SAMPLE TEST                            2006-2008READING/LITERATUREGRADE        6VocabularyRead to Perform a TaskDemonstrat...
It is the policy of the State Board of Education and a priority of the Oregon Department of Educationthat there will be no...
INTRODUCTION                           TO   READING             AND      LITERATURE                                       ...
Test-Taking Tips                           Students: Use these tips to help you prepare for the test.Before the test      ...
Reading and LiteratureDIRECTIONSRead each of the passages. Then read the questions that follow and decide on the BESTanswe...
Reading and Literature                              and money organizing help for these immigrants. She believed          ...
Reading and Literature4Although the selection doesn’t say, you can tell that Emma Lazarus was a womanwho was    A.   tired...
Reading and Literature                              vines, tied it to the hammock and climbed up the tree. She            ...
Reading and Literature8Which of the following BEST describes Billie Wind?     A.   Confused and worried     B.   Grouchy a...
Reading and Literature   FAT CONTENT OF SANDWICHES   Too much fat in our diets can be a problem. Examine these charts abou...
Reading and Literature11Which statement is true?     A.   Deli turkey has more calories than its alternatives.     B.   De...
Reading and Literature                                   Most bats are insect eaters, and they are the ones with weird    ...
Reading and Literature16The story tells you that “where mosquitoes are abundant, a small bat can catch severalhundred in a...
Reading and LiteratureSTEAM SHOVELCharles Malam’s poems ask us to look at everyday objects from a different perspective.  ...
Reading and Literature23The details in this poem support the idea that Malam wrote it     A.   to show that dinosaurs had ...
Grade 6 Reading/Literature                                      SAMPLE TEST KEY 2004-2007               Item              ...
Office of Assessment and Information Services        2006-2008 Sample Test, Grade 6Oregon Department of Education         ...
Oregon Department of Education255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600
6th grade sample oaks test 2
6th grade sample oaks test 2
Upcoming SlideShare
Loading in …5
×

6th grade sample oaks test 2

14,221 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
14,221
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
11
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

6th grade sample oaks test 2

  1. 1. SAMPLE TEST 2006-2008READING/LITERATUREGRADE 6VocabularyRead to Perform a TaskDemonstrate General UnderstandingDevelop an InterpretationExamine Content and Structure: Informational TextExamine Content and Structure: Literary Text
  2. 2. It is the policy of the State Board of Education and a priority of the Oregon Department of Educationthat there will be no discrimination or harassment on the grounds of race, color, sex, marital status,religion, national origin, age or handicap in any educational programs, activities, or employment.Persons having questions about equal opportunity and nondiscrimination should contact the StateSuperintendent of Public Instruction at the Oregon Department of Education. Office of Assessment & Information Services Oregon Department of Education 255 Capitol Street NE Salem, OR 97310 (503) 947-5600 Susan Castillo Jim Leigh State Superintendent of Public Instruction Mathematics Assessment Specialist Doug Kosty Ken Hermens Assistant Superintendent Language Arts Assessment Specialist Tony Alpert Leslie Phillips Director, Assessment and Evaluation Science, and Social Sciences Assessment Specialist Steve Slater Dianna Carrizales Manager, Scoring, Psychometrics and Validity Extended Assessment Specialist Kathleen Vanderwall Sheila Somerville Manager, Test Design and Administration Electronic Publishing Specialist
  3. 3. INTRODUCTION TO READING AND LITERATURE SAMPLE TESTSThe Oregon Department of Education provides sample A list of test-taking strategies and tips follows thistests to demonstrate the types of reading selections and introduction. Teachers may use the tips to:questions students at grades 3, 4, 5, 6, 7, 8 and 10 generate individual and class discussion;might encounter on the Oregon Statewide call attention to helpful strategies students can use toAssessments. Passages on the test represent literary, prepare for and take the test; andinformative and practical reading selections studentsmight see both in school and other daily reading share ideas with parents of ways to help reduce testactivities. These sample questions were taken from anxiety and promote good study habits at home.previous years’ tests. They were designed to assess In addition to gaining practice in reading and answering teststudents’ abilities to: questions, some students also may benefit from practice in marking bubbles on a separate answer sheet, as required on understand word meaning within the context of a the actual test. An answer sheet for students to mark is selection (Vocabulary); provided at the end of each student test booklet. locate information in common resources (Read to Perform a Task); An answer key for this test is provided at the end of this introduction. In addition to the correct answer, the key also understand information that is directly stated identifies which reporting category each question is designed (Demonstrate General Understanding); to assess (the bolded titles in the left column of this understand ideas which are not directly stated but introduction indicate the reporting categories adopted in 2003 are implied (Develop an Interpretation); with student accountability starting in 2005-2006). analyze informative reading selections and form conclusions about the information (Examine A table below the answer key converts the number of items correct on the sample test to a score similar to the scores Content and Structure of Informational Text); students will receive on the Oregon Statewide Assessment analyze the use of literary elements and devices (called a RIT score). However, this test is only a practice such as plot, theme, setting, personification and test. Scores on this sample test may not be substituted for metaphor in literature (Examine Content and the actual Oregon Statewide Assessment. Structure of Literary Text). In using the sample test, teachers may wish to have studentsWHY PROVIDE STUDENTS WITH A SAMPLE take the entire sample test, or complete a passage and itsTEST? questions and then discuss it in class before proceeding toMost students feel some anxiety when they approach a test. the next selection. Students may benefit from re-reading theThe more confident students feel about their knowledge of passages and analyzing both the correct and incorrectthe topic, the less anxious they will feel. It also may help answers.students feel less anxious if they are familiar with the types of Sample tests also may be shared with parents to help themreading selections and questions they will encounter on the understand the types of questions their child will encountertest. It is important that students feel comfortable with the on the test and to practice with their child.test format and have some test-taking strategies to help themachieve the best possible score. Sample questions may be reprinted in newsletters or shared at community meetings to help constituents better understand the state assessment system. Although theHOW TO USE THE SAMPLE TEST sample tests are not as comprehensive as the actual tests,The Oregon Department of Education has provided sample they do provide examples of the subject area content andtests periodically beginning in 1997. The latest—Grade 6 difficulty level students will encounter as part of Oregon’sSample Test 2004-2006—appears in the student test booklet high academic standards.here. Students my take this sample test as a practice activityto prepare for the actual test. Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6 Oregon Department of Education i
  4. 4. Test-Taking Tips Students: Use these tips to help you prepare for the test.Before the test If you are not sure of an answer to a question try these tips: Develop a positive attitude. Tell yourself, “I will do my best on this test.” - Get rid of the answers that you know are not correct and choose among the Get a good night’s sleep the night before rest. the test. - Read through all the answers very Get up early enough to avoid hurrying to carefully, and then go back to the get ready for school. question. Sometimes you can pick up Eat a good breakfast (and lunch, if your clues just by thinking about the test is in the afternoon). different answers you have been given to choose from.During the test - Go back and skim the story or article to Stay calm. see if you can find information to Listen carefully to the directions the answer the question. (Sometimes a teacher gives. word or sentence will be underlined to help you.) Ask questions if you don’t understand what to do. - If you get stuck on a question, skip it and come back later. Before you read a selection on the test, preview the questions that follow it to - It is OK to guess on this test. Try to help focus your reading. make your best guess, but make sure you answer all questions. After reading a selection, read the entire question and all the answer choices. After the test Stop and think of an answer. Look to Before you turn your test in, check it see if your answer is similar to one of over. Change an answer only if you the choices given. have a good reason. Generally it is Read each test question carefully. better to stick with your first choice. Try to analyze what the question is Make sure you have marked an answer for really asking. every question, even if you had to guess. Slow down and check your answers. Make sure your answer sheet is clearly Pace yourself. If you come to a marked with dark pencil. Erase any difficult passage or set of questions, it stray marks. may be better to skip it and go on, then Don’t worry about the test once it is come back and really focus on the finished. Go on to do your best work on difficult section. your other school assignments. This is not a timed test. If you need more time to finish the test, notify your teacher.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education ii
  5. 5. Reading and LiteratureDIRECTIONSRead each of the passages. Then read the questions that follow and decide on the BESTanswer. There are a lot of different kinds of questions, so read each question carefullybefore marking an answer on your answer sheet.EMMA LAZARUSLittle did Emma Lazarus know that she would one day be remembered in American historyfor writing the poem, “The New Colossus.” Read this passage to learn about the historyand importance of this poem. EMMA LAZARUS, WHO LIVED FROM 1849 TO 1887, was a successful writer. By age eighteen, she had already written her first book. Eventually, she published several more. She became most famous, however, for one special poem called “The New Colossus.” The word colossus means gigantic statue. The colossus Emma Lazarus wrote about in her poem was the Statue of Liberty, then ready to be raised in New York Harbor. Although the title of the poem is not well known, the last five lines of the poem are. In them, “Lady Liberty” says: “Give me your tired, your poor, Your huddled masses yearning to breathe free. The wretched refuse of your teeming shore, Send these, the homeless, tempest- Tost to me, I lift my lamp beside the golden door!” Emma Lazarus had good reason for writing those words. In addition to her writing, she was devoted to the cause of helping Jewish refugees from Russia. These people, rejected by their own country, crossed the ocean to America seeking new homes and freedom. They often arrived penniless. Emma Lazarus spent timeOffice of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 1
  6. 6. Reading and Literature and money organizing help for these immigrants. She believed strongly in America as a place for people looking for freedom. “The New Colossus” was first read at an event to raise money for building the base of the Statue of Liberty. For the next twenty years, however, the poem was mostly forgotten. Emma Lazarus died not knowing how many people her words would inspire. Then, in 1903, the poem was chosen to be inscribed on a bronze tablet inside the entrance to the statue. Since that time, millions of Americans have read the poem. Its words have helped make the Statue of Liberty known as a symbol of freedom throughout the world.1Why do you think the author ended the selection by telling about the symbolism of theStatue of Liberty? A. To show people the way to New York B. To explain how long it took to write the poem C. To describe how the statue was made D. To emphasize how important the statue is2“The New Colossus” is a poem about A. New York Harbor. B. The Statue of Liberty. C. Emma Lazarus. D. Russia.3Emma Lazarus was not only a successful writer, she also A. helped people who were new to America. B. designed the Statue of Liberty. C. wrote her poem on a bronze tablet. D. brought the Statue of Liberty to New York.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 2
  7. 7. Reading and Literature4Although the selection doesn’t say, you can tell that Emma Lazarus was a womanwho was A. tired from writing all the time. B. the first person to help refugees from Russia. C. important in the building of the Statue of Liberty. D. kind and caring about people less fortunate.5“The New Colossus” was first read in public when A. a fundraiser was held to build the statue’s base. B. Jewish refugees were finally able to land on U.S. shores. C. the Statue of Liberty was opened in 1886. D. groups from around the world remembered Emma Lazarus.SWAMP TALKIn SWAMP TALK by Jean George, Billie Wind, a Seminole Indian, is punished for notbelieving in the “old ways.” She is sent out to the swamp to learn some lessons. Readabout one of her experiences. SHE FOLDED HER ARMS AND LOOKED over the forest. The trees were flared at the bases. This uncanny growth buttressed the cypress in the rainy season when the island was flooded with water and rendered the trees unstable. Near each tree jutted waist-high triangular “knees” that grew up from the roots. These breathed air when the roots were under water. Billie Wind walked among them until she found two slender trees that did not have buttresses. “These trees are talking to me,” she realized. “When the land is high and dry cypress trees do not grow buttresses, they grow straight like these. So the land is dry here. I have found a good campground. “Petang,” she called. “Where are you? We are going to camp here until our boat is made.” The otter answered by rustling the palmettos and splashing into the water. Billie Wind slung her hammock high. The species of mosquito that had been biting her did not fly higher than nine feet above the land, and so she would hang her bed at least ten feet high. To get up and down she braided a rope out of one of the many kinds ofOffice of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 3
  8. 8. Reading and Literature vines, tied it to the hammock and climbed up the tree. She secured the hammock. Petang returned as she was putting the last stone on the fireplace. His sides were round and bulging. “Goodness,” she said. “You have been eating well. What’s out there? Frogs? Fish?” She walked toward the shore to gather for herself whatever Petang had eaten. A hiss sounded. The palmettos thrashed, and as Billie Wind jumped backward, she looked down on an enormous mother alligator who was escorting dozens of baby alligators down the side of a mound of humus, her nest. She turned back to help one hatchling who was still buried and peeping. Using her awkward-looking foot, she gently pulled back the black plants and let him climb out. A raccoon pounced on a baby at the bottom of the pile. She roared down on him, slashed her jaws and cut off his tail. He ran screaming into the brush. A heron flapped down and hovered over the tasty hatchlings. The mother alligator grunted and slammed her jaws, barely missing the bird, who rose higher to wait for another opportunity to strike. Roaring and snapping, the mother gator led her brood toward the safety of the water. Billie Wind backed all the way home and climbed her rope to her hammock. She knew better than to stay anywhere near a mother alligator and her young.6In the sentence, “The island was flooded with water and rendered the trees unstable,”rendered means A. obtained by heating. B. caused to become. C. strengthened. D. performed.7When the mother alligator was escorting dozens of baby alligators, she was A. throwing them. B. watching them. C. going with them. D. teasing them.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 4
  9. 9. Reading and Literature8Which of the following BEST describes Billie Wind? A. Confused and worried B. Grouchy and tired C. Careful D. Lonely and frightened9How could you BEST describe the author’s message? A. Keep away from swamps. B. Watch out for alligators. C. Respect nature and learn from it. D. Always carry proper tools.10Onomatopoeia is a term used when words sound like the thing being described. Whichof the words below is an example of onomatopoeia? A. Screaming B. Slammed C. Roaring D. Hiss CONTINUE ON TO THE NEXT PAGEOffice of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 5
  10. 10. Reading and Literature FAT CONTENT OF SANDWICHES Too much fat in our diets can be a problem. Examine these charts about sandwich ingredients to answer the questions. Deli meat---and reduced fat alternativesMeat Calories % calories Total Fat Saturated Sodium from fat (g) Fat (g)Deli beef bologna, regular, two slices (2 oz.) 175 81% 16.0 7.0 555BolognLite, two slices (2 oz.) 45 0% 0.0 0.0 490Butcher Lite Bologna, two slices (2 oz.) 120 60% 8.0 3.0 400Deli ham, regular, two slices (2 oz.) 105 52% 6.0 2.0 745Slimpig Ham, regular, two slices (2 oz.) 35 0% 0.0 0.0 530Cooklite Ham, regular, two slices (2 oz.) 60 23% 1.5 .5 470Delite Farms Deli Select, two slices (2 oz.) 50 28% 1.5 1.0 690Deli turkey breast, two slices (2 oz.) 55 15% 1.0 .5 625Betterball 96% Fat Free Smoked, three slices 70 32% 2.5 .5 490(3 oz.)Delite Farms Turkey Roast, three slices (3 oz.) 60 8% .5 0.0 620Meatless alternativesNoBologna, two slices (2 oz.) 70 0% 0.0 0.0 530HamltUp, two slices (2 oz.) 65 0% 0.0 0.0 390TurkeyLike, three slices (3 oz.) 80 0% 0.0 0.0 600 Sandwich Ingredients Sandwich Ingredient Serving Calories Fat (g) White bread 2 slices 90 2 Whole wheat bread 2 slices 80 0 Mayonnaise 1 tablespoon 100 11 Brown Mustard 1 tablespoon 15 1 Cheddar Cheese 1 slice 120 10 Swiss Cheese 1 slice 40 0 Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6 Oregon Department of Education 6
  11. 11. Reading and Literature11Which statement is true? A. Deli turkey has more calories than its alternatives. B. Deli beef bologna has more fat than deli ham. C. You should limit yourself to 2-ounce servings of sandwich meat. D. Meat contributes the most calories to sandwiches.12Which brand of ham has the greatest percentage of calories from fat? A. Slimpig B. Cooklite C. DeLite Farms Deli Select D. HamItUp13Which sandwich would contain the fewest calories? A. 3 oz. of Delite Farms Turkey Roast with one slice of Swiss cheese B. 2 oz. of deli ham with one tablespoon of mustard C. 2 oz. of Slimpig Ham with one tablespoon of mayonnaise D. 3 oz. of Betterball 96% Fat Free Turkey with one slice of cheddar cheeseGOING BATTYMany of us have heard the saying “blind as a bat,” but are bats really blind? Read thispart of the book THREE CHEERS FOR BATS by Laurence Pringle to learn a lot more aboutthese flying creatures. TO MANY PEOPLE, bats are scary, ugly creatures. The superstitions about them range from tales of Dracula-type vampires to the belief that they entangle themselves in people’s hair. These notions about bats are still common; no wonder bats are still feared and persecuted in many lands. These old beliefs are disappearing, however, as people learn about the lives of real bats. About a thousand kinds of bats live on all continents except Antarctica. None are blind, and some see very well. Large fruit-eating bats that live in the tropics have big eyes and doglike snouts. They’re called flying foxes.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 7
  12. 12. Reading and Literature Most bats are insect eaters, and they are the ones with weird faces. They usually have big ears and sometimes have odd-looking noses. With their beady little eyes they see as well as mice or other small mammals. To catch food in the dark, though, they rely on a sonar, or echolocation, system that is more advanced than anything devised by people. In fact, scientists still don’t understand many details of this extraordinary system. The bats emit high-pitched squeaks that we cannot hear. Some of these sounds echo off objects in front of the flying bats: tree branches, wires, flying insects. Bats listen to the echoes and get an instantaneous and changing picture in their brains of what lies ahead. They dodge twigs and other obstacles. They zoom in on moths and even tiny mosquitoes. The odd-looking noses and ears of some bats are part of their sonar equipment. Their echolocation system works beautifully. Bats can and do easily avoid getting tangled in a person’s hair. When they sometimes swoop near people who are outdoors at night, they are often chasing mosquitoes, which they pluck out of the air before the insects can feast on the humans. Where mosquitoes are abundant, a small bat can catch several hundred in an hour. People who know this take steps to encourage bats to live near their home. They put up specially designed bat houses in which bats can rest in the daytime.14What is true about the noises made by bats? A. They sound like noises made by foxes. B. They cannot be heard by humans. C. They warn mosquitoes. D. They sound like a low growl.15Which of the statements below is an opinion? A. There are more than a thousand different kinds of bats. B. Bats that live in the tropics usually eat fruit. C. Bats use echolocation to keep from flying into things. D. Most bats with beady eyes are ugly.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 8
  13. 13. Reading and Literature16The story tells you that “where mosquitoes are abundant, a small bat can catch severalhundred in an hour.” The word abundant means A. making their nests. B. landing on the ground. C. appearing in large numbers. D. living on other insects.17The author’s main purpose is to teach people some things about bats. This is probably agood idea because A. there aren’t enough books about animals. B. people are often afraid of things they don’t understand. C. bats are an endangered species. D. now scientists can study echolocation for use in the future.18Which word could the author have used instead of persecuted when he wrote, “…batsare still feared and persecuted in many lands?” A. Hidden B. Mistreated C. Worshipped D. Caged19What do you think is most likely to happen if more people read this story and learnsome things about bats? A. People will be glad most bats are around. B. Bats will be killed for ruining our fruit crops. C. Most people will want to get bats for pets. D. People will think bats are scary. CONTINUE ON TO THE NEXT PAGEOffice of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 9
  14. 14. Reading and LiteratureSTEAM SHOVELCharles Malam’s poems ask us to look at everyday objects from a different perspective. 1 The dinosaurs are not all dead. I saw one raise its iron head To watch me walking down the road Beyond our house today. 5 Its jaws were dripping with a load Of earth and grass that it had cropped. It must have heard me where I stopped, Snorted white steam my way, And stretched its long neck out to see, 10 And chewed, and grinned quite amiably.20The machine “grinned quite amiably.” Used this way, amiably means A. in a lonely way. B. in an unfriendly way. C. in the middle of. D. in a good-natured way.21Based upon the description Malam uses, you would characterize the steam shovel as A. rude. Β. bored. C. friendly. D. loving.22The poet uses a dinosaur to compare to a steam shovel rather than another creature because A. steam shovels were also prehistoric creatures. B. dinosaurs ate earth and grass. C. steam shovels are huge and have long necks. D. dinosaurs are buried deeply where steam shovels dig.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 10
  15. 15. Reading and Literature23The details in this poem support the idea that Malam wrote it A. to show that dinosaurs had personalities. B. to increase the reader’s understanding of dinosaurs. C. to teach the reader about driving steam shovels. D. to give a light, humorous look at a large machine.24The effect of the line “Snorted white steam my way” is to A. compare the speaker’s fear to the shovel’s size. B. establish the historic validity of dinosaurs. C. continue the comparison between the shovel and a dinosaur. D. emphasize the insignificance of humans when confronted.Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 11
  16. 16. Grade 6 Reading/Literature SAMPLE TEST KEY 2004-2007 Item Key Score Reporting Category 1 D Examine Content and Structure: Informational Text 2 B Demonstrate General Understanding 3 A Demonstrate General Understanding 4 D Develop an Interpretation 5 A Demonstrate General Understanding 6 B Vocabulary 7 C Vocabulary 8 C Develop an Interpretation 9 C Develop an Interpretation 10 D Examine Content and Structure: Literary Text 11 B Read to Perform a Task 12 C Read to Perform a Task 13 A Read to Perform a Task 14 B Demonstrate General Understanding 15 D Examine Content and Structure: Informational Text 16 C Vocabulary 17 B Examine Content and Structure: Informational Text 18 B Vocabulary 19 A Develop an Interpretation 20 D Vocabulary 21 C Develop an Interpretation 22 C Examine Content and Structure: Literary Text 23 D Develop an Interpretation 24 C Examine Content and Structure: Literary Text CONVERTING TO A RIT SCORE Number correct RIT Score Number Correct RIT Score 1 182 13 218 2 190 14 219 3 194 15 221 4 198 16 223 5 201 17 226 6 203 18 228 7 206 19 231 8 208 20 234 9 210 21 237 10 212 22 242 11 214 23 250 12 216 24 257Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 12
  17. 17. Office of Assessment and Information Services 2006-2008 Sample Test, Grade 6Oregon Department of Education 13
  18. 18. Oregon Department of Education255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600

×