rskills Midyear Test (Level a)

Transcription

1 rskills Midyear Test (Level a), page 1 NamE Date rskills Midyear Test (Level a) DIRECTIONS: This is a test of reading, writing, and listening. Follow the directions for each part of the test, and choose the best answer to each question. SAMPLE QUESTIONS Yeni lives in Indonesia. That is a country in Southeast Asia. It is made up of 13,500 islands. Yeni lives on the island of Sumatra. Her parents are farmers. They cultivate rice and peanuts on their farm. Sample A. Where is Indonesia? A Africa B Southeast Asia C Europe D South America Sample B. They cultivate rice and peanuts on their farm. What does the word cultivate mean? A eat C provide B buy D grow See p. 26 for scoring. Go on to the next page to begin the test.

2 rskills Midyear Test (Level a), page 2 Comprehension Read this short story. Then answer questions 1 4. A New Life Nadia, we are starting a new life, my mother said to me one morning. She was smiling as if this were wonderful. She could hardly wait to get to our new home in America. The Dominican Republic was my home, and my friends all lived there. I loved the warm sun and the ocean. I loved playing baseball and going to the market. Everything would be different in America. I was not looking forward to it. A few weeks later, we moved into an apartment building in Pittsburgh. That was six months ago. My aunt and uncle live in one of the units. But I don t know most of my neighbors. I really miss our tiny house by the sea. My mother used to work in the town market. Now she works at a big department store. She used to come home at sunset and make dinner. Now she works late and comes home exhausted. Here in Pittsburgh, I m in a school with 1,000 other students. The school is bigger than our old town! As a child, I spoke Spanish at home. Now I m trying to learn English. Some people make fun of my accent. But that doesn t bother me anymore. I m doing well at school, and I have a new dream. I want to be the first person in my family to go to college. This makes my mother very proud.

3 rskills Midyear Test (Level a), page 3 1. What was Nadia s main problem? A She worked late at night. B She loved the sun and the ocean. C She did not want to move to America. D She did not know most of her neighbors. 2. In the Dominican Republic, Nadia and her mother lived in A a tiny house. B an apartment. C a tall building. D a store. 3. What happened last? A Nadia s mother worked in a market. B Nadia learned to speak Spanish. C Nadia and her mother bought a house by the sea. D Nadia and her mother moved to Pittsburgh. 4. This story is told by A Nadia. B Nadia s mother. C Nadia s aunt. D an outside observer.

4 rskills Midyear Test (Level a), page 4 Read this life science text. Then answer questions 5 8. Troubled Waters All over the United States, people are battling a water plant. It is called giant salvinia. When it first appears in a pond or lake, it looks harmless. It might even look attractive. The plant has small yellow-green leaves. The leaves float on the water. But the plant grows very fast. In just one week, a small clump of salvinia can double in size. In the next week, it doubles again. Before long, giant salvinia covers the surface like a carpet. Giant salvinia This carpet of leaves causes lots of trouble. Salvinia prevents other water plants from getting sunlight. Before long, those plants start to die. It also takes in the oxygen that fish, frogs, and other water creatures need. Without enough oxygen, the fish and frogs start to die. Finally, the lake or pond is closed to human use. People cannot swim, fish, or go boating in it. Getting rid of salvinia in the United States has been nearly impossible. People try pulling it out of the water by its roots. But it almost always grows back. In Brazil, however, salvinia grows without getting out of control. That s because an insect called a weevil feeds on it. Scientists hope this weevil can reduce the salvinia problem in the United States. They have started putting weevils into lakes where salvinia grows. Will the weevils keep salvinia under control? Only time will tell.

5 rskills Midyear Test (Level a), page 5 5. What is this text mostly about? A fishing B weevils C a water plant D scientists in Brazil 6. Which of these events happens last? A A clump of salvinia appears in a lake or pond. B Plants in the lake or pond start to die. C Fish and frogs cannot get enough oxygen. D The lake or pond is closed to human use. 7. Salvinia is not a big problem in Brazil because A insects feed on the plants. B people pull the plants out of the water. C fish and frogs eat the plants. D the plants don t grow in warm water. 8. Which sentence best summarizes this text? A The leaves cover the water like a carpet. B People cannot fish, swim, or go boating. C Salvinia is causing problems in lakes and ponds. D Scientists hope that weevils will solve the problem.

6 rskills Midyear Test (Level a), page 6 Read this story. Then answer questions The Judgment of Paris Long ago, the gods and goddesses of Greece went to a wedding. One goddess named Eris was not invited. To get revenge, she tossed a golden apple into the crowd of guests. The apple said, For the Fairest. Every goddess thought she deserved the apple. After much arguing, only three remained: Aphrodite, Hera, and Athena. Zeus, my husband, said Hera, you shall be the judge. Who is the fairest of all? Zeus knew better than to judge this contest, since Hera was his wife. I cannot choose, said Zeus. Let handsome young Paris be the judge. The women agreed and left to find Paris. He was the son of King Priam, ruler of Troy. On the day of the contest, Paris was tending his sheep when three goddesses suddenly appeared. Hera handed him the golden apple and told him to choose the goddess who deserved it. If you choose me, said Hera, I will make you the ruler of Asia. That s nothing, said Athena. If you choose me, I will help you conquer Greece. Ha, said Aphrodite. Choose me, and I ll give you the most beautiful woman in the world. Paris chose Aphrodite. In return, she took him to Greece to meet the beautiful Helen. She was married to the King of Sparta, but that did not stop Paris. He stole Helen and sailed back to Troy. In response, the kings of Greece gathered more than 1,000 ships. They sailed to Troy to bring Helen back. After ten years of war, they took Helen home. The city of Troy was left in ruins.

7 rskills Midyear Test (Level a), page 7 9. What was the main problem in this story? A Many gods and goddesses went to a wedding. B Three goddesses wanted the golden apple. C Zeus suggested that Paris should be the judge. D Paris could not decide which prize he wanted. 10. Eris threw the apple into the crowd because she A wanted to meet Paris. B thought she was the fairest. C hoped to start a war. D was not invited to the wedding. 11. Why didn t Zeus want to choose the winner of the contest? A He did not care about beauty. B His wife was one of the contestants. C He had to leave the wedding. D His daughters told him to ask Paris. 12. What is the theme of this story? A Every gift has a price. B Being honest is best. C Beauty has no real value. D Treat others the way you want to be treated.

8 rskills Midyear Test (Level a), page The kings of Greece gathered more than 1,000 ships to A go to the wedding. B show respect to the gods. C carry gifts to Paris. D get Helen back from Troy. 14. Which of these events happened last? A Eris threw the golden apple. B Paris sailed away with Helen. C The Greeks attacked Troy. D Paris gave the apple to Aphrodite.

9 rskills Midyear Test (Level a), page 9 Read this U.S. history text. Then answer questions The Lowell Girls In the early 1800s, Francis Lowell built a mill in Waltham, Massachusetts, to make cloth. Women and children ran the machines in his mill. They worked 12-hour days, six days a week. After Lowell s death, his partners in the company bought some land and built new mills. Then they built a town around the mills and named it Lowell. In 1821, Lowell was a small village of five families. But it grew fast. The new mills needed workers. The owners hired mostly young women from nearby farms. These workers became known as Lowell girls. Most of them worked in the mills for a few years to make money. Then they returned home to marry and raise families. By 1836, the population of Lowell was more than 10,000. Most of the families lived in small white houses with green shutters. All of the houses looked the same. Most of the Lowell girls lived in boardinghouses built by the company. Many young women valued the jobs they had. Their families depended on the money they sent home. But the mills gradually changed. The work got harder, and the hours got longer. By 1850, the mills had steam-powered machines. They did not need as many workers. Mill owners began paying their workers less. More and more workers got hurt on the job. Some of the Lowell girls tried to improve working conditions at the mills. They protested and went on strikes. But they did not get far. Labor laws did not change much until the 1900s. By then, many of the Lowell mills had closed.

10 rskills Midyear Test (Level a), page What is this text mostly about? A how to make cloth B the life of Francis Lowell C white houses with green shutters D women who worked in the Lowell mills 16. Which of these events happened first? A The new town was named Lowell. B Francis Lowell built a mill in Massachusetts. C The mills got steam-powered machines. D Francis Lowell s partners built a new mill. 17. In the 1830s, where did the Lowell girls live? A on farms B in small white houses C inside the mills D in boardinghouses 18. Which of these events happened last? A New mills were built in Lowell. B The town of Lowell grew to 10,000 people. C Francis Lowell hired more workers. D The Lowell girls went on strike.

11 rskills Midyear Test (Level a), page By 1850, how had the mills changed? A Mills had steam-powered machines. B Workers made more money. C Most of the mills had closed. D Jobs at the mill were safer and easier. 20. Which sentence best summarizes this text? A Most of the Lowell girls worked for a few years to make money. B Francis Lowell built a mill in Massachusetts to make cloth. C Many girls worked in the Lowell mills, but their jobs were hard. D Lowell s partners built a new mill town and named it after him.

12 rskills Midyear Test (Level a), page 12 Vocabulary/Word Study Read each question and choose the best answer. 21. Nadia will replay her favorite song from home. In this sentence, replay means A not play. C able to play. B play again. D play loudly. 22. Paris had to watch his sheep. What does watch mean in this sentence? A a lookout or guard B to guard or tend C a small timepiece D to check the time 23. The apple was made of genuine gold. Which word is a synonym for genuine? A real B valuable C fake D costly 24. Which word has a suffix that makes it a noun? A hired C longer B mostly D population 25. The numbers from the Lowell mills are accurate. Which word is an antonym for accurate? A exact C large B perfect D incorrect

13 rskills Midyear Test (Level a), page In which sentence is brake used correctly? A The tree bent but did not brake. B Workers take a coffee brake at ten. C The driver stepped on the brake. D Jared will not brake his promise. 27. Mr. Drew tried to translate the speech, but it gave him a headache. Which word in the sentence is a compound word? A tried B translate C speech D headache 28. Those butterflies migrate to Mexico every fall. Which word is in the same word family as migrate? A imagine B mighty C immigrant D grateful 29. Marta is to Portland for the holiday. Choose the word that best completes the sentence. A traveling B travel C traveled D travels 30. Which guide words would be on a dictionary page with the word performance? A persuade/pew B pepper/person C package/panda D paw/penalty

14 rskills Midyear Test (Level a), page 14 Conventions The following is a rough draft of a student s essay. It contains errors. Read the draft. Then read each question and choose the best answer. How to Get Along with Your Siblings (1) I have a message for all of you older sisters and brothers out there. (2) Your younger sibling can be your best friend or your worst enemy. (3) It s your choice. (4) A lot of children treat their younger brothers and sisters badly. (5) They might bully their siblings they might treat them as pests. (6) I used to be like that. (7) Always complaining about my little sister. (8) Yet the more I avoided Lola, the more she followed me around. (9) After a while Aunt Josefina sat down and explained something to me. (10) She said that Lola admires me because I am older. (11) It is my responsibility to be nice to Lola and teach her things sometimes. (12) Then she telled me something that scared me. (13) She said that if I continue to be mean to Lola, my little sister will grow up and not care about me anymore! (14) I don t want this to happen, so now I laugh at Lola s jokes once in a while. (15) I try to answer her questions instead of telling her they are stupid. (16) When my friends come over, I let Lola hang out with us sometimes. (17) So, be nice to your siblings and treating them like friends. (18) Then you ll have more friends, and that s a good thing.

15 rskills Midyear Test (Level a), page What is the best way to write sentence 5 correctly? A They might bully their siblings or treat them as pests. B They might bully their siblings, they might treat them as pests. C They might bully their siblings, might treat them as pests. D Leave as is. 32. Which numbered sentence is a sentence fragment? A sentence 4 C sentence 7 B sentence 6 D sentence Which is the correct way to write the underlined words in sentence 9? A After a while, Aunt Josefina B After, a while Aunt Josefina C After a while Aunt, Josefina D Leave as is. 34. What is the correct way to write the underlined word in sentence 12? A tell B tolded C telling D told 35. What is the correct way to write the underlined word in sentence 17? A treats C treated B treat D Leave as is.

16 rskills Midyear Test (Level a), page 16 The following is a rough draft of a student s essay. It contains errors. Read the draft. Then read each question and choose the best answer. The Lost Boys (1) In the 1980s, a terrible civil war took place in Sudan, a country in East Africa. (2) The war caused about two million deaths, and another four million people were forced from their homes. (3) The lost boys are refugees from this war (4) About 26,000 boys fled their villages in southern Sudan. (5) These lost boys were mostly orphans. (6) They banded together and formed families. (7) The older boys helping the younger ones. (8) The lost boys headed east for Ethiopia to find a safe haven. (9) Their journey took them 1,000 miles from their home, and many lost their lives on the way. (10) They walked through desert, crossed dangerous rivers, and got attacked by lions. (11) Often, the lost boys had no food or clean water. (12) They ate whatever they could find. (13) For a while, the lost boys settled in camps in Ethiopia. (14) Then troops forced the children out of these camps, and they began walking south. (15) After they reached Kenya a year. (16) They joined 65,000 refugees from different parts of Africa. (17) In 2000, rescue groups finally began placing the lost boys in new homes. (18) About 3,600 boys come to the United States. (19) The youngest got adopted and were able to go to school. (20) Many older boys were placed in apartments to start new lives. 36. Which is the correct way to punctuate sentence 3? A The lost boys are refugees from this war? B The lost boys are refugees from this war. C The lost boys are refugees from this war! D Leave as is.

17 rskills Midyear Test (Level a), page How can sentence 7 be written correctly? A The older boys helped the younger ones. B The older boys helping the younger ones, who needed their guidance. C The older boys kindly helping the younger ones. D Leave as is. 38. Which is the correct way to punctuate sentence 10? A They walked through desert crossed dangerous rivers, and got attacked by lions. B They walked through desert, crossed dangerous rivers, and, got attacked by lions. C They walked, through desert, crossed dangerous rivers, and got attacked by lions. D Leave as is. 39. How can sentence 15 be written correctly? A They reached after a year Kenya. B They reached a year after Kenya. C After a year, they reached Kenya. D Kenya they reached a year after. 40. What is the correct way to write the underlined word in sentence 18? A comed B comes C came D Leave as is.

18 rskills Midyear Test (Level a), page 18 Open Response Write your answer in your own words on the lines below or on the answer document. Use complete sentences. 41. Review the story The Judgment of Paris. How did Paris s decision lead to war against Troy? Write one or two sentences to explain. 42. Review the text The Lowell Girls. What was the best thing about working at the Lowell Mills, and what was the worst? Write two or three sentences to explain.

19 rskills Midyear Test (Level a), page 19 Writing Read the prompt. Write your essay on the lines below or on the answer document. What is the most serious problem people face in American cities? Write an argument explaining why it s a problem. Remember to identify the issue in the introductory statement, present a claim in the thesis statement, connect convincing details with transition words, offer a recommendation in the conclusion, and use correct grammar, spelling, punctuation, and capitalization.

20 rskills Midyear Test (Level a), page 20

21 rskills Midyear Test (Level a), page 21 Listening Listen to each passage as your teacher reads it aloud. Then listen to the questions. Choose the best answer to each question. 43. A Yoshi s house B Harry s house C the computer store D the computer room at school 44. A Yoshi wants to play basketball. B All Yoshi wants to do is use his computer. C Harry and Yoshi can t find a game to play. D Harry gets his coat and leaves. 45. A He plays the computer game by himself. B He brags about all his friends. C He invites Harry to play with him. D He offers to teach Harry how to play a game. 46. A a computer B Yoshi C Yoshi s mom D Harry 47. A Harry plays a board game by himself. B Yoshi lets Harry use his computer. C Harry takes his coat and goes home. D Yoshi and Harry play basketball.

22 rskills Midyear Test (Level a), page A speaking English B American laws and customs C curing disease D immigrants coming to the United States 49. A They do not speak English. B They cannot use microwave ovens. C They don t have American money. D They have never seen dishwashers. 50. A They may not have much money. B Chun Sook works at a major university. C She didn t think she could ever learn the language. D Chun Sook was twelve when she came to the United States. 51. A He took her to a major university. B He gave her the courage to learn English. C He told her to become a scientist. D He gave her a microwave oven and a dishwasher. 52. A Immigrants face many challenges when they arrive in the United States. B Chun Sook s father showed her how to become a scientist. C Many people immigrate to the United States each year. D Immigrants come to the United States to have better lives. STOP

23 rskills Midyear Test (Level a), page 23 rskills Midyear/End-of-Year Test Answer Document Name Test Comprehension 1. A B C D 2. A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D Vocabulary/Word Study 21. A B C D 22. A B C D 23. A B C D 24. A B C D 25. A B C D 26. A B C D 27. A B C D 28. A B C D 29. A B C D 30. A B C D Conventions 31. A B C D 32. A B C D 33. A B C D 34. A B C D 35. A B C D 36. A B C D 37. A B C D 38. A B C D 39. A B C D 40. A B C D Listening 43. A B C D 44. A B C D 45. A B C D 46. A B C D 47. A B C D 48. A B C D 49. A B C D 50. A B C D 51. A B C D 52. A B C D

24 rskills Midyear Test (Level a), page 24 rskills Midyear/End-of-Year Answer Document Name Date Open Response

25 rskills Midyear Test (Level a), page 25 rskills Midyear/End-of-Year Test Answer Document Name Writing page

26 rskills Midyear Test (Level a), page 26 rskills Midyear Test (Level a) Answer Key Sample Questions Sample A. B Sample B. D Comprehension 1. C (Problem and Solution) 2. A (Read for Details) 3. D (Sequence of Events) 4. A (Craft and Structure: Point of View) 5. C (Main Idea and Details) 6. D (Sequence of Events) 7. A (Main Idea and Details) 8. C (Summarize) 9. B (Problem and Solution) 10. D (Story Elements: Plot) 11. B (Problem and Solution) 12. A (Story Elements: Theme) 13. D (Story Elements: Plot) 14. C (Sequence of Events) 15. D (Main Idea and Details) 16. B (Sequence of Events) 17. D (Read for Details) 18. D (Sequence of Events) 19. A (Summarize) 20. C (Summarize) Vocabulary/Word Study 21. B (Prefixes) 22. B (Multiple-Meaning Words) 23. A (Synonyms) 24. D (Suffixes) 25. D (Antonyms) 26. C (Homophones) 27. D (Compound Words) 28. C (Word Families) 29. A (Verb Endings) 30. B (Using a Dictionary) Conventions 31. A (Correcting Run-on Sentences) 32. C (Identifying Sentences and Fragments) 33. A (Using Commas With Introductory Words) 34. D (Using Irregular Verbs) 35. B (Using Correct Verb Tense) 36. B (Using End Punctuation) 37. A (Correcting Sentence Fragments) 38. D (Using Commas in a Series) 39. C (Using Correct Word Order) 40. C (Using Correct Verb Tense)

27 rskills Midyear Test (Level a), page 27 Answer Key (continued) Open Response (Sample Answers) 41. Paris chose Aphrodite and was rewarded with Helen, whom he stole from a Greek king and took to Troy. The kings of Greece gathered their forces and attacked Troy to get Helen back. (2 points: Analyze) 42. The best thing was being able to make money. Many young women valued their jobs, and their families depended on the money. The worst thing was the hard work. Many young women worked long hours, and some got hurt. (4 points: Evaluate) 2-Point Rubric: Analyze (Question 41) Not Attempted Partially Attempted Complete Response lacks supporting explanation for claims. 4-Point Rubric: Evaluate (Question 42) Criteria Address Prompt Organizes Information Response includes one supporting explanation. Response includes at least 2 supporting explanations. Needs Average Good Excellent Improvement Response does not address the prompt. Response lacks point of view, focus, and organizational structure. Response partially addresses the prompt. Response maintains an inconsistent point of view, focus, and organizational structure. Response adequately addresses the prompt. Response maintains a mostly consistent point of view, focus, and organizational structure. Response completely addresses the prompt. Response maintains a consistent point of view, focus, and organizational structure. Follows Language Conventions Response has serious errors in conventions and these errors interfere with the reader s understanding. Response has several errors in conventions, and these errors may interfere with the reader s understanding. Response has a few errors in conventions, but these errors do not interfere with the reader s understanding. Response uses generally correct conventions. Evaluates Information or Ideas Evaluation seems arbitrary or biased in judgment and lacks supporting evidence or valid sources. Evaluation is based on partially logical judgment and supported by somewhat reliable sources. Evaluation is based on mostly logical judgment and reasoning and is supported by valid sources. Evaluation is based on logical judgment and reasoning and is supported by valid and reliable sources.

28 rskills Midyear Test (Level a), page 28 Answer Key (continued) Writing Use the scoring rubric on pages to evaluate students written responses. Listening 43. A (Read for Details) 44. B (Problem and Solution) 45. A (Story Elements: Plot) 46. D (Craft and Structure: Point of View) 47. C (Sequence of Events) 48. D (Main Idea and Details) 49. A (Problem and Solution) 50. C (Main Idea and Details) 51. B (Sequence of Events) 52. A (Summarize)

29 rskills Midyear Test (Level a), page 29 Student s Name Date READ 180 rbook 4-Point Writing Rubric Argument Writing Rubric Use this rubric to assess student writing. Record the appropriate score in the Score column. Criteria NeedsImprovement Average Good Excellent Score An introductory statement identifies the issue the paper will discuss. Needs an introductory statement that identifies an issue. Identifies a basic issue. Clearly identifies an issue. Identifies a relevant and compelling issue. 2. A clear thesis statement presents the writer s claim about the issue. Needs a thesis statement that presents a claim or opinion. Presents a claim or opinion. Presents a clear claim or opinion. Presents a well-defined and compelling claim or opinion. 3. Convincing reasons and relevant evidence support the argument. Needs supporting evidence. A few details support the Convincing, relevant argument, but some are not evidence supports the convincing and relevant. argument. Convincing, relevant evidence strongly supports the argument. 4. Transition words and phrases introduce and connect ideas. Needs transition words and phrases. Includes a few transition words and phrases. Includes several transition words and phrases. Uses precise and varied transition words and phrases. 5. The conclusion restates the thesis and offers a recommendation. Needs a recommendation, or recommendation is off-topic. Offers a recommendation, but it is not meaningful or actionable. Offers a recommendation related to the thesis. Offers a meaningful and actionable recommendation. 6. Follows conventions of mechanics, usage, and spelling. Errors in grammar, spelling, punctuation, and capitalization interfere with a reader's understanding. Some errors in grammar, spelling, punctuation, and capitalization. Few errors in grammar, spelling, punctuation, and capitalization. Correct grammar, spelling, punctuation, and capitalization. OverallScore READ180 rbook Writing Rubric: Argument Resource Links SAM Keyword: Argument Rubric

30 rskills Midyear Test (Level a), page 30 Student s Name Date READ 180 rbook 6-Point Writing Rubric Argument Writing Rubric Use this rubric to assess student writing. Record the appropriate score in the Score column. Criteria Needs Improvement 1. An introductory statement identifies the issue the paper will discuss. Needs an introductory statement that identifies an issue. Basic Average Proficient Good Excellent Score Does not identify the issue clearly. Identifies a basic issue. Identifies the issue clearly. Clearly identifies an issue. Identifies a relevant and compelling issue. 2. A clear thesis statement presents the writer s claim about the issue. Needs a thesis statement that presents a claim or opinion. Outlines the issue without expressing a claim or opinion. Presents a basic claim or opinion. Presents a claim or opinion. Presents a clear claim or opinion. Presents a well-defined and compelling claim or opinion. 3. Convincing reasons and relevant evidence support the argument. Needs supporting evidence. One or two details support the argument, but some are not convincing and relevant. A few details support the argument, but some are not convincing and relevant. At least two relevant details support the writer s argument. Convincing, relevant evidence supports the argument. Convincing, relevant reasons and evidence strongly support the argument. 4. Transition words and phrases introduce and connect ideas. Needs transition words and phrases. Includes one or two transition words or phrases. Includes a few transition words and phrases. Includes a few transition words and phrases that vary. Includes several transition words and phrases that vary. Uses precise and varied transition words and phrases. 5. The conclusion Needs a recommendation, restates the thesis or is off-topic. and offers a recommendation. Restates the thesis or offers a recommendation. Restates the thesis and offers a basic recommendation. Restates the thesis and offers a recommendation. Restates the thesis and offers a relevant recommendation. Restates the thesis and offers a compelling, actionable recommendation. 6. Follows conventions of mechanics, usage, and spelling. Multiple errors in grammar, spelling, punctuation, and capitalization interfere with understanding. Errors in grammar, spelling, punctuation, and capitalization interfere with understanding. Some errors in grammar, spelling, punctuation, and capitalization; minor interference with understanding. A few errors in grammar, spelling, punctuation, and capitalization; errors do not interfere with understanding. Generally correct grammar, spelling, punctuation, and capitalization. Correct grammar, spelling, punctuation, and capitalization. Overall Score READ180 rbook Writing Rubric: Argument Resource Links SAM Keyword: Argument Rubric

31 rskills Midyear Test (Level a), page 31 Student s Name Date Argument Writing Scoring Chart Use this chart to provide feedback on student writing. Criteria Score Comments 1. Introductory statement 2. Thesis statement 3. Convincing reasons and relevant evidence 4. Transition words and phrases 5. Conclusion 6. Conventions READ180 rbook Writing Rubric: Argument READ 180 rbook Writing Rubric Resource Links SAM Keyword: Argument Rubric

32 rskills Midyear Test (Level a), page 32 Administering the Listening Tests In the rskills summative assessments, each Midyear and End-of-Year Test (for Levels a and b) has a Listening subtest. This is an optional subtest provided for teachers who may want to assess their students listening comprehension skills. The Listening subtest uses standard listening passages and testing formats that you might see on statewide assessments in some states and on tests for English language learners (ELL). In READ 180, these subtests can be used to: help assess students English language development through a listening format (in addition to the reading, writing, and speaking commonly used in the classroom); assess students abilities to apply comprehension skills in a different medium (other than print); help students become familiar with the Listening tests they will take during statewide assessments or national standardized tests. Use the following information and directions to administer the Listening subtests. Description of the Listening Tests In each Midyear and End-of-Year Test, there is a 2-page Listening subtest at the end of the test. The Listening subtest consists of two passages (one fiction and one nonfiction) and ten multiple-choice questions. There are five questions for each passage, based on the comprehension skills taught in READ 180. When administering a Listening subtest, the teacher reads each passage aloud. After each passage, the teacher reads five questions, one at a time. Students listen to the passage and to each question. In response, students choose the best answer to each question. The passages and questions do not appear on the student pages. The answer choices for each question appear in the student test. Students read the answer choices independently and choose the best answer to each question. (Note: If you feel that your students will need help in reading the answer choices, you may read them aloud.) In the following directions, you will find the reading passages and questions to be read aloud for the Level a tests and the Level b tests. When you are ready to administer a Listening subtest, have students turn to the appropriate page in their tests. Read the directions, the reading passages, and the questions, as shown on the following pages. Pause after each question to allow students time to choose their answers. Have students mark their answers on the test page or on the corresponding page of the Test Answer Document.

33 rskills Midyear Test (Level a), page 33 Directions for Administering Listening Tests Midyear Test (Level a) Have students turn to page 21 in the Midyear Test printout. Say: Now you are going to take a listening test. I will read two texts aloud. After each text, I will read five questions. For each question, you will read the answer choices and choose the best answer. Here is the first story. Listen carefully. Passage 1: Yoshi s New Computer Usually I have fun at Yoshi s house, but not yesterday. He got a new computer, and all he wanted to do was show me his Friends page. He had met all these kids online, and he wanted to tell me all about them. I already have 200 friends, he said, clicking on a name. Harry, look at this guy. He plays football and likes to dance. After about ten minutes I said, Do you want to go out and shoot some hoops? Yoshi loves basketball. No, he said. Come on, look at this new game I can play on the computer. He started the game, and I watched as he played with the keyboard and mouse. Do you want to play cards or a board game? I asked. We re already playing a great game! he said. However, that wasn t exactly right. He was playing. I was just watching. Yoshi, I said, your new computer is cool, but I really wanted to do stuff with you. Yoshi looked puzzled. He said, But we are doing stuff. I said, No, you are doing stuff. I got my coat and said, Call me when you want to do something we can do together. Questions Say: Now listen carefully as I read the questions. Choose the best answer to each question and mark your answer. 43. Where were Yoshi and Harry? 44. What is the main problem in this story? 45. Which example best shows that Yoshi doesn t consider Harry s feelings? 46. Who is telling this story? 47. What happens last?

34 rskills Midyear Test (Level a), page 34 Midyear Test (Level a), continued Say: Now turn to the next page and listen as I read another text. Then I will read some questions. Passage 2: New Americans Each year, more than a million people immigrate to the United States. They come from all over the world. Some families come together. Sometimes family members come separately. Sometimes a brave soul comes alone. All come to America for the same reason: to have a better life. Immigrants face many challenges when they get here. Many immigrants do not speak English. They do not know American laws or customs. They may not have much money. They may be unfamiliar with things that most Americans take for granted, such as microwave ovens and dishwashers. An immigrant named Chun Sook came here from South Korea more than 30 years ago. She, her mother, and her sister joined her father, who was already in the United States. Chun Sook was twelve but didn t know a word of English. She was frightened and didn t think she could ever learn the language. Her father told her, Don t worry, you ll learn the language. Do you think Americans were born knowing English? Everyone has to learn how to speak. Somehow her father s words gave her courage. Today, Chun Sook works at a major university. She is a scientist who looks for ways to cure people of disease. Questions Now listen carefully as I read the questions. Choose the best answer to each question and mark your answer. 48. What is this text mostly about? 49. What challenge do many immigrants face when they come to the United States? 50. What detail explains Chun Sook s biggest challenge when she arrived to the United States? 51. What did Chun Sook s father do just after she came to the United States? 52. Which sentence best summarizes this text?