Test 1b. Which two sentences should not end with a question mark?

Transcription

1 Name Date Test 1b DIRECTIONS: This is a reading test. Follow the directions for each part of the test, and choose the best answer to each question. Sample Questions Sample A Which two sentences should not end with a question mark? a.why aren t you coming to the party? b.i can t believe I m turning thirteen? c.what kind of cake should I have? d.i opened each present carefully? e.when should I write thank-you notes? READ 180 Next Generation 1

2 Sample Questions (continued) Sample B What is a synonym for the word purchase as it is used in the following sentence? Maria plans to purchase a new backpack before school starts. a.buy b.make c.sell d.trade Comprehension Read the passage. Then answer questions 1 and 2. Coming to America 1 People have been making their way to the area we know as North and South America for thousands of years. They have traveled in different ways. 2 The first immigrants to the New World probably came during the Ice Age. These people were most likely hunters from the northeast part of Asia. Many scientists believe that the hunters walked across a land bridge from Asia to Alaska. The land bridge was created by the freezing cold temperatures of the Ice Age. During this time, much of the world s water froze into huge sheets of ice called glaciers. That caused ocean levels to drop, so some of the land that is now under water was dry ground. READ 180 Next Generation 2

3 3 When the Ice Age ended, ice melted and caused oceans to rise. Rising water separated the Americas from northeastern Asia. The two continents remained isolated for thousands of years until people learned to build and sail boats. European explorers eventually reached the New World in ships. 4 The second wave of immigration to North and South America followed the voyage of Columbus in Over the next few hundred years, settlers from many European countries traveled to the Americas by sailing ship. The journey was often difficult and took many months. Many people were frightened while traveling on the small, crowded ships, especially in stormy weather. 5 In the mid-1800s, steamships were built that could cross oceans. Traveling from Europe and Asia to the Americas became less dangerous. The voyage still wasn t easy, but travel time was reduced from months to weeks. As a result, millions of immigrants arrived and the population of the New World exploded. 6 The airplane was invented in 1903, but it took about 70 years before immigration by plane became widespread. Flying was too expensive for most people. Now that air travel is more affordable, many immigrants fly to the Americas. 1. Part A What is the main idea of Coming to America? a.over the centuries, immigrants to America have traveled here in a variety of ways. b.before the steamship was invented, the journey to America was very difficult. c.over the centuries, people have immigrated to America for a wide variety of reasons. d.the first Americans walked across a land bridge to get here. READ 180 Next Generation 3

4 Part B Which detail supports the main idea of the passage? a. The first immigrants to the New World probably came during the Ice Age. b. These people were most likely hunters from the northeast part of Asia. c. The land bridge was created by the freezing cold temperatures of the Ice Age. d. When the Ice Age ended, ice melted and caused oceans to rise. e. Over the next few hundred years, settlers from many European countries traveled to the Americas by sailing ship. 2. Part A How did the invention of steamships affect immigration to the United States? a.immigration slowed down because there were fewer steamships than sailing ships. b.the number of immigrants grew rapidly because the trip took less time. c.immigration increased because travel by steamship was fun and inexpensive. d.the number of immigrants decreased because steamships were uncomfortable and dangerous. READ 180 Next Generation 4

5 Part B Which sentence from the passage supports the answer to part A? a. European explorers eventually reached the New World in ships. b. Many people were frightened while traveling on the small, crowded ships, especially in stormy weather. c. In the mid-1800s, steamships were built that could cross oceans. d. The voyage still wasn t easy, but travel time was reduced from months to weeks. e. Flying was too expensive for most people. Read the passage. Then answer questions 3 5. Gender Trends in US Immigration 1 Throughout most of US history, the number of single male immigrants has been higher than the number of single female immigrants. There are several reasons for this difference. But over time these trends have changed. Today the number of male and female immigrants is about equal. 2 Many immigrants come to the United States to escape poverty. Single men from Ireland, Poland, Denmark, and other countries came to the United States because they had few opportunities in their home countries. Although some returned home with enough money to buy land, many others stayed. Those who remained in the United States found jobs, bought land, and built homes. 3 There were fewer female immigrants during the 1700s and 1800s. In the past, women usually came to the United States either as part of a family or with their husbands. Most single women did not travel alone because their families feared for their safety. READ 180 Next Generation 5

6 4 Around 1900, immigration trends began to change. At that time, men made up more than two-thirds of all immigrants arriving in the United States. By 1940, however, the number of single male and female immigrants was just about equal. Many immigrants traveled to the United States to escape economic, political, and religious oppression at home. 5 After World War II, the number of women immigrants increased. The War Brides Act of 1945 helped increase female immigration. This act helped women who were war brides. They met and married American soldiers who were stationed in their countries during and after the war. Then they were allowed into the United States as the wives of US citizens. 6 Since the 1990s, about the same number of women and men have come to the United States to live. More women or more men may come from some countries, but overall, the numbers are about equal. 7 For many women, the United States offers greater opportunity than their home countries. In some countries, women are not allowed to vote, work outside the home, go to school, or even go to the store without a male family member. Other women immigrate to the United States for many of the same reasons as men: to seek employment opportunities, to be reunited with their families, or to escape unfair political treatment. READ 180 Next Generation 6

7 3. What is the main idea of Gender Trends in US Immigration? a.after World War II, more women immigrated to the United States. b.there are many reasons why people immigrate to the United States. c.male immigrants used to outnumber female immigrants, but over the years, the numbers have evened out. d.male immigrants used to outnumber female immigrants because traveling was dangerous for women. 4. What is paragraph 7 mostly about? a.why female immigration increased after World War II b.why the United States is considered a land of opportunity c.discrimination against women around the world d.why women immigrate to the United States today READ 180 Next Generation 7

8 Study the pie charts that accompany the passage. Then answer parts A and B below. 5. Part A Based on the data in the pie charts, which statement is true? a.mexican women don t have any desire to immigrate to the United States. b.male immigrants from Mexico outnumber female immigrants from Mexico. c.the number of immigrants from Mexico and the the number of immigrants in the general population are the same. d.overall, more US immigrants are women than men. Part B Which two sentences from the passage are supported by the data in the pie chart? a. The War Brides Act of 1945 helped increase female immigration. b. Since the 1990s, about the same number of women and men have come to the United States to live. c. More women or more men may come from some countries, but overall, the numbers are about equal. d. In some countries, women are not allowed to vote, work outside the home, go to school, or even go to the store without a male family member. READ 180 Next Generation 8

9 Read the passage. Then answer questions 6 8. The Lost Boys of Sudan 1 When he was five years old, Abraham Garang spent his days doing nothing but walking. For months Garang traveled across Sudan, a country in Africa. He walked with other children some older, some younger. Each child in the group was an orphan whose parents had been killed in a war in Sudan. When enemy soldiers burned his village in 1987, Abraham ran. He joined thousands of other boys who were trying to escape capture or death. 2 We were just a bunch of kids, says Garang. I can picture all of us walking in a line we were walking all day and night, all the time. You never knew where you were going; you just walked to wherever you felt it might be safe. 3 The children were heading 200 miles east to another country, called Ethiopia. Now known as The Lost Boys of Sudan, they faced constant danger. Many did not survive the months-long trek. Some drowned crossing rivers. Others grew sick from hunger or disease. Many boys were taken by wild animals. 4 In 1988, the children finally reached a camp for refugees in Ethiopia. Refugees are people who have to leave their own countries to escape from danger. They could rest at the camp, but danger still existed. After surviving war, wildlife, and the heat, many of Garang s friends lost their lives to illness. There was not much food or water. Sometimes groups of refugees would fight or kill each other. 5 For nearly 15 years, Garang and the others lived in one camp after another. Then, in 1999, a group of US officials visited some of the camps, including the camp where Garang was staying. They were concerned about the children in the camps. Two years later, Garang became one of the 38,000 Lost Boys who were allowed to move to the United States as refugees. READ 180 Next Generation 9

10 6 Garang settled in Charlotte, North Carolina, one of about a dozen cities across the country that adopted the Lost Boys. Once in America, he enrolled in school. To learn English, he watched cartoons. After Garang finished high school, Virginia s Lynchburg College awarded him a scholarship. He enrolled and began working toward graduation. Throughout his time in America, host families, church groups, and other organizations have helped Garang. He gives back by mentoring teens as a basketball and soccer coach. 7 Garang never forgets his struggle for survival, and he tells the story whenever he gets the chance. One day, Garang hopes to visit Sudan and help build a school. When thinking about the future, Abraham Garang says, I want the next generation to think that everything is possible, no matter what your past history. 6. What statement best describes the passage? a.it tells the story of young war refugees from Sudan, focusing on one boy in particular. b.it s about a boy from Sudan who coaches teens in basketball and soccer. c.it argues that the United States should give more help to war refugees from Sudan. d.it s a history of the civil war in Sudan. 7. What is the main idea of paragraph 6? a.the Lost Boys were adopted by American families in the United States. b.garang coaches basketball and soccer in the United States. c.garang did well after he came to the United States. d.garang got a scholarship to college in Virginia. READ 180 Next Generation 10

11 8. You can conclude from the passage that refugee camps were often dangerous. Which detail supports that conclusion? a. In 1998, the children finally reached a camp for refugees in Ethiopia. b. Sometimes groups of refugees would fight or kill each other. c. For nearly 15 years, Garang and the others lived in one camp after another. d. Two years later, Garang became one of the 38,000 Lost Boys who were allowed to move to the United States as refugees. Vocabulary/Word Study 9. Read the following passage. Then answer parts A and B below. Ibrahim left Somalia because his chance for success was severely limited there because of war and hardships. In the United States, he thought he wouldn t be restricted by poverty or lack of opportunity. Part A Choose two sets of synonyms from the passage. a.severely; limited b.severely; lack c.limited; restricted d.chance; opportunity e.success; opportunity READ 180 Next Generation 11

12 Part B Choose two antonyms for the word success, as it is used in the passage. a.failure b.job c.victory d.defeat e.happiness 10. Part A Read the following passage. Then circle two of the words in bold that are synonyms. Immigrants come to the United States for diverse reasons. Various groups come to find economic opportunity, reunite with family, or escape discrimination. Women often immigrate for different reasons than men. Part B Choose two antonyms for the word discrimination as it is used in the passage. a.judgment b.racism c.justice d.fairness 11. Choose the pair of words that are synonyms. a.rude; impolite b.tide; ride c.rise; decline d.weather; whether READ 180 Next Generation 12

13 Conventions 12. Read the following passage and select the two parts that are not complete sentences. My name is Jiaying, which means household flourishing in Chinese. It s a beautiful name. My parents gave it to me because, at the time I was born, they felt that our family was blessed. Good fortune for all of us. My mom and dad came to the United States from China a few years before I was born. Hard making a living in China. In addition, they had relatives who were sent to prison for disagreeing with the government. It was frightening for them. a. My name is Jiaying, which means household flourishing in Chinese. b. It s a beautiful name. c. Good fortune for all of us. d. Hard making a living in China. e. In addition, they had relatives who were sent to prison for disagreeing with the government. f. It was frightening for them. 13. Which of the following is a complete sentence? a.brad to learn Spanish. b.his sister, Holly, in school. c.when Brad entered the eighth grade. d.holly helped him study for the test. READ 180 Next Generation 13

14 14. Which of the following is a sentence fragment? a.all of her friends and family were there. b.smiling at her family, Mrs. Gonzales. c.the family had a surprise party for Mrs. Gonzales. d.this was a special birthday. 15. Read the passage and underline the two parts that use incorrect end punctuation. My uncle immigrated to the United States when my parents were still in China. When my parents got ready to move to New York, they asked my uncle if they could stay with him? I was actually born in my uncle s apartment in Chinatown, Soon after I was born we moved into our own place just a block away. 16. Which sentence should end with a question mark? a.cory is putting together a band. b.jenna is the best guitar player. c.how many people should we include. d.cory s dad will let us practice in his garage. 17. Which sentence has correct end punctuation? a.who is your favorite author. b.that movie is really funny. c.is the game almost over! d.i m going to the park, READ 180 Next Generation 14

15 CONSTRUCTED response Write your answer in your own words on the lines below. Use complete sentences. 18. According to the passage Coming to America, how did the first two groups of immigrants get to North and South America? Write one or two sentences to explain. READ 180 Next Generation 15

16 19. Based on the passages Gender Trends in US Immigration and The Lost Boys of Sudan, what hardships and dangers did people face in their own countries before they immigrated to America? Write two or three sentences to explain. READ 180 Next Generation 16

17 EXTENDED Writing 20. Both Coming to America and Gender Trends in US Immigration describe ways in which immigration to the United States has changed over time. Write a report summarizing two of the changes that have happened since the 1700s. Illustrate both changes with details from the passages. Be sure to include the following in your report: A topic sentence that states the topic and includes a controlling idea Facts, examples, and details from the passages that support the topic sentence Transition words and phrases that connect ideas and details A concluding sentence that explains the importance of the topic Correct grammar, spelling, punctuation, and capitalization READ 180 Next Generation 17

18 STOP READ 180 Next Generation 18

19 Test 1b Answer Key Note: For two-part questions with an asterisk (*), score part B correct only if students answer part A correctly. Question Answer (Skills) Point Value Sample Questions Sample A B, D (End Punctuation) NA Sample B A (Synonyms) NA Comprehension 1A A (Main Idea and Details) 1 1B E (Main Idea and Details; Text Evidence) 1* 2A B (Cause and Effect) 1 2B D (Cause and Effect; Text Evidence) 1* 3 C (Main Idea and Details) 1 4 D (Summarize) 1 5A B (Visual Literacy) 1 5B B, C (Visual Literacy; Text Evidence) 2 6 A (Main Idea and Details) 1 7 C (Main Idea and Details) 1 8 B (Draw Conclusions; Text Evidence) 1 Vocabulary/Word Study 9A C, D (Synonyms) 2 9B A, D (Antonyms) 2 diverse 1 10A Various (Synonyms) 10B C, D (Antonyms) 2 11 A (Synonyms) 1 Conventions 12 C, D (Sentences and Fragments) 2 13 D (Sentences and Fragments) 1 14 B (Sentences and Fragments) 1 When my parents got ready to move to New York, they 2 15 asked my uncle if they could stay with him? I was actually born in my uncle s apartment in Chinatown, (End Punctuation) 16 C (End Punctuation) 1 17 B (End Punctuation) 1 READ 180 Next Generation 19

20 Test 1b Answer Key (continued) Question Answer (Skills) Point Value Constructed Response 18 Sample Response: The first immigrants came to the Americas by crossing the land bridge from Asia to Alaska. The second group of immigrants came from Europe by ship after Columbus s voyage to the New World. (Analyze) Sample Response: Many immigrants to the United States were escaping political or religious oppression and economic hardship in their own countries. Also, the Lost Boys of Sudan faced the dangers of war and attacks on their villages. Then they faced extreme conditions during their journey out of Sudan and in the refugee camps, including harsh weather, hunger, and predators. (Analyze) Extended Constructed Response (Writing) Sample Response: Since the 1700s, travel to the United States has gotten much easier for people immigrating from overseas. Originally, people traveled in crowded sailing ships. The journey took months and it was dangerous. In the mid-1800s, immigrants began using steamships, which made the trip both faster and safer. As a result, the number of immigrants rose. Today, many immigrants fly to America, making the trip faster and easier than ever before. As travel has gotten easier, the number of women arriving as immigrants has grown. At first, most immigrants were single men. The journey was thought to be too dangerous for women traveling alone. In the 20th century, that began to change especially after World War II. Today, the number of female immigrants to the United States equals the number of male immigrants. (Informational Paragraph) 2 4 or 6 READ 180 Next Generation 20

21 4-Point Writing Rubric Student s Name Date Informational/Explanatory Rubric Use this rubric to assess student writing. Record the appropriate number in the Score column. Criteria Needs Improvement Average Good Excellent Score A topic sentence states the topic and includes a controlling idea that makes the writer s point. Needs to identify the topic, or needs a controlling idea. Topic sentence attempts to identify the topic and make the writer s point. Topic sentence identifies the topic and makes a clear point. Topic sentence identifies a clear topic and makes a clear and compelling point. 2. Facts, examples, and details support the topic sentence. Needs details, or details do not support the topic sentence. Includes some details to support the topic sentence; some details may not be relevant. Includes relevant details to support the topic sentence. Includes many relevant, interesting details to support the topic sentence. 3. Transition/linking words and phrases connect ideas and details. Needs transition words and phrases, or transitions used incorrectly. Includes a few transition words and phrases. Some transition words and phrases link details and ideas. Varied transition words and phrases link details and ideas. 4. precise verbs convey information. Needs precise verbs. Includes two or three precise verbs; may show repetitive usage. Includes several precise, varied verbs. Precise verbs convey information in an interesting and satisfying way. 5. A concluding sentence follows the body logically and explains the topic s significance. Needs a conclusion, or conclusion is abrupt or unrelated. The conclusion follows logically but may not explain the topic s significance. The conclusion follows logically and explains the topic s significance. The conclusion explains the topic s significance in a thoughtful and satisfying way. 6. Follows conventions of mechanics, usage, and spelling. Errors in grammar, spelling, punctuation, and capitalization interfere with reader understanding. Some errors in grammar, spelling, punctuation, and capitalization. Few errors in grammar, spelling, punctuation, and capitalization. Correct grammar, spelling, punctuation, and capitalization. Overall Score Resource Links SAM Keyword: Informational Rubric, Explanatory Rubric READ 180 Next Generation 21 1

22 Student s Name Date Informational/Explanatory Writing Scoring Chart Use the chart below to provide feedback on student writing. Criteria Score Comments 1. Topic sentence 2. Supporting facts, examples, details 3. Transition/linking words and phrases 4. precise verbs 5. Conclusion 6. Conventions 4-Point Writing Rubric Resource Links SAM Keyword: Informational Rubric, Explanatory Rubric READ 180 Next Generation 22 2

23 Student s Name Date 6-Point Writing Rubric Informational/Explanatory Writing Use this rubric to assess student writing. Record the appropriate score in the Score column. Criteria Needs Improvement 1. A topic sentence states the topic and includes a controlling idea that makes the writer s point. Needs to identify the topic, and needs a relevant controlling idea. Basic Average Proficient Good Excellent Score Identifies the topic but needs to make the writer s point. Identifies the topic and attempts to make the writer s point. Identifies the topic and makes a clear point. Identifies the topic clearly and makes a clear, relevant point. Identifies the topic clearly and makes a relevant and compelling point. 2. Facts, examples, and details support the topic sentence. Needs details, or details do not support the topic sentence. Includes one or two supporting details, but some details are not relevant. Includes a few supporting details. Includes some supporting details. Includes relevant supporting details. Many relevant and interesting details support the topic sentence. 3. Transition/linking words and phrases connect ideas and details. Needs transition words and phrases, or transitions used incorrectly. Correctly uses one or two transition words or phrases. Correctly uses a few transition words or phrases. Several transition words and phrases link ideas and details. Several varied transition words and phrases link ideas and details. Multiple and varied transition words and phrases link ideas and details. 4. precise verbs convey information. Needs precise verbs. Includes at least one precise verb. Includes two or three precise verbs; may show repetitive usage. The writing includes several precise verbs. Includes several precise verbs that vary. Precise verbs convey information in an interesting and satisfying way. 5. A concluding sentence follows the body logically and explains the topic s significance. Needs a conclusion, or conclusion is abrupt or unrelated. Does not explain the importance of the topic. Follows logically and attempts to explain the topic s significance. Follows logically and addresses the topic s significance. Follows logically and explains the topic s significance. Explains the topic s significance in a thoughtful and satisfying way. 6. Follows conventions of mechanics, usage, and spelling. Multiple errors in grammar, spelling, punctuation, and capitalization interfere with understanding. Errors in grammar, spelling, punctuation, and capitalization may interfere with understanding. Some errors in grammar, spelling, punctuation, and capitalization. Few errors in grammar, spelling, punctuation, and capitalization. Minor errors in grammar, spelling, punctuation, and capitalization. Correct grammar, spelling, punctuation, and capitalization. Overall Score Resource Links SAM Keyword: Informational Rubric, Explanatory Rubric READ 180 Next Generation 23 1

24 Student s Name Date Informational/Explanatory Writing Scoring Chart Criteria Score Comments 1. Topic sentence 2. Supporting facts, examples, details 3. Transition/linking words and phrases 4. precise verbs 5. Conclusion 6. Conventions 6-Point Writing Rubric Resource Links SAM Keyword: Informational Rubric, Explanatory Rubric READ 180 Next Generation 24 2