assess Taking this practice test will help you assess your knowledge of these skills and determine your readiness for the Unit Test.

Transcription

1 Assessment Practice Assessment Practice RL 1 Cite textual evidence to support inferences drawn from the text. RL 2 Determine a theme or central idea of a text and analyze its relationship to the characters and setting. RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative meanings; analyze the impact of specific word choices on meaning. RI 1 Cite textual evidence to support inferences drawn from the text. RI 6 Determine an author s purpose in a text. L 1 Demonstrate command of grammar and usage. L 4b Use common, gradeappropriate Latin roots as clues to the meaning of a word. check readiness Read aloud the paragraph under ASSESS and stress to students that this is not the full Unit Test, but a way for them to check their readiness for it. Then have students examine the unit standards and the skills listed below and look back in the unit or in the Student Resource Bank for any skills they need to review. read the texts Remind students to keep unit goals in mind as they read the passage, paying particular attention to these literary and reading skills: setting mood imagery draw conclusions To help students focus on setting while reading, encourage them to ask questions such as What images reveal the setting of the story? In what ways does the setting affect the action of the story and add to the drama? answer the questions Direct students to pages R95 R101 of the Test- Taking Handbook to review strategies. Remind students to read all the answer choices before choosing the best answer the one that is most accurate and complete. 450 unit 3: setting and mood assess Taking this practice test will help you assess your knowledge of these skills and determine your readiness for the Unit Test. review After you take the practice test, your teacher can help you identify any standards you need to review. RL 1 Cite textual evidence to support inferences drawn from the text. RL 2 Determine a theme or central idea of a text and analyze its relationship to the characters and setting. RL 4 Determine the meaning of words and phrases as they are used in a text, including figurative meanings; analyze the impact of specific word choices on meaning. RI 1 Cite textual evidence to support inferences drawn from the text. RI 6 Determine an author s purpose in a text. L 1 Demonstrate command of grammar and usage. L 4b Use common, grade-appropriate Latin roots as clues to the meaning of a word. Practice Test Take it at thinkcentral.com. KEYWORD: HML8N unit 3: setting and mood differentiated instruction for english language learners Assessment Practice: Work Backward Prepare students for the assessment by having them read the questions before reading the passages. Have pairs find unfamiliar words in test directions and questions and follow these steps: 1. Write each word on an index card. 2. Look up the meaning in a dictionary and write it on the back of the card. 3. Use the cards to practice the words with your partner and to teach them to others DIRECTIONS Read the two selections and the viewing and representing piece. Then answer the questions that follow. from Year of the Black Pony by Walt Morey It seemed like I traveled a long time hunched down inside my coat. A kind of numbness came over me and I just sat there. Then I began to think I should be getting near home. I tried to fight myself into alertness by shaking my head and rubbing a mitten across my face. The house, the barn, should be coming out of this white wall at me any minute. At least I should hit a fence I could follow or something familiar. The driving push of the storm kept clawing at me. I felt drowsy and dull. I remembered that I d heard this was the first indication of freezing. That frightened me into becoming more alert. I considered getting off and walking to restore circulation. But if I did I wouldn t be able to get on again. Sometime later I became aware that something had changed. I stopped Lucifer and tried to reason it out. Then I knew. The wind was no longer hitting me on the right side. It was almost at my back. Had the wind shifted or were we heading in another direction? Had I unconsciously turned Lucifer to get away from the wind, or had he done it? Had whatever happened just taken place or was it some minutes ago? I decided to retrace my tracks to see if I d turned. Within a couple of hundred feet the tracks were filled with blowing snow. I stopped and looked about completely awake now. In a few feet I could see there was nothing familiar, nothing to give me a clue as to which direction I d been heading or was headed now. I put the storm on my right side again. Then I sat there. I d been traveling with the storm almost at my back for some time. So even if I was now headed in the right direction I was so far off course I could miss the house as much as half a mile or even a mile. That could be fatal. I was confused. In this freezing, savage storm I was utterly lost. For a minute I almost panicked and whipped Lucifer up to drive him straight into the storm and ride and ride. All I could think was that I was going to freeze to death. I remember stories of people getting lost between the house and barn and freezing to death. Then I got hold of myself. The only way I d get out of this alive was to keep my head. I had probably the best horse in the valley under me. Frank had said that if I got lost wandering around Lucifer would bring me home. Cats and dogs and horses had that homing instinct. But if I let Lucifer have his head could he find his way in this storm? And would he go to our place or back to his old home at Fletcher s? It didn t matter, I decided, just so he got someplace where there was shelter.

2 I tied the reins around his neck, then lay down flat along his back to get all the warmth I could from his body, put my arms around his neck, and said, It s up to you, Lucifer. Let s go. Take us home, boy. Lucifer turned partially into the wind and started off as if he knew exactly where he was going. I lost track of time. I began to wonder if I was beginning to freeze because I didn t seem quite so cold, or was the heat from the pony s body getting through to me. I was conscious of the constant rhythm of his walking, the cut of the wind and the endless driving snow. Sometimes I lifted my head to try to spot something familiar. I recognized nothing. I passed brush clumps almost buried by drifting snow, crossed several shallow gullies, and once skirted a low hill. They were all strange. Finally I put my head down, shut my eyes, and gave myself completely into my pony s keeping. He plodded straight ahead never faltering. How long we traveled that way I don t know. I began to wonder, vaguely, if he, too, was wandering in a circle, lost. Then I was aware he d stopped. I raised my head and we were right in front of the barn. from Never Get Lost on the Trail by Joanne Meszoly Follow these simple steps to get back on track if you lose your bearings on a trail outing. Some people are blessed with an innate directional sense; blindfold them and drop them off in the woods, and they ll find their way out in no time. Others become disoriented in shopping malls. Horses (and dogs, if one s along for the ride) usually have excellent senses of direction, but turning all the directional decisions over to your horse when you re lost is risky. The path he chooses toward home may not be easily negotiated, and rough terrain may force him to head the wrong way; even horses can get lost and discouraged. Horses do have a homing instinct, but home may not be where you parked your trailer, says Montana wilderness rider Dan Aadland. In snowstorms and in flatter parts of the country, horses have saved lives by getting people home. But in the backcountry, your horse may not get you to the trailhead. The best strategy when lost on the trail is to turn around and head back the way you came. Your horse has done you one big favor, says Aadland. He s made some tracks getting you where you are. Unless it s a loop where item analysis comprehension and short constructed response Practice Test items unit pages Setting 1, 2 322, 329, 345, 395 Mood 3, 6 324, 373 Idioms 4, Imagery 7, 8 337, 431 Latin Roots 9, Draw Conclusions 11, 12, 19, 20 On thinkcentral.com students can complete an interactive version of this practice test and receive remediation for the skills they have not yet mastered. 343, 371 Author s Purpose 13, Make Connections 15, 16, , 395 Analyze Images and Text 17, revising and editing items unit pages Avoid Misplaced Modifiers 1, Subject-Verb Agreement 3, 4, assessment practice 451 for struggling readers Assessment Support Consider these options for completing the Assessment Practice: Have students work backward, reviewing the questions before reading the passages. Select random questions in the Assessment, and have students demonstrate how and where to look for the answers. Ask students to locate unfamiliar vocabulary words in the Assessment. Elicit the words meanings from the class. Have students record useful testing words and definitions for later reference. Read a selection or parts of it aloud to aid in student comprehension. assessment practice 451

3 it s essential that you complete it, you can probably backtrack. Turning around on a trail may trigger your horses s mental compass, and he may help you decide which path to choose at trail junctions. Prevention: Not getting lost comes down to good planning and taking some general safety measures. Before you set out, tell someone where you are going the trail name/color code (if so-marked) or the general direction you plan to ride as well as the estimated length of time you ll be away. This routine practice could be a life-saver if you re injured while riding alone and have to wait for help. Carrying a map, a compass, or a global positioning system (GPS) receiver also greatly reduces your likelihood of becoming lost. Practice map-reading skills and familiarize yourself with the navigational tools before setting out. Many of the new GPS tools are not difficult to use, says California competitive trail-riding judge Jamie Dieterich. It s like a visual bread-crumb trail, and you can follow your way back home. However you keep track of your position, look frequently behind you to take a mental picture of the terrain, especially at intersections and forks. Note any landmarks that will jog your memory when you return to them. Also count how many right- or lefthand turns you make as you go along. Remember, it s the rearview going out that becomes the return vista. Some hunters, hikers, and riders mark trails and trail intersections with surveyor s tape as they go along, but it s a practice that spoils the wilderness unless the tape is removed on the way back. I can see having the tape in your trail kit, says Aadland. If someone s hurt, you may need it to mark the trail, but when it s used frequently and left all over the place, it s unsightly. Trail tip: If riding after sunset disorients you, dismount and lead your horse. Rely on natural light, when possible, rather than a flashlight. It takes about 20 minutes to develop your night vision says Aadland, but you lose it in just a second by striking a match or turning on a light. If you must use a light to study a map, close one eye to speed the return of your night vision unit 3: setting and mood differentiated instruction for english language learners Review Literary Terms Point out the idiom I got hold of myself in paragraph 4 of Year of the Black Pony. Explain that an idiom is an expression that means something different from what the words literally say. To get hold of oneself means to gain control of one s feelings. Other examples of idioms include: break a leg ( I wish you good luck ) wild goose chase ( a journey or effort that is useless ) cut to the chase ( get to the main point of what you re saying )

4 Assessment Practice 453 struggling readers Assessment Support: Analyze Visuals Explain that magazine covers are designed to provide information about a magazine s contents. Images and text work together to give readers a sense of what the magazine is about. Display a magazine cover and have students answer the following questions. Why is some text larger than other text? Why is certain text the same size and style? How does the image on the magazine cover relate to the text? Based on the magazine cover, what do you think the magazine is about? assessment practice 453

5 answers Reading Comprehension Model a thinking process for answering multiple-choice questions. 1. D is correct. The narrator expects to reach a house, barn, or fence (paragraph 1) and describes brush clumps, gullies, and a hill (paragraph 7). A and B are incorrect because the narrator mentions only one other house (Fletcher s), and he refers to tracks rather than sidewalks or roads (paragraph 3) as you would find in or near A and B. C is incorrect because the story takes place during a winter snowstorm, not in a tropical climate. 2. C is correct. The unknown amount of time that passes, along with questions the narrator asks himself about changing directions (paragraph 2), show that the narrator has become disoriented. No details in the text support A. B is incorrect because the storm is described as severe throughout the excerpt. D is incorrect because the unknown period of time adds uncertainty about the size of the area. 3. B is correct. The narrator is lost in a storm and cannot see any clues to indicate which direction he should take, creating a mood of fear and apprehension about his fate. The mood is the opposite of calm and happy, as in A and C. Although the narrator is probably tired, as in D, his utmost concern is survival. 4. C is correct. Context clues include I almost panicked and I got hold of myself. A and B are incorrect because the narrator says that keeping his head is the only way to survive. D is incorrect since turning around would not guarantee his survival, especially if he was panicking. 5. D is correct. Context clues include if I got lost... bring me home and could he find his way. A is incorrect because no details in the text support this. B is incorrect because the narrator is contemplating the horse s homing instinct, not letting him wander aimlessly. C is incorrect because turning around is not necessarily the right way. 6. B is correct. The narrator is hopeful that the horse will bring him to safety. The 454 Reading Comprehension Use Year of the Black Pony (pp ) to answer questions The event described in this excerpt takes place in a A. landscaped suburban community with grassy yards B. large city park with trees and meadows C. tropical forest with dense undergrowth D. farming area with pastures and barns 2. By setting the episode over an unknown period of time, the author shows that the A. horse wants to live B. storm has become more severe C. narrator has become disoriented D. region is very large 3. In paragraph 3, the narrator says, In a few feet I could see there was nothing familiar, nothing to give me a clue as to which direction I d been heading or was headed now. That statement creates a mood of A. calmness B. fearfulness C. happiness D. weariness 4. In paragraph 4, the phrase keep my head means A. ask questions B. become lost C. stay calm D. turn around mood is not carefree, somber, or weary, as in A, C, and D, since the narrator s life depends on the horse s instincts and the statement is made earnestly. 7. D is correct. The narrator can feel the heat from the pony s body. A and C are incorrect because they refer to images that the narrator sees. B is incorrect because it refers to the narrator s state of mind. 5. In paragraph 4, the phrase have his head means A. get something to eat B. wander aimlessly C. turn around D. go where he wants 6. In paragraph 5, the narrator says, Take us home, boy. What mood is created by this statement? A. Carefree B. Hopeful C. Somber D. Weary 7. Which image appeals to the reader s sense of touch? A. blowing snow (paragraph 3) B. fight myself into alertness (paragraph 1) C. this white wall (paragraph 1) D. heat from the pony s body (paragraph 7) 8. By using the phrase kept clawing at me in paragraph 2, the narrator creates an image of the storm as A. alive B. peaceful C. serious D. wet 8. A is correct. The narrator personifies the storm by saying it claws at him, implying that the storm is clawing like a ferocious animal would. Clawing does not suggest peacefulness, seriousness, or wetness, as in B, C, and D. 454 unit 3: setting and mood

6 Assessment Practice Use Never Get Lost on the Trail (pp ) to answer questions The Latin word negōtiārī means to transact business. In paragraph 2, what does the word negotiated mean? The path he chooses toward home may not be easily negotiated... A. Transferred to B. Settled with C. Traveled over D. Suggested to 10. The Latin word viderē means to see or to look. In paragraph 5, what does the word vista mean? Remember, it s the rearview going out that becomes the return vista. A. Mirror B. Trip C. View D. Vision 11. Based on this article, you can conclude that when you rely on a horse s homing instinct, you will A. always get home safely B. take the longest route home C. take a chance D. retrace your route 12. Based on this article, you can conclude that when people are going to go on a trail ride, they should A. not be concerned about getting lost B. worry about getting lost C. take plenty of water D. plan ahead and take precautions 15. B is correct. In the first selection, the horse saves the narrator s life by finding the way home. The article states that horses have saved many lives in snowstorms and in flat parts of the country. A is incorrect because the article states that horses can get lost. C and D are incorrect because these conclusions are not supported by the excerpt from Year of the Black Pony. 13. The author most likely wrote this article to A. show that getting lost is easy B. explain ways to prevent getting lost C. describe how to use a GPS D. compare a horse to a GPS 14. The author uses information in paragraph 5 to A. show why bread crumbs make a good reminder B. illustrate why planning ahead is very important C. describe the advantages of a GPS D. show easy ways to keep track of your route Use both selections to answer questions Which conclusion about a horse s homing instinct is supported by information in both selections? A. A horse can always find its way home. B. Horses homing instincts have saved lives. C. A GPS is more reliable than a horse s homing instinct. D. A horse s homing instinct is not always reliable. 16. Which line from Never Get Lost on the Trail applies to the final decision the narrator made in Year of the Black Pony? A. Turning around on a trail may trigger your horse s mental compass, and he may help you decide which path to choose... B. Practice map-reading skills and familiarize yourself with the navigational tools before you set out. C. If riding after sunset disorients you, dismount and lead your horse. D. In snowstorms and flatter parts of the country, horses have saved lives by getting people home D is correct. The narrator s final decision is to rely on the horse s instincts to get him home safely. A, B, and C are incorrect because the narrator does not decide to turn around, use navigational tools, or dismount his horse. 9. C is correct. To transact business usually means having to reach an agreement or to succeed in dealing with or managing something; when one chooses a path to travel over, it is necessary to successfully manage, or go over, it. Transferred to, settled with, or suggested to, as in A, B, and D, do not make sense within the context. 10. C is correct. To see or to look suggests the object one looks at: a view. Context clues suggest that the return vista is the opposite of rearview, therefore, the return vista is the return view. A and B are incorrect because these do not make sense within the context. D is incorrect because vision refers more to how, not what, a person sees. 11. C is correct. The article states that allowing the horse to decide where to go is risky (paragraph 2). Although horses have a homing instinct, as in A, they can still get lost or discouraged by rough conditions (paragraph 2). No details in the text support B or D. 12. D is correct. On the basis of the text, people should plan ahead and take general safety measures to prevent getting lost (paragraph 4). No details in the text support A, B, or C. 13. B is correct. The article focuses on methods of preparedness and prevention. Although the article discusses the usefulness of a GPS and the directional senses of people and horses, as in A and D, these are not the main ideas. C is incorrect because the article suggests using a GPS but does not describe how to use one. 14. D is correct. Paragraph 5 focuses on easyto-remember ways to keep track of your route, which will be especially helpful if you need to turn around. Although the author mentions the helpfulness of a GPS system, the word however is a clue that the real point of the paragraph is the information that is to follow; thus C is incorrect. A would not be very helpful, and while B is a point the author makes, it is not the main idea of this paragraph. assessment practice 455

7 17. D is correct. The font size emphasizes that the magazine is not just about horses in general, but horse intelligence. By emphasizing the word intelligence, there is also a suggestion that the magazine will provide its readers with information, or intelligence about their horses. A is incorrect because the title does not suggest that the magazine compares horses to other animals. B and C are incorrect because the subtitle clearly states that the magazine is for people who already own intelligent horses and know how smart they are. 18. C is correct. The image of the horse heading off on its own suggests that it illustrates the feature article How Your Horse Finds Its Way Home. None of the text relates to horse shows, diseases of horses, or costs of horse ownership, as in A, B, and D, and no details in the image suggest these topics. Use the visual representation on page 453 to answer questions Why is the word Intelligence larger than the word Horse on the cover of the magazine? A. To show that horses are smarter than other animals B. To emphasize how smart horses are C. To encourage readers to choose intelligent horses as pets D. To indicate that the magazine is about the intelligence of horses 18. Showing a horse going somewhere by itself on the cover suggests that the magazine articles focus on A. horse shows B. diseases of horses C. horses inborn abilities D. costs of horse ownership SHORT CONSTRUCTED RESPONSE Write a short constructed response to each question using text evidence to support your answer. 19. What do you think is the turning point in this excerpt from Year of the Black Pony? Support your answer with evidence from the selection. 20. What is the most important advice given in the article Never Get Lost on the Trail? Use evidence from the text to support your response. Write a short constructed response to the following question using text evidence from both selections to support your answer. 21. How is the importance of problem-solving supported in both Year of the Black Pony and Never Get Lost on the Trail? Support your answer with evidence from both selections. short constructed response Possible responses: 19. The turning point is when he decides to trust his horse to get him home. Up until this point, statements such as numbness came over me (paragraph 1), the storm kept clawing at me (paragraph 2), I was utterly lost (paragraph 3), and I was going to freeze to death (paragraph 4) add tension to the conflict. The narrator s statement It s up to you, Lucifer.... Take us home (paragraph 5) creates the greatest suspense, causing readers to wonder whether the horse will find its way home. After this, the horse takes off as if it knows the right way (paragraph 6), and the conflict is resolved. 20. The most important advice is planning ahead. The title and introduction make it clear that the purpose of the article is to explain how to prevent getting lost. The boldfaced heading Prevention followed by the sentence Not getting lost comes down to good planning and taking some general safety measures (paragraph 4) emphasize preparation as the most important means of prevention Both selections illustrate the importance of problem-solving and weighing the consequences of one s actions. This is supported in Year of the Black Pony excerpt by the variety of things the narrator considers before letting the horse take the lead. Given the fact that the narrator cannot see in the storm and is utterly lost, he decides that his best chance of survival is to place his confidence in the horse s instincts. In Never Get Lost on the Trail, the article lists precautionary measures people should take on trail outings to plan ahead and prevent outcomes such as getting lost. Carrying a GPS, communicating with others about routes taken, and understanding night vision can help prevent or solve problems. 456 unit 3: setting and mood

8 Assessment Practice Revising and Editing DIRECTIONS Read this passage and answer the questions that follow. (1) People regarded the cat in ancient Egypt as a sacred animal. (2) Of grain cats were the protectors, killing any animals that might eat this staple of Egyptian diet. (3) Anyone who purposely or accidentally killed a cat was put to death. (4) Egyptians so revered the animal that many Egyptian goddesses took the form of a cat. (5) Mafdet, Sekhmet, and Bastet is examples of ancient Egyptian cat goddesses. (6) Neither Mafdet nor Sekhmet were quite as celebrated as Bastet, though. (7) Beauty, fertility, and motherhood was three of the qualities for which Egyptians worshipped Bastet. (8) In the city of Bubastis, Egyptians would hold a yearly festival to celebrate her. (9) In Bubastis and Memphis, large cemeteries were devoted to the burial of mummified cats. 1. What is the BEST way to improve the placement of modifiers in sentence 1? A. The cat people regarded in ancient Egypt as a sacred animal. B. People regarded in ancient Egypt the cat as a sacred animal. C. In ancient Egypt people regarded the cat as a sacred animal. D. The cat as a sacred animal the people regarded in ancient Egypt. 2. What is the BEST way to improve the placement of modifiers in sentence 2? A. Cats were of grain the protectors, killing any animal that might eat of Egyptian diet this staple. B. Of grain cats were the protectors, killing any animal of Egyptian diet that might eat this staple. C. Cats were the protectors of grain, killing any animal that might eat of Egyptian diet this staple. D. Cats were the protectors of grain, killing any animal that might eat this staple of Egyptian diet. 3. What change, if any, should be made in sentence 5? A. Change is to was B. Change is to has been C. Change is to are D. Make no change 4. What change, if any, should be made in sentence 6? A. Change were to was B. Change were to am C. Change were to have been D. Make no change 5. What change, if any, should be made in sentence 7? A. Change was to were B. Change was to has been C. Change was to am D. Make no change answers Revising and Editing 1. C is correct. The phrases In ancient Egypt and as a sacred animal are appropriately placed next to people and cats, the words they modify. A, B, and D are incorrect because the modifiers are separated from the words they modify. 2. D is correct. The phrases of grain and of Egyptian diet are appropriately placed next to protectors and staple, the words they modify. A, B, and C are incorrect because the modifiers are separated from the words they modify. 3. C is correct. The compound subject is joined by the conjunction and, so it should take the plural verb form. A and B are incorrect because these are singular verb forms. D is incorrect because the change in C is needed. 4. A is correct. The compound subject is joined by the conjunction or, so the verb should agree with Sekhmet, the part closest to it. B is incorrect because am agrees with the singular subject I. C is incorrect because have been is a plural verb form. D is incorrect because the change in A is needed. 5. A is correct. The compound subject is joined by the conjunction and, so the plural verb form is needed. B and C are incorrect because these are singular verb forms. D is incorrect because the change in A is needed. 457 differentiated instruction for english language learners Assessment Support: Subject-Verb Agreement Items 3 5 involve forms of the verb to be, some of which use the helping verb to have. Review with students the forms of these verbs. Subject Present Tense Past Tense I, we have had you have had he, she, it has had they have had Subject Present Tense Past Tense I am was you are were he, she, it is was we are were you (plural) are were they are were assessment practice 457