9780545185073

Reading Placement Tests Easy Assessments to Determine Students’ Levels in Phonics, Vocabulary, and Reading Comprehension

4th–6th Grades

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES Reading Placement Tests: 4th to 6th Grade © CORE and Scholastic Teaching Resources

Scholastic Inc. grants teachers permission to photocopy material in this book only for personal classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Permissions Department, Scholastic Inc., 557 Broadway, New York, NY 10012. Cover design by Josué Castilleja Cover art by Royce Fitzgerald Interior design by LDL Designs Pages 62–70 © CORE.

0-439-40413-4 Copyright © 2002 by Scholastic Inc. All rights reserved. Printed in the U.S.A. 1 2 3 4 5 6 7 8 9 10 40 08 07 06 05 04 03 02

Reading Placement Tests: 4th to 6th Grade © CORE and Scholastic Teaching Resources

Table of Contents Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Description of the Placement Tests. . . . . . . . . . . . . . . . 4 Directions for Administering the Tests . . . . . . . . . . . . . 5 Diagnostic Placement Test Student Pages Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Scoring the Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Using the Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

CORE Phonics Survey . . . . . . . . . . . . . . . . . . . . . . . . 62 CORE Phonics Survey Record Form . . . . . . . . . . . . . 63 CORE Phonics Survey Student Material . . . . . . . . . . 68

Percentage Scores Chart . . . . . . . . . . . . . . . . . . . . . . 71


Overview The Diagnostic Placement Tests and Phonics Survey for Grades 4–6 are designed as entry-level assessments for your students. The Diagnostic Placement Test is intended to be used at the beginning of the school year and has three main purposes: • to determine each child’s level of proficiency in reading, based on grade-level skills. • to identify specific instructional needs for individual students and for the group as a whole. • to provide a baseline from which to measure a child’s growth in reading. During the first weeks of school, it is important to determine children’s reading levels. The Diagnostic Placement Test, designed to be administered to groups of students, measures

mation you’ll need for instructional planning.

Phonological awareness is an umbrella term that includes phonemic awareness, or awareness of words at the phoneme level. It also includes an awareness of word units larger than the phoneme. Phonological awareness includes the following (Eldridge, 1995):

After completing the Diagnostic Placement Test,

• words within sentences

you may want to collect more information about

• rhyming units within words

some children by administering the CORE

• beginning and ending sounds within words

important skills in Phonics/Phonological Awareness, grade-level Vocabulary, and Reading Comprehension. For most students, results from this test will provide the initial screening infor-

Phonics Survey* (pages 62–70) to individuals. This survey measures alphabet skills, reading and decoding skills, and spelling skills. Assessment information from prior years may also provide valuable information about each child’s current level of proficiency and his or her instructional needs for the coming year.

• syllables within words • phonemes, or sounds, within words (phonemic awareness) • features of individual phonemes such as how the mouth, tongue, vocal cords, and teeth are used to produce the sound

Description of the Placement Tests Directions for administering and scoring the tests appear on the next few pages. The Diagnostic Placement Test has three sections:

* © 1999 by CORE.


Phonics/Phonological Awareness This first part of the test assesses skills in phonics and phonological awareness. (10 Questions)

Vocabulary This part of the test assesses children’s familiarity with grade-level vocabulary words. All vocabulary words are tested in sentence context. (15 Questions)

Comprehension This last part of the test assesses children’s comprehension of reading selections, both fiction and nonfiction. Children respond to comprehension questions based on fundamental grade-level skills. (25 Questions) All questions on the Diagnostic Placement Test are in multiple-choice format. Each test item has four answer choices. Below you will find directions for administering the tests. Then turn to pages 57–61 for information on scoring the tests, and using the results.

Directions for Administering the Tests The Diagnostic Placement Test is designed to be administered to a group of students, in either one or more sittings. You, the teacher, should read aloud the directions. Students will read the questions and reading selections themselves and will respond to questions either by filling in bubbles beside the answers they choose or by circling their answer choice on the answer sheet (final page of the Student Pages). These tests are not intended to be timed; allow as much time as children need to complete each part of the test. However, for planning purposes, the chart below shows the estimated time required for administering the test.

Estimated Time for Administering Tests Phonics:

Vocabulary:

Comprehension:

Total:

10 minutes

15 minutes

25 minutes

50 minutes

Make sure each child has a copy of the reproducible Diagnostic Placement Test Student Pages and two pencils. Before starting, have each child write his or her name on the cover or on the Answer Sheet, whichever will be turned in for grading. When you are ready to begin the test, read the directions on the front cover. Then have children answer the sample question. Make sure children know how to mark their answers. Once everyone understands how the test works, have children turn to page 2 to begin.


Grade 4 • Page 1 Name ____________________________ Date _____________________

Diagnostic Placement Test Student Pages 4th Grade Directions This is a Reading test. Each question in this test has four answer choices. Read each question carefully. Then choose the best answer. Fill in the bubble for the answer you choose or circle your answer choice on the Answer Sheet.

Sample Question

Read the sentence. Which word best fits in the blank? As the rain started falling, the wind began to _____. ❍

A.

glow

❍

C.

slow

❍

B.

blow

❍

D.

flow


Grade 4 • Page 2

Phonics Questions 1–10. Read each sentence. Choose the word that best fits in the blank. 1.

2.

Franny got very upset, but Jade stayed _____. ❍

A. calm

❍

C. comb

❍

B. camp

❍

D. call

Most of the farmers here grow corn, soybeans, and _____. ❍ ❍

3.

4.

5.

F. sheet G. cheat

❍ ❍

H. wheat J. greet

We stood on the _____ and waved as Casey sailed across the lake. ❍

A. sure

❍

C. shower

❍

B. share

❍

D. shore

Did you _____ your new sweater today? ❍

F. where

❍

❍

G. wear

❍

H. ware J. were

Members of the band ran onto the _____ and began to play a song. ❍

A. stake

❍

C. stack

❍

B. stage

❍

D. staff


Grade 4 • Page 3

6.

7.

8.

9.

10.

Beekeepers have to be very _____ when they work with bees. ❍

F. cares

❍

❍

G. careless

❍

H. cared J.

careful

Grandpa said he would be _____ to have us visit him. ❍

A. placed

❍

C. pleased

❍

B. pleated

❍

D. planted

A word that has three syllables is _____. ❍

F. memory

❍

❍

G. operator

❍

H. neighbor J.

quickly

Jack opened the back of the TV cabinet and _____ the VCR. ❍

A. connecting

❍

C. connection

❍

B. disconnected

❍

D. unconnected

Two fishing boats were tied up at the _____. ❍

F. pear

❍

H. pier

❍

G. peer

❍

J. pare


Grade 4 • Page 4

Vocabulary Questions 11–25. Choose the word that best fits in each sentence. 11.

Cal gave me his computer but did not _____ that it was broken. ❍ A. paddle ❍ C. mention ❍ B. flutter ❍ D. attend

12.

My favorite flavors are lemon and _____. ❍ F. peppermint ❍ H. emperor ❍ G. rubber ❍ J. brass

13.

The birds in the rain forest are very _____. ❍ A. colorful ❍ C. maple ❍ B. western ❍ D. otherwise

14.

Mom put the plants on the _____ so they would get some sun. ❍ F. shepherd ❍ H. symbol ❍ G. waterproof ❍ J. windowsill

15.

Theo has _____ every morning for breakfast. ❍ A. sapling ❍ C. border ❍ B. cereal ❍ D. lagoon

16.

Mrs. Palmer does not _____ to be at the meeting. ❍ F. adopt ❍ H. combine ❍ G. intend ❍ J. divide

17.

Every year the ducks _____ south before winter comes. ❍ A. knead ❍ C. hitch ❍ B. provide ❍ D. migrate


Grade 4 • Page 5 18.

Mr. Johnson painted a _____ of the mayor. ❍ F. miracle ❍ H. portrait ❍ G. thrush ❍ J. sniffle

19.

Last Saturday, Josh got stung by a _____. ❍ A. hornet ❍ C. garlic ❍ B. darling ❍ D. lasso

20.

Grandpa plans to _____ at the age of 70. ❍ F. clump ❍ H. locate ❍ G. pardon ❍ J. retire

21.

The flashlight doesn’t work because the _____ is dead. ❍ A. shovel ❍ C. icebox ❍ B. battery ❍ D. lava

22.

This ring is the most _____ thing I own. ❍ F. numerous ❍ H. valuable ❍ G. weary ❍ J. starry

23.

Bloodhounds have a _____ sense of smell. ❍ A. wobbly ❍ C. keen ❍ B. quaint ❍ D. tribal

24.

Police _____ the robber for several miles before they caught him. ❍ F. furnished ❍ H. devoted ❍ G. pursued ❍ J. interfered

25.

What _____ should I use to find the area of a cir cle? ❍ A. formula ❍ C. survey ❍ B. gravity ❍ D. zone


Grade 4 • Page 6

Comprehension Questions 26–50. Read each passage and answer the questions. Choose the best answer to each question.

How Coyote Won His Dinner Coyote was known as a clever thief, and for good reason. Coyote lived in the woods near Mr. Hank’s ranch. At least three times a week, Coyote sneaked into the ranch and stole chickens or eggs, or sometimes both. Now Mr. Hank knew what Coyote was doing, but he could never catch him. One summer morning Mr. Hank called out to Coyote who was hiding in the woods. “Coyote, how are you able to steal from me so often without getting

caught?” Coyote replied, “Oh, Mr. Hank, it’s just so easy for me. Why, it’s so easy that I could steal your clothes right out of your room tonight, even with you guarding them!” “Ha, that’s impossible,” laughed Mr. Hank. “You may be clever, but there is no way you could do that!” Then Mr. Hank realized that this could be his chance to end Coyote’s stealing. “Coyote,” he said, “I’ll make a deal with you. If you can steal my clothes tonight, I’ll give you three chickens a week for the rest of your life. If I catch you, you must promise never to steal from me again.” Coyote thought quietly for a minute. Then he answered, “Okay, Mr. Hank, you’ve got yourself a deal.” That night at bedtime, Mr. Hank told his wife Sarah about the bargain he had struck with Coyote. Then he put his clothes on a small table in the bedroom. Mr . Hank sat on one side of the table in his nightshirt, and Mrs. Hank sat on the other. They waited. Before long, through the open bedroom window, Mr. Hank heard his horses running around like something was chasing them. He looked at Sarah and


Grade 4 • Page 7 sighed. “You’ll have to watch these clothes for a few minutes,” he said, “while I go check on the animals.” Now Coyote had just been out with the horses and had started a stampede to get Mr. Hank’s attention. When he saw Mr. Hank leave the house, Coyote called into the bedroom window. “Oh, Sarah, you’d better hand me those clothes. That clever thief might steal them while I’m gone.” Mrs. Hank thought it was her husband calling to her, so she handed the clothes out the window. Coyote grabbed them, and that is how the clever Coyote earned his dinner for the rest of his life.

26.

Where does this story take place? ❍ ❍ ❍ ❍

27.

near the sea on a ranch in a desert in a city

What was Mr. Hank’s problem at the beginning of the story? ❍

A. Coyote was stealing from him.

❍

B. His horses often ran away.

❍

C. Coyote had taken all of his clothes. D. He did not get along with his wife Sarah.

❍

28.

F. G. H. J.

In this story, Mr. Hank made a bargain with Coyote. A bargain is a ____. ❍ ❍ ❍ ❍

F. G. H. J.

friendship check deal stampede



Mr. Hank’s horses were running around because _____. ❍ A. the barn was on fire ❍ B. there was a full moon ❍ C. some dogs were barking ❍ D. Coyote upset them

30.

What happened while Mr. Hank was checking on the horses? ❍ ❍ ❍ ❍

31.

32.

F. G. H. J.

He fell asleep in the barn. Coyote stole a chicken and two eggs. Coyote promised never to steal again. Mrs. Hank gave his clothes to Coyote.

How did Mr. Hank probably feel when he got back to the house? ❍

A. upset

❍ ❍

B. excited C. pleased

❍

D. clever

If Mr. Hank keeps his promise to Coyote, he will _____. ❍ ❍ ❍ ❍

F. G. H. J.

let the horses go free move to a new ranch give Coyote three chickens a week hide in the woods until he catches Coyote


Grade 4 • Page 9

Goobers Most people like peanuts, especially in a peanut butter and jelly sandwich. Peanuts only grow in certain parts of the world, though. Luckily, the United States is one place where peanuts thrive. The peanut plant hasn’t always grown here. Peanuts probably grew first in what are now Brazil and Peru. Scientists in those places have found pictures of peanuts on bowls made as long ago as 1,500 B.C.! Much later, peanuts were grown in the southern United States. The South’ s warm weather, sandy soil, and rain help peanuts grow well. Peanut vines bear small yellow flowers. When the flowers fall to the ground, “pegs” on the flowers root into the earth and start the nuts’ growth. The peanuts grow underground. Peanuts have grown in this country for more than 300 years, but people

didn’t eat them at first. Farmers grew them as food for farm animals—especially pigs—until the Civil War. Food for people was scarce in the South at that time, so people began to eat peanuts. Peanuts have lots of protein, so they fuel the body well. The soldiers called the peanuts “goobers” or “goober peas.” They even sang songs about eating them. By the time the war ended, peanuts had become a favorite food in the South. Then, traveling circuses began selling bags of them, spreading their popularity beyond the South. Later, they became a popular food at baseball games, too. In the 1920’s and 1930’s, Dr. George Washington Carver experimented with more than 300 uses for peanuts, such as in shaving cream, face powder, and grease. Most people, however, prefer to do just one thing with peanuts—eat them! 33.

Peanuts are good to eat mainly because _____. ❍ ❍

A. they don’t cost very much B. it’s easy to make a peanut butter sandwich

❍

C. they have a lot of protein

❍

D. they were once used to feed farm animals



What is the main idea of this passage? ❍ ❍ ❍ ❍

35.

F. G. H. J.

Peanuts are an ancient food. Peanuts are eaten at entertainment events. Peanut blossoms drop “pegs” into the soil. Peanuts are a useful crop in many ways.

The passage says, “The United States is one place where peanuts thrive.” The word thrive means _____.

36.

❍

A. taste good

❍

B. grow well

❍

C. have problems

❍

D. cost a lot

People in the South began eating peanuts because _____. ❍ ❍ ❍ ❍

37.

38.

F. G. H. J.

food was scarce during the Civil W ar farm animals seemed to like them they were called “goobers” or “goober peas” there were songs written about them

How did peanuts become popular outside the South? ❍ A. Soldiers sang songs about them. ❍

B. Dr. Carver traveled all over the United States.

❍

C. They were sold at circuses that traveled far and wide.

❍

D. People found many uses for peanuts.

According to the passage, peanuts became a popular snack sold at _____. ❍ ❍ ❍ ❍

F. G. H. J.

museums baseball games zoos movie theaters


Grade 4 • Page 11

Ant Watching Reth liked to study ants. He could sit for hours watching thin lines of tiny ants

march back and forth. He kept a notebook, pencil, and magnifying glass with him so he could watch the ants closely and keep notes. The magnifying glass was a great tool. With it, Reth could see the ants’ antennae wave as they marched along. He did not keep the glass on the ants for too long, though. It focused the sunlight and could burn the ants. Reth took a quick look through the glass. Then he scribbled notes. He wrote down what the ants looked like and what they did. When Reth had enough notes, he went home and looked in his encyclopedia. It told about all kinds of ants, from army ants to fire ants. He compared his notes with the descriptions of ants in the text. Since Reth lived in a suburb, he mostly saw common garden ants. Sometimes he saw carpenter ants. He hoped to travel to the jungle one day so he could see giant Amazon ants, farmer ants, and army ants. One afternoon Reth found a boy named Henry near the anthill. Henry was poking at the ants with a long stick. “Why are you doing that?” Reth asked. “I like to watch them scurry around,” Henry replied. “If you disturb the ants,” Reth said, “they won’t be able to get the food they need to their nest.” “So what?” Henry asked. Reth explained to Henry that ants collected food for their young and the queen, who were unable to leave the nest. He also let Henry look through his magnifying glass. Then he let Henry read his notes. “Ants are like little people!” Henry exclaimed. Reth took Henry to his house and showed him the encyclopedia. “These army ants sound really cool,” Henry said. He and Reth talked about going to the jungle to see different kinds of ants. From that day on, Reth and Henry watched the ants together, and Henry had a new respect for the hardworking insects.



40.

Which word best describes Reth? ❍

A. cruel

❍ ❍

B. shy C. curious

❍

D. fearful

Where does most of this story take place? ❍ ❍ ❍ ❍

41.

42.

F. G. H. J.

near Reth’s home at Henry’s house in the jungle near the Amazon

Which is the best summary of the story? ❍

A. Two boys enjoy watching ants march around.

❍

B. One boy enjoys studying ants and helps a friend understand them better.

❍

C. Two boys plan to go to the jungle to study ants.

❍

D. A boy watches farmer ants and army ants through a magnifying glass.

Henry says, “I like to watch them scurry around.” The word scurry means _____. ❍ ❍ ❍ ❍

F. G. H. J.

look carefully run quickly work hard walk slowly



How did Henry change from the beginning to the end of the story? ❍

A. He thought ants were interesting at first, and then he thought they were like silly people.

❍

B. He had only seen ants in the encyclopedia, and then he finally saw them in his yard.

❍

C. He loved watching ants at first, but then he became bored and decided to do something else.

❍

D. He didn’t appreciate ants at first, but he learned about them and became more interested.

44.

Why was Reth a little disappointed that he lived in the suburbs? ❍ ❍ ❍ ❍

F. G. H. J.

There were too many insects to study. He saw only busy farmer ants. His neighbors wanted to get rid of the ants. He saw only common kinds of ants.


Grade 4 • Page 14

A Modern Pioneer You may not have heard of Grace Murray Hopper (1906–1992), but her work affects your life every day. Grace Hopper was a pioneer in the world of computers. Like the pioneers who traveled west into unknown lands, she explored a world no one had ever seen before. As a child, Grace loved math and figuring things out. She also loved gadgets. When she was seven years old, she took apart a clock to see how it worked. Then she could not get it back together. So she got another clock and took that one apart. By the time her mother saw what she was doing, Grace had dismantled seven different clocks! When World War II began, Grace Hopper was a college math teacher. She decided to join the Navy. She was 34 years old at the time and was too small to meet the Navy’s size requirements. Grace was determined, though. She convinced the Navy to accept her anyway. Because of her math skills, the Navy put her to work on the first large-scale digital computer ever built. It was called the Mark I. This computer was a little different from computers we have today. For one thing, it was 51 feet long and eight feet high! One summer day during the war, the Mark I computer suddenly stopped. Grace Hopper soon figured out that a moth had flown inside the machine and got stuck. She removed the bug and got the computer started again. T oday, a problem in a computer is called a computer “bug.” Fixing the problem is called “debugging.” During her years with the Navy, Grace Hopper became known as “Amazing Grace” for her skill with computers. She believed that computers should be easy to understand so that anyone could use them. She worked hard to make sure that this happened. By 1955, she had invented a system for programming computers. Her work led to the language called COBOL, which is widely used in business. Grace Hopper spent 43 years working for the Navy. In 1985, Grace Hopper was appointed Rear Admiral by President Reagan. She was one of the highest


Grade 4 • Page 15 ranking women in the military. In 1986 when she retired, she was the oldest active military officer in the nation. In 1991, Grace Hopper was awarded the National Medal of Technology by President George Bush. She was the first person ever to receive that medal.

45.

46.

What is the main idea of this passage? ❍

A. Grace Hopper was a computer pioneer.

❍

B. Fixing a computer problem is called “debugging.”

❍

C. Grace Hopper loved math and figuring things out.

❍

D. She became known as “Amazing Grace.”

The passage says, “Grace had dismantled seven different clocks.” The word dismantled means _____. ❍ ❍ ❍ ❍

47.

set the time on built taken apart

studied

How was the Mark I computer different from most computers of today? ❍

48.

F. G. H. J.

❍

A. It was much faster. B. It was easy to use.

❍

C. It was much larger.

❍

D. It ran on electricity.

Why did the Mark I suddenly stop one day? ❍ F. It got overheated. ❍

G. Grace Hopper took it apart.

❍

H. Grace turned it off.

❍

J.

A moth got stuck in it.



50.

According to this passage, Grace Hopper thought that _____. ❍

A. everyone should be able to use computers

❍

B. moths are the biggest problems in computer work

❍

C. the Navy should not use computers for war

❍

D. computers would never become very useful

When Grace Hopper retired, she was _____. ❍ ❍ ❍ ❍

F. G. H. J.

the only person in the Navy who understood the Mark I computer a personal friend of Presidents Reagan and Bush one of the oldest and highest ranking officers in the military a college math teacher who loved gadgets


Grade 4 • Answer Sheet Name __________________________________________________ Date _________________________

PHONICS

VOCABULARY

Sample: A

B

C

D

COMPREHENSION

11. A

B

C

D

26. F

G

H

J

12. F

G

H

J

27. A

B

C

D

13. A

B

C

D

28. F

G

H

J

1. A

B

C

D

14. F

G

H

J

29. A

B

C

D

2. F

G

H

J

15. A

B

C

D

30. F

G

H

J

3. A

B

C

D

16. F

G

H

J

31. A

B

C

D

4. F

G

H

J

17. A

B

C

D

32. F

G

H

J

5. A

B

C

D

18. F

G

H

J

33. A

B

C

D

6. F

G

H

J

19. A

B

C

D

34. F

G

H

J

7. A

B

C

D

20. F

G

H

J

35. A

B

C

D

8. F

G

H

J

21. A

B

C

D

36. F

G

H

J

9. A

B

C

D

22. F

G

H

J

37. A

B

C

D

10. F

G

H

J

23. A

B

C

D

38. F

G

H

J

24. F

G

H

J

39. A

B

C

D

25. A

B

C

D

40. F

G

H

J

41. A

B

C

D

42. F

G

H

J

43. A

B

C

D

44. F

G

H

J

45. A

B

C

D

46. F

G

H

J

47. A

B

C

D

48. F

G

H

J

49. A

B

C

D

50. F

G

H

J


Grade 5 • Page 1

Name ____________________________ Date ____________________


Sample Question

Read the sentence. Which word best fits in the blank?

Jonah has thick, curly hair, but my hair is _____. ❍

A. twin

❍

C. thin

❍

B.

❍

D. shin

chin


Grade 5 • Page 2

Phonics Questions 1–10. Read each sentence. Choose the word that best fits in the blank.

1.

Blue jays like to _____ on the railing of the deck. ❍ ❍

2.

❍ ❍

C. perch D. pinch

The bus _____ at 7:00 P.M. and makes two stops on the way. ❍ ❍

3.

A. parch B. porch

F. lives G. leaves

❍ ❍

H. loves J. loaves

In the wilderness, you should never hike _____. ❍ ❍

A. able B. always

❍ ❍

C. after D. alone

4.

A word that has three syllables is _____. ❍ F. combine ❍ H. invite ❍ G. responsible ❍ J. adventure

5.

The trees change color in _____. ❍ ❍

6.

A. autumn B. aunt

❍ ❍

C. auto D. author

The roof on our house was only _____ finished when the rain began. ❍ ❍

F. partly G. parts

❍ ❍

H. parted J. parting



Halfway through dinner, someone _____ on the door. ❍ ❍

8.

❍

❍

C. knocked knocked D. stocke stocked d

F. F. sl slat atee G. sleet

❍ ❍

H. slit J. sli ligh ghtt

This year our vegetable garden has been very _____. ❍ ❍

10.

❍

The weather report says there is a _____ chance of snow today. ❍

9.

A. shocked shocked B. clo clocke cked d

A. productive productive B. pro produc ducer er

❍ ❍

C. production production D. produc productt

Drake went to the store and _____ three new video games. ❍ ❍

F. F. bo bout ut G. boat

❍ ❍

H. bought J. bait


Grade 5 • Page 4

Vocabulary Questions 11–25. Choose the word that best fits in each sentence.

11.

Adele is too _____ to brag about the medals she won. ❍ ❍

12.. 12

A. yond yonder er B. ch chea eap p

❍ ❍

H. gestur gesturee J. touri risst

Leon made the salad dressing with oil and _____. ❍ ❍

14.. 14

❍

C. rick ricket etyy D. modes modestt

Near the White House, a _____ stopped to take pictures of the

president. F. ki kimo mono no ❍ F. sproutt ❍ G. sprou 13.. 13

❍

A. vine vinega garr B. ox oxyg ygen en

❍ ❍

C. lumb lumber er D. suns sunset et

Every year, year, Mr. Dixon plants ten new apple trees in his _____. ❍ ❍

FF.. dugo dugout ut G. orchard orchard

❍ ❍

H. ho hogan gan J. sh shee eeps pski kin n

15.

Mr. Kramer decided that we need to _____ the play once more. ❍ A. reh ❍ C. ven rehear earse se ventur turee affo ford rd grievee ❍ B. af ❍ D. griev

16.

In Canada, the _____ of Quebec lies to the east of Ontario. ❍ ❍

17.

F. wr wrap appe perr G. rodent

❍ ❍

H. provin province ce J. st stir irru rup p

Our business operations will _____ at five o’clock tomorrow. ❍ ❍

A. furnish furnish B. cease cease

❍ ❍

C. embrace embrace D. regard


Grade 5 • Page 5

18.

Dr. Dean put him on a strict diet and makes him do _____ exercise every morning. ❍ F. ❍ H. vigoro F. ba barr rren en vigorous us crin inkl klyy ❍ G. scornful ❍ J. cr

19.

The _____ dove into the water and caught a fish. ❍ ❍

20.

A. hockey hockey B. fis fishho hhook ok

❍ ❍

C. pelican pelican D. mango

The architect drew up plans for the house, and now the owner has to _____ them. ❍ ❍

21.

❍

❍

❍

❍ ❍

C. di disso ssolve lved d D. fretted

F. F. cin cinnam namon on G. gritty

❍ ❍

H. mediu medium m J. fee eeb ble

A. thresh threshold old B. ma mant ntel el

❍ ❍

C. occ occup upant ant D. garmen garmentt

In many countries, it is _____ to bring a gift when you visit someone’s home. ❍ ❍

25.

A. puckered puckered B. enabled

Mom placed the photos on the _____ over the fireplace. ❍

24.

❍

H. billow J. re refl flec ectt

The old polar bear was too _____ to climb onto the iceber g. ❍

23.

❍

Hilda _____ over the party for days, but everyone had a good time. ❍

22.

F. F. app approv rovee G. govern

F. F. tem tempor porary ary G. federal

❍ ❍

H. customa customary ry J. si sing ngul ular ar

Both the Aztec and the Maya _____ many different gods. ❍ ❍

A. worshi worshiped ped B. rec recou ounte nted d

❍ ❍

C. invaded invaded D. enroll enrolled ed


Grade 5 • Page 6

Comprehension Questions 26–50. Read each passage and answer the questions. Choose the best answer to each question.

The Gift It just hadn’t been a very good week. On T uesday, Sam’s father lost his job. Then on Wednesday, Sam’s mother announced that the rent on their apartment was going up. Now it was Friday, and Sam had just opened his e-mail to find an invitation from Rosa to her birthday party.

Ordinarily, an invitation to a party at Rosa’s would have been good news. Sam knew Rosa from Adventure Club. Members of the club took trips to places such as the Museum of Natural History. Sam knew that he would enjoy Rosa’s party, but he didn’t want to go without a gift. What could he possibly buy her with the little bit of money he had left in his pocket? Sam knew he couldn’t ask Mom or Dad for any money—not this week! “Well,” Sam thought, “I don’t have time to worry about this right now. I’ve got a report to write for school, and I’d better get to the library before it closes.” Later that afternoon, as Sam was leaving the library, he noticed a sign that said there was a book sale going on downstairs. Sam headed down for a quick look, and two books caught his eye. The first was a cookbook of Puerto Rican foods, and the second was a book about women explorers. “Rosa would like these,” Sam thought, “but would it be tacky to give her used books for her birthday?” Sam decided that a used gift was better than no gift at all. Besides, Rosa supported recycling in a big way, so she would probably approve. With his last dollar, Sam bought the books and went home feeling a little better. The party on Saturday was a lot of fun. Everyone told stories about the funny things they had done in Adventure Club—like the time they went hiking in a nearby park and fell into the lake. Rosa’s mother and grandmother served them delicious food and creamy coconut milkshakes. Rosa opened all her gifts and


Grade 5 • Page 7 thanked everyone for the nice things they had given her. She paused when she opened Sam’s gift, which made him wonder if she liked the books, but nothing was said. The moment passed, and soon the party was over. When Sam got home, he opened his e-mail to find this note from Rosa:

Dear Sam, Of all the gifts I received today, yours was the nicest. How did you know I would love a book about women explorers and a cookbook of Puerto Rican foods? Now I have something to read that will inspire me to follow my dream of becoming an adventurer, and I have a book that I can share with my grandmother. She is getting older and wants to be sure her granddaughter knows how to make the wonderful foods of Puerto Rico. Thank you so much. You are a good friend. Love, Rosa. The week turned out to be a good one after all.

26.

What was the main problem in this story? ❍ ❍ ❍ ❍

27.

F. G. H. J.

Rosa had not invited Sam to her birthday party. Sam’s mother was out of work.

Rosa’s grandmother was getting older. Sam didn’t think he had enough money to buy Rosa a gift.

Which word best describes Sam? ❍ ❍ ❍ ❍

A. B. C. D.

thoughtful selfish bold foolish



The story says, “Ordinarily, an invitation to a party at Rosa’s would have been good news.” The word ordinarily means _____. ❍ ❍ ❍ ❍

29.

❍

❍ ❍

out of the ordinary lined up in order plain and simple

A. She was not a very good cook, but she wanted to get better. B. She wanted to please her grandmother by learning to cook Puerto Rican foods. C. She had never tasted Puerto Rican foods before. D. Her dream was to become a great chef.

After reading the thank-you note from Rosa, Sam will most likely _____. ❍ F. go back to the library to buy Rosa more books ❍ ❍ ❍

31.

usually

Why was Rosa so pleased with the cookbook? ❍

30.

F. G. H. J.

G. ask Rosa to lend him the cookbook H. write back to Rosa that he is glad she likes the books J. join the adventure club

Which saying best expresses a theme of this story? ❍ ❍ ❍ ❍

A. B. C. D.

A penny saved is a penny earned. If at first you don’t succeed, try again. It’s the thought that counts. A rolling stone gathers no moss.


Grade 5 • Page 9

The King of Beasts Long ago, in the days before lions were known in Europe, the bear was considered “the king of beasts.” Many knights put pictures of bears on their shields. They hoped the bears would make them look big and strong to the enemy . Today, people still admire bears for their size and strength. In North America, the two most common species of bears are the black bear and the brown bear. Some brown bears are called by other names, such as the Kodiak bear and the grizzly bear. Both black bears and brown bears vary in color from light brown to dark brown to black. These two species have much in common, but there are differences between them. Black bears are smaller than brown bears, for example. They are also more likely to climb trees. The brown bear has a shoulder hump and a curved snout. The snout of a black bear is straighter. Bears belong to the same family of animals as dogs and foxes. They are also like people in one interesting way. They walk flat-footed, as people do. Most other mammals walk on their toes. When the weather gets cold, bears curl up in a cave or other cozy spot and sleep for the winter. Baby bears are born in early spring. Bears eat both plants and meat, including nuts, berries, roots, fish, squirrels, and other small animals. Bears also like honey. Lucky for them, their thick coats protect them from bee stings. Bears live alone, except for mothers taking care of their cubs. They do not form groups. For the most part, bears are peaceful. They would rather walk away than fight. However, a bear will attack if scared or angry. For this reason, it’s best for people to stay at a safe distance from “the king of beasts.”

32.

Which sentence states a main idea of this passage? ❍ ❍ ❍ ❍

F. G. H. J.

Bears were known in Europe long ago. Bears are admired for their size and strength. Both brown bears and black bears vary in color. Brown bears include Kodiak and grizzly bears.



Why was the bear considered “the king of beasts” in Europe? ❍ ❍ ❍ ❍

34.

❍ ❍ ❍

❍ ❍ ❍

It carried knights into battle. It walked like a person with feet flat.

F. G. H. J.

types colors names caves

A. B. C. D.

They are smaller and have straight snouts. They do not have shoulder humps. They are larger and have curved snouts. They are better at climbing trees.

In what way are bears different from most other mammals? ❍ F. They eat berries and nuts. ❍ ❍ ❍

37.

It was bigger than most lions.

How are brown bears different from black bears? ❍

36.

It was the largest animal.

The passage says there are “two main species of bears” in North America. The word species means _____. ❍

35.

A. B. C. D.

G. They have babies in the spring. H. They walk flat-footed. J. They eat both plants and animals.

Which is the best reason for people to avoid bears? ❍ ❍ ❍ ❍

A. B. C. D.

Bears will attack if they feel scared or angry . Bears live in groups and like to fight. Bears eat honey, which attracts bees. Bears eat both plants and animals.


Grade 5 • Page 11

Marly and the Kite Marly’s class was studying China. One day her teacher, Miss Singh, told the students that kites were invented in China more than 2,000 years ago. “To this day,” she said, “most Chinese people have a passion for kites. On sunny, windy days, people of all ages go to the park to fly them.” Miss Singh explained that Chinese kites are always colorful and are often beautifully decorated to look like dragons, butterflies, or other creatures. Then she announced an unusual homework assignment. She asked each student to make a kite and bring it to class. “The Chinese make kites that represent something important to them,” she said. “Each of you should make a kite that signifies something important to you.” Marly did not like the assignment. “I don’t know how to make a kite,” she grumbled as she walked home. Then she decided to ask her dad for help. Marly explained to Papa that the kite had to mean something to her. “What do you think of when you see a kite?” Papa asked. As Marly thought for a moment, her mind filled with images of things that flew, such as planes and birds. “Eagles,” she said. Papa nodded and agreed that an eagle design would make an excellent kite. “They are proud and fierce,” he said. Marly and Papa got two rods of balsa wood and bound them into the shape of a cross. Papa cut a square out of an old white bed sheet, and Marly painted a great golden eagle on the sheet. Then they stretched the sheet over the rods and made a diamond-shaped kite. Finally, Marly tied a long tail to the bottom of the kite, and it was finished. Next, Marly and Papa took the kite to the park and tested it. The kite flew perfectly. Marly jerked the string and made the kite swoop so that the eagle dived to the earth and flew back up again. “Wow,” Marly cried, “This kite really flies!” “Yes, it does,” Papa said proudly. “I think your teacher will like your kite.”



Where is Marly at the beginning of this story? ❍ ❍ ❍ ❍

39.

in China at the park in school at home

How did Marly solve her problem? ❍ ❍ ❍ ❍

40.

F. G. H. J.

A. B. C. D.

She cut a square out of an old bed sheet. She painted an eagle on her kite. She asked her teacher for a different assignment. She asked her dad to help her build a kite.

Miss Singh said, “Each of you should make a kite that signifies something important to you.” The word signifies means _____. ❍ ❍ ❍ ❍

41.

flies high adds color to cancels out stands for

What happened after Marly and Papa finished making the kite? ❍ A. They tested it in the park. ❍ ❍ ❍

42.

F. G. H. J.

B. They painted an eagle on it. C. They tied a long tail to the bottom of it. D. They learned about the Chinese passion for kites.

At the end of the story, how did Marly feel about the homework assignment? ❍ ❍ ❍ ❍

F. G. H. J.

bored excited upset nervous



Which detail shows how Marly felt about her kite? ❍ ❍ ❍ ❍

44.

A. B. C. D.

The kite flew perfectly. She said, “Wow, this kite really flies!” She jerked the string and made the kite swoop. She said, “I don’t know how to make a kite.”

Which is the best summary of this story? ❍

❍

❍

❍

F. Marly had to make a kite for school. She did not like the assignment at first, but she and her dad made a great kite. G. Everyone in China has a passion for kites. On windy days, people of all ages go to the park to fly their kites. H. Marly and her dad used two pieces of balsa wood to make the kite. They stretched an old sheet over the wood and tied on a tail. J. In China, people make colorful kites. Each kite suggests something about the person who made it.


Grade 5 • Page 14

Galileo Galileo Galilei was born in Pisa, Italy, in 1564. His father taught music while his mother cared for Galileo and his three siblings. The family was not wealthy, but

Galileo’s parents paid for him to go to school. At first Galileo planned to become a doctor, but he changed his mind. He liked a different kind of science—the kind we now call physics . In Galileo’s time, not much was known about how objects moved. Centuries earlier, a Greek named Aristotle had written down his ideas about motion, and everyone seemed to believe them. Galileo questioned those ideas and did experiments that showed how things really worked. For example, Aristotle thought that a heavier object would fall faster than a lighter one of the same size and shape. No one had ever really tested this idea. It just seemed to make sense. Then Galileo came along, dropped two balls from a high tower, and discovered that they hit the ground at the same time! Here’s another example. When Galileo was only 17 years old, he saw a lamp hanging from a chain in a cathedral. A breeze caused the lamp to swing back and forth. Galileo timed the swings, using his pulse as a watch. He discovered that every swing of the lamp took the same amount of time, no matter how big or small the swing. This discovery later led to the use of pendulums in clocks. In later years, Galileo became interested in how the stars and planets move. He watched the night sky with a telescope he built himself. Once again, he saw things no one had ever seen before. For example, he saw that the moon was bumpy, not smooth. Then he noticed that the sun had spots that seemed to move. Galileo realized from his observations that the Earth was moving around the sun. A Polish scientist named Copernicus had said this recently, but no one believed him. Galileo knew that Copernicus was right. Unfortunately, Galileo’s statements got him into trouble with the Catholic Church. The Church said that Earth was at the center of the universe with the sun traveling around it. This was what people had long believed, but Galileo said it was untrue and was sent to jail. He was soon released, but for the rest of


Grade 5 • Page 15 his life he had to stay in his house and yard. Galileo died in 1642, but his work helped to change the world. He is sometimes called the “father of modern science” because he showed us how important it is to look carefully at things and to test out ideas with experiments.

45.

Which would be another good title for this passage? ❍ ❍ ❍ ❍

46.

A. B. C. D.

“Growing Up in Pisa, Italy” “Around the Sun” “How Galileo Changed the World” “The Catholic Church”

When Galileo saw a lamp swinging from the ceiling of a cathedral, he noticed that _____. ❍ ❍ ❍ ❍

47.

the light inside the lamp was going dim the lamp was about to fall from the ceiling each swing took the same amount of time the swings took longer when the church was breezy

Both Galileo and Copernicus believed that _____. ❍ ❍ ❍ ❍

48.

F. G. H. J.

A. B. C. D.

the planets travel around the sun two objects will fall at different speeds the sun travels around the Earth a pendulum can be used as a clock

According to this passage, Galileo was the father of modern science because he _____. ❍ ❍ ❍ ❍

F. G. H. J.

almost became a doctor made careful observations and tested his ideas built a telescope and looked at the stars and planets belonged to the Catholic Church



You can tell from this passage that _____. ❍ A. Galileo knew Copernicus and exchanged letters with him ❍ B. Galileo’s parents wanted him to study music ❍ C. Galileo wished he had become a doctor ❍ D. the Catholic Church was very powerful in Galileo’s time

50.

While he stayed at home in his later years, what did Galileo most likely do? ❍ ❍ ❍ ❍

F. G. H. J.

began to practice medicine carried out science experiments learned to play music studied to become a priest



PHONICS

VOCABULARY

Sample: A

B

C

D

COMPREHENSION

11. A

B

C

D

26. F

G

H

J

12. F

G

H

J

27. A

B

C

D

13. A

B

C

D

28. F

G

H

J

1. A

B

C

D

14. F

G

H

J

29. A

B

C

D

2. F

G

H

J

15. A

B

C

D

30. F

G

H

J

3. A

B

C

D

16. F

G

H

J

31. A

B

C

D

4. F

G

H

J

17. A

B

C

D

32. F

G

H

J

5. A

B

C

D

18. F

G

H

J

33. A

B

C

D

6. F

G

H

J

19. A

B

C

D

34. F

G

H

J

7. A

B

C

D

20. F

G

H

J

35. A

B

C

D

8. F

G

H

J

21. A

B

C

D

36. F

G

H

J

9. A

B

C

D

22. F

G

H

J

37. A

B

C

D

10. F

G

H

J

23. A

B

C

D

38. F

G

H

J

24. F

G

H

J

39. A

B

C

D

25. A

B

C

D

40. F

G

H

J

41. A

B

C

D

42. F

G

H

J

43. A

B

C

D

44. F

G

H

J

45. A

B

C

D

46. F

G

H

J

47. A

B

C

D

48. F

G

H

J

49. A

B

C

D

50. F

G

H

J


Grade 6 • Page 1

Name ____________________________ Date ____________________


Sample Question

Read the sentence. Which word best fits in the blank?

Captain Perez _____ the ship through the narrow channel. ❍

A. stared

❍

C. steered

❍

B. stored

❍

D. stowed


Grade 6 • Page 2

Phonics Questions 1–10. Read each sentence. Choose the word that best fits in the blank.

1.

That sun is very _____. ❍ ❍

2.

❍ ❍

C. brought D. bride

Ms. Collins picked up a piece of _____ and drew a cir cle. ❍ ❍

3.

A. brute B. bright

F. chalk G. check

❍ ❍

H. cheek J. choke

The new state flag has eight stars and one white _____. ❍ ❍

A. gripe B. swipe

❍ ❍

C. pipe D. stripe

4.

A word that has three syllables is _____. ❍ F. marine ❍ H. colony ❍ G. independent ❍ J. toothbrush

5.

Rico should have gotten the third out, but he _____ the ball. ❍ ❍

A. misplayed B. displayed

❍ ❍

C. replayed D. downplayed

6. When Samantha checked the table, she realized that it was not _____. ❍ F. lever ❍ H. levee ❍ G. level ❍ J. levy 7.

Manny heard some _____ noises coming from that empty house. ❍ ❍

A. weird B. ward

❍ ❍

C. wired D. word



A scientist came to test the _____ of the water . ❍ F. purely ❍ H. purity ❍ G. purist ❍ J. pure

9.

Uncle Jack thinks that we _____ to go fishing tomorrow . ❍ ❍

A. aught B. eight

❍ ❍

C. ought D. out

10. Coach Martin stood on the _____ and called to her players on the field. ❍ ❍

F. sideboard G. sideline

❍ ❍

H. sidestep J. sidetrack


Grade 6 • Page 4

Vocabulary Questions 11–25. Choose the word that best fits in each sentence.

11.

People in the audience began to _____ before the song was over. ❍ ❍

12.

A. applaud B. propel

❍ ❍

C. fulfill D. regard

Mrs. Monet wore an _____ gown to the ball. ❍ ❍

F. orphan G. elegant

❍ ❍

H. inland J. admiral

13.

A rope bridge was the only way to get across the _____. ❍ A. mandarin ❍ C. ravine ❍ B. pulse ❍ D. agony

14.

The grand prize winner at the dog show was a white _____. ❍ ❍

15.

❍

❍

H. nugget J. poodle

A. appoint B. decline

❍ ❍

C. hibernate D. scrawl

Instead of walking down the stairs, Marcy slid down the _____. ❍ ❍

17.

❍

Neil used a stick to _____ his name in the sand. ❍

16.

F. kernel G. trout

F. banister G. drawback

❍ ❍

H. trowel J. quicksand

In April, rainy weather is _____ in New England. ❍ ❍

A. immortal B. typical

❍ ❍

C. manual D. racial



Anna found a _____ of twenty-dollar bills on the ground. ❍ ❍

19.

❍

❍

❍

❍

❍

F. mackerel G. janitor

❍ ❍

H. lilac J. parka

A. utmost B. flimsy

❍ ❍

C. spiny D. hazel

F. elevate G. muzzle

❍ ❍

H. decipher J. tinker

A. sycamore B. gunwale

❍ ❍

C. culprit D. rendezvous

The thief will _____ his time until he has a chance to steal the jewels. ❍ ❍

25.

❍

C. employed D. uprooted

These chestnut trees are beautiful, but my favorite is that old _____. ❍

24.

❍

Harrison worked on the code for hours but could not _____ the message. ❍

23.

A. appalled B. overcast

Minnie has brown hair and _____ eyes. ❍

22.

❍

H. knack J. wad

The _____ cleans all the classrooms every afternoon. ❍

21.

❍

Grandma was _____ by the amount of food that was wasted. ❍

20.

F. vane G. gong

F. tutor G. confront

❍ ❍

H. ignite J. bide

In England, many great works of _____ art were destroyed during the 1600’ s. ❍ A. moderate ❍ C. medieval ❍

B. corduroy

❍

D. homeward


Grade 6 • Page 6

Comprehension Questions 26–50. Read the passages and answer the questions. Choose the best answer to each question.

The New Kid When Nicos first moved to Kensington in August, he was miserable. He had lived in New York City his entire life, and there was always something exciting happening there. He knew every kid in his building and in his neighborhood. He and his friends were always playing street hockey or soccer or doing any of a million other things. Kensington was a culture shock for Nicos. His father ’s company had opened a new plant in Kensington and transferred him there to make sure all the machines worked smoothly. Nicos noticed right away that Kensington was very quiet— unlike New York, which was always noisy. Nicos dreaded the start of school because he hadn’t met any other kids yet. One day he decided to ride his bike to the town park. He was pleased to see people his age there, but the kids seemed to ignore him. Then he noticed some of them glancing at him and whispering to one another. “Uh-oh,” he thought, “they probably don’t like outsiders.” He stood tensely when a tall, skinny kid with carrot-colored hair broke away from the group and headed toward him. The boy stopped a few feet away. Nicos

didn’t know what to do, but suddenly the other boy grinned at him. “Hey,” he said. “Hey,” Nicos replied. “What’s your name?” asked the boy. “Nicos. What’s yours?” asked Nicos. “I’m Tim. Nicos is an unusual name. Where’s it from?” Tim asked. “It’s Greek,” answered Nicos. Tim’s eyes widened. “Cool, are you from Greece?” he asked. “Well, my family is, but I’m from New York City,” said Nicos.


Grade 6 • Page 7

“New York City!” exclaimed Tim. “That’s awesome!” He motioned to the group and shouted, “Hey, this guy’s from New York City!” An excited murmur rippled through the crowd. The other kids headed toward T im and Nicos. “This is Nicos,” said Tim. The other kids introduced themselves as Kevin, Michelle, Lee, Martin, Chad, Cory , and Keith. They crowded around him and started asking him questions so fast he

couldn’t keep up. “Is New York totally crazy?” “Isn’t it way too crowded?” “What’s the subway like?” “Have you seen the Statue of Liberty?” “Is there fun stuff to do there, or is it just museums and stuff?” “Hey, we’re going to a pool party at Nicole’s house this afternoon,” said Lee. “Y ou want to come with us?” Nicos grinned. “Sure!” he said. Chad lived near him, so he and Chad rushed home together on their bikes to get their swim trunks and towels. Nicos had a great time that afternoon. Everyone was so friendly! Nicos spent the last two weeks of summer hanging out with Tim and the other kids. When school opened, he was glad to see that his fears weren’t going to materialize. Even though almost everyone in Kensington knew almost everyone else, there was still room for someone new. 26.

Why did Nicos’s family move out of New York? ❍ ❍ ❍ ❍

27.

F. G. H. J.

They wanted to be closer to his grandmother. The city was too dangerous. His dad got a job transfer. The city was too noisy.

How is New York different from Kensington? ❍ A. The people are friendlier in New York. ❍ ❍ ❍

B. There’s nothing to do in Kensington. C. There aren’t any other kids in Kensington. D. New York is noisier and busier than Kensington.


Grade 6 • Page 8

28.

How did Nicos feel when he saw the kids in the park looking at him? ❍ ❍ ❍ ❍

29.

❍ ❍ ❍

❍ ❍ ❍

They did not trust him. They were curious about New York. They did not want to talk about Kensington. They wanted to make sure he was telling the truth.

F. G. H. J.

come true turn into cloth become expensive disappear without a trace

What will most likely happen the longer Nicos lives in Kensington? ❍ ❍ ❍ ❍

32.

A. B. C. D.

In the story, Nicos was “glad to see that his fears weren’t going to materialize.” The word materialize means _____. ❍

31.

ashamed confident brave nervous

Why did the other kids ask so many questions when they first met Nicos? ❍

30.

F. G. H. J.

A. B. C. D.

He’ll learn that it’s a good place to live. He’ll become more homesick for New York. He’ll get picked on for being an outsider. He’ll become a better swimmer.

Which sentence expresses a theme of this story? ❍ ❍ ❍ ❍

F. G. H. J.

The city is better than the country. Being new doesn’t mean people won’t like you. The park is a good place to make friends. Kids from the country are boring.


Grade 6 • Page 9

In Spite of Edison Granville T. Woods was an African-American inventor. Over the years, he invented many kinds of machines. Still, he spent much of his life struggling against prejudice. At one point he even had to go to court in a suit against the famous inventor Thomas Edison. Granville Woods was born in 1856 in Ohio, before the Civil W ar. He was not a slave, but that did not mean he was well treated. Ohio had some unfair laws at that time. The laws made it hard for African Americans to get jobs. Woods could not even check books out of the library, but he had white friends who would do it for him. Woods left school at age ten, but he continued learning. He taught himself engineering. Later, he worked for the railroad and for steel mills. While working for the railroad, Woods realized that the railroad needed a better way to communicate with the train engineers. He invented the Synchronous Multiplex Railway Telegraph. It used a combination of the telephone and the telegraph. It was used to inform engineers of the distance of trains in front or behind them, preventing mishaps. Soon afterward, Thomas Edison sued Woods. Edison claimed that he was the inventor of the railway telegraph, not Woods. In those days, most African Americans would not fight back against someone as famous and powerful as Edison, but W oods did. He fought the case and surprised the world by winning. Afterward, Alexander Graham Bell, the inventor of the telephone, bought the railway telegraph from Woods. With the money he got from Bell, Woods quit his job and began inventing full-time. Edison later challenged him over other inventions, but Woods won again. Edison eventually offered Woods a job, but Woods refused and started his own company. Over the course of his life, Woods had more than 60 inventions, which included the third-rail subway system that is still used today. He died in 1910.

33.

Which sentence states a main idea of this passage? ❍ ❍

❍ ❍

A. The railroad needed a better way to communicate with engineers. B. Granville Woods overcame many obstacles to become a successful inventor. C. Ohio had some unfair laws that kept people from getting jobs. D. Granville Woods was not a slave when he lived in Ohio. Reading Placement Tests: 4th to 6th Grade © CORE and Scholastic Teaching Resources


What happened soon after Woods invented the railway telegraph? ❍ ❍ ❍ ❍

35.

Woods taught himself engineering. Thomas Edison took him to court. Woods got a job working for the railroad. Alexander Graham Bell hired him.

From this passage, you can conclude that _____. ❍ ❍ ❍ ❍

36.

F. G. H. J.

A. B. C. D.

Woods was more educated than Thomas Edison Woods thought he was smarter than anyone else Thomas Edison actually admired Woods’ inventions Alexander Graham Bell didn’t like Thomas Edison

The passage says that Woods’ telegraph was used in “preventing mishaps.” What are mishaps? ❍ ❍ ❍ ❍

37.

fires train cars engineers accidents

What did Woods do after winning the second case against Edison? ❍ A. He began working for Edison. ❍ ❍ ❍

38.

F. G. H. J.

B. He sold the telegraph to Bell. C. He got a job with the railroad. D. He started his own company.

What did Woods prove by winning the case against Edison? ❍ ❍ ❍ ❍

F. G. H. J.

His invention was more important than Edison’s. He was smarter than Thomas Edison. By standing up for himself, he can achieve justice. Alexander Bell was a better inventor than Edison.


Grade 6 • Page 11

How Hummingbirds Learned to Fly A long time ago, there were many kinds of birds in the countryside, and all but one of them could fly. There were blackbirds and bluebirds, robins, cardinals, starlings, sparrows, and many others. There were butterflies, too. They flitted through the air and drank the nectar of brightly colored flowers. Only the hummingbird could not fly, for his tiny wings could not lift his body into the air. Oh, how he craved to drink the sweet nectar like the butterflies, but he was stuck on the ground, sipping from wildflowers in the grass. Every day Hummingbird flapped his little wings as hard as he could, but his feet never left the ground. The other birds laughed and jeered at him. “You’ll never soar across the sky, little bird,” said Blackbird. “You may have pretty feathers, but you sure don’t have much use for those wings,” said Sparrow. “Mmm, this nectar sure is tasty,” giggled Butterfly . Hummingbird did not lose heart. The taunts he endured only made him more determined. In secret he would flap his wings as hard as he could, but still he got nowhere. Then came a beautiful summer day. The sun was bright, and the flowers looked cheery. The other birds and the butterflies flew back and forth from tree to bush. They called to Hummingbird, “Wouldn’t you like a taste of this sweet nectar?” Hummingbird couldn’t stand it anymore. He flapped his little wings with all his might. The other birds laughed and joked, but he only flapped his wings harder. He flapped them so hard they seemed to disappear. Only bright splashes of color showed. Then slowly, ever so slowly, his body lifted off the ground. “I’m flying, I’m flying!” he cried out. The other birds didn’t know what to say . They had never seen wings beat so fast. Fifty-five times a second, the hummingbird’s wings beat. He moved from flower to flower with more ease than even the most skilled butterfly. The nectar he tasted was more wonderful than he could have imagined. It was so delicious that he drank it all day long, and never again did the other birds make fun of Hummingbird.



What was Hummingbird’s main problem? ❍ ❍ ❍ ❍

40.

❍ ❍ ❍

❍ ❍ ❍

He did not like nectar. The flowers were too close to the ground.

F. G. H. J.

flew lightly sorted into groups left a trail drank from flowers

A. B. C. D.

excited and proud lonely and frustrated courageous and bold nervous and worried

How are hummingbirds like butterflies? ❍ ❍ ❍ ❍

43.

The other birds did not like him.

How did Hummingbird feel at the beginning of the story? ❍

42.

He could not fly.

The story says, “They flitted through the air.” The word flitted means ____. ❍

41.

A. B. C. D.

F. G. H. J.

They are both insects. They both drink nectar. They both eat insects. Neither of them can fly.

What is the theme of this story? ❍ A. Making fun of others doesn’t pay off. ❍ ❍ ❍

B. Some creatures are smarter than you think. C. You can achieve your goals if you keep trying. D. Hummingbirds fly faster than any other bird.



What can you tell about hummingbirds from this passage? ❍ ❍ ❍ ❍

F. G. H. J.

They beat their wings faster than other birds. They don’t like other birds. They eat butterflies. They are very plain.


Grade 6 • Page 14

Global Warming Global warming is one of our most serious problems today. The Earth’s climate is changing because heat is being trapped in the atmosphere by “greenhouse gases.” These gases have always been there. They have kept the planet from being too cold. Now they are building up because of pollution, and our planet is getting warmer . The burning of fuels such as gasoline and oil is one cause of global warming. Factories and mining add to the pollution. Cutting down trees also contributes to the problem. There are fewer trees to help clean the air . Scientists do not know what the exact effects of global warming will be, but it is already causing the sea level to rise. In the past 100 years, the level of the sea has risen between four and ten inches. Ice at the North and South Poles is beginning to melt. Temperatures are getting higher, causing some places to get wetter and others to get drier. Deserts will grow lar ger. Storms will become stronger and cause more damage. Animal and plant life will be affected because of climate changes. As the world changes, some animals and plants may die out. Such losses will have an impact on all living things. Many states are working to cut down on greenhouse gases. In some states, every car is tested for pollution every year. If a car causes too much pollution, it must be fixed or taken off the road. Some companies, too, are working on ways to reduce pollution. For example, carmakers have built cars that run on a mix of gas and electricity. In the future, many people believe that cars will run on electricity alone or on power from the sun. People are helping to cut down on pollution in other ways, too. Walking or bicycling instead of driving cars helps. Recycling is a good way to cut down on pollution, and simply using less power helps. That means turning off lights that

aren’t being used and wearing a sweater instead of turning up the heat. Global warming is not a problem that is going to go away. However, by working to understand its causes and effects, people can improve the situation. Even little changes can have a big impact—for better or for worse.



Which sentence states a main idea of this passage? ❍ ❍ ❍ ❍

46.

❍ ❍ ❍

People must learn to recycle. Global warming is a serious problem.

Walking and biking are healthful.

F. G. H. J.

benefit advantage effect disaster

Which is the best summary of the problem described in this passage? ❍

❍

❍

❍

48.

Plants can’t grow in the desert.

The passage says “Such losses will have an impact on all living things.” The word impact means _____. ❍

47.

A. B. C. D.

A. Greenhouse gases are building up because there are fewer trees left in the world’s forests. B. Pollution is causing a build-up of greenhouse gases in the atmosphere, which leads to global warming. C. Ice at the North and South Poles is melting, and that will raise the sea level. D. The burning of fuels such as gasoline and oil causes pollution in the air.

From this passage, what can you conclude about the Earth 200 years ago? ❍ ❍ ❍ ❍

F. G. H. J.

There were more people living on Earth. The sea level was quite a bit lower . There was not as much ice at the poles. The average temperatures were cooler.



Many states and some companies are working to _____. ❍ ❍ ❍ ❍

50.

A. B. C. D.

enlarge deserts change our climate stop recycling reduce pollution

Major changes in our climate will directly cause which of the following? ❍ ❍ ❍ ❍

F. G. H. J.

Many factories and mines will close. Some plants and animals will die out. Most people will wear sweaters more often. All cars will be tested for pollution.



PHONICS

VOCABULARY

Sample: A

B

C

D

COMPREHENSION

11. A

B

C

D

26. F

G

H

J

12. F

G

H

J

27. A

B

C

D

13. A

B

C

D

28. F

G

H

J

1. A

B

C

D

14. F

G

H

J

29. A

B

C

D

2. F

G

H

J

15. A

B

C

D

30. F

G

H

J

3. A

B

C

D

16. F

G

H

J

31. A

B

C

D

4. F

G

H

J

17. A

B

C

D

32. F

G

H

J

5. A

B

C

D

18. F

G

H

J

33. A

B

C

D

6. F

G

H

J

19. A

B

C

D

34. F

G

H

J

7. A

B

C

D

20. F

G

H

J

35. A

B

C

D

8. F

G

H

J

21. A

B

C

D

36. F

G

H

J

9. A

B

C

D

22. F

G

H

J

37. A

B

C

D

10. F

G

H

J

23. A

B

C

D

38. F

G

H

J

24. F

G

H

J

39. A

B

C

D

25. A

B

C

D

40. F

G

H

J

41. A

B

C

D

42. F

G

H

J

43. A

B

C

D

44. F

G

H

J

45. A

B

C

D

46. F

G

H

J

47. A

B

C

D

48. F

G

H

J

49. A

B

C

D

50. F

G

H

J


Scoring the Tests To score the Diagnostic Placement Test, refer to the Answer Keys below. Each test item should be scored correct or incorrect. You may mark each item on the test page, or you may use a Scoring Chart (page 59). To find the total score for each part of the test or the total test, add the number of items answered correctly. To use the Scoring Chart, make a copy of the chart for each child. Mark each correct answer by circling the item number on the chart. Mark each incorrect answer by drawing an X through the item number. To find the total score for each part of the test or the total test, add the number of items answered correctly. To find the percentage score for each part of the test or total test, refer to the table at the back of this book (page 71). Find the number of correct answers in the left-hand column. Follow the row across to the appropriate column for the total number of items. For example, a child who answers 7 out of 10 items correctly in Phonics has achieved a Phonics score of 70 percent correct. Mark the scores for each part of the test and the total test on the child’s test book or on the scoring chart. Use the Placement Test Summary Chart (page 60) to record the results for all children in the class.

Grade 4 Answer Key Phonics 1. A (Silent Letters) 2. H (Digraphs) 3. D (r -Controlled Vowel /ôr/or, ore, oor, our ) 4. G (Homophones) 5. B (Consonant /j/g ) 6. J (Suffixes -ful, -ly ) 7. C (Syllabication: Vowel Digraphs) 8. F (Polysyllabic Words) 9. B (Prefixes dis-, re- ) 10. H (Vowel Digraphs /er/ier,eer ) Vocabulary 11. C 12. F 13. A 14. J

15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

B G D H A J B H C G A

Comprehension 26. G (Setting) 27. A (Plot) 28. H (Context Clues) 29. D (Cause/Effect) 30. J (Plot) 31. A (Character) 32. H (Make Predictions)

33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

C J B F C G C F B G D J A H C J A H

(Draw Conclusions) (Main Idea/Details) (Context Clues) (Cause/Effect) (Draw Conclusions) (Main Idea/Details) (Character) (Setting) (Summarize) (Context Clues) (Compare/Contrast) (Make Inferences) (Main Idea/Details) (Context Clues) (Compare/Contrast) (Make Inferences) (Draw Conclusions) (Summarize)


Grade 5 Answer Key Phonics 1. C (r- Controlled Vowels) 2. G (Vowel Digraphs) 3. D (Words with e) 4. J (Open/Closed Syllables) 5. A (Silent Letters) 6. F (Suffix -ly ) 7. C (Silent Letters) 8. J (Vowel /i/i, y, i–e, igh ) 9. A (Related Words) 10. H (Vowel Teams) Vocabulary 11. D 12. J 13. A 14. G 15. A

16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

H B H C F D J B H A

Comprehension 26. J (Plot) 27. A (Character) 28. F (Context Clues) 29. B (Draw Conclusions) 30. H (Make Predictions) 31. C (Theme) 32. G (Main Idea/Details)

33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

A F C H A H D J A G B F C H A G D G

(Make Inferences) (Context Clues) (Compare/Contrast) (Compare/Contrast) (Draw Conclusions) (Setting) (Plot) (Context Clues) (Sequence) (Character) (Make Inferences) (Summarize) (Main Idea/Details) (Main Idea/Details) (Compare/Contrast) (Cause/Effect) (Make Inferences) (Make Predictions)

33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

B G C J D H A F B G C F C H B J D G

(Main Idea/Details) (Sequence) (Draw Conclusions) (Context Clues) (Sequence) (Draw Conclusions) (Plot) (Context Clues) (Character) (Compare/Contrast) (Theme) (Make Inferences) (Main Idea/Details) (Context Clues) (Summarize) (Draw Conclusions) (Main Idea/Details) (Make Predictions)

Grade 6 Answer Key Phonics 1. B (Vowel /i/i, y, i–e, igh ) 2. F (Silent Letters) 3. D (Blends) 4. H (Open and Closed Syllables) 5. A (Prefixes and Combining Forms) 6. G (Syllabication: /e/, /ûr/, / e l/ ) 7. A (Vowel Teams) 8. H (Suffixes -ity, -ness ) 9. C (Vowel Teams) 10. G (Compound Words) Vocabulary 11. A 12. G 13. C 14. J

15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

D F B J A G D H A J C

Comprehension 26. H (Cause/Effect) 27. D (Compare/Contrast) 28. J (Character) 29. B (Make Inferences) 30. F (Context Clues) 31. A (Make Predictions) 32. G (Theme)


Diagnostic Placement Test Scoring Chart Student’s Name _________________________________________ Grade ________________ Teacher’s Name _________________________________________ Date _________________

Test Section Test Item Numbers

Number of Correct Responses

Percentage Score

Phonics/Phonological Awareness 1

3

5

7

9

2

4

6

8

10 10

Vocabulary 11

14

17

20

23

12

15

18

21

24

13

16

19

22

25 15

Comprehension 26

31

36

41

46

27

32

37

42

47

28

33

38

43

48

29

34

39

44

49

30

35

40

45

50 25 50

Total Test Comments/Notes


Placement Test Summary Chart Teacher Name _________________________________________

NAME

PHONICS

Grade ________________

VOCABULARY

COMPREHENSION


TOTAL

Using the Results Use the test scores from the Diagnostic Placement Test to determine each student’s current level of reading proficiency and to help determine instructional plans for the beginning of the year. Information from other assessments may be used to support or supplement instructional decisions. For example, children may have different developmental needs in reading and writing. To use the results of the Diagnostic Placement Test, evaluate each child’s scores on the test. The total test scores may be used to identify those children who are reading below grade level, at grade level, or above grade level, as defined below. A total test score of…

Suggests that…

Less than 60%

The child is reading below grade level.

60%–89%

The child is reading at grade level.

90% or higher

The child is reading above grade level.

Scores on each part of the test may be used to help determine instructional plans. For any part in which a child scores 60 percent or less, the child will probably need additional focused instruction. For example, a child might score 80 percent in Phonics, 50 percent in Vocabulary, and 70 percent in Comprehension. This child is probably at grade level in Phonics and Comprehension but will need additional help to improve Vocabulary. To help pinpoint specific needs for children, you can refer to the Answer Key. For each test item in Phonics and Comprehension, the answer key lists the skill or strategy measured by the item. You may use this information to help identify a child’s specific needs. For example, a child might answer four of ten Phonics items incorrectly, and all four items concern long and short vowels. This information might suggest that the child needs additional instruction in vowels and vowel sounds. For any child whose test scores are ambiguous or seem inconclusive, additional, individualized assessment is recommended. You may want to administer the CORE Phonics Survey (page 62).

Follow-up Many students develop reading skills rapidly and at different rates. The Diagnostic Placement Test provides an entry-level assessment and a baseline from which to judge children’s progress. However, each child should be assessed periodically to monitor his or her progress and help make adjustments in instructional plans or grouping.


SKILL ASSESSED: Phonics

CORE Phonics Survey

GRADE LEVEL: K-6 GROUPING: Individual

WHAT The CORE Phonics Survey assesses the phonics and phonics-

APPROX. TESTING TIME:

related skills that have a high rate of application in beginning reading.

10–15 Minutes

The survey presents a number of lists of letters and words for the student

MATERIALS

to identify or decode. Pseudowords, or made-up words, are included since

• Pencil and Lined Paper

the student must use decoding skills to pronounce these words correctly

• Record Form (5 pages)

and cannot have memorized them. This assessment is best used to plan

• Student Material (3 pages)

instruction for students in the primary grades and to develop instructional groups. It may be administered every four to six weeks.

SOURCE Consortium On Reading

WHY A student’s ability to use knowledge of sound/letter correspon-

Excellence (CORE)

dences (phonics) to decode words determines, in large measure, his or her ability to read individual words. A detailed assessment of a student’s phonics skills points to areas in which the student is likely to benefit most from systematic, explicit phonics instruction. Also, knowing the skills that the student does possess will help in selecting reading tasks that offer the most effective reinforcement of those skills.

HOW Instructions for administering each part of the survey are included on the Record Form (pages 63–67). Students read from the Student Material (pages 68–70). To focus the student’s attention on the part of the test being given, cover the other parts with a piece of paper. The Record Form shows the same material that appears on the Student Material, in a reduced size, so that you may easily record the student’s responses. Following administration, score each of the test parts and transfer the results to the first page of the Record Form under Skills Summary. Retest every four to six weeks but only on parts not yet mastered. Be aware of the student’s behavior during testing. If the student is tiring or making many consecutive errors, discontinue testing at that time.

WHAT IT MEANS This test is a mastery test. It is expected that students will ultimately get all items correct. • In five-item subtests, a student who misses two or more items would benefit from more direct instruction in the indicated element. • In ten-item subtests, three or more errors warrant attention.

WHAT’S NEXT? Use the information to monitor phonics instruction and to design skill groups in direct instruction in the particular element measured.


CORE Phonics Survey Record Form Name ______________________________ Grade _______

Date

________________

SKILL SUMMARY Alphabet Skills _____/26

Letter Names – uppercase

_____/26

Letter Names – lowercase

_____/23

Consonant sounds

_____/5

Long vowel sounds

_____/5

Short vowel sounds

Reading and Decoding Skills _____/10

Short vowels in CVC words

_____/10

Short vowels, digraphs, and -tch trigraph

_____/20

Short vowels and consonant blends

_____/10

Long vowels

_____/10

Vowel diphthongs

_____/10

r- and l-controlled vowels

_____/24

Multisyllabic words

Spelling Skills _____/5

Initial consonants

_____/5

Final consonants

_____/5

CVC words

_____/5

Long vowel words

Skills to review: __________________________________________________________ ________________________________________________________________________ Skills to teach: ___________________________________________________________ ________________________________________________________________________


1. Letter Names—Uppercase Say to the student: Can you tell me the names of these letters? If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know.

___/26

D

A

N

S

X

Z

J

L

H

T

Y

E

C

O

M

R

P

W

K

U

G

B

F

Q

V

I

2. Letter Names—Lowercase Say to the student: Can you tell me the names of these letters? If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know.

___/26

d

a

n

s

x

z

j

l

h

t

y

e

c

o

m

r

p

w

k

u

g

b

f

q

v

i

3. Consonant Sounds Say to the student: Look at these letters. Can you tell me the sound each letter makes? Be sure to ask if he or she knows of another sound for the letters g and c. If the sound given is correct, do not mark the Record Form. If it is incorrect, write the sound the student gives above each letter. If no sound is given, circle the letter. If the student cannot say the sound for three or more consecutive letters, say: Look at all of the letters and tell me which sounds you do know.

___/23

d

l

n

s

x

z

j

t

y

p

c

h

m

r

k

w

g

b

f

q

v


4. Vowel Sounds Ask the student: Can you tell me the sounds of each letter? If the student names the letter, count it as the long vowel sound. Then ask: Can you tell me the other sound for the letter? The student should name the short vowel sound. e __ __ i __ __ a __ __ o __ __ u __ __ l = long sound

s = short sound

Record “l” on the first line for the long sound (letter name) and “s” for the short sound on the second line. If the student makes an error, record the error over the letter. _____/5

Long vowel sounds (count the number of l’s above)

_____/5

Short vowel sounds (count the number of s’s above)

5. Reading and Decoding For items A through G, students must read both real and pseudowords (made-up words). For the first line of real words, tell the student: I want you to read these words. If the student cannot read two or more of the real words, do not administer the line of pseudowords. Go to the next set of items. Before asking the student to read the line of pseudowords, say: Now I want you to read some made-up words. Do not try to make them sound like real words. A. Short vowels in CVC words _____/5

sit

cat

get

but

hot

(real)

_____/5

vot

fut

dit

ket

lat

(pseudo)

B. Short vowels, digraphs, and -tch trigraph _____/5

when chop

thin

shut

match (real)

_____/5

wheck shom

thax

phitch chud

(pseudo)

C. Short vowels and consonant blends _____/5

stop

trap

quick spell

plan

(real)

_____/5

stig

brab

qued

snop

dran

(pseudo)

_____/5

ring

fast

sank

limp

held

(real)

_____/5

mang nast

jelt

(pseudo)

wunk kimp


D. Long vowels _____/5

tape

Pete

cute

paid

feet

(real)

_____/5

pofe

bine

joad

vay

soat

(pseudo)

E. Vowel diphthongs _____/5

few

down toy

hawk

coin

(real)

_____/5

moit

rew

fout

zoy

bawk

(pseudo)

F. r- and l-controlled vowels _____/5

bark

horn

chirp

roar

cold

(real)

_____/5

ferm

murd

gair

dall

chail

(pseudo)

G. Multisyllabic words Administer this item if the student is able to read most of the single-syllable real and pseudowords in the previous items. Say to the student: Now I want you to read down the first column of words. Each of the real words in this column has two syllables. Point to the first column. If the student can read at least three out of eight of the words in this column, say: Now I want you to read some made-up words. Do not try to make them sound like real words. Point to the second column. Repeat the same procedure for the third column. NOTE: The following made-up words can be pronounced in two ways: sunop (su-nop or sun-op); wopam (wo-pam or wop-am); potife (po-tife or pot-ife); zuride (zu-ride or zur-ide); and zubo (zu-bo or zub-o). _____/3

Closed-closed

kidnap

pugnad

quibrap

_____/3

Closed silent e

compete

slifnate

prubkine

_____/3

Open-closed

depend

sunop

wopam

_____/3

Open-open

zero

zubo

yodu

_____/3

Open silent e

locate

potife

zuride

_____/3

Consonant – le

stable

grickle

morkle

_____/3

r-controlled

further

tirper

pharbid

_____/3

Vowel team

outlaw

doipnow

loymaud


6. Spelling A. Give the student a pencil and a sheet of lined paper. Tell the student: Listen to each of the words I read and write the first sound you hear. Write the student’s responses over the words. _____/5

fit

map

pen

kid

hand

B. Tell the student: Listen to each of the words I read and write the last sound you hear. Write the student’s responses over the words. _____/5

rub

fled

leg

sell

less

C. Tell the student: Listen to each of the words I read and write the whole word. _____/5

beg

yam

sip

rod

tub

_____/5

train

float

steep

drive

spoon


1

CORE Phonics Survey Student Material 1.

2.

3.

4.

D

A

N

S

X

Z

J

L

H

T

Y

E

C

O

M

R

P

W

K

U

G

B

F

Q

V

I

d

a n

s

x

z

j

l

h

t

y

e

c

o

m

r

p

w

k

u

g

b

f

q

v

i

d

l

n

s

x

z

j

t

y

p

c

h

m

r

k

w

g

b

f

q

v

e

i

a

o

u


2 Reading and Decoding

5. A.

B.

C.

D.

sit

cat

get

but

hot

vot

fut

dit

ket

lat

when

chop

thin

shut

match

wheck

shom

thax

phitch

chud

stop

trap

quick

spell

plan

stig

brab

qued

snop

dran

ring

fast

sank

limp

held

mang

nast

wunk

kimp

jelt

tape

Pete

cute

paid

feet

pofe

bine

joad

vay

soat


3 E.

F.

G.

few

down

toy

hawk

coin

moit

rew

fout

zoy

bawk

bark

horn

chirp

roar

cold

ferm

murd

gair

dall

chail

kidnap

pugnad

quibrap

compete

slifnate

prubkine

depend

sunop

wopam

zero

zubo

yodu

locate

potife

zuride

stable

grickle

morkle

further

tirper

pharbid

outlaw

doipnow

loymaud


Percentage Scores Chart Number Correct 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

Total Number of Items 10 15 25 50 10% 7% 4% 2% 20% 13% 8% 4% 30% 20% 12% 6% 40% 27% 16% 8% 50% 33% 20% 10% 60% 40% 24% 12% 70% 47% 28% 14% 80% 53% 32% 16% 90% 60% 36% 18% 100% 67% 40% 20% 73% 44% 22% 80% 48% 24% 87% 52% 26% 93% 56% 28% 100% 60% 30% 80% 32% 85% 34% 90% 36% 95% 38% 100% 40% 42% 44% 46% 48% 50% 52% 54% 56% 58% 60% 62% 64% 66% 68% 70% 72% 74% 76% 78%

Number Correct 40 41 42 43 44 45 46 47 48 49 50

# of Items 50 80% 82% 84% 86% 88% 90% 92% 94% 96% 98% 100%


9780545185073

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