NEW YORK
THE STATE
OF LEARNING
New York State
Testing Program
THE STATE EDUCATION DEPARTMENT/THE UNIVERSITY OF THE STATE OF NEW YORK/ALBANY. N.Y. 12234
ASSISTANT COMMISSIONER FOR CURRICULUM, INSTRUCTION AND ASSESSMENT
January
1998
Dear Colleagues:
In April of last year, the State Education Department entered into a partnership with CTB/McGraw-Hill for the development of the elementary and intermediate assessments in English Language Arts and Mathematics. These tests will measure student progress toward achieving the learning standards in these areas. New York teachers, students, administrators, parents, and members of the community have assisted in the development process in a variety of ways. Committees have reviewed passages and test items; teachers and students have piloted questions for this Test Sampler Draft and will be involved in field testing this year. These Test Sampler Drafts, developed to provide information on the new assessments for you and your school community, represent the first products of this effort.
The Test Sampler Drafts for English Language Arts and Mathematics have been provided to each school. These Test Sampler Drafts provide examples of the types of questions, the formatting, and the scoring guides that we are developing for the actual tests that will be administered for the first time in
1999. Additional refinement of the tests will occur as a result of field tests that will be conducted over the next few months. These drafts may be duplicated for use in your classroom. Strategies for using the sample tests are included in the introductory materials.
Both the State Education Department and CTB/McGraw-Hill are interested in receiving your feedback on these preliminary materials. A Comment Sheet is included on the inside back cover of each Test Sampler so that you may forward your responses to us. The Comment Sheet may be faxed to (518)
486-1385 or mailed to the address listed below:
New York State Education Department
Office of Curriculum and Instruction
Room 671 EBA
Albany, New York 12234
Thank you for your assistance with this significant endeavor.
Sincerely,
Edward T. Lalor
CTB McGraw-Hill
Published by CTB/McGraw-HiIl, a division of the Educational and Professional Publishing Group of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright ã 1998 by CTB/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced for educational use with the New York State Testing Program provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without permission of the publisher.
TABLE OP CONTENTS
INTRODUCTION 1
How to Use the Sample Test 1
Directions for Administering the Sample Test 3
Listening Selections 6
SAMPLE TEST BOOK T-1
Session 1 T-3
Session 2 T-23
SCORING GUIDE 9
Scoring Information 9
Answer Key for Multiple Choice Questions 12
Rubrics and Sample Top Score Responses 13
·
Listening/Writing 13
·
Reading/Writing 19
·
Independent Writing 25
·
Writing Mechanics 29
SAMPLE TEST COMMENT SHEET Inside Back Cover
INTRODUCTION
The New York State Board of Regents has set higher learning standards for all students. To help students reach these standards, the New York State Testing Program’s middle school English Language Arts test will challenge students to demonstrate their ability to listen attentively, read a range of material, and respond in ‘writing to a variety of literary and informational passages.
This Test Sampler Draft for Grade S English Language Arts provides examples of the format and types of questions that are now being field-tested in preparation for the first administration of the actual test in 1999. Over the past few months, hundreds of individuals have worked with the State Education Department and CTB/McGraw-Hill staff in the development process. Committees of New York teachers and school administrators have reviewed the content of proposed test items; committees of parents, business and community representatives, and members of professional organizations have also reviewed the questions. A panel of experts in English Language Arts is now reviewing the draft materials. You will be able to provide feedback trough a Comment Sheet in the back of this booklet. All of this work has one goal: to ensure that the tests will be appropriate measures of student achievement of the learning standards in English Language Arts. Any further revisions will be based on all the information received. Beginning with the 1999 test administration, test results will provide the student, teacher, and parent/guardian with an objective report of individual student strengths and weaknesses.
The test includes
· reading passages and multiple choice questions
· listening passages (related to Social Studies content) and open ended questions
· reading passages (related to Social Studies content) and open ended questions
· an independent writing prompt
HOW TO
USE THE SAMPLE TESTThe sample test of Grade 8 English Language Arts may be administered in the classroom to familiarize students with the test format and the types of questions that are being planned. For the sample test, students may mark answers directly in the test book. For the test beginning in 1999, students will use an answer sheet for multiple choice questions but will continue to write the answers to the open ended questions in the test book The test will be administered in two timed sessions over two days. Ample time has been provided for students to answer the questions.
1
Teachers and students can also review the scoring guide. Answer keys are provided for the multiple choice questions. A scoring guide is provided for the short response questions and extended response questions. The short response questions and extended response questions will be scored for listening comprehension or reading comprehension. The extended response questions will also be scored for writing. Those test questions scored for writing are indicated by the symbol " next to the question. The scoring guide for the operational test will provide examples of student response papers at each score point.
After administering the practice test, teachers may discuss their students’ performance with them. Students should consider how they might have responded differently or which specific methods they might use to improve their performance, such as establishing and maintaining a dear focus, or providing additional supporting details from the text.
2
DIRECTIONS FOR ADMINISTERING THE SAMPLE TEST
Please read these directions carefully before administering the test. When you administer the test, read aloud to the students the boldface directions preceded by the word SAY.
Materials needed:
· Sample Test Books (1 for each student and 1 for the teacher)
· listening selections (for the teacher only)
This test will be administered in two consecutive daily sessions of 1 hour and 30 minutes each. The Sample Test Book is divided into two parts, Session 1 and Session 2: administer Session 1 on the first day and Session 2 on the second day.
SESSION 1
Distribute one Sample Test Book to each student. Make sure each student has a Number 2 pencil.
SAY
This is your Sample Test Book Do not open your book until I tell you to do so. Please fill In your name on the cover of your Sample Test Book.
Pause for the students to fill in their names.
SAY
Now let’s read the Tips for Taking the Test.
Read "Tips for Taking the Test" aloud to the students. Then ask if anyone has questions before moving on to the next instruction.
SAY
The test is divided into Session 1 and Session 2. Today you will complete Session 1. Tomorrow you will complete Session 2.
The first section of Session 1 contains multiple choke questions. Read each reading selection carefully and answer the questions that follow. Circle the letter next to the answer you choose. You will have 45 minutes to complete this section of the test. When you see the word STOP at the bottom of the page, that is the end of the multiple choice section. Once you see the word STOP, do not turn the page, but close your books and wait for further instructions. The next section contains listening selections followed by open ended questions.
When you are sure that everyone understands,
SAY
You may open your Sample Test Book to Page T-3 and begin.
On the board, write the time the students begin the test.
When the 45 minutes have elapsed, write the finish time on the board.
SAY
This is the end of the multiple choice section. Now we will begin the next section of the test. Open your Sample Test Book to the inside front cover. Look at the box at the top of the page.
3
Point to the box.
SAY Please follow along while I read what is in the box.
Read the information in the box.
After you have read the information in the box,
SAY You may print your answers or write in cursive. Be sure to write clearly and legibly. When you see the words GO ON at the bottom of a page, keep going. When you come to the word STOP, do not go on until you are told to do so. You may go back and check your work. Do not go back to the multiple choice section. Now turn to Page T-1 6. Let’s read the directions together.
Read the directions aloud as the students follow along.
After you have read the directions on Page T-16,
SAY Are there any questions?
Pause for questions.
SAY Now listen as I read the listening selections to you.
Read the listening selections aloud to students twice, speaking slowly, clearly, and with expression. Remind the students that they may want to take notes when you read the selections the second time.
After you have read the listening selections twice,
SAY You have 45 minutes to complete this section of the test. You may refer to your notes as often as you like. Now turn to Page T-18 and begin.
When 35 minutes have elapsed,
SAY You have 10 more minutes to complete this section of the test.
At the end of the session,
SAY Please stop working. This is the end of Session 1. We will complete Session 2 of the test tomorrow. Now I will collect the Sample Test Books.
Collect all Sample Test Books and keep them in a safe place until the next day.
SESSION 2
Distribute the Sample Test Books. Make sure the students have pencils and their own Sample Test Book.
SAY Today you are going to complete Session 2 of the test. ‘Turn to the inside front cover of your Sample Test Book Look at the box at the top of the page. Please follow along while I read what is in the box.
After you have read the information in the box,
SAY When you see the words GO ON at the bottom of a page, keep going. When you come to the word STOP, you are at the end of the test. You may go back and check today’s work only. Do not go back to Session 1. You will have 90 minutes to complete the test Are there any questions?
Pause for questions.
SAY You may turn to Page T-23 and begin.
You may record the time left on the chalkboard as the testing session progresses. When 75 minutes have elapsed,
SAY You have 15 minutes more to complete the test.
At the end of the 90 minutes,
SAY Please stop working. This is the end of the test. Now I will coiled the Sample Test Books.
Collect all Sample Test Books.
Peggy Yazzie, a Navajo Indian student, wrote this essay about her grandmother and grandfather in 1971 for
Shush Da Bizaad, the monthly publication at Wingate High School in Fort Wingate, New Mexico.
Shi-ma-sani and Shi-cheeh
I was born in a hogan. Shi-ma-sani raised me. She let my
hair grow long and made my Navajo bun.
She made me long silk skirts and velveteen blouses,
decorated with buttons made by Shi-cheeh. She taught me how to make fry-bread, take care of sheep, and use mutton for food.
Shi-cheeh would sing over me when I was sick. Shi-cheeh made me nice jewels, which I wear to the ceremonies, and he made moccasins for me. Shi-cheeh told me lots of stories, taught me how to sing, pray, and hand-tremble.
I’m proud and happy that Shi-ma-sani and Shi-cheeh
taught me a lot of things.
In the mid-nineteenth century, when she was a child, Buffalo Bird Woman of the Hidatsa tribe lived along a bend of the Missouri River named "Like a Fishhook." As an old woman she looks back on those faraway times.
Gone Forever
lam an old woman now. The buffaloes and black-tail deer are gone, and our Indian ways are almost gone. Sometimes I find it hard to believe that I ever lived them.
My little son grew up in the white man’s school. He can read books, and he owns cattle and has affirm. He is a leader among our Hidatsa people, helping teach them to follow the white man’s road.
He is kind to me. We no longer live in an earth lodge, but in a house with chimneys; and my son’s wife cooks by a stove.
But for me, I cannot forget our old ways.
Often in summer I rise at daybreak and steal out to the
cornfields; and as I hoe the corn I sing to it, as we did when I was young. No one cares for our corn songs now.
Sometimes at evening I sit, looking out on the big Missouri. The sun sets, and dusk steals over the water. In the shadows I seem again to see our Indian village, with smoke curling upward from the earth lodges; and in the river’s roar I hear the yells of the warriors, the laughter of little children as of old. It is but an old woman’s dream. Again I see but shadows and hear only the roar of the river; and tears come into my eyes. Our Indian lift, I know, is gone forever.
Buffalo Bird Woman,
Hidatsa
SAMPLE TEST BOOK
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
£ Listen carefully to the directions. Be sure to read all of the directions in the Sample Test Book. Ask your teacher to explain any directions you do not understand.
£ Read or listen to each selection carefully, then read each question carefully. As you answer the questions, you may look back at the reading selections or your notes as often as you like.
£ Plan your time. You may want to glance quickly through the entire session before you begin answering questions in order to budget your time.
£ When you answer the open ended questions, be sure to include details from the reading or listening selection to support or explain your answer carefully and completely.
Page
T-1
Acknowledgments: CTB is indebted to the following for permission to use material in this book:
"It’s Election Day in Vinegar Hill" by Bonnie Geisert, from Cobblestone’s October 1996 issue. Text copyright © 1996 by Cobblestone Publishing Company. 7 School St.. Peterborough, NH 03458. Photographs copyright © by Bonnie Geisert. Reprinted by permission.
"The Day Grandfather Tickled a Tiger" from Allsorts 5, edited and selected by Ann Thwaite, text copyright 0 1973 by Ruskin Bond. Reprinted by permission of Ms. Thwaite.
"The Hard Part" from The Osgood Files by Charles Osgood, copyright © 1987, 1988, 1989, 1990, and 1991 by Charles Osgood.
"Shi-ma-sani and Shi-cheeh" by Peggy Yazzie, Navajo student at Wingate High School, first published in Shush Da Bizaad, the monthly publication at Wingate High School in Fort Wingate, New Mexico. Reprinted by permission.
"Gone Forever" by Buffalo Bird Woman, Hidatsa tribe, from ‘Whaeenee; An Indian Girl’s Story Told by Herself to Gilbert L. Wilson," from North Dakota History: Journal of the Northern Plains, Vol. 38, Nos. I & 2 (Winter/Spring 1971). Reprinted by permission.
"Sylvia’s Shop" by Joelle Ziemian, from Cobblestone’s December 1994 issue. Text copyright © 1994 by Cobblestone Publishing Company, 7 School St. Peterborough, NH 03458. Photographs copyright C by The Bettmann Archive and Princeton University Library Special Collection. Reprinted by permission.
"The Things That Haven’t Been Done Before" by Edgar Guest from The Book of Virtues, William I. Bennett, editor, copyright 0 1993 by William Bennett.
Every effort has been made to trace the ownership of all copyrighted material and to secure the necessary permissions to reprint selections. In the event of any question arising as to the use of any material, the publisher expresses regrets for any inadvertent error and will make the necessary correction(s) in future printings.
Published by CTB/McGraw-HiIl, a division of the Educational and Professional Publishing Group of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright ã 1998 by CTB/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced for educational use with the New York State Testing Program provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without permission of the publisher.
Page
T-2
In this part of the test, you are going to read an article, a story, and an essay, and answer questions about what you have read. You may look back at the reading selections as often as you like.
Now turn the page and begin.
D
irections
Here is an article about election day in a small town in Illinois. Read "It’s Election Day in Vinegar Hill." Then do Numbers
1 through 8.
ields of hay and corn surround the Vinegar Hill Town Hall, located in the former one-room Pleasant View School in Illinois. The lights from farms and distant towns are visible on the horizon as the election judges, usually farm women, arrive at 5:30 A.M. to prepare the hail for the election.
The judges bring with them a sealed metal case containing the ballots, a black supply case filled with official election documents, and a cardboard box with vote-recording machines. All of these items were obtained from the county courthouse, seven miles away.
The judges post a POLLING PLACE sign, a NO SMOKING sign, and instructions for voters in the building. The township supervisor has previously installed two canvas voting booths in the center of the
room, lined the walls with folding chairs, and placed two long wooden tables at the front of the room where voters receive their ballots from the judges.
The judges check to make sure the manual vote-recording machines are working. One judge administers the oath to the others, then takes the oath from a fellow judge. By 6:00 A.M., they are ready to announce, "The polls are now open," even though no one is waiting to cast his or her ballot. Most of the one hundred nine registered voters in the twenty-one-square-mile precinct are dairy, beef, and hog farmers, still at home completing the morning’s chores. In a presidential election, about eighty percent of the Vinegar Hill voters will exercise their right to vote. About twenty-five percent will vote in other elections.
The judges have officiated over several elections—one judge since 1962. In a friendly wager, each estimates the number of people who will vote. During the March 1996 general primary election, the guesses were 24, 25, 30, 31, and 33. The actual turnout was 28, including 1 absentee voter.
Voters arrive throughout the day. Sometimes there is a "rush" during the noon hour, a natural break for farmers. ‘When each voter enters a booth, he or she inserts the ballot into the machine and punches the stylus (a sharp, pointed instrument) through the desired choices. When finished, the voter hands the ballot to a judge. The judge then places it in the ballot box after making sure his or her initials are on the ballot.
At 6:30 P.M., a judge announces, "The polls will close in one-half hour." At 7:00 P.M., the polls close. .
After closing the doors, the judges open the varnished wooden ballot box and check the ballots to make sure the little punched paper pieces, called chads, have been removed so that the vote-counting machine at the county courthouse can read the ballots. After filling· out the required forms, the judges place the completed ballots and documentation in the ballot transfer case and seal the case. They pack the vote-recording machines in their cardboard box and place all the other materials in the election supply case. Then they turn down the thermostat, shut off the lights, and leave the Town Hall between 7:30 and 8:00 P.M.
One judge from each party accompanies the cases to the courthouse, where the votes are counted by machine in a matter of seconds. The judges are paid $65 for the day plus $15 for attending a training session, $5 for picking up the election materials, and $5 for returning them. The driver receives 30 cents per mile.
What is the author’s main purpose in writing the article?
A to describe the election practices of a rural town
B to outline requirements for election judges in Illinois
C to show that voting practices are too complicated
D to explain how election officers are paid
Which statement is true of ALL elections in Vinegar Hill?
F Eighty percent of the voters in the area will vote.
G Most of the voters arrive in the early morning.
H The township supervisor is present at all times.
J Election judges swear to support the Constitution.
From which of these groups are the election judges selected?
A employees of the township
B elected officials
C local citizens who have been trained
D volunteers from both political parties
One Vinegar Hill election practice is to place the completed ballots in a transfer case and seal the case. What purpose does this practice serve?
F It maintains privacy for voters.
G It conceals the number of citizens who have voted.
H It reduces the election judges’ workload.
J It keeps all of the election materials together.
Who sets up the voting-room furniture before election day?
The judges at Vinegar Hill open the polls at 6 A.M. because
F
it is the official opening time
On election day the final vote count is made
A at the county courthouse
B in the last hour of voting
C by the election judges
D no later than 8 p.~.
When the author states that "the judges have officiated
over several elections, she means that the judges have
F watched the voting procedure
G carried out election duties
H counted the absentee ballots
J estimated voter percentages
Go On
irections
Here is a story from India about a tiger and the family who raises it. Read "The Day Grandfather Tickled a Tiger." Then do Numbers 9 through 18.
The Day
Grandfather
Tickled a Tiger
a true story by Ruskin Bond
imothy, our tiger cub, was found by my grandfather on a hunting expedition in the Terai jungles near Debra, in northern India. Because Grandfather lived in Dehra and knew the jungles well, he was persuaded to accompany the hunting party.
Grandfather, strolling down a forest path some distance from the main party, discovered a little abandoned tiger about eighteen inches long, hidden among the roots of a banyan tree. After the expedition ended, Grandfather took the tiger home to Debra, where Grandmother gave him the name Timothy.
Timothy’s favorite place in the house was the living room. He would snuggle down comfortably on the sofa, reclining there with serene dignity and snarling only when anyone tried to take his place. One of his chief amusements was to stalk whoever was playing with him, and so, when I went to live with my grandparents, I became one of the tiger’s pets. With a crafty look in his eyes, and his body in a deep crouch, he would creep closer and closer to me, suddenly making a dash for my feet. Then, rolling on his back and kicking with delight, he would pretend to bite my ankles.
By this time he was the size of a full-grown golden retriever, and when I took him for walks in Debra, people on the road would give us a wide berth. At night he slept in the quarters of our cook, Mahmoud. "One of these days;’ Grandmother declared, "we are going to find Timothy sitting on Mabmoud’s bed and no sign of Mahmoud!"
When Timothy was about six months old, his stalking became more serious and he had to be chained up more frequently. Even the household started to mistrust him and, when he began to trail Mahmoud around the house with what looked like villainous intent, Grandfather decided it was time to transfer Timothy to a zoo.
The nearest zoo was at Lucknow, some two hundred miles away. Grandfather reserved a first-class compartment on the train for himself and Timothy and pleased to receive a well-fed and fairly civilized tiger Grandfather had no opportunity to see how Timothy was getting on in his new home until about six months later, when he and Grandmother visited relatives in Lucknow. Grandfather went to the zoo and directly to Timothy’s cage. The tiger was there, crouched in a corner, full-grown, his magnificent striped coat gleaming with health.
"Hello, Timothy," Grandfather said.
.
Climbing the railing, he put his arms through the bars of the cage. Timothy approached, and allowed Grandfather to put both arms about his head. Grandfather stroked the tiger’s forehead and tickled his ears. Each time Timothy growled, Grandfather gave him a smack across the mouth, which had been his way of keeping the tiger quiet when he lived with us.
Timothy licked Grandfather’s hands. Then he showed nervousness, springing away when a leopard in the next cage snarled
at him ,but Grandfather shooed the leopard off and Timothy returned to licking his hands. Every now and then the leopard would rush at the bars, and Timothy would again slink back to a neutral corner.A number of people had gathered to watch the reunion, when a keeper pushed his way through the crowd and asked Grandfather what he was doing. "I’m talking to Timothy:’ said Grandfather. "Weren’t you here when I gave him to the zoo six months ago?"
keeper. "Please continue your conversation. I have never been able to touch that tiger myself. I find him very bad-tempered?’
Grandfather had been stroking and slapping Timothy for about five minutes when he noticed another keeper observing him with some alarm. Grandfather recognized him as the keeper who had been there when he had delivered Timothy to the zoo. "You remember me:’ said Grandfather, "Why don’t you transfer Timothy to a different cage, away from this stupid leopard?"
"But—sir’ stammered the keeper. "It is not your tiger!’
"I realize that he is no longer mine," said Grandfather testily." But at least take my suggestion?’
"I remember your tiger very well;’ said the keeper. "He died two months ago."
"Died?’ exclaimed Grandfather.
"Yes, sir, of pneumonia. This tiger was trapped in the hills only last month, and he is very dangerous!"
The tiger was still licking Grandfather’s arms and apparently enjoying it more all the time. Grandfather withdrew his hands from the cage in a motion that seemed to take an age. With his face near the tiger’s he mumbled, "Goodnight, Timothy?’ Then, giving the keeper a scornful look, Grandfather walked briskly out of the zoo.
Session 1
This story is mostly about how
A
to train a wild tigerB to capture a wild tiger
C wild animals are cared for in zoos
D a wild tiger seems tame when treated kindly
Why did Grandfather bring Timothy home to Dehra?
F to rescue an orphan cub
G to sell the tiger to the zoo
H to give his grandson a pet
J to guard his home and family
What change causes Grandfather to take Timothy to the zoo?
A There is a rapid increase in Timothy’s size.
B The people in Dehra become fearful.
C Grandfather no longer has time for the tiger.
D Timothy’s behavior becomes threatening.
Why are the zoo authorities glad to take Timothy?
F The previous tiger had died of pneumonia.
G A tiger from the Terai jungles attracts many visitors.
H The tiger is healthy and has been raised in captivity.
J They needed another tiger to keep the leopard in the next cage
company.
Why does it take Grandfather so long to visit Timothy at the zoo?
A He wants Timothy to have time to settle in.
B The zoo is too far away for frequent visits.
C Seeing Timothy is a cage makes him sad.
D Visiting the tiger is discouraged by zoo authorities.
Why does the tiger become nervous during Grandfather’s visit to the zoo?
F There is a crowd of people watching.
G The leopard in the next cage keeps snarling.
H He doesn’t like Grandfather slapping him when he growls.
J The zookeeper outside the cage keeps talking to them.
Why is Grandfather able to stroke the tiger and tickle his ears, while the zookeeper is afraid to touch the tiger?
A The tiger does not like the zookeeper.
B The tiger recognizes Grandfather.
C Grandfather treats the tiger with familiarity and firmness.
D The zookeeper makes the tiger nervous and uncomfortable.
What is surprising about the end of the story?
F Grandfather learns he has been petting a wild tiger.
G Timothy recognizes Grandfather after not seeing him for months.
H The zookeeper cannot pet the tiger, but Grandfather can.
J The leopard and the tiger become friends.
When the narrator says that he and Timothy walked together in Dehra and people gave them a wide berth, what does he mean?
A People acted surprised.
B People looked on curiously.
C People kept their distance.
D People stared rudely.
Timothy snuggled down on the sofa, "reclining there with serene dignity and snarling only when anyone tried to take his place." The word serene means
F angry
G fake
H quiet
J excited
irections
Here is an essay from Charles Osgood’s book The Osgood Files. Now read "The Hard Part." Then do Numbers 19 through 25.
The Hard Part
by Charles Osgood
I have been asked to deliver commencement addresses at two different educational institutions this year. One is a full-fledged university in upstate New York, and the other is a grammar school1 about a block and a half from my house in New Jersey. I have thought about delivering exactly the same address to both graduating classes, even though the average age of one class will be twenty-one, and the average age of the other will be eleven. That is because what I have to say will be just as understandable to one group as it will to the other. What I want to say will be something like this:
It has been a very long time since I was twenty-one years old, and an even longer time since I was eleven, but I can remember both ages pretty well. When I was eleven, I was quite worried, because everybody told me that junior high school2 was going to be quite a bit more difficult than grammar school had been. From the seventh grade on, I had been warned, life would be real and earnest.
It turned out that junior high wasn’t so tough after all, but I knew full well, because everybody told me, that high school would be quite another matter. Much more would be expected of me in high school, I was sure, and I was plenty worried about it, too. But it turned out to be nowhere near as bad as I had feared.
However, there was no question that college would be difficult in the extreme. Colleges and universities would separate the men from the boys, and the women from the girls, I was informed. Well, I don’t know about that, but at my college they did separate the boys from the girls and the men from the women. But the work still didn’t seem as oppressive as advertised.
Still ahead of me lay other prospects: The military, which would straighten me out in a hurry, graduate school, which would be murderously difficult, or something called the "real world?’ In the "real world:’ you would have to go out and get a real job and do actual work.
1
grammar school: elementary school2
junior high school: middle school
In the army, it turned out, I was assigned to the U.S. Army Band. It was a dirty job, but somebody had to do it. Since then I have been working in the broadcasting business. At the local station they said it would be much harder work at the network. In radio they said it would be far more demanding in television. Turns out all of it is interesting work with hardly any heavy lifting or drudgery involved. In other words, I never did have to get a "real" job or do "actual" work.
When I was single, everybody said life gets tough after you get married. Then they told me having kids and family responsibilities and owning a home and paying taxes would wear me down. Hasn’t happened yet.
Life is earnest, life Is real,
Up to the very end.
And the hard part, everybody says,
Is just around the bend.
But here’s a little secret that I want to share with you.
What is true for other people, need not be the case for you.
When they tell you that the hard pan starts in just a little while,
Look worried, if you want to, but inside of you, just smile.
Session 1
Page T-13
What advice does the author give in this essay?
A Prepare for the next step in life.
B Find the best work that life offers.
C Learn from the experience of others.
D Keep an open mind about new experiences.
Which statement from the essay provides the strongest arguments for following the author’s advice?
F "It was a dirty job, but somebody had to do it?
G "What is true for other people, need not be the case for you.
H "In the ‘real world; you would have to go out and get a teal job and do actual work?’
J "Turns out all of it is interesting work with hardly any heavy lifting or drudgery involved!’
How do the author’s views seem to differ from those of the other people in his life?
A He thinks marriage is more difficult than work.
B He views life with a more positive attitude than others do.
C He thinks junior high is more difficult than college.
D He believes work is less important than other people do.
According to other people, what purpose would college serve for the author?
How did the author manage to avoid hard work throughout his life?
A He found jobs that were easy.
B He enjoyed the different kinds of work he did.
C He got other people to do his work for him.
D He convinced his bosses that the work was
What is the most likely reason the author has included the poem in his essay?
F to emphasize his message
G to reveal another of his talents
H to warn the reader of troubles ahead
J to remind the reader to greet people with a smile.
The author did not find the work at college to be oppressive. What does oppressive mean?
D
irectionsIn this part of the test, you will listen to two essays: "Shi-ma-sani and Shi-cheeh" by Peggy Yazzie and "Gone Forever" by Buffalo Bird Woman. Then you will answer some questions to show how well you understood what was read.
You will listen to the essays twice. The first time you hear the essays, listen carefully but do not take notes. As you listen to the essays the second time, you may want to take notes. You may use these notes to answer the questions that follow. Use the space below and on the next page for your notes.
Here are some words and definitions you will need to know as you listen to the essays:
"Shi-ma-sani and Shi-cheeh"
"Gone Forever"
Notes
Notes
Using specific details from the essay, complete the chart below to show what Peggy Yazzie learned from each grandparent.
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SHI-MA-SANI |
SHI-CHEEH |
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Why were the things Peggy Yazzie learned from her grandparents important to her? Use information from the essay to support your answer.
How has life changed for Buffalo Bird Woman? Use details from the essay to support your answer.
Planning Page
You may PLAN your writing for Number 29 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.
Discuss the memories of both Peggy Yazzie and Buffalo bird Woman.
In your discussion, be sure to include
Check your writing for correct spelling, grammar, and punctuation.
STOP
Directions
In this part of the test, you are going to read an article called "Sylvia’s Shop" and a poem called "The Things That Haven’t Been Done Before." First you will answer questions and write about what you have read. You may look back at the article and the poem as often as you like. Then you will be asked to write an essay.
SYLVIA’S SHOP
World War I ended in November 1918, the last thing thirty-year-old American Sylvia Beach wanted was to trade the excitement of Paris for the stability of home in America. After enduring the war with the French, she felt that she belonged with them. Women in France had few career options—nursing perhaps, or teaching—but Beach dreamed of a business to fit her passion for words and literature, while making enough money for her to stay in Paris.
So she came up with the idea of a bookshop. In a building nestled among a shoemaker, corset store, and nose spray manufacturer, she stocked long shelves with books printed in English. She included a library so that customers who could not afford to buy books and magazines could borrow them. She positioned cozy chairs for sitting and reading and hung pictures of American and English writers on the walls.
ABOVE: Books and walls lined with photos surround Sylvia Beach in her bookshop. Note the U.S. flag and the portrait of Abraham Lincoln in the left of the photo.
RIGHT: In 1922, Beach agreed to publish Ulysses, a controversial book by James Joyce (right), when no one else would. The book is now considered a
classic.
Page T-24
She decided to name her shop Shakespeare and Company. She knew that William Shakespeare, father of English literature, would approve of her plan to encourage the company of people who loved to read. Beach added Shakespeare to her collection of pictures, hanging a portrait of him on a cast-iron hook outside the door.
The bookshop was not the most efficient business. There was no card catalog for the library. Books were in no particular order and had no marked price, but before long travelers and expatriates1—authors, composers, and painters—crowded Shakespeare and Company’s rooms. Some were already famous; others, such as Ernest Hemingway, were unknown in 1919. In time, they saw their own books through Shakespeare and Company’s windows, and Beach added their pictures to her walls.
Some expatriates did not stay in Paris long, so they used Shakespeare and Company as a gathering place and a post office. Beach also relayed messages, lent money, and listened sympathetically to her customers. Expatriate Irishman James Joyce, one of her favorite customers, even convinced her to publish his mast famous book, Ulysses.
By 1939, war again threatened the Continent. Most Americans left Europe, but Beach was determined to stay in Paris. The shop remained open despite the German occupation of the city in June 1940, but fewer customers came.
One December day in 1941, a German officer threatened to seize Beach’s shop. Within hours, she and three helpers carried thousands of books and letters to safety. They took down the shelves and Shakespeare’s portrait from the cast-iron hook above the door. It was as if the bookshop had never existed.
Beach did not reopen Shakespeare and Company after the war. The building became an antique store and is now an import/export store for Chinese goods.
If you go to Paris today, you will find a small shop along the Seine (a famous French river) with a sign that reads "Shakespeare and Company?’ Inside the picture-lined walls (Beach is there), owner George ‘Whitman will fetch you a used book in English among the disorderly floor-to-ceiling shelves. Some of his customers are writers; others hope to be. Speaking English—with accents from around the world—they chat about books and art.
If you leave Shakespeare and Company that day feeling as if
you are part of a new club, you will understand how Sylvia
Beach’s expatriates felt seventy years ago.
Ernest Hemingway, Beach, and two friends (from right to left) pose for a photo outside Shakespeare and Company in March 1928. Hemingway signed this photo (his signature is in the bottom right corner) and drew a line to point out his bandaged head.
Page T-26
Complete the chart with words or phrases that describe Sylvia Beach’s character. Identify information from the article that supports each character trait.
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Character Trait |
Supporting Information |
|
|
|
|
|
|
|
|
How did Sylvia Beach feel about literature and books? Explain your answer using details from the article.
The Things That Haven’t
Been Done Before
Edgar Guest
The things that haven’t been done before,
Those are the things to try;
Columbus dreamed of an unknown shore
At the rim of the far-flung sky
And his heart was bold and his faith was strong
As he ventured in dangers new,
And he paid no heed to the jeering throng
Or the fears of the doubting crew.
The many will follow the beaten track
With guideposts on the way.
They live and have lived for ages back
With a chart for every day.
Someone has told them it’s safe to go
On the road he has traveled o’er,
And all that they ever strive to know
Are the things that were known before.
A few strike out, without map or chart,
Where never a man has been,
From the beaten pats they draw apart
To see what no man has seen.
There are deeds they hunger alone to do;
Though battered and bruised and sore,
They blaze the path for the many, who
Do nothing not done before.
The things that haven’t been done before
Are the tasks worthwhile today;
Are you one of the flock that follows, or
Are you one that shall lead the way?
Are you one of the timid souls that quail
At the jeers of a doubting crew,
Or dare you, whether you win or fail,
Strike out for a goal that’s new?
Page T-28
What is most likely the poet’s purpose in writing this poem? Use ideas from the poem to support your answer.
Go On
Page T-29
Planning Page
You may PLAN your writing for Number 33 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.
Page T-30
Choose a line or lines from the poem. Discuss the meaning of your selection, and explain how it applies to Sylvia Beach. Use ideas from BOTH the poem and the article in your answer.
In your answer, be sure to include
· the line or lines you have selected from the poem
· an explanation of how your selection applies to Sylvia Beach
Check your writing for correct spelling, grammar, and punctuation.
Page T-31
Page T-32
Planning Page
You may PLAN your writing for Number 34 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.
Write an essay about a person in history or someone you know who has overcome obstacles to follow a dream or fulfill an ambition.
In your article, be sure to include
· who the person is
· what he or she did
· the challenges he or she faced
· how the challenges were overcome
· an introduction, a body,
and a conclusionCheck your writing for correct spelling, grammar, and punctuation.
Page T-35
Page T-36
STOP
SCORING GUIDE
SCORING INFORMATION
In the operational test, the multiple choice questions will be scored using an answer key. The open ended items will
be clustered together and scored using four rubrics:
You will be unable to accurately "score" the sample test items because you will not have all the necessary tools such as final rubrics, range finders, and student anchor papers. We recommend instead that you sort your student papers according to the rubrics presented here into three groups—high, medium, and low.
REVIEWING STUDENT RESPONSES
Reading—Session 1
Using the answer key, determine the number of correct responses to the multiple choice questions.
SCORING GUIDE
Listening/Writing—Session 1
Using the Listening/Writing rubric, review Numbers 26, 27, 28, and 29 (the graphic organizer, the two short response questions, and the extended response question) together.
Reading/Writing—Session
2Using the Reading/Writing rubric, review Numbers 30,31,32, and 33 (the graphic organizer, the two short response questions, and the extended response question) together.
Independent Writing—Session 2
Using the Independent Writing rubric, review Number 34 (the independent writing extended response) alone.
Writing Mechanics—Sessions 1 and 2
Using the Writing Mechanics rubric, review Numbers 29, 33, and 34 (all three extended responses, including the independent writing extended response) together.
10
ABOUT THE RUBRICS AND SAMPLE RESPONSES
Listening/Writing and Reading/Writing Rubrics
The top
part of the Listening/Writing and the Reading/Writing rubrics is a general rubric that can be used to assess any written response to literature. The boxed text is a specific rubric about the individual passage or set of passages to which the student is responding.
Independent Writing Rubric
The general rubric for independent writing is used to assess the independent writing-extended response for writing style and content.
Writing Mechanics
RubricThe general rubric for writing mechanics is used to assess all three extended response questions for writing mechanics only.
Sample Responses
Sample student responses follow each rubric The sample responses are annotated and illustrate the top score level] of performance for each rubric.
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Session 1: Reading |
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Use the Answer Key to determine the number of correct responses to the multiple choice question. |
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Session 1: Listening/Writing |
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Use the Listening/Writing rubric to review Numbers 26, 27, 28, and 29 together. |
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Session 2: Reading/Writing; Independent Writing |
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Use the Reading/Writing rubric to review Numbers 30, 31, 32, and 33 together. Use the Independent writing rubric to review Number 34 alone. |
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Session 1 and 2: Writing Mechanics |
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Use the Writing Mechanics rubric to review Numbers 29, 33, and 34 together. |
11
ANSWER KEY FOR MULTIPLE CHOICE QUESTIONS
12
RUBRICS AND SAMPLE TOP
SCORE RESPONSES
LISTENING/WRITING RUBRIC FOR NUMBERS 26, 27, 28, 29
6
Taken as a whole, the responses
· fulfill the requirements of the tasks
· address the theme or key elements of the text
· show an insightful interpretation of the text
· make connections and demonstrate reflection
· make effective use of relevant and accurate examples from the text
· develop ideas fully with thorough elaboration
In addition, the extended response
· establishes and maintains a dear focus
· shows a logical, coherent sequence of ideas through the use of appropriate transitions or other devices
· is fluent and easy to read, with vivid language and a sense of engagement or voice
· is stylistically sophisticated, using varied sentence structure and challenging vocabulary
The 6-point responses demonstrate a thorough understanding of both essays. The graphic organizer is complete and accurate. Overall, the responses clarify the difference between the traditional native way of life that is still alive for Peggy Yazzie and Buffalo Bird Woman’s feeling that the old ways are "gone forever." The student may respond to Number 28 by writing, "Many things have changed for Buffalo Bird Woman. She used to live using traditional Indian ways—in an earth lodge, cooking over an open fire—but now she lives like the white man does, in a house with chimneys, cooking on a stove." The extended response accurately describes and compares both women’s memories and explains how those memories have affected their lives.
5
Responses at this level demonstrate most of the characteristics of responses at the 6-point level, but the responses may show slightly less understanding, provide less elaboration, or lack the consistent quality of responses at the 6-point level.
The 5-point responses show evidence of an understanding of both essays, but the responses do not consistently include as much elaboration as the 6-point responses. The graphic organizer is essentially correct. The student may respond to Number 28 by writing, "Many things have changed for Buffalo Bird Woman. She used to live in an earth lodge, but now she lives in a house with chimneys."
13
4
Taken as a whole, the responses
· fulfill some of the requirements of the tasks
· address some of the key elements of the text
· show a predominantly literal interpretation of the text
· make few connections
· may be brief, with little elaboration, but are sufficiently developed to answer the questions
· provide some examples and details from the text
In addition, the extended response
· primarily uses simple sentences and basic vocabulary
3
Responses at this level are similar to responses at the 4-point level, but the responses may be weakly organized or sketchy, with ideas that are not supported by examples from the text. There may be a few minor inaccuracies, and the responses provide fewer details. The responses indicate that the student has read the entire text but experiences gaps in understanding the whole.
The 3-point responses indicate only a partial understanding of both essays. The graphic organizer may be correct or contain some inaccuracies. The short responses and the extended response may contain some accurate information, but they may be incomplete or include unsustained ideas.
14
2
Taken as a whole, the responses
· fulfill some of the requirements of the tasks
· address basic elements of the text
· show little evidence that the student understood more than parts of the text
· make few connections
· may provide some ten-based examples and details
In addition, the extended response
· may show an attempt to establish a focus
· may contain some irrelevant or inaccurate details, along with correct information
· is readable, with little sense of engagement or voice
· uses minimal vocabulary
· may indicate fragmented thoughts
The 2-point responses are readable but not truly logical. The responses may answer only parts of the questions, or may indicate misinterpretation of the questions, and may focus on only minor details. The graphic organizer will be incomplete or will contain inaccuracies. The short and extended responses may contain accurate details without making meaningful connections or drawing conclusions.
1
Responses at this level are more difficult to read and understand than responses at the 2-point level. The responses show evidence of comprehension of only parts of the text, and may be repetitive, focusing on minor details.
The 1-point responses are often very brief or repetitive, indicating that the student has understood only parts of the essays. The graphic organizer is inaccurate or incomplete. The short responses show some confusion, and the extended response is unfocused or focuses solely on minor details.
0
The responses are incorrect, irrelevant, or incoherent.
15
SAMPLE TOP
SCORE RESPONSESUsing specific details from the essay, complete the chart below to show
what Peggy Yazzie learned from each grandparent
|
SHI-MA-SANI |
SHI-CHEEH |
|
--fry bread --raise sheep --use mutton for food |
-sing -pray -hand tremble |
Why were the things Peggy Yazzie learned from her grandparents important to her?
How has life changed for Buffalo Bird Woman? Use details from the essay to support your answer.
Peggy was proud that she was able to learn things from her grandparents. This also helped her to feel closer with the Native American culture and way of life.
How has life changed for Buffalo Bird Woman? Use details from the essay to support your answer.
Life has changed for Buffalo Bird Woman because she no longer lives the Native American way of life. She lives in a house instead of an earthen lodge. She now lives true "white man’s way" – a totally different culture and lifestyle.
16
Discuss the memories of both Peggy Yazzie and Buffalo Bird Woman.
In your discussion, be sure to include
·
descriptions of their memories
·
a comparison of the types of memories they have
·
how each woman Is affected by her memories
Check your writing for correct spelling, grammar, and punctuation.
Both Peggy Yazzie and Buffalo bird Woman remember a different daily life, the Native American way. Buffalo Bird Woman remembers the Buffalo and the black tailed deer. She also remembers and can still imagine the sounds and sights of the village. Peggy Yazzie remembers the Native American way also. She remembers how her grandmother made her blouses, skirts, and did her hair. she remembers her grandfather making her buttons and jewels.
Both women remember their favorite things of a culture that they love.
Response continues on next page.
17
Continued from previous page.
They loved the way they lived their lives, and that is why they remember so much. Buffalo bird Woman no longer has her culture, and so she is forced to live in another. Peggy goes to Native American ceremonies, which brings her closer to her culture and childhood. Both women are different ages, and live in different ways, but they both have one thing in common, the love of the Native American way.
The responses demonstrate a thorough understanding of both essays, accurately describing the differences between Peggy Yazzie’s sense that the traditional way of life is still alive and-Buffalo-Bird Woman’s feeling that the old ways are "gone forever?’ The graphic organizer contains details that show what Peggy Yazzie learned from both grandparents. In the first short response, the student makes a connection between what Peggy Yazzie learned from her grandparents and her feelings about her Native American heritage. In the second short response, the student recognizes the contrast between Buffalo Bird Woman’s past and present way of life, using a relevant example from the text. The extended response focuses on the comparison of the women’s memories and explains how those memories have affected their lives, making connections beyond the text: "Buffalo Bird Woman no longer has her culture, and so she is forced to live in another. Peggy goes to Native American ceremonies, which brings her closer to her culture and childhood?’ "Both have one thing in common, the love of the Native American way?’ The response is fluid and easy to read, incorporating varied sentence structure.
NOTE: This set of responses represents a high-level score for the Listening/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics.
18
READING/WRITING RUBRIC FOR NUMBERS 30, 31, 32, 33
6
Taken as a whole, the responses
· fulfill the requirements of the tasks
· address the theme or key elements of the text
· show an insightful interpretation of the text
· make connections and demonstrate reflection
· make effective use of relevant and accurate examples from the text
· develop ideas fully with thorough elaboration
In addition, the extended response
· establishes and maintains a dear focus
· shows a logical, coherent sequence of ideas through the use of appropriate transitions or other devices
· is fluent and easy to read, with vivid language and a sense of engagement or voice
· is stylistically sophisticated, using varied sentence structure and challenging vocabulary
19
5
Responses at this level demonstrate most of the characteristics of responses at the 6-point level, but the responses may show slightly less understanding, provide less elaboration, or lack the consistent quality of the 6-point responses.
4
Taken as a whole, the responses
· fulfill some of the requirements of the tasks
· address some of the key elements of the text
· show a predominantly literal interpretation of the text
· make few connections
· may be brief, with little elaboration, but are sufficiently developed to answer the questions
· provide some examples and details from the text
In addition, the extended response
· shows a clear attempt at organization
· is readable, with some sense of engagement or voice
· primarily uses simple sentences and basic vocabulary
20
3
Responses at this level are similar to 4-point responses, but the responses may be weakly organized or sketchy, with ideas that are not supported by examples from the text. There may be a few minor inaccuracies and the responses provide fewer details. The responses indicate that the student has read the entire text but experiences gaps in understanding the whole.
2
Taken as a whole, the responses
· fulfill some of the requirements of the tasks
· address basic elements of the text
· show little evidence that the student understood more than parts of the text
· make few connections
· may provide some text-based examples and details
In addition, the extended response
· may show an attempt to establish a focus
· may contain some irrelevant or inaccurate details, along with correct information
· is readable, with little sense of engagement or voice
· uses minimal vocabulary
· may indicate fragmented thoughts
The 2-point responses are readable but not truly logical. The responses may answer only parts of the questions, or may indicate misinterpretation of the questions, and may focus on only minor details. The graphic organizer will be incomplete or will contain inaccuracies. The short and extended responses may contain accurate details without making meaningful connections or drawing conclusions. For example, the student may write in response to Number 32, "The poet wanted to write about Columbus discovering America?’ The extended response may in part address both the poem and the article but will not draw a meaningful parallel between the poet’s thoughts and Sylvia Beach’s character.
1
21
1
Responses at this level are more difficult to read and understand than 2-point responses; the responses show evidence of comprehension of only parts of the text, and may be repetitive, focusing on minor details.
The 1-point responses are often very brief or repetitive, indicating that the student has understood only parts of the article and poem. The graphic organizer is inaccurate or incomplete. The short responses show some confusion, and the extended response is unfocused or focuses solely on minor details: "Sylvia liked books:’
0
The responses are incorrect, irrelevant, or incoherent.
22
SAMPLE TOP
SCORE RESPONSES
Complete the digit with words or phrases that describe Sylvia Beach’s character.
Identify information from the article that supports etch character trait.
|
Character Trait |
Supporting Information |
|
Determined |
Did not leave when war started; printed Ulysess |
|
inventive |
Got the idea of our modern day library; made the shop interesting so that many people came |
|
Charismatic |
Many people came to the shop; knew famous people. |
How did Sylvia Beach feel ,about literature and
books? Explain your answer using details hon. the snide.
Sylvia Beach felt that books and literature were essential to society. To help more people to read, she put a library in her shop so people who could not afford to buy the books could still read them.
What is most likely the poet’s
purpose in writing this poem? Use ideas front the poem to support your answer.
The poem’s purpose is to get people to try new things – to take risks. He says how "Columbus dreamed of an unknown shore. And he paid no heed to the jeering throng or the fears of the doubting crew." He is saying to go along with what you believe in and you will go far.
23
Choose a line or lines from the poem. Discuss the meaning of your selection, and explain how it applies to Sylvia Beach. Use ideas from BOTH the poem and the article in your answer.
In your answer, be sure to include
Check your writing for correct spelling, grammar, and punctuation.
The poem "The Things That Haven’t Been Done Before", by Edgar Guest, relates to the owner of the bookstore/library, Sylvia Beach. The line that especially relates is this: "A few strike out, without map or chart, where never a man has been," because Sylvia did what most women at the time were afraid to do – go into business for themselves. She opened a bookstore in Paris, took a risk, and it ended up working out great! She took the path less traveled and ended up getting exactly what she wanted. By today, what she did is not all that uncommon, but when she did it, it was somewhere hardly any woman had been before. She truly traveled without a map, off the beaten track.
The responses demonstrate a thorough understanding of the article and the poem, supporting the understanding with details from the text; the student understands both Sylvia Beach’s character and the purpose of the poem. In the graphic organizer, the student chooses words that describe Sylvia Beach’s character and provides relevant, accurate details from the article: "Determined/Did not leave when war started?’ In Number 31, the student demonstrates insight by connecting Sylvia Beach’s feeling for books with their value to society. In Number 32, the student identifies the poet’s purpose, supporting this purpose with an example from the poem. The student goes on to make an insightful interpretation: "He is saying to go along wit what you believe in and you will go far?’ In the extended response, the student integrates ideas from both the article and the poem, weaving details to create a stylistically sophisticated response. The use of vivid language creates a strong sense of voice: "She truly traveled without a map, off the beaten track."
NOTE: This set of responses represents a high-level score for the Reading/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics.
24
INDEPENDENT WRITING RUBRIC FOR NUMBER
34
3
The response
· fulfills the requirements of the task
· demonstrates insight and makes connections
· makes effective use of relevant and accurate examples to support ideas
· develops ideas fully with thorough elaboration
· establishes and maintains a clear focus
· shows a logical, coherent sequence of ideas through the use of appropriate transitions or other devices
· is fluent and easy to read, with vivid language and a sense of engagement or voice
· is stylistically sophisticated. using varied sentence structure and challenging vocabulary
2
The response
· fulfills some of the requirements of the task
· makes some connections
· may be brief, with little elaboration, but is sufficiently developed
· provides some examples and details, but may have difficulty in demonstrating how the examples relate to or support the ideas
· is generally focused, though may contain some irrelevant details
· shows a clear attempt at organization
· is readable, with some sense of engagement or voice
· primarily uses simple sentences and grade-level vocabulary
1
The response
· fulfills few of the requirements of the task
· makes few connections
· may contain a few examples or details
· may focus on minor details, or does not establish a focus
· shows little or no organization
25
· is often repetitive, with little or no sense of engagement or voice
· uses minimal vocabulary
· may indicate fragmented thoughts
0
The response is incorrect, irrelevant, or incoherent.
SAMPLE TOP
SCORE RESPONSE
Write an essay about a person in history or someone you know who has overcome obstacles to follow a dream or fulfill ambition.
In your article. be sure to include
· who the person is
· what he or she did
· the challenges he or she faced
· how the challenges were overcome
Check your writing for correct spelling, grammar, and punctuation.
The spindly and kindly old man wrapped in cloth called the "Mahatma" achieved something no one else ever had: a nonviolent independence. His love for all men and perseverance had made it possible.
Mohandas Gandhi was a great reformer. He made India self sufficient. He did this by having the country people spin their own yarn instead of importing from Britain. He led marches against the viceroy, like the
Response continues on next page.
26
Continued from previous page.
Salt march. People would come to him of all creeds and color when sad and he would support them. Often when the country was in trouble he would go on month long fasts until the viceroy would beg him to stop. They were friends. Eventually his pains led to the 1947 independence of India. But more problems would follow.
The Muslims and Hindus of India had been rivals for many centuries. After Independence pent up anger flared up. Some Muslims wanted independence. This caused Gandhi much anguish. He intermediated but the bloodshed continued. Eventually the Muslim state became Pakistan.
Response continues on next page.
27
Continued from previous page.
The struggle was over.
This tiny man made a great difference to his beloved country of India. His wisdom and religion helped the people through the turmoil. Because of him, the independence from Britain was nearly bloodless. He set precedents for many other leaders around the world who watched his feat of peace.
The response clearly focuses on a person in history who has overcome obstacles to follow a dream. The student demonstrates insight into the topic by connecting the events of Gandhi’s life with the impact those events had on India. "This tiny man made a great difference to his beloved country of India?’ The response is fully developed, with specific relevant details supporting the student’s view of Gandhi as a "great reformer?’ The introduction engages the reader, the body sustains and elaborates upon Gandhi’s position in history, and the conclusion is well stated. The student makes effective use of transitions throughout the response. The response goes beyond the requirements of the task by using vivid language to create dramatic effect: "The spindly and kindly old man wrapped in cloth...?’
NOTE: This response represents a high-level score for the Independent Writing rubric only, and might not be selected as a top response for writing mechanics.
28
WRITING MECHANICS RUBRIC FOR NUMBERS 29. 33. 34
3
The writing demonstrates control of the conventions of written English. There are few if any errors, and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and use of paragraphs are essentially correct. Any misspellings are trivial or repetitive; they occur primarily when a student takes risks with sophisticated vocabulary.
2
The writing demonstrates partial control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar and syntax; however, capitalization, punctuation, spelling of grade-level words, and use of paragraphs are mostly correct.
1
The writing demonstrates minimal control of the conventions of written English. There may be errors of grammar, syntax, capitalization, punctuation, and spelling.
0
The writing demonstrates a lack of control of the conventions of written English. The errors make comprehension difficult; the writing may even be unintelligible.
29
SAMPLE TOP
SCORE RESPONSES
29
Discuss the memories of both Peggy Yazzie and Buffalo Bird Woman.
layout discussion, be
· descriptions of their memories
-
a comparison of the types of memories they have· how each woman Is affected by her memories
Check your writing for coned spelling. grammar. and punctuation.
Both Peggy Yazzie and the Buffalo Bird Woman have memories of long ago. The Buffalo Bird Woman has memories of old and forgotten traditions. It makes her sad that they are gone Peggy Yazzie has memories of what her grandparents did for her. She is grateful for them.
The Buffalo Bird Woman remembers how she used to live in an earth lodge. She also remembers the sound of the warriors yelling. Peggy Yazzie remembers the things her grandparents taught her such as how to fry bread and how to pray and sing.
Peggy Yazzie’s memories make her feel grateful for all the things her grandparents did for her.
30
33 Choose a line or lines from the poem. Discuss the meaning of your selection, and explain how it applies to Sylvia Beach. Use ideas front BOTH the poem and the article in your answer.
In your answer, be sure to Include
· the line or lines you have selected from the poem
Check your writing for correct spelling, grammar, and punctuation.
The inspirational poem, "Things That Haven’t Been Done Before," applies very well to Sylvia Beach. The poem emphasizes the importance of trying something new, and Sylvia Beach did just that.
One line of the poem particularly describes Sylvia Beach: "and his heart was bold and his faith was strong as he ventured into dangers new…" Book shops didn’t have card catalogs and weren’t efficient, but Sylvia stuck to her dream.
Sylvia Beach is an inspirational person who tried something new. The poem describes her very well.
31
34
Write an essay about a person in history or someone you how who has overcome obstacles to follow · dream or fulfill an ambition.
hi your article, he sure to include
· who the person is
· what he or she did
· the challenges he or she faced
· how the challenges were overcome
· an introduction, a body, and a conclusion
Check your writing for correct spelling, grammar, and punctuation.
Many people in history have followed a dream on fulfilled an ambition during the course of their lives. Among the venues in which they have accomplished these feats, Politics, Literature, and so on, there is no counting how many people have done it in sports. One of these people is Jim Abbott.
Jim Abbott is a major league pitcher who has fulfilled his dream of becoming a baseball player. In doing this he had one major challenge to face—he was born with only one hand. He overcame this with fierce determination and by wearing a specially designed
Response continues on next page.
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Continued from previous page.
baseball glove which he wore over the area where his hand would normally be, and pitched the ball with the other. Even though he would not be able to bat, he still could pitch a baseball. Now Jim Abbott is an accomplished major leager who has pitched a no-hitter in his career and has shown the world that any dream you have can be made a reality, no matter what the obstacles.
Jim Abbott has overcome the obstacles to follow a dream. His ambitions were not surpressed by his deformity and certainly did not get in the way of his professional baseball career.
Taken as a whole, these responses are nearly error-free; grammar, syntax, capitalization, and punctuation are essentially correct.
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New York State Testing Program
New York state Education Department, Room 671 EBA, Albany, NY 12234
Sample Test Comment Sheet
Grade 8 English Language Arts
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1. Content Comments: |
Are the questions generally appropriate in content? |
YES |
YES WITH EXCEPTIONS |
NO |
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2. Difficulty Comments: |
Are the questions generally appropriate in difficulty? |
YES |
YES WITH EXCEPTIONS |
NO |
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3. Directions
Comments: |
Are the questions in the Sample Test Book clear and easy for students to follow:? |
YES |
YES WITH EXCEPTIONS |
NO |
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4. Format
Comments: |
Is the format of the Sample Test Book satisfactory in terms of type size, space, arrangement of questions, etc.? |
YES |
YES WITH EXCEPTIONS |
NO |
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5. Time
Comments: |
Were most of the students able to complete the sample test within the time allotted? |
YES |
YES WITH EXCEPTIONS |
NO |
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5. Additional Comments:
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