from routine
C. a smaller neighborhood
D. the way things used to be
E. more control over daily life
_____ 8. In the selection “All Summer in a Day,” most of the children are happy
on Venus because
A. they like the rainy weather there.
B. they don’t remember anyplace else.
C. they know they won’t be living there forever.
D. it is an adventure to be living on a strange planet.
E. their parents have tried to make it a fun place to live.
_____ 9. “The Fun They Had” suggests that the same activity may seem pleasant
or unpleasant depending on
A. a person’s social circle.
B. how much it costs.
C. a person’s point of view.
D. how often a person does it.
E. whether or not it is legal.
_____ 10. The image of the future presented in “The Fun They Had” is one of
A. more science and less literature.
B. more homework and less free time.
C. more compassion and less creativity.
D. more education and less physical activity.
E. more technology and less human contact.
Assessment Guide
LEVEL I, UNIT 1
41
3/20/2009 2:19:20 PM
Matching
for All Summer in a Day
A. bore
B. resilient
C. immense
D. concussion
E. tumultuous
F. surged
_____ 11. wild and disorderly
_____ 12. flexible
_____ 13. suddenly, violently pushed
_____ 14. carried
_____ 15. very large
_____ 16. collision
Essay
for All Summer in a Day/The Fun They Had
17. Both “The Fun They Had” and “All Summer in a Day” are examples of science
fiction, imaginative stories that contain fantastic elements based on scientific
principles, discoveries, or laws. Write a short essay explaining what you like
or do not like about one of these stories. Support your opinion with examples
from the text.
42
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
The Scribe, page 86
Lesson Test
Multiple Choice
for The Scribe
_____ 1. There are guards with guns inside
A. the bank.
B. City Hall.
C. the library.
D. James’s house.
E. the Silver Dollar Check Cashing Service.
_____ 2. Which of the following words is a synonym for the word nuisance in
the sentence “Having to drive out of their way because of the detour
was a nuisance to them”?
A. gift
B. victory
C. surprise
D. memory
E. annoyance
_____ 3. When James’s mother talks about “our people,” she is referring to
A. her family.
B. all Americans.
C. African Americans.
D. people who can read.
E. people in the neighborhood.
_____ 4. The cop speaks to James
A. after James goes to the bank.
B. after an old lady hollers, “You big bully!”
C. after James sets up his “Public Scribe” sign.
D. before James enters the Silver Dollar for the first time.
E. before anyone in the neighborhood approaches James.
_____ 5. In this story, people who cannot read and write feel their illiteracy is
A. someone else’s fault.
B. a temporary condition.
C. a minor inconvenience.
D. a reflection of their values.
E. something to be ashamed of.
Assessment Guide
LEVEL I, UNIT 1
43
3/20/2009 2:19:20 PM
_____ 6. James is tempted to take his anger out on swans because to him they
symbolize
A. his parents.
B. rich white people.
C. mean white teachers.
D. the workers at the bank.
E. people who cannot read.
_____ 7. The cop in this story is protecting the interests of
A. James.
B. the bank.
C. the community.
D. African Americans.
E. Mr. Silver and Mr. Dollar.
_____ 8. This story suggests that people who are illiterate are
A. too lazy to learn.
B. at the mercy of others.
C. unable to think clearly.
D. not bothered by insults.
E. happy with their options.
Read the following passage. Then answer the questions below.
“Look, Marie,” he says, which makes me mad, hearing him first-name
a dignified old gray-haired lady like that, “if you’d been born in 1900,
you’d be seventy-two. Either I put that down, or I put 1910.”
“Whatever you think best, sir,” she says timidly.
He sighs, rolls his eyes to the ceiling, and bangs his fist on the form
angrily. Then he fills out the rest.
“One dollar,” he says when he’s finished. She pays like she’s grateful
to him for taking the trouble.
_____ 9. In this passage, the old lady feels
A. irritated.
B. betrayed.
C. powerless.
D. passionate.
E. sympathetic.
_____ 10. The man in this passage could best be described as
A. proud.
B. scared.
C. humble.
D. impatient.
E. embarrassed.
44
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Matching
for The Scribe
A. Minnie Franklin
B. old man Silver
C. Mrs. Adams
D. Kirstin Hunter
E. Muskogee Marie Lawson
F. scribes
_____ 11. wrote “The Scribe”
_____ 12. people who wrote down laws
_____ 13. needs a form filled out
_____ 14. one owner of the Silver Dollar Check Cashing Service
_____ 15. works at the bank
_____ 16. opens an account at the bank
Essay
for The Scribe
17. Point of view is the vantage point from which a text is written, such as first
person (using I and we), second person (using you), and third person (using
he, she, and they). “The Scribe” is written in first person, from James’s point of
view. How does this perspective affect the way in which the other characters
are presented? How might the other characters seem different if the story had
been written from a different point of view?
Assessment Guide
LEVEL I, UNIT 1
45
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
The Sand Castle / The Forecast: A Warmer World, page 95
Lesson Test
Multiple Choice
for The Sand Castle / The Forecast: A Warmer World
_____ 1. In this story, all buses are
A. solar powered.
B. closed to the public.
C. filled with seawater.
D. built to absorb carbon dioxide.
E. covered with thick metallic sheets.
_____ 2. Masha has to explain to her grandchildren what ___________
are.
A. hats
B. buses
C. goggles
D. seagulls
E. fossil fuels
There is no remedy for that _________.
A.
B.
C.
D.
E.
path
plan
problem
discussion
suggestion
_____ 4. In this story, global warming has made the sun’s effect on Earth
A. too weak.
B. disappear.
C. too strong.
D. lose its color.
E. more beautiful.
46
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
_____ 5. One example of a flashback is
A. Masha’s grandson asking what an eagle is.
B. Masha giving her grandchildren eight seashells.
C. Masha’s mother telling her to put on her bathing suit.
D. Masha’s grandchildren putting on goggles and gloves.
E. Masha telling her grandchildren they are going to build a sand
castle.
_____ 6. Read the following sentence from the story. Then answer the question
below.
“Masha’s grandchildren knew they’d be here for two hours and
then trudge all the way back to the bus.”
The context clues suggest that the word trudge means to
A. skip lightly.
B. run merrily.
C. sing happily.
D. walk wearily.
E. whisper jokingly.
_____ 7. The Science Connection shows that
A. no aspect of global warming can be avoided.
B. electricity can only come from the burning of fossil fuels.
C. humans could live comfortably without burning any fossil fuels.
D. every one of us can take steps to slow down global warming.
E. burning coal does less damage to the environment than burning oil.
_____ 8. “The Forecast: A Warmer World” suggests that humans
A. are not responsible for global warming.
B. believe global warming is the way to a better world.
C. have no understanding of what causes global warming.
D. don’t know whether or not global warming is a bad thing.
E. could slow down global warming if we tried hard enough.
_____ 9. This story suggests that the world will change because humans do not
know how to
A. live in harmony with nature.
B. control any aspects of nature.
C. express their ideas about nature.
D. take what they want from nature.
E. create substitutes for things in nature.
_____ 10. This story presents an image of the future in which young people are
A. delighted by technology.
B. disconnected from nature.
C. disrespectful of their elders.
D. disappointed in their education.
E. discouraged from taking chances.
Assessment Guide
LEVEL I, UNIT 1
47
3/20/2009 2:19:20 PM
Matching
for The Sand Castle / The Forecast: A Warmer World
Choose the best definition for each of the following.
A. ultraviolet light
B. nuclear testing
C. cumbersome
D. hostile
E. a fossil fuel
F. a greenhouse gas
_____ 11. oil
_____ 12. opposed to health or well-being
_____ 13. difficult to handle because of its large size and weight
_____ 14. causes sunburn
_____ 15. carbon dioxide
_____ 16. exploding bombs in remote areas
Essay
for The Sand Castle
17. An author’s purpose is his or her aim or goal. It is his or her reason for writing
a text. An author may write to entertain, to teach readers something, to
inform, or to persuade. Sometimes a writer has more than one purpose for
writing a text. What do you think Villanueva’s purpose was for writing “The
Sand Castle”?
48
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
Aaron’s Gift, page 104
Lesson Test
Multiple Choice
for Aaron’s Gift
_____ 1. Aaron wants to train Pidge to
A. fly backward.
B. fight the Cossacks.
C. be a carrier pigeon.
D. return to the old country.
E. bring food to his grandmother.
_____ 2. What does Carl plan to do with Pidge?
A. sell him
B. break his wing
C. keep him on a leash
D. throw him into the fire
E. give him to his grandmother
After the president was assassinated, a __________ was held for him.
A.
B.
C.
D.
E.
door
party
space
funeral
position
_____ 4. One reason Aaron’s grandmother likes birds is that they
A. are free.
B. do not bite.
C. are easy to see.
D. never complain.
E. sing beautiful songs.
Assessment Guide
LEVEL I, UNIT 1
49
3/20/2009 2:19:20 PM
_____ 5. Who is the protagonist in this story?
A. Carl
B. Pidge
C. Aaron
D. Noreen Callahan
E. Aaron’s grandmother
_____ 6. There is a cause-and-effect relationship between
A. the pigeon breaking its wing and Aaron taking the pigeon home.
B. Aaron’s mother accepting the pigeon and Aaron sneaking out of the
house.
C. Aaron’s grandmother leaving the Ukraine and Aaron caring for the
pigeon.
D. Carl inviting Aaron to join the club and Aaron bandaging the
pigeon’s wing.
E. Al starting the fire and Aaron accepting the badge with the code on
the back.
_____ 7. Why does Aaron bring Pidge home?
A. to get into a club
B. to take care of him
C. to give him to Carl
D. to show his grandmother
E. to impress Noreen Callahan
_____ 8. Which of the following is not important to Aaron?
A. being a good skater
B. feeling as though he fits in
C. his father’s approval
D. his grandmother’s birthday
E. the amount of money his family has
_____ 9. Being on roller skates makes Aaron feel
A. grown up.
B. attractive.
C. smart.
D. weak.
E. confident.
_____ 10. This is a story about
A. a good boy who makes a mistake.
B. a mean boy who learns his lesson.
C. a normal boy who does abnormal things.
D. a confused boy who cannot make decisions.
E. a selfish boy who gets himself into trouble.
50
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Matching
for Aaron’s Gift
A.
B.
C.
D.
E.
hesitate
peddler
pylon
oath
mascot
F.
G.
H.
I.
coax
skitter
tenement
aviator
_____ 11. post marking the flight path of an airplane
_____ 12. city apartment building
_____ 13. move in a jerking way
_____ 14. persuade
_____ 15. traveling seller of goods
_____ 16. person who flies an aircraft
_____ 17. held back because of uncertainty
_____ 18. something chosen to represent a group
_____ 19. a promise, usually made in front of a witness
Essay
for Aaron’s Gift
20. An antagonist is a character or force in a literary work that is in conflict with
the main character, or protagonist. Identify and describe the antagonist in
“Aaron’s Gift,” using details from the story to support your response.
Assessment Guide
LEVEL I, UNIT 1
51
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
La Bamba, page 112
Lesson Test
Multiple Choice
for La Bamba
_____ 1. One of the performers in the show
A. is a cheerleader.
B. plays the drums.
C. does a clown act.
D. demonstrates karate moves.
E. shows how a battery works.
_____ 2. While Manuel is performing, his record
A. breaks.
B. speeds up.
C. gets stuck.
D. slows down.
E. gets scratched.
It took ____________ to maneuver into that position.
A.
B.
C.
D.
E.
skill
waste
disease
rewards
unhappiness
_____ 4. Manuel wants his audience to
A. feel sorry for him.
B. be impressed with his talent.
C. start singing and dancing with him.
D. find his routine funny and original.
E. forget him as soon as the night is over.
52
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
_____ 5. It is reasonable to conclude that the audience
A. enjoyed the show.
B. disliked Mr. Roybal.
C. walked away feeling cheated.
D. had never heard “La Bamba” before.
E. paid a lot of money to attend the show.
_____ 6. After his performance, Manuel feels
A. thrilled and then worried.
B. proud and then dismayed.
C. flattered and then betrayed.
D. disappointed and then angry.
E. embarrassed and then happy.
_____ 7. Mr. Roybal
A. is not a good teacher.
B. does not like Manuel.
C. does not show very good judgment.
D. wants the talent show to be a success.
E. does not take the talent show very seriously.
_____ 8. This story indicates that it takes courage to
A. change your mind.
B. admit your mistakes.
C. stay true to your values.
D. accept praise from others.
E. perform in front of others.
_____ 9. Manuel’s true intentions are
A. a reflection of his patience.
B. symbolic of his generous nature.
C. never understood by the audience.
D. constantly changing as time passes.
E. undermined by the other performers.
_____ 10. One message of this story is that
A. it is not easy to admit you were wrong.
B. people are sometimes surprisingly kind.
C. things don’t always turn out as you expect.
D. an activity doesn’t have to be exciting to be difficult.
E. friends will stick with you even when things go wrong.
Assessment Guide
LEVEL I, UNIT 1
53
3/20/2009 2:19:20 PM
Matching
for La Bamba
A.
B.
C.
D.
Gary Soto
Benny
Mario Gomez
Mr. Roybal
E. Mrs. Knight
F. Michael Jackson
G. Ritchie Valens
_____ 11. plays the trumpet in the talent show
_____ 12. Manuel’s brother
_____ 13. Manuel tries to dance like him
_____ 14. author of this story
_____ 15. original singer of “La Bamba”
_____ 16. the school’s talent coordinator
_____ 17. Manuel’s teacher
Essay
for La Bamba
18. Characterization is the act of creating or describing a character. Writers create
characters by showing what they say, do, or think, by showing what other
characters say about them, and by describing their physical features, dress,
and personalities. Write a short essay explaining how Gary Soto charactersizes
Manuel in “La Bamba.” Be sure to use specific examples from the story.
54
LEVEL I, UNIT 1
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
Tuesday of the Other June, page 135
Lesson Test
Multiple Choice
for Tuesday of the Other June
_____ 1. June sees the Other June every
A. Monday.
B. Tuesday.
C. Wednesday.
D. Friday.
E. Saturday.
_____ 2. In the course of the story, June and her mother
A. travel to Florida.
B. fight with each other.
C. move to a new home.
D. hide from the neighbors.
E. take swimming lessons together.
A.
B.
C.
D.
E.
I called in troubleshooters to ____________ the computer system.
repair
design
purchase
dismantle
photograph
_____ 4. As swim lessons continue, June finds that the Other June is
A. deserving of her pity.
B. dominating her thoughts.
C. not worth worrying about.
D. capable of terrible violence.
E. nicer than she originally thought.
_____ 5. This story is told from the point of view of
A. June.
B. the Other June.
C. June’s mother.
D. many characters.
E. June and her mother.
Assessment Guide
LEVEL I, UNIT 2
55
3/20/2009 2:19:20 PM
_____ 6. This story shows that the advice to “turn the other cheek” is
A. easier said than done.
B. wise beyond measure.
C. impossible to follow.
D. only appropriate for adults.
E. never meant to be taken seriously.
_____ 7. Which of the following expressions does June’s experience disprove?
A. Nothing ventured, nothing gained.
B. A leopard cannot change its spots.
C. Lightning never strikes in the same place twice.
D. A coward dies a thousand deaths, while a brave man dies
but once.
E. Sticks and stones may break my bones but words will never
hurt me.
_____ 8. This story suggests that bullies pick on
A. popular kids.
B. kids their own size.
C. kids who don’t fight back.
D. anyone who has the same name.
E. kids they meet outside of school.
I was safe with her. Still, sometimes I woke up at night and heard
footsteps slowly creeping up the stairs. It wasn’t my mother, she was
asleep in the bed across the room, so it was robbers, thieves, and
murderers, creeping slowly . . . slowly . . . slowly towards my bed.
I stuffed my hand into my mouth. If I screamed and woke her,
she’d be tired at work tomorrow. The robbers and thieves filled the
warm darkness and slipped across the floor more quietly than cats.
Rigid under the covers, I stared at the shifting dark and bit my knuckles
and never knew when I fell asleep.
_____ 9. This passage shows that even when the narrator is terrified, she is
A. ready to flee.
B. willing to work hard.
C. prepared to do battle.
D. considerate of her mother.
E. able to talk about her emotions.
_____ 10. The narrator in this passage appears to be
A. unforgiving.
B. a bundle of fears.
C. unable to be left alone.
D. quiet and unimaginative.
E. suffering from past traumas.
56
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:20 PM
Matching
A. stagger
B. crest
C. mock
D. drone
E. torment
F. worrywart
_____ 11. inflict great pain
_____ 12. hum or buzz for a long time
_____ 13. move unsteadily
_____ 14. someone who worries a lot
_____ 15. peak of a mountain or hill
_____ 16. imitate scornfully
Essay
17. Plot is the series of events related to a central conflict in a story. What is the
conflict in “Tuesday of the Other June”? What is the climax, or high point of
suspense, in the story? Also describe the falling action (the events that follow
the climax) and the resolution (the point at which the conflict is ended) of the
story.
Assessment Guide
LEVEL I, UNIT 2
57
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
The Bracelet / In Response to Executive Order 9066, page 150
Lesson Test
Multiple Choice
for The Bracelet / In Response to Executive Order 9066
_____ 1. Ruri and her family travel from the Civil Control Station to the
internment camp
A. on foot.
B. in a car.
C. by train.
D. in a bus.
E. in a truck.
A.
B.
C.
D.
E.
After a while, the _________ began to wilt.
car
road
baby
flower
building
_____ 3. Which of the following is a synonym for the word evacuated in the
phrase “evacuated from their homes by the government”?
A. tested
B. watched
C. removed
D. punished
E. discussed
_____ 4. Ruri’s father really is
A. a spy.
B. loyal to Japan.
C. in America illegally.
D. innocent of any wrongdoing.
E. not in a prisoner-of-war camp.
_____ 5. It is likely that in writing “The Bracelet,” Yoshiko Uchida
A. misrepresented the truth.
B. showed America at its best.
C. tried to create a fantasy world.
D. drew on her own life experiences.
E. developed a preference for happy endings.
58
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:20 PM
_____ 6. The loss of the bracelet is not
A. a sad event in this story.
B. a realistic event in this story.
C. an important part of this story.
D. connected to the rest of this story.
E. the only time Ruri experiences loss in this story.
_____ 7. The neighbors who know Ruri’s family do not
A. trust them.
B. support the war.
C. want them to return.
D. think they are a threat.
E. care what happens to them.
_____ 8. This story indicates that a symbol of friendship
A. should never be lost.
B. is often taken lightly.
C. usually does not last very long.
D. can be a terrible burden to someone.
E. is less important than the friendship itself.
Read the following passage from “In Response to Executive Order 9066:
All Americans of Japanese Descent Must Report to Relocation Centers.”
Then answer the question(s) below.
I am a fourteen-year-old girl with bad spelling
and a messy room. If it helps any, I will tell you
I have always felt funny using chopsticks
and my favorite food is hot dogs.
My best friend is a white girl named Denise—
we look at boys together. She sat in front of me
all through grade school because of our names:
O’Connor, Ozawa. I know the back of Denise’s head very well.
_____ 9. This passage shows that the narrator is not
A. trustworthy.
B. a threat to America.
C. a Japanese American.
D. being honest with herself.
E. aware of what is happening in the war.
_____ 10. The narrator’s comments about chopsticks and hot dogs are designed
to show
A. why she is in trouble.
B. how American she is.
C. what makes her unique.
D. what she will miss most.
E. why she and Denise are friends.
Assessment Guide
LEVEL I, UNIT 2
59
3/20/2009 2:19:20 PM
Matching
A.
B.
C.
D.
E.
barrack
Pearl Harbor
Berkeley
Keiko
Laurie Madison
F.
G.
H.
I.
Tanforan Racetracks
Papa San
galoshes
FBI
_____ 11. gives Ruri the bracelet
_____ 12. Ruri’s sister
_____ 13. government agency
_____ 14. basic temporary housing
_____ 15. Japanese term of respect for a father
_____ 16. where Japan dropped bombs
_____ 17. where Yoshiko Uchida went to college
_____ 18. rubber coverings for shoes
_____ 19. where Ruri’s family is sent
Essay
for The Bracelet
20. A theme is a central observation or idea about life presented in a literary
work. A story’s theme is different than its topic, which is the subject of the
work. A theme is an idea about the topic. Write a short essay describing the
main theme of “The Bracelet.” Include details from the story to support your
conclusion.
60
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
Ta-Na-E-Ka, page 160
Lesson Test
Multiple Choice
for Ta-Na-E-Ka
_____ 1. Mary initially hopes to sleep
A. in a tent.
B. on a boat.
C. in an elm tree.
D. in a rabbit’s den.
E. at the schoolhouse.
She showed her _________ by grimacing.
A.
B.
C.
D.
E.
love
confusion
excitement
unhappiness
thoughtfulness
_____ 3. Which of the following is a synonym for the word dumbfounded in the
phrase “we were dumbfounded when we heard the shocking news”?
A. angry
B. ashamed
C. unaware
D. astonished
E. embarrassed
_____ 4. Roger spends his Ta-Na-E-Ka
A. with Mary.
B. feeling betrayed.
C. without difficulty.
D. the traditional way.
E. hiding near the river.
_____ 5. The effect of Mary’s time with Ernie is that
A. she wants to survive her Ta-Na-E-Ka.
B. Roger no longer considers her a friend.
C. she returns to her family healthy and well-fed.
D. she begins to question the traditions of her family.
E. she is excused from school to do her Ta-Na-E-Ka.
Assessment Guide
LEVEL I, UNIT 2
61
3/20/2009 2:19:20 PM
_____ 6. This story indicates that success depends in part on an ability to
A. lie.
B. adapt.
C. laugh.
D. cooperate.
E. remember.
_____ 7. Grandfather’s response to Mary’s actions shows his
A. fear.
B. disgust.
C. wisdom.
D. weakness.
E. intolerance.
_____ 8. Which of the following statements most closely matches the narrator’s
attitude as she sets out on her Ta-Na-E-Ka?
A. There is no excuse for failure.
B. If it isn’t hard, it isn’t worth doing.
C. There is no substitute for experience.
D. Old traditions should always be honored.
E. Modern situations call for modern solutions.
_____ 9. Mary’s Ta-Na-E-Ka was a success in that she
A. got off the reservation.
B. used her wits to succeed.
C. stopped challenging Kaw traditions.
D. returned home in better shape than her cousin.
E. revealed a new side of her grandfather’s personality.
“Darndest thing I ever heard,” he said, when I was through. “Lived
next to the reservation all of my life and this is the first I’ve heard of
Ta-Na-whatever-you-call-it.” He looked at me, all goosebumps in my
bathing suit. “Pretty silly thing to do to a kid,” he muttered.
That was just what I’d been thinking for months, but when
Ernie said it, I became angry. “No, it isn’t silly. It’s a custom of the
Kaw. We’ve been doing this for hundreds of years. My mother and
my grandfather and everybody in my family went through this
ceremony. . . .”
_____ 10. In this passage, the narrator discovers that although she is critical of
Ta-Na-E-Ka,
A. she is actually enjoying it a great deal.
B. it is best to keep her thoughts to herself.
C. she knows it will change her life forever.
D. it has made her feel closer to her grandfather.
E. she is not willing to let an outsider criticize it.
62
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:20 PM
Matching
for Ta-Na-E-Ka
A.
B.
C.
D.
E.
rabbit
hamburger
berries
marina
bathing suit
F.
G.
H.
I.
J.
five dollars
sweater
deer
deerskin shirt
flowers
_____ 11. what Ernie gives Mary to wear
_____ 12. what Mary likes to eat
_____ 13. what Mary puts on the tables in Ernie’s restaurant
_____ 14. what Mary wears at the start of her Ta-Na-E-Ka
_____ 15. what the white teacher gives Mary
_____ 16. likes the berries
_____ 17. what Grandfather eats during his Ta-Na-E-Ka
_____ 18. where boats are kept
_____ 19. what Grandfather is wearing when Mary returns
_____ 20. not a favorite of either Mary or Grandfather
Essay
for Ta-Na-E-Ka
21. Write a short essay comparing and contrasting Roger’s and Mary’s experiences
during Ta-Na-E-Ka. Explain whose experience you think was most valuable
and why.
Assessment Guide
LEVEL I, UNIT 2
63
3/20/2009 2:19:20 PM
Name: ____________________________________________________ Date: __________________
Becky and the Wheels-and-Brake Boys / The Southpaw, page 171
Lesson Test
Multiple Choice
for Becky and the Wheels-and-Brake Boys / The Southpaw
_____ 1. In “The Southpaw,” Richard first offers Janet the chance to
A. catch.
B. play third base.
C. be the team manager.
D. pick the team mascot.
E. go horseback riding.
_____ 2. Which of the following is an antonym for the word reckless in the
phrase “the daredevils were reckless”?
A. noisy
B. polite
C. careful
D. crowded
E. together
_____ 3. In “Becky and the Wheels-and-Brake Boys,” it is unusual for girls to
A. do chores.
B. ride bikes.
C. talk to boys.
D. have friends.
E. attend school.
Will you ___________ this package deal?
A.
B.
C.
D.
E.
mail
open
carry
return
accept
_____ 5. Like the character in “Becky and the Wheels-and-Brake Boys,” Janet in
“The Southpaw” does not
A. give up easily.
B. like being a girl.
C. have many friends.
D. make wise choices.
E. feel understood by her family.
64
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
_____ 6. In “Becky and the Wheels-and-Brake Boys” the fireman lets Becky have
the bike because he is
A. being kind and helpful.
B. trying to show off.
C. taking revenge on his nephew.
D. trying make a good business deal.
E. hoping to embarrass Becky’s mother.
_____ 7. To Becky, a bike symbolizes
A. safety.
B. danger.
C. wealth.
D. justice.
E. happiness.
_____ 8. In “The Southpaw,” it is hard for Richard to
A. make fun of Janet.
B. live in New Jersey.
C. admit he was wrong.
D. watch Janet do ballet.
E. say no to Marilyn Jackson.
Read the following passage from “Becky and the Wheels-and-Brake Boys.” Then
answer the question(s) below.
“Becky, I heard you mother tell you over and over she cahn afford to
buy you a bike. Yet you keep on and on. Child, you’re a girl.”
“But I don’t want a bike because I’m a girl.”
“D’you want it because you feel like a bwoy?” Granny said.
“No. I only want it because I want it and want it and want it.”
Granny just carried on. “A tomboy’s like a whistling woman and a
crowing hen, who can only come to a bad end. D’you understand?”
I didn’t want to understand. I knew Granny’s speech was an awful speech.
_____ 9. In Granny’s opinion, a tomboy is
A. a hero.
B. a misfit.
C. a leader.
D. a follower.
E. an adventurer.
Read the following passage from “The Southpaw.” Then answer the question(s) below.
Dear Janet,
Here is your stupid Disneyland sweatshirt, if that’s how you’re going to be. I
want my comic books now—finished or not. No girl has ever played on the
Mapes Street baseball team, and as long as I’m captain, no girl ever will.
Your former friend,
Richard
P.S. I hope when you go for your check-up you need a tetanus shot.
Assessment Guide
LEVEL I, UNIT 2
65
3/20/2009 2:19:21 PM
_____ 10. This passage from “The Southpaw” reveals that Richard and Janet
A. are the same age.
B. go to the same doctor.
C. used to share things with each other.
D. have never liked each other.
E. are just joking with each other.
Matching
for The Southpaw
A. laughingstock
D. goldfish
B. comic book collection E. sweatshirt
C. captain
F. pitcher
_____ 11. The position Janet plays
_____ 12. Richard’s position on the team
_____ 13. is laughed at
_____ 14. Richard wants this back from Janet
_____ 15. Janet wants this back from Richard
_____ 16. Janet used to call this “Richard”
Essay
17. Theme is a central message that is revealed through a literary work. Write a
short essay explaining the theme of “Becky and the Wheels-and-Brake Boys”
and the theme of “The Southpaw.” How are these themes similar? How are
they different?
66
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
Zlateh the Goat, page 183
Lesson Test
Multiple Choice
for Zlateh the Goat
_____ 1. According to the Science Connection, most goats are raised for their
A. wool.
B. milk.
C. meat.
D. horns.
E. companionship.
_____ 2. After returning to the family, Zlateh often
A. pulls Reuven’s beard.
B. sleeps in Aaron’s bed.
C. comes into the kitchen.
D. stands watch at the window.
E. knocks Reuven with her horns.
He was struck by the splendor of the __________.
A.
B.
C.
D.
E.
rash
wind
castle
vitamins
newspaper
_____ 4. When Aaron sets out for town, he does not know
A. which way to go.
B. a storm is coming.
C. that Zlateh trusts him.
D. that Zlateh gives milk.
E. why his family isn’t keeping Zlateh any longer.
_____ 5. After the storm, the family never again considers selling Zlateh because
A. it is too dangerous.
B. no one will buy her.
C. they are grateful to her.
D. she is not worth much money.
E. she has started producing milk.
Assessment Guide
LEVEL I, UNIT 2
67
3/20/2009 2:19:21 PM
_____ 6. Aaron could best be described as
A. innocent.
B. resentful.
C. stubborn.
D. resourceful.
E. simple-minded.
_____ 7. By the end of the story, Zlateh has become
A. lazy.
B. a nuisance.
C. a hard worker.
D. part of the family.
E. a menace to strangers.
_____ 8. During his time in the haystack, Aaron finds Zlateh to be
A. bossy.
B. funny.
C. selfish.
D. annoying.
E. comforting.
_____ 9. This story suggests that although country folk often kill animals for
food, they
A. still care about their animals.
B. prefer to use their animals for milk.
C. turn many of their animals into pets.
D. don’t usually enjoy being around animals.
E. are happier when they can sell their animals.
Suddenly he made out the shape of a hill. He wondered what it could
be. Who had piled snow into such a huge heap? He moved toward it,
dragging Zlateh after him. When he came near it, he realized that it was
a large haystack which the snow had blanketed.
Aaron realized immediately that they were saved. With great effort
he dug his way through the snow. He was a village boy and knew what
to do. When he reached the hay, he hollowed out a nest for himself and
the goat.
_____ 10. In this passage, the author implies that city boys would not have
A. bothered to save the goat.
B. dared to crawl inside a haystack.
C. known that a haystack would save them.
D. been strong enough to dig through the snow.
E. recognized that the pile of snow was really a haystack.
68
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Matching
for Zlateh the Goat
A.
B.
C.
D.
furrier
imps
dreidel
Hanukkah
E.
F.
G.
H.
potato pancakes
Singer
eddies
Yiddish
_____ 11. game played with small four-sided toy
_____ 12. Jewish holiday
_____ 13. wrote the story of “Zlateh the Goat”
_____ 14. small, mischievous creatures
_____ 15. person who sells furs
_____ 16. served during Hanukkah
_____ 17. whirlwinds
_____ 18. a language
Essay
for Zlateh the Goat
19. Mood is the feeling or emotion the writer creates in a literary work. Compare
the story’s mood when Aaron and Zlateh are caught in the snowstorm to
the mood at the end of the story. How is the mood different at each of these
points? What causes the change in mood? How does the author create each of
these moods?
Assessment Guide
LEVEL I, UNIT 2
69
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
The Dog of Pompeii / Pompeii, page 192
Lesson Test
Multiple Choice
for The Dog of Pompeii / Pompeii
_____ 1. How many times does Bimbo leave Tito?
A. once a day
B. twice a day
C. three times a day
D. many times a day
E. once a week
_____ 2. Bimbo leads Tito to
A. the sea.
B. a bakery.
C. a temple.
D. the forest.
E. a merchant’s house.
_____ 3. The article “Pompeii” reveals that most houses in Pompeii were
made of
A. iron and brick.
B. logs and moss.
C. mud and grass.
D. stone and wood.
E. marble and bronze.
_____ 4. Bimbo dies
A. after abandoning Tito.
B. trying to get food for Tito.
C. while eating a loaf of bread.
D. trying to get out of Pompeii.
E. because he does not want to leave Pompeii.
70
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
_____ 5. Given the information contained in “Pompeii” by Robert Silverberg,
which of the following facts do you think Louis Untermeyer, the author
of “The Dog of Pompeii,” probably made up?
A. Poisonous gas spread across Pompeii.
B. A dog’s skeleton was uncovered by archaeologists.
C. The people of Pompeii could get bread from bakeries.
D. So much ash filled in the sky it was hard to tell if it was morning or night.
E. The man from Naples thought something bad was going to happen
in Pompeii.
_____ 6. It is reasonable to conclude that Bimbo
A. loves Tito.
B. needs Tito.
C. resents Tito.
D. considers Tito a burden.
E. does not understand Tito.
_____ 7. There is no way to know exactly
A. why the volcano erupted.
B. what came out of the volcano.
C. where the center of Pompeii was located.
D. when people in Pompeii realized what was
happening.
E. which temples were damaged when the volcano
erupted.
_____ 8. One of the most important things that Bimbo provides Tito
with is
A. fame.
B. income.
C. scholarship.
D. entertainment.
E. companionship.
_____ 9. Based on Robert Silverberg’s article, before Mount Vesuvius
erupted, Pompeii was probably a ___________ place
to live.
A. grim
B. quiet
C. scary
D. hectic
E. lonely
Assessment Guide
LEVEL I, UNIT 2
71
3/20/2009 2:19:21 PM
_____ 10. “The Dog of Pompeii” suggests that animals
A. have very little common sense.
B. can sense danger before humans can.
C. cannot survive without their masters.
D. do not have a strong survival instinct.
E. are quick to desert their masters in times of trouble.
Matching
Choose the best description for each of the following words.
A.
B.
C.
D.
E.
villa
deity
portico
pumice
comrade
F.
G.
H.
I.
J.
macellum
sulphur
sacrifice
promenade
province
_____ 11. food market
_____ 12. large home
_____ 13. friend
_____ 14. light rock formed from lava
_____ 15. offering to the gods
_____ 16. place far from the city
_____ 17. a god
_____ 18. porch-like area supported by columns
_____ 19. place for walking
_____ 20. element in a volcanic eruption that creates a choking fume
Essay
21. Historical fiction is fiction that is set in a real time and place, but contains
made-up elements. Often characters and details in historical fiction are not
real. Which details from “The Dog of Pompeii” do you think are probably
made up? Which details are probably true based on what you know about
Pompeii and what you read in the article by Robert Silverberg?
72
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
President Cleveland, Where Are You? / Card-carrying Collectors,
page 213
Lesson Test
Multiple Choice
for President Cleveland, Where Are You? / Card-carrying Collectors
_____ 1. At the start of the story, Jerry and his friends are collecting
A. baseballs.
B. autographs.
C. movie cards.
D. cowboy cards.
E. birthday cards.
_____ 2. Jerry sells his Grover Cleveland card for
A. thirty-five cents.
B. fifty cents.
C. one dollar.
D. two dollars.
E. five dollars.
_____ 3. According to Kathleen McKenna’s article, “Card-carrying Collectors,”
the most popular cards these days are
A. math cards.
B. football cards.
C. baseball cards.
D. president cards.
E. movie star cards.
_____ 4. Which of the following is a synonym for the word formidable in the
phrase “he is a formidable collector”?
A. tricky
B. reluctant
C. impressive
D. predictable
E. knowledgeable
_____ 5. To get what he wants, Rollie Tremaine often uses
A. luck.
B. deceit.
C. charm.
D. money.
E. threats.
Assessment Guide
LEVEL I, UNIT 2
73
3/20/2009 2:19:21 PM
_____ 6. Although this isn’t true in “President Cleveland, Where Are You?”, the
article “Card-carrying Collectors” indicates that today card collecting is
A. perfectly legal.
B. something boys do.
C. an enjoyable hobby.
D. often done by adults.
E. strictly about baseball.
_____ 7. Jerry’s actions show that he values his relationship with
A. Rollie.
B. Armand.
C. Mrs. Belander.
D. the store owner.
E. Sally Knowlton.
_____ 8. This story suggests that competition can be
A. fun.
B. boring.
C. deadly.
D. healing.
E. unhealthy.
_____ 9. This story suggests that a true friend
A. is forgiving.
B. deserves loyalty.
C. never gets angry.
D. asks many questions.
E. shares whatever he or she has.
“How much money have you got?” he whispered.
“You in some kind of trouble?” I asked, excitement rising in me as I
remembered the blackmail plot of a movie at the Globe a month before.
He shook his head in annoyance.
“Look,” he said, “it’s Pa’s birthday tomorrow. I think we ought to
chip in and buy him something . . . .”
I reached into my pockets and caressed the coins. “Here,” I said
carefully, pulling out a nickel.
_____ 10. The narrator’s reference to a blackmail plot shows
A. how much he admires his brother.
B. how dangerous his brother’s life is.
C. why he feels he cannot trust his brother.
D. the kind of trouble the narrator typically gets into.
E. that his thoughts are not always grounded in reality.
74
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Matching
for President Cleveland, Where Are You?
A. allot
B. contempt
C. dejection
D. divulge
E. lethargy
_____ 11. reveal
_____ 12. give out in measured amounts
_____ 13. feeling of extreme dislike
_____ 14. state of extreme tiredness
_____ 15. feeling of great sadness
Essay
for President Cleveland, Where Are You?
16. Evaluate the author’s use of cause and effect in “President Cleveland, Where
Are You?”. Identify several causes and their related effects. What are some
alternative effects that might have resulted from these causes? How would they
have changed the story?
Assessment Guide
LEVEL I, UNIT 2
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Name: ____________________________________________________ Date: __________________
Dragon, Dragon, page 229
Lesson Test
Multiple Choice
for Dragon, Dragon
_____ 1. The author of “Dragon, Dragon” was a
A. king.
B. cobbler.
C. magician.
D. mapmaker.
E. writing teacher.
_____ 2. One of the items found in the dragon’s lair is
A. a rosebush.
B. a dragon’s egg.
C. a golden sword.
D. the king’s crown.
E. the wizard’s spell book.
The __________ ravaged the man’s face, covering it wth painful sores.
A.
B.
C.
D.
E.
color
mirror
doctor
disease
photograph
_____ 4. Which of the following is an antonym for the word timidly in the
phrase “the shy youngest son said timidly”?
A. gently
B. tiredly
C. happily
D. hopelessly
E. confidently
_____ 5. The effect of the wizard’s “Bimble, Wimble” spell is that the
A. dragon begins to laugh.
B. queen turns into a rosebush.
C. cobbler refuses to fight the dragon.
D. dragon swallows the cobbler’s oldest son.
E. princess has to marry the cobbler’s youngest son.
76
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
_____ 6. The youngest son is
A. a natural leader.
B. loyal to his father.
C. his father’s favorite.
D. in awe of his brothers.
E. unable to think for himself.
_____ 7. This story indicates that a
A. humble person can be wise.
B. rich person can’t be trusted.
C. wise person can be dangerous.
D. happy person is seldom famous.
E. powerful person often make enemies.
_____ 8. Which of the following expressions best sums up the lesson learned by
the cobbler’s two older sons?
A. Actions speak louder than words.
B. Ask no questions and hear no lies.
C. What you don’t know can’t hurt you.
D. The apple doesn’t fall far from the tree.
E. Advice is least heeded when most needed.
Meanwhile the cobbler stood with his hands in his pockets, sighing at
the waste of time. “About the dragon . . .” he began.
“Oh yes,” said the king. “I’ll tell you what I’ll do. I’ll give the
princess’ hand in marriage to anyone who can make the dragon stop.”
“It’s not enough,” said the cobbler. “She’s a nice enough girl, you
understand. But how would an ordinary person support her? Also,
what about those of us that are already married?”
“In that case,” said the king, “I’ll offer the princess’ hand or half the
kingdom or both—whichever is most convenient.”
_____ 9. In this passage, the cobbler is portrayed as
A. selfish.
B. sneaky.
C. anxious.
D. practical.
E. innocent.
_____ 10. In this passage, the princess is treated
A. as a prize.
B. as magical.
C. to a reward.
D. with respect.
E. with cruelty.
Assessment Guide
LEVEL I, UNIT 2
77
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Matching
for Dragon, Dragon
A. plagued
B. lunged
C. dale
D. flabbergasted
E. craned
F. cobbler
_____ 11. valley
_____ 12. stretched your neck
_____ 13. afflicted with disease or disaster
_____ 14. overwhelmed by shock
_____ 15. thrust forward suddenly
_____ 16. shoemaker
Essay
for Dragon, Dragon
17. Irony of situation is the occurrence of an event that violates the expectations
of the characters, the reader, or the audience. Examine Gardner’s use of irony
in the story. When does he use irony? How does it affect the outcome of the
story?
78
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
The King of Mazy May, page 236
Lesson Test
Multiple Choice
for The King of Mazy May
_____ 1. Walt’s father is off
A. with Loren Hall.
B. recording his claim.
C. searching for moose.
D. on a prospecting trip.
E. looking for the Mazy May Creek.
_____ 2. Walt sometimes runs behind the sled in order to
A. stay warm.
B. look for the trail.
C. reassure the dogs.
D. fool the stampeders.
E. lighten the dogs’ load.
We watched in dismay as the ___________ capsized.
A.
B.
C.
D.
E.
ice
trail
boat
night
water
_____ 4. Who or what does Walt save?
A. Loren Hall’s life
B. his father’s claim
C. the Irishman’s life
D. Loren Hall’s claim
E. his father’s reputation
_____ 5. It is reasonable to conclude that Walt
A. enjoys his ride to Dawson.
B. has driven dog sleds before.
C. knows who the stampeders are.
D. often has trouble choosing a lead-dog.
E. blames his father for leaving him alone.
Assessment Guide
LEVEL I, UNIT 2
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_____ 6. The strangers’ attempts to shoot Walt reveal these men to be
A. patient.
B. ruthless.
C. ignorant.
D. confused.
E. incompetent.
_____ 7. The strangers do not care about
A. gold.
B. Loren Hall.
C. stopping Walt.
D. their own lives.
E. making money.
_____ 8. This story seems to contradict which of the following old sayings?
A. Nothing lasts forever.
B. When it rains, it pours.
C. Two wrongs don’t make a right.
D. While the cat’s away, the mice will play.
E. A bird in the hand is worth two in the bush.
_____ 9. Which of these expressions might Walt use to explain his actions?
A. Easy come, easy go.
B. No news is good news.
C. If the shoe fits, wear it.
D. It is never too late to learn.
E. The ends justify the means.
Walt has walked all the fourteen years of his life in sun-tanned, moosehide moccasins, and he can go to the Indian camps and “talk big” with
the men, and trade calico and beads with them for their precious furs.
He can make bread without baking-powder, yeast or hops, shoot a
moose at three hundred yards, and drive the wild wolf-dogs fifty miles
a day on the packed trail.
Last of all, he has a good heart, and is not afraid of the darkness and
loneliness, of man or beast or thing. His father is a good man, strong
and brave, and Walt is growing up like him.
_____ 10. From this passage it is clear that Walt is
A. eager for new adventures.
B. desperate for more education.
C. well-adapted to his environment.
D. ready to move to a more populated area.
E. constantly measuring himself against his father.
80
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:21 PM
Matching
Choose the best description or definition for each of the following.
A.
B.
C.
D.
abreast
summit
slacken
give no heed
E.
F.
G.
H.
prospectors
endure
hops
northern lights
_____ 11. suffer through hardship
_____ 12. people who explore an area in search of minerals
_____ 13. these appear in the night sky in the northern hemisphere
_____ 14. lined up side to side
_____ 15. slow down
_____ 16. highest point
_____ 17. pay no attention
_____ 18. part of a vine used to make bread and beverages
Essay
19. Point of view is the perspective from which a story is written. First-person point
of view includes the word I. Second-person point of view uses the word you.
Third-person point of view uses the words he, she, and they. From what point
of view is this story written? How does this affect the way in which the main
character is portrayed? How would the story have been different if it were
written from another point of view?
Assessment Guide
LEVEL I, UNIT 2
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Name: ____________________________________________________ Date: __________________
The Jacket, page 263
Lesson Test
Multiple Choice
for The Jacket
_____ 1. When the jacket gets old, it starts to
A. become fashionable.
B. make the dog growl.
C. shrink and turn yellow.
D. crack and lose its stuffing.
E. attract the attention of girls.
_____ 2. The narrator notices that his mother spends much of her time
A. trying to get the dog to behave.
B. whispering with his sister Debbie.
C. patching and mending the family’s old clothes.
D. standing over the stove with steamed-up glasses.
E. staring at the tree that grows outside the kitchen window.
The ___________ swooped down without warning.
A.
B.
C.
D.
E.
tar
sign
bird
party
performance
_____ 4. Which of the following is a synonym for the word vicious in the phrase
“it was a vicious test”?
A. fierce
B. unfair
C. lengthy
D. friendly
E. meaningless
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LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
_____ 5. Because “The Jacket” is a memoir, it
A. does not have a clear conclusion.
B. contains an account of real events.
C. focuses on facts rather than feelings.
D. must include an element of suspense.
E. is written from more than one point of view.
_____ 6. The narrator teases his dog because
A. he does not like the dog.
B. the dog likes to be teased.
C. he is frustrated and upset.
D. he blames the dog for his troubles.
E. he wants the dog to ruin the jacket.
_____ 7. The jacket seems especially ugly to Soto because
A. he has to wear it so often.
B. it had once been so beautiful.
C. it has an L-shaped cut on the sleeve.
D. it is a reminder of his mother’s bad taste.
E. he had gotten his hopes up for something much nicer.
_____ 8. This memoir reveals how easy it is to
A. overcome obstacles.
B. forget one’s heritage.
C. settle for second best.
D. focus on the negative.
E. lose touch with friends.
_____ 9. For Soto, the jacket is a symbol of
A. his need to fit in with his peers.
B. what he hopes to achieve in life.
C. everything that is wrong in his life.
D. his family’s low status in the community.
E. his failure to communicate with his mother.
That winter the elbows began to crack and whole chunks of green
began to fall off. I showed the cracks to my mother, who always seemed
to be at the stove with steamed-up glasses, and she said that there were
children in Mexico who would love that jacket. I told her that this was
America and yelled that Debbie, my sister, didn’t have a jacket like
mine. I ran outside, ready to cry, and climbed the tree by the alley to
think bad thoughts and watch my breath puff white and disappear.
Assessment Guide
LEVEL I, UNIT 3
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_____ 10. In this passage, the mother’s response to the narrator is a reminder that
A. love is constant.
B. beauty is fleeting.
C. poverty is relative.
D. traditions are important.
E. fashion is unpredictable.
Matching
for The Jacket
A. camouflage
B. tortilla
C. stud
D. propeller
E. Braille
F. guacamole
_____ 11. nail with large head
_____ 12. dip made from mashed avocado
_____ 13. blade that spins around
_____ 14. system of writing for the blind using raised dots
_____ 15. colored pattern that blends in with the background
_____ 16. round, thin, flat bread
Essay
for The Jacket
17. Tone is the emotional attitude toward the reader or toward the subject implied
by a literary work. Examples of different tones that a work may have include
familiar, ironic, playful, sarcastic, serious, and sincere. Write a short essay
describing the tone of “The Jacket,” including examples of the kind of language
the author uses to create the tone.
84
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
Abd al-Rahman Ibrahima, page 270
Lesson Test
Multiple Choice
for Abd al-Rahman Ibrahima
_____ 1. Ibrahima was a leader of the
A. Fula.
B. Songhai.
C. Liberians.
D. Timbuktu.
E. Mandingo.
_____ 2. Ibrahima helped Dr. Cox when the doctor was
A. a slave.
B. injured.
C. drowning.
D. kidnapped.
E. in America.
The ____________ on my body caused me agony.
A.
B.
C.
D.
E.
dirt
light
hairs
wounds
clothing
_____ 4. From the Geography Connection, it is clear that the Triangular Trade
did not include the shipment of
A. slaves from Africa to Europe.
B. wine from Europe to America.
C. cotton from America to Europe.
D. molasses from North America to Europe.
E. manufactured products from Europe to America.
_____ 5. This story shows that white people in America had
A. little respect for laws.
B. no trust in government.
C. a flawed view of black people.
D. an unlimited ability to make money.
E. a desire to learn about other cultures.
Assessment Guide
LEVEL I, UNIT 3
85
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_____ 6. The efforts of the U.S. government on behalf of Abd Al-Rahman
Ibrahima could best be characterized as
A. bold and heroic.
B. too little too late.
C. cold and unfeeling.
D. cynical and insincere.
E. extraordinarily expensive.
_____ 7. Thomas Foster was interested in Ibrahima’s
A. wealth.
B. loyalty.
C. life story.
D. native language.
E. physical abilities.
_____ 8. This biography shows that whites became masters over Africans
because the whites had more
A. courage.
B. ambition.
C. intelligence.
D. powerful weapons.
E. willingness to travel.
He was told to work in the fields. He refused, and he was tied and
whipped. The sting of the whip across his naked flesh was terribly
painful, but it was nothing like the pain he felt within. The whippings
forced him to work.
For Ibrahima this was not life, but a mockery of life. There was the
waking in the morning and the sleeping at night; he worked, he ate, but
this was not life. What was more, he could not see an end to it. It was
this feeling that made him attempt to escape.
_____ 9. In this passage, the author indicates that
A. emotional pain can be overcome.
B. emotional pain can cause physical pain.
C. time heals both physical and emotional wounds.
D. physical pain makes it difficult to think clearly.
E. emotional pain can be worse than physical pain.
_____ 10. This passage makes it clear why Ibrahima felt
A. tricked.
B. hopeful.
C. confident.
D. desperate.
E. uncomfortable.
86
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Matching
A.
B.
C.
D.
E.
scholar
bondage
mooring
chaos
bearing
F.
G.
H.
I.
ritual
abolitionist
pitch
hatch
_____ 11. ceremony that has important meaning for a culture
_____ 12. opening into the lower quarters of a ship
_____ 13. place where a ship is docked and tied up
_____ 14. great confusion
_____ 15. serious student
_____ 16. sticky sap from a pine tree
_____ 17. person who wanted slavery ended
_____ 18. slavery
_____ 19. the way a person holds himself or herself
Essay
20. An author’s purpose is his or her reason for writing a text. An author’s purpose
may be to entertain or tell a story, to persuade, to inform, or to explain
something. What do you think was Walter Dean Myers’s purpose for writing
this text? Write a short essay explaining your thoughts.
Assessment Guide
LEVEL I, UNIT 3
87
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Name: ____________________________________________________ Date: __________________
Why?, page 286
Lesson Test
Multiple Choice
for Why?
_____ 1. Anne Frank was
A. French.
B. Russian.
C. German.
D. Austrian.
E. American.
_____ 2. Anne Frank began asking “why” when she was
A. a teenager.
B. a small child.
C. sent to school.
D. caught up in a war.
E. separated from her parents.
_____ 3. Anne Frank believed that people were
A. “born to fight.”
B. “good at heart.”
C. “lost in dreams.”
D. “open to change.”
E. “happy by nature.”
Once he stopped ____________, we began to discuss the situation
reasonably.
A.
B.
C.
D.
E.
trying
caring
thinking
shouting
listening
_____ 5. Anne Frank could best be described as
A. lonely.
B. selfish.
C. energetic.
D. thoughtful.
E. embarrassed.
88
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
_____ 6. This essay suggests that “why” is
A. a matter of taste.
B. vastly overused.
C. a childish question.
D. a very useful word.
E. impossible to answer.
_____ 7. Which of the following statements is supported by this essay?
A. It is dangerous to think too much.
B. Everyone has room for improvement.
C. Honesty is not always the best policy.
D. There is no such thing as right or wrong.
E. Children should not question their elders.
_____ 8. The author of this essay believes each person must take responsibility
for
A. the choices he or she makes.
B. educating the next generation.
C. understanding grownups’ frustrations.
D. lending a helping hand to those in need.
E. listening to the advice he or she is given.
It is a well-known fact that little children ask questions about
everything because they are unfamiliar with everything. This was very
much the case with me, but even when I grew older I couldn’t wait
to ask all kinds of questions, whether they could be answered or not.
This is not so terrible in itself and I must say that my parents tried to
answer every one of my questions very patiently, until . . . I began even
badgering strangers, and they generally can’t stand “children’s endless
questions.”
_____ 9. In this passage, Anne Frank describes herself as a particularly
____________ child.
A. silly
B. willful
C. curious
D. nervous
E. trustworthy
_____ 10. In this passage, Frank expresses her belief that her parents tried to be
A. stern.
B. brave.
C. helpful.
D. evasive.
E. agreeable.
Assessment Guide
LEVEL I, UNIT 3
89
3/20/2009 2:19:21 PM
Matching
for Why?
A. conscience
B. console
C. character
D. pedantic
E. diary
_____ 11. thoughts and feelings about right and wrong
_____ 12. comfort
_____ 13. a person’s behavior
_____ 14. where Anne Frank put her thoughts
_____ 15. characterized by too much attention to unimportant details
Essay
for Why?
16. A thesis is the main idea expressed in a nonfiction text. It is supported by
details in the text. Write a short essay exploring Anne Frank’s thesis in
“Why?”. What is the essay’s thesis? What details from her essay support this
thesis?
90
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
All I Really Need to Know I Learned in Kindergarten /
The World Is Not a Pleasant Place to Be, page 291
Lesson Test
Multiple Choice
for All I Really Need to Know I Learned in Kindergarten /
The World is Not a Pleasant Place to Be
_____ 1. At the opening of this essay, Fulghum is watching a group of children
A. play with a ball.
B. yell at each other.
C. jump in the leaves.
D. play hide-and-seek.
E. walk down the street.
_____ 2. According to Nikki Giovanni’s poem “The World Is Not a Pleasant
Place to Be,” the ocean’s tears are kissed by
A. fish.
B. rivers.
C. clouds.
D. humans.
E. sunlight.
It looked so _________ I thought it might be from medieval times.
A.
B.
C.
D.
E.
old
cute
fresh
shiny
ordinary
_____ 4. Fulghum does not believe that God
A. really exists.
B. makes the rules.
C. will ever be found.
D. cares about humans.
E. wants to remain hidden.
Assessment Guide
LEVEL I, UNIT 3
91
3/20/2009 2:19:21 PM
_____ 5. Because this is a persuasive essay, it
A. offers Fulghum’s opinion.
B. consists of objective facts.
C. contains no personal examples.
D. tells the story of Fulghum’s whole life.
E. describes one period in Fulghum’s life.
_____ 6. Fulghum likes the concept of Sardines better than hide-and-seek
because in Sardines
A. nobody’s feelings get hurt.
B. everybody ends up together.
C. at first only one person hides.
D. the game doesn’t last as long.
E. doesn’t take as much space to play.
_____ 7. In her poem “The World Is Not a Pleasant Place to Be,” Nikki
Giovanni’s use of _____________________ emphasizes that the need
for others is a natural thing.
A. emotional scenes
B. irregular sentences
C. images from nature
D. a lack of punctuation
E. different kinds of water
_____ 8. Fulghum’s essay suggests that hide-and-seek
A. can’t be fair to everyone.
B. rarely turns out to be fun.
C. teaches children bad habits.
D. is more complicated than it looks.
E. is a game that adults should not play.
_____ 9. The author believes that in life, as in hide-and-seek, “getting found” is
A. losing.
B. cheating.
C. important.
D. impossible.
E. disappointing.
_____ 10. This essay indicates that
A. no example can reveal the whole truth.
B. simple examples can illustrate complex truths.
C. because truth changes, one’s examples must change as well.
D. the most important truths cannot be reduced to simple examples.
E. complex examples are needed to illustrate even the most basic
truths.
92
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Matching
A. theologian
B. Sardines
C. Deus Absonditus
D. My House
E. olly-olly-oxen-free
F. civil rights
_____ 11. means a hidden god
_____ 12. used to announce a safety period in hide-and-seek
_____ 13. a variation of hide-and-seek
_____ 14. expert in the study of religion
_____ 15. book written by Nikki Giovanni
_____ 16. what Giovanni often writes about
Essay
17. Compare and contrast Fulghum’s essay with Giovanni’s poem “The World Is
Not a Pleasant Place to Be.” Explain the similarities and differences between
these two texts.
Assessment Guide
LEVEL I, UNIT 3
93
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
The Need for Solidarity Among Ethnic Groups, page 298
Lesson Test
Multiple Choice
for The Need for Solidarity Among Ethnic Groups
_____ 1. Shortly after Suu Kyi gave this speech, the military
A. overthrew the government.
B. placed her under house arrest.
C. presented her with a special medal.
D. changed Burma’s name to Myanmar.
E. announced its support for democracy.
_____ 2. In 1991, Aung San Suu Kyi won
A. release from prison.
B. the Nobel Peace Price.
C. a lawsuit against Myanmar’s government.
D. election to the National League for Democracy.
E. membership into the Burma Socialist Program Party.
_____ 3. Which of the following is a synonym for the word merit in the phrase
“there is great merit in sacrificing for others”?
A. value
B. regret
C. danger
D. reward
E. meaning
_____ 4. The Social Studies Connection makes it clear that the government of
Myanmar does not
A. challenge Suu Kyi.
B. agree with Suu Kyi.
C. pay attention to Suu Kyi.
D. spend money on Suu Kyi.
E. feel threatened by Suu Kyi.
94
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
_____ 5. The tone of Suu Kyi’s speech could not be characterized as
A. urgent.
B. earnest.
C. serious.
D. sincere.
E. playful.
_____ 6. Suu Kyi could best be described as
A. odd.
B. creative.
C. forgiving.
D. unrealistic.
E. courageous.
_____ 7. To Suu Kyi, lack of electricity in Myikyina is
A. unimportant.
B. a cause of Myanmar’s problems.
C. the biggest problem in Myanmar.
D. an example of Myanmar’s problems.
E. a distraction from Myanmar’s problems.
_____ 8. According to Suu Kyi, democracy requires
A. doubt.
B. wealth.
C. power.
D. intelligence.
E. participation.
_____ 9. Suu Kyi believes that the education of young people
A. should not involve politics.
B. can help promote democracy.
C. will set back the cause of democracy.
D. has caused many of Myanmar’s problems.
E. is an unreliable tool in achieving democracy.
_____ 10. Suu Kyi’s words
A. hide the real meaning of her speech.
B. apply only to a specific time and place.
C. are open to many different interpretations.
D. can be considered a universal call to action.
E. are directed toward a small group of people.
Assessment Guide
LEVEL I, UNIT 3
95
3/20/2009 2:19:21 PM
Matching
A. sacrifice
B. conscientious
C. instill
D. meritorious
E. democracy
_____ 11. system of government in which the people govern themselves
_____ 12. introduce gradually
_____ 13. guided by a sense of what is right
_____ 14. deserving of honor or praise
_____ 15. give something up to benefit something or someone else
Essay
16. An author’s purpose is his or her reason for writing a text. The purpose may
be to tell a story or narrate a sequence of events, to persuade, to inform or
explain, to portray a person, place, object, or event, or to express the author’s
thoughts or ideas. What do you think was Suu Kyi’s purpose for writing this
speech? What does she hope will be the result of her speech? How effective is
her speech?
96
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
There Is No Salvation for India / An Old Language Lives, page 303
Lesson Test
Multiple Choice
for There is No Salvation for India / An Old Language Lives
_____ 1. In his speech, Gandhi calls the use of English in Indian schools a
A. wasted effort.
B. path to freedom.
C. handicap on his nation.
D. result of India’s poverty.
E. relief from tribal conflicts.
_____ 2. According to “An Old Language Lives,” _________ are important in
traditional Weyeyi culture.
A. figs
B. frogs
C. eagles
D. drums
E. canoes
_____ 3. Which of the following is a synonym for the word heritage in the
sentence “Whatever they gained in the last fifty years would be a
heritage for the nation”?
A. shelter
B. legacy
C. expense
D. solution
E. reminder
_____ 4. In “An Old Language Lives,” it is not clear
A. who Ms. Nyati-Ramahobo is.
B. where the Wayeyi people live.
C. whether the Shiyeyi language will survive.
D. why the Wayeyi people care about their language.
E. whether the Wayeyi are a separate tribe from the Tswana.
Assessment Guide
LEVEL I, UNIT 3
97
3/20/2009 2:19:21 PM
_____ 5. One way Gandhi identifies himself with his listeners is by
A. asking them questions.
B. telling them about his dreams.
C. describing an English education.
D. referring to the “heart” of the nation.
E. using the term “we” instead of “you.”
_____ 6. Which of the following is not one of Gandhi’s main arguments?
A. English is a foreign language to Indians.
B. There is nothing wrong with India’s native languages.
C. University professors have considered the question of language.
D. The exclusive reliance on English is robbing India of its culture.
E. Indian students are at a disadvantage because Indian schools are
run in English.
_____ 7. The author of “An Old Language Lives” portrays the loss of traditional
languages as
A. a minor event.
B. a promising start.
C. a sad development.
D. an imaginary problem.
E. a necessary occurrence.
_____ 8. Gandhi’s speech is designed to
A. restore calm.
B. stir people up.
C. make people smile.
D. bring cultures together.
E. explain different points of view.
_____ 9. In his speech, Gandhi demonstrates pride in
A. India’s wealth.
B. his life’s work.
C. native Indian culture.
D. his ability to speak English.
E. the political leaders of India.
_____ 10. Both Gandhi’s speech and “An Old Language Lives” show that
language is
A. a means to an end.
B. constantly evolving.
C. less important now than in the past.
D. an important part of a person’s identity.
E. the major reason why different cultures clash.
98
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
Matching
A.
B.
C.
D.
Poona
Monhandas
Wayeyi
Botswana
E. Mahatma
F. Shiyeyi
G. Besant
_____ 11. country where Tswana is the dominant culture
_____ 12. founded Hindu University Central College
_____ 13. the language spoken by the Wayeyi
_____ 14. Gandhi’s first name
_____ 15. a city in India
_____ 16. a small group of people in northern Botswana
_____ 17. means “Great Soul”
Essay
for There is No Salvation for India
18. Persuasive writing is used to change or influence the way a reader thinks or
feels about a particular issue or idea. What is Gandhi trying to persuade his
audience about in his speech “There Is No Salvation for India”? What devices
does he use to persuade his audience? Assess his argument and defend or
refute its strength.
Assessment Guide
LEVEL I, UNIT 3
99
3/20/2009 2:19:21 PM
Name: ____________________________________________________ Date: __________________
The Flight of Red Bird: The Life of Zitkala-Sa, page 311
Lesson Test
Multiple Choice
for The Flight of Red Bird: The Life of Zitkala-Sa
_____ 1. Zitkala-Sa’s mother taught her
A. how to dance.
B. to speak English.
C. the art of beadwork
D. never to go barefoot.
E. about the healing powers of apples.
_____ 2. According to the History Connection, when Native American students
were sent to boarding school, they were not allowed to
A. sleep in beds.
B. write letters home.
C. touch white students.
D. drink anything but water.
E. speak their native language.
My ___________ behavior led to a rebuke from my teacher.
A.
B.
C.
D.
E.
bad
kind
mature
puzzling
outstanding
_____ 4. An “iron horse” is a
A. car.
B. gun.
C. farm.
D. train.
E. school.
_____ 5. The white people in this story would seem much nicer if this story was
told from the point of view of
A. Judéwin.
B. Totówin.
C. Zitkala-Sa’s aunt.
D. Zitkala-Sa’s mother.
E. the Quaker missionaries.
100
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:21 PM
_____ 6. For Zitkala-Sa, the arrival of missionaries in her village creates a
sense of
A. fear.
B. greed.
C. longing.
D. comfort.
E. happiness.
_____ 7. The missionaries who come to Zitkala-Sa’s village are guilty of
___________ Zitkala-Sa.
A. teasing
B. envying
C. rejecting
D. misleading
E. mistreating
_____ 8. To the workers at White’s Manual Labor Institute, Sioux traditions
A. are sacred.
B. have no value.
C. seem to hold great power.
D. are complex and mysterious.
E. can ease the transition into the white world.
_____ 9. Which of the following statements best summarizes the message in the
story?
A. Adjusting to a brand new culture is difficult but rewarding.
B. Encountering a brand new culture is exciting and stimulating.
C. Gaining entrance into a brand new culture is a rare opportunity.
D. Being thrown into a brand new culture is frightening and
overwhelming.
E. Adapting to a brand new culture takes courage, wisdom, and a
sense of humor.
Three years ago my brother David had returned from Hampton
Normal Institute, an industrial training school in Virginia. His coming
back influenced my mother to take a step from her native way of living.
First it was a change from the buffalo-skin covering of our wigwam
to the white man’s canvas. Recently she had given up her wigwam of
slender poles to live like a foreigner in a home of clumsy logs.
_____ 10. This passage suggests that
A. contact with whites is weakening Sioux culture.
B. whites are learning many things from the Sioux.
C. the Sioux are benefiting from their contact with whites.
D. contact between white and the Sioux is coming to an end.
E. the contact between whites and the Sioux is helping both groups.
Assessment Guide
LEVEL I, UNIT 3
101
3/20/2009 2:19:21 PM
Matching
A.
B.
C.
D.
E.
belfry
inflection
solemn
sinew
trifling
F.
G.
H.
I.
J.
bedlam
yield
smattering
discourse
impersonating
_____ 11. thread made from animal tendons
_____ 12. handling something as though it is not important
_____ 13. tower for a bell
_____ 14. acting like another person
_____ 15. long talk on a subject
_____ 16. serious
_____ 17. change in tone of voice while speaking
_____ 18. give way
_____ 19. small amount
_____ 20. scene of total confusion
Essay
21. Tone is the emotional attitude toward the reader or the subject implied by
a literary work. Examples of the different tones a work may have include
familiar, ironic, playful, sarcastic, serious, and sincere. Write a short essay
describing the tone of “The Flight of Red Bird: The Life of Zitkala-Sa.”
102
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:22 PM
Name: ____________________________________________________ Date: __________________
The Pigman and Me, page 321
Lesson Test
Multiple Choice
for The Pigman and Me
_____ 1. Zindel confides his problem to his
A. uncle.
B. priest.
C. father.
D. godfather.
E. grandfather.
I asked her what tactics she would use in tomorrow’s ________.
A.
B.
C.
D.
E.
race
party
results
weather
presents
_____ 3. Which of the following is an antonym for the word crucial in the
phrase “it was the most crucial place to me”?
A. untested
B. unnatural
C. unappealing
D. unnecessary
E. unpredictable
_____ 4. Given the information in the “Meet the Author” box, it appears this
memoir is set in
A. Italy.
B. New York.
C. California.
D. Wisconsin.
E. Massachusetts.
_____ 5. The narrator believes that both he and John Quinn are basically
A. misfits.
B. outlaws.
C. cowards.
D. good kids.
E. troublemakers.
Assessment Guide
LEVEL I, UNIT 3
103
3/20/2009 2:19:22 PM
_____ 6. Nonno Frankie could best be described as
A. smart but stern.
B. talented but shy.
C. goofy but lovable.
D. practical but distant.
E. helpful but demanding.
_____ 7. Both Zindel and John Quinn are fighting out of a sense of
A. humor.
B. outrage.
C. boredom.
D. obligation.
E. compassion.
_____ 8. Which of these statements is supported by Zindel’s memoir?
A. It hurts to be left out.
B. It is a mistake to pick a fight.
C. It is not easy to be the new kid.
D. It is easier to forgive than to forget.
E. It is not a good idea to trust strangers.
But John came in for the kill. He was close enough now so any punch
he threw could hit me. All I thought of was Nonno Frankie, but I
couldn’t remember half of what he told me and I didn’t think any of it
would work anyway.
“Aaeeeeeyaaaayeeeeehh!” I suddenly screamed at John. He stopped
in his tracks and the crowd froze in amazed silence. Instantly, I brought
back my right foot, and shot it forward to kick John in his left shin. The
crowd was shocked, and booed me with mass condemnation for my
Sicilian fighting technique.
_____ 9. Which statement about fighting does this passage support?
A. Raw courage is what wins fights.
B. Fighters pay no attention to the crowd.
C. The element of surprise is a powerful weapon.
D. The most successful fighters rely on pure instinct.
E. It is better to be a classy loser than an awkward winner.
_____ 10. This passage indicates that playground fighters
A. should be trained by grown-ups.
B. are expected to follow certain rules.
C. cannot be effective in front of a crowd.
D. often get in trouble with school officials.
E. are usually the least popular kids at school.
104
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:22 PM
Matching
A.
B.
C.
D.
E.
condemnation
avenge
fugitive
distorted
undulate
F.
G.
H.
I.
demented
mutilation
paranoid
gusto
_____ 11. rise and fall like waves
_____ 12. intense enthusiasm
_____ 13. strong declaration of blame or guilt
_____ 14. crazy
_____ 15. twisted out of shape
_____ 16. right a wrong by punishing the wrongdoer
_____ 17. person trying to escape by running away
_____ 18. permanent cuts or damage
_____ 19. overly suspicious
Essay
20. Tone is the author’s emotional attitude toward the reader or toward the
subject implied by a literary work. A text’s tone can be familiar, ironic, playful,
sarcastic, serious, or sincere. What is the tone of this text? How do you know?
What words does the author use to create the tone?
Assessment Guide
LEVEL I, UNIT 3
105
3/20/2009 2:19:22 PM
Name: ____________________________________________________ Date: __________________
Satchel Paige / The Shutout, page 332
Lesson Test
Multiple Choice
for Satchel Paige / The Shutout
_____ 1. According to the selection “Satchel Paige,” Satchel got his nickname
when he was working in
A. a restaurant.
B. a movie theater.
C. a railroad station.
D. the minor leagues.
E. the Negro leagues.
He was dismayed to learn he had __________ a friend.
A.
B.
C.
D.
E.
lost
made
helped
surprised
entertained
_____ 3. According to “The Shutout,” which of the following is a synonym for
the word evolved in the phrase “the game evolved slowly”?
A. began
B. ended
C. spread
D. resumed
E. developed
_____ 4. According to “The Shutout,” it would be easier to trace the history of
African Americans in baseball if
A. better records had been kept.
B. more people cared about the subject.
C. the Negro League had never been formed.
D. baseball was an easier sport to understand.
E. African-American players had been more successful.
106
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:22 PM
_____ 5. Unlike “The Shutout,” “Satchel Paige” shows
A. how racism affected one baseball player.
B. that some African Americans love to play baseball.
C. that racism harmed African American baseball players.
D. the reason why African Americans were kept out of the major
leagues.
E. why it was difficult for African-American baseball players to
become famous.
_____ 6. The stories that Satchel Paige told were designed to
A. amuse people.
B. increase his pay.
C. shame white folks.
D. teach everyone a lesson.
E. caution African Americans.
_____ 7. “Satchel Paige” indicates that Paige became a famous baseball player
A. in order to end racism.
B. after racism disappeared.
C. because of his skin color.
D. despite the racism he faced.
E. to prove that racism didn’t exist.
_____ 8. According to “The Shutout,” African Americans became good ball
players
A. without much effort.
B. as a result of their training.
C. thanks to help from white ball players.
D. despite the limited encouragement they received.
E. only after being allowed into the major leagues.
_____ 9. “The Shutout” suggests that it is impossible to understand the history
of African-American baseball without understanding
A. the rules of baseball.
B. the history of racism in America.
C. the issues and outcome of the Civil War.
D. the history of the New York Knickerbockers.
E. the settlement patterns of African Americans.
Read the following passage from “The Shutout.” Then answer the question(s) below.
Baseball, however, was not a popular southern sport, never equal to
boxing, wrestling, footracing, or horseracing among the privileged
landowners.
Slave owners preferred these individual sports because they could
enter their slaves in competitions, watch the event from a safe distance,
pocket the winnings, and personally never raise a sweat. There are
documents to show that slave masters made a great deal of money from
the athletic skills of their slaves.
Assessment Guide
LEVEL I, UNIT 3
107
3/20/2009 2:19:22 PM
_____ 10. According to this passage, slave owners treated their slaves
A. as an expense.
B. very respectfully.
C. with great cruelty.
D. as part of the family.
E. as a financial investment.
Matching
for Satchel Paige
A.
B.
C.
D.
Babe Ruth
E. Cooperstown
“Cool Papa” Bell
F. Bill Littlefield
Cleveland Indians
G. Samuel Allen
Kansas City Monarchs
_____ 11. a great white ballplayer
_____ 12. Paige’s first major league team
_____ 13. wrote a poem about Paige
_____ 14. famous for the Baseball Hall of Fame
_____ 15. a great African American ballplayer
_____ 16. wrote a biography of Satchel Paige
_____ 17. a Negro League team
Essay
by a literary work. Different tones a work may have include familiar, ironic,
playful, serious, sincere, and sarcastic. Describe the tones of “The Shutout” and
“Satchel Paige.” Provide details from the texts to support your response.
108
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:22 PM
Name: ____________________________________________________ Date: __________________
Little Rock, Arkansas / Youth, page 344
Lesson Test
Multiple Choice
for Little Rock, Arkansas / Youth
_____ 1. On September 3, 1957, Elizabeth Eckford
A. attended classes at Central High.
B. tried to enter Central High for the first time.
C. decided never again to return to Central High.
D. pretended she was white in order to get inside Central High.
E. became one of nine students who protested outside Central High.
_____ 2. Elizabeth Eckford had a
A. talent for music.
B. strong religious upbringing.
C. father who was a bus driver.
D. scholarship for a private school.
E. stepsister who attended Central High.
_____ 3. Which of the following is an antonym for the word summon in the
phrase “summon the courage”?
A. find
B. seek
C. show
D. dismiss
E. encourage
_____ 4. The author mentions that Elizabeth Eckford sat with her back “ramrod
straight” in order to emphasize that she
A. was angry.
B. never lost her dignity.
C. was afraid to sit normally.
D. was a person of good character.
E. did not see any supporters in the crowd.
_____ 5. Elizabeth Eckford had to face the crowd alone because
A. the National Guardsmen did not help her.
B. she lived a bus ride away from Central High.
C. the NAACP wanted her to display her strength.
D. her parents did not want any part in the desegregation of schools.
E. she didn’t know where the other African-American students were
gathering.
Assessment Guide
LEVEL I, UNIT 3
109
3/20/2009 2:19:22 PM
_____ 6. The crowd of people gathered around Elizabeth Eckford and the
National Guardsmen could best be described as
A. scared.
B. hostile.
C. curious.
D. respectful.
E. concerned.
_____ 7. This selection ends on a ___________ note.
A. grim
B. harsh
C. hopeful
D. cautious
E. forgiving
_____ 8. This selection shows one struggle in the fight for
A. freedom.
B. equal rights.
C. public education.
D. American democracy.
E. African American unity.
_____ 9. The poem “Youth” suggests that African Americans should
A. study history.
B. focus on the future.
C. reject white culture.
D. not forget the struggles of the past.
E. find a way to fit into white America.
In the weeks before the start of school, the nine attended countless
meetings at which the plans to desegregate Central High were
discussed and at which the students were counseled about what to
expect. The NAACP knew that this was a crucial event in the campaign
to desegregate the schools in the South; they wanted nothing to go
wrong.
Just before the opening day, Arkansas governor Orval Faubus
announced that he would call in the National Guard to prevent the
nine black students from entering Central High.
_____ 10. This passage indicates that getting African Americans into Central
High was
A. a modest goal.
B. an unrealistic goal.
C. part of a bigger goal.
D. the National Guard’s goal.
E. the NAACP’s ultimate goal.
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Matching
A. Harlem Renaissance
B. Orval Faubus
C. Daisy Bates
D. Jim Haskins
E. Langston Hughes
_____ 11. head of the Little Rock NAACP
_____ 12. African American poet
_____ 13. author of the selection “Little Rock, Arkansas”
_____ 14. cultural movement in the 1920s
_____ 15. governor of Arkansas
Essay
16. Point of view is the perspective from which a text is written. “Little Rock,
Arkansas” was written from the third-person point of view of an uninvolved
observer. How would the text be different if it were written from the firstperson perspective of Elizabeth Eckford? What do you think she might have
said that the third-person narrator did not say?
Assessment Guide
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Name: ____________________________________________________ Date: __________________
Woodsong, page 351
Lesson Test
Multiple Choice
for Woodsong
_____ 1. Which of the following animals is not mentioned in this selection?
A. foxes
B. ravens
C. skunks
D. wolves
E. scorpions
_____ 2. Paulson gets rid of his paper trash by
A. burying it.
B. burning it.
C. taking it to a landfill.
D. feeding it to the goats.
E. letting the birds take it.
_____ 3. Paulson angers the bear by throwing a ___________ at it.
A. can
B. shoe
C. rock
D. stick
E. bottle
_____ 4. When the bear charges at him, Paulson feels
A. pure fear.
B. pure anger.
C. fear mixed with anger.
D. fear mixed with disbelief.
E. anger mixed with confusion.
_____ 5. It is reasonable to conclude that Paulson
A. likes animals.
B. enjoys bear hunting.
C. feels sorry for animals.
D. has never killed an animal.
E. prefers to live where there are no animals.
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_____ 6. Paulson portrays bears as having
A. a desire for peace.
B. no common sense.
C. a constant urge to kill.
D. the ability to learn things.
E. friends among the yard animals.
_____ 7. This selection suggests that there will always be a certain amount of
___________ in the animal world.
A. anger and betrayal
B. peace and harmony
C. tension and conflict
D. selfishness and rudeness
E. tolerance and acceptance
_____ 8. Paulson believes the bear’s attack was
A. a complex cry for help.
B. out of character for the bear.
C. bound to happen sooner or later.
D. the bear’s way of marking its territory.
E. the result of mistakes Paulson has made.
_____ 9. Which of the following statements would Paulson be most likely to
support?
A. Animals cannot be trusted.
B. Once an animal attacks a human, it must be killed.
C. Humans would be better off if all animals were tamed.
D. Animals should not be punished for doing what comes naturally to
them.
E. Animal behavior can be and should meet certain minimum safety
standards.
The bears, strangely, didn’t bother any of the yard animals. There must
have been a rule, or some order to the way they lived because they
would hit the kennel and steal from the dogs but leave the chickens
and goats and other yard stock completely alone—although you would
have had a hard time convincing the goats of this fact. The goats spent
a great deal of time with their back hair up, whuffing and blowing snot
at the bears—and at the dogs who would gladly have eaten them.
_____ 10. Which of the following statements is supported by this passage?
A. All animals are essentially the same.
B. Humans should not live near wild animals.
C. Humans should not keep animals in kennels.
D. Humans do not fully understand wild animals.
E. Animals prefer life with humans to life in the wild.
Assessment Guide
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Matching
for Woodsong
A. novelty
B. forage
C. predator
D. scavenge
E. hibernation
_____ 11. something new or unusual
_____ 12. state of inactivity
_____ 13. look for food
_____ 14. search for suitable material
_____ 15. animal that lives by preying on others
Essay
for Woodsong
16. Voice is the way a writer uses language to reflect his or her unique personality
and attitude toward the topic, form, and audience. A writer expresses his or
her voice through tone, word choice, and sentence structure. Write a short
essay describing Paulsen’s voice in “Woodsong.” What observations can you
make about him by analyzing his voice in this text?
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Name: ____________________________________________________ Date: __________________
Mi Familia, page 355
Lesson Test
Multiple Choice
for Mi Familia
_____ 1. Tafolla’s father taught her to
A. speak English.
B. write on a typewriter.
C. shoot off firecrackers.
D. use a hammer and drill.
E. sing the national anthem.
My closest ___________ is my sibling.
A.
B.
C.
D.
E.
call
point
home
relative
location
_____ 3. Which of the following is the English translation for the word cultura
in the phrase “we had no deprivation of cultural experiences, but rather
a double dose of cultura”?
A. cults
B. crime
C. clutter
D. culture
E. civilization
_____ 4. When Tafolla says “San Antonio is in my blood,” she means that she
A. tries hard to remember this city.
B. feels a deep connection to this city.
C. could not survive outside of this city.
D. is genetically related to everyone in this city.
E. has tried but failed to get away from this city.
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_____ 5. Tafolla’s purpose for writing this selection is to
A. entertain.
B. inform and teach.
C. narrate a series of events.
D. put forward a strong argument.
E. offer her thoughts and reflections.
_____ 6. Which of the following statements represents an opinion rather than a
fact?
A. “My roots in New Mexico go back for centuries.”
B. “Growing up, I teased that I had relatives on all sides of all wars.”
C. “My great-great-grandmother had a seamstress shop in ‘downtown’
San Antonio.”
D. “Our school had no spelling bees or science fairs, no playground
equipment, nor even a fence.”
E. “Perhaps that is why so many good independent and critical minds
came out of that time period.”
_____ 7. Tafolla likes feeling
A. free to be her own person.
B. connected to family members.
C. she does not owe anyone anything.
D. her family is separate from all others.
E. that she can change her identity whenever she wishes.
_____ 8. Which of the following sentences best describes Tafolla’s beliefs?
A. A person cannot survive without family.
B. We are all part of a vast human family.
C. Many people use the wrong definition of family.
D. Family members are the only ones you can really trust.
E. People need to know who is part of their family and who isn’t.
_____ 9. This selection indicates that Latinos have not always been
A. aware of the need for family.
B. part of San Antonio’s culture.
C. welcomed at Mexicano funerals.
D. well represented in mainstream culture.
E. able to explain their definition of family.
_____ 10. The author’s definition of family is
A. rigid.
B. elastic.
C. narrow.
D. limiting.
E. meaningless.
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Matching
for Mi Familia
A. esperanza
B. río
C. libro
D. tío
E. raza
F. abrazo
_____ 11. uncle
_____ 12. embrace
_____ 13. hope
_____ 14. river
_____ 15. race
_____ 16. book
Essay
for Mi Familia
17. Style is the manner in which something is said or written. This includes an
author’s word choices, sentence structure and length, and other recurring
features. It can be described as his or her written personality. How would you
describe Tafolla’s writing style? Is it formal? Informal? Conversational? Think
of other words you could use to describe it. Use examples from the text to
support your descriptions. Explain the effect of her writing style on getting
and keeping the reader’s interest. How else does her style affect your ability to
understand and relate to the text?
Assessment Guide
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Name: ____________________________________________________ Date: __________________
The Five “Wanderers” of the Ancient Skies / Earth from Space /
An Ancient Computer Surprises Scientists, page 378
Lesson Test
Multiple Choice
for The Five “Wanderers” of the Ancient Skies / Earth from Space /
An Ancient Computer Surprises Scientists
_____ 1. The night sky is filled with stars
A. of different colors.
B. that circle the Earth.
C. named in honor of Ptolemy.
D. located beyond our universe.
E. that are smaller than our moon.
_____ 2. Dennis Brindell Fradin
A. proved Aristarchus was right.
B. was one of the five “wanderers.”
C. has written many nonfiction books.
D. took the first photograph of the Earth from space.
E. discovered the mechanism known as “the world’s first
computer.”
My father ____________ the inscription as soon as he saw it.
A.
B.
C.
D.
E.
read
shook
filled
watered
complimented
_____ 4. It is true that heavenly bodies
A. are motionless.
B. rotate around the Earth.
C. travel in retrograde motion.
D. appear to circle the Earth.
E. cannot be seen with the naked eye.
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_____ 5. Ptolemy was trying to
A. fool people.
B. make money.
C. cause trouble.
D. explain what he saw.
E. create a new religion.
_____ 6. The news article “An Ancient Computer Surprises Scientists” suggests
that
A. people in ancient Greece used computers in everyday life.
B. some ancient people knew more astronomy than we realized.
C. much of the knowledge of ancient Greece has been lost forever.
D. all ancient people were mistaken in their beliefs about astronomy.
E. some ancient Greeks knew more about astronomy than scientists
know today.
_____ 7. The photographs in “Earth from Space” help show that
A. Earth is the most beautiful planet of all.
B. planets really do revolve around the sun.
C. Earth is not that different from other planets.
D. the appearance of a planet depends on how far away it is.
E. ancient Greeks understood what the planet Earth looked like from
space.
_____ 8. The people who supported Ptolemy
A. honestly believed he was right.
B. were punished for their beliefs.
C. did not reveal their true beliefs.
D. knew they were supporting a lost cause.
E. were afraid to look honestly at the facts.
_____ 9. People who study celestial objects today
A. use the tools invented by ancient astronomers.
B. could learn a great deal from ancient astronomers.
C. base much of their work on the findings of ancient astronomers.
D. have much better instruments to work with than ancient
astronomers had.
E. believe that all ancient astronomers were wrong in their conclusions
about the planets.
The ancient Egyptians believed that the planets Mars, Jupiter, and
Saturn were various forms of Horus, a god with a man’s body and a
bird’s head. The Babylonians, who lived in what is now Iraq, worshiped
Jupiter as Marduk, their king of the gods who killed a dragon and
created the sky and the oceans out of its body. Mexico’s Maya and
Aztec Indians referred to Venus as Quetzalcoatl, a god who also took
the form of a feathered serpent.
Assessment Guide
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_____ 10. This passage suggests many ancient cultures shared a belief that
A. gods are violent creatures.
B. the planets are constantly changing.
C. there is something godly about planets.
D. planets reveal their true nature to those who are godly.
E. there is no difference between gods, planets, and animals.
Matching
for The Five “Wanderers” of the Ancient Skies
A. Surya
B. Mercury
C. Aristarchus
D. Jupiter
E. Helios
F. Ptolemy
_____ 11. Greek astronomer who said the Earth spins like a top
_____ 12. named for the king of Roman gods
_____ 13. what the ancient Greeks called the sun
_____ 14. believed the Earth is at the center of the universe
_____ 15. a god in ancient India
_____ 16. the Water Star, according to the ancient Chinese
Essay
for The Five “Wanderers” of the Ancient Skies
17. A thesis is the main idea that is supported in a work of nonfiction. Identify
what you believe is the thesis of “The Five ‘Wanderers’ of the Ancient Skies”
and support your answer with examples from the text.
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Name: ____________________________________________________ Date: __________________
Noise Levels / Hearing Under Siege, page 392
Lesson Test
Multiple Choice
for Noise Levels / Hearing Under Siege
_____ 1. According to “Hearing Under Siege,” a child’s cap gun can
cause hearing loss if it is fired
A. indoors.
B. by an adult.
C. on a hot day.
D. over your head.
E. close to your ear.
__________ abound in the city.
A.
B.
C.
D.
E.
Fish
Clouds
Footballs
Buildings
Directions
_____ 3. Which of the following is an antonym for the word conservation
in the phrase “experts in hearing conservation”?
A. imitation
B. limitation
C. protection
D. destruction
E. construction
_____ 4. According to “Hearing Under Siege,” hearing loss can be
caused by
A. invasion of nerve endings by “hair cells.”
B. trauma to nerve endings called “hair cells.”
C. the growth of nerve endings called “hair cells.”
D. the destruction of “hair cells” by mutating nerve endings.
E. the transfer of information from “hair cells” to nerve
endings.
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_____ 5. The rough-line design used for the title of the diagram “Noise Levels”
communicates the notion that noise can be
A. difficult to detect.
B. soft and soothing.
C. jarring and painful.
D. lighthearted and funny.
E. enjoyable in many settings.
_____ 6. The information contained in the diagram could be divided into new
categories showing noise that is
A. made by babies or by adults.
B. made in winter or in summer.
C. heard in the daytime or at night.
D. musical or non-musical in nature.
E. found in America or in other countries.
_____ 7. According to “Hearing Under Siege,” shooting guns
A. always causes hearing loss.
B. puts you at risk for hearing loss.
C. has a short-term effect on hearing.
D. can actually improve your hearing.
E. has no long-term effect on hearing.
_____ 8. The diagram “Noise Levels” suggests that most harmful noises
A. cannot be identified.
B. are not found in nature.
C. last less than 5 seconds.
D. affect women more than men.
E. occur at very high frequencies.
_____ 9. The diagram indicates that it would be extremely difficult for most
people to
A. wear earplugs.
B. avoid all noise over 80 decibels.
C. hear more than one sound at a time.
D. hear anything while home appliances are running.
E. damage their hearing by listening to very loud music.
Read the following passage from the Informational Text Connection, “Hearing Under
Siege.” Then answer the question(s) below.
The damage done by noise depends not only on how loud it is but
also on the length of time you’re exposed to it. Many workers are
continuously subjected to levels above 85 decibels on a daily basis. The
cumulative effects of high levels of industrial and environmental noise
add up to some very alarming statistics.
By age 65, for instance, 20% to 30% of all the people in the United
States will have difficulty hearing normal conversational levels.
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_____ 10. It is reasonable to conclude from this passage that
A. all noise is harmful.
B. statistics are not to be trusted.
C. young people are not bothered by loud noises.
D. industrial noise is the number one cause of deafness.
E. people in quiet occupations are at less risk for hearing loss.
Matching
Choose the decibel level for each of the following noises.
A. a shot from a 357 Magnum D. an aircraft at 1,000 feet overhead
B. normal speech
E. music at a typical rock concert
C. a whisper
_____ 11. about 100 decibels
_____ 12. 100 to 120 decibels
_____ 13. 165 decibels
_____ 14. about 20 decibels
_____ 15. 60 decibels
Essay
16. Think of a time when you were exposed to loud noises. Did you feel the
“ringing or ‘stuffy’ feeling in [your] ears”? What did you do to protect yourself
from the noise? How long did the effects last? Would you do anything
differently now that you have read this article about hearing loss? In a few
paragraphs, describe a time when you were exposed to loud noises. Explain
how you felt after the noise ended and what you did, if anything, to protect
your hearing.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
Developing Your Chops / Muddy Waters, page 398
Lesson Test
Multiple Choice
for Developing Your Chops / Muddy Waters
_____ 1. According to the joke in “Developing Your Chops,” you get to
Carnegie Hall by
A. luck.
B. train.
C. flying.
D. practicing.
E. appointment.
_____ 2. According to “Developing Your Chops,” which word best completes
the following sentence?
He tried to emulate his ________.
A.
B.
C.
D.
E.
hair
hero
school
dinner
temperature
_____ 3. Muddy Waters’s first commercial record was
A. “Jook Joints.”
B. “Rollin’ Stone.”
C. “Mississippi Delta.”
D. “I Can’t Be Satisfied.”
E. “My Little Muddy Baby.”
_____ 4. Muddy Waters grew up in
A. Texas.
B. Chicago.
C. Alabama.
D. Nashville.
E. Mississippi.
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_____ 5. The writing of both Fran Lantz’s “Developing Your Chops” and Julius
Lester’s “Muddy Waters” expresses
A. hope for the future.
B. a longing for the past.
C. admiration for great musicians.
D. a lack of appreciation for certain styles of music.
E. concern over methods musicians use to reach stardom.
_____ 6. The authors of both “Muddy Waters” and “Developing Your Chops” use
A. the first-person point of view.
B. humor to keep the reader’s attention.
C. many examples to prove their points.
D. an almost overwhelming number of technical terms.
E. their own personal experience to support their main themes.
_____ 7. Which statement represents a main idea in “Developing Your Chops”?
A. A good musician is born, not made.
B. Music lessons hurt you more than help you.
C. There are many ways to become a good musician.
D. Musicians should be able to play many instruments.
E. The world’s greatest musicians follow similar paths.
_____ 8. This selection indicates that Muddy Waters is important not
only for his music but also for the influence he had
A. in politics.
B. within his family.
C. on music technology.
D. on the music of others.
E. on the Grammy Awards.
_____ 9. According to the selection “Muddy Waters,” part of what makes
a musician great is his or her
A. fans.
B. name.
C. passion.
D. instrument.
E. background.
Read the following passage from “Developing Your Chops.” Then answer the
question(s) below.
Of course, not everyone has the time or money to take lessons. As a
teenager growing up in Miami, Florida, singer Gloria Estefan was too
busy caring for her ailing father to study music. So she found a way to
take guitar lessons for free—she taught herself by reading songbooks
she took out of the library.
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_____ 10. In this passage, which piece of information is not important to your
understanding of the author’s point?
A. Music lessons take time and money.
B. Gloria Estefan had to care for her ailing father.
C. Gloria Estefan taught herself to play the guitar.
D. Gloria Estefan spent her teenage years in Miami, Florida.
E. It is possible to learn to play the guitar without taking lessons.
Matching
for Developing Your Chops
A.
B.
C.
D.
prospective
woodshedding
influence
sessions player
E.
F.
G.
H.
cover band
serendipity
premier
chops
_____ 11. first in rank
_____ 12. musical skill and style
_____ 13. finding something valuable without looking for it
_____ 14. practicing
_____ 15. musician available for hire
_____ 16. likely to be or become
_____ 17. group that plays the music and songs of others
_____ 18. affect
Essay
19. An author’s purpose is his or her reason for writing a text. It may be to inform,
to persuade, to tell a story, to entertain, or to portray a person, place, or object.
What do you think was Lantz’s purpose for writing “Developing Your Chops”?
What was Julius Lester’s purpose for writing “Muddy Waters”? Were they
successful? Why or why not?
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Name: ____________________________________________________ Date: __________________
How to Surf / A Sea Worry, page 410
Lesson Test
Multiple Choice
for How to Surf / A Sea Worry
_____ 1. Most surfers say it is best to learn on a _________ board.
A. long
B. short
C. thick
D. double
E. wooden
_____ 2. Surfing was invented on the islands of
A. Tahiti and Java.
B. Java and Jamaica.
C. Hawaii and Tahiti.
D. Aruba and Jamaica.
E. Bermuda and Aruba.
He _________ in clichés.
A.
B.
C.
D.
E.
hid
surfed
spoke
walked
painted
_____ 4. The author of “A Sea Worry” values
A. time alone.
B. her ancestors.
C. physical activity.
D. summer vacation.
E. words and language.
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_____ 5. Which of the following titles would best indicate an article with an
expository purpose?
A. Close Call on a Surf Board
B. Memories of a Surfer Dude
C. Outlaw Surfing at Public Beaches!
D. Silly Stories from the Surfing World
E. Five Steps to Becoming a Better Surfer
_____ 6. You should attach the board’s leash to your ankle
A. after you reach the top of the wave.
B. as soon as you stand up on the board.
C. before you paddle out into the waves.
D. before you practice standing up on the board.
E. just after you begin steering the board with your hips.
_____ 7. The author of “How to Surf”
A. enjoys all water sports.
B. has never been surfing.
C. must be an expert surfer.
D. knows a lot about surfing.
E. believes surfing is for kids.
_____ 8. “A Sea Worry” shows that surfing has
A. incredible appeal.
B. no redeeming value.
C. many practical applications.
D. the ability to bridge the age gap.
E. changed drastically over the years.
_____ 9. In “A Sea Worry,” Maxine Hong Kingston indicates that her son’s love
of surfing
A. will probably never fade.
B. sets him apart from his peers.
C. is shared by everyone his age.
D. was sparked by his first view of the ocean.
E. is not unusual among 14 to 20-year-old males.
_____ 10. Surfing is not
A. dangerous.
B. as easy as it looks.
C. particularly popular.
D. something that can be taught.
E. a memorable way to spend your time.
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Matching
Choose the best definition or description for each of the following words.
A. etiquette
B. the tube
C. entrails
D. concavities
E. body-surf
_____ 11. internal organs
_____ 12. rounded out forms
_____ 13. polite behavior
_____ 14. surf without a board
_____ 15. open space inside the curl of a wave
Essay
16. A description is a picture in words. Descriptive writing is used to portray a
character, an object, or a scene. In a short essay, describe how the article
“How to Surf” and the personal essay “A Sea Worry” use descriptive writing.
Determine the purpose of including descriptive writing in both selections.
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Name: ____________________________________________________ Date: __________________
Gorillas in the Mist / Woman in the Mists, page 419
Lesson Test
Multiple Choice
for Gorillas in the Mist / Woman in the Mists
_____ 1. Right after Peanuts touched her hand, Dian Fossey left Karisoke to
A. go on a lecture tour.
B. work with Dr. Leakey.
C. do some academic work.
D. rescue a sick mountain gorilla.
E. care for a sick family member.
_____ 2. The spot where Peanuts first touched Fossey is now known as
A. Peanut’s Place.
B. Acceptance Rock.
C. the Peanut Gallery.
D. the Place of the Hands.
E. Uncle Bert’s Playground.
_____ 3. Which of the following is an antonym for the word cantankerous in the
phrase “the cantankerous old gorilla”?
A. hurtful
B. elderly
C. fearless
D. annoying
E. agreeable
_____ 4. Fossey cabled Dr. Leakey in order to
A. boast to him.
B. get more money.
C. win his approval.
D. share her good news.
E. improve her reputation.
_____ 5. Dian Fossey
A. lacked warmth.
B. loved her work.
C. missed Europe.
D. had many regrets.
E. did not trust her instincts.
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_____ 6. It seems reasonable to conclude that if Fossey had maintained greater
distance from the gorillas,
A. she would not have been murdered.
B. she would have become more famous.
C. their lives would have been shortened.
D. she would have learned less about them.
E. they would have revealed different aspects of their lives to her.
_____ 7. Based on “Woman in the Mists,” why do you think Dian Fossey might
be considered a controversial figure?
A. She loved mountain gorillas.
B. She received support from an uncle.
C. She pursued advanced academic degrees.
D. She spent years studying the same animals.
E. She did not maintain a scientific detachment.
_____ 8. The work done by Dian Fossey
A. is of limited use now that Fossey is dead.
B. reinforces what we already knew about wild animals.
C. adds greatly to our understanding of mountain gorillas.
D. has created a permanent split in the scientific community.
E. won’t be fully understood until more is known about other animals
in that region.
Bob and I had just settled down on a comfortable moss-cushioned
Hagenia tree trunk when Peanuts, wearing his “I want to be
entertained” expression, left his feeding group to meander toward us.
Slowly I left the tree and pretended to munch on vegetation to reassure
Peanuts that I meant him no harm.
Peanuts’ bright eyes peered at me through a latticework of
vegetation as he began his strutting, swaggering approach.
_____ 9. This passage suggests that mountain gorillas
A. cannot control their curiosity.
B. try to dominate other creatures.
C. need constant reassurance from humans.
D. are not always motivated by physical needs.
E. use their eyesight more than their other senses.
_____ 10. Fossey’s word choice in this passage makes it clear that Peanuts
A. is her favorite mountain gorilla.
B. believes himself to be a human.
C. does not feel threatened by her presence.
D. is a dangerous and unpredictable creature.
E. is acting out of a deep sense of desperation.
Assessment Guide
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Matching
A.
B.
C.
D.
Digit
Amok
Whinny
Rwanda
E. Karisoke
F. Uncle Bert
G. Bob Campbell
_____ 11. worked with Fossey
_____ 12. seemed especially delighted by Fossey’s presence
_____ 13. name of the research center where Fossey worked
_____ 14. an old silverback who had at least three serious ailments
_____ 15. where Fossey’s research center was located
_____ 16. a young silverback who became a lonely outcast
_____ 17. took over as patriarch of Group 4
Essay
for Gorillas in the Mist
18. This selection is an exerpt from Dian Fossey’s book Gorillas in the Mist. In a
paragraph, discuss why you think Fossey included this story in her book. What
did you learn from it?
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Name: ____________________________________________________ Date: __________________
Childhood Photographs / Diary of a Century, page 427
Lesson Test
Multiple Choice
for Childhood Photographs / Diary of a Century
_____ 1. In “Diary of a Century,” Lartigue expresses admiration for
his
A. son.
B. sister.
C. father.
D. mother.
E. grandfather.
_____ 2. Zissou is Lartigue’s
A. sister.
B. father.
C. brother.
D. teacher.
E. neighbor.
_____ 3. Which of the following is a synonym for the word tableau in the phrase
“a beautiful little tableau”?
A. pill
B. table
C. scene
D. bureau
E. hospital
_____ 4. Jacques-Henri Lartigue lived
A. in Russia.
B. in America.
C. a long life.
D. in an orphanage.
E. with a French aviator.
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_____ 5. Visual media
A. are limited to photographs.
B. are typically hard to understand.
C. can show many details at once.
D. cannot present a point of view.
E. answers all a viewer’s questions.
_____ 6. From these photographs, it is reasonable to conclude that Lartigue was
not especially interested in
A. children.
B. technology.
C. transportation.
D. ordinary people.
E. outdoor activities.
_____ 7. The Science Connection suggests that a camera
A. is very heavy.
B. is best used indoors.
C. does not work in the dark.
D. can easily be made by a child.
E. is not well understood by scientists.
_____ 8. One common element in most of these photographs is
A. success.
B. poverty.
C. weather.
D. honesty.
E. movement.
_____ 9. What does this set of photographs indicate about new technology?
A. New technology does not change the way people live.
B. Human beings are not naturally attracted to new technology.
C. There are certain drawbacks and dangers to new technology.
D. New technology is generally available to people at all income levels.
E. People who embrace new technology are happier than people who don’t.
_____ 10. Lartigue’s pictures and autobiography indicate
A. a fear of change.
B. a refusal to admit weakness.
C. an interest in the natural world.
D. an excitement about evolving technology.
E. a connection between the past and the future.
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Matching
A. Wright Brothers
B. Rouzat
C. Gabriel Voisin
D. Stapleton Collection
E. Promenade
_____ 11. where one of Lartigue’s photos was taken
_____ 12. town where the Lartigue family estate was located
_____ 13. made the first successful airplane flight
_____ 14. French pioneer in aviation
_____ 15. contains most of the photos in this article
Essay
16. Drawing conclusions is the act of making reasonable guesses based on
evidence. What conclusions can you draw about Jacques-Henri Lartigue based
on his “Childhood Photographs” and the excerpt from Diary of a Century?
What information or clues from these sources led you to these conclusions?
Assessment Guide
LEVEL I, UNIT 4
135
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Name: ____________________________________________________ Date: __________________
A Breath of Fresh Air?, page 434
Lesson Test
Multiple Choice
for A Breath of Fresh Air?
_____ 1. The government agency that regulates air pollution is the
A. JS.
B. API.
C. EPA.
D. CAA.
E. AMG.
_____ 2. At the ground level, ozone is
A. dark and dirty.
B. grey and smelly.
C. dusty and grimy.
D. hot and invisible.
E. colorless and odorless.
_____ 3. According to this article, individuals can help reduce pollution by
A. staying home during smog alerts.
B. buying premium gasoline for their cars.
C. turning down their thermostats in cold weather.
D. asking members of Congress to take further action.
E. joining the American Association of Environmentalists.
_____ 4. Air pollution is
A. natural.
B. harmful.
C. constant.
D. invisible.
E. unavoidable.
_____ 5. Some people believe that making the air cleaner is not
A. possible.
B. worth the risk.
C. worth the cost.
D. going to help anyone.
E. as important as making water cleaner.
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_____ 6. One important aspect of air pollution that this article does not
discuss is
A. the way inhalers work.
B. the sources of air pollution.
C. air pollution in other countries.
D. the names of all EPA employees.
E. how air pollution affects automobiles.
_____ 7. On the question of whether or not Congress should pass stricter laws
for clean air, the author expects the reader to
A. agree with her.
B. seek expert opinions.
C. take immediate action.
D. keep a historical perspective.
E. make up his or her own mind.
_____ 8. The author includes information about Adam Buchoff in order to
A. distract you.
B. explain the scientific issues involved.
C. illustrate one consequence of air pollution.
D. show how one person can make a difference.
E. emphasize the air pollution in Donora, Pennsylvania.
_____ 9. Which expression does this article illustrate?
A. The tree is known by its fruit.
B. No good deed goes unpunished.
C. There are two sides to every coin.
D. Politics makes strange bedfellows.
E. Don’t put all your eggs in one basket.
The U.S. has come a long way since then. In 1970, Congress passed the
Clean Air Act. This law required private businesses and state and local
governments to make changes to decrease air pollution. Carmakers
had to build cars that leaked fewer harmful gases. Power plants
were required to put special “scrubbers” in their smokestacks. These
changes—and those required by later laws—have made the air we
breathe much cleaner.
_____ 10. This passage indicates that
A. pollution is no longer a problem.
B. the Clean Air Act was unpopular.
C. carmakers are the biggest polluters.
D. polluters did not improve voluntarily.
E. American businesses no longer pollute the air.
Assessment Guide
LEVEL I, UNIT 4
137
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Matching
Choose the best defnition or description for each of the following.
A. fine particulates
B. provisions
C. emissions
D. sulfates
E. inhalers
_____ 11. deliver medicine to asthma patients
_____ 12. gases or other substances that are released or let out
_____ 13. chemicals released when coal is burned
_____ 14. a major air pollutant
_____ 15. conditions that must be met
Essay
16. An author’s purpose is the goal he or she wants to accomplish by writing a
text. It may be to entertain, to tell a story, to persuade, to inform, or to explain.
Write a short essay describing Hanson-Harding’s purpose for writing this
article. What did she aim to accomplish? How did she set out to accomplish
her goal? Was she successful? How do you know?
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Name: ____________________________________________________ Date: __________________
The Adventures of Tintin: The Black Island, page 438
Lesson Test
Multiple Choice
for The Adventures of Tintin: The Black Island
_____ 1. When he sees a man getting off the train, Tintin wants to
A. hide.
B. rob him.
C. follow him.
D. call the police.
E. talk to the conductor.
_____ 2. The officers find a ___________ in Tintin’s pocket.
A. key
B. gun
C. letter
D. ticket
E. wallet
_____ 3. Tintin escapes while the officers are
A. eating.
B. sleeping.
C. taking pictures.
D. talking to each other.
E. looking out the window.
_____ 4. Which definition for the word plant best fits its use in the phrase
“someone planted the cosh and the wallet in my pockets”?
A. to place secretly
B. to establish or found
C. to introduce into an area
D. to fix firmly in the mind
E. to set in the ground to grow
_____ 5. The purpose of the Tintin series is to
A. inform.
B. educate.
C. entertain.
D. persuade.
E. challenge.
Assessment Guide
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_____ 6. One way Hergé identifies authority figures and sets them apart from
other characters is by
A. dressing them in black.
B. portraying them in vehicles.
C. making them especially strong.
D. giving them distinctive names.
E. displaying their conversation in capital letters.
_____ 7. The first ten panels in this strip
A. provide humor.
B. solve a mystery.
C. offer a story within a story.
D. establish Tintin’s innocence.
E. explain the setting in space and time.
_____ 8. In this comic strip, punctuation marks are sometimes used to
A. clarify plot twists.
B. provide visual interest.
C. communicate thoughts.
D. clarify who is speaking.
E. indicate the author’s point of view.
_____ 9. The smartest character in this comic strip is
A. Tintin.
B. Tintin’s dog.
C. the first officer.
D. the second officer.
E. the train conductor.
Read the following passage from the comic strip. Then answer the question(s) below.
TINTIN: “I’m innocent, I tell you. It’s a trick. Someone planted the
cosh and the wallet in my pockets while I was asleep . . . I’ve never seen
them before.”
OFFICER: “What else can we do Tintin? The evidence is all against
you.”
TINTIN: “I agree.”
_____ 10. In this passage, Tintin appears to be
A. a cruel man.
B. a hopeful individual.
C. a reasonable person.
D. a pathetic individual.
E. an untrustworthy criminal.
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Matching
A. Hergé
B. suitcases
C. Snowy
D. cosh
E. key
F. Scotland
_____ 11. the name of Tintin’s dog
_____ 12. where “The Black Island” takes place
_____ 13. pen name of Georges Remi
_____ 14. what Tintin’s dog brings to Tintin
_____ 15. useful for hitting people on the head
_____ 16. what fell on the officers’ heads
Essay
17. Consider the information presented in the comic strip. In a paragraph, discuss
what information the drawings add to the story line. Also address how the
information would be presented as a short story. Which genre do you think is
more appropriate for this story line? Explain.
Assessment Guide
LEVEL I, UNIT 4
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Name: ____________________________________________________ Date: __________________
Ode to La Tortilla, page 460
Lesson Test
Multiple Choice
for Ode to La Tortilla
_____ 1. The speaker in the poem is
A. a mother.
B. a young person.
C. a professional cook.
D. a grocer.
E. a sidewalk tortilla seller.
_____ 2. The person in the poem shares the tortilla with
A. a bird.
B. a friend.
C. the family dog.
D. a stray dog.
E. a young child.
_____ 3. The person in the poem eats the tortilla
A. in a restaurant.
B. in the park.
C. at the school cafeteria.
D. on the back porch.
E. on the front lawn.
_____ 4. Which of the following images is not a sound image?
A. “chirp”
B. “gargle it down”
C. “a bubble of air rising”
D. “the radio on the window sings”
E. “snap it out of the pan”
_____ 5. Which image is not a touch image?
A. “dripping down my elbow”
B. “oily hands”
C. “warm tortillas”
D. “the black pan”
E. “blistered brown”
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_____ 6. Which image is not a visual image?
A. “the green, green lawn”
B. “knee-scrubbed jeans”
C. “the wintry tree”
D. “breathe in, breathe out”
E. “glassy eyes”
_____ 7. Personification is a figure of speech in which an animal, a thing, a
force of nature, or an idea is described as if it were human or is given
human characteristics. Which of the following is an example of
personification?
A. Sparrow—hoping on the lawn
B. Butter—drips down my elbow
C. Radio—sings El cielo es azul . . .
D. Mama—tells me to turn it over
E. Sparrow—jumps on his food
_____ 8. Mood, or atmosphere, is the emotion created in the reader by part or
all of a literary work. The writer can evoke in the reader an emotional
response by working carefully with descriptive language and sensory
details. Which of the following words best describes the mood of this
poem?
A. serious
B. nervous
C. comfortable
D. regretful
E. playful
Essay
9. Why did the writer included the sparrow in the poem? What purpose does the
sparrow serve? Write a brief essay that analyzes the image of the sparrow and
why it was included in the poem.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
Abuelito Who / The Bats, page 465
Lesson Test
Multiple Choice
for Abuelito Who / The Bats
_____ 1. Who is Abuelito?
A. the speaker’s grandfather
B. a friend of the speaker
C. a neighbor of the speaker
D. the speaker’s little brother
E. an athlete the speaker admires
_____ 2. Which of these statements is not true about this poem?
A. It has no punctuation except for a question mark at the end.
B. It contains a series of phrases, all of which describe Abuelito.
C. Repetition is a key element.
D. It is divided into several stanzas, each containing one sentence.
E. None of the above
_____ 3. The speaker remembers Abuelito in terms of objects and actions except
for
A. a watch and glass of water.
B. big brown shoes.
C. blankets and spoons.
D. a coin purse.
E. laughing like the letter k.
_____ 4. Consider the following statements about Abuelito from the poem.
Which one does not demonstrate the strong bond between Abuelito
and the speaker?
A. “asks who loves him”
B. “tells me in Spanish you are my diamond”
C. “tells me in English you are my sky”
D. “who used to laugh like the letter k”
E. “talks to me inside my head”
_____ 5. Which of the following is an example of a simile?
A. the rain on the roof that falls like coins
B. who is dough and feathers
C. whose little eyes are string
D. is a doorknob tied to a sour stick
E. is tired shut the door
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_____ 6. What could you conclude from the line “Abuelito who throws coins
like rain”?
A. Abuelito has traveled to many places.
B. Abuelito enjoys throwing things.
C. Abuelito protects his money.
D. Abuelio has a coin collection.
E. Abuelito is generous.
_____ 7. Which of the following lines is an example of a metaphor?
A. “is too sad to come down today”
B. “who is dough and feathers”
C. “who used to laugh like the letter k”
D. “who snores up and down up and down up and down again”
E. “sleeps in his little room all night and day”
_____ 8. Why might the author have chosen to include the line “who tells me in
Spanish you are my diamond”?
A. to show that the speaker has a big ego
B. to show that Abuelito could speak many languages
C. to show that Abuelito wanted the speaker to feel valued
D. to point out that Abuelito did not care for the speaker
E. to confuse the reader
_____ 9. The main lesson that the speaker in “The Bats” learned while counting
bats on the porch with her grandmother was to
A. love one another.
B. respect your elders.
C. always assume the worst.
D. enjoy life as it happens.
E. trust your instincts.
_____ 10. In “The Bats,” the speaker compares herself to
A. a butterfly.
B. a mother.
C. an ocean.
D. an island.
E. a bird.
Essay
for Abuelito Who
11. Figurative language is writing that is meant to be understood imaginatively
instead of literally. Many writers, especially poets, use figurative language to
help readers see things in new ways. Consider the author’s use of metaphor
and simile in “Abuelito Who.” In a paragraph, identify the images that were
the most interesting or unusual and defend your choices by explaining why
you consider them to be the best.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
Life Doesn’t Frighten Me, page 474
Lesson Test
Multiple Choice
for Life Doesn’t Frighten Me
_____ 1. The speaker admits that she is afraid
A. only in her dreams.
B. on the ocean floor.
C. all alone at night.
D. if a black cat crosses her path.
E. None of the above.
_____ 2. Who protects and comforts the speaker when she is afraid?
A. her father
B. her mother
C. her teacher
D. her big brother
E. no one
Read the following stanza from the poem; then answer the following question(s).
I go boo
Make them shoo
I make fun
Way they run
I won’t cry
So they fly
I just smile
They go wild
Life doesn’t frighten me at all.
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_____ 3. This stanza contains a combination of “I” and “they/them” statements.
The purpose of moving back and forth from “I” to “they/them” may be
to
A. show a cause and effect between the two groups.
B. show both sides of the story.
C. emphasize learning to share.
D. show that other people have fears too.
E. show how childish her fears are.
_____ 4. Which line in this stanza is repeated elsewhere in the poem?
A. “I make fun”
B. “I won’t cry”
C. “I just smile”
D. “Life doesn’t frighten me at all”
E. All of the above
_____ 5. A rhyme scheme is the pattern of end rhymes designated by assigning
a different letter of the alphabet to each rhyme. What is the rhyme
scheme of this stanza?
A. ababcdcde
B. aabbccdde
C. abcabcabc
D. abcbabcbc
E. ababababa
_____ 6. Which pair of words in this stanza is an example of slant rhyme?
A. boo – shoo
B. fun – run
C. cry – fly
D. smile – wild
E. all of the above
_____ 7. The writer might have repeated the line “Life doesn’t frighten me at all”
in order to
A. confuse the reader.
B. emphasize the speaker’s belief.
C. emphasize the writer’s favorite phrase.
D. make the poem difficult to read.
E. show that the speaker is not well.
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Matching
Each of these phrases appears in the poem as an example of something that does not frighten
the speaker. Match each specific example with the general kind of fear it represents.
A. “shadows on the wall”
B. “dragons breathing flame”
C. “tough guys in a fight”
D. “that new classroom”
E. “frogs and snakes”
_____ 8. It is scary to be in an unfamiliar place with no friends.
_____ 9. Violence in society, even if it doesn’t hurt us personally, can be scary.
_____ 10. Boys often think girls are sissies and try to frighten them.
_____ 11. Sometimes our imaginations make harmless things seem scary.
_____ 12. Many fantastic creatures in children’s books are meant to be scary.
Essay
13. The speaker is the character who speaks in, or narrates, a poem—the
voice assumed by the writer. The speaker and the writer of a poem are not
necessarily the same person. In a short essay, describe the speaker in this poem
based on what the poem tells you about him or her. Include details such as
his or her age, gender, life experiences, etc. Support your conclusions with
information presented in the poem.
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Name: ____________________________________________________ Date: __________________
The Walrus and the Carpenter, page 479
Lesson Test
Multiple Choice
for The Walrus and the Carpenter
_____ 1. As they walk along the beach, the Walrus and the Carpenter cry
because
A. the waves are splashing them and getting their clothes all wet.
B. the salt water stings their eyes.
C. there are no stars visible because of the clouds.
D. there is too much sand.
E. it is low tide and the beach is covered with debris.
_____ 2. Most of the oysters accept the Walrus’s invitation to go for a walk along
the beach except
A. those who cannot find their shoes.
B. one little oyster who has not yet learned to walk.
C. the oldest oyster, who wants to stay in the oyster bed.
D. a group of oysters who are too busy playing hide and seek.
E. two oysters who want to be left alone.
_____ 3. What do the Walrus and the Carpenter have with their oysters?
A. bread and butter
B. large glasses of ale
C. tea with milk and sugar
D. apples and potatoes
_____ 4. As the Walrus and the Carpenter eat the oysters, the Walrus keeps
saying
A. how delicious the oysters are.
B. how sorry he is for the oysters.
C. how beautifully the moon shines on the ocean.
D. that he has never eaten so many oysters at once.
E. that the Carpenter is eating more than his share of the oysters.
_____ 5. Which phrase best relates to the story?
A. A picture is worth a thousand words.
B. All’s fair in love and war.
C. Doubt is the beginning of wisdom.
D. A stitch in time saves nine.
E. Look before you leap.
Assessment Guide
LEVEL I, UNIT 5
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“The time has come,” the Walrus said,
To talk of many things:
Of shoes—and ships—and sealing wax—
Of cabbages—and kings—
And why the sea is boiling hot—
And whether pigs have wings.”
1
2
3
4
5
6
_____ 6. In this well-known stanza, which line or lines contain examples of alliteration?
A. lines 1 and 2
B. line 3
C. line 4
D. lines 5 and 6
E. All of the above
_____ 7. A rhyme scheme is the pattern of end rhymes designated by assigning
a different letter of the alphabet to each rhyme. The rhyme scheme of
this stanza is
A. aabbcc.
B. ababab.
C. abcabc.
D. abcbdb.
E. abacbc.
Matching
A. briny
C. billows
E. sulky
B. frothy
D. beseech
F. dismal
_____ 8. beg
_____ 9. waves
_____ 10. salty
_____ 11. dreadful, very bad
_____ 12. foamy, full of bubbles
_____ 13. brooding, pouting, glum
Essay
14. A theme is a central message or perception about life that is revealed through
a literary work. In a short essay, identify a possible theme for “The Walrus and
the Carpenter” and support your idea with evidence from the story.
150
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3/20/2009 2:19:23 PM
Name: ____________________________________________________ Date: __________________
Jabberwocky / The Other Alice, page 487
Lesson Test
Multiple Choice
for Jabberwocky / The Other Alice
_____ 1. The son is warned to be wary of the following creatures, except
A. the Bandersnatch.
B. the Tumtum tree.
C. the Jabberwock.
D. the Jubjub bird.
E. both the Jubjub bird and the Tumtum tree.
_____ 2. What object or creature “went snicker-snack”?
A. Jabberwock
B. Bandersnatch
C. Jubjub bird
D. borogroves
E. vorpal blade
_____ 3. Why is “Jabberwocky” considered a nonsense poem?
A. It tells a story.
B. It was written by Lewis Carroll.
C. It contains meaningless writing and speech.
D. The main hero is a small child.
E. It introduces a made-up creature.
_____ 4. Which of the following is a the synonym for the word beamish in the
statement “[c]ome to my arms, my beamish boy!”
A. bright
B. angry
C. glaring
D. proud
E. remorseful
_____ 5. According to “The Other Alice,” Charles Lutwidge Dodgson
A. was not successful at arithmatic.
B. was outgoing.
C. stuttered.
D. was extremely well dressed.
E. was an ordained minister.
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_____ 6. What might be the purpose of repeating the first stanza at the end of
the poem?
A. to show how the environment has changed now that the
Jabberwock has been killed
B. to make certain the reader knows where the poem takes place
C. to confuse the reader
D. to mark the end of the conflict and to bring the poem “full circle”
E. to show that an adventure is about to begin again
Read the following passage from “Jabberwocky.” Then answer the question(s) below.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
_____ 7. Sensory details are words and phrases that describe how things look,
sound, smell, taste, or feel. Which types of sensory details are included
in this passage?
A. sight and smell
B. sound and taste
C. sight and sound
D. sound and feel
E. sight and taste
_____ 8. Which word best describes the mood created by this passage?
A. hopeless
B. suspenseful
C. lighthearted
D. calm
E. joyous
Matching
for Jabberwocky
A. seek
B. slay
C. foe
D. chortle
E. shun
_____ 9. laugh, chuckle
_____ 10. enemy
_____ 11. search for
_____ 12. avoid, reject
_____ 13. kill
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Essay
for Jabberwocky
14. Lewis Carroll was well known for his practice of creating new words in his
writing. Consider the following words and phrases: slithy toves; [a]ll mimsy
were the borogoves; his vorpal sword; the manxome foe; in uffish thought; he
went galumphing back; and “O frabjous day!”
Choose five of these words and, in a brief essay, explain what you think they
might mean and what lead you to this conclusion. In other words, you should
explain how the words are used in “Jabberwocky” and then explain why you
think they might carry a certain meaning. Feel free to use your creativity, but
remember that your explanations must relate the word to how it is used in the
poem.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
There Is No Word for Goodbye / If You Should Go, page 493
Lesson Test
Multiple Choice
for There Is No Word for Goodbye / If You Should Go
_____ 1. In “There Is No Word for Goodbye,” the speaker is talking to his or
her
A. mother.
B. father.
C. grandmother.
D. grandfather.
E. aunt.
_____ 2. One can assume that the speaker of “There Is No Word for Goodbye”
admires Sokoya’s
A. wisdom.
B. physical strength.
C. reverence for the Great Spirit.
D. singing and drumming ability.
E. hunting success.
_____ 3. In “There Is No Word for Goodbye,” the person being spoken to is
described physically as
A. old.
B. small.
C. strong.
D. weak.
E. powerful.
_____ 4. Which of the following statements is true about the title of the poem
“There Is No Word for Goodbye”?
A. It is also the first line of the poem.
B. It is also the last line of the poem.
C. It is both the first line and the last line of the poem.
D. It is repeated several times throughout the poem.
E. It does not appear in the poem.
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_____ 5. All the following lines from “There Is No Word for Goodbye” help
explain why the Athabaskan people have no word for goodbye except
which one?
A. “We never leave each other.”
B. “We always think you’re coming back,”
C. “we’ll see you someplace else.”
D. “You forget when you leave us,”
E. “When does your mouth / say goodbye to your heart?”
_____ 6. In Countee Cullen’s poem “If You Should Go,” to what does the
speaker compare his beloved?
A. daylight
B. a dream
C. day and night
D. light and a dream
E. night and dreaming
_____ 7. Alliteration is the repetition of initial consonant sounds. Though
alliteration usually refers to sounds at the beginning of words, it can
also be used to refer to sounds within words. Which of the following
lines from Cullen’s poem contains an example of alliteration?
A. “That it has lived, except a gleam”
B. “When done, should leave no trace”
C. “We would not know, but for the night”
D. “The gently passing day”
E. “Across the dreamer’s face”
_____ 8. What is the main idea of “If You Should Go”?
A. The speaker is heartbroken because his beloved has died.
B. The speaker is heartbroken because his beloved has gone away.
C. The speaker is embarrassed by his tears and asking for pity.
D. The speaker wants the parting with his beloved to be peaceful.
E. The speaker says he does not really care that his beloved is leaving.
_____ 9. Both “There Is No Word for Goodbye” and “If You Should Go” deal with
A. dreaming.
B. language.
C. leaving.
D. mourning.
E. meeting.
Essay
for There Is No Word for Goodbye / If You Should Go
a literary work. Identify the themes of both “There Is No Word for Goodbye”
and “If You Should Go,” supporting your answer with examples from
each. Finally, compare the themes and attempt to discover any interesting
differences or similarities between the two.
Assessment Guide
LEVEL I, UNIT 5
155
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Name: ____________________________________________________ Date: __________________
One Time, page 498
Lesson Test
Multiple Choice
for One Time
_____ 1. When does the action of the poem occur?
A. at dawn, just as the sun is rising
B. on the way to school in the morning
C. on the playground during recess
D. as the sun is setting
E. while the children are getting ready for bed
_____ 2. The last place to feel the sunshine is
A. the space between the houses.
B. the railing.
C. Hilary’s cheek.
D. the sidewalk.
E. the tops of the trees.
_____ 3. In this poem, who is the speaker or narrator?
A. Hilary
B. Hilary’s sister
C. Hilary’s friend
D. a blind child
E. the blind child’s teacher
_____ 4. Who is not a character mentioned in the poem?
A. the speaker
B. Tina
C. Hilary
D. Tina’s mother
E. All of the above are mentioned.
_____ 5. The phrase “evening had flowed between houses” is a metaphor
comparing
A. the sounds of evening with the sounds of water babbling in a brook.
B. the gradual movement of shadows with the movement of water.
C. the rain falling down the side of the house with shadows.
D. the houses with buildings along a river during a flood.
E. the sunlight with lava coming down the side of a volcano.
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_____ 6. A metaphor is a comparison in which one thing is spoken or written
about as if it were another. Which of the following is a metaphor?
A. “Hilary’s blind little sister following / the gray smooth railing still
warm from the sun”
B. “holding her face upward waiting / while the last light found her
cheek”
C. “We were / deep in the well of shadow by then,”
D. “and I / held out my hand, saying ‘Tina, it’s me—’ ”
E. “our hands touched, / and we found our way home.”
_____ 7. Descriptions include sensory details—words and phrases that describe
how things look, sound, smell, taste, or feel. Which of these phrases is a
sound image?
A. “the gray smooth railing”
B. “then on over the trees”
C. “pigeons telling each other their dreams”
D. “deep in the well of shadow”
E. “it’s dark”
how things look, sound, smell, taste, or feel. Which of these phrases is a
touch image?
A. “the gray smooth railing”
B. “then on over the trees”
C. “pigeons telling each other their dreams”
D. “deep in the well of shadow”
E. “it’s dark”
_____ 9. The mood, or atmosphere, of the poem could best be described as
A. thoughtful.
B. suspicious.
C. lonely.
D. angry.
E. glad.
Essay
for One Time
10. Dialogue is conversation between two or more people or characters. Consider
the following exerpt from “One Time.”
. . . “Tina, it’s me—
Hilary says I should tell you it’s dark,
and, oh, Tina, it is. Together now—”
In a short essay, analyze why the author included this statement in the poem
and whether or not it is important that the speaker receives no verbal response
from Tina.
Assessment Guide
LEVEL I, UNIT 5
157
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Name: ____________________________________________________ Date: __________________
Arithmetic, page 501
Lesson Test
Multiple Choice
for Arithmetic
_____ 1. The poet compares numbers to
A. bats.
B. eagles.
C. robins.
D. missiles.
E. pigeons.
_____ 2. The mother at the end of the poem gives her child
A. one fried egg.
B. two fried eggs.
C. three fried eggs.
D. no eggs.
E. a lesson in arithmetic.
_____ 3. Which of the following is the most reasonable analysis of the line
“Arithmetic is where you have to multiply—and you carry the
multiplication table in your head and hope you won’t lose it”?
A. You shouldn’t have to memorize information, you should just
know it.
B. Only people with large brains can always remember the
multiplications table.
C. Everyone is nervous when learning new things.
D. Arithmetic is easy if you don’t lose your tables and tools.
E. You can memorize information, but there might be a day that you
can’t remember it.
_____ 4. What is the tone, or attitude, of the poem?
A. questioning
B. lighthearted
C. serious
D. informative
E. confused
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_____ 5. Which of the following statements is the most similar to the sentence
“Arithmetic is numbers you squeeze from your head to your hand to
your pencil to your paper till you get the answer”?
A. Children first learn about numbers in silly nursery rhymes that
don’t mean anything.
B. Thank goodness! Sometimes it’s not about arithmetic!
C. Arithmetic is hard because you have to remember too much stuff.
D. Doing arithmetic problems is hard work and makes students feel
tense.
E. Often, it feels like some important piece of information has been
left out.
_____ 6. Why might the author have included the line “Arithmetic is seven
eleven all good children go to heaven—or five six bundle of sticks”?
A. to illustrate that arithmetic is part of everyday life including
children’s rhymes
B. to show that arithmetic can be dull
C. to illustrate that children avoid using numbers in everyday play
D. to show that arithmetic has the ability to determine the future
E. to confuse the reader
Matching
for Arithmetic
Choose the best description for each of the following, based on the poem.
A. pigeons
D. multiplication table
B. heaven
E. zebra
C. arithmetic
F. numbers
_____ 7. what numbers fly like
_____ 8. you squeeze these from your head to your hand to your pencil to your
paper
_____ 9. only this will tell you what the number is when you decide to quite
doubling
_____ 10. this eats the other animal cracker
_____ 11. according to the rhyme, all good children go here
_____ 12. what you are afraid to lose
Essay
for Arithmetic
13. In a brief essay, identify the author’s purpose and use examples from the poem
to support your view.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
Steps, page 506
Lesson Test
Multiple Choice
for Steps
_____ 1. What languages does the man at the grocery store include on his sign?
A. English and German
B. English and French
C. English and Hebrew
D. English and Arabic
E. English and Spanish
_____ 2. What is written on the creased note that the children carry?
A. “Don’t forget.”
B. “Be good.”
C. “Pick up fish from the grocery store.”
D. “Call home.”
E. “Remember!”
_____ 3. Which action in the poem does not belong to the girls walking on the
street?
A. “dangling a book bag”
B. “eyes pinned to the barrel of pumpkin seeds”
C. “jingling their dimes”
D. “lettering the sidewalk with their steps”
E. “letters the sign for his grocery”
_____ 4. A metaphor is a comparison in which one thing is spoken or written
about as if it were another. Which of the following lines from the poem
is an example of a metaphor?
A. “A man letters the sign for his grocery”
B. “A purple fish sticks to the back of the throat.”
C. “Their long laughs are boats they will ride and ride,”
D. “carrying wishes for gum and candies”
E. “Girl in the red sweater dangling a book bag,”
_____ 5. The author may have started the poem with the image of a man making
a sign in two languages in order to
A. introduce the main character.
B. introduce the idea of cultural interaction.
C. identify the main concern of those who cannot speak English.
D. start and stop the poem using a repeated stanza.
E. introduce the conflict that will be resolved later in the poem.
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_____ 6. What might be an acceptable replacement for the line “They have
learned the currency of the New World”?
A. They have learned the value of money.
B. They have all found jobs in America.
C. They have learned how to succeed in America.
D. They can only afford to buy certain foods.
E. They are made to feel like second-class citizens.
Matching
for Steps
Match each image from the poem with the sense that it appeals to.
A. sight
B. sound
C. touch
D. taste and smell
_____ 7. “thick swoops and curls of Arabic letters”
_____ 8. “moist”
_____ 9. “jingling their dimes”
_____ 10. “wishes for gum and candies”
_____ 11. “Girl in the red sweater dangling a book bag”
_____ 12. “pumpkin seeds”
_____ 13. “long laughs”
_____ 14. “the shadows that cross each other’s smiles”
Essay
for Steps
15. In a paragraph, explain why a poet might choose to write a poem using free
verse. Explain the advantages and disadvantages of using this style in writing a
poem.
Assessment Guide
LEVEL I, UNIT 5
161
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Name: ____________________________________________________ Date: __________________
Break, Break, Break, page 511
Lesson Test
Multiple Choice
for Break, Break, Break
_____ 1. What is the speaker in the poem describing?
A. waves crashing against the coast
B. fishermen going out to sea
C. children building sandcastles on the beach
D. the calm sea before and after a violent storm
E. the sun setting over the ocean
_____ 2. The poem includes all of the following objects from nature except
A. stones.
B. waves.
C. sunlight.
D. cliffs.
E. the bay.
_____ 3. Who or what goes to “their haven under the hill”?
A. ships
B. children
C. rabbits
D. lost objects
E. the speaker’s beloved
_____ 4. According to the selection, what is a haven?
A. a lonely place
B. a cold, damp place
C. a hidden place
D. a hollow place
E. a safe place
_____ 5. Which of the following is the best synonym for stately?
A. official
B. dignified
C. amplified
D. unmoving
E. grieving
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how things look, sound, smell, taste, or feel. The sound imagery in the
poem includes
A. waves breaking and wind howling.
B. a child shouting and birds singing.
C. a sailor singing and a man crying.
D. waves breaking and a girl singing.
E. a sailor singing and a child shouting.
_____ 7. One could argue that the title of the poem is “Break, Break, Break”
instead of “Crash, Crash, Crash” or some other series of words because
the poem is about
A. a world broken apart by war.
B. a ship broken apart in a storm.
C. the speaker’s broken heart.
D. the waves breaking apart the rocks.
E. a tidal wave that broke families apart.
_____ 8. Based on the poem, the reader can conclude that the speaker is feeling
A. awestruck by the power of nature.
B. a sense of grief and loss.
C. hopeful for his or her future.
D. frustrated and angry.
E. confused and ignored.
_____ 9. Who shares and inspires the speaker’s feelings?
A. the children playing
B. the sailor singing
C. the stately ships
D. the toiling fishermen
E. no one
_____ 10. Why might the poet describe a natural object as “cold” and “gray”?
A. to foreshadow the shipwreck
B. to foreshadow the drowning
C. to reflect the speaker’s feelings about life
D. to contrast the speaker’s feelings about life
E. to emphasize and reflect the weather
Essay
11. Think about the aspects of nature that are described in this poem. Is nature
depicted as calm and awe-inspiring, or as powerful and cruel? What affect
does the poem’s representation of nature have on the reader? Support your
response with details from the poem.
Assessment Guide
LEVEL I, UNIT 5
163
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Name: ____________________________________________________ Date: __________________
Almost Evenly Divided, page 514
Lesson Test
Multiple Choice
for Almost Evenly Divided
_____ 1. The speaker’s life has been “almost evenly divided” between what two
places?
A. Puerto Rico and Chicago
B. Puerto Rico and Miami
C. Puerto Rico and New York
D. Puerto Rico and Los Angeles
E. Puerto Rico and San Francisco
_____ 2. Which Spanish phrase is repeated in the poem?
A. con papi
B. ser mujer puertorriqueña
C. mi prima
D. la vida lenta
E. las parrandas
_____ 3. What does the speaker not include among the things she has lost?
A. a less hurried way of life
B. flowers and trees
C. the land and countryside
D. language
E. customs
_____ 4. How does the poem itself reflect the poet’s “divided” life?
A. The first half of the poem is in Spanish, and the second half is in
English.
B. Use of Spanish and English alternates line by line.
C. Use of Spanish and English alternates stanza by stanza.
D. Each line is written half in Spanish and half in English.
E. The language alternates between Spanish and English with no set
pattern.
_____ 5. The speaker ends the poem with the idea that
A. she has lost much of her Puerto Rican life.
B. she will always be a Puerto Rican woman.
C. she will teach her children the Puerto Rican customs.
D. the United States is truly the land of opportunity.
E. she wants her children to be New Yorkers.
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_____ 6. The writer’s purpose in including the numbers at the beginning of the
poem is to
A. establish the speaker’s age.
B. show that the speaker spent more time in Puerto Rico.
C. show that time means very little to the speaker.
D. establish the speaker’s appreciation for New York.
E. establish the time spent in both locations.
_____ 7. Which phrase best describes the speaker’s attitude?
A. Beauty is in the eye of the beholder.
B. Home is where the heart is.
C. Keep moving forward.
D. Look before you leap.
E. A picture is worth a thousand words.
Matching
Match each Spanish phrase with its English equivalent.
A. with mom
B. my cousin
C. the slow life
D. the countryside
E. with dad
_____ 8. con papi
_____ 9. el campo
_____ 10. mi prima
_____ 11. la vida lenta
_____ 12. con mami
Essay
13. Identify the tone of “Almost Evenly Divided.” Support your statement with
examples from the text.
Assessment Guide
LEVEL I, UNIT 5
165
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Name: ____________________________________________________ Date: __________________
The Sidewalk Racer, or On the Skateboard, page 517
Lesson Test
Multiple Choice
for The Sidewalk Racer, or On the Skateboard
_____ 1. A poem written and arranged on the page in the shape of its subject is
called
A. a concrete poem.
B. a visual poem.
C. a geometric poem.
D. an image poem.
E. free verse.
_____ 2. How many sentences (with periods at the ends) are in this poem?
A. none–there is no end punctuation
B. one–the whole poem is one sentence
C. two–each stanza is a separate sentence
D. three
E. four
_____ 3. What is a synonym for the word whirring, as it is used in the poem?
A. descending
B. breezing
C. buzzing
D. shredding
E. squealing
_____ 4. In the phrase “Skimming an asphalt sea,” what does the word asphalt
mean?
A. metallic
B. material used to pave roads
C. deep shade of blue
D. rippled
E. tricky; unpredictable
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_____ 5. One reason the poet may have chosen this particular shape for the
concrete poem is to
A. illustrate the curve of a race track
B. illustrate how a skateboarder starts and stops on a skateboard.
C. mimic a skateboard wheel.
D. mimic the shape of a skateboard.
E. confuse the reader.
_____ 6. The mood, or atmosphere, of the poem is one of
A. exhilaration.
B. suspense.
C. anger.
D. joy.
E. pity.
_____ 7. The phrase “I’m the sailor and the sail” appears to mean that
A. the speaker has no control.
B. the speaker wishes they were on a boat.
C. the speaker is afraid to fail.
D. the speaker has control over where he or she is headed.
E. the speaker must obey the rules of others.
Essay
for The Sidewalk Racer, or On the Skateboard
8. The speaker of “The Sidewalk Racer, or On the Skateboard” is excited and
confident while riding the skateboard. Write down the positive effects
skateboarding has on the speaker of the poem. Then, make a list of some of the
other positive aspects of participating in a sport. Write a brief essay in which
you promote sports by explaining their benefits. Use the information in the
poem to support your ideas on the positive aspects of participating in sports or
other activities.
Assessment Guide
LEVEL I, UNIT 5
167
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Name: ____________________________________________________ Date: __________________
Jimmy Jet and His TV Set, page 520
Lesson Test
Multiple Choice
for Jimmy Jet and His TV Set
_____ 1. What were Jimmy Jet’s favorite TV programs?
A. cartoons
B. sporting events
C. morning shows
D. late-night shows
E. All of the above—he watched everything
_____ 2. What was the first physical change to Jimmy Jet?
A. He became pale and thin.
B. He became fat.
C. An antennae grew out of his hair.
D. He grew a plug that looked like a tail.
E. His hair grew down over his eyes.
_____ 3. The writer, Shel Silverstein, is best known for being a
A. poet.
B. cartoonist.
C. songwriter.
D. folksinger.
E. mime.
_____ 4. This poem suggests that
A. watching too much television can be harmful to one’s mind.
B. some people have difficulty doing anything but watch television.
C. people don’t always learn from other people’s mistakes.
D. watching too much television can be harmful to one’s body.
E. All of the above
_____ 5. A proverb, or adage, is a traditional saying, such as “You can lead a
horse to water, but you can’t make it drink.” Of the following proverbs,
which one best expresses the theme of this poem?
A. Those in glass houses shouldn’t throw stones.
B. Ignore your brain and it will go away.
C. A fool and his money are soon parted.
D. When the cat is away, the mice will play.
E. A stitch in time saves nine.
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_____ 6. The author’s purpose in including the lines “He loved to watch his TV
set / Almost as much as you” is to explain that
A. Jimmy Jet watches the reader almost as much as he watches
television.
B. Jimmy watches more television than anyone.
C. the reader and Jimmy have very little in common.
D. only the reader could understand Jimmy’s fascination with
television.
E. the reader could easily suffer the same fate, if they haven’t already.
Matching
Match each part of Jimmy Jet’s body with what it turns into in this poem.
A. antennae
B. TV tubes
C. a chair
D. TV screen
E. two knobs
F. a tuning dial
_____ 7. bottom
_____ 8. chin
_____ 9. hair
_____ 10. brains
_____ 11. face
_____ 12. ears
Essay
13. Irony is the difference between appearance and reality. Irony of situation
describes when an event occurs that violates the expectations of the characters,
the reader, or the audience. In a paragraph, identify an example of irony in the
poem and explain why it does or does not qualify as situational irony.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
Good Hot Dogs, page 522
Lesson Test
Multiple Choice
for Good Hot Dogs
_____ 1. What do the children not put on their hot dogs?
A. yellow mustard
B. onions
C. pickle lily
D. french fries
E. They put all of these things on their hot dogs.
_____ 2. The speaker says that they go to the store to buy hot dogs instead of
going
A. to work.
B. home to eat.
C. to their next class.
D. to recess.
E. to the park.
_____ 3. Which of these touch images does the poem contain?
A. hot dogs wrapped in waxed paper, hot in their hands
B. the cold, smooth marble counter
C. the cool grass when they sit cross-legged eating
D. the sticky ketchup bottle
E. cool leather when they slide into the booth
_____ 4. Which of these sound images does the poem contain?
A. the cool tunes playing on the radio
B. the children humming as they eat
C. the clatter of dishes and trays
D. the cheering of the crowd
E. a dog barking
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_____ 5. This poem could best be described as a
A. letter to a friend.
B. nightmare.
C. warning.
D. happy memory.
E. person’s dream.
_____ 6. The mood, or atmosphere, of this poem could best be described as
A. thoughtful and cautious.
B. suspenseful and gloomy.
C. fearful.
D. joyful and rushed.
E. immature and careless.
_____ 7. There is no end punctuation in the poem “Good Hot Dogs.” Why
might the author have chosen to write the poem without punctuation?
A. Punctuation can be confusing.
B. Punctuation is unnecessary in narrative poetry.
C. The author was intentionally trying to confuse the reader.
D. The author wanted to keep the poem as simple as possible.
E. The author wanted the poem to flow quickly, like a child telling a
story.
Essay
for Good Hot Dogs
8. The speaker is the character who speaks in, or narrates, a poem. The speaker
and the writer of a poem are not necessarily the same person. In a short essay,
describe what you can guess about the speaker in “Good Hot Dogs.” What
evidence from the poem supports your conclusions?
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
A Remarkable Adventure, page 524
Lesson Test
Multiple Choice
for A Remarkable Adventure
_____ 1. The speaker’s remarkable adventure includes all of the following except
A. grizzly bears.
B. lions.
C. an eagle.
D. savage trolls.
E. tigers.
_____ 2. The speaker’s safety is threatened by
A. lightning.
B. quicksand.
C. killer bees.
D. a whirlpool.
E. All of the above
_____ 3. The speaker’s first adventure is with a “giant anaconda,” which is
A. a type of snake.
B. a large jungle cat.
C. a large mooselike animal.
D. a creature from outer space.
E. an imaginary animal that does not really exist.
_____ 4. Which of the following is a synonym for maliciously?
A. secretly
B. dangerously
C. cruelly
D. humorously
E. tenderly
_____ 5. Which of the following is the best definition of elude?
A. put close together
B. change or transform
C. trick or mislead
D. escape from or avoid
E. slide
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_____ 6. This poem is a fanciful answer to which of the following questions?
A. Did you have a bad dream?
B. How did you get so dirty?
C. What did you do on your summer vacation?
D. Why aren’t you asleep?
E. Where is your homework assignment?
_____ 7. The purpose of this poem is to
A. educate.
B. frighten.
C. inform.
D. entertain.
E. persuade.
_____ 8. The author might have chosen to rhyme the lines the way he did in
order to
A. make the poem more difficult to read.
B. give the poem a musical or nursery-rhyme quality.
C. point out the seriousness of the poem.
D. confuse adults.
E. make it difficult for students to memorize the poem.
Essay
for A Remarkable Adventure
9. Tone is the emotional attitude toward the reader or subject implied by a
literary work. Identify the tone of “A Remarkable Adventure” and include
examples from the selection to support your view.
Assessment Guide
LEVEL I, UNIT 5
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Name: ____________________________________________________ Date: __________________
The Dream Keeper, page 543
Lesson Test
Multiple Choice
for The Dream Keeper
_____ 1. Poet Langston Hughes was part of which of the following influential
African-American movements?
A. the abolitionist movement to end slavery
B. the Harlem Renaissance
C. the Harlem theater movement
D. the Civil Rights Movement
E. the Vietnam antiwar movement
_____ 2. When did this movement begin?
A. the 1920s
B. the 1930s
C. the 1940s
D. the 1950s
E. the 1960s
_____ 3. In the poem, whose fingers does the speaker say are “too rough”?
A. young boys’
B. policemen’s
C. pick-pockets’
D. doctors’
E. the world’s
_____ 4. This poem suggests that dreams
A. can bring disappointment.
B. are strong enough on their own.
C. can make the heart sing.
D. should be abandoned.
E. should be followed or obeyed.
_____ 5. The speaker says that he or she will
A. protect the dreamers’ dreams.
B. interpret the dreamers’ dreams.
C. make the dreamers’ dreams come true.
D. make the dreamers’ bad dreams go away.
E. make the dreamers’ sad dreams happier.
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_____ 6. In this poem, the word “dreams” means
A. fantasies that are not real.
B. nightmares that are scary.
C. impossible ideas.
D. hopes for the future.
E. visions that foretell the future.
_____ 7. A metaphor is a comparision in which one thing is spoken or written
about as if it were another. Which of the following is an example of a
metaphor?
A. “Bring me all of your dreams,”
B. “You dreamers,”
C. “Bring me all of your”
D. “Heart melodies”
E. “That I may wrap them”
_____ 8. Judging by this poem, what do you think is Hughes’s attitude toward
dreams?
A. He thinks dreams are a waste of time.
B. He thinks dreams are valuable.
C. He thinks dreams are tough.
D. He thinks dreams are silly.
E. He thinks dreams should be hidden.
Essay
9. A theme is a central message or perception about life that is expressed through
a literary work. Langston Hughes used themes that were central to AfricanAmerican life but that were also universal, so that people of many cultures
could understand them.
In a paragraph, show how the theme(s) of this poem would have had special
meaning to African Americans in the early twentieth century, and also discuss
how they are universal.
Assessment Guide
LEVEL I, UNIT 6
175
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Name: ____________________________________________________ Date: __________________
in Just-, page 547
Lesson Test
Multiple Choice
for in Just_____ 1. In the poem, the children play all of the following except
A. hide and seek.
B. pirates.
C. jump rope.
D. marbles.
E. hopscotch.
_____ 2. Which of the following statements about the balloonman is not
included in the poem?
A. He is “old.”
B. He is “queer.”
C. He is “friendly.”
D. He is “goat-footed.”
E. He is “lame.”
_____ 3. What does the poem describe as “luscious”?
A. candy
B. puddles
C. sunshine
D. mud
E. spring
_____ 4. Cummings uses capitalization in only two words within this poem.
What are they?
A. “in Just-” and “balloonMan”
B. “Bettyandisbel” and “Eddieandbill”
C. “Piracies” and “Jump-rope”
D. “Puddle-wonderful” and “lame balloonMan”
E. “Spring” and “goat-Footed”
176
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_____ 5. What might be the reason that Cummings only capitalized a few words
in this poem?
A. They are people’s names.
B. They are proper nouns.
C. They are the first words in a sentence.
D. They are the first words in a line of poetry.
E. They are important words.
_____ 6. What image within the poem seems wrong or out of place?
A. the luscious mud
B. the goat-footed balloonman
C. bettyandisbel come dancing
D. marbles and piracies
E. puddle-wonderful
_____ 7. Why might Cummings have chosen to use the names bettyandisbel and
eddieandbill for the characters in the poem?
A. The specific names are not important.
B. The combined names suggest that this experience is universal.
C. Cummings often broke spelling rules.
D. None of the above
E. All of the above are possible reasons.
Essay
for in Just8. Descriptive writing is used to portray a character, an object, or a scene.
Descriptive writing includes sensory details—words and phrases that
describe how things look, sound, smell, and taste. In this poem about spring,
Cummings uses an abundance of descriptive writing.
Write one or two paragraphs exploring how descriptive writing helps the
reader understand the poem. Use examples from “in Just-” to support your
ideas.
Assessment Guide
LEVEL I, UNIT 6
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Name: ____________________________________________________ Date: __________________
The Wreck of the Hesperus / Dangers of the Deep, page 551
Lesson Test
Multiple Choice
for The Wreck of the Hesperus / Dangers of the Deep
_____ 1. The shipwreck takes place off the coast of
A. Massachusetts.
B. South Carolina.
C. Louisiana.
D. Florida.
E. England.
_____ 2. What does the “old Sailor” urge the captain to do?
A. trim the sails
B. fire the cannons
C. kneel down and pray
D. seek the safety of a port
E. head further out to sea
_____ 3. How does the skipper try to protect his daughter?
A. He gives her his life jacket.
B. He kneels and prays for her safety.
C. He sends her down below decks.
D. He gives her his lucky charm.
E. He ties her to the mast.
_____ 4. The poem is written in
A. four-line stanzas with the rhyme scheme abab.
B. four-line stanzas with the rhyme scheme abcb.
C. four-line stanzas with the rhyme scheme abba.
D. five-line stanzas with the rhyme scheme aabba
E. free verse.
_____ 5. Alliteration is the repetition of intitial consonant sounds. Though
alliteration usually refers to sounds at the beginnings of words, it can
also be used to refer to sounds within words. Which of the following is
not an example of alliteration?
A. “And fast through the midnight dark and drear”
B. “Through the whistling sleet and snow”
C. “She shuddered and paused, like a frightened steed”
D. “ ’I pray thee, put into yonder port,’ ”
E. “Like icicles from her deck”
178
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3/20/2009 2:19:23 PM
_____ 6. What does the shipwreck of the Hesperus have in common with the
shipwrecks described in the Informational Text Connection, “Dangers
of the Deep”?
A. The Hesperus was a fishing ship.
B. None of the crew survived.
C. The skipper was arrogant.
D. A young woman was on board.
E. It might have been avoided.
_____ 7. Personification is a figure of speech in which an animal, a thing, a force
of nature, or an idea is described as if it were human. Of the options
below, which is described using personification in this poem?
A. the surf
B. the Hesperus
C. the church bells
D. the helm
E. the mast
_____ 8. Which word best describes the overall mood, or atmosphere, of the
selection?
A. joyful
B. peaceful
C. suspenseful
D. furious
E. comical
Matching
for The Wreck of the Hesperus
Choose the word that best fits each of the following definitions.
A.
B.
C.
D.
starting and stopping unpredictably
changing direction suddenly
amazed or frightened
gust of air, often with an odor
E. dead body
F. full of obvious dislike
G. trouble; danger
_____ 9. aghast
_____ 10. corpse
_____ 11. distress
_____ 12. fitful
_____ 13. scornful
_____ 14. veering
_____ 15. whiff
Assessment Guide
LEVEL I, UNIT 6
179
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Essay
for The Wreck of the Hesperus
16. “The Wreck of the Hesperus” uses a pattern of rhyme that helps to lend a
rhythmic sound to the poem. Why do you think Longfellow chose to write
the story of the Hesperus using this rhyme pattern? Does the rhyming pattern
produce a calm or upsetting rhythm in the poem? Is the rhythm of the poem
similar to the rhythm of the ocean? Why, or why not?
Write a paragraph recording your thoughts about the effect of the poem’s
rhymes. End your paragraph with a one-sentence conclusion that states your
opinion of the poem’s rhyme pattern.
180
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3/20/2009 2:19:23 PM
Name: ____________________________________________________ Date: __________________
Child on Top of a Greenhouse, page 562
Lesson Test
Multiple Choice
for Child on Top of a Greenhouse
_____ 1. Who sees the child on top of the greenhouse?
A. the bluebirds
B. the postman
C. Mrs. Watson
D. everyone
E. nobody
_____ 2. Which of the following is the best synonym for britches?
A. underwear
B. pants
C. bicycle
D. chair
E. pony
_____ 3. What are chrysanthemums?
A. insects
B. busybodies
C. animals
D. flowers
E. gardeners
_____ 4. When does the poem take place?
A. on a windy day
B. on a rainy day
C. on a cold, cloudy day
D. on a warm, moonlit night
E. on a dark, cloudy night
_____ 5. The speaker describes a “line of elms plunging and tossing like
A. dolphins.”
B. dogs.”
C. monkeys.”
D. horses.”
E. fish.”
Assessment Guide
LEVEL I, UNIT 6
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_____ 6. Which of the following lines contains an example of personification?
A. “My feet crackling splinters of glass and dried putty,”
B. “Up through the streaked glass, flashing with sunlight,”
C. “The half-grown chrysanthemums staring up like accusers,”
D. “The wind billowing out the seat of my britches,”
_____ 7. The imagery used in this poem creates a feeling of
A. comfort.
B. laziness.
C. annoyance.
D. destruction.
E. excitement.
_____ 8. The final line of the poem indicates that
A. the greenhouse is a playground.
B. the speaker should not be on top of the greenhouse.
C. the speaker has made everyone very happy.
D. the speaker is a gardener.
E. no one knows how to punish the speaker.
Matching
Match each line of imagery from the poem with the sense it appeals to.
A. sight/visual imagery C. feeling/touch imagery
B. hearing/sound imagery
_____ 9. “billowing out the seat of my britches”
_____ 10. “crackling . . . glass and putty”
_____ 11. “a few white clouds all rushing eastward”
_____ 12. “streaked glass flashing with sunlight”
_____ 13. “shouting”
Essay
14. This poem captures a moment in time and only hints at the context
surrounding it. Using the poem as a starting point, write a short story about
the speaker in “Child on Top of a Greenhouse.” Use your imagination to
create additional information about the speaker and his or her life, and include
imagery by using interesting language and figures of speech.
182
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3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Cynthia in the Snow, page 565
Lesson Test
Multiple Choice
for Cynthia in the Snow
_____ 1. Which phrase completes the following sentence from the poem?
“Still white as
A.
B.
C.
D.
E.
milk or shirts.”
cotton or lambs.”
fuzz or flowers.”
soap or bones.”
foam or clouds.”
_____ 2. Onomatopoeia is a kind of imagery related to which sense?
A. sight
B. sound
C. touch
D. taste
E. smell
_____ 3. What is the speaker talking about in this poem?
A. a white dove
B. falling leaves
C. mounds of heavy snow
D. birds and other wildlife
E. falling snowflakes
_____ 4. Which of the following is an example of onomatopoeia?
A. “Some otherwhere,”
B. “To be”
C. “And laughs away from me.”
D. “It hushes”
E. “The loudness in the road.”
_____ 5. Which of the following is an example of alliteration?
A. “It laughs a lovely whiteness”
B. “The loudness in the road.”
C. “It flitter-twitters,”
D. “It SHUSHES.”
E. “So beautiful it hurts.”
Assessment Guide
LEVEL I, UNIT 6
183
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_____ 6. Which of the following lines contains both onomatopoeia and
alliteration?
A. “It SHUSHES.”
B. “It hushes”
C. “And whitely whirs away”
D. “It laughs a lovely whiteness,”
E. “It flitter-twitters,”
_____ 7. In this poem, the imagery and sound devices create all of the following
feelings in the reader except
A. silence.
B. whiteness.
C. coldness.
D. happiness.
E. movement.
Essay
8. Think about the ideas and feelings expressed in the poem “Cynthia in the
Snow.” Did this poem make you recall any of your favorite experiences with
the weather? If so, jot down some details about one experience. If not, think
about your experiences with weather and try to identify one in which you
found the true beauty of rain, snow, wind, sunshine, clouds, etc. Jot down a
few details to help you recall that memory.
Write a one-page personal essay describing your favorite memory
associated with the weather. Try to explain in your essay, either at the very
beginning or the very end, how your experience was similar to or different
from the one described in “Cynthia in the Snow.”
184
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Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Seal / Whale Breathing, page 568
Lesson Test
Multiple Choice
for Seal / Whale Breathing
_____ 1. What is the speaker of “Seal” describing?
A. a fighting seal
B. a swimming seal
C. a dying seal
D. a newborn seal
E. a captured seal
_____ 2. In “Seal,” the words used to describe the seal create a feeling of
A. uneasiness.
B. laziness.
C. anger.
D. calm.
E. movement.
_____ 3. In the first stanza of “Whale Breathing,” the speaker compares the
whale’s breathing to the musical sound made by
A. a trombone.
B. a trumpet.
C. a piano.
D. a drum.
E. an organ.
_____ 4. The speaker in “Whale Breathing” imagines that the enormous whale
feeds on
A. crabs.
B. shrimp.
C. sharks.
D. seaweed.
E. people.
_____ 5. What musical instrument does the speaker in “Whale Breathing” play?
A. trombone
B. banjo
C. violin
D. drums
E. piano
Assessment Guide
LEVEL I, UNIT 6
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_____ 6. The speaker in “Whale Breathing” compares himself or herself to the
whale because both are
A. living alone.
B. physically large.
C. hungry.
D. musicians.
E. swimmers.
_____ 7. Which of the following words best describes the tone of “Seal”?
A. amused
B. regretful
C. frightened
D. calm
E. sad
_____ 8. The “visible ghost” referred to in “Whale Breathing” is
A. a cloud shaped like a whale.
B. the fishing boat completely hidden behind the whale’s enormous
body
C. the water spouted from the whale’s breathing.
D. the fisherman who drowned when the whale overturned his boat.
E. the moonlight reflecting on the sea after the whale dives.
Matching
A. move quickly and suddenly
B. suddenly change the direction of movement
C. remove from the surface of a liquid
_____ 9. swerve
_____ 10. skim
_____ 11. dart
Essay
by a literary work. Some examples of tone include familiar, playful, sarcastic,
and serious. Identify the tone of both “Seal” and “Whale Breathing.” Compare
the tones and describe how the writer created these tones. Use examples from
the text to support your response.
186
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3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Spring is like a perhaps hand, page 572
Lesson Test
Multiple Choice
for Spring is like a perhaps hand
_____ 1. Which adverb does Cummings repeat five times in the poem?
A. suddenly
B. strangely
C. quietly
D. carefully
E. surprisingly
_____ 2. Which clause does Cummings repeat in the poem to describe humans?
A. “as we watch”
B. “while people sleep”
C. “and we just smile”
D. “while children laugh”
E. “while people stare”
_____ 3. Cummings says that spring’s hand is
A. “in a window.”
B. “in the garden.”
C. “on the hillside.”
D. “in the meadow.”
E. “in every heart.”
_____ 4. Cummings interrupts the flow of the poem with
A. questions.
B. parentheses.
C. dashes.
D. exclamations.
E. words written in all capital letters.
_____ 5. Which of the following is the most accurate definition for the word
fraction?
A. a spring flower
B. a collision or crash
C. a small animal or plant
D. a fight between two people
E. small part of something
Assessment Guide
LEVEL I, UNIT 6
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_____ 6. Which of the following from the poem is an example of a simile?
A. a window,into which people look(while
B. spring is like a perhaps / Hand in a window
C. (which comes carefully / out of Nowhere) arranging
D. moving a perhaps / fraction of a flower here
E. without breaking anything.
_____ 7. Cummings only describes the people in the poem as “staring” or
looking into the window. He may have done this to show
A. that people are lazy and prefer to watch from the sidelines.
B. that people enjoy window shopping more than they enjoy nature.
C. that only nature could create something as beautiful as spring.
D. that only a window dresser understands what shoppers want.
E. that nature must be “watched over”in order for spring to take
shape.
_____ 8. Which of the following words best describes the poem’s mood?
A. angry
B. gloomy
C. calm
D. wild
E. nervous
Essay
for Spring is like a perhaps hand
9. A theme is a central message or perception about life that is revealed through a
literary work. Consider the poem “Spring is like a perhaps hand” and identify
the theme(s) of the poem. Why would the writer want to share this message
with his readers? Use details from the poem to support your response.
188
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Blazing in Gold and quenching in Purple, page 576
Lesson Test
Multiple Choice
for Blazing in Gold and quenching in Purple
_____ 1. According to the selection, to tint means to
A. color.
B. change.
C. cover.
D. quench.
E. touch.
_____ 2. When does the poem take place?
A. sunrise
B. midday
C. afternoon
D. sunset
E. sunrise and sunset
_____ 3. Based on the details included in the poem, where does the poem take
place?
A. in a small town
B. in a large city
C. in a farming area
D. along a rocky coastline
E. in the mountains
_____ 4. What does the sun kiss to the meadow?
A. her bonnet
B. her lips
C. her hair
D. her heart
E. her hands
_____ 5. Which of the following is an example of personification?
A. “Stooping as low as the Otter’s Window”
B. “Blazing in Gold”
C. “Leaping like Leopards to the Sky”
D. “At the feet of the old Horizon”
E. “quenching in Purple”
Assessment Guide
LEVEL I, UNIT 6
189
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_____ 6. Dickinson ends the poem by comparing what two things?
A. the sky to a bruise
B. the sky to a blanket
C. the sun to a leopard
D. the sun to a juggler
E. the sun to a gold ring
Essay
for Blazing in Gold and quenching in Purple
7. Emily Dickinson uses personification to describe the sun as it rises and sets.
Consider how you might use personification to describe another object in
nature. Select an object and, in two to three paragraphs, use personification to
describe that object.
190
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Haiku, page 580
Lesson Test
Multiple Choice
for Haiku
_____ 1. Haiku is a poetic form that originated in
A. India.
B. China.
C. Japan.
D. Malaysia.
E. Korea.
_____ 2. The haiku by Basho contain all of the following images except
A. an old oak tree.
B. white flowers.
C. cherry blossoms.
D. the sound of hail.
E. a noisy brook.
_____ 3. The haiku form always has
A. three rhymed lines.
B. three unrhymed lines.
C. four lines that rhyme abab.
D. four lines that rhyme abba.
E. four unrhymed lines.
_____ 4. A traditional haiku should contain
A. seventeen syllables.
B. three lines.
C. powerful ideas.
D. nature-based images.
E. All of the above
_____ 5. The line “I am the same age as before” might mean that the speaker
A. never ages.
B. has become a ghost.
C. can travel through time.
D. is recalling a memory.
E. is confused.
Assessment Guide
LEVEL I, UNIT 6
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_____ 6. The three haiku by Basho all contain
A. a reference to divine power.
B. the image of a tree.
C. a reference to a specific time of day or night.
D. an image to evoke a specific emotion.
E. All of the above
Essay
for Haiku
7. Haiku are meant to express powerful ideas in as few words as possible. In
a brief essay, argue whether or not you believe haiku are more powerful
than other poems. Are haiku easier to read than other poems? Explain your
answers.
192
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
The Eagle: A Fragment / Street Corner Flight, page 584
Lesson Test
Multiple Choice
for The Eagle: A Fragment / Street Corner Flight
_____ 1. In “The Eagle: A Fragment,” the phrase “the azure world” describes
A. the cloudy sky.
B. the blue sky.
C. the blue sea.
D. the rocky cliffs.
E. the greenery.
_____ 2. In the phrase “He watches from his mountain walls,” from the poem
“The Eagle: A Fragment” what is “he” watching for?
A. natural predators
B. hunters
C. photographers
D. fish
E. small animals
_____ 3. What is the first line of “Street Corner Flight”?
A. “From this side . . .”
B. “Fat white pigeons”
C. “Two small boys”
D. “Trapped in their trembling hands”
E. “Their concrete barrio”
_____ 4. In “Street Corner Flight,” what do the boys do with the pigeons they
have caught?
A. eat them
B. sell them
C. let them go
D. train them as carrier pigeons
E. keep them in cages as pets
_____ 5. Which line in “Street Corner Flight” is repeated?
A. “fat white pigeons”
B. “into the air.”
C. “a world away.”
D. “They were free”
E. “their powers of flight,”
Assessment Guide
LEVEL I, UNIT 6
193
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_____ 6. What is a barrio?
A. a Spanish house
B. a Spanish jail
C. a Spanish neighborhood
D. a Spanish fortress
E. a Spanish school
_____ 7. What is a labyrinth?
A. a trap
B. a mathematical symbol
C. a young pigeon
D. a maze
E. a wall
_____ 8. What seems to trap the boys in the poem “Street Corner Flight”?
A. their lack of education
B. their poverty
C. prejudice against them
D. not being able to speak English
E. the concrete walls around their neighborhood
_____ 9. In “Street Corner Flight,” the pigeons are a symbol of
A. power.
B. wealth.
C. beauty.
D. learning.
E. freedom.
_____ 10. Alliteration is the repetition of initial consonant sounds. Which of
the following lines from “The Eagle: A Fragment” is an example of
alliteration?
A. “He clasps the crag with crooked hands;”
B. “Ringed with the azure world, he stands.”
C. “And like a thunderbolt, he falls.”
D. “The wrinkled sea beneath him crawls;”
Essay
for The Eagle: A Fragment / Street Corner Flight
11. A symbol is anything that stands for or represents both itself and something
else. Consider the two poems. In a short essay, discuss how birds play a role in
each poem and argue what they may symbolize in each poem. Support your
response with details from the selections.
194
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Regrets on the Way to an Airport, page 588
Lesson Test
Multiple Choice
for Regrets on the Way to an Airport
_____ 1. What are remnants?
A. unclear reflections
B. pleasant memories
C. leftover pieces
D. undeserved gifts
E. natural beauties
_____ 2. Why does the speaker feel “regrets” on the way to the airport?
A. He has just had a serious argument with a friend.
B. He wasted opportunities he had in the place he is leaving.
C. He is afraid of flying and wants to remain on the ground.
D. He is going somewhere that he doesn’t want to go.
E. He is leaving home for the first time.
_____ 3. The speaker could have “raised a thousand voices” with
A. an onion.
B. a suitcase.
C. a plan.
D. a sigh.
E. a desert.
_____ 4. The speaker never forgave
A. the sky.
B. the naked onion.
C. a thousand voices.
D. the new-born desert.
E. his or herself.
_____ 5. The line “Nor clothed the new-born desert with the birth mark in my
eye” seems to explain that the speaker
A. would like to own a desert.
B. has visited the desert many times.
C. has never seen the desert.
D. dislikes the desert.
E. remembers the desert.
Assessment Guide
LEVEL I, UNIT 6
195
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_____ 6. Personification is a figure of speech in which an animal, a thing, a force
of nature, or an idea is described as if it were human or is given human
characteristics. Which of the following lines from the poem is an
example of personification?
A. new-born desert
B. remnants of the sky
C. birth mark in my eye
D. raised a thousand voices
E. All of the above
_____ 7. The language in this poem is not direct. Which phrase appears to be a
more direct statement of the speaker’s feelings in the line “Nor forgave
the naked onion because it made me cry”?
A. I became angry over unimportant events.
B. I allowed hurt feelings to end a friendship.
C. I allowed someone to hurt my feelings.
D. I didn’t apologize for hurting my mother’s feelings.
E. I don’t enjoy cooking with raw onions.
more direct statement of the speaker’s feelings in the line “Nor raised a
thousand voices with the stillness of my sigh”?
A. I complained when no one gave me a chance to speak my mind.
B. I took care of everyone except those dearest to me.
C. I was too lazy to help raise my children.
D. I worried about my own problems instead of trying to help others.
E. I never learned how to be a good public speaker.
Essay
a literary work. In a paragraph or two, identify the theme of the poem and
describe how the writer communicates this theme to the reader.
196
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
English Sparrows (Washington Square), page 591
Lesson Test
Multiple Choice
for English Sparrows (Washington Square)
_____ 1. What time of day do the events in the poem happen?
A. early morning, before sunrise
B. midmorning, as the world is busy
C. high noon, when the sun is at its hottest
D. during the lazy hours of late afternoon
E. evening, as the brilliant sunset turns the sky red
_____ 2. What is the speaker doing?
A. sitting on the floor of her room by the window
B. sitting in a sidewalk café with the morning paper
C. sitting on a park bench
D. riding through the city on the top of a double-decker bus
E. sitting in a boat anchored in the harbor
_____ 3. Which sound image does the poem include?
A. the patter of raindrops
B. a policeman’s whistle
C. newspapers being delivered
D. car horns honking
E. birds chirping
_____ 4. Who shares the enjoyment of this experience with the speaker?
A. the milkman
B. the paperboy
C. the policeman
D. a man on a bench
E. the speaker’s dog
_____ 5. Which of the following emotions best describes the speaker’s feelings
as he or she witnesses the scene described in the poem?
A. afraid
B. content
C. energized
D. selfish
E. lonely
Assessment Guide
LEVEL I, UNIT 6
197
3/20/2009 2:19:24 PM
_____ 6. Alliteration is the repetition of initial consonant sounds. Which of the
following lines contains alliteration?
A. “Walks to a bench and sits down.”
B. “When the park is empty and gray and the light clear [ . . . ]”
C. “How sweet the sound in the city an hour before sunrise,”
D. “Under my window, and from down there in the street,”
E. “Doting on the charming sight with eyes”
_____ 7. A writer’s purpose is his or her aim, or goal in creating a literary work.
What could be the purpose of this selection?
A. to inform or explain
B. to portray a person
C. to persuade
D. to share an experience
E. to prove a point
_____ 8. What does the speaker have in common with the man on the bench?
A. They both like the morning birds.
B. They share the same moment.
C. They both enjoy living in the city.
D. They share feelings of happiness.
E. They share the same thoughts.
Matching
A. generous and kind
B. mischievous and usually messy child
C. showing great affection
D. spreading
E. allowing oneself to do something pleasant
F. a narrow opening or crack
_____ 9. crevice
_____ 10. doting
_____ 11. indulgent
_____ 12. magnanimous
_____ 13. suffusing
_____ 14. urchin
Essay
15. Mood, or atmosphere, is the emotion created in the reader by part or all of a
literary work. In a short essay, determine the mood of the poem and support
your view with evidence from the selection.
198
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Limericks, page 594
Lesson Test
Multiple Choice
for Limericks
_____ 1. Limericks are named for
A. an Englishman named Timothy Limerick, who invented the form.
B. Limerick County in Ireland, where people have written them since
the 1700s.
C. Thomas Limerick, a judge who outlawed humorous poetry.
D. Limerick ale, the favorite drink served in an Irish pub where men
like to make up these humorous poems.
E. a Celtic harvest festival celebrated in Ireland every summer when
the limes ripen.
_____ 2. Which bird did not live in the Old Man’s beard?
A. a robin
B. a wren
C. a hen
D. an owl
E. a lark
_____ 3. What did the old man do with the cat?
A. He dined with the cat.
B. He sang with the cat.
C. He howled with the cat.
D. He danced with the cat.
E. He drank cream with the cat.
_____ 4. What did the old man do with his hat?
A. He sat on his hat.
B. He kept fish in his hat.
C. He made tea in his hat.
D. He peppered his hat.
E. He hammered his hat.
_____ 5. The old man “lived in the utmost disorder.” What does this mean?
A. He was constantly breaking the law.
B. He was totally impolite.
C. He was friendly to his neighbors.
D. He had no knowledge of the world.
E. He was extremely messy.
Assessment Guide
LEVEL I, UNIT 6
199
3/20/2009 2:19:24 PM
_____ 6. The form of a limerick is
A. four lines with the rhyme scheme abab.
B. four lines with the rhyme scheme abcb.
C. five lines with the rhyme scheme ababa.
D. five lines with the rhyme scheme aabba.
E. five lines with the rhyme scheme abbaa.
_____ 7. Based on these poems, what makes a limerick humorous?
A. repetition of words
B. ridiculous events
C. funny dialogue
D. happy endings
E. talking animals
_____ 8. What do the two men described in these limericks have in common?
A. Both of them like animals.
B. Both of them have beards.
C. They are both grandfathers.
D. Both of them are old.
E. They both annoy their neighbors.
Essay
for Limericks
9. A writer’s purpose is his or her aim or goal in creating a literary work. In a
paragraph, explain what you believe Edward Lear’s purpose was in creating
these limericks. Support your view with examples from the selection.
200
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
A Minor Bird, page 598
Lesson Test
Multiple Choice
for A Minor Bird
_____ 1. What is the speaker’s reaction to the bird’s singing?
A. The speaker closes the window, hoping not hear it.
B. The speaker lets the cat out, hoping that it will kill the bird.
C. The speaker feels happy because the bird means that spring is
coming.
D. The speaker makes noise to frighten away the bird.
E. The speaker puts out bird seed so the bird will return.
_____ 2. What does the speaker mean when he refers to the bird’s “key”?
A. the bird’s ability to unlock the human heart
B. the bird’s distinctive markings that help the speaker to identify it
C. the group of musical notes in which the bird sings
D. the bird’s importance in life
E. the bird’s amazing ability to find its way back every summer
_____ 3. What has the bird done to bother the speaker?
A. pecked the speaker’s dog
B. built its nest too close
C. took over the speaker’s favorite tree
D. flew into the speaker’s window
E. sung near the speaker’s home
_____ 4. What is the rhyme scheme of “A Minor Bird”?
A. ababcc
B. abcabc
C. abba
D. aabb
E. abab
_____ 5. How can the mood, or attitude, of the speaker in this poem best be
characterized?
A. pleased
B. scared
C. lonely
D. happy
E. unhappy
Assessment Guide
LEVEL I, UNIT 6
201
3/20/2009 2:19:24 PM
_____ 6. What might be the significance of the title of the poem, “A Minor
Bird”?
A. The bird is ordinary, not a species rarely seen.
B. The bird is often taken down into mines.
C. The bird digs large holes in the ground.
D. The bird’s songs are in a minor key.
E. The species is common to Asia Minor.
_____ 7. How might you describe the writer’s voice?
A. sincere
B. angry
C. happy
D. upset
E. scared
Essay
for A Minor Bird
8. Imagery is language that creates pictures by appealing to the senses of sight,
sound, touch, taste, and smell. In a paragraph, describe the imagery used
within the poem. Identify the sense to which the writer appeals the most.
202
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
We grow accustomed to the Dark—, page 601
Lesson Test
Multiple Choice
for We grow accustomed to the Dark—
_____ 1. What does the neighbor hold?
A. the Candle
B. the Lamp
C. the Basekt
D. the Purse
E. the Door
_____ 2. The Tree hits “the Bravest”directly in the
A. chest.
B. arm.
C. nose.
D. neck.
E. forehead.
_____ 3. A slant rhyme occurs when the rhyming sounds are similar but not
identical, as in rave and rove. Most of the rhymes in this poem are slant
rhymes. Which of the following is not an example of slant rhyme?
A. away / Goodbye
B. night / erect
C. Brain / within
D. Tree / see
E. sight / straight
_____ 4. The speaker ends the poem with an attitude of
A. self-pity.
B. self-confidence.
C. grief.
D. confusion.
E. joy.
_____ 5. What is the meaning of the line “The Bravest—grope a little—”?
A. Brave people help others.
B. Brave people are left behind.
C. Brave people move forward.
D. Brave people are fall harder.
E. Brave people are smart.
Assessment Guide
LEVEL I, UNIT 6
203
3/20/2009 2:19:24 PM
_____
6. Consider why the author capitalized words like “Dark,” “Light,”
“Neighbor,” “Goodbye,” and “Road.” This might have been to
A. make the poem difficult to read.
B. make readers stop to think about each word.
C. highlight main words or ideas.
D. highlight action words.
E. highlight words that don’t stand out on their own.
_____
7. Consider the lines “And so of larger—Darknesses—/ Those
Evenings of the Brain—”. Which of the following lines seem to make a
similar statement?
A. “And sometimes hit a Tree—/ Directly in the Forehead—”
B. “As when the Neighbor holds the Lamp”
C. “. . . the Dark—/ When Light is put away—”
D. “A moment—We uncertain step”
E. “The Bravest—grope a little—”
Essay
for We grow accustomed to the Dark—
8. A symbol is anything that stands for or represents both itself and something
else. In a short essay, describe what you believe “darkness” symbolizes within
the poem. Use examples from the selection to support your essay. You may
also want to consider what the “light” and “lamp” images symbolize.
204
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
City Trees, page 603
Lesson Test
Multiple Choice
for City Trees
_____ 1. What word does the speaker use to describe the “city air”?
A. polluted
B. muggy
C. shrieking
D. foul
E. soupy
_____ 2. Who or what does the speaker in the poem speak to?
A. the birds
B. the rain
C. the trains and traffic
D. the leaves
E. the wind
_____ 3. Why does the speaker describe the leaves as “dumb”?
A. because they are covered with dust
B. because the noise of the city drowns out their sound
C. because there are no birds in their branches
D. because it is autumn and they have all fallen
E. because there is no wind to move them
_____ 4. What is the speaker in this poem doing?
A. looking out the window of a plane
B. riding in a car in the country
C. riding in a train over the city
D. standing along a country lane
E. standing along a city street
Assessment Guide
LEVEL I, UNIT 6
205
3/20/2009 2:19:24 PM
_____ 5. At the end of the poem, the speaker says “I know what sound is there.”
What might the speaker mean by this statement?
A. The city trees are capable of creating the same sounds as the
country trees.
B. The city trees are not capable of creating the same sounds as the
country trees.
C. The wind is wasted on the “dumb” city trees.
D. The speaker is explaining that he or she has a good imagination.
E. The speaker is irritated that city trees are unable to make the same
sound as country trees.
_____ 6. The poem’s description of the city air might be showing that the air
A. is filled with noise pollution.
B. does not flow well in the city.
C. is humid and thick.
D. smells bad and is unpleasant.
E. is fresh and clean.
_____ 7. With which statement would the speaker most likely agree?
A. Nature speaks to people.
B. Trees don’t belong in the city.
C. Nature is beautiful.
D. City air is wondeful.
E. All of the above
Essay
for City Trees
8. Literary works usually contain a theme, or central message. Consider the
poem “City Trees.” What is the theme of this poem? In a paragraph, state the
theme of Millay’s poem and support your statement using examples from the
selection.
206
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
In the Fog / Gettysburg, page 623
Lesson Test
Multiple Choice
for In the Fog / Gettysburg
_____ 1. The doctor stops his car in order to look at
A. the night sky.
B. a flashing light.
C. a wounded soldier.
D. a roadside signpost.
E. the right front tire of his car.
_____ 2. Zeke and Eben admit that they
A. are lost.
B. are hungry.
C. have killed.
D. shot their friend.
E. plan to kill the doctor.
I need _____________ to scrutinize this.
A.
B.
C.
D.
E.
time
glass
music
liquid
darkness
_____ 4. Which of the following is an antonym for the word arrogant in the
phrase “you’re arrogant about it”?
A. rude
B. right
C. humble
D. pleased
E. uncertain
_____ 5. What aspect of this drama is not specified by the screenplay?
A. the lighting to be used
B. the type of music to be played
C. the props that the actors will use
D. the kind of seats the audience will sit in
E. the type of costumes the actors will wear
Assessment Guide
LEVEL I, UNIT 7
207
3/20/2009 2:19:24 PM
_____ 6. The fog in this story helps create
A. a friendly feeling.
B. a sense of urgency.
C. an unnatural silence.
D. an eerie atmosphere.
E. a light-hearted outlook.
_____ 7. John Stanchak’s description of the Battle of Gettysburg in the
Informational Text Connection suggests that
A. Gettysburg was a relatively minor battle.
B. Meade was not a very experienced leader.
C. All the men who died at Gettysburg died in vain.
D. Lee made a mistake in ordering Pickett to charge.
E. The battle line between the Union and the Confederates was not
clear.
_____ 8. The article “Gettysburg” by John Stanchak offers
A. a straightforward account of events at the Battle of Gettysburg.
B. a look at the Battle of Gettysburg from the Union point of view.
C. an intimate look at the suffering of soldiers at the Battle of
Gettysburg.
D. a review of the Battle of Gettysburg from the Confederate point of
view.
E. a detailed look at the experience of individual soldiers during the
Battle of Gettysburg.
_____ 9. Which of these exchanges from the screenplay offers a clue about the
wounded man’s identity?
A. “DOCTOR: We’ve got to move this man.
ZEKE: What fer?”
B. “DOCTOR: How long has he been this way?
ZEKE: A long time, mister. A long time . . . .”
C. “DOCTOR: Do you realize how badly this man’s hurt!
EBEN: He won’t bleed to death, will he?”
D. “DOCTOR: This man’s dangerously hurt!
ZEKE: Reckon he’ll pull though now, thanks to you.”
E. “DOCTOR: I’ve never seen anything quite like it.
EBEN: Yer young, doctor. Lots o’ things you’ve never seen.”
_____ 10. This screenplay could best be described as
A. hopeful.
B. calming.
C. unsettling.
D. humorous.
E. infuriating.
208
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
Matching
for In the Fog
A.
B.
C.
D.
retractors
ironic
moonshiners
indignant
E.
F.
G.
H.
dismissal
dressing
grotesque
irrigation
_____ 11. strangely distorted in an upsetting way
_____ 12. people who make and sell whiskey illegally
_____ 13. opposite of what is expected
_____ 14. tools used in surgery to pull back skin or an organ
_____ 15. bandages put on a wound
_____ 16. act of sending someone away
_____ 17. angry about something that is unreasonable
_____ 18. washing out a wound
Essay
for In the Fog
19. Consider what the gas station attendant reveals to the doctor. In a paragraph,
discuss the doctor’s reaction to the attendant and whether you think he
believes the attendant or not. Finally, predict what the doctor will do next.
Assessment Guide
LEVEL I, UNIT 7
209
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
The Fairies’ Lullaby / The Stolen Child, page 637
Lesson Test
Multiple Choice
for The Fairies’ Lullaby / The Stolen Child
_____ 1. “The Fairies’ Lullaby” is an excerpt from a
A. song.
B. play.
C. novel.
D. lyric poem.
E. short story.
_____ 2. According to “The Fairies’ Lullaby,” which word best completes the
following sentence?
Her _________ is an offense to the community.
A.
B.
C.
D.
E.
song
crime
beauty
pocket
conclusion
_____ 3. The fairies in “The Stolen Child” pester trout by
A. stealing their tears.
B. drying up their rivers.
C. whispering in their ears.
D. blowing bubbles in the water.
E. shining moonlight in their eyes.
_____ 4. Which of the following is a synonym for the word scarce in the phrase
“it could scarce frighten a fly”?
A. hardly
B. usually
C. probably
D. certainly
E. reluctantly
210
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
_____ 5. Both “The Fairies’ Lullaby” and “The Stolen Child” suggest that fairies
A. work together as a group.
B. aren’t sure what they want.
C. don’t know how to behave.
D. are weak and irresponsible.
E. consider everyone a friend.
_____ 6. Unlike the lines repeated in Yeats’ “The Stolen Child,” the repeated
lines in “The Fairies’ Lullaby” are meant to be
A. moving.
B. inviting.
C. calming.
D. shocking.
E. confusing.
_____ 7. Unlike the fairies in “The Fairies’ Lullaby,” the fairies in “The Stolen
Child”
A. live in nature.
B. interact with humans.
C. quarrel with each other.
D. are threatened by animals.
E. can be seen only by children.
_____ 8. The words of the fairies in “The Fairies’ Lullaby” are meant to be
A. a joke.
B. a warning.
C. a question.
D. a surrender.
E. an invitation.
_____ 9. “The Fairies’ Lullaby” indicates that creatures in the natural world
A. are ruthless.
B. never intrude.
C. are not always welcome.
D. work hard to preserve order.
E. are uniquely suited to their environment.
_____ 10. The fairies in “The Stolen Child” are promising the child
A. a heroic battle.
B. a quiet existence.
C. a dangerous adventure.
D. an escape from sadness.
E. a new approach to education.
Assessment Guide
LEVEL I, UNIT 7
211
3/20/2009 2:19:24 PM
Matching
for The Stolen Child
A. hob
B. faery
C. vat
D. gloss
E. solemn
_____ 11. fairy
_____ 12. large container
_____ 13. make something shine
_____ 14. serious
_____ 15. fireplace rack
Essay
16. Mood, or atmosphere, is the emotion created by a literary work. In a short
essay, describe the moods of “The Stolen Child” and “The Fairies’ Lullaby.”
Compare the mood of these two poems and support your view with examples
from the texts.
212
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
Do You Think I’m Crabby?, page 644
Lesson Test
Multiple Choice
for Do You Think I’m Crabby?
_____ 1. Lucy asks Linus to
A. cheer her up.
B. calm her down.
C. tell her a story.
D. answer a survey.
E. answer the phone.
His resentment of me made it hard for us to be _________.
A.
B.
C.
D.
E.
alert
apart
friends
scolded
outdoors
_____ 3. Which of the following is an antonym for the word candor in the
phrase “She displayed complete candor”?
A. distrust
B. dismay
C. dishonesty
D. disagreement
E. dissatisfaction
_____ 4. Several people have told Lucy that
A. they admire her.
B. Linus dislikes her.
C. she is a crabby person.
D. she makes them laugh.
E. surveys are meaningless.
_____ 5. Linus’s message is one of
A. hostility.
B. patience.
C. inspiration.
D. acceptance.
E. resignation.
Assessment Guide
LEVEL I, UNIT 7
213
3/20/2009 2:19:24 PM
_____ 6. Lucy is only pretending to
A. be upset.
B. be scientific.
C. ask questions.
D. love her brother.
E. add up the numbers.
_____ 7. In this play, Lucy’s emotions are
A. shallow.
B. dishonest.
C. exaggerated.
D. unbelievable.
E. inappropriate.
_____ 8. In this selection, Linus proves himself to be
A. lucky.
B. insightful.
C. annoying.
D. ambitious.
E. absentminded.
_____ 9. This play indicates that brothers and sisters
A. almost never fight.
B. have a special bond.
C. value the same things.
D. rarely like each other.
E. share the same interests.
LUCY: . . . I’m no good, and there’s no reason at all why I should go on
living on the face of this earth.
LINUS: Yes there is.
LUCY: Name one. Just tell me one single reason why I should still
deserve to go on living on this planet.
LINUS: Well, for one thing, you have a little brother who loves you.
[LUCY looks at him. She is silent. Then she breaks into a great, sobbing
“Wah!”] Every now and then I say the right thing.
_____ 10. In this passage, Lucy displays
A. anger.
B. humor.
C. self-pity.
D. selfishness.
E. contentment.
214
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
Matching
Choose the best definition or description for each of the following.
A. Charles Schulz
B. waver
C. foundation
D. Clark Gesner
E. slug
_____ 11. wrote the “Peanuts” comic strip
_____ 12. hit someone hard with a fist
_____ 13. wrote “Do You Think I’m Crabby?”
_____ 14. base on which something is built
_____ 15. act hesitantly
Essay
16. A motivation is a force that moves a character to think, feel, or behave in a
certain way. In a brief paragraph, identify Lucy’s motivation and what her
motivation tells you about her personality. Support your view using examples
from the text.
Assessment Guide
LEVEL I, UNIT 7
215
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
The Phantom Tollbooth, Act 1, page 650
Lesson Test
Multiple Choice
for The Phantom Tollbooth, Act 1
_____ 1. The Whether Man’s job is to
A. predict the weather.
B. collect money at the Phantom Tollbooth.
C. provide directions to the Castle-in-the-Air.
D. tell Milo whether or not he is on the right road.
E. hurry travelers along so they will get past the Land of Expectations.
_____ 2. The merchant in the market encourages Milo to eat a
A. bee.
B. letter.
C. flower.
D. muffin.
E. fraction.
She was so filled with lethargy that she _________ most of the day.
A.
B.
C.
D.
E.
ate
slept
cried
talked
danced
_____ 4. According to the selection, which of the following could rightly be
considered a “half-baked idea”?
A. Nobody is perfect.
B. The sun rises in the east.
C. Exercise is good for you.
D. What you don’t know can’t hurt you.
E. Look both ways before crossing the street.
216
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
_____ 5. This play is
A. a tragedy.
B. a comedy.
C. a monologue.
D. a straight drama.
E. Greek tragedy.
_____ 6. It is reasonable to conclude that Dictionopolis is
A. an imaginary place.
B. about to be invaded.
C. Milo’s favorite place.
D. more fun than Digitopolis.
E. more important than Digitopolis.
_____ 7. In this play, the characters’ names are meant to be
A. clever.
B. ordinary.
C. confusing.
D. meaningless.
E. interchangeable.
_____ 8. Milo gets into his car and uses the Phantom Tollbooth because he
A. believes in magic.
B. wants to prove he is brave.
C. loves adventures of all kinds.
D. figures he has nothing to lose.
E. is excited to play with a new toy.
_____ 9. The comments of the five ministers demonstrate that
A. it is easy to misuse words.
B. words can hurt people’s feelings.
C. English contains many words that have similar meanings.
D. a single word can have many meanings.
E. big words are more useful than small words.
_____ 10. Which of the following general statements does “The Phantom
Tollbooth” support?
A. It is easier to express anger than happiness.
B. People should avoid using common expressions.
C. Traveling to new places is an expression of hope.
D. Many expressions are not meant to be taken literally.
E. People with no imagination have trouble expressing themselves.
Assessment Guide
LEVEL I, UNIT 7
217
3/20/2009 2:19:24 PM
Matching
A. Castle-in-the Air
B. Reason
C. Humbug
D. Tock
E. Doldrums
F. Whether Man
_____ 11. where the Lethargarians live
_____ 12. sister of Azaz and the Mathemagician
_____ 13. the first creature Milo meets on the Road to Dictionopolis
_____ 14. where the two princesses are
_____ 15. the Watchdog
_____ 16. agrees to go with Milo and Tock to rescue the princesses
Essay
17. A writer’s purpose is his or her aim, or goal. In a paragraph, describe what
you believe was the writer’s purpose in creating “The Phantom Tollbooth.”
Support your view with examples from the text.
218
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:24 PM
Name: ____________________________________________________ Date: __________________
The Phantom Tollbooth, Act 2, page 667
Lesson Test
Multiple Choice
_____ 1. The Mathemagician gives Milo a
A. zero
B. ruler.
C. pencil.
D. calculator.
E. mixed number.
_____ 2. The Senses Taker cannot take Milo’s sense of
A. duty.
B. humor.
C. hearing.
D. purpose.
E. proportion.
_____ 3. Milo leaves the Land of Wisdom by
A. driving his car.
B. spelling a word.
C. saying a rhyme.
D. kissing a princess.
E. jumping out a window.
_____ 4. Dischord’s popularity is a result of
A. hearing loss.
B. nosy neighbors.
C. noise pollution.
D. new sound technology.
E. increasing musical appreciation.
_____ 5. The Dodecahedron leaves Milo
A. after Milo meets Insincerity.
B. before Milo reaches the Senses Taker.
C. after Milo meets Rhyme and Reason.
D. after Milo meets the Everpresent Wordsnatcher.
E. before the Mathemagician says goodbye to Milo.
Assessment Guide
LEVEL I, UNIT 7
219
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_____ 6. It is reasonable to conclude that after Milo returns to his bedroom,
Azaz and the Mathemagician
A. stop time.
B. come after him.
C. continue to disagree.
D. become best friends.
E. banish the princesses again.
_____ 7. The Kingdom of Digitopolis reveals that
A. numbers can solve any problem.
B. numbers never lead to confusion.
C. beauty cannot exist without numbers.
D. the world needs more than just numbers.
E. numbers are more important than words.
_____ 8. Milo’s experience working for the Terrible Trivium illustrates the
fact that
A. it is hard to work on an empty stomach.
B. people who work hard get the most rewards.
C. a good attitude makes a hard job easier to do.
D. time passes quickly when you are hard at work.
E. hard work does not always lead to impressive results.
_____ 9. Milo’s experience with the Terrible Trivium shows that
A. hard work will be rewarded.
B. two heads are better than one.
C. appearances can be deceiving.
D. some people are luckier than others.
E. there is no substitute for experience.
MILO: What do you want our names for? We’re sort of in a hurry.
SENSES TAKER: Oh, this won’t take long. I’m the official Senses Taker
and I must have some information before I can take your sense. Now
if you’ll just tell me: [Handing them a form to fill. Speaking slowly and
deliberately.] When you were born, where you were born, why you
were born, how old you are now, how old you were then, how old you’ll
be in a little while . . .
_____ 10. Asking for the information that the Senses Taker asks for in this
passage is
A. unwise.
B. shrewd.
C. sensible.
D. idealistic.
E. unreasonable.
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Matching
A.
B.
C.
D.
the Everpresent Wordsnatcher
Dodecahedron
Insincerity
the Land of Ignorance
E. Dynne
F. Digitopolis
G. Tock
_____ 11. where Rhyme and Reason are being held prisoner
_____ 12. Milo decides never to listen to this
_____ 13. flies out of the Castle-in-the-Air
_____ 14. assistant to Dischord
_____ 15. is a nuisance, not a demon
_____ 16. where the Mathemagician lives
_____ 17. has twelve faces
Essay
18. A motivation is a force that moves a character to think, feel, or behave in
a certain way. Consider the motivation of Humbug from “The Phantom
Tollbooth.” In a short essay, state what you believe to be Humbug’s
motivation. Support your statement with examples of his behavior from the
selection.
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Name: ____________________________________________________ Date: __________________
Arachne / The Orb Weaver, page 705
Lesson Test
Multiple Choice
for Arachne / The Orb Weaver
_____ 1. Arachne grows up in a
A. mill.
B. castle.
C. little village.
D. boarding school.
E. great city.
_____ 2. Arachne’s father is a
A. dyer of wool.
B. keeper of bees.
C. spinner of yarn.
D. tender of goats.
E. grinder of wheat.
_____ 3. Which of the following is a synonym for the word obstinacy in the
phrase “pressing her lips together in obstinacy”?
A. fear
B. panic
C. displeasure
D. anticipation
E. stubbornness
_____ 4. In “The Orb Weaver,” the spider is a
A. hero.
B. killer.
C. lazy creature.
D. storybook figure.
E. kind character.
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_____ 5. Athene becomes angry because
A. Arachne is bragging about her skill.
B. of Arachne’s beauty.
C. people admire Arachne’s skill.
D. she is afraid Arachne can beat her.
E. Arachne is more talented than Athene.
_____ 6. According to this myth, spiders serve as
A. leaders.
B. victims.
C. reminders.
D. entertainers.
E. decorations.
_____ 7. In this story, Athene is depicted as
A. weak.
B. shy.
C. generous.
D. awkward.
E. quick to anger.
_____ 8. This story reinforces the notion that
A. success is always possible.
B. humans are not meant to be perfect.
C. human intelligence knows no bounds.
D. happiness only comes through hard work.
E. there is no difference between animals and humans.
_____ 9. This story reinforces the importance of being
A. fair.
B. honest.
C. humble.
D. alert.
E. forgiving.
The wondering onlookers saw her grow tall and fair and stand clad in
long robes of dazzling white. They were terribly afraid as they realized
that they stood in the presence of Athene. Arachne herself flushed red
for a moment, for she had never really believed that the goddess would
hear her. Before the group that was gathered there she would not give
in; so pressing her pale lips together in obstinacy and pride, she led the
goddess to one of the great looms and set herself before the other.
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_____ 10. In this passage, Arachne finds herself in
A. a happy reunion.
B. a dominant position.
C. an exciting adventure.
D. a disappointing contest.
E. an embarrassing situation.
Matching
A.
B.
C.
D.
mortal
wellborn
distaff
obscure
E.
F.
G.
H.
embroidery
fate
sullen
spindly
_____ 11. long and thin
_____ 12. human
_____ 13. gloomy and quiet
_____ 14. not well known
_____ 15. outcome that cannot be changed or escaped from
_____ 16. of noble birth
_____ 17. short rod used in spinning wool
_____ 18. decoration on fabric made with needle and thread
Essay
19. Myths often represent a culture’s beliefs and values. Based on your reading of
“Arachne,” what can you assume about the beliefs and values of the ancient
Greeks? Use details from the selection to support your response.
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Name: ____________________________________________________ Date: __________________
Why Monkeys Live in Trees, page 716
Lesson Test
Multiple Choice
for Why Monkeys Live in Trees
_____ 1. Aside from explaining why monkeys live in trees, this folk tale also
explains why
A. lions have tails.
B. crows are black.
C. gorillas can’t fly.
D. leopards have spots.
E. chickens don’t have ears.
_____ 2. Leopard realizes how the monkeys are tricking everyone when he
A. climbs a tree.
B. tries to eat the pepper.
C. begins to chase Monkey.
D. sneaks out into the grass.
E. looks in the pool of water.
_____ 3. Which of the following is an antonym for the word bellow in the phrase
“he heard Hippopotamus bellow”?
A. roar
B. giggle
C. whisper
D. respond
E. complain
_____ 4. The monkeys get rid of the entire pile of pepper by
A. mixing it with water.
B. taking turns eating it.
C. hiding it in the tall grass.
D. giving it to other animals.
E. spitting it out when the King isn’t looking.
_____ 5. Another title for this folk tale could be
A. “Why Monkeys Are Rich.”
B. “Why Monkeys Look Alike.”
C. “How Leopard Caught Monkey.”
D. “Why Leopards Admire Monkeys.”
E. “How Monkey Outsmarted Gorilla.”
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_____ 6. The human quality that Leopard symbolizes is
A. greed.
B. vanity.
C. laziness.
D. jealousy.
E. patience.
_____ 7. King Gorilla probably expects to
A. help Monkey.
B. leave the area.
C. keep the gold.
D. kill the animals.
E. give up his crown.
_____ 8. This folk tale reveals an appreciation for
A. exercise.
B. manners.
C. education.
D. generosity.
E. intelligence.
_____ 9. Which of the following statements is supported by this folk tale?
A. Crime doesn’t pay.
B. Success has a price.
C. Honesty is the best policy.
D. There is safety in numbers.
E. Winners never cheat and cheaters never win.
The animals didn’t understand what had happened to Hippopotamus,
but they didn’t care. They were happy because they still had a chance
to win the pot of gold. Of course, if they had known that the mound of
black dust was really a mound of black pepper, maybe they wouldn’t
have wanted the gold.
_____ 10. In this passage, the animals are motivated by
A. love.
B. pride.
C. curiosity.
D. friendship.
E. self-interest.
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Matching
Match each of the following phrases to the characters that said them.
A. “I’ll eat that mound in one gulp.”
B. “I can eat it in an hour.”
C. “Are you going to be in the contest?”
D. “I’ll eat it in a half hour.”
E. “. . . I’ll need to lie down in the tall
grasses and rest.”
_____ 11. Leopard
_____ 12. Monkey
_____ 13. Lion
_____ 14. Leopard’s child
_____ 15. Hippopotamus
Essay
16. A description is a picture in words. Descriptive writing is used to portray a
character, an object, or a scene. Descriptions include sensory details—words
and phrases that describe how things look, sound, smell, taste, or feel. List
examples of sensory details used with the selection and, in a short paragraph,
discuss how the selection benefits from the use of descriptive writing.
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Name: ____________________________________________________ Date: __________________
The Twelve Labors of Hercules, page 722
Lesson Test
Multiple Choice
for The Twelve Labors of Hercules
_____ 1. Deianeira thought the blood-charm would make Hercules
A. sick.
B. love her.
C. stronger.
D. immortal.
E. stop fighting.
_____ 2. Hercules was taken away to the heavens
A. in a chariot.
B. by a thunderbolt.
C. on a shooting star.
D. on Zeus’s shoulders.
E. on the wings of an eagle.
_____ 3. Which of the following is an antonym for the word assented in the
phrase “Hercules assented to this”?
A. spoke
B. applied
C. objected
D. motioned
E. connected
_____ 4. Hercules is not
A. flawed.
B. Zeus’s son.
C. a real person.
D. considered a hero.
E. the protagonist in this story.
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_____ 5. In this tale, the character of Hercules is revealed primarily by
A. what he says.
B. what he does.
C. how he dresses.
D. his physical features.
E. what other characters say about him
_____ 6. The first labor Hercules undertakes is
A. killing a lion in Nemea.
B. killing two giant serpents.
C. fighting the birds of Stymphalus.
D. defeating the many-headed hydra.
E. capturing a deer with golden antlers.
_____ 7. Hera’s character could best be described as
A. gentle.
B. mean.
C. carefree.
D. impatient.
E. unpredictable.
_____ 8. According to the Meet the Author section, Walker Brents’s “The
Twelve Labors of Hercules” reflects Brents’s
A. long religious quest.
B. formal academic training.
C. value system and lifestyle.
D. knowledge gained during his travels.
E. lifelong interest in Greek mythology.
_____ 9. Which of these statements best summarizes Hercules’ attitude?
A. I try not to show my fear.
B. I want to succeed at all costs.
C. I am greater even than Zeus.
D. I do not feel human emotions.
E. I am proud of what I have done.
_____ 10. No ordinary human being could
A. be Hercules’ friend.
B. do what Hercules does.
C. watch Hercules in action.
D. admire Hercules.
E. understand Hercules’ motivation.
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Matching
A.
B.
C.
D.
bronze and glass belt E. many-headed hydra
golden apples
F. killer birds
lion skin
G. two giant serpents
deer with golden antlers
_____ 11. Hercules brought this back from the Land of the Amazons
_____ 12. Hercules killed these when he was just a baby
_____ 13. Hercules caught this, then released it
_____ 14. Blood from this eventually killed Hercules
_____ 15. Hercules got these with the help of Atlas
_____ 16. Hercules wore this everywhere
_____ 17. Hercules killed these with the help of cymbals from Athena
Essay
18. A motivation is a force that moves a character to think, feel, or behave in a
certain way. Consider the interaction between Hercules and Atlas. In a short
paragraph, identify the motivation of both characters, using their actions and
behaviors to support your opinion.
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3/23/2009 8:04:37 AM
Name: ____________________________________________________ Date: __________________
The Magic Mortar / The Stone, page 732
Lesson Test
Multiple Choice
for The Magic Mortar / The Stone
_____ 1. In “The Magic Mortar,” the first thing the wife asks the magic mortar
to produce is
A. salt.
B. rice.
C. wine.
D. a new home.
E. a big garden.
_____ 2. At the end of “The Magic Mortar,” the older brother
A. is rich.
B. drowns.
C. is forgiven.
D. loses his money.
E. becomes a dwarf.
_____ 3. In “The Stone,” while Maibon has the magic stone, his baby
A. will not eat.
B. does not sleep.
C. stops crawling.
D. cries constantly
E. cannot cut a tooth.
_____ 4. Based on “The Stone,” which word best completes the following
sentence?
We became mired in the _________.
A.
B.
C.
D.
E.
mud
report
music
window
enthusiasm
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_____ 5. In both “The Magic Mortar” and “The Stone,” magic
A. is unreliable.
B. improves people’s lives.
C. is another name for luck.
D. can be both good and bad.
E. does not solve anyone’s problems.
_____ 6. Both “The Stone” and “The Magic Mortar” indicate that you should
A. choose friends wisely.
B. be happy with what you have.
C. keep your promises no matter what.
D. not try to benefit from another’s misfortune.
E. remember the difference between luck and skill.
_____ 7. Unlike the younger brother in “The Magic Mortar,” the farmer
in “The Stone”
A. solves his own problem.
B. does not believe in magic.
C. uses trickery to get what he wants.
D. wants everyone to share in his good fortune.
E. does not make good use of his magical item.
_____ 8. What message does “The Magic Mortar” contain?
A. Luck is random.
B. Magic cannot be trusted.
C. Goodness will be rewarded.
D. Generosity can cause problems.
E. Family members must protect each other.
_____ 9. At the end of “The Stone,” Maibon
A. is worse off than ever.
B. still wishes he could live forever.
C. has learned a valuable lesson.
D. realizes the true value of the stone.
E. finally understands the meaning of regret.
_____ 10. People often say “be careful what you wish for.” In the context of “The
Stone,” that means
A. the dwarf wishes Maibon would pick a different reward.
B. the dwarf is only pretending to give Maibon something good.
C. Maibon makes a mistake in telling his wife about the magic stone.
D. Maibon is unable to get rid of the stone until he really wants to do so.
E. the stone Maibon thinks he wants turns out to bring him
unhappiness.
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Matching
for The Stone
A.
B.
C.
D.
E.
crestfallen
plight
delve
frail
hobble
F.
G.
H.
I.
root
rue
gape
retort
_____ 11. dig in the earth with the snout
_____ 12. make sharp or angry reply
_____ 13. regret
_____ 14. dig deeply
_____ 15. feeling disappointment
_____ 16. open the mouth wide in suprise
_____ 17. difficult or dangerous situation
_____ 18. limp along with difficulty
_____ 19. physically weak and fragile
Essay
20. A conflict is a struggle a character faces, either internally or with an external
force, such as another person or nature. Examine the conflicts in these two
selections. In a brief essay, compare the conflicts and note their resolutions or
lack of resolution. Discuss whether the resolutions change the characters in
any way.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
The Cow of No Color / Ewe Proverbs, page 745
Lesson Test
Multiple Choice
for The Cow of No Color / Ewe Proverbs
_____ 1. “The Cow of No Color” is a type of folk tale known as a
A. truth tale.
B. justice tale.
C. wisdom tale.
D. twisting tale.
E. suspense tale.
_____ 2. Nunyala tells the chief he can have the cow
A. at dawn.
B. yesterday.
C. at no time.
D. before time.
E. in the nick of time.
_____ 3. Which of the following is a synonym for the word executed in the
phrase “you will be executed”?
A. killed
B. excited
C. forgiven
D. promoted
E. monitored
_____ 4. Nunyala believes
A. the chief is a wise man.
B. she has done nothing wrong.
C. her answer will please the chief.
D. she is the wisest person in the land.
E. the chief will take pity on the young boy.
_____ 5. The Literature Connection contains the following Ewe proverb: “A
cripple does not start a war song.” This proverb is similar in meaning
to which English proverb?
A. United we stand, divided we fall.
B. A bad workman blames his tools.
C. Beauty is in the eye of the beholder.
D. People who live in glass houses shouldn’t throw stones.
E. Better to live one day as a tiger than a thousand years as a sheep.
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_____ 6. The Literature Connection, “Ewe Proverbs,” contains this proverb:
“Once you make up your mind to cross a river by walking through, you
do not complain of getting your stomach wet.” In what way does this
proverb connect to “The Cow of No Color”?
A. Nunyala cannot ask the chief for mercy because it would be
embarrassing for him to change his mind.
B. The chief cannot complain to Nunyala about her response because
she sends a little boy to represent her.
C. Nunyala cannot complain about the chief’s threat of execution
because the chief makes the rules in the kingdom.
D. The chief cannot complain about Nunyala’s answer because he is
the one who first started playing word games.
E. Nunyala cannot complain about the chief’s challenge because she is
the one whose fame began to rival that of the chief.
_____ 7. Given the information in the Geography Connection, it is not
surprising that this story
A. includes a chief.
B. has a happy ending.
C. revolves around a cow.
D. involves someone named Nunyala.
E. features an extremely intelligent woman.
_____ 8. Which of the following statements is supported by this story?
A. Luck plays a big part in success.
B. It is not easy to fool a wise person.
C. It is difficult to function under pressure.
D. It is dangerous to make fun of an enemy.
E. There is no point in arguing with a powerful person.
For miles around, people would come to her asking for advice, and she
always found a way to help them. Her fame spread till it reached the
ears of the chief, who became very jealous. He called her to the palace,
and when she appeared, he said to her, through his spokesman:
“I hear you are Nunyala, the wise woman.”
“That may be, and that may not be,” she replied. “It is what some
people say.”
_____ 9. Nunyala’s answer in this passage could best be described as
A. witty.
B. cruel.
C. baffling.
D. arrogant.
E. cautious.
_____ 10. From this passage, it appears that the chief wants
A. help with his problems.
B. to forget all about Nunyala.
C. to express his gratitude to Nunyala.
D. Nunyala to use her talents to help him.
E. to be the most famous and beloved in the land.
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Matching
Choose the best description for each of the following words.
A. gold
B. cacao
C. Ewe
D. stool
E. Jaffe
F. Gold Coast
_____ 11. where Ghana is found
_____ 12. group of people Nunyala belongs to
_____ 13. major crop for Ghanaians
_____ 14. symbol of the chief’s power
_____ 15. rich deposits of this are found in Ghana
_____ 16. helped retell this folk tale
Essay
17. Consider the actions and attributes of the chief in the story. How does he feel
about Nunyala? How does he act toward her? What does he try to do to her?
Then consider how a fair chief would act in the same situation. How might he
feel about and treat Nunyala? In a few paragraphs, describe how a fair chief
might treat Nunyala. How does your description differ from that of the chief in
the story?
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3/20/2009 2:19:25 PM
Name: ____________________________________________________ Date: __________________
The Legend of the Hummingbird, page 750
Lesson Test
Multiple Choice
for The Legend of the Hummingbird
_____ 1. “The Legend of the Hummingbird” is based on ___________ legends.
A. Carib
B. African
C. Taino
D. Pura
E. Spanish
_____ 2. Alida admires Taroo for his
A. voice.
B. speed.
C. beauty.
D. courage.
E. intelligence.
_____ 3. Taroo learns of Alida’s fate from
A. a bird.
B. the sun.
C. the moon.
D. her father.
E. Alida herself.
_____ 4. Taroo believes that
A. Alida has betrayed him.
B. the gods have tricked Alida.
C. life is not worth living without Alida.
D. Alida has changed her mind about him.
E. he will someday be reunited with Alida.
_____ 5. What happens to Alida could best be called
A. a trap.
B. a tragedy.
C. an accident.
D. a second chance.
E. a miscalculation.
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_____ 6. Alida believes
A. no outcome is certain.
B. she is being denied her destiny.
C. there are fates worse than death.
D. there is no such thing as happiness.
E. things will work out in the long run.
_____ 7. When it comes to Taroo, Alida’s father proves himself to be
A. inspiring.
B. perplexed.
C. prejudiced.
D. unforgiving.
E. sympathetic.
_____ 8. This story provides a fanciful reason for why hummingbirds
A. fly.
B. are so small.
C. have slender bills.
D. hover over every flower.
E. are brightly colored.
_____ 9. “The Legend of the Hummingbird” shows that love stories
A. often have religious undertones.
B. originated in Puerto Rico.
C. usually involve the entire community.
D. do not always have happy endings.
E. explain the presence of birds on the earth.
In the morning the Indians saw a new bird darting about among the
flowers, swift as an arrow and brilliant as a jewel. They heard the
humming of its wings, and in amazement they saw it hover in the
air over every blossom, kissing the petals of the flowers with its long
slender bill. They liked the new bird with the music in its wings, and
they called it Hummingbird.
_____ 10. This passage suggests that hummingbirds are
A. tame birds.
B. aggressive birds.
C. the loudest of all birds.
D. rather unattractive birds.
E. different from other birds.
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Matching
A. Yukiyú
B. Colibrí
C. Carib
D. Boriquen
E. Pomorosa
_____ 11. name of the pool where Alida and Taroo meet
_____ 12. another name for Puerto Rico
_____ 13. another name for hummingbird
_____ 14. name of Taroo’s tribe
_____ 15. the god who turns Taroo into a hummingbird
Essay
16. A motif is any element that appears in one or more works of literature or art.
Think of other stories that are similar to “The Legend of the Hummingbird.”
Pinpoint this selection’s motif by noting what element it shares with other
stories you know.
Assessment Guide
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Name: ____________________________________________________ Date: __________________
The Creation, page 755
Lesson Test
Multiple Choice
for The Creation
_____ 1. According to the Before Reading section, in traditional Iroquois culture
women are responsible for
A. hunting.
B. fishing.
C. waging war.
D. tending the fields.
E. building the homes.
_____ 2. One of the animals who tries to reach the bottom of the waters is the
A. hen.
B. frog.
C. goose.
D. spider.
E. beaver.
_____ 3. Which of the following is a synonym for the word sole in the phrase
“the sole means of providing food”?
A. best
B. only
C. normal
D. easiest
E. favorite
_____ 4. According to this myth, the plants that grow on the earth today come
from
A. beneath the waters.
B. the generous turtle.
C. the chief of the Sky-World.
D. the seeds dropped by the woman.
E. the earth that the muskrat grabbed.
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_____ 5. One living thing that is not personified in this story is the
A. tree.
B. duck.
C. loon.
D. turtle.
E. beaver.
_____ 6. It is reasonable to conclude that in Iroquois culture, women are
A. warriors.
B. powerless.
C. treated well.
D. regarded as burdens.
E. not considered smart.
_____ 7. Unlike many stories, “The Creation” contains
A. no evil characters.
B. dangerous characters.
C. no likeable characters.
D. a variety of characters.
E. characters that interact with one another.
_____ 8. Myths such as “The Creation” illustrate a human desire to
A. conquer nature.
B. interact with animals.
C. explain our existence.
D. blame others for our problems.
E. distinguish ourselves from one another.
_____ 9. According to this myth, the presence of humans on this earth is
A. harmful.
B. comical.
C. accidental.
D. worrisome.
E. mysterious.
Finally the muskrat tried.
He dove as deeply as he could, swimming
until his lungs almost burst.
With one paw he touched the bottom,
and came up with a tiny speck of earth
clutched in his paw.
_____ 10. In this passage, the muskrat could best be described as
A. nosy.
B. goofy.
C. heroic.
D. greedy.
E. clumsy.
Assessment Guide
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Matching
for The Creation
A. duck
B. turtle
C. seeds
D. chief
E. tree
F. swans
_____ 11. caught the woman as she fell
_____ 12. what the woman had in her hand as she fell
_____ 13. let earth grow on his back
_____ 14. the first to try to bring earth up from beneath the waters
_____ 15. when this was moved it made a hole in the Sky-World
_____ 16. his wife fell to earth
Essay
for The Creation
by a literary work. In a brief paragraph, describe the tone of “The Creation.”
Support your answer with details from the selection.
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Name: ____________________________________________________ Date: __________________
The Living Kuan-yin, page 759
Lesson Test
Multiple Choice
for The Living Kuan-yin
_____ 1. The kind host wants to know why
A. his daughter won’t speak.
B. his son has become a beggar.
C. the plants in his garden won’t bloom.
D. there is a gigantic snake in his garden.
E. friends have stopped coming to see him.
_____ 2. In the end, who does Po-wan marry?
A. a beggar
B. the snake
C. a beautiful goddess
D. the Living Kuan-yin
E. the innkeeper’s daughter
We usually have amiable __________.
A.
B.
C.
D.
E.
desserts
problems
photographs
emergencies
conversations
_____ 4. Which of the following is a synonym for the word quandary in the
phrase “she faced quite a quandary”?
A. mess
B. group
C. celebration
D. punishment
E. dilemma
_____ 5. Po-wan meets the gigantic snake
A. after he meets the kind host.
B. after he crosses the raging river.
C. before he gives away all his money.
D. before he gets to the Living Kuan-yin.
E. after the innkeeper’s daughter begins to speak.
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_____ 6. Po-wan is the kind of person who
A. often feels out of place.
B. changes his mind a great deal.
C. tries hard to stay out of trouble.
D. has troubling believing what he is told.
E. puts the needs of others ahead of his own needs.
_____ 7. The snake, the innkeeper, and the kind host all
A. love Po-wan.
B. ask Po-wan for help.
C. want to test Po-wan.
D. hope Po-wan will fail.
E. have Po-wan’s best interests at heart.
_____ 8. One of Po-wan’s weaknesses is that he
A. panics easily.
B. misjudges people.
C. does not plan ahead.
D. has trouble completing tasks.
E. takes advantage of his friends.
_____ 9. This story supports the belief that
A. friendships can be limiting.
B. generosity will be rewarded.
C. good things come to those who wait.
D. courage is more important than talent.
E. too many worries can take the fun out of life.
One day, as he scraped out half of his bowl of rice for a beggar even
hungrier than he, he began to ponder on his destitute state.
‘Why am I so poor?’ he wondered. ‘I have never spent
extravagantly. I have never, from the day of my birth, done an evil
deed. Why then am I, whose very name is A Million Pieces of Gold, no
longer able to find even a copper to give this unfortunate creature, and
have only a bowl of rice to share with him?’
_____ 10. This passage indicates that if Po-wan had money, he would
A. never spend it.
B. give it to the beggar.
C. use it to get a copper.
D. be extremely grateful.
E. be more careful with it.
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Matching
A.
B.
C.
D.
dragon
pearls
goddess
South Sea
E. a million pieces of gold
F. cliff
G. buried treasure
_____ 11. where the snake lives
_____ 12. what the snake wants to be
_____ 13. what the Living Kuan-yin is
_____ 14. what the snake gives to Po-wan
_____ 15. where the Living Kuan-yin lives
_____ 16. what Po-wan’s name means
_____ 17. what the kind host removes from his garden
Essay
18. A motif is any element that appears in one or more works of literature or art.
Examples of common folk tale motifs include granting of three wishes, the trial
or quest, and the magical transformation of one thing into another. Identify
the motif or motifs used in “The Living Kuan-yin.” Why might these be
common elements in folk tales? Why do people find them interesting? Support
your answer with details from the selection.
Assessment Guide
LEVEL I, UNIT 8
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Name: ____________________________________________________ Date: __________________
The Affair of the Horns, page 767
Lesson Test
Multiple Choice
for The Affair of the Horns
_____ 1. The rabbit tells the Shaper and Creator that the deer is a
A. big liar.
B. mean bully.
C. rude animal.
D. good friend.
E. troubled soul.
_____ 2. The Shaper gave the rabbit long ears
A. as punishment for losing his antlers.
B. that would eventually turn into antlers.
C. to help the rabbit in his search for the deer.
D. because the Shaper wanted to humiliate the Creator.
E. so other animals would see that the rabbit is a great animal.
He was too stingy to _________ with me.
A.
B.
C.
D.
E.
read
walk
share
relax
complain
_____ 4. The deer got rabbit’s antlers through
A. luck.
B. deceit.
C. bribery.
D. flattery.
E. sincerity.
_____ 5. Which of the following is one of the lessons the rabbit learns in this
fable?
A. It is wrong to ask someone for a favor.
B. Don’t loan anything you cannot bear to lose.
C. It is never wise to reveal your true intentions.
D. You will never make friends if you are not generous.
E. You should seize an opportunity when it presents itself.
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_____ 6. Although the rabbit tells the Creator that a “misfortune” has fallen on
him, the Creator believes the
A. rabbit is lying to Him.
B. deer is less fortunate than the rabbit.
C. rabbit is responsible for losing his antlers.
D. rabbit is being fairly punished for his crimes.
E. loss of the antlers is actually a good thing for the rabbit.
_____ 7. In a fable such as this one, it is more important to
A. be realistic than to teach a lesson.
B. be realistic than to entertain the reader.
C. have a happy ending than to be creative.
D. entertain the reader than to teach a lesson.
E. teach a lesson than to have a happy ending.
_____ 8. The rabbit would have been better off if he had followed which one of
these bits of advice?
A. Think before you act.
B. There is safety in numbers.
C. You never know until you try.
D. If you can’t beat them, join them.
E. If you want a thing done well, do it yourself.
_____ 9. According to this story, outward appearances
A. mean nothing.
B. are constantly changing.
C. can affect one’s self-esteem.
D. indicate how honest one is.
E. reflect one’s status in the world.
“Well, maybe I can borrow them for a moment. Wouldn’t you like to
see how they look on my head?” suggested the deer.
“I can’t lend them to you,” the rabbit said. “I would feel so small
without them.”
“I just want to borrow them for a moment, and I’ll give them right
back. Will you let me?”
“I don’t like blockheads and fools, but I’ll lend them to you. Just
remember, only for a moment.”
_____ 10. In this passage, the deer could best be described as
A. hostile.
B. humble.
C. defensive.
D. persistent.
E. apologetic.
Assessment Guide
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Matching
A.
B.
C.
D.
decayed
adorning
consent
preening
E.
F.
G.
H.
lament
browsing
covet
equip
_____ 11. vocal grief
_____ 12. rotted
_____ 13. decorating
_____ 14. nibbling
_____ 15. provide what is needed for use
_____ 16. permission
_____ 17. grooming oneself
_____ 18. desire without regard for the rights of others
Essay
19. Most fables contain morals. A moral is a lesson that relates to the principles
of right and wrong. In a brief paragraph, determine the moral(s) that can be
found in “The Affair of the Horns.” Use details from the story to support your
response.
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Name: ____________________________________________________ Date: __________________
Clever Anaaet, page 774
Lesson Test
Multiple Choice
for Clever Anaeet
_____ 1. Vachagan gets a secret message to Anaeet in a
A. letter.
B. carpet.
C. basket.
D. pitcher of water.
E. bunch of flowers.
_____ 2. Vachagan tells his men that Anaeet has
A. betrayed them.
B. forgotten them.
C. saved them once.
D. saved them twice.
E. saved them three times.
_____ 3. Which definition of the word precious best fits its meaning in the
sentence, “Upon this the messenger placed fine cloths, jewels, and
precious oils”?
A. fussy
B. beloved
C. artificial
D. valuable
E. important
_____ 4. Without Vachagan, the men in the caverns would have
A. become guides for future prisoners.
B. appealed directly to Anaeet for help.
C. come up with a different plan for escape.
D. been unable to produce the beautiful carpet.
E. returned to their homes sick, tired, and hungry.
_____ 5. The goal of the prince’s jailer is to
A. make money.
B. punish Vachagan.
C. marry Queen Anaeet.
D. take over the kingdom.
E. make beautiful carpets.
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_____ 6. Vachagan is
A. eager to claim all the credit for saving the prisoners.
B. happy to give his wife credit for saving the prisoners.
C. unwise to give his wife credit for saving the prisoners.
D. reluctant to give his wife credit for saving the prisoners.
E. uncertain who should get the credit for saving the prisoners.
_____ 7. In this story, the wisest person is the one who
A. becomes a priest.
B. is born into a royal family.
C. works for the royal family.
D. spends years locked in a dark cavern.
E. begins life as a simple shepherd’s daughter.
_____ 8. This story indicates that
A. you never know what the future will hold.
B. you can never know who your friends really are.
C. everyone’s life holds a certain amount of misery.
D. the best way to solve your problems is to ignore them.
E. the world contains more evil people than good people.
But when the messenger asked for Anaeet’s hand in marriage on behalf
of the prince, she frowned. “Tell me,” she asked,” what is the prince’s
trade?”
The messenger looked aghast. “He is the prince; he has no need of a
trade, for all the king’s subjects are his servants.”
“Prince one day, pauper the next,” replied Anaeet. “Everyone
should have a trade for no one knows the twisting of fate. I will not
marry a man without a trade.”
_____ 9. This passage shows that Anaeet
A. trusts no one.
B. loves the prince.
C. follows the rules.
D. thinks for herself.
E. enjoys surprising people.
_____ 10. In this passage, Anaeet shows
A. humor.
B. disdain.
C. hatred.
D. foresight.
E. greed.
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Matching
for Clever Anaeet
A.
B.
C.
D.
water
a trade
New Zealand
weaver
E. temple
F. Armenia
G. queen
_____ 11. conceals the entrance to a cavern
_____ 12. where the author grew up
_____ 13. what Anaeet gives to Vachagan
_____ 14. where this folk tale comes from
_____ 15. what Anaeet says everyone should have
_____ 16. what Vachagan becomes
_____ 17. what Anaeet becomes
Essay
for Clever Anaeet
18. A moral is a lesson that is intended to be drawn from a story or other work of
literature. In a paragraph, state what you believe is the moral of the folk tale
“Clever Anaeet.” Use details from the selection to support your response.
Assessment Guide
LEVEL I, UNIT 8
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Name: ____________________________________________________ Date: __________________
How Robin Hood Saved the Widow’s Three Sons, page 780
Lesson Test
Multiple Choice
for How Robin Hood Saved the Widow’s Three Sons
_____ 1. The three men are to be hanged for
A. supporting Robin Hood.
B. shouting insults at the king.
C. killing one of the king’s men.
D. killing one of the king’s deer.
E. taking money from the king’s castle.
_____ 2. The three men flee into the
A. castle.
B. crowd.
C. forest.
D. church.
E. marketplace.
_____ 3. Which of the following is a synonym for the word souvenir in the
phrase “you can have my arrow as a souvenir”?
A. joke
B. threat
C. promise
D. keepsake
E. payment
_____ 4. Robin Hood is
A. a hero.
B. a sheriff.
C. an outlaw.
D. a sheriff and a hero.
E. a hero and an outlaw.
_____ 5. When Robin Hood makes his offer to the old man, the old man
A. grows angry.
B. becomes suspicious.
C. considers himself lucky.
D. tries to trick Robin Hood.
E. reveals his love for the sheriff.
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_____ 6. Robin Hood is more concerned with what is
A. easy than with what is right.
B. right than with what is legal.
C. popular than with what is easy.
D. legal than with what is expected.
E. expected than with what is popular.
_____ 7. This tale indicates that those in power
A. must be obeyed.
B. should be trusted.
C. are not always fair.
D. cannot not be challenged
E. will come to unhappy ends.
_____ 8. This folk tale encourages people to
A. act lovingly.
B. overcome pain.
C. follow the rules.
D. help the innocent.
E. stay out of trouble.
“The sheriff is to hang three men today.”
“For what crime?” asked Robin.
“For poaching on the king’s land,” came the reply.
“And this is a spectacle for all the town to see. Does nobody protest
such action? For shame!” Robin cried.
“We dare not protest the sheriff, for he would have our heads
as well. Besides, the fellows did break the law. And there’s the
sheriff now.”
_____ 9. In this passage, Robin is appealing to people’s
A. courage.
B. love of family.
C. common sense.
D. interest in the law.
E. hatred for the sheriff.
_____ 10. This passage indicates that the sheriff maintains control by
A. trickery and lies.
B. threats and force.
C. power and mercy.
D. logic and intelligence.
E. kindness and generosity.
Assessment Guide
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Matching
A. silver coins
B. clothes
C. horn
D. staff
E. cloak
_____ 11. Robin throws this off as his signal to the three men
_____ 12. Robin gives thirty of these to the old man
_____ 13. what Robin trades with the old man
_____ 14. Robin disguises his bow as this
_____ 15. Robin uses this to summon his men
Essay
16. A hero is a character whose actions are inspiring and courageous. In a short
essay, explain how Robin Hood fulfills this definition of a hero. Support your
essay with examples from the story.
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About the Unit Exams
The Unit Exams align with the units in the Mirrors & Windows: Connecting
with Literature Student Edition. Each Unit Exam includes twenty-five to thirty
questions: eight to twenty matching, twelve to twenty multiple choice, and two
essay. These various types of questions address the following content:
• The matching questions cover the literary elements discussed in the genre
introduction at the beginning of the unit and in additional discussions of the
genre within the unit.
• The multiple-choice questions pertain to three to five canon or widelytaught selections from within the unit. These questions are grouped by
selection; each group is labeled with the title of the work.
• The essay questions call for analyzing or discussing some aspect of the
genre in the context of selections from the unit. The student is instructed
to answer one question and is usually asked to support his or her response
using details from one or two of the selections he or she has read.
Each Unit Exam should be considered a foundation on which to build a coursespecific test. By adding or substituting questions about other selections, you can
tailor the Unit Exam to fit the content of your course. Suggestions for doing so are
as follows:
• Follow the basic format of the Unit Exam, presenting the matching
questions first, the multiple-choice questions second, and the essay
questions last.
• Use all the matching questions provided in the Unit Exam. These questions
are included in the Unit Exam item bank on the ExamView® Assessment
Suite CD.
• Adapt the multiple-choice section by adding or substituting questions from
selections students have read. Additional multiple-choice questions are
available in the Lesson Test question banks on the ExamView® Assessment
Suite CD. (Also see the CD for details about the difficulty and Bloom’s
taxonomy level of each question.) Note that all the questions chosen for a
given selection will appear together in the Unit Exam and be labeled with the
title of the selection.
• Use the two essay questions included in the Unit Exam. Although the student
is asked to respond to only one question, both can be answered regardless of
which selections he or she has read. The essay questions are available in the
Unit Exam item bank on the ExamView® Assessment Suite CD.
• Provide a maximum of forty questions for a Unit Exam that is to be
completed within forty-five or fifty minutes’ time. This estimate allows
twenty-five to thirty minutes to complete the matching and multiple-choice
questions and twenty minutes to complete the essay question. Depending
on the level of detail expected in the response to the essay question, you may
allow students to refer to the text of the selection while they complete this
part of the test.
• Weight different types of questions as desired. As a default, each question in
the item bank has been assigned a value of one point.
For additional information on compiling tests using the ExamView® item banks, see
the directions with the ExamView® Assessment Suite CD.
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3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 1 Exam
Matching
Match each of the following literary terms with the correct definition below.
A.
B.
C.
D.
E.
F.
G.
H.
I.
anatagonist
character
characterization
chronological order
conflict
fiction
flashback
foreshadowing
mood
J.
K.
L.
M.
N.
O.
P.
Q.
motivation
novel
plot
point of view
protagonist
setting
short story
theme
_____ 1. the vantage point, or perspective, from which a story is told
_____ 2. a struggle between two forces in a literary work
_____ 3. a long work of fiction that often has involved plots, many characters,
and numerous settings
_____ 4. the feeling or emotion created by a literary work
_____ 5. the character in conflict with the central character in a literary work
_____ 6. the central message or perception about life that is revealed through a
literary work
_____ 7. the time, place, and environment in which the events of a literary work
take place
_____ 8. an imaginary person or animal who takes part in the action of a literary
work
_____ 9. the act of creating or describing a character
_____ 10. the act of presenting hints to events that will occur later in a story
_____ 11. an organizational plan in which events are presented in the order in
which they occur
_____ 12. the character playing the central role in a literary work
_____ 13. an interruption to the sequence of events in a story in which an event
that occurred earlier is described
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_____ 14. a brief work of fiction that usually presents a single plot,
one or two main characters, and one important setting
_____ 15. any work of prose that tells an invented or imaginary story
_____ 16. a force that moves a character to think, feel, or behave in a certain way
_____ 17. the series of events related to a central conflict, or struggle, in a literary
work
Multiple Choice
for Lob’s Girl
_____ 18. When Lob first enters Sandy’s life, Sandy is
A. helping her mother make Christmas pudding.
B. enjoying a swim near her family’s home in Cornwall, England.
C. supposed to be keeping an eye on her little brother and sister.
D. talking to a gray-haired man who walks with a limp.
E. watching a train disappear out of sight around the headland.
_____ 19. What word best describes Granny Pearce’s feelings when she learns
that Lob was killed by the truck?
A. sadness
B. bitterness
C. shock
D. anger
E. regret
_____ 20. Which statement best sums up the ending of the story?
A. People should never give up hope.
B. Dogs make the best heroes.
C. Doctors can learn many things from animals.
D. The human body can bounce back from many terrible injuries.
E. Some events cannot be fully explained.
for The Circuit / Harvesting Hope: The Story of César Chávez
_____ 21. What do the descriptions of Mr. Sullivan’s home and the garage where
Panchito’s family stays tell the reader?
A. Everyone in California was struggling to make a living during this
time period.
B. Panchito’s father is embarrassed by his lack of money.
C. Panchito doesn’t understand the difference between his family and
the Sullivans.
D. Panchito’s family is much poorer than the Sullivans.
E. Both B and D
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_____ 22. The title of the story refers to the seasonal route the family
travels, but it could also stand for the
A. cycle of experiences Panchito has as he moves from place
to place.
B. variety of fruits and vegetables migrant workers pick.
C. system Mr. Lema has for teaching Panchito English.
D. daily activities of Mamá, Papá, and Roberto.
E. community of Mexican-American migrant workers in California.
_____ 23. When eating soup in China, it is polite to
A. leave a small amount in the bottom of the bowl.
B. take the celery out and eat it separately.
C. make slurping noises.
D. drop pot-stickers into the broth.
E. turn your back on the cook.
_____ 24. Which of the following is important to the narrator?
A. to be different from people born in America
B. to be true to herself
C. to appear charming and funny
D. to act like an American
E. to help her parents act like Americans
for All Summer in a Day / The Fun They Had
_____ 25. Unlike “The Fun They Had,” the story “All Summer in a Day” takes
place
A. at night.
B. in the past.
C. in the springtime.
D. on a different planet.
E. over a long period of time.
_____ 26. The image of the future presented in “The Fun They Had” is one of
A. more science and less literature.
B. more homework and less free time.
C. more compassion and less creativity.
D. more education and less physical activity.
E. more technology and less human contact.
_____ 27. In “All Summer in a Day,” after the sun disappears, the children
A. forget Margot.
B. attack Margot.
C. blame Margot.
D. let Margot out.
E. become friends with Margot.
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_____ 28. In both “All Summer in a Day” and “The Fun They Had,”
children are
A. treated like adults.
B. happy with their lives.
C. expected to go to school.
D. very aware of the weather.
E. able to take care of themselves.
for Aaron’s Gift
_____ 29. What does Carl plan to do with Pidge?
A. sell him
B. break his wing
C. keep him on a leash
D. throw him into the fire
E. give him to his grandmother
_____ 30. Who is the protagonist in this story?
A. Carl
B. Pidge
C. Aaron
D. Noreen Callahan
E. Aaron’s grandmother
_____ 31. This is a story about
A. a good boy who makes a mistake.
B. a mean boy who learns his lesson.
C. a normal boy who does abnormal things.
D. a confused boy who cannot make decisions.
E. a selfish boy who gets himself into trouble.
Essay
Answer one of the following questions.
32. In a paragraph, explain, in order, the five elements of plot. Then describe these
plot elements as they appear within one of the stories you read in class.
33. Write a paragraph in which you compare and contrast internal and external
conflict. Also provide examples of each type of conflict from stories you have
read in class.
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Name: ____________________________________________________ Date: __________________
Unit 2 Exam
Matching
A. first-person point of view
B. implied theme
view
C. point of view
D. stated theme
E. theme
F.
G.
H.
I.
third-person limited point of view
third-person omniscient point of
third-person point of view
topic
_____ 1. the central message of a literary work must be inferred
_____ 2. the thoughts of only the narrator or a single character are revealed
_____ 4. the story is told by someone who participates in or witnesses the
action
_____ 5. the subject of a literary work
_____ 6. the thoughts of all the characters are revealed
_____ 7. the central message of a literary work is directly stated
_____ 8. the central message or perception about life that is revealed through
a literary work
_____ 9. the story is told by someone who stands outside the action and
observes
Multiple Choice
_____ 10. Ruri and her family travel from the Civil Control Station to the
internment camp
A. on foot.
B. in a car.
C. by train.
D. in a bus.
E. in a truck.
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_____ 11. This story indicates that a symbol of friendship
A. should never be lost.
B. is often taken lightly.
C. usually does not last very long.
D. can be a terrible burden to someone.
E. is less important than the friendship itself.
_____ 12. It is not part of the author’s purpose to
A. show how World War II changed some people’s lives.
B. show who America’s enemies really were during World War II.
C. reveal the injustice of one American policy during World War II.
D. describe the suffering of Japanese Americans during World War II.
E. reveal what Japanese Americans went through during World War II.
for Ta-Na-E-Ka
_____ 13. Roger spends his Ta-Na-E-Ka
A. with Mary.
B. feeling betrayed.
C. without difficulty.
D. the traditional way.
E. hiding near the river.
_____ 14. During their Ta-Na-E-Kas, both Mary and her grandfather used
A. all their courage.
B. typical shortcuts.
C. desperate measures.
D. little-known Kaw secrets.
E. what was available to them.
_____ 15. Which of the following statements most closely matches the narrator’s
attitude as she sets out on her Ta-Na-E-Ka?
A. There is no excuse for failure.
B. If it isn’t hard, it isn’t worth doing.
C. There is no substitute for experience.
D. Old traditions should always be honored.
E. Modern situations call for modern solutions.
_____ 16. In “Becky and the Wheels-and-Brake Boys,” it is unusual for girls to
A. do chores.
B. ride bikes.
C. talk to boys.
D. have friends.
E. attend school.
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_____ 17. “The Southpaw” suggests that people should be judged based on their
A. ability.
B. loyalty.
C. honesty.
D. appearance.
E. sense of humor.
_____ 18. Unlike “The Southpaw,” “Becky and the Wheels-and-Brake Boys”
shows the point of view of
A. a young girl.
B. three people.
C. an entire family.
D. just one character.
E. a group of children.
for Zlateh the Goat
_____ 19. When Aaron sets out for town, he does not know
A. which way to go.
B. a storm is coming.
C. that Zlateh trusts him.
D. that Zlateh gives milk.
E. why his family isn’t keeping Zlateh any longer.
_____ 20. During his time in the haystack, Aaron finds Zlateh to be
A. bossy.
B. funny.
C. selfish.
D. annoying.
E. comforting.
_____ 21. Given the information contained in “Pompeii” by Robert Silverberg,
which of the following facts do you think Louis Untermeyer, the author
of “The Dog of Pompeii,” probably made up?
A. Poisonous gas spread across Pompeii.
B. A dog’s skeleton was uncovered by archaeologists.
C. The people of Pompeii could get bread from bakeries.
D. So much ash filled in the sky it was hard to tell if it was morning or
night.
E. The man from Naples thought something bad was going to happen
in Pompeii.
_____ 22. One of the most important things that Bimbo provides Tito with is
A. fame.
B. income.
C. scholarship.
D. entertainment.
E. companionship.
Assessment Guide
LEVEL 1, UNIT 2
263
3/20/2009 2:19:32 PM
for President Cleveland, Where Are You? / Card-carrying Collectors
_____ 23. At the start of the story, Jerry and his friends are collecting
A. baseballs.
B. autographs.
C. movie cards.
D. cowboy cards.
E. birthday cards.
_____ 24. Which of the following events takes place after the climax of the story?
A. Jerry starts collecting president cards.
B. Armand threatens to “muckalize” Jerry.
C. Armand falls in love with Sally Knowlton.
D. Yolande and Yvette have their tonsils removed.
E. Jerry tells Roger he has sold his President Cleveland card.
for Dragon, Dragon
_____ 25. The author of “Dragon, Dragon” was a
A. king.
B. cobbler.
C. magician.
D. mapmaker.
E. writing teacher.
_____ 26. The dragon’s crimes are
A. dull and repetitive.
B. small but annoying.
C. actually good deeds.
D. harmless and funny.
E. violent and unforgivable.
Essay
27. What point of view do you prefer when you read a story? Why? Support
your answer using examples of this type of point of view from the stories
you have read in class.
28. Why might an author choose first-person point of view or third-person
point of view? What are the benefits and drawbacks of using each type of
point of view? Answer these questions in a paragraph. Use examples from
the stories you have read to support your response.
264
LEVEL 1, UNIT 2
Assessment Guide
3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 3 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
audience
autobiography
biography
essay
expository essay
memoir
nonfiction
H.
I.
J.
K.
L.
M.
N.
personal essay
persuasive essay
point of view
purpose
thesis
tone
voice
_____ 1. a type of essay in which the purpose is to present an argument and
convince the reader
_____ 2. the writer’s aim or goal
_____ 4. the person or group for whom the author is writing
_____ 5. the story of a person’s life told by that person
_____ 6. the main idea supported in work of nonfiction
_____ 7. the way a writer uses language to reflect his or her personality and
attitude toward the topic, form, and audience
_____ 8. a type of autobiography that focuses on a certain period or incident
in someone’s life
_____ 9. writing that is about real people, places, things, and events
_____ 10. a type of essay in which the purpose is to inform or explain
_____ 11. the story of a person’s life told by another person
_____ 12. the writer’s attitude toward the subject or reader
_____ 13. a type of essay on a topic related to the life or interests of the writer
_____ 14. a short nonfiction work that expresses a writer’s thoughts about a
single subject
Assessment Guide
LEVEL 1, UNIT 3
265
3/20/2009 2:19:32 PM
Multiple Choice
for The Jacket
_____ 15. Soto finds the green jacket
A. draped over his bedpost.
B. lying on the kitchen table.
C. laid out on his brother’s bed.
D. hidden in his mother’s room.
E. jammed in his rack of clothes.
_____ 16. Because “The Jacket” is a memoir, it
A. does not have a clear conclusion.
B. contains an account of real events.
C. focuses on facts rather than feelings.
D. must include an element of suspense.
E. is written from more than one point of view.
_____ 17. For Soto, the jacket is a symbol of
A. his need to fit in with his peers.
B. what he hopes to achieve in life.
C. everything that is wrong in his life.
D. his family’s low status in the community.
E. his failure to communicate with his mother.
_____ 18. Ibrahima was a leader of the
A. Fula.
B. Songhai.
C. Liberians.
D. Timbuktu.
E. Mandingo.
_____ 19. The efforts of the U.S. government on behalf of Abd Al-Rahman
Ibrahima could best be characterized as
A. bold and heroic.
B. too little too late.
C. cold and unfeeling.
D. cynical and insincere.
E. extraordinarily expensive.
_____ 20. When Ibrahima met Dr. Cox in America, the doctor proved to be
A. smart but cruel.
B. polite but distant.
C. pleasant but powerless.
D. understanding but lazy.
E. encouraging but untrustworthy.
266
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_____ 21. Which of the following is not part of the author’s purpose?
A. to show the injustice of slavery
B. to describe the loss experienced by one slave
C. to demonstrate America’s need for slave labor
D. to explain why and how Africans became slaves
E. to reveal why slaves so rarely escaped successfully
_____ 22. According to “An Old Language Lives,” ____ are important in
traditional Weyeyi culture.
A. figs
B. frogs
C. eagles
D. drums
E. canoes
_____ 23. Which of the following is not one of Gandhi’s main arguments?
A. English is a foreign language to Indians.
B. There is nothing wrong with India’s native languages.
C. University professors have considered the question of language.
D. The exclusive reliance on English is robbing India of its culture.
E. Indian students are at a disadvantage because Indian schools are
run in English.
_____ 24. In his speech, Gandhi demonstrates pride in
A. India’s wealth.
B. his life’s work.
C. native Indian culture.
D. his ability to speak English.
E. the political leaders of India.
_____ 25. Both “The Shutout” and the Satchel Paige biography offer insights into
A. Satchel Paige’s personality.
B. the joys of playing baseball.
C. the prejudice suffered by African Americans.
D. the changing work ethic in professional sports.
E. the reason that baseball is America’s favorite sport.
_____ 26. The people who most respected Satchel Paige’s abilities were those who
A. knew him before he became famous.
B. truly understood the game of baseball.
C. saw him in the last stages of his career.
D. watched him pitch in his first major league game.
E. were reluctant to see African Americans in the major leagues.
Assessment Guide
LEVEL 1, UNIT 3
267
3/20/2009 2:19:32 PM
_____ 27. “The Shutout” suggests that it is impossible to understand the history
of African-American baseball without understanding
A. the rules of baseball.
B. the history of racism in America.
C. the issues and outcome of the Civil War.
D. the history of the New York Knickerbockers.
E. the settlement patterns of African Americans.
for Mi Familia
_____ 28. When Tafolla says “San Antonio is in my blood,” she means that she
A. tries hard to remember this city.
B. feels a deep connection to this city.
C. could not survive outside of this city.
D. is genetically related to everyone in this city.
E. has tried but failed to get away from this city.
_____ 29. Tafolla’s purpose for writing this selection is to
A. entertain.
B. inform and teach.
C. narrate a series of events.
D. put forward a strong argument.
E. offer her thoughts and reflections.
_____ 30. Which of the following sentences best describes Tafolla’s beliefs?
A. A person cannot survive without family.
B. We are all part of a vast human family.
C. Many people use the wrong definition of family.
D. Family members are the only ones you can really trust.
E. People need to know who is part of their family and who isn’t.
Essay
31. Write a paragraph about the three main types of essays: personal,
persuasive, and expository. Explain how they are alike and different.
Support your explanation using examples from the essays you read in this
unit.
32. In a paragraph, explain why it is important for a writer to know about the
audience for whom he or she is writing. For instance, if you were writing
your autobiography, how might you write differently for an audience of
children versus an audience of adults?
268
LEVEL 1, UNIT 3
Assessment Guide
3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 4 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
audience
autobiography
biography
essay
expository essay
memoir
nonfiction
H.
I.
J.
K.
L.
M.
N.
personal essay
persuasive essay
point of view
purpose
thesis
tone
voice
_____ 1. a type of essay in which the purpose is to present an argument and
convince the reader
_____ 2. the writer’s aim or goal
_____ 4. the person or group for whom the author is writing
_____ 5. the story of a person’s life told by that person
_____ 6. the main idea supported in work of nonfiction
_____ 7. the way a writer uses language to reflect his or her personality and
attitude toward the topic, form, and audience
_____ 8. a type of autobiography that focuses on a certain period or incident in
someone’s life
_____ 9. writing that is about real people, places, things, and events
_____ 10. a type of essay in which the purpose is to inform or explain
_____ 11. the story of a person’s life told by another person
_____ 12. the writer’s attitude toward the subject or reader
_____ 13. a type of essay on a topic related to the life or interests of the writer
_____ 14. a short nonfiction work that expresses a writer’s thoughts about a
single subject
Assessment Guide
LEVEL 1, UNIT 4
269
3/20/2009 2:19:32 PM
Multiple Choice
for The Five “Wanderers” of the Ancient Skies / Earth from Space / An Ancient
Computer Surprises Scientists
_____ 15. It is true that heavenly bodies
A. are motionless.
B. rotate around the Earth.
C. travel in retrograde motion.
D. appear to circle the Earth.
E. cannot be seen with the naked eye.
_____ 16. In “The Five ‘Wanderers’ of the Ancient Skies,” science overlaps with
A. art and music.
B. theater and dance.
C. history and religion.
D. literature and psychology
E. economics and geography.
_____ 17. The photographs in “Earth from Space” help show that
A. Earth is the most beautiful planet of all.
B. planets really do revolve around the sun.
C. Earth is not that different from other planets.
D. the appearance of a planet depends on how far away it is.
E. ancient Greeks understood what the planet Earth looked like from
space.
_____ 18. According to “Developing Your Chops,” a “pop professor” is a
A. music book.
B. music teacher.
C. musical performance.
D. professional musician.
E. musical family member.
_____ 19. The writing of both Fran Lantz’s “Developing Your Chops” and Julius
Lester’s “Muddy Waters” expresses
A. hope for the future.
B. a longing for the past.
C. admiration for great musicians.
D. a lack of appreciation for certain styles of music.
E. concern over methods musicians use to reach stardom.
_____ 20. According to the selection “Muddy Waters,” part of what makes a
musician great is his or her
A. fans.
B. name.
C. passion.
D. instrument.
E. background.
270
LEVEL 1, UNIT 4
Assessment Guide
3/20/2009 2:19:32 PM
Read the following passage from “Developing Your Chops.” Then answer the question(s) below.
Of course, not everyone has the time or money to take lessons. As a teenager growing
up in Miami, Florida, singer Gloria Estefan was too busy caring for her ailing father to
study music. So she found a way to take guitar lessons for free—she taught herself by
reading songbooks she took out of the library.
_____ 21. In this passage, which piece of information is not important to your
understanding of the author’s point?
A. Music lessons take time and money.
B. Gloria Estefan had to care for her ailing father.
C. Gloria Estefan taught herself to play the guitar.
D. Gloria Estefan spent her teenage years in Miami, Florida.
E. It is possible to learn to play the guitar without taking lessons.
_____ 22. Surfing was invented on the islands of
A. Tahiti and Java.
B. Java and Jamaica.
C. Hawaii and Tahiti.
D. Aruba and Jamaica.
E. Bermuda and Aruba.
_____ 23. Which of the following titles would best indicate an article with an
expository purpose?
A. Close Call on a Surf Board
B. Memories of a Surfer Dude
C. Outlaw Surfing at Public Beaches!
D. Silly Stories from the Surfing World
E. Five Steps to Becoming a Better Surfer
_____ 24. “A Sea Worry” shows that surfing has
A. incredible appeal.
B. no redeeming value.
C. many practical applications.
D. the ability to bridge the age gap.
E. changed drastically over the years.
_____ 25. According to tradition, the surfer who gets the wave is the one who
A. calls for it first.
B. has the most experience.
C. raises his or her left arm first.
D. has been in the water the longest.
E. stands up on his or her board first.
_____ 26. The spot where Peanuts first touched Fossey is now known as
A. Peanut’s Place.
B. Acceptance Rock.
C. the Peanut Gallery.
D. the Place of the Hands.
E. Uncle Bert’s Playground.
Assessment Guide
LEVEL 1, UNIT 4
271
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_____ 27. Dian Fossey’s writings and comments indicate that she _____ her
intimacy with mountain gorillas.
A. valued
B. disliked
C. doubted
D. minimized
E. exaggerated
_____ 28. Based on “Woman in the Mists,” why do you think Dian Fossey might
be considered a controversial figure?
A. She loved mountain gorillas.
B. She received support from an uncle.
C. She pursued advanced academic degrees.
D. She spent years studying the same animals.
E. She did not maintain a scientific detachment.
_____ 29. “Gorillas in the Mist” and “Woman in the Mists” indicate that
mountain gorillas are capable of
A. fierce loyalty.
B. sudden aggression.
C. healing themselves.
D. a range of emotions.
E. very limited thoughts.
Essay
30. Write a paragraph about the three main types of essays: personal, persuasive,
and expository. Explain how they are alike and different. Support your
explanation using examples from the essays you read in this unit.
31. In a paragraph, explain why it is important for a writer to know about the
audience for whom he or she is writing. For instance, if you were writing your
autobiography, how might you write differently for an audience of children
versus an audience of adults?
272
LEVEL 1, UNIT 4
Assessment Guide
3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 5 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
H.
I.
alliteration
concrete poem
figurative language
imagery
line
lyric poem
metaphor
meter
narrative poem
J.
K.
L.
M.
N.
O.
P.
Q.
R.
onomatopoeia
poetry
rhyme
rhythm
simile
sound devices
speaker
stanza
symbol
_____ 1. the repetition of consonant sounds at the beginnings of words
_____ 2. a group of lines in a poem
_____ 3. uses of language that appeal to the reader’s ear
_____ 4. the regular rhythm of a poem
_____ 5. a word or phrase that sounds like the thing it names
_____ 6. a thing that stands for itself and something else
_____ 7. the mental pictures created in the reader’s mind
_____ 8. a figure of speech in which one thing is spoken or written about as if it
were another
_____ 9. a type of poem that tells a story
_____ 10. a single row of words in a poem
_____ 11. a genre of literature that uses carefully chosen and arranged words and
often has rhythm and rhyme
_____ 12. a type of poem that expresses the emotions of the speaker
_____ 13. the character who narrates, or speaks in, a poem
_____ 14. a poem that is shaped like the object it describes
_____ 15. anything written or spoken that is not meant to be taken literally
_____ 16. the patterns of beats, or stressed syllables, in a line of poetry
_____ 17. a figure of speech in which one thing is compared to another using the
word like or as
_____ 18. the repetition of sounds at the ends of words
Assessment Guide
LEVEL 1, UNIT 5
273
3/20/2009 2:19:32 PM
Multiple Choice
_____ 19. The speaker in the poem is
A. a mother.
B. a young person.
C. a professional cook.
D. a grocer.
E. a sidewalk tortilla seller.
_____ 20. Which image is not a touch image?
A. “dripping down my elbow”
B. “oily hands”
C. “warm tortillas”
D. “the black pan”
E. “blistered brown”
_____ 21. Mood, or atmosphere, is the emotion created in the reader by part or
all of a literary work. The writer can evoke in the reader an emotional
response by working carefully with descriptive language and sensory
details. Which of the following words best describes the mood of this
poem?
A. serious
B. nervous
C. comfortable
D. regretful
E. playful
forAbuelito Who / The Bats
_____ 22. The speaker remembers Abuelito in terms of objects and actions except
for
A. a watch and glass of water.
B. big brown shoes.
C. blankets and spoons.
D. a coin purse.
E. laughing like the letter k.
_____ 23. Which of the following is an example of a simile?
A. the rain on the roof that falls like coins
B. who is dough and feathers
C. whose little eyes are string
D. is a doorknob tied to a sour stick
E. is tired shut the door
274
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Assessment Guide
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_____ 24. In “The Bats,” the speaker compares herself to
A. a butterfly.
B. a mother.
C. an ocean.
D. an island.
E. a bird.
_____ 25. Who protects and comforts the speaker when she is afraid?
A. her father
B. her mother
C. her teacher
D. her big brother
E. no one
Read the following stanza from the poem; then answer the following question(s).
I go boo
Make them shoo
I make fun
Way they run
I won’t cry
So they fly
I just smile
They go wild
Life doesn’t frighten me at all.
_____ 26. Which line in this stanza is repeated elsewhere in the poem?
A. “I make fun”
B. “I won’t cry”
C. “I just smile”
D. “Life doesn’t frighten me at all”
E. All of the above
_____ 27. Which pair of words in this stanza is an example of slant rhyme?
A. boo – shoo
B. fun – run
C. cry – fly
D. smile – wild
E. all of the above
_____ 28. Which phrase best relates to the story?
A. A picture is worth a thousand words.
B. All’s fair in love and war.
C. Doubt is the beginning of wisdom.
D. A stitch in time saves nine.
E. Look before you leap.
Assessment Guide
LEVEL 1, UNIT 5
275
3/20/2009 2:19:32 PM
_____ 29. Most of the oysters accept the Walrus’s invitation to go for a walk along
the beach except
A. those who cannot find their shoes.
B. one little oyster who has not yet learned to walk.
C. the oldest oyster, who wants to stay in the oyster bed.
D. a group of oysters who are too busy playing hide and seek.
E. two oysters who want to be left alone.
“The time has come,” the Walrus said,
To talk of many things:
Of shoes—and ships—and sealing wax—
Of cabbages—and kings—
And why the sea is boiling hot—
And whether pigs have wings.”
1
2
3
4
5
6
_____ 30. In this well-known stanza, which line or lines contain examples of
alliteration?
A. lines 1 and 2
B. line 3
C. line 4
D. lines 5 and 6
E. All of the above
Essay
31. In a paragraph, explain what sound devices are and why poets use them. Give
examples of two different sound devices from poems you have read.
32. In a paragraph, compare and contrast lyric and narrative poetry. How are
they similar? How are they different? Use examples from one lyric and one
narrative poem to support your explanation.
276
LEVEL 1, UNIT 5
Assessment Guide
3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 6 Exam
Matching
A.
B.
C.
D.
E.
F.
haiku
figurative language
mood
onomatopoeia
personification
point of view
G.
H.
I.
J.
K.
L.
sound devices
speaker
symbol
theme
tone
voice
_____ 1. the central message or perception about life revealed through a literary
work
_____ 2. uses of language that appeal to the reader’s ear
_____ 3. the writer or speaker’s attitude toward the subject or reader
_____ 4. a thing that stands for itself and something else
_____ 5. a three-line poem of Japanese origin that describes a single image or
scene, usually from nature
_____ 6. the emotion created in the reader by a literary work
_____ 7. the character who narrates, or speaks in, a poem
_____ 9. anything written or spoken that is not meant to be taken literally
_____ 10. a word or phrase that sounds like the thing it names
_____ 11. the way a writer uses language to reflect his or her unique personality
and attitude toward topic, form, and audience
_____ 12. a figure of speech in which something not human is described as if it
were human
Assessment Guide
LEVEL 1, UNIT 6
277
3/20/2009 2:19:32 PM
Multiple Choice
_____ 13. Poet Langston Hughes was part of which of the following influential
African-American movements?
A. the abolitionist movement to end slavery
B. the Harlem Renaissance
C. the Harlem theater movement
D. the Civil Rights Movement
E. the Vietnam antiwar movement
_____ 14. In this poem, the word “dreams” means
A. fantasies that are not real.
B. nightmares that are scary.
C. impossible ideas.
D. hopes for the future.
E. visions that foretell the future.
_____ 15. Judging by this poem, what do you think is Hughes’s attitude toward
dreams?
A. He thinks dreams are a waste of time.
B. He thinks dreams are valuable.
C. He thinks dreams are tough.
D. He thinks dreams are silly.
E. He thinks dreams should be hidden.
_____ 16. The speaker says that he or she will
A. protect the dreamers’ dreams.
B. interpret the dreamers’ dreams.
C. make the dreamers’ dreams come true.
D. make the dreamers’ bad dreams go away.
E. make the dreamers’ sad dreams happier.
_____ 17. What is the speaker talking about in this poem?
A. a white dove
B. falling leaves
C. mounds of heavy snow
D. birds and other wildlife
E. falling snowflakes
_____ 18. Which of the following lines contains both onomatopoeia and
alliteration?
A. “It SHUSHES.”
B. “It hushes”
C. “And whitely whirs away”
D. “It laughs a lovely whiteness,”
E. “It flitter-twitters,”
278
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_____ 19. In this poem, the imagery and sound devices create all of the following
feelings in the reader except
A. silence.
B. whiteness.
C. coldness.
D. happiness.
E. movement.
_____ 20. Which phrase completes the following sentence from the poem?
“Still white as
A. milk or shirts.”
B. cotton or lambs.”
C. fuzz or flowers.”
D. soap or bones.”
E. foam or clouds.”
_____ 21. The speaker in “Whale Breathing” compares himself or herself to the
whale because both are
A. living alone.
B. physically large.
C. hungry.
D. musicians.
E. swimmers.
_____ 22. Which of the following words best describes the tone of “Seal”?
A. amused
B. regretful
C. frightened
D. calm
E. sad
_____ 23. The “visible ghost” referred to in “Whale Breathing” is
A. a cloud shaped like a whale.
B. the fishing boat completely hidden behind the whale’s enormous
body
C. the water spouted from the whale’s breathing.
D. the fisherman who drowned when the whale overturned his boat.
E. the moonlight reflecting on the sea after the whale dives.
for Haiku
_____ 24. A traditional haiku should contain
A. seventeen syllables.
B. three lines.
C. powerful ideas.
D. nature-based images.
E. All of the above
Assessment Guide
LEVEL 1, UNIT 6
279
3/20/2009 2:19:32 PM
_____ 25. The three haiku by Basho all contain
A. a reference to divine power.
B. the image of a tree.
C. a reference to a specific time of day or night.
D. an image to evoke a specific emotion.
E. All of the above
_____ 26. The line “I am the same age as before” might mean that the speaker
A. never ages.
B. has become a ghost.
C. can travel through time.
D. is recalling a memory.
E. is confused.
_____ 27. Why does the speaker feel “regrets” on the way to the airport?
A. He has just had a serious argument with a friend.
B. He wasted opportunities he had in the place he is leaving.
C. He is afraid of flying and wants to remain on the ground.
D. He is going somewhere that he doesn’t want to go.
E. He is leaving home for the first time.
_____ 28. The line “Nor clothed the new-born desert with the birth mark in my
eye” seems to explain that the speaker
A. would like to own a desert.
B. has visited the desert many times.
C. has never seen the desert.
D. dislikes the desert.
E. remembers the desert.
more direct statement of the speaker’s feelings in the line “Nor forgave
the naked onion because it made me cry”?
A. I became angry over unimportant events.
B. I allowed hurt feelings to end a friendship.
C. I allowed someone to hurt my feelings.
D. I didn’t apologize for hurting my mother’s feelings.
E. I don’t enjoy cooking with raw onions.
Essay
30. In a paragraph, explain what symbols are and how they are used to create
meaning in poetry. Give two examples of symbols from poems you have read.
What does each symbol mean, and how is it used to create the theme of the
poem?
31. Write a paragraph describing the role of the speaker in a poem. What is the
connection, if any, between the speaker and the author of a poem? Provide
examples of speakers from poems you have read in this unit.
280
LEVEL 1, UNIT 6
Assessment Guide
3/20/2009 2:19:32 PM
Name: ____________________________________________________ Date: __________________
Unit 7 Exam
Matching
A.
B.
C.
D.
E.
F.
G.
H.
act
antagonist
cast
comedy
dialogue
drama
Greek tragedy
monologue
I.
J.
K.
L.
M.
N.
O.
P.
play
plot
protagonist
scene
set
script
stage directions
straight drama
_____ 1. all of the characters in the drama
_____ 2. information in the script that tells the actors how to speak, move, enter
and exit, and so on
_____ 3. a speech by one character
_____ 4. a type of drama that presents realistic characters and situations
_____ 5. the series of events related to a central conflict, or struggle, in a literary
work
_____ 6. the character who engages in conflict with the most important character
_____ 7. conversation between characters
_____ 8. a work of literature that is intended to be performed for an audience
_____ 9. the scenery of a drama, including the lighting, props, and so on
_____ 10. a short division of a play; several of these make up an act
_____ 11. a type of drama in which the plot involves a series of mishaps and
humorous situations
_____ 12. a type of drama in which a heroic main character struggles—with the
gods, historically—and is ultimately brought down by a personal flaw
_____ 13. a division of a play that includes several scenes
_____ 14. the most important or central character in a literary work
_____ 15. the actual text of a drama, including the characters’ names and
information about the setting, dialogue, and stage directions
_____ 16. a type of drama written for the stage
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Multiple Choice
for In the Fog / Gettysburg
_____ 17. The doctor stops his car in order to look at
A. the night sky.
B. a flashing light.
C. a wounded soldier.
D. a roadside signpost.
E. the right front tire of his car.
_____ 18. Zeke and Eben admit that they
A. are lost.
B. are hungry.
C. have killed.
D. shot their friend.
E. plan to kill the doctor.
_____ 19. John Stanchak’s description of the Battle of Gettysburg in the
Informational Text Connection suggests that
A. Gettysburg was a relatively minor battle.
B. Meade was not a very experienced leader.
C. all the men who died at Gettysburg died in vain.
D. Lee made a mistake in ordering Pickett to charge.
E. the battle line between the Union and the Confederates was not
clear.
_____ 20. This screenplay could best be described as
A. hopeful.
B. calming.
C. unsettling.
D. humorous.
E. infuriating.
_____ 21. In “The Fairies’ Lullaby,” the fairy queen
A. is in charge.
B. sings a lullaby.
C. does not speak.
D. fights for her life.
E. is not mentioned.
_____ 22. Both “The Fairies’ Lullaby” and “The Stolen Child” suggest that fairies
A. work together as a group.
B. aren’t sure what they want.
C. don’t know how to behave.
D. are weak and irresponsible.
E. consider everyone a friend.
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_____ 23. The lifestyle described by the fairies in “The Stolen Child” resembles
A. an adult schedule.
B. a childlike fantasy.
C. a military program.
D. a historic undertaking.
E. a scientific experiment.
_____ 24. The merchant in the market encourages Milo to eat a
A. bee.
B. letter.
C. flower.
D. muffin.
E. fraction.
_____ 25. This play is
A. a tragedy.
B. a comedy.
C. a monologue.
D. a straight drama.
E. Greek tragedy.
_____ 26. The comments of the five ministers demonstrate that
A. it is easy to misuse words.
B. words can hurt people’s feelings.
C. English contains many words that have similar meanings.
D. a single word can have many meanings.
E. big words are more useful than small words.
_____ 27. Milo gets into his car and uses the Phantom Tollbooth because he
A. believes in magic.
B. wants to prove he is brave.
C. loves adventures of all kinds.
D. figures he has nothing to lose.
E. is excited to play with a new toy.
_____ 28. The Senses Taker cannot take Milo’s sense of
A. duty.
B. humor.
C. hearing.
D. purpose.
E. proportion.
_____ 29. It is reasonable to conclude that after Milo returns to his bedroom,
Azaz and the Mathemagician
A. stop time.
B. come after him.
C. continue to disagree.
D. become best friends.
E. banish the princesses again.
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_____ 30. The demons are defeated because
A. they are just an illusion.
B. the Spelling Bee appears.
C. their opponents work together.
D. Rhyme and Reason leave the castle.
E. Milo, Humbug, and Tock outsmart them.
_____ 31. One message of this selection is that
A. you should investigate every possibility.
B. you never know what is possible until you try.
C. it is not possible to please all the people all the time.
D. it is not possible to calculate the value of friendship.
E. some things that look possible turn out to be impossible.
Essay
32. In a paragraph, explain some of the differences between a play and a work
of fiction, such as a short story. What kinds of things does the playwright, or
author of the play, have to consider that other authors do not?
33. In a paragraph, explain what stage directions are and how they enhance both
the performance of a play and the experience of reading a script. How would
scripts be different if they did not include stage directions? Use examples from
the plays you have read in this unit to support your answer.
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Name: ____________________________________________________ Date: __________________
Unit 8 Exam
Matching
A.
B.
C.
D.
E.
F.
creation myth
fable
fairy tale
folk tale
hero myth
labyrinth
G.
H.
I.
J.
K.
L.
legend
myth
odyssey
origin myth
proverb
quest
_____ 1. a word, often used in Greek mythology, that means “maze”
_____ 2. a traditional story that is popularly thought of as historical but has not
been proven true
_____ 3. a type of myth that tells how the world and human beings came to exist
_____ 4. a word, often used in Greek mythology, that means “long journey”
_____ 5. an adventurous journey
_____ 6. a type of myth that explains objects and events in the natural world
_____ 7. a type of myth that tells of the deeds and adventures of a brave
character
_____ 8. a brief story that frequently includes animal characters and a moral
_____ 9. a short, familiar saying that expresses a basic truth about life
_____ 10. a type of folk tale that contains supernatural beings and animals with
human qualities
_____ 11. any type of story in the oral tradition; the story could have taken place
anywhere and at any time
_____ 12. a traditional story that usually presents supernatural events involving
gods and heroes
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Multiple Choice
_____ 13. Arachne’s father is a
A. dyer of wool.
B. keeper of bees.
C. spinner of yarn.
D. tender of goats.
E. grinder of wheat.
_____ 14. In “The Orb Weaver,” spiders symbolize
A. a love of beauty.
B. a strong work ethic.
C. the desire to create.
D. the dark side of nature.
E. a desire to live in harmony.
_____ 15. This story reinforces the importance of being
A. fair.
B. honest.
C. humble.
D. alert.
E. forgiving.
_____ 16. In this story, Athene is depicted as
A. weak.
B. shy.
C. generous.
D. awkward.
E. quick to anger.
_____ 17. Aside from explaining why monkeys live in trees, this folk tale also
explains why
A. lions have tails.
B. crows are black.
C. gorillas can’t fly.
D. leopards have spots.
E. chickens don’t have ears.
_____ 18. The human quality that Leopard symbolizes is
A. greed.
B. vanity.
C. laziness.
D. jealousy.
E. patience.
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_____ 19. The monkeys are only able to eat the pepper because they
A. cooperate.
B. are brave.
C. work quickly.
D. are intimidating.
E. need nourishment.
_____ 20. At the beginning of the contest, each of the animals feels
A. gloomy.
B. nervous.
C. anxious.
D. confident.
E. triumphant.
_____ 21. In “The Stone,” while Maibon has the magic stone, his baby
A. will not eat.
B. does not sleep.
C. stops crawling.
D. cries constantly
E. cannot cut a tooth.
_____ 22. In both “The Magic Mortar” and “The Stone,” magic
A. is unreliable.
B. improves people’s lives.
C. is another name for luck.
D. can be both good and bad.
E. does not solve anyone’s problems.
_____ 23. “The Magic Mortar” suggests that greed
A. can destroy you.
B. can be conquered.
C. exists in everyone.
D. is not as strong as love.
E. is the source of all problems.
Read the following passage from “The Stone.” Then answer the question(s) below.
“If a man does the Fair Folk a good turn,” cried Maibon, his excitement
growing, “it’s told they must do one for him.”
“I knew sooner or later you’d come round to that,” grumbled the
dwarf. “That’s the way of it with you ham-handed, heavy-footed oafs.
Time was, you humans got along well with us. But nowadays, you no
sooner see a Fair Folk than it’s grab, grab, grab! Gobble, gobble, gobble!
Grant my wish! Give me this, give me that! As if we had nothing better
to do!”
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_____ 24. In this passage, the dwarf’s attitude toward humans is one of
A. joy.
B. confusion.
C. anger.
D. fear.
E. pity.
for The Creation
_____ 25. One of the animals who tries to reach the bottom of the waters is the
A. hen.
B. frog.
C. goose.
D. spider.
E. beaver.
_____ 26. According to this myth, the plants that grow on the earth today come
from
A. beneath the waters.
B. the generous turtle.
C. the chief of the Sky-World.
D. the seeds dropped by the woman.
E. the earth that the muskrat grabbed.
_____ 27. It is reasonable to conclude that in Iroquois culture, women are
A. warriors.
B. powerless.
C. treated well.
D. regarded as burdens.
E. not considered smart.
_____ 28. According to this myth, the presence of humans on this earth is
A. harmful.
B. comical.
C. accidental.
D. worrisome.
E. mysterious.
Essay
29. In a paragraph, explain what purpose origin myths and creation myths might
serve in a culture. Why do people want to know how they and their world
came to be? Support your explanation using examples from myths you have
heard or read.
30. In a paragraph, explain how studying works in the oral tradition, such as
myths, folk tales, and legends, can help you understand the culture that
produced them. Use examples from your own culture to support your
explanation.
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About the Reading Fluency Assessments
Reading Fluency Assessments have been provided in response to increasing
interest in and demand for this type of information, even at the high school
level. The relationship between reading fluency and comprehension has been
well documented. Slow readers, in particular, are likely to have difficulty
comprehending text.
In this Assessment Guide, two passages are provided for each unit in the
Mirrors & Windows: Connecting with Literature program. Each passage contains
material from the corresponding unit in the Student Edition, whether it is from a
literary selection or instructional material. Each passage is considered moderate in
difficulty and is about two hundred words long. To ensure an accurate assessment
and progress report, students should not practice reading the passage before they
begin the assessment.
The guidelines below explain how to administer the assessments as well as
evaluate and score the student’s performance. The Detailed Reading Fluency
Rubric describes each of the categories that are used to measure students’ skill in
reading the passages.
The goal of reading fluency assessment is to encourage and chart student
progress. A master Reading Fluency Progress Graph is provided to help you
accomplish that goal. A copy of the graph can be used to chart an individual
student’s scores for multiple readings of the assessment passages.
Following each assessment, you can also document the types of errors a student
made in a Reading Fluency Error Chart. The student can then review the results
and practice to remedy the identified errors. A master Reading Fluency Error Chart
is supplied for this purpose.
Additional reading fluency materials can be found at mirrorsandwindows.com.
Conducting Reading Fluency Assessments
Materials Needed
• one copy of the passage for each student (for you to use in marking and scoring)
• one additional reading copy (for students to read during the test; laminate or
enclose in a plastic sleeve if possible)
• a stopwatch or other timing device
• a pencil or pen
• one Reading Fluency Progress Graph for each student
• one Reading Fluency Error Chart for each student and each passage
Administering the Test
1. Have the student sit at a desk or table, and place the reading copy of the
passage in front of him or her. You should sit across from the student but not
so near that your marking will be a distraction.
2. Explain to the student that he or she is going to read the text out loud for one
minute. You will tell him or her when to start and stop. Encourage the student
to read as quickly and carefully as he or she can. Review the format of the
grade06_AG_05_ReadingFluencyAssessments.indd 289
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3.
4.
5.
6.
material, which includes a text passage and a row of numbers to its right (see
example later in this introduction). Emphasize that the student should focus
solely on the text.
Ask the student if he or she understands what to do. Review the directions as
needed.
Tell the student to begin reading when he or she is ready. Start the timer when
he or she says the first word of the passage.
While the student reads, mark his or her errors on a copy of the passage
(see Marking Errors section below). Do not speak while the student is
reading unless he or she pauses for more than three seconds. If that
happens, advise him or her to skip the problematic word or phrase and
go on.
After one minute, tell the student to stop reading. Use double slash marks to
indicate the specific point in the text at which the student stops (again, see
Marking Errors guidelines).
Marking Errors
1. Document each student’s performance, as well as successive rounds of
testing, using the markup system described in steps 2–4 below. Doing so
is necessary to ensure accurate, efficient recording and valid and reliable
results.
2. Mark up a separate copy of the passage for each student. As the student reads,
mark these types of errors as indicated:
• Omissions: Circle each omitted word.
• Mispronunciations: Make an X through each mispronounced word.
• Additions: Insert a caret (^) at the point at which a word is added, and write
the added word above the line of text.
• Substitutions: Circle any word that is replaced by another word, and indicate
the substituted word by using a caret and writing the word above the line of
text.
• Repetitions: Underline any repeated word.
• Inappropriate pauses: Insert a slash (/) before each word at which a student
pauses inappropriately.
3. Write SC above any word that was omitted or mispronounced but then selfcorrected.
4. As noted above, use double slash marks (//) to mark the exact point where the
student stops reading.
Calculating Rate and Accuracy
After each reading, complete the calculations described here in the section below
the passage.
Words correct
1. Determine the total number of words the student read by noting the point at
which he or she stopped reading and adding the number of words completed
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in that line to the number of words listed at the end of the previous line. Enter
this total on the line following “Words read.”
2. Count the number of errors the student made. Do not count selfcorrections as errors. Count a series of repeated words as one error.
Otherwise, count each error individually. Enter this number on the line
following “Errors.”
3. Subtract the “Errors” figure from the “Words read” figure. Enter the “Words
correct” total in the space provided.
Words correct per minute
1. Most students will complete only a portion of the reading passage in one
minute, but some may complete the entire passage in less than one minute.
The calculation for determining the number of word correct per minute will
give you an accurate per-minute count whether the student reads the entire
passage or only a portion of. Begin by copying the “Words correct” total from
the previous calculation on to the line provided.
2. Write the number of seconds read on the line provided.
3. Complete the calculation by multiplying the “Words correct” figure by 60 and
dividing that amount by the “Seconds read” figure. Record the total on the line
provided.
Percentage words correct
1. Copy the “Words correct per minute” total from the previous calculation in
the line provided.
2. Copy the “Words read” total from the first calculation on the line
provided.
3. Divide the “Words correct per minute” figure by the “Words read” figure,
multiply by 100, and enter the total on the line provided.
Identifying Fluency Levels
1. In the fluency rubric at the bottom of the Reading Fluency Assessment page,
circle the percentage of words read correctly.
2. To score the student’s expression, circle the amount of text that was read with
appropriate expression and intonation. Consider the number of errors the
student made, and review the expression indicators in the Reading Fluency
Rubric at the end of this introduction.
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Example
Words per line
14
26
37
50
63
78
93
108
120
134
147
160
174
189
200
204
208
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Understanding Reading Fluency
Each of the following descriptions includes a criterion about expression and
intonation (also called prosody). This is a subjective quality of oral reading and thus
not measured by a test of rate and accuracy. You should take note if a student reads
quickly and accurately but with little or inappropriate expression or intonation, and
then weigh that factor in determining the student’s level of fluency. Research has
generally found that a high level of expression corresponds with high scores in rate
and accuracy. All three qualities contribute to reading comprehension.
Detailed Reading Fluency Rubric
Level 4 (Fluent)
Rate and
Accuracy
97–100%
Reads primarily in larger, meaningful phrase groups
Reads with some regressions, repetitions, and deviations but self-corrects promptly and
accurately
Reads at rate that is consistent and conversational
Expression
Reads all or almost all text with appropriate expression and vocal emphasis
Reads all or almost all text with appropriate inflection and rises and drops in voice tone
Reads all or almost all punctuation marks accurately
Level 3 (Fluent)
Rate and
Accuracy
94–96%
Reads primarily in three- or four-word phrases but may include some smaller groupings
Reads with some regressions, repetitions, and deviations and sometimes has difficulty
self-correcting
Reads at rate that is generally, but not always, consistent and conversational
Expression
Reads most text with appropriate expression and vocal emphasis
Reads most text with appropriate inflection and rises and drops in voice tone
Reads most punctuation marks accurately
Level 2 (Nonfluent)
Rate and
Accuracy
90–93%
Reads primarily in two-word phrases but may include some word-by-word reading
Reads with regular regressions, repetitions, and deviations and pauses at length while selfcorrecting
Reads at rate that varies significantly, owing to frequent pauses
Expression
Reads little text with appropriate expression and vocal emphasis
Reads little text with appropriate inflection and rises and drops in voice tone
Reads few punctuation marks accurately
Level 1 (Nonfluent)
Rate and
Accuracy
< 90%
Reads primarily word by word
Struggles with many or most words and is often unable to self-correct
Reads at rate that is slow and labored
Expression
Reads no or almost no text with appropriate expression and vocal emphasis
Reads no or almost no text with appropriate inflection and rises and drops in voice
Reads no or almost no punctuation marks accurately
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Graphing Reading Fluency Progress
Reading fluency progress is determined by multiple readings of the same passage.
The Reading Fluency Progress Graph that directly follows this introduction allows
you to chart student progress on any number of readings.
First Reading: For the first reading of each passage, mark a blue dot in the row
below the passage number to show the percentage of words read correctly.
Second Reading: For the second reading of each passage, mark a red dot in the
row below the passage number to show the percentage of words read correctly.
Subsequent Readings: Use a different color to record and graph the
percentage of words read correctly in each subsequent reading.
To graph progress, draw a blue line connecting the blue dots from the first
readings of the passages. Then draw a red line connecting the red dots from the
second readings of the passages. Continue drawing lines to connect the different
color dots for each subsequent reading.
Helping Students Improve Their Reading Fluency
Reading fluency improves most quickly when students can see the types of errors
they are making and focus on those errors as they practice. Use the Reading
Fluency Error Chart at the end of this introduction to record the types of errors a
student makes. The chart provides space for recording errors during four readings
of the passage. This allows students to assess improvement in specific skill areas.
Fill out the chart by listing the words missed under each error category. Use
these guidelines:
1. If the student self-corrected an error, do not count it.
2. For inappropriate pauses, list the word or phrase that immediately follows the
pause.
3. For substitutions, list both the word missed and the word substituted, and
circle the word missed.
4. For additions, include the entire phrase into which the word was inserted, and
circle the word that was added.
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Nonfluent
Fluent
Fluency Level
1
2
3
4
< 90
90
91
92
93
94
95
96
97
98
99
100
Percentage
Correct
1
2
3
4
5
6
7
8
9
10
11
Reading Fluency Assessment Passages
Reading Fluency Progress Graph
12
13
14
15
16
Reading Fluency Error Chart
Reading Fluency Assessment, Passage _____
Reading
Omissions
Mispronunciations
Additions
Substitutions
Repetitions
Inappropriate Pauses
First
Second
Third
Fourth
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Name: ____________________________________________________ Date: __________________
from The All-American Slurp, page 56
Reading Fluency Assessment, Passage 1
When you are ready, begin reading the passage aloud. Read as clearly and smoothly
as possible. Continue reading until your teacher says “Stop.”
Words per line
11
I had another worry, and that was my appearance. My brother
didn’t have to worry, since Mother bought him blue jeans for school,
23
and he dressed like all the other boys. But she insisted that girls had
37
to wear skirts. By the time she saw that Meg and the other girls were
52
wearing jeans, it was too late. My school clothes were bought
63
already, and we didn’t have money left to buy new outfits for me.
76
We had too many other things to buy first, like furniture, pots,
88
and pans.
90
The first time I visited Meg’s house, she took me upstairs to
102
her room, and I wound up trying on her clothes. We were pretty
115
much the same size, since Meg was shorter and thinner than average.
127
Maybe that’s how we became friends in the first place. Wearing
138
Meg’s jeans and T-shirt, I looked at myself in the mirror. I could
151
almost pass for an American—from the back, anyway. At least the
163
kids in school wouldn’t stop and stare at me in the hallways, which
176
was what they did when they saw me in my white blouse and navy
190
blue skirt that went a couple of inches below the knees.
201
Words correct = Words read _____ − Errors _____ = _____
Words correct per minute = 60 × Words correct _____ ÷ Seconds read _____ = _____
Percentage words correct = Words correct per minute _____ ÷ Words read _____ × 100 = _____%
Fluent
Fluency Level
Nonfluent
4
3
2
1
Rate and Accuracy (Percentage of words correct per minute)
97%–100%
94–96%
90%–93%
< 90%
Expression (Amount of text read with appropriate expression
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
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Name: ____________________________________________________ Date: __________________
from All Summer in a Day, page 75
Words per line
Margot stood alone. She was a very frail girl who looked as if
13
she had been lost in the rain for years and the rain had washed out the
29
blue from her eyes and the red from her mouth and the yellow from
43
her hair. She was an old photograph dusted from an album, whitened
55
away, and if she spoke at all, her voice would be a ghost. Now she
70
stood, separate, staring at the rain and the loud, wet world beyond the
83
huge glass.
85
“What’re you looking at?” said William.
91
Margot said nothing.
94
“Speak when you’re spoken to.” He gave her a shove. But
105
she did not move; rather, she let herself be moved only by him and
119
nothing else.
121
They edged away from her; they would not look at her. She felt
134
them go away. And this was because she would play no games with
147
them in the echoing tunnels of the underground city. If they tagged
159
her and ran, she stood blinking after them and did not follow. When
172
the class sang songs about happiness and life and games, her lips
184
barely moved. Only when they sang about the sun and the summer
196
did her lips move, as she watched the drenched windows.
206
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
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Name: ____________________________________________________ Date: __________________
from Zlateh the Goat, page 183
Words per line
The sun was shining when Aaron left the village. Suddenly the
11
weather changed. A large black cloud with a bluish center appeared
22
in the east and spread itself rapidly over the sky. A cold wind blew in
37
with it. The crows flew low, croaking. At first it looked as if it would
52
rain, but instead it began to hail as in summer. It was early in the day,
68
but it became dark as dusk. After a while, the hail turned to snow.
82
95
In his twelve years, Aaron had seen all kinds of weather, but he
had never experienced a snow like this one. It was so dense it shut
109
out the light of the day. In a short time their path was completely
123
covered. The wind became as cold as ice. The road to town was
136
narrow and winding. Aaron no longer knew where he was. He could
148
not see through the snow. . . .
156
168
At first Zlateh didn’t seem to mind the change in weather. She
too was twelve years old and knew what winter meant. But when her
181
legs sank deeper and deeper into the snow, she began to turn her head
195
and look at Aaron in wonderment. Her mild eyes seemed to ask,
207
“Why are we out in such a storm?”
215
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
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Name: ____________________________________________________ Date: __________________
from The King of Mazy May, page 236
Words per line
Walt Masters is not a very large boy, but there is manliness in
13
his make-up, and he himself, though he does not know a great deal
26
that most boys know, knows much that other boys do not know. He
39
has never seen a train of cars or an elevator in his life, and for that
55
matter, he has never once looked upon a corn-field, a plow, a cow, or
69
even a chicken. He has never had a pair of shoes on his feet, or gone
85
to a picnic or a party, or talked to a girl. But he has seen the sun at
103
midnight, watched the ice-jams on one of the mightiest of rivers, and
115
played beneath the northern lights, the one white child in thousands
126
of square miles of frozen wilderness.
132
144
Walt has walked all the fourteen years of his life in sun-tanned,
moose-hide moccasins, and he can go to the Indian camps and “talk
156
big” with the men, and trade calico and beads with them for their
169
precious furs. He can make bread without baking-powder, yeast or
179
hops, shoot a moose at three hundred yards, and drive the wild wolf-
192
dogs fifty miles a day on the packed trail.
200
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
300
LEVEL I, UNIT 2
Assessment Guide
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from All I Really Need to Know I Learned in Kindergarten, page 291
Words per line
Did you have a kid in your neighborhood who always hid so
12
good, nobody could find him? We did. After a while we would give
25
up on him and go off, leaving him to rot wherever he was. Sooner or
40
later he would show up, all mad because we didn’t keep looking for
53
him. And we would get mad back because he wasn’t playing the
65
game the way it was supposed to be played. There’s hiding and
77
there’s finding, we’d say. And he’d say it was hide-and-seek, not
88
hide-and-give-UP. . . .
92
105
As I write this, the neighborhood game goes on, and there is a
kid under a pile of leaves in the yard just under my window. He has
120
been there a long time now, and everybody else is found and they are
134
about to give up on him over at the base. I considered going out to
149
the base and telling them where he is hiding. And I thought about
162
setting the leaves on fire to drive him out. Finally, I just yelled, “GET
176
FOUND, KID!” out the window. And scared him so bad he probably
188
wet his pants and started crying and ran home to tell his mother. It’s
202
real hard to know how to be helpful sometimes.
211
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 3
301
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from The Flight of Red Bird: The Life of Zitkala-Sa, page 311
Words per line
From my hiding place I peered out, shuddering with fear
10
whenever I heard footsteps nearby. In the hall loud voices were
21
calling my name. . . .
27
The steps quickened and the voices became excited. The
36
sounds came nearer and nearer. Women and girls entered the room. I
48
held my breath and watched them open closet doors and peep behind
60
large trunks. Someone threw up the curtains, and the room was filled
72
with sudden light.
75
What caused them to stoop and look under the bed I do not
88
know. I remember being dragged out, though I resisted by kicking
99
and scratching wildly. I was carried downstairs and tied fast in a chair.
112
I cried aloud, shaking my head all the while until I felt the cold
126
blades of the scissors against my neck and heard them gnaw off one
139
of my thick braids. Then I lost my spirit. Since I had been taken from
154
my mother, I had suffered extreme indignities. People had stared at
165
me. I had been tossed about in the air like a wooden puppet. And now
180
my long hair was being shingled like a coward’s. I moaned for my
193
mother, but no one came to comfort me. Not a soul reasoned quietly
206
with me, as my mother would have done.
214
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
302
LEVEL I, UNIT 3
Assessment Guide
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from The Five “Wanderers” of the Ancient Skies, page 378
Words per line
On a clear night, in a place far from city lights, a person with
14
good vision can see about 3,000 stars in the sky. A few stars are so
29
bright that they dazzle the eye, but many others are barely visible.
41
There are white stars and blue stars, orange stars and red stars, yellow
54
stars and stars that seem to change color as they twinkle. Many
66
people who view the starfilled sky for the first time are almost
78
hypnotized by its splendor. Whether children or adults, they are
88
likely to wonder: How many stars are there and how far away are
101
they? Do stars extend forever in space or is there a place where they
115
end? Are we alone in the Universe, or do beings on other worlds look
129
up at their night sky with the same sense of awe that we feel?
143
People have undoubtedly asked these questions for most of our
152
two million years on Earth. Some of the oldest known relics created
164
by human beings have astronomical significance. Ten thousand-year-
172
old bones on which people recorded the cycles of the Moon have
182
been found in Africa and Europe. Cliff drawings and stone
193
monuments found in many places also prove that people have been
204
intrigued by the objects in the heavens since prehistoric times.
215
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 4
303
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from A Sea Worry, page 414
Words per line
13
Earll and I sat on the shore with our blankets and thermos of
coffee. Joseph and Marty put on their fins and stood at the edge of
27
the sea for a moment, touching the water with their fingers and
39
crossing their hearts before going in. There were fifteen boys out
50
there, all about the same age, fourteen to twenty, all with the same
63
kind of lean v-shaped build, most of them with black hair that made
76
their wet heads look like sea lions. It was hard to tell whether our kid
91
was one of those who popped up after a big wave. A few had
105
surfboards, which are against the rules at a body-surfing beach, but
116
the lifeguard wasn’t on duty that day.
123
As they watched for the next wave, the boys turned toward the
134
ocean. They gazed slightly upward; I thought of altar boys before a
146
great god. When a good wave arrived, they turned, faced shore, and
159
came shooting in, some taking the wave to the right and some to the
173
left, their bodies fishlike, one arm out in front, the hand and fingers
186
pointed before them, like a swordfish’s beak. A few held credit card
198
trays, and some slid in on trays from MacDonald’s.
207
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
304
LEVEL I, UNIT 4
Assessment Guide
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from Understanding Imagery and Figurative Language, page 459
Words per line
Figurative language is writing or speech meant to be
9
understood imaginatively instead of literally. Many writers use
17
figures of speech to help readers see things in new ways. Some of the
31
most common kinds of figurative language include metaphor, simile,
40
personification, and hyperbole.
43
A metaphor is a figure of speech in which one thing is spoken
56
or written about as if it were another. Metaphors invite the reader to
69
make a comparison between two things. A metaphor works because
79
the things being compared have one or more qualities in common. A
91
simile is like a metaphor. However, similes use the words like or as
104
when making a comparison. In the poem “Child on Top of a Greenhouse,”
117
the elm trees are described as “plunging and tossing like horses.”
128
When a writer uses personification, he or she is describing
138
something that is not human as if it were. In the poem “The Eagle,”
152
the sea “crawls.” Hyperbole is exaggeration. Writers use hyperbole to
162
make a point or to have an effect on the reader. He ate the whole
177
pizza in one bite is an example of hyperbole. This occurrence is
189
highly unlikely, but the use of hyperbole creates the impression that
200
the person ate an entire pizza very quickly.
208
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 5
305
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from The Bats, page 468
Words per line
Most nights, my grandmother and I would pretend to count the
11
bats as they left their nest to feed on the fruit from our backyard. . . .
28
We knew already that it was impossible to keep a true tally, because
41
in a few minutes their number would increase from a handful circling
53
over our heads to several dozens, coming and going, so that we were
66
unable to tell which were the ones just leaving the nest. Counting
78
them over and over again, we would finally give up and burst out
91
laughing, at the bats, at ourselves, at our game, and at the delightful
104
warmth of the night. . . . My aunts and my mother would smile, and
119
shake their heads: “There go those two, counting bats again . . .”
132
The quiet serenity of those evenings and the tender love my
143
grandmother and I shared has nourished me often throughout my life.
154
On the many occasions when I have later felt that I am once more
168
trying to count bats, engaged in an impossible task, I have allowed
180
myself to laugh, happy to remember that some of the best things in
193
life are like counting bats: It was never the final count that mattered,
206
but rather the joy of seeing them fly.
214
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
306
LEVEL I, UNIT 5
Assessment Guide
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from Understanding Meaning in Poetry, page 542
Reading Fluency Passage 11
Words per line
9
Poems frequently challenge readers to imagine something in a
unique or unexpected way. Poets accomplish this with figurative
18
language, sound devices, and imagery. In Emily Dickinson’s poem
27
“Blazing in Gold and quenching in Purple,” the sun is described as if
40
it were a woman turning in to rest. Why do you think she makes this
55
comparison? How does this comparison affect the way in which you
66
think about the sun?
70
A symbol is something that stands for itself and something
80
else. In Dickinson’s poem, the sun is being used as a symbol. It
93
represents both the actual sun and the passing of time. Some symbols
105
are traditional, such as roses for love, roads for journeys, and doves
117
for peace. Other symbols are unique to a piece of literature or author.
130
In Dickinson’s poem, the use of the sun as a symbol is unique.
143
156
It is not always clear how a writer wants a reader to interpret
his or her use of a symbol. As you read a poem, try to determine the
172
theme and consider how the poet’s use of description, detail, figures
183
of speech, and symbols might relate to or help develop the theme.
195
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 6
307
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from Writing Workshop, page 606
Words per line
You will often be asked to describe as part of the process of writing
14
a narration or exposition. Occasionally, you may also be asked to write
26
an entire paragraph or essay whose main purpose is to describe.
37
Your goal in a descriptive essay is to convey a main
48
impression of something. For example, in a descriptive essay about
58
the beach, your main focus might be on the beauty and power of the
72
setting. Therefore, you would probably include the sound of the
82
waves crashing but not the aroma of sunscreen.
90
How can you come up with a topic for description? Begin by
102
thinking about the people and places that are special to you. For
114
example, a preschool classroom, your grandmother’s house, and a
123
place you once visited on a family trip are all possibilities. You might
136
also recall important experiences in your life and use them as
147
memory triggers for special people, places, or things that might make
158
interesting topics for a descriptive essay.
164
Another good way to come up with a topic is by rereading
176
journals or diaries you might have kept or by searching through
187
writing portfolios from previous years in school and looking for
197
topics that you can develop descriptively.
203
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
308
LEVEL I, UNIT 6
Assessment Guide
3/20/2009 2:19:40 PM
Name: ____________________________________________________ Date: __________________
from Introduction to Drama, page 620
Words per line
The art of performance has existed since the beginnings of
10
human history. Modern theater can trace its roots back to prehistoric
21
dance rituals, Native American healing ceremonies, African
28
storytellers, and dramatic productions of the ancient Greeks, to name
38
a few. A drama is a piece of literature that is written to be performed.
53
A play is a type of drama written for the stage. The playwright
66
envisions how the story will unfold and includes in the work such
78
specifics as actors’ locations onstage and details about props and sets.
89
Unlike in fiction, the completed written work is not the final step. A
102
director uses the written script, in collaboration with actors, to make
113
the story come alive onstage.
118
Dramas are not always performed on stage. Screenplays and
127
television scripts are dramas written to be acted out on film and later
140
shown to an audience on screen. Like plays, screenplays and TV
151
scripts include stage directions that dictate how an actor should speak
162
and move, as well as how a scene should be filmed.
173
A drama, in its simplest form, is a story like any other piece of
187
fiction. Unlike fiction, drama is comprised of various theatrical
196
elements that allow the story to be performed and brought to life.
208
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 7
309
3/20/2009 2:19:41 PM
Name: ____________________________________________________ Date: __________________
from Writing Workshop, page 688
Words per line
At its heart, comparing and contrasting is a kind of analysis: a way
13
of breaking ideas down in order to find meaning. You will often be asked
27
to compare and contrast for school assignments or standardized tests.
37
To come up with a good topic for comparison and contrast, try
49
to find two subjects that are different but not too different. For
61
example, while wolves and trout are both members of the animal
72
kingdom, they are so different that comparing them will probably not
83
yield interesting insights into either subject. It would be far better, for
95
example, to compare wolves with other mammals or land animals.
105
On the other hand, even though you want your subjects to be
117
related, you should also make sure that they are not too closely
129
related. For example, if you were to compare two MP3 players with
141
almost the exact same features, you might not have enough to say or
154
you might lose your reader’s interest. Your reader might wonder,
164
“What’s the point?” One good way to come up with a topic for a
178
compare-and-contrast essay or for other types of writing is by
188
browsing in the library or by using the mass media. Books, as well as
202
newspapers, magazines, radio, television, and films can all spark
211
ideas for good writing topics.
216
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
310
LEVEL I, UNIT 7
Assessment Guide
3/20/2009 2:19:41 PM
Name: ____________________________________________________ Date: __________________
from The Magic Mortar, page 732
Words per line
12
Long, long ago, in a small village nestled beside the sea of
Japan, there lived two brothers. The older brother was very
22
wealthy and owned many things, but the younger brother was poor
33
and had nothing.
36
48
One day, toward the end of December, when the people of the
land were preparing to welcome the New Year, the younger brother
59
went to his brother’s home to borrow some rice.
68
79
“We have no rice for New Year’s breakfast,” he said. “Will
94
you lend me just a little? I shall return it as soon as I can.”
107
But the older brother was greedy, and he did not want to lend
even a small amount of rice. “I haven’t any to spare,” he said, and he
122
turned his brother away.
126
The young brother was sad and disappointed. He walked
135
slowly down the narrow dirt road that led back to his house. What
148
would he say to his wife, coming home empty-handed? What would
159
they eat on New Year’s Day? He looked out at the cold blue sea,
173
beating against the shore. He looked up at the murky skies full of the
187
promise of snow, but he found no comfort anywhere.
196
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
Assessment Guide
LEVEL I, UNIT 8
311
3/20/2009 2:19:41 PM
Name: ____________________________________________________ Date: __________________
from The Living Kuan-yin, page 759
Words per line
12
Even though the family name of Chin means gold, it does not
signify that everyone of that name is rich. Long ago, . . . there was a
28
certain wealthy Chin family of whom it was popularly said that its
40
fortune was as great as its name. It seemed quite fitting, then, when a
54
son was born to the family, that he should be called Po-wan,
66
“Million,” for he was certain to be worth a million pieces of gold
79
when he came of age.
84
With such a happy circumstance of names, Po-wan himself
93
never doubted that he would have a never-ending supply of money
104
chinking through his fingers, and he spent it accordingly—not on
115
himself, but on any unfortunate who came to his attention. He had a
128
deep sense of compassion for anyone in distress of body or spirit: a
141
poor man had only to hold out his hand, and Po-wan poured gold
154
into it. . . .
159
170
[His kindness was so great] that even a million gold pieces
were not enough to support him. His resources so dwindled that
181
finally he scarcely had enough food for himself.
189
Fluent
Fluency Level
Nonfluent
4
3
2
1
97%–100%
94–96%
90%–93%
< 90%
and intonation)
All or
almost all
Most
Little
None or
almost none
312
LEVEL I, UNIT 8
Assessment Guide
3/20/2009 2:19:41 PM
Alternative Assessment Options
As an alternative to testing, teachers can assess students’ learning by evaluating the
work they do. So-called alternative assessment involves reviewing the performances
students deliver and the products they create. From many educators’ perspectives,
evaluating what students do in regular assignments and classroom activities
provides a more well rounded and thus more accurate assessment of achievement
than is possible with testing. For this reason, alternative assessment is often referred
to as authentic assessment or performance-based assessment.
Common types of performances that students might deliver in an English or
language arts class include oral presentations, multimedia presentations, process
(how-to) demonstrations, oral fluency readings, and interpretive readings.
Students’ participation in interviews, debates, conferences, and dramatizations also
provides opportunities to evaluate their performances.
The products students commonly create in English and language arts classes
are samples of writing and various media. Media samples can include audio
and video recordings, drawings and photographs, models, and computer-based
products. Written samples can range from entries in logs or journals to formal
essays, reports, and research papers. Evaluating a collection of a student’s work in
a writing portfolio is a popular means of assessment across all grade levels. (See the
Using Writing Portfolios section of this introduction.)
Authentic assessment of either a performance or a product involves three
components:
1. a set of directions or guidelines that outline the criteria for successful
completion of the performance or product
2. the actual performance or product
3. a scoring instrument that reflects the criteria stated in the directions or
guidelines
Using the same criteria in both the directions and the scoring instrument is
one of the keys to using alternative assessment effectively. Doing so ensures that
students know the primary qualities or steps of the work they are going to do and
that their work will be evaluated using the same qualities or steps. In addition, using
the same criteria in both steps makes assessment of a large variety and quantity of
student work more manageable for teachers.
Types of Assessment Instruments
The following types of scoring instruments are well suited to evaluating student
work in English and the language arts:
1. A checklist is a set of criteria for an assignment that are evaluated on a yes/
no basis. The simple nature of a checklist makes it useful for evaluating work
in a straightforward, efficient manner. The major limitation of checklists
is that they do not provide the ability to rate the quality or frequency of a
performance criterion.
2. A rating scale is a continuum that identifies a range of student performance
or achievement using numbers (1, 2, 3, 4), words (weak, satisfactory, good,
excellent), or some combination of the two. A series of rating scales can be
used to evaluate student work along several criteria, or a single scale can be
grade06_AG_06_AlternativeAssessments.indd 313
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used to assign one general rating to the work. The use of a scale allows the
teacher to indicate the degree or quality of performance or achievement, not
just its presence or absence.
3. A rubric is a set of criteria or guidelines for successful completion of student
work. It is usually specific to a type of assignment, such as writing a research
paper, and identifies levels of achievement using a simple rating scale. A rubric
can provide a more thorough or specific means of assessment than a simple
rating scale or checklist can.
All three of these scoring instruments can be created and used successfully by
students and teachers.
Assessing Student Writing
Assessment of student writing is a development tool that allows the teacher and
student to work together to monitor the student’s progress toward achieving his or
her goals. There are various approaches to writing assessment, but two common
methods are analytic evaluation and holistic evaluation.
An analytic evaluation begins with identifying several specific features or
qualities that are desired in the writing assignment at hand. These features or
qualities are then used as the criteria against which the student’s work is evaluated.
When point values are assigned to the criteria, a summative evaluation of the
writing can be obtained by adding up these scores.
The primary benefit of analytic evaluation is that it shows students what their
strengths are and also where they should focus their efforts for improvement. The
focus on a limited set of features means that students receive specific guidance
rather than an overwhelming level of commentary. This benefits both successful
and struggling writers. Analytic evaluation is a valuable means of formative
assessment, as it can be used effectively to monitor students’ progress toward
specific goals. Analytic evaluation can also be used to measure overall achievement
in a particular form of writing or at the end of the unit or term.
Holistic evaluation calls for an overall judgment of the student’s work. A set
of general analytic criteria are created, assigned point values, and then used to
evaluate writing and produce a summative score. In this type of evaluation, the
criteria are not specific to the type of assignment.
The primary benefit of holistic evaluation is that the teacher and students
become familiar with the analytic criteria because they are used repeatedly. This can
save the teacher time in evaluating the students’ writing. The drawback, however,
is that students tend to get the same general feedback across repeated assignments.
This makes it difficult to use holistic evaluation to monitor students’ progress; it is
more useful as a measure of overall achievement.
Grading Writing Assignments
While some teachers prefer to grade every writing assignment, others feel that
grading a few assignments chosen by the teacher and student to reflect the student’s
best work provides a more realistic assessment of the student’s capabilities. If you
choose the latter option, you may want to provide credit for completion of the
assignments that are not graded.
314
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Marking Student Papers
Receiving a paper they have written covered with corrections in red ink can be
discouraging for students. Furthermore, extensive marking of student papers is
time-consuming for teachers. A more practical and positive approach is to mark
three or four successes and one or two consistent problems on each paper. It is also
beneficial to allow students and their peers to do mark their own papers and then
review these evaluations in conferences. This can be done in conjunction with the
completion of evaluation forms and/or analytic scales.
Using Writing Portfolios
Writing portfolios are folders in which students store their drafts and finished
pieces of writing. Using portfolios is an excellent way for you and your students to
assess their progress over time. Portfolios show students’ capabilities and progress
better than any test or single writing assignment can.
You may ask your students to keep comprehensive portfolios that contain all
the writing they do for class along with Writing Summary Forms and/or evaluation
forms for each piece of writing. Alternatively, you may ask your students to keep
selected portfolios that contain the pieces of writing they choose as their best work.
For their selected portfolios, students should be encouraged to choose pieces that
show the skills they have developed and the various types of writing they have done
(informative, persuasive, literary, etc.).
When students place works in their portfolios, make sure they attach their
notes and drafts behind these works so you will be able to see at a glance how each
piece of writing was developed. Also have students attach any evaluation forms they
have used.
From time to time, you will want to do a comprehensive evaluation of the
students’ portfolios. It is a good idea to create two forms or checklists for this
evaluation—one for the student to fill out, and one for you to fill out. Once
both evaluations are complete, you can have a conference with each student to
discuss his or her progress, provide praise for work well done, and make plans for
improvement in the future.
Adapting Assessment for English Language Learners
and Developing Readers
Teachers should adapt assessment instruments to accommodate students with
less-developed language skills so that they are still able to demonstrate their
understanding of the content. Suggestions for adapting assessment include the
following:
1. Range: Reduce the number of test items students are expected to complete.
2. Difficulty: Simplify the problem, task, or process of assessment, while still
evaluating the targeted objectives.
3. Support: Adjust the level of support provided during assessment as much as
possible while still evaluating the targeted objectives. Possibilities include
having an aide or peer explain difficult test items.
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4. Time: Allow students additional time to take a test or complete a project, or
break down a task into steps or parts.
5. Product: Provide alternatives for the product of assessment, such as permitting
the student to given an oral or translated response instead of a written one.
Criteria of Effective Assessment Instruments
When you choose or create an assessment tool, start by identifying what you
wish to measure and then look for the best instrument with which to take that
measurement. The usefulness of any assessment instrument rests on these three
characteristics:
1. Validity is the extent to which an assessment instrument measures what it
is intended to measure. Of particular importance in education is content
validity, or the extent to which an assessment instrument correlates with the
instructional objectives. High content validity means that there is a good fit
between the instructional objectives and the test items. This is the only type of
validity that can be analyzed in teacher-made tests.
2. Reliability is the extent to which an assessment instrument produces consistent
results across repeated trials. High test reliability means that a given student
will score similarly on the same or on an equivalent test in successive attempts
conducted within a short timeframe.
3. Practicality is the extent to which an assessment device can be reasonably
administered in terms of the time needed to administer and score the test and
then record and analyze the results. For instance, a subjective test, in which
students write responses to questions, will be more time consuming to grade
than an objective test, in which students respond to multiple-choice, true/false,
and matching items. However, an objective test will generally be more time
consuming to create than a subjective test.
316
LEVEL I
Assessment Guide
3/20/2009 2:19:44 PM
Answer Key
Formative Surveys
ANS = Correct answer
OBJ = Bloom’s taxonomy level
PTS = Point value
DIF = Degree of difficulty
for Formative Survey 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
B
B
C
B
C
D
D
B
D
D
A
C
A
A
C
D
D
D
C
D
B
D
B
D
A
C
B
B
C
B
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
Difficult
Difficult
Medium
Difficult
Easy
Easy
Medium
Difficult
Medium
Medium
Easy
Medium
Medium
Easy
Medium
Medium
Medium
Medium
Difficult
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Medium
Easy
Easy
Medium
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
Analysis
Comprehension
Synthesis
Comprehension
Analysis
Comprehension
Analysis
Analysis
Analysis
Analysis
Comprehension
Synthesis
Evaluation
Comprehension
Knowledge
Comprehension
Application
Application
Knowledge
Analysis
Synthesis
Synthesis
Evaluation
Application
Application
Comprehension
Knowledge
Analysis
Application
Analysis
for Formative Survey 2
1.
2.
3.
ANS: B
ANS: C
ANS: B
grade06_AG_07_AnswerKey.indd 317
PTS: 1
PTS: 1
PTS: 1
Assessment Guide
DIF: Easy
DIF: Difficult
DIF: Difficult
OBJ: Knowledge
OBJ: Analysis
OBJ: Evaluation
LEVEL I
317
3/20/2009 2:19:49 PM
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
ANS:
D
A
B
B
B
B
C
A
D
A
B
A
D
A
D
B
A
B
C
A
D
B
A
D
D
C
A
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
PTS:
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
DIF:
Easy
Difficult
Medium
Difficult
Medium
Medium
Medium
Medium
Medium
Difficult
Medium
Easy
Medium
Medium
Easy
Medium
Easy
Medium
Difficult
Difficult
Easy
Medium
Medium
Difficult
Medium
Medium
Medium
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
OBJ:
Knowledge
Knowledge
Comprehension
Evaluation
Analysis
Evaluation
Evaluation
Evaluation
Synthesis
Analysis
Synthesis
Analysis
Comprehension
Application
Knowledge
Evaluation
Application
Analysis
Evaluation
Analysis
Evaluation
Evaluation
Evaluation
Evaluation
Application
Analysis
Knowledge
Lesson Tests
* = Responses will vary.
Unit 1: Fiction
19. A
20. E
for Lob’s Girl
1.
2.
3.
4.
5.
6.
7.
8.
9.
318
D
C
B
D
A
C
A
A
E
10.
11.
12.
13.
14.
15.
16.
17.
18.
LEVEL I
B
H
F
I
G
J
B
D
C
21. *
for The Goodness of Matt
Kaizer
1.
2.
3.
4.
5.
6.
E
B
B
A
D
E
7.
8.
9.
10.
11.
12.
A
C
E
B
D
H
13.
14.
15.
16.
C
A
G
E
17. F
18. B
19. *
for The Circuit /
Harvesting Hope: The
Story of César Chávez
1. B
2. E
3. C
Assessment Guide
4. E
5. C
6. D
3/20/2009 2:19:50 PM
7.
8.
9.
10.
11.
C
D
C
B
A
12.
13.
14.
15.
16.
D
E
C
B
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E
D
B
B
A
C
A
A
D
A
11.
12.
13.
14.
15.
16.
17.
18.
19.
E
B
H
F
G
A
D
C
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
B
A
D
A
B
B
D
B
10.
11.
12.
13.
14.
15.
16.
17.
C
E
F
A
B
C
D
*
for All Summer in a Day /
The Fun They Had
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
A
E
B
C
D
D
B
C
10.
11.
12.
13.
14.
15.
16.
17.
E
E
B
F
A
C
D
*
for The Scribe
1. A
2. E
3. C
4. C
5.
6.
7.
8.
9.
10.
11.
E
B
E
B
C
D
D
12.
13.
14.
15.
16.
17.
F
E
B
C
A
*
for The Sand Castle /
The Forecast: A Warmer
World
1.
2.
3.
4.
5.
6.
7.
8.
9.
A
D
C
C
C
D
D
E
A
10.
11.
12.
13.
14.
15.
16.
17.
B
E
D
C
A
F
B
*
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C
H
G
F
B
I
A
E
D
*
10.
11.
12.
13.
14.
15.
16.
17.
18.
C
B
C
F
A
G
D
E
*
for Aaron’s Gift
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
D
D
A
C
A
B
E
E
A
for La Bamba
1.
2.
3.
4.
5.
6.
7.
8.
9.
Assessment Guide
D
C
A
B
A
E
D
E
C
Unit 2: Fiction
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
C
A
B
A
A
E
C
D
10.
11.
12.
13.
14.
15.
16.
17.
B
E
D
A
F
B
C
*
for The Bracelet / In Response
to Executive Order 9066
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
D
C
D
D
E
D
E
B
B
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
E
D
I
A
G
B
C
H
F
*
for Ta-Na-E-Ka
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
B
D
D
D
C
B
C
E
B
E
G
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
B
J
E
F
A
H
D
I
C
*
for Becky and the Wheelsand-Brake-Boys / The
Southpaw
1. A
2. C
3. B
4. E
5. A
6. A
LEVEL I
319
3/20/2009 2:19:51 PM
7.
8.
9.
10.
11.
12.
E
C
B
C
F
C
13.
14.
15.
16.
17.
A
B
E
D
*
for Zlateh the Goat
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
C
C
B
C
D
D
E
A
C
11.
12.
13.
14.
15.
16.
17.
18.
19.
C
D
F
B
A
E
G
H
*
for The Dog of Pompeii /
Pompeii
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C
A
D
B
E
A
D
E
D
B
F
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
A
E
D
H
J
B
C
I
G
*
for President Cleveland,
Where Are You? / Cardcarrying Collectors
1.
2.
3.
4.
5.
6.
7.
8.
320
D
E
C
C
D
D
B
A
9.
10.
11.
12.
13.
14.
15.
16.
LEVEL I
A
E
D
A
B
E
C
*
15. A
16. H
17. G
for Dragon, Dragon
1.
2.
3.
4.
5.
6.
7.
8.
9.
E
E
D
E
B
B
A
E
D
10.
11.
12.
13.
14.
15.
16.
17.
A
C
E
A
D
B
F
*
for Why?
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
A
C
D
B
B
B
C
E
C
11.
12.
13.
14.
15.
16.
17.
18.
19.
F
E
H
A
C
B
D
G
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
for The Jacket
D
D
C
A
B
C
E
D
C
10.
11.
12.
13.
14.
15.
16.
17.
C
C
F
D
E
A
B
*
A
B
D
A
C
B
E
8.
9.
10.
11.
12.
13.
14.
D
E
D
F
I
C
D
9.
10.
11.
12.
13.
14.
15.
16.
C
C
A
B
C
E
D
*
D
C
A
E
A
B
C
D
C
10.
11.
12.
13.
14.
15.
16.
17.
B
C
E
B
A
D
F
*
for The Need for Solidarity
Among Ethnic Groups
1.
2.
3.
4.
5.
6.
7.
C
B
B
D
D
D
B
A
for All I Really Need to Know
I Learned in Kindergarten /
The World is Not a Pleasant
Place to Be
Unit 3: Nonfiction
1.
2.
3.
4.
5.
6.
7.
8.
9.
18. B
19. E
20. *
1.
2.
3.
4.
5.
6.
7.
8.
B
B
A
B
E
E
D
E
9.
10.
11.
12.
13.
14.
15.
16.
B
D
E
C
B
D
A
*
for There Is No Salvation for
India / An Old Language Lives
1. C
2. E
3. B
Assessment Guide
4. C
5. E
6. C
3/20/2009 2:19:51 PM
7.
8.
9.
10.
11.
12.
C
B
C
D
D
G
13.
14.
15.
16.
17.
18.
F
B
A
C
E
*
for The Flight of Red Bird:
The Life of Zitkala-Sa
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
C
E
A
D
E
C
D
B
D
A
D
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
E
A
J
I
C
B
G
H
F
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
E
A
D
B
D
C
D
C
C
B
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
E
I
A
F
D
B
C
G
H
*
for Little Rock, Arkansas /
Youth
1.
2.
3.
4.
5.
6.
7.
8.
B
B
D
B
E
B
C
B
9.
10.
11.
12.
13.
14.
15.
16.
B
C
C
E
D
A
B
*
9.
10.
11.
12.
13.
14.
15.
16.
D
D
A
E
B
D
C
*
10.
11.
12.
13.
14.
15.
16.
17.
B
D
F
A
B
E
C
*
for Woodsong
1.
2.
3.
4.
5.
6.
7.
8.
E
B
D
A
A
D
C
E
for Mi Familia
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
D
D
B
E
E
B
B
D
Unit 4: Nonfiction
for Satchel Paige /
The Shutout
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
A
E
A
A
A
D
D
B
10.
11.
12.
13.
14.
15.
16.
17.
18.
E
A
C
G
E
B
F
D
*
for The Five “Wanderers” of
the Ancient Skies / Earth from
Space / An Ancient Computer
Surprises Scientists
1.
2.
3.
4.
5.
6.
7.
Assessment Guide
A
C
A
D
D
B
D
8.
9.
10.
11.
12.
13.
14.
A
D
C
C
D
E
F
15. A
16. B
17. *
for Noise Levels / Hearing
Under Siege
1.
2.
3.
4.
5.
6.
7.
8.
E
D
D
B
C
D
B
B
9.
10.
11.
12.
13.
14.
15.
16.
B
E
D
E
A
C
B
*
for Developing Your Chops /
Muddy Waters
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
B
D
E
C
C
C
D
C
D
11.
12.
13.
14.
15.
16.
17.
18.
19.
G
H
F
B
D
A
E
C
*
1.
2.
3.
4.
5.
6.
7.
8.
A
C
C
E
E
C
D
A
9.
10.
11.
12.
13.
14.
15.
16.
E
B
C
D
A
E
B
*
for Gorillas in the Mist /
Woman in the Mists
1.
2.
3.
4.
5.
C
D
E
D
B
6.
7.
8.
9.
10.
LEVEL I
D
E
C
D
C
321
3/20/2009 2:19:51 PM
11.
12.
13.
14.
G
A
E
C
15.
16.
17.
18.
D
B
F
*
for Childhood
Photographs / Diary
of a Century
1.
2.
3.
4.
5.
6.
7.
8.
C
C
C
C
C
A
C
E
9.
10.
11.
12.
13.
14.
15.
16.
C
D
E
B
A
C
D
*
1.
2.
3.
4.
5.
6.
7.
8.
C
E
C
B
C
C
E
C
9.
10.
11.
12.
13.
14.
15.
16.
C
D
E
C
D
A
B
*
for The Adventures of Tintin:
The Black Island
1.
2.
3.
4.
5.
6.
7.
8.
9.
C
E
B
A
C
A
D
C
A
10.
11.
12.
13.
14.
15.
16.
17.
C
C
F
A
E
D
B
*
7. C
8. C
5. D
6. D
7. C
9. *
for Abuelito Who / The Bats
1.
2.
3.
4.
5.
6.
A
D
D
D
A
E
7.
8.
9.
10.
11.
for One Time
B
C
D
A
*
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
A
E
A
D
B
D
B
8.
9.
10.
11.
12.
13.
D
C
E
A
B
*
for The Walrus and the
Carpenter
1.
2.
3.
4.
5.
6.
7.
D
C
A
B
C
E
D
8.
9.
10.
11.
12.
13.
14.
B
E
C
A
C
D
C
8.
9.
10.
11.
12.
13.
14.
1. B
2. A
3. E
322
4. C
5. D
6. D
1.
2.
3.
4.
5.
6.
7.
8.
D
C
A
F
B
E
*
B
D
C
A
E
B
*
LEVEL I
3. A
4. B
C
C
A
A
*
E
B
E
B
D
A
A
8.
9.
10.
11.
12.
13.
F
C
E
B
D
*
D
A
E
C
B
C
A
C
9.
10.
11.
12.
13.
14.
15.
B
D
A
D
B
A
*
1.
2.
3.
4.
5.
6.
A
C
A
E
B
E
7.
8.
9.
10.
11.
C
B
E
C
*
for There Is No Word for
Goodbye / If You Should Go
1. E
2. A
6.
7.
8.
9.
10.
for Steps
for Jabberwocky / The Other
Alice
1.
2.
3.
4.
5.
6.
7.
D
E
C
D
B
for Arithmetic
1.
2.
3.
4.
5.
6.
7.
Unit 5: Poetry
8. D
9. C
10. *
1.
2.
3.
4.
C
B
D
E
Assessment Guide
5.
6.
7.
8.
A
E
B
E
3/20/2009 2:19:51 PM
9. D
10. B
11. C
12. A
13. *
for Jimmy Jet and His
TV Set
1.
2.
3.
4.
5.
6.
7.
E
A
A
E
B
E
C
8.
9.
10.
11.
12.
13.
F
A
B
D
E
*
for The Sidewalk Racer or
On the Skateboard
1.
2.
3.
4.
A
B
C
B
5.
6.
7.
8.
D
A
D
*
for Good Hot Dogs
1.
2.
3.
4.
C
B
A
B
5.
6.
7.
8.
D
D
E
*
for A Remarkable
Adventure
1.
2.
3.
4.
5.
B
B
A
C
D
6.
7.
8.
9.
for in Just1.
2.
3.
4.
A
C
D
A
5.
6.
7.
8.
E
B
E
*
for The Wreck of
the Hesperus /
Dangers of the Deep
1.
2.
3.
4.
5.
6.
7.
8.
A
D
E
B
E
E
B
C
9.
10.
11.
12.
13.
14.
15.
16.
C
E
G
A
F
B
D
*
for Child on Top of
a Greenhouse
1.
2.
3.
4.
5.
6.
7.
D
B
D
A
D
C
E
8.
9.
10.
11.
12.
13.
14.
B
C
B
A
A
B
*
E
D
B
*
1.
2.
3.
4.
A
B
E
D
5.
6.
7.
8.
A
C
C
*
Unit 6: Poetry
1.
2.
3.
4.
5.
B
A
E
C
A
6.
7.
8.
9.
D
D
B
*
1.
2.
3.
4.
5.
6.
Assessment Guide
B
E
A
B
E
D
7.
8.
9.
10.
11.
12.
A
C
B
C
A
*
for Spring is like a perhaps
hand
1.
2.
3.
4.
5.
D
E
A
B
E
6.
7.
8.
9.
B
C
C
*
for Blazing in Gold and
quenching in Purple
1.
2.
3.
4.
A
E
C
A
5. A
6. D
7. *
for Haiku
1.
2.
3.
4.
C
E
B
E
5. D
6. D
7. *
for The Eagle: A Fragment /
Street Corner Flight
1.
2.
3.
4.
5.
6.
B
D
A
C
D
C
7.
8.
9.
10.
11.
D
B
E
A
*
for Regrets on the Way
to an Airport
1.
2.
3.
4.
5.
C
B
D
B
C
6.
7.
8.
9.
A
B
D
*
for English Sparrows
(Washington Square)
1. A
2. A
3. E
4. D
5. B
6. C
LEVEL I
323
3/20/2009 2:19:51 PM
7.
8.
9.
10.
11.
D
B
F
C
E
12.
13.
14.
15.
A
D
B
*
B
A
D
C
E
6.
7.
8.
9.
D
B
D
*
5.
6.
7.
8.
E
D
A
*
for A Minor Bird
1.
2.
3.
4.
D
C
E
D
for We grow accustomed
to the Dark—
1.
2.
3.
4.
B
E
D
B
5.
6.
7.
8.
C
C
C
*
C
D
B
E
5.
6.
7.
8.
A
A
C
*
Unit 7: Drama
for In the Fog /
Gettysburg
1.
2.
3.
4.
5.
6.
324
D
C
A
C
D
D
7.
8.
9.
10.
11.
12.
LEVEL I
7.
8.
9.
10.
11.
12.
17. D
18. H
19. *
1.
2.
3.
4.
5.
6.
7.
8.
B
B
C
A
A
C
B
B
9.
10.
11.
12.
13.
14.
15.
16.
C
D
B
C
D
E
A
*
D
C
C
C
D
B
C
B
9.
10.
11.
12.
13.
14.
15.
16.
D
A
B
C
G
C
1.
2.
3.
4.
5.
6.
7.
8.
9.
E
B
B
D
B
A
A
D
C
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
C
A
E
D
C
B
*
D
E
B
F
A
D
C
*
4. C
5. B
6. C
G
E
A
F
B
*
C
A
E
B
A
C
E
B
C
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
H
A
G
D
F
B
C
E
*
for Why Monkeys Live
in Trees
1.
2.
3.
4.
5.
6.
7.
8.
E
A
C
B
E
B
C
E
9.
10.
11.
12.
13.
14.
15.
16.
B
E
D
E
B
C
A
*
for The Twelve Labors
of Hercules
for The Phantom Tollbooth,
Act 2
1. C
2. B
3. A
13.
14.
15.
16.
17.
18.
for Arachne / The Orb
Weaver
for Do You Think I’m
Crabby?
1.
2.
3.
4.
5.
6.
7.
8.
D
E
C
E
D
C
for The Phantom Tollbooth,
Act 1
for City Trees
1.
2.
3.
4.
B
A
F
E
for The Fairies’ Lullaby /
The Stolen Child
for Limericks
1.
2.
3.
4.
5.
13.
14.
15.
16.
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
A
C
C
B
A
B
E
B
Assessment Guide
10.
11.
12.
13.
14.
15.
16.
17.
18.
B
A
G
D
E
B
C
F
*
3/20/2009 2:19:52 PM
9.
10.
11.
12.
for The Magic Mortar /
The Stone
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
B
E
A
D
B
E
C
C
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
F
I
G
C
A
H
B
E
D
*
B
C
A
B
D
D
C
B
E
10.
11.
12.
13.
14.
15.
16.
17.
1.
2.
3.
4.
5.
6.
7.
8.
9.
E
F
C
B
D
A
E
*
C
D
C
E
5.
6.
7.
8.
5.
6.
7.
8.
9.
10.
11.
12.
B
C
A
*
D
E
B
D
A
C
A
C
C
10.
11.
12.
13.
14.
15.
16.
17.
C
F
C
B
A
E
D
*
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
C
C
D
C
E
E
E
D
E
B
C
B
10.
11.
12.
13.
14.
15.
16.
17.
18.
1.
2.
3.
4.
5.
6.
7.
8.
9.
B
F
A
C
B
D
E
G
*
13.
14.
15.
16.
17.
18.
19.
B
F
H
C
D
G
*
B
D
D
D
A
B
E
A
D
10.
11.
12.
13.
14.
15.
16.
17.
18.
D
E
C
A
F
B
D
G
*
for How Robin Hood Saved
the Widow’s Three Sons
1.
2.
3.
4.
5.
6.
7.
8.
1. A
2. E
B
C
E
A
C
D
E
A
for Clever Anaeet
for The Legend of the
Hummingbird
1.
2.
3.
4.
13.
14.
15.
16.
for The Creation
for The Cow of No Color /
Ewe Proverbs
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
E
E
D
3. C
4. B
D
C
D
E
C
B
C
D
9.
10.
11.
12.
13.
14.
15.
16.
A
B
E
A
B
D
C
*
Unit Exams
* = Responses will vary.
for Unit 1 Exam
1.
2.
3.
4.
5.
6.
7.
M
E
K
I
A
Q
O
8.
9.
10.
11.
12.
13.
14.
B
C
H
D
N
G
P
15.
16.
17.
18.
19.
20.
21.
22.
F
J
L
C
C
E
D
A
23.
24.
25.
26.
27.
28.
29.
30.
Assessment Guide
C
D
D
E
D
C
D
C
31. A
32. *
33. *
for Unit 2 Exam
1.
2.
3.
4.
B
F
C
H
5.
6.
7.
8.
I
G
D
E
9.
10.
11.
12.
13.
14.
15.
16.
A
D
E
B
D
E
E
B
17.
18.
19.
20.
21.
22.
23.
24.
LEVEL I
A
D
B
E
E
E
D
E
325
3/20/2009 2:19:52 PM
25. E
26. B
27. *
28. *
for Unit 3 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
I
K
J
A
B
L
N
F
G
E
C
M
H
D
A
B
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
C
A
B
C
C
E
C
C
C
B
B
B
E
B
*
*
for Unit 4 Exam
1.
2.
3.
4.
5.
6.
326
I
K
J
A
B
L
7.
8.
9.
10.
11.
12.
LEVEL I
N
F
G
E
C
M
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
H
D
D
C
D
B
C
C
D
C
23.
24.
25.
26.
27.
28.
29.
30.
31.
E
A
E
D
A
E
D
*
*
for Unit 5 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
A
Q
O
H
J
R
D
G
I
E
K
F
P
B
C
M
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
N
L
B
D
C
D
A
A
E
D
D
C
C
E
*
*
19.
20.
21.
22.
23.
24.
25.
26.
for Unit 6 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
J
G
K
I
A
C
H
F
B
D
L
E
B
D
B
A
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
E
C
C
A
D
A
C
E
D
D
B
C
B
*
*
C
O
H
P
J
B
E
F
M
10.
11.
12.
13.
14.
15.
16.
17.
18.
27.
28.
29.
30.
31.
32.
33.
D
B
C
C
B
*
*
for Unit 8 Exam
for Unit 7 Exam
1.
2.
3.
4.
5.
6.
7.
8.
9.
D
C
C
A
B
B
B
C
L
D
G
A
K
N
I
D
C
Assessment Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
F
G
A
I
L
J
E
B
K
C
D
H
A
D
C
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
E
E
B
A
D
E
D
A
C
E
D
C
C
*
*
3/20/2009 2:19:52 PM

Multiple Choice - EMC Publishing

Transcription

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