CTB/McGraw Hill. READING LANGUAGE ARTS Test Grade: 6. Answer Key for Test: 6th RLA S2 CR. Copyright 2002 by CTB/McGraw Hill LLC. All rights reserved

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1 CTB/McGraw Hill READING LANGUAGE ARTS Test Grade: 6 Answer Key for Test: 6th RLA S2 CR

2 1. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 1 of 24

3 2. Key elements» What did the farmers grow?» What tools did they use?» How did they get water to the plants?» Other reasonable responses one key element (writes paragraph but does not use notes) two key elements Page 2 of 24

4 3. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 3 of 24

5 4. Key elements 1) Sarah s Attempt Sarah tries to paddle toward the shore. Why the Attempt Did Not Work Sarah became too tired. The current was too strong even for an adult. 2) Sarah tries to whistle up the wind. Sarah s mouth is too dry to whistle. Whistling up the wind is an old sailor s superstition. two or three key elements four key elements Page 4 of 24

6 5. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 5 of 24

7 6. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 6 of 24

8 7. Key elements» Correct order: 1, 2, 4, 3, 5 correct order 8. Key elements» "I want to play, but I have to finish my homework first," said Jerry.» Other reasonable response some punctuation flaws with acceptable sentence complete and correct response Page 7 of 24

9 9. Key elements» Student capitalizes the "t" at the beginning of the first sentence.» Student indicates the "S" in "Sunrise" should be lowercase.» Student inserts an "r" after "you" in second sentence (should be your ).» Student inserts a period at the end of the second sentence. one or two key elements (with errors introduced) three key elements (with errors introduced) four key elements (with no errors introduced) 10. Key elements» Student makes "F" in "Family" lowercase.» Student adds a period after "Center."» Student capitalizes "w" in "we."» Student makes "O" in "One" lowercase. one or two key elements (with errors introduced) three key elements (with no errors introduced) four key elements (with no errors introduced) Page 8 of 24

10 11. Key elements» Student demonstrates awareness of the type of sentence that will grab the reader s interest. (Example: What fun we had last week in art class when we worked with clay; have you ever made a bowl out of clay?) incomplete or incorrect response complete and correct response 12. Key elements» Capitalize "l" in last» Capitalize "saturday"» Lowercase "Friends"» Transpose "hiking went"» Capitalize "glass"» Capitalize "mountain"» Add period after "mountain" one, two, or three key elements (with errors introduced) four or five key elements (with errors introduced) six or seven key elements (with no errors introduced) Page 9 of 24

11 13. Key elements» Student capitalizes the "e" at the beginning of the first sentence.» Student capitalizes the "d" in "december."» Student transposes "gingerbread" and "bake."» Student inserts a period at the end of the sentence. one or two key elements (with errors introduced) three key elements (with no errors introduced) four key elements (with no errors introduced) Page 10 of 24

12 14. Key elements» Student crosses out He looked at a mystery book. one key element Page 11 of 24

13 15. Key elements» Student crosses out Many freeways are busy, too. incomplete or incorrect response complete and correct response 16. Key elements» Correct date (e.g., September 20, 2002)» Diamond Computer Company (or Co.)» Sincerely (or appropriate closing) one or two key elements three key elements Note: Be sure to score for capitalization only. Do not take off for spelling or punctuation errors. Page 12 of 24

14 17. Key elements» Correct date (e.g., September 20, 2002)» Dear Sirs (or appropriate salutation)» Sincerely one or two key elements three key elements Note: Be sure to score for capitalization only. Do not take off for spelling or punctuation errors. 18. Key elements» Correct date (e.g., September 20, 2002)» Dear Parents (or appropriate salutation)» Sincerely (or appropriate closing) one or two key elements three key elements Note: Be sure to score for capitalization only. Do not take off for spelling or punctuation errors. 19. Key elements» Correct date (e.g., September 20, 2002)» Dear Valerie» Your friend (or appropriate closing) Page 13 of 24

15 one or two key elements three key elements Note: Be sure to score for capitalization only. Do not take off for spelling or punctuation errors. Page 14 of 24

16 20. Key elements 1. Correct date (e.g., September 20, 2002) 2. Dear Grandma (or appropriate salutation) 3. Love (or appropriate closing) Note: Be sure to score for capitalization only. Do not take off for spelling or punctuation errors. one or two key elements three key elements 21. Key elements» encyclopedia» web site» history book» an magazine» CD ROM» personal knowledge about pyramids» historical museum» appropriate source two key elements three key elements four key elements Page 15 of 24

17 22. Key elements (possible responses include, but are not limited to)» a bird anatomy book» an encyclopedia» the Internet» an interview with a biologist/zoologist/ornithologist» relevant source one key element two key elements three key elements 23. Key elements (Any two relevant questions)» Where do pheasants live?» How large are pheasants?» What do pheasants look like?» What enemies threaten pheasants?» What do pheasants eat?» Other relevant text based question one key element two key elements Page 16 of 24

18 24. Key elements Things that are the same about parrots and cats Things that are different about parrots and cats Both can be pets. Both eat. Both can live in houses. You can buy both in pet stores. Both can walk. appropriate response Cats like to catch birds. Parrots have feathers. Cats have fur. Parrots can fly. Parrots sometimes live in cages. appropriate response one or two key elements three or four key elements Page 17 of 24

19 25. Key elements» Student demonstrates understanding of how to make a story map, web, or graphic, to organize information.» Student completes graphic, demonstrating understanding of following an ordered set of actions. one key element two key elements 26. Key elements» Student demonstrates understanding of how to create graphic using information from various sources. one key element Page 18 of 24

20 27. Key elements» Kids will have a place to swim and play after school.» Adults will get exercise.» Families can have fun together.» Kids will have something to do and not get into trouble.» reasonable response one or two key elements three key elements 28. Key elements» Student uses notes to develop paragraph.» Student writes a paragraph. one key element two key elements Page 19 of 24

21 29. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 20 of 24

22 30. Key elements (any of the following, in the correct order)» Mama announces her sister s wedding in San Antonio.» Ana realizes she has no dress to wear to the wedding.» Mama calls Aunt Lydia to borrow a dress, but her niece s dresses will not fit.» Ana and Mama go shopping, but can t agree on a dress.» Mama and Ana decide to make a dress from Mama s old wedding dress.» The family helps out to complete the wedding dress project.» The dress is complete and Ana has a dress for the wedding.» text based response one key element two key elements three key elements Page 21 of 24

23 31. : Focus Organization Development No consistent or meaningful evidence of controlling idea or focus. No consistent or meaningful evidence of logical sequencing. No consistent or meaningful evidence of attempt to use supporting details. May attempt to establish theme, topic, or story line, but quickly loses focus; writer s attitude never established. No attempt at establishing sequencing; illogical and ineffective; no clear opening or ending; pacing falters; digressions serious. Few details, or a mere list of details; evidence is irrelevant, inaccurate, and/or vague. is present but not clearly established or maintained; may lose focus; writer s attitude not established. Attempts to establish but does not maintain logical sequencing; pacing may frequently falter; transitions may be absent or poor; digressions may be serious. Details chosen to develop controlling idea may be inaccurate or ill-chosen; supporting details are frequently inaccurate, vague, very skimpy, or tend to supplant or overwhelm the main idea. 4 points may be implied rather than established, but is maintained throughout; occasional blurring of focus without loss of control; writer s attitude may not be clearly established. Establishes and for the most part maintains logical, effective sequencing; pacing may falter; opening or ending may be weak; sequencing present but not always smooth; some digression. Details to develop controlling idea may occasionally be irrelevant; supporting details may lack specificity, be inaccurate or too skimpy, or tend to overwhelm the main idea. 5 points Theme, topic, or story line clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digression. Some relevant, well-chosen details to develop controlling idea; supporting details are usually accurate, specific, concrete, but may not be extensive. 6 points clearly established and maintained throughout; writer s focus and attitude are clear. Establishes and maintains logical, effective sequencing throughout; pacing and transitions are smooth; no real digressions. Many relevant, well-chosen details to develop controlling idea; supporting details are accurate, specific and concrete. Page 22 of 24

24 32. Key elements» Why is exercise important?» What are the benefits of exercise?» How should a person stay healthy?» How does the body change during exercise?» How does exercise affect both the mind and the body?» Other relevant questions one key element two key elements three key elements Page 23 of 24

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