Minnesota Comprehensive Assessments-Series II

Transcription

1 ame innesota omprehensive ssessments-eries eading tem ampler rade

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3 eading est eneral irections to the tudent his test contains three segments. ou will be told when to begin each segment. ead each passage, article, or poem and answer the questions. ark your answers to the questions in your answer document. s you read each passage, article, or poem, you may take notes and highlight in your test book. his test has multiple-choice questions. nswer each multiple-choice question by filling in the circle in your answer document that matches the answer you think is best. he circle must be filled in completely for your answer to be scored. ook at the sample question that shows how to do this. ample uestion: n the passage, what does the word sprout mean?. o dig. o weed. o grow. o watch ample nswer: hen you finish a segment of the test, stop and check your answers. hen use the sticker given to you to seal it. nce you seal a segment, you cannot go back to it. ach segment must be sealed before you move on to the next segment. :. irections listed here reflect the actual test. his tem ampler may be reproduced.

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5 ut sticker here egment our teacher will tell you when to begin this segment.

6 eading est egment ead the poem about a crow reacting to its world. hen answer questions. ome questions may ask you about certain lines in this poem. he numbers are found on the left side of the poem. row s alking by race utcher row is walking to see things at ground level, the landscape as new under his feet as the air is old under his wings. e leaves the dead rabbit waiting it s a given; it ll always be there and walks on down the dirt road, admires the pebbles, how they sparkle in the sun; checks out his reflection in a puddle full of sky which reminds him of where he s supposed to be, but he s beginning to like the way the muscles move in his legs and the way his wings feel so comfortable folded back and resting. e thinks he might be beautiful, the sun lighting his back with purple and green. aint voices from somewhere far ahead roll like dust down the road towards him. e hurries a little. is tongue moves in his mouth; legends of language move in his mind. is beak opens. e tries a word. o on to the next page.

7 . row is walking mainly to. admire the sparkling pebbles.. feel the way his muscles move.. see things in a different way.. find the source of the voices. -. ines, the landscape as new under his feet / as the air is old under his wings suggest row -. has flown over this route.. has never walked this route.. feels the air around him.. will walk the route.. hich word best describes how row feels in the poem? -. ick. ungry. dventurous. nxious o on to the next page.

8 . hy does row leave the rabbit waiting? -. t is not where he is supposed to be.. e hears voices from down the road.. e is resting with wings folded back.. t will be there when he returns.. ccording to the poem, where is row supposed to be (line )? -. n a puddle. n the sky. own the road. t ground level. [row] admires the pebbles, / how they sparkle in the sun. (lines ) he word sparkle means -. move.. sink.. mix.. shine. o on to the next page.

9 . hy might the sensation in row s legs feel new to him? -. e has spent most of his time flying.. is muscles were aching before.. ebbles were stuck in his claws.. is wings were cooling his muscles.. aint voices... roll like dust.... (lines ) indicate that the voices are -. strong and angry.. happy and laughing.. loud and annoying.. soft and gentle.. ow does row think he looks?. eautiful. illy. ervous. roud - o on to the next page.

10 ce hockey is a sport with early beginnings and an enduring popularity. ead this article of the sport s history. hen answer questions. ome questions may ask you about certain paragraphs. he numbers are found on the left side of the paragraphs. ce ockey by ohn olfe istory xactly when and where hockey was invented is not known. s long ago as, the reeks played a version of it. roquois ndians living in the t. awrence iver valley in eastern anada during the s liked to hit hard balls along the ground with sticks. hen players got hit by shots, they d yell o-gee! hat meant, t hurts! ce hockey as it is known today might have begun in ngland during the s. ield hockey was popular during the warm-weather months. n winter, kids played the game on ice. n the nited tates, an ice game called shinny was popular. layers controlled a ball with a stick, avoided defenders, and scored by shooting the ball between two piles of stones placed four or five feet apart. ce hockey became very popular in anada in the late s. uring the long, cold winters, thousands of kids played on frozen ponds. hey used field hockey sticks to shoot pucks made from pieces of wood, tin cans, or even chunks of frozen horse manure! oards were placed around the ice to keep the puck in play. he playing area became known as a rink, which is the cottish word for course. arly hockey games were wild and disorganized. ometimes there were as many as players on each team. ules were changed or added as years went by. y the s, organized leagues and teams were playing across anada and in the northern nited tates. ce hockey is now a major sport in orth merica, urope, candinavia, and the countries that once made up the oviet nion.... rganized ockey he first ice hockey league was formed in ingston, ntario, anada, in. en years later, there were leagues all over anada. ontreal had more than teams! n, anada s governor general, ord tanley of reston, decided that a trophy should be awarded to the best team each year. e paid $. for a silver bowl that is now the tanley up. hen the ontreal mateur thletic ssociation club won the mateur ockey ssociation championship in, it was the first team to win the up. o on to the next page.

11 n the nited tates, the first league was formed in. t was based in ew ork ity and had four teams. ll the players were amateurs. t wasn t until that a professional league was created: the nternational ro ockey eague (). ased in ichigan, it attracted top merican and anadian players, who were paid $ to $, per game. he went out of business in, but other pro leagues popped up during the next years. ne of them, the acific oast ockey ssociation (), did a lot to influence the way the game is played today. he was founded by oseph atrick and his sons, rank and ester. hey were the first to put numbers on players sweaters, use blue lines on the ice, and keep records of goals and assists. hey also created a championship playoff series. eams from the and the ational ockey ssociation () played for the tanley up from until the went out of business in. n, the became the ational ockey eague (). he he began with four teams in anada. hey included the ontreal anadiens and oronto renas, who were later renamed the aple eafs. ontreal and oronto are the s oldest teams. n, the oston ruins became the s first team in the nited tates. wo years later, the ew ork angers, hicago lackhawks, and etroit ed ings joined the league. rom to, the had only those six teams. early all the players were from anada and few people outside of the northern parts of the nited tates cared much about hockey. owever, much has changed over the past years. he now has teams, with some in such southern locations as allas, iami, and ampa ay. merican players such as defenseman rian eetch of the ew ork angers have become stars. o have top players from countries such as weden, inland, and ussia. -- o on to the next page.

12 . he article is mainly about -. informing readers about the history of hockey.. persuading readers to start playing hockey.. describing the equipment needed to play hockey.. narrating the life stories of famous hockey players.. n what surface was hockey first played? -. n a lake. n the ground. n the ice. n a rink. n the first paragraph of the passage, the word version means. league.. alternate.. championship.. goal.. ccording to the article, which item would have been used as a puck in the s? -. lastic cup. in can. ubber disk. mall stone o on to the next page.

13 . hich line from the article is a statement of opinion? games were wild and disorganized. (paragraph ). layers controlled a ball with a stick,.... (paragraph ). e paid $. for a silver bowl.... (paragraph ).... the first league was formed in. (paragraph ). hich word best describes hockey in the early s? -. nvented. ormed. ounded. rganized. he tanley up was originally a prize for -. professional hockey teams.. amateur hockey teams.. international hockey teams.. neighborhood hockey teams.. he creation of a championship playoff series was heavily influenced by the -. nternational ro ockey eague.. ational ockey eague.. acific oast ockey ssociation.. ational ockey ssociation. o on to the next page.

14 . he atrick family was instrumental in giving hockey -. professional leagues.. organized teams.. players numbers.. the use of the puck.. oth the istory and he sections suggest that hockey is popular -. mainly in anada.. only in outh merica.. primarily in the... in many countries.. hich event happens last? -... team joins the.. ontreal wins the first tanley up.. rofessional hockey begins.. anada forms a hockey league. o on to the next page.

15 here is no test material on this page.

16 ut sticker here his is the end of egment. heck your work, then egment.

17 egment our teacher will tell you when to begin this segment. ut sticker here

18 eading est egment arrie treasures the one thing in her changing world which doesn t change her grandparents home. ead the passage. hen answer questions. ome questions may ask you about certain paragraphs. he numbers are found on the left side of the paragraphs. randpa s ountain by arolyn eeder rom the back seat of randpa s old odge, arrie watched the green folds of the mountain ridges come closer and closer, until she was almost caught up in them. ressing her face against the window, she watched eagerly for the summer s first glimpse of her grandparents home. he held her breath as the car rounded the last hairpin curve and the white, two-story farmhouse came into sight. t was just as she d remembered it, with pots of red geraniums lining the wide front porch and hollyhocks blooming along the picket fence. nd off to the right stood randpa s small general store with two gasoline pumps in front and randma s lunchroom beside it. s soon as the car stopped, arrie hurried to the yard, where port raced along the fence, wagging his long plume of a tail and barking frantically. nside the gate she dropped to her knees and hugged the big black dog. ou didn t forget me, did you, boy? she said, scratching his floppy ears while he tried to lick her face. do believe that old dog s almost as glad to see you as we are! randpa declared as he carried her suitcase to the house. arrie s eyes followed his stocky figure, lingering on his thick shock of white hair. randma paused to smile at arrie on her way inside, and arrie inhaled the faint lilac scent that always seemed to surround her grandmother s compact form. e ll have an early supper, randma said, brushing back a strand of graying brown hair. know you re hungry after your train ride from the city. arrie gave port one last pat and got to her feet. ll help you, she said. randma shook her head. o unpack and get yourself settled. ou can help with the clearing up after supper. elping randma and randpa was one of the things arrie liked best about summers in the mountains it made her feel important and grown-up. hen she tried to help at home, ama always said, o on and play, arrie. ou ll have more than enough work in o on to the next page.

19 your lifetime. er friends envied her because she didn t have chores to do, but arrie felt useless and a little embarrassed. arrie followed randma inside. t was pleasantly cool; tall trees shaded the house, and a breeze stirred the white lace curtains. he climbed the stairs to her room and buried her face in the pink peonies on the bureau, breathing in their delicate fragrance. lancing at her reflection as she turned away, arrie hoped the summer sun would soon lighten her dishwater blond hair and give her pale skin a touch of color. uickly, she unpacked and took off her shoes. he wide boards of the floor were cool under her feet, their polished surface a contrast to the roughness of the rag rug. ulling aside the curtain at the back window, she let her eyes rove from the weathered buildings behind the house to the garden with its neat green rows and then to the orchard beyond it. he couldn t see the pasture a neighbor rented from randpa, but she could hear the cattle lowing there. t was just the way arrie always thought of it when she lost herself in summer memories to escape the topsy-turvy changes in her life at home. othing ever seemed to change here in irginia s lue idge ountains. he loved the way summers with her grandparents were always the same carefree days divided between helping randma and visiting with ate and uanne, her friends who lived up the road. nd unday afternoons spent with her cousin manda. he could hardly wait to see manda again! wish could live here in the country all year, arrie said, buttering one of randma s freshly baked biscuits. h, now, arrie! hink how much you d miss your ama and addy! randma said. er gray eyes looked shocked. ut randpa agreed. ight here on this mountain is the best possible place to live, he said emphatically. was born here and intend to die here, he continued, accepting a second serving of fried chicken. e work hard, and we don t owe anything. o matter what happens in this epression, we ll be fine. ow, laude, m sure arrie doesn t want to talk about the epression, randma said. arrie stared down at her plate. he didn t want to think about it. he wanted to forget the months and months her father had been out of work, and how quickly the hopeful look left ama s face each evening when he came home and sank listlessly into his chair, mumbling, othing today, either. he wanted to forget how they d had to move to an even smaller apartment, and how hard it had been to change schools in the middle of the year and to make friends in the new neighborhood. he even wanted to forget what life at home was like now that addy finally had found a job. e worked at night and o on to the next page.

20 needed to sleep during the day, so she had to remember to tiptoe and whisper, and her friends couldn t visit anymore. orst of all, she saw addy only at suppertime, and the evenings alone with ama seemed so long and dreary.... randpa s voice brought her back to the present. o, arah, think it s important for arrie to know that we re safe from the epression here. e can t lose our house or the store, because there s no mortgage on either one of them. nd we ll always have plenty to eat because of the garden and your flock of chickens. he future looks pretty good to me. o me, too, arrie said, thinking of the long, peaceful summer stretching before her.. randpa is best described as. worried.. strict.. confident.. sickly. -. he descriptions of the farm and the house show. the effects of the epression.. why arrie misses her parents.. the beauty of orth arolina.. why arrie likes visiting the mountain. - o on to the next page.

21 . hat does arrie enjoy most about the summer? -. eeling responsible. njoying the beautiful views. melling the flowers. isiting the neighbor s cows. ccording to the passage, helping randma and randpa made arrie feel. appreciated and loved.. important and grown-up.. caring and kind.. wanted and needed. -. he grandparents home is described in the passage as -. inviting.. lonely.. fancy.. unattractive.. arrie s friends at home envied her because. she had lots of money.. she didn t have any chores.. she was so useful around the house.. she never moved. - o on to the next page.

22 . hen arrie buried her face in the pink peonies, she was -. hiding from randma.. putting flowers over her face.. arranging flowers in her hair.. smelling the flowers deeply.. arrie let her eyes rove from the weathered buildings behind the house to the garden with its neat green rows.... n paragraph, the word rove means. shock.. relax.. widen.. wander. - o on to the next page.

23 . f the epression would end, arrie would most likely -. worry more about her family.. feel happier at home.. have more time with her mother.. visit her grandparents less.. hen she was home, arrie could not see her friends as often as before because her. friends couldn t come to visit in the mountains.. apartment was too small.. father needed to sleep during the day.. mother was too sad and lonely to entertain. - o on to the next page.

24 ut sticker here his is the end of egment. heck your work, then egment.

25 egment our teacher will tell you when to begin this segment. ut sticker here

26 eading est egment ometimes, good things come from unexpected sources. ead the following passage to learn how ach changes his attitude about his new school. hen answer questions. ome questions may ask you about certain paragraphs. he numbers are found on the left side of the paragraphs. orning ide by ally ratton ood morning, ach, r. ebb called out cheerfully. ach frowned, dragging himself slowly up the bus steps toward the smiling driver. ornin, r. ebb, he replied weakly. r. ebb closed the door and waited as ach plodded dully toward his seat. t might be cloudy now, ach, he said, watching the mirror for ach s customary eye rolling, but the weatherman said it s going to be a beautiful day today! o let me see you smile a bit. e chuckled as ach plopped heavily into a seat. ach said nothing in return; he really did not care one way or the other about the weather. ach stared out the window at the endless rows of crops zipping past the bus window. atching them ripen over the last few weeks had been just about the most exciting thing he had seen since moving to the country. is mom and stepdad told him he would get used to it and to just give it time. lenty of time around here, all right, ach thought glumly. our weeks down, and only a lifetime to go. e sighed loudly. still hate it here, he muttered under the roar of the bus. is eyes wandered over the fields and he was hypnotized by the continuous succession of corn stacks flying across his vision. oticing the swell of pink-edged clouds blocking out some of the rising sun, ach wondered if he would ever have a normal life again. hy did om have to get married again and drag us out here to the middle of nowhere? he asked himself again. houghts like these about how much his life had changed for the worse filled ach s mind constantly. ouncing along ounty oad, ach rested his head on his arm and continued staring out the window. emories of tree-lined streets and morning traffic filled his starved imagination. short bike ride zipping around parked cars and over sidewalks on his way to school and even passing school buses stalled in traffic seemed like the perfect way to start the day. ut that was then, ach reminded himself. hat was home. his, he moaned, as he looked out the bus windows, is absolutely nothing in the middle of absolutely o on to the next page.

27 nowhere. s if acknowledging ach s statement, a cow along the barbed-wire fence raised its head to look at the passing bus and let out a long, deep-throated moo. tupid animal, he muttered to himself. ach wanted his mom to be happy, but he just could not seem to get used to the country. he excitement and conveniences of the city during weekend trips to visit his dad s house made his old life even harder to forget. till, he had promised his mom and dad that he would try to make the best of it. ach thought about the warm and comfortable bed he had been forced to leave at the unbelievable hour of.. ust four months ago, he thought sadly, could sleep til : and still have time to get dressed, eat breakfast, and be at school on time. ow could om have ever thought country life would be good for us? ach s little brother ason only made things worse. ason was not only getting used to everything, he was actually quite happy. t annoyed ach that his brother was adjusting so well to the change. ason seemed to like everything: the new house, the new town, the new school, his new best friend, who also happened to be his stepbrother, randon... everything was great with ason. ach, on the other hand, was miserable. ach startled at the screeching of the bus brakes and the squeak of its door opening. ooking up, he saw a familiar, friendly face getting onboard. nthony made his way up the steps and through the rows with long, quick strides. s he had for the last few weeks, nthony slid into the seat across from ach. ey, man, came nthony s standard greeting. ey, replied ach, who could not help but smile as his friend began the morning ritual of trying to organize the jumble of homework papers in his backpack. eah. know, nthony said, noticing ach s stare. ou would save a lot of time if you just put them in your binder as soon as you re done, he lectured, using his best mom voice. ach laughed, but then he always laughed when nthony was around. nfortunately, ach and nthony did not have any of the same teachers and the bus rides were their only chance to see each other. e thought about inviting nthony home, but it was not as if he lived next door. ut this onday, as the sun finally made its way up past the clouds, ach s thoughts were interrupted when nthony passed him a flier. t was an announcement for junior league basketball registration. ot sure what to make of it, ach glanced up at nthony. -- o on to the next page.

28 idn t you say you played basketball? nthony asked, adding, thought you d like to be on my team. ach happily agreed, and the day suddenly seemed even brighter. ith the sun now full, warming his face, ach started thinking maybe his future here was going to be better n paragraph, the word glumly means. cheerfully.. sadly.. excitedly.. thickly.. n paragraph, ach describes his new home as the middle of nowhere because. there was a lot of traffic on the ride to school.. he did not know where he lived.. there were few houses and buildings around.. the passage takes place in the idwest. o on to the next page.

29 . ow did ach get to school in the city?. e rode his bike.. e rode a bus.. is dad drove him.. ason walked with him.. hat made ach s future brighter at the end of the passage?. e would be able to spend more time with nthony.. e was going to see his father the next day.. is family would see him play basketball for the first time.. is family decided to move back to the city.. hat made ach laugh on the bus ride?. he cow let out a deep moo.. nthony did an imitation of a mother.. ach found out about the basketball team.. he bus driver told a funny story. o on to the next page.

30 his is the end of egment. heck your work, then egment. ut sticker here

31 eproduction of these passages was granted by permission from the following: row s alking by race utcher. he est merican oetry. cribner aperback. ce ockey by ohn olfe. xcerpted from he verything ou ant o now bout ports ncyclopedia edited by eil ohen. opyright, ports llustrated or ids, a division of ime nc., used with permission, all rights reserved. randpa s ountain by arolyn eeder. eprinted with the permission of imon and chuster hildren s ublishing ivision from by arolyn eeder. opyright arolyn eeder. orning ide by ally ratton, text. sed by permission of the innesota epartment of ducation.

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33 istrict ame: chool ame: \ rade eading nswer ocument innesota omprehensive ssessmentseries ome chooled ew-to-ountry ignificant ap in nrollment eading orm # \ \ \ \ \ \ \ \ \ tudent nformation page reflects the actual test. his tem ampler may be reproduced.

34 rade nswer ocument eading est egment eading est egment eading est egment.....

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36 rade eacher s uide - tem ampler eacher s uide mde.testing@state.mn.us n ntroduction to the -s he innesota omprehensive ssessments are reading, mathematics and science tests that help schools and districts measure student progress toward the state s academic standards. n, the reading and mathematics tests were aligned to the innesota cademic tandards and were named the innesota omprehensive ssessment-eries (-). he cience -s became operational in and are aligned to the innesota cademic tandards. he grades mathematics assessments will be operational in as the innesota omprehensive ssessments-eries (-) and are aligned to the innesota cademic tandards. he urpose of the - tem amplers n item sampler is not a complete test. t contains a smaller number of the items that students will see on a full-length test in the spring. he - tem amplers were developed to familiarize students and teachers with the format of the -s and the kinds of items that will appear on them. his - tem ampler is not a real test. t should not be used to predict how well students will do on the tests. owever, students may feel more comfortable with the tests if they have reviewed the tem amplers prior to the test. ow the - tem amplers ere reated he tem amplers mirror the format of the -s. he student directions, segment layouts, and answer sheet each reflect the way the test will look in the spring, except that the tem ampler is shorter than the actual test. s with all - s, the reading passages and the math and reading questions have been thoroughly reviewed by innesota teachers prior to testing. innesota students have answered these questions on previous tests. he distribution of question types and their aligned content selected for the tem ampler generally reflects a range of items from each strand in the innesota cademic tandards. henever possible, the tem amplers have the following designs: a

37 rade eacher s uide eading: hree segments o he actual - has four segments. our passages o iction, nonfiction and poetry will be used if available and aligned to the test specifications for that grade level. ight to ten multiple-choice items per passage ppropriate egree of eading ower () and word length of passages for the test specifications of the grade he ontents of his eacher s uide he nswer ey identifies the answers and solutions to the questions. t also identifies the strand/sub-strand/benchmark from the innesota cademic tandards for the question. tate tandards & est pecifications he tem amplers are primarily intended to familiarize teachers and students with the format of the -s. he best preparation for the content of the -s is done as a part of your curriculum planning. hen doing that, reference the innesota cademic tandards and the test specifications for the -s. or further questions about the -s, us at mde.testing@state.mn.us. a

38 a rade eacher s uide tem # orrect nswer tem ype enchmark ognitive evel ub- trand trand - tem ampler nswer ey rade eading egment row s alking ce ockey randpa s ountain orning ide itle ord ount ype assage haracteristics

39 rade eacher s uide egend: tem # he number of the question in the tem ampler. orrect nswer nswers to multiple-choice items are listed. tem ype ultiple hoice (). trand n reading, the entire - measures trand : eading and iterature. ub-strand segment of a strand. he sub-strands for eading and iterature are the following: : ord ecognition, nalysis, and luency (not assessed on -s) : ocabulary xpansion : omprehension : iterature enchmark segment of a sub-strand. ee the test specifications for an explanation of a specific number. ognitive evel classification of the complexity of an item type based on loom s axonomy. ee the test specifications for an explanation of cognitive levels. he cognitive levels for items on the -s are the following: evel : nowledge evel : nderstanding evel : pplication, nalysis, ynthesis and valuation assage haracteristics ach passage has several characteristics that are used when constructing the -s. ype: he reading -s use fiction, nonfiction and poetry texts. : he egree of eading ower is a readability measure used on the -s to determine text difficulty. (he formula is not applied to poems.) ord ount: his is the total number of words in the passage, not including the introduction contained before the title. a

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