JCPS Reading Diagnostic Assessment #3

Transcription

1 JCPS Reading Diagnostic Assessment #3 The assessment contains eighteen multiple-choice questions focused on the Kentucky Core Academic Standards for language, literature and informational reading. We suggest that teachers take the assessment in grade level teams prior to administering the assessment. After the assessment is completed, analyze the data to determine the next instructional steps needed to move students toward attainment of these reading standards. We recommend that teachers analyze the results in grade level teams, and then with their students during whole group and/or during small group instruction. Students will need a solid foundation with these standards in order to be prepared for the RPA and to achieve mastery. Please note: The RDAs are located in the Elementary ELA Diagnostic Assessment folder in Word format so that schools/teachers have the option to adjust questions. If schools decide to use the district version of the assessments, they are also provided on Cascade in pdf format and allow for scanning of bubble sheets and access to school data. IMPORTANT NOTE: In order for students to clearly see the pictures and best answer the questions, use photo setting or print and photo setting and do NOT make photocopies of photocopies.

2 Number Answer 1. D 2. C Grade 5 RDA 3 Grade 5 RDA 3 Answer Sheet Kentucky Core Academic Standards RL Describe how a narrator s or speaker s point of view influences how events are described. RL Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem. 3. B RL Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 4. B L.5.5b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. 5. C RL Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, 6. A poem). 7. A RL Describe how a narrator s or speaker s point of view influences how events are 8. C described. 9. B RL Explain how a series of chapters, scenes or stanzas fits together to provide the 10. C overall structure of a particular story, drama, or poem. 11. D RL Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 12. B RL Analyze how visual and multimedia elements contribute to the meaning, tone, 13. A or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 14. D L.5.5b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 15. A b. Recognize and explain the meaning of common idioms, adages, and proverbs. 16. D RL Compare and contrast stories in the same genre (e.g., mysteries and adventure 17. C stories) on their approaches to similar themes and topics. 18. B

3 Teacher Name Date Notes: Standard RL Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL Explain how a series of chapters, scenes or stanzas fits together to provide the overall structure of a particular story, drama, or poem. RL Describe how a narrator s or speaker s point of view influences how events are described. RL Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). RL Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. L.5.5b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b. Recognize and explain the meaning of common idioms, adages, and proverbs. Question # 3,11,12 2, 9,10 1, 7, 8 5, 6, 13 16,17,18 4,14,15 Grade 5 RDA #3 Teacher Analysis Sheet # of Students Successful # of Students Needing Review My Action Plan What specifically will I do to support the individual needs of each student? What tools are available to support the learning that will move students to proficiency? What is my timeline?

4 Student Name Date Question # My Initial Answer My New Answer Grade 5 RDA #3 Student Self-Analysis Sheet Learning Targets for Mastery Evidence: How I know my new answer is correct I need a review of RL.5.6: I can determine a narrator s or speaker s point of view in a text. RL.5.5: I can demonstrate understanding of how scenes fit together to form stories or dramas. RL.5.3: I can draw on specific details in the text to identify/describe how characters interact with each other. L.5.5b: I can determine the meaning of common idioms and adages intended by the author. RL.5.7: I can identify how visual elements (pictures) contribute to the meaning of a text. 7 8 RL.5.6: I can determine a narrator s or speaker s point of view in a text RL.5.5: I can demonstrate understanding of how scenes fit together to form stories or dramas. RL.5.3: I can draw on specific details in the text to identify/describe how characters interact with each other RL.5.7: I can identify how visual elements (pictures) contribute to the meaning of a text. L.5.5b: I can determine the meaning of common idioms and adages intended by the author. RL.5.9: I can compare or contrast how stories in the same genre communicate a similar theme. 18 How many are correct? Incorrect? Which learning targets do I need to review? My Action Plan:

5 This passage is an excerpt from Anne of Green Gables, by Lucy Maude Montgomery. Anne Shirley is a twelve-year old orphan girl who comes to live at a beautiful farm on Prince Edward Island, Canada, with Matthew and Marilla Cuthbert, a middle-aged brother and sister. Marilla sees it as her duty to turn Anne into a sensible young lady. Picture 1 1 If you ve finished your homework, Anne, I want you to run over and ask Mrs. Barry if she ll let me borrow her sewing pattern for an apron. 2 Oh it s it s too dark, cried Anne. 3 Too dark? Why, it s only twilight and you ve gone over there many times after dark to see your friend Diana. 4 I ll go over early in the morning, said Anne. I ll get up at sunrise and go over, I promise Marilla. 5 What has gotten into your head now, Anne Shirley? I need that pattern to cut out the fabric for your new apron this evening. Now get going and hurry back. 6 I ll have to go around by the road, then, said Anne, grabbing her hat. 7 Go by the road and waste half an hour? Oh no you won t! said Marilla. 8 I can t go through the haunted forest, Marilla. 9 Marilla stared at Anne. Chapter 1 10 The haunted forest? Are you kidding? What in the world is the haunted forest? 11 The spruce woods on the other side of the stream, said Anne in a whisper. 12 Fiddlesticks! There is no such thing as a haunted forest anywhere. Who has been telling you such things? demanded Marilla. 13 Nobody, said Anne. Diana and I just imagined the woods were haunted. All the places around here are so so ordinary. We thought it would be fun to imagine it to be more unusual. Oh, believe me, we have imagined the scariest things. There s a deathly white lady who walks along the brook just about this time of the night. She appears when there is going to be a death in someone s family. Oh, Marilla, it gives me a shudder to think of it. I wouldn t go through the haunted forest after dark now for anything. I d be sure that a ghost would reach out from behind the trees and grab me. 14 There are no such things as ghosts, Anne. 15 Oh, but there are, Marilla. I know people who have seen them. And they are honest people. Charlie Sloane says that his grandmother saw his grandfather riding his horse one

6 night after he d been buried for a year. You know Charlie Sloane s grandmother wouldn t tell a lie for anything she s a very religious woman. 16 And one night a dead lamb with its head hanging by a strip of skin followed Mr. Thomas home. Mr. Thomas said it was the spirit of his dead brother warning him that he too would die within nine days. He didn t, but he did die two years later. So you see it was really true! 17 Anne Shirley, I never want to hear you talking this way again. I ve had my doubts about that imagination of yours all along, and look what it s done to you! You ll go right over to Mrs. Barry s house, and you ll go through the spruce woods. And never let me hear a word out of your head about haunted forests again. 18 Anne cried and begged Marilla, for her terror was very real. Her imagination had run away with her and she was terribly scared of the forest after nightfall. But Marilla wouldn t budge. She marched the horrified ghost-seer down to the stream and ordered her to go immediately over the bridge and into those woods. 19 Oh, Marilla, how can you be so cruel? sobbed Anne. How would you feel if a ghost did snatch me up and carry me off? 20 I ll risk it, said Marilla. You know I always mean what I say. I ll cure you of imagining ghosts into places. So march, now! Chapter 2 21 Anne did march. A white strip of birch bark blew up from the brown floor of the woods making her heart stand still. The long wail of two old branches rubbing against each other in the breeze brought out beads of sweat on her forehead. As the bats of the darkness swooped over her, she imagined devilish, unearthly creatures swooshing about. She fled across Mr. Bell s field as if an entire army of ghosts were following her. 22 She arrived at Mrs. Barry s kitchen door so out of breath that she could hardly gasp out the words to ask for the sewing pattern. Mrs. Barry looked at her with surprise. 23 What happened to you? You look frightened! exclaimed Mrs. Barry. 24 Marilla made me come over through the haunted forest! I thought the ghosts were going to get me! cried Anne. 25 Oh, dear me! How awful! You poor child. Come in and catch your breath for a moment. You can stay until you are ready to go back. Mrs. Barry and Anne talked, and Mrs. Barry tried to help Anne understand that the ghosts were in her imagination.

7 Chapter 3 26 Anne went back through the woods with her eyes shut. She preferred to take the risk of bashing her head on the overhanging branches to that of seeing a ghost. When she finally stumbled over the bridge, she let out one long shivering sigh of relief. 27 Well, so nothing caught you? asked Marilla. 28 Oh, Mar Marilla, chattered Anne, I ll b-b-be cont-t-tented with p-p-places that are ordinary after this. Picture 2 1. In Chapter 1, the narrator helps the reader understand Marilla by A. describing her physical appearance. B. revealing many details about her farm in Canada. C. describing why she wants Anne to live with her. D. revealing her character through dialogue. 2. What event in Chapter 1 leads to Anne's actions in Chapter 2? A. Anne tries to argue with Marilla. B. Anne tells Marilla about Diana s ghost stories. C. Marilla demands that Anne go through the scary woods. D. Marilla tells Anne that she never wants to hear her talk about ghosts again. 3. How does Mrs. Barry treat Anne differently than Marilla treats her? A. She thinks Anne is being silly and should not be afraid. B. Mrs. Barry tries to comfort Anne and reduce her fear. C. She agrees with Anne that there are ghosts in the forest. D. Mrs. Barry listens to Anne tell her about what Marilla said.

8 4. Read this sentence from the story: A white strip of birch bark blew up from the brown floor of the woods making her heart stand still. What does the phrase making her heart stand still mean? A. The blowing bark made Anne stop walking. B. Her heart seemed to stop beating from fear. C. The birch bark flew up and hit her in the middle of her heart. D. She sees a gust of wind pick up the birch bark from the floor of the woods. 5. What information does Picture 1 show that adds to the story? A. It proves that Anne is afraid to tell Marilla how she feels. B. It proves Anne still needs to finish her homework. C. It shows that Anne and Marilla are in the kitchen. D. It shows Marilla explaining the dangers of the forest to Anne. 6. Picture 2 adds to the reader s experience by showing A. Anne running toward the safety of Marilla's house. B. Anne fleeing from the ghosts who were after her. C. Anne running to get the apron pattern. D. Anne fleeing from her aunt, Marilla. Chapter 1 1 Toby left Mr. Lord and walked around the circus grounds alone. He soaked in all that was to become familiar to him as he began his new life. It was very hard not to be allowed to tell his friends of his good fortune. However, silence meant success, so he locked the secret away. 2 The afternoon performance went along as usual for everyone except Toby. He imagined that each one of the performers knew that he, Toby Tyler, was leaving home and about to join them. Even as he passed the cage containing the monkeys, he liked to think that one particular old one knew all about his intention of running away from home to join the circus.

9 3 Of course it was necessary for him to go home at the close of the afternoon's show in order to get one or two valuable articles of his own such as his kite, and his pair of skates. He also didn t want Uncle Daniel, who had reluctantly agreed to raise him after his mama died, to become suspicious. Uncle Daniel had been very strict and harsh with Toby from the beginning. Before he left the grounds he stole around to the candy stand and informed Mr. Lord that he would be back at the promised time. 4 Mr. Lord patted him on the head and gave him two large sticks of candy. What was even kinder was that he winked at Toby. That wink gladdened Toby's heart immensely. Thinking back on it, it took away nearly all the sting of the scolding with which Uncle Daniel greeted him when he reached home. Chapter 2 5 That night Toby was not in a good mood. He began to feel for the first time that he was going to do something wrong. As he gazed at Uncle Daniel's stern, forbidding-looking face, it seemed to have changed somewhat. The sight of Uncle Daniel s face caused a great lump of something to come up in his throat as he thought that perhaps he might never see it again. Just then one or two kind words would have prevented him from running away. 6 After dinner, Toby went with a heavy heart to do his evening chores. The cow, the hens, and even the pigs came running. As he fed them, big tears rolled down his cheeks as he thought that perhaps he would never see any of them again. These animals had all been Toby's friends. He had poured out his grief for only their ears to hear. He liked to believe that when Uncle Daniel had worked him unusually hard, they had sympathized with him. Now he was leaving them forever. As he locked the stable door, he could hear the sounds of music coming from the direction of the circus grounds. He felt angry with the circus because it was taking him away from his home. 7 Still, he had no thought of breaking the promise he had made to Mr. Lord.. He went to his room, made a bundle of his things, and crept out the back door. Then he headed down the road toward the circus. Chapter 3 8 That evening was the longest Toby ever knew. He wandered from one cage of animals to another. He went to see the show in the ring, and then back again to the animals. None of it was of any use. The lump in his throat would remain there. The show failed to interest him. Even the animals did not attract him until he had visited the monkey cage for the third time. That was when he noticed the

10 same old monkey who had looked so thoughtfully at him in the afternoon. The monkey gazed at him now with a sadness which could only have come from knowing all the grief and doubt that was in Toby s heart. 9 "I suppose you remember that you saw me this afternoon, and somebody told you that I was going to join the circus, didn't they? 10 "Well, I'm the same feller, and I don't mind telling you that I'm awfully sorry I promised that candy man I'd go with him. Do you know that I came near crying at the supper table tonight? And Uncle Daniel looked real good and nice, though I never thought so before. I wish I wasn't going after all, 'cause it don't seem a bit like a good time now. But I suppose I must, 'cause I promised to, and 'cause the candy man has got all my things." 11 Big tears had begun to roll down Toby's cheeks, and as he stopped speaking, the monkey reached out one little paw, which Toby took gratefully. 12 "You're real good," continued Toby, "and I hope I shall see you real often. It seems to me now, when there aren t any folks around, as if you was the only friend I've got in this great big world. It's awful when a feller feels the way I do, and when he don't seem to want to eat anything. Now if you'll stick with me, I'll stick with you. Then it won't be half so bad when we feel this way." 13 "The fellers all say I don't amount to anything," sobbed Toby, "and Uncle Daniel says I don't, and he s so scornful. I suppose they know. 14 At this moment Toby saw Mr. Lord enter the tent and he knew that it was time to go. 15 "Good-bye," he said to the monkey, "remember what I've told you. 16 Mr. Lord told Toby that he would

11 show him the man who would give him a ride that night. 17 Toby nodded another goodbye to the old monkey, who was watching him closely. Then he followed his employer out of the tent. 7. Which of the following describes the narrator s point of view in Toby Tyler Runs Away? A. It is written in third person, but the narrator stays close to Toby s point of view. B. It is written in first person, which is why Toby s inner thoughts are revealed. C. It is written in third person, but the narrator shows other points of view besides Toby s. D. It is written in first person, which is why the narrator and the author are the same. 8. What is the narrator trying to show about Toby when Toby talks to the old monkey? A. Toby thinks the monkey is dangerous and could hurt him if let loose. B. The monkey is an animal that knows nothing about being a friend to a boy. C. Toby thinks that animals can be sympathetic listeners. D. The monkey is cute but is not an important part in Toby s story. 9. What does Toby realize in Chapter 2 that leads to the events in Chapter 3? A. Toby realizes that the circus life is going to be more exciting than he first thought. B. Toby realizes that he has affection for his uncle and that he will miss his animal friends. C. Toby realizes that Mr. Lord is not an honest man and he doesn t want to work for him. D. Toby realizes that his uncle is a good man who will be lonely once Toby is gone. 10. In Chapter 3, Toby has a long conversation with the monkey. What purpose does this serve in the story? A. It prepares the reader for the events that will happen later in the story. B. It helps the reader determine the setting and how Toby is dressed. C. It allows the reader to know Toby s inner thoughts and feelings. D. It shows the reader what life is like for an old circus monkey.

12 11. How are the settings different in Chapters 1 and 3? A. Toby is inside in Chapter 1 and Chapter 3 takes place outdoors. B. Chapter 1 is in Uncle Daniel s home and Chapter 3 is at the circus. C. Chapter 1 is at the circus and Chapter 3 is in Uncle Daniel s home. D. It is afternoon in Chapter 1 and Chapter 3 takes place in the evening. 12. The narrator lets you know about a character by telling you how other characters feel about them. Compare Toby s feelings about Mr. Lord and Uncle Daniel. A. Toby believes that his uncle wants the best for him, while Mr. Lord wants to use him. B. Mr. Lord treats Toby with compassion, while Uncle Daniel treats him with scorn. C. Uncle Daniel treats Toby with respect, while Mr. Lord treats him as a servant. D. Toby thinks his uncle is a good and kind man, while Mr. Lord is too stern. 13. What do the picture and the text tell you about Toby? A. Toby feels better when he talks to the old monkey. B. Toby is sometimes afraid of the old monkey. C. Toby reaches out his hand to the old monkey. D. Toby excites the old monkey when he visits his cage. 14. In paragraph 1, Toby has locked the secret away. This phrase means that Toby A. wrote down his secret and locked it in a safe. B. would only tell one friend and no one else. C. doesn t know how to keep a secret. D. wouldn't tell anyone his secret. 15. In paragraph 6 you read, He had poured out his grief for only their ears to hear. What does the author mean by this? A. He had talked to the animals, telling them everything that troubled him. B. He had petted the animals ears so that they knew he loved them. C. He had told the animals how wonderful they were and they had listened to him. D. He had pulled on the pigs ears so that they squealed with pain.

13 Questions 16 through 18 are based on both stories. 16. Anne and Toby are both orphans being raised by strict adults. How do they respond to their situations? A. Both Toby and Anne refuse to help with the chores at home. B. Anne imagines a better life and Toby refuses to feed the animals. C. Both Toby and Anne become close to the animals in their lives. D. Toby runs away from home and Anne uses her imagination for fun. 17. What do Anne and Toby discover about themselves? A. Anne and Toby both discover that they enjoy taking care of the farm animals. B. Anne discovers that she loves telling ghost stories, and Toby discovers that he wants to become a circus performer. C. Anne discovers she can be content with her life, and Toby discovers that he wants to stay with Uncle Daniel. D. Anne and Toby both discover that they depend too much on the adults in their lives. 18. Children need friends to make their lives more satisfying. How do their friends support Anne and Toby? A. Diana becomes a role model for Anne, and the animals help Toby decide to return home. B. Anne and Diana have fun together, and Toby shares his sorrows with his animal friends. C. Diana helps Anne learn to sew, and the animals help Toby learn about the circus. D. Anne and Diana read scary stories, and the animals help Toby control his anger.