grade 6 - emc p

EMCParadigm Publishing Saint Paul, Minnesota

OHIO GRADUATION TEST

READING PRACTICE

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Grade 6

Staff Credits

EditorialLaurie SkibaManaging Editor

Brenda OwensEditor

Nichola TorbettAssociate Editor

Jennifer J. AndersonAssociate Editor

Valerie MurphyEditorial Assistant

Sara HyryEducational Writer

DesignShelley Clubb Production Manager

Lisa Beller Design and Production Specialist

© 2005 EMC Corporation

All rights reserved. The assessment materials in this publication may be photocopied for class-room use only. No part of this publication may be adapted, reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying,recording, or otherwise without permission from the publisher.

Published by EMC/Paradigm Publishing875 Montreal WaySt. Paul, Minnesota 55102800-328-1452www.emcp.comE-mail: [email protected]

Printed in the United States of America.10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11

Cover CreditsCover Designer: C. Vern Johnson

The Human Condition, 1934. Rene Magritte.

The Farm, 1921–1922. Joan Miró.

The Persistence of Memory, 1931. Salvador Dali.

ISBN 0-8219-2951-8

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Test-Taking Skills Practice Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Preparing for Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Answering Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Answering Reading Comprehension Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Finding the Main Idea or Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Answering Constructed-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Grade 10 OGT Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Unit 1 Test

from “Elie Wiesel” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Unit 2 Test

excerpt from “How Robin Hood Saved the Widow’s Three Sons” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Unit 3 Test

from “Mount Vesuvius” by Sara Hyry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Unit 4 Test

“Choosing a Dog” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Unit 5 Test

“Saucy Sailor” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Unit 6 Test

“English Underground Tunnel System” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Unit 7 Test

“Getting into Storytelling” by Walker Brents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Unit 8 Test

“The Lie” by Peter Gosselar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Unit 9 Test

“Jabberwocky” by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

Unit 10 Test

from As You Like It by William Shakespeareand “You Are Old Father William” by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

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Unit 11 Test

excerpt from Geronimo’s Story of His Life by Geronimo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Unit 12 Test

“Beads and Bangles Summer Catalog” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

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Introduction

The EMC Masterpiece Series, Literature and the Language Arts textbook program has been designed toaddress the competencies assessed by the Ohio Graduation Test (OGT). Competencies are developedthroughout the program, giving students the opportunity to internalize them through multiple practiceopportunities. The Test-Taking Skills Worksheets and OGT Practice Tests in this book are only a smallpart of this practice.

AN INTEGRATED APPROACH

Carefully constructed practice opportunities for reading and writing are integrated throughout theLiterature and the Language Arts textbook program. Development of these skills is outlined in the LessonPlans book, located in the Literacy Resource binder. There you will find a comprehensive list ofintegrated reading, writing, and other communication arts activities.

The Reading Strategies Resource, also located in the Literacy Resource binder, is specifically designedto help Ohio students internalize the reading strategies they need, not only to succeed on the OGT andother standardized tests, but to become proficient, lifelong readers. The Reading Strategies Resourcecovers eight reading strategies that help students monitor their comprehension as they read theselections in the textbook and answer reading comprehension questions after reading.

Each Reading Strategy Mini-Lesson helps students work through a textbook selection by focusing onone specific reading strategy that they learn to use before, during, and after reading. A fix-up strategy isprovided for students who need extra help. Work with the reading strategy culminates with a TestPractice page in which students are asked to demonstrate their successful use of the reading strategy byanswering sample multiple-choice and constructed-response questions. Questions focus on:

• Making inferences

• Drawing conclusions

• Interpreting visual material

• Finding the main idea

• Analyzing a text’s organizational features

• Understanding sequence

• Evaluating the author’s purpose

• Understanding point of view

• Classifying and reorganizing information

• Distinguishing fact from opinion

• Comparing and contrasting

• Determining cause and effect

• Understanding literary devices

The Teaching Notes for each Reading Strategy Mini-Lesson include sample think-aloud discussions thatmodel effective ways to approach each standardized test question.

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Writing practice can be found in the Guided Writing lessons at the end of each unit, in the Writer’sJournal prompts following each selection, and on the Selection Tests and Unit Tests. Writing tasksstress the importance of prewriting prior to drafting, even in timed writing situations.

OHIO GRADUATION TEST PRACTICE BOOK

In addition to the assessment practice integrated throughout the core components of Literature and theLanguage Arts, test practice can be found in Ohio Graduation Test Practice books, available for gradessix through ten in print and downloadable online (www.emcp.com) formats.

TEST-TAKING SKILLS WORKSHEETS. This book contains a set of test-taking skills worksheets that help studentsuse the strategies and skills they develop as they work through the Literature and the Language Artsprogram to succeed on standardized tests. These worksheets cover such topics as making inferences,using context clues, and finding the main idea; they also give students tips on answering multiple-choice, short-answer, and extended-response answer. Each worksheet contains instruction followed bymultiple practice opportunities.

SAMPLE OGTS. You will also find in this book twelve practice tests integrated with the twelve literatureunits in the textbook. Each practice test contains a reading passage related to the unit, followed bymultiple-choice and constructed-response reading comprehension questions. Each test contains onesheet-answer task, and several contain extended-response tasks.

OGT PRACTICE SCORING GUIDE. Based on actual OGT scoring procedures, the Scoring Guide at the back of this book includes correlations to Ohio’s academic content standards, scoring criteria, and sampletop-score-point responses for all test-taking skills worksheet and OGT practice test items.

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Test-Taking Skills Practice Worksheets

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PREPARING FOR TESTSStandardized tests like the OGT and others are a common part of school life. These guidelines will help youprepare for and take a variety of tests.

TEST-TAKING TIPS

EXERCISE

Test-Taking Strategies

Write a brief response to each set of suggestions above. Do you use these strategies now? Which wouldhelp you most on your next test?

1. Preparing for a test

2. Taking a test

Preparing for a Test

• Pay attention in class. Exercises and activitiesthroughout the year practice skills that willbenefit you on standardized tests.

• Know what to expect. Your teacher can provide you with information about the testsyou will be taking.

• Get plenty of sleep the night before the testand eat a healthy breakfast in the morning.

• Arrive on time. Running late can raise yourstress level and hurt your performance.

Taking a Test

• Read directions and questions carefully.

• Consider every choice. Don’t be fooled by distractors, or answers that are almost correct.

• Spend test time wisely. Within each section,answer the easiest questions first and comeback to the more difficult questions later.

• Make sure to record your answer on the correctline of the answer sheet. As you mark eachanswer, ask yourself “Am I on the right questionnumber in the right section of the test?” and “Is this the answer I mean to mark?”

• Use any extra time to check your work.

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Practice Worksheets Test-Taking Skills

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ANSWERING MULTIPLE-CHOICE QUESTIONSOn standardized tests, including Session Three of the Ohio Graduaion Test (OGT), many of the questions are multiple-choice and have a single correct answer. The guidelines below will help youanswer these kinds of questions effectively.

TIPS FOR ANSWERING MULTIPLE-CHOICE QUESTIONS

Read each question carefully. Pay special attention to any words that are bolded, italicized, written in all capital letters, or otherwiseemphasized.

Read all choices before deciding on the answer.

Eliminate any answers that do not make sense, that disagree withwhat you remember from the passage, or that seem too extreme.Also, if two answers have the same meaning, you can eliminate both.

Beware of distractors. These are incorrect answers that look attractive because they are partially correct, they contain a commonmisconception, or they apply the right information in the wrong way.Distractors are based on common mistakes students make.

Rule out incorrect answers; then choose the answer that is most accurate or complete. Pay special attention to choices such as none of the above or all of the above.

If a question seems too difficult, skip it and come back to it later.Keep in mind, though, that most tests allow you to go back only toquestions within a section.

To make sure your answers are scanned accurately, be sure to fill in all circles solidly.

EXERCISE

Answering Multiple-Choice Questions

Read the story called “The All-American Slurp” by Leslie Namioka on pages 47–54 of your textbook.Then answer each question below.

1. An alternative title for this story could be

A. “How to Eat Like an American“

B. “Chinese Food for Beginners“

C. “My Friendship with Meg“

D. “How My Parents Embarrass Me“

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2. Which of the following words best describes Mr. Lin’s character?

A. clumsy

B. awkward

C. scientific

D. arrogant

3. The primary reason the Lins embarrass themselves is

A. inability to read other languages

B. self-consciousness

C. cultural differences between America and China

D. failure to follow directions

4. Which of the following is an example of onomatopoeia?

A. my burning face

B. did the trick

C. schloop

D. beat a retreat

5. Why does the narrator think of celery strings when she sees Mr. Gleason pick up a pea withhis fingers?

A. Both celery and peas are vegetables.

B. Mr. Gleason is making a mistake like the one she and her family made with the celery strings.

C. Mr. Gleason is embarrassed just like she was when she misunderstood how to eat celery.

D. She thinks Mr. Gleason is stupid.

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ANSWERING READING COMPREHENSION QUESTIONSReading comprehension questions ask you to read a short piece of writing and answer several questionsabout it. To answer reading comprehension questions, follow these steps:

1. Read through all the questions quickly.

2. Read the passage with the questions in mind.

3. Reread the first question carefully.

4. Scan the passage to look for key words related to the question. When you find a key word, slowdown and read carefully.

5. Answer the question.

6. Repeat this process to answer the rest of the questions.

EXERCISE

Answering Reading Comprehension Questions

Read the following passage from a speech by Sojourner Truth. Then select the best answer to each of thequestions that follow.

from “Ain’t I a Woman?”by Sojourner Truth

That man over there says that women need to be helped into carriages, and lifted over ditches, andto have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or givesme any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, andgathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat asmuch as a man—when I could get it—and bear the lash as well! And ain’t I a woman? I have borne thir-teen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, nonebut Jesus heard me! And ain’t I a woman?

Then that little man in black there, he says women can’t have as much rights as men, ’cause Christwasn’t a woman! Where did your Christ come from? Where did your Christ come from? From Godand a woman? Man had nothing to do with Him.

If the first woman God ever made was strong enough to turn the world upside down all alone, thesewomen together ought to be able to turn it back, and get it right side up again! And now they is askingto do it, the men better let them.

1. What reason do men give for women having fewer rights than men?

A. Women are stronger than men.

B. Christ was a man.

C. Women don’t want rights.

D. Christ came from a woman.

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2. The most likely context for this speech is a

A. television program

B. women’s rights convention

C. poetry reading

D. church gathering

3. From this selection, the reader can infer that

A. Truth was not a real woman

B. Truth has worked hard in a rural environment

C. Truth has worked hard in an urban environment

D. Truth has been taken care of all her life

4. What has happened to most of Truth’s thirteen children?

A. They have died.

B. They have left for college.

C. They have been sold into slavery.

D. They have turned their backs on her.

5. Which of the following BEST expresses the main idea of this passage?

A. Sojourner Truth is a woman, but she does not need to be taken care of.

B. Christ came from a woman.

C. Women are as strong as men, and they are going to demand their rights.

D. Truth has borne thirteen children, but only Jesus has heard her grief.

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MAKING INFERENCESSometimes the answers to reading comprehension questions can be found in the text you have read.Other times, however, you will need to make an inference in order to answer the question. Making aninference means putting together the clues given in the text with your own prior knowledge to makean educated guess. For example, read the following passage:

As Margaret entered her office through the back door, she caught a glimpse of the crowd in the waitingroom: mothers holding fretful babies, small children fussing and throwing wooden blocks at each other,older people dozing off in the corners. She sighed as she reached for her white coat and her stethoscope.It was the height of the flu season, and this was bound to be a busy day.

What does Margaret do for a living? The passage itself does not say, but it does give you clues: the waitingroom, the white coat, the stethoscope, and the reference to flu season. By putting these clues togetherwith your prior knowledge, you can be pretty certain that Margaret is a doctor.

As you make inferences, remember that each inference needs to fit with all of the clues in the passage andwith your prior knowledge. You can eliminate answers that contradict the text and those for which there isno evidence. Then, from the remaining answers, choose the one that seems most logical.

EXERCISE

In the following passage from the short story “The Tunnel” by Sarah Ellis, sixteen-year-old Ken is taking awalk with Ib, the six-year-old girl he is babysitting for the summer. When he sees a particular drainage pipein the river, he remembers something that happened a long time ago. Read the passage. Then use cluesfrom the passage and your prior knowledge to answer the inference questions that follow.

from “The Tunnel” by Sarah Ellis

And then we come to the stream. I hear it before I see it. And then I remember what happened there.Ib jumps off the tracks and dances off toward the water.I don’t want to go there. “Not that way, Ib.”“Come on, Ken. I’m exploring. This is an exploration mission. You said.”I follow her. It’s different. The trees—dusty, scruffy-looking cottonwoods—have grown up and the

road appears too soon. But there it is. The stream takes a bend and disappears into a small culvert underthe road. Vines grow across the entrance to the drainage pipe. I push them aside and look in. A blackhole with a perfect circle of light at the end.

It’s so small. Had we really walked through it? Jeff and Danielle and finally me, terrified, shamedinto it by a girl and a double dare.

I take a deep breath and I’m there again. That smell. Wet and green and dangerous. There I was,feet braced against the pipe, halfway through the tunnel, at the darkest part. I had kept my mind up, upout of the water where Jeff said that blackwater bloodsuckers lived. I kept my mind up until it went intothe weight of the earth above me. Tons of dirt and cars and trucks and being buried alive.

Dirt pressing heavy against my chest, against my eyelids, against my legs which wouldn’t move. Andthen, above the roaring in my ears, I heard a high snatch of song, two notes with no words. Calling. Ipushed against the concrete and screamed without a sound.

And then Jeff yelled into the tunnel, “What’s the matter, Kenny? Is it the bloodsuckers? Kenton,Kenton, where are you? Ve vant to suck your blood.” Jeff had a way of saying “Kenton” that made itsound like an even finkier name than it is. By this time I had peed my pants and I had to pretend to slip

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and fall into the water to cover up. The shock of the cold. The end of the tunnel. Jeff pushed me intothe stream because I was wet anyway. Danielle stared at me and she knew.

“Where does it go?” Ib pulls on my shirt.And I’m big again. Huge.

1. Which of the following sets of words best describes the relationship between Jeff and Ken?

A. playful and equal

B. vicious and dangerous

C. taunting and tormenting

D. jealous and resentful

2. Which of the following best describes what Danielle knew when Ken came out of the tunnel?

A. that he liked her

B. that he was a coward

C. that he was angry with Jeff

D. that Jeff had been more afraid than Ken

3. What is the real effect of Ken’s effort to “keep his mind up”?

A. He escapes the blackwater bloodsuckers.

B. He pleases Jeff.

C. He avoids drowning in the stream.

D. He becomes terrified of suffocating under the weight of the road.

4. Place the following events along the time line of Ken’s life.

• meets Jeff and Danielle

• arrives with Ib at the stream

• becomes aware of Ib pulling on his shirt

• wets his pants

• is taunted by Jeff from outside the tunnel

• gets a babysitting job

Use the passage to help you determine the order of events.

birth graduates fromhigh school

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5. Why doesn’t Ken want to go near the stream with Ib? Use details from the passage to explain his motiva-tion.


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FINDING THE MAIN IDEA OR THEME

Many standardized test questions will ask you to identify the main idea or theme of a passage of text. In general, nonfiction texts have main ideas; literary texts (poems, stories, novels, plays, and personalessays) have themes. Sometimes, however, the term main idea is used to refer to the theme of a literarywork, especially an essay or poem.

The main idea is a brief statement of what the author wants you to know, think, or feel after reading thetext. In some cases, the main idea will actually be stated. Check the first and last paragraphs for a sentencethat sums up the entire passage.

Usually, however, the author will not tell you what the main idea is, and you will have to infer it. To infer amain idea, ask yourself these questions about the text:

• Who or what is this passage about?

• What does the author want me to know, think, or feel about this “who” or “what”?

• If I had to tell someone in one sentence what this passage is about, what would I say?

After you have a main idea in mind, check to see whether all the details in the passage fit that mainidea. If any detail contradicts your statement, you need to revise that statement.

TIPS FOR ANSWERING MULTIPLE-CHOICE MAIN IDEA QUESTIONS

• Eliminate any statement that contains incorrect information.

• Eliminate any statement that applies only to one paragraph or section of the passage.

• If two statements are similar, choose the one that contains more information, as long as all information is correct.

Following a literary passage, you might be asked to identify the theme, or central idea, of the passage. The theme is usually a general statement or insight about life. It is expressed through the plot, images,characters, and symbols in a text. To find the theme of a passage, ask yourself these questions:

• How and why has the main character or speaker changed by the end of the story?

• What has the main character learned by the end of the story?

• How is the reader supposed to feel about the events of the story?

• What is the author trying to say about life?

• What is the “moral” or lesson of the story?


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EXERCISE

1. Read Christopher Reeve’s speech “Americans with Disabilities Act” on pages 85–87 of yourtextbook. Which of the following statements best expresses the main idea of this speech?

A. The president is wrong about what “family values” really means.

B. The Americans with Disabilities Act should be enforced everywhere to prevent discrimination.

C. Funding research to prevent and cure disabling conditions is an important part of caringfor every member of our national family.

D. Disabilities limit opportunities for about a quarter million Americans.

2. Turn to page 21 in your textbook and read the short story “Eleven” by Sandra Cisneros.Which of the following statements best expresses the theme of the story?

A. Certain events can make you feel younger or older than you are.

B. Teachers are always right.

C. When you have a birthday, it takes a few days to feel your new age.

D. It’s silly to cry when you’re eleven.

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USING CONTEXT CLUES

Some standardized test questions will ask you to choose the best definition for a word that might beunfamiliar to you. You can often figure out the meaning of this word by using context clues. Contextclues frequently can be found in nearby words and phrases that provide hints about the word.

EXAMPLES

comparison clue Like a mouse darting away from the cat, I bolted from the room.

If the speaker acted like the mouse, he or she must have run away fast, so bolted means “ran away.”

contrast clue My sister remains aloof from everyone; I, on the other hand, tend to get tooinvolved in people’s lives.

The words on the other hand signal a contrast between the speaker and her sister. If she gets too involved,her sister must stay uninvolved. Aloof must mean “uninvolved or indifferent.”

restatement clue Curtis loves to exaggerate. He makes everything seem bigger and better than itreally is.

As the second sentence suggests, exaggerate means “make something seem greater than it is.”

apposition clue Sherlene took the sunny weather as a good omen, a sign that positive eventswere on their way.

By restating the word omen in different terms, the apposition indicates that omen means “sign of futureevents.”

examples clue Many invertebrates, such as sponges, jellyfish, starfish, and squid, live in theocean, but others, like spiders and many worms, live on land.

If you know enough about the animals listed, you can guess that invertebrates are animals that don’t havebackbones.

cause and effect clue Kelly’s immunity to chicken pox prevented her from getting the disease even afterbeing exposed multiple times.

If having immunity caused Kelly not to get sick, immunity must mean “resistance to a disease or illness.”

The following table shows words that signal each type of context clue. Look for these words in the sentences around an unfamiliar word to see if they signal a context clue.

comparison and, like, as, just as, as if, as though

contrast but, nevertheless, on the other hand, however, although, though, in spite of

restatement that is, in other words, or

examples including, such as, for example, for instance, especially, particularly

cause and effect if/then, when/then, thus, therefore, because, so, as a result of, consequently


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EXERCISE

Read the following sentences. Then choose the best definitions for the underlined words.

1. A world-famous violinist at the age of eight, Kamisha proved to be a child prodigy.

A. screenwriter

B. failure

C. problem

D. genius

2. Trevor was always so enthusiastic about spelling bees, but this year he seemed reluctant toparticipate.

A. unwilling

B. eager

C. anxious

D. dedicated

3. I like the look of vintage clothes, including twin sets and poodle skirts from the 1950s, thigh-high dresses in the wild patterns of the 1960s, and even the bell bottoms of the 1970s.

A. tight

B. old-fashioned

C. modern

D. conservative

4. Proud of his big win in the regional debate tournament, Shane showed up at the state finalslooking smug.

A. overly confident

B. terrified

C. well dressed

D. angry

5. Project your voice as if it were a ball that you were throwing all the way back to the last rowof the auditorium.

A. throw forward

B. soften

C. disguise

D. organize

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ANSWERING CONSTRUCTED-RESPONSE QUESTIONS

In addition to multiple-choice questions, the Ohio Graduation Test (OGT) includes constructed-responsequestions that require you to write answers in the test booklet.

In addition to multiple-choice questions, the Ohio Graduation Test (OGT) also includes short-answer andextended-response questions that require you to write answers in the Answer Document.

These questions test your ability to interpret, analyze, synthesize, and evaluate ideas from a readingpassage and understand the techniques used by the author. They also require you to back up your ideaswith details from the passage.

When you encounter one of these questions, you must first make sure you understand what the questionis asking you to do. Here is a list of key words that you might find in these questions. Learn what each ofthese words means.

analyze; identify: break into parts and describe the parts and their relationships

compare: examine two or more subjects and tell how they are similar; in some cases, alsomention differences

contrast: examine two or more subjects and stress how they differ

describe: give enough facts about or characteristics of a subject to make it clear to someonewho is unfamiliar with it

discuss: provide an overview and careful analysis of an event or concept; use details forsupport

evaluate; assess; make an objective judgment about a topic, relying more on informed sourcesargue: than your own opinion

explain: clarify and interpret an event or concept, providing supporting details andexamples

interpret: tell the meaning and significance of an event or concept

justify: explain or give reasons for decisions or conclusions; be persuasive

prove: provide impartial reasoning for a given statement

summarize: retell very briefly an event, concept, or debate, stating only the main points, in anobjective manner

For example, read the following sample question on “Child on Top of a Greenhouse” by Theodore Roethkeon page 213 of your textbook.

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EXAMPLE

Why, at the end of the poem, is everyone pointing up and shouting? Use details from the selection tosupport your answer.

The question asks you to tell why the people in the poem are acting as they are. Read the poem carefullyand note the location of the speaker. Use the details that he provides as part of your answer. Read thefollowing successful response to the prompt.

EXAMPLE

The speaker is clearly in a very dangerous place, even though he does not seem to notice. The first part ofthe poem just gives details about the setting as seen through the speaker?s eyes. These include the wind,flowers, and clouds. The speaker also mentions the splinters of glass and putty, which give a sense ofdanger. However, the title of the poem gives away the speaker?s location, which in combination with thedetails makes it obvious that the people are pointing and shouting because they are afraid that the speakerwill fall through the glass of the greenhouse roof.

Notice that this response not only explains why the people are pointing and shouting (that they are afraidfor the speaker who is on the greenhouse roof) but also includes details from the poem that help toanswer the question.

The following tips will help you answer contructed-response questions effectively.

TIPS FOR ANSWERING CONSTRUCTED-RESPONSE QUESTIONS

• Before reading the passage, skim the questions. When you skim, you glance through material quickly to get a general idea of what it is about.

• As you read, underline any information that relates to the questions. After you have finished reading, you can decide which of the underlined details to use in your answers.

• On extra paper or in the margin of your test booklet, list the most important points to include ineach answer. Then number them to show the order in which they should be included. Finally, draft your answer.

• If you have extra time, use it to revise and proofread your answers.

For example, read the following sample question based on “Child on top of a Greenhouse” by TheodoreRoethke on page 213 of your textbook.

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EXERCISE

Turn to page 494 and read “Don’t Step on a Crack.” Then answer the constructed-response questionsbelow.

1. List three superstitions from the article. Also explain the possible real-life reasons for those superstitions.

2. According to this passage, how are superstitions formed? Use details from the selection to support youranswer.

3. A common superstition is that the number 13 is bad luck. Write a fake but believable explanation for thissuperstition, using the explanations in the article as models.

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Practice Tests OGT Practice, Grade 06

OGT Practice, Grade 6UNIT 1 READINGTEST

DIRECTIONS

This passage is followed by several questions. After reading the passage, choose the best answer toeach question and blacken the corresponding space on your answer document. When you respondto the short-answer and extended-response items, make sure your answers are complete. You mayrefer to the passages as often as necessary.

“Elie Wiesel”Elie Wiesel is known worldwide as one of the most dedicated defenders of human rights ofthe twentieth century. In more than forty books and countlessnewspaper stories, magazine articles, interviews, and lectures,Wiesel has told the world about the horrors of the Holocaust,spoken out against mistreatment of Jews throughout the world,and fought for the rights of many other oppressed groups.

Born in 1928, Wiesel grew up as part of a thriving Jewishcommunity in Sighet, a village that belonged to Hungary in theearly 1940s but is now part of Romania. As a boy, Wiesel wasfascinated by Jewish religious ideas and spent many hoursstudying religious teachings.

In 1944, German troops arrived in Sighet and forcefully moved all the Jews of the village, including the Wiesels, into twoghettos, which they were not permitted to leave. A few monthslater, Elie and his family were forced onto a train headed toAuschwitz, a concentration camp. He was fifteen years old, and he would never see hismother or youngest sister again. Elie survived stays in five concentration camps andmanaged not to be separated from his father until the older man’s death at Buchenwaldshortly before the camp was liberated in April 1945. Wiesel’s most famous book, Night,tells the terrifying story of his life during this time.

After he was freed, sixteen-year-old Wiesel vowed not to write of his experiences for tenyears, until he had achieved enough critical distance from them that he could understandthem better:

So heavy was my anguish that I made a vow: not to speak, not to touch upon the essentialfor at least ten years. Long enough to see clearly. Long enough to learn to listen to thevoices crying inside my own. Long enough to regain possession of my memory. Longenough to unite the language of man with the silence of the dead.

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Wiesel lived briefly in an orphanage in France before studying at the Sorbonne, a famousuniversity in Paris, and beginning work as a journalist. A friend he met in France convincedWiesel to write down his story, which later became Night.

The publication of Night, along with Wiesel’s newspaper work, launched his career as a writer.Since then, he has written novels, collections of essays, plays, and memoirs. His writing focuseson themes of humanity’s potential for good and evil, God’s role in world events, and hope in theface of despair.

The same themes inform Wiesel’s political work. In 1978, President Jimmy Carter askedWiesel to lead the committee that would create the United States Holocaust Memorial.The purpose of this memorial was to ensure that Americans would not forget theHolocaust and would prevent anything like it from ever happening again. This memorialgrew into what is now the United States Holocaust Memorial Museum in Washington,DC.

Wiesel has also created the Elie Wiesel Foundation for Humanity, an organization thatdraws attention to violations of human rights anywhere in the world.

For his commitment to human rights, Wiesel has won many awards, including a PresidentialMedal of Freedom, the Nobel Peace Prize, and honorary degrees from universities around theworld.

[http://www.eliewieselfoundation.org/ElieWiesel/Nobel_Speech.htm]

The following is an excerpt from Elie Wiesel’s acceptance speech when he received theNobel Peace Prize in 1986.

Do I have the right to represent the multitudes who have perished? Do I have the right toaccept this great honor on their behalf? I do not. No one may speak for the dead, no onemay interpret their mutilated dreams and visions. And yet, I sense their presence. I alwaysdo – and at this moment more than ever. The presence of my parents, that of my little sister.The presence of my teachers, my friends, my companions…

This honor belongs to all the survivors and their children and, through us to the Jewishpeople with whose destiny I have always identified.

I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered theKingdom of Night. I remember his bewilderment, I remember his anguish. It all happenedso fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which thehistory of our people and the future of mankind were meant to be sacrificed.

I remember he asked his father: “Can this be true? This is the twentieth century, not theMiddle Ages. Who would allow such crimes to be committed? How could the world remainsilent?”

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OGT Practice, Grade 06 Practice Tests

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And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future,what have you done with your life?” And I tell him that I have tried. That I have tried tokeep memory alive, that I have tried to fight those who would forget. Because if we forget,we are guilty, we are accomplices.

And then I explain to him how naïve we were, that the world did know and remained silent.And that is why I swore never to be silent whenever wherever human beings endure sufferingand humiliation. We must take sides. Neutrality helps the oppressor, never the victim.Silence encourages the tormentor, never the tormented. Sometimes we must interfere.When human lives are endangered, when human dignity is in jeopardy, national borders andsensitivities become irrelevant. Wherever men and women are persecuted because of theirrace, religion, or political views, that place must – at that moment – become the center of theuniverse.

. . . . . . . . . . .

As long as one dissident is in prison, our freedom will not be true. As long as one child ishungry, our life will be filled with anguish and shame. What all these victims need above all isto know that they are not alone; that we are not forgetting them, that when their voices arestifled we shall lend them ours, that while their freedom depends on ours, the quality of ourfreedom depends on theirs.

This is what I say to the young Jewish boy wondering what I have done with his years. It isin his name that I speak to you and that I express to you my deepest gratitude as one who hasemerged from the Kingdom of Night. We know that every moment is a moment of grace,every hour an offering; not to share them would mean to betray them.

Our lives no longer belong to us alone; they belong to all those who need us desperately.

Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you,people of Norway, for declaring on this singular occasion that our survival has meaning formankind.

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1. Identify the one way in which the Holocaust didNOT affect Wiesel’s life.

A. His mother, youngest sister, and father diedin concentration camps.

B. He was never able to talk about his experi-ences.

C. He had to live in an orphanage once he wasfreed.

D. He became a political activist.

2. Read the following quote:

“So heavy was my anguish that I madea vow: not to speak, not to touch uponthe essential for at least ten years.”

What does Wiesel MOST LIKELY mean by “theessential”?

A. his personal views on human rights

B. the experience of growing up in the thrivingJewish community of Sighet

C. his political views about Nazi Germany

D. his experiences living in concentrationcamps

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3. Because the author describes Wiesel’s writing asfocusing on “humanity’s potential for good andevil” and “hope in the face of despair,” you canassume that Wiesel’s best known book Night

A. describes how concentration campsdestroyed Wiesel’s family and his hopes forthe future

B. has inspired others to do good

C. shows how concentration camps wereunable to destroy everything that is good inpeople

D. has helped the author cope with his ownfeelings of despair

4. What kind of article did the author of “ElieWiesel” write?

A. an informative article that reveals factsabout an actual person’s life

B. a persuasive article that convinces readers tosupport human rights

C. an entertaining article about the plot andcharacters of the book Night

D. an expressive article, sharing feelings aboutthe Holocaust

5. What would be the BEST subtitle for this article?

A. “Elie Wiesel: Holocaust Survivor, Writer, andActivist”

B. “Elie Wiesel: Founder of the HolocaustSurvivor Museum”

C. “Elie Wiesel: Tale of an Orphan”

D. “Elie Wiesel: The Author of Night SpeaksOut”

6. Using details and examples from Wiesel’s own life,explain why Wiesel became a human rightsactivist.

7. Some people who have had bad experiences areinspired by those experiences to help others.Write a paragraph in which you prove that this istrue. Use Elie Wiesel as an example of thistendency. Include details from the article to helpyou prove your point.

8. Who is the young Jewish boy that Wieseldescribes in his speech?

A. himself

B. his father as a young man

C. his brother

D. a friend

9. Wiesel says that “as long as one dissident is inprison our freedom will not be true. As long asone child is hungry, our life will be filled withanguish and shame.” He is saying that

A. hunger is a terrible problem in many partsof the world.

B. all prisoners should be allowed to go free nomatter what they have done.

C. people who are free and able should helpthose who are not.

D. there are many people who are in prison.

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OGT Practice, Grade 6UNIT 2 TEST READING

DIRECTIONS

This passage is followed by several questions. After reading the passage, choose the best answer toeach question and blacken the corresponding space on your answer document. When you respondto the short-answer and extended-response items, make sure your answers are complete. You mayrefer to the passages as often as necessary.

excerpt from “How Robin Hood Saved the Widow’s Three Sons”by Sara Hyry

One fine morning, Robin Hood was walking down a lane toward Nottingham town. He wasdressed in the colors of green and brown. A fine figure he made as he wandered down. But ashe continued, he heard a terrible wailing. Turning a corner, he found a widow weeping.

“What, pray tell, is troubling you?” Robin asked the woman. He knew her well, for he hadoften dined at her hearth with her sons, who were counted among his followers.

“Down the way, my three sons are to be hanged today,” she replied.

“What have they done to deserve such a punishment? Have theystolen? Have they killed a priest? Have they burned down achurch?”

“No, none of those have they done. They are to be killedbecause they killed the king’s deer. Following your ways,they shot it with their longbows and ‘twas their badfortune that the sheriff should happen by,” she cried.

“That’s no crime as I see it,” said Robin. “You have toldme just in time. If they are to be hanged today, I must bealong quickly now.” And he hurried off, towards the site ofgallows.1 As he walked, he pondered how to save thewidow’s sons.

“I need some sort of disguise, to get me in to the townwithout the sheriff knowing,” he thought. At that moment,he happened upon an old man dressed in rags, a palmer2 backfrom his journey to the Holy Land. “What news have you?”Robin asked the man.

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1. gallows. Frame from which criminals are hanged2. palmer. Person who has just made a pilgrimage to Jerusalem, often wearing a palm leaf as a sign of his or her religious journey

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“There’s to be a hanging today—three hangings to be exact. And a shame it is. For the three whoare to be hanged are no villains, I say.”

“Why then are they to be hanged?” asked Robin.

“The sheriff finds killing the king’s deer to be a crime. He wishes to make an example, for heis charged with stopping the hunting of the king’s beasts. Yet, he sees nothing wrong with thelikes of me and the likes of the three going hungry for want of meat, when a bit of venisonwould be a treat.”

Robin looked at the man shrewdly. “Thank you for the news, good man. And for yourtroubles, I propose a trade. I will give you my clothes and thirty silver coins in exchange foryour clothes. What say you?”

“Don’t poke fun at an old man, who had but little in this life,” he protested.

“I am in earnest. Come, come, I haven’t all day,” urged Robin. “I’ll give you these pieces ofgold for your hat and your cloak, and your tattered old breaches.”

“’Tis not a fair trade,” thought the man, “ but it will do me a world of good.” So he did notprotest when Robin plucked the hat from his head and placed it on his own. Robin dressedhimself in the patched breeches and the threadbare cloak. He tucked his arrows under hisclothes, unstrung his bow and leaned upon it as a staff. He had his disguise, and he thought,perhaps, a plan.

Robin continued down the road, looking for all the world like the worn, old palmer hepretended to be. He reached the town and found that quite a crowd had gathered in thesquare. He asked some of those near him what all the hubbub was about.

“The sheriff is to hang three men today.”

“For what crime?” asked Robin.

“For poaching on the king’s land,” came the reply.

“And this is a spectacle for all the town to see. Does nobody protest such action? For shame!”Robin cried.

“We dare not protest the sheriff, for he would have our heads as well. Besides, the fellows didbreak the law. And there’s the sheriff now.”

Robin caught sight of the sheriff and began to move through the crowd. He neared thegallows and approached the sheriff. “What price do you pay your hangman today?” Robinasked. “Might you permit this old man to do the job?”

“Clothes of the hanged, of course, and by the looks of it you could use them,” said the sheriffwith a laugh. “Plus sixpence, two pence per man—the usual hangman’s price. The job isyours if you do it right quick.”

“Allow me first to take the last confessions of the men; they should not die without that.”

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1. What will MOST LIKELY happen next?

A. Robin Hood will take the men’s confessionsand then hang them.

B. Robin Hood will exchange clothes with theprisoners and then flee.

C. Robin Hood will free the prisoners andescape himself.

D. The sheriff will realize he should not kill theprisoners.

2. Which of the following is PROBABLY the theme ofthis story?

A. Crime doesn’t pay.

B. What is crime to one person is not necessar-ily crime to someone else.

C. It’s unkind to make fun of older people.

D. Stealing is wrong.

3. How does the old palmer feel about the sheriff?

A. bothered by his decision to hang the threemen as an example

B. frightened of his authority

C. envious of his wealth and power

D. confused by his willingness to trade clothes

4. What effect does the old widow have on RobinHood?

A. He falls in love with her.

B. He vows never to fight again.

C. He becomes depressed and dejected.

D. She inspires him to bring justice to her boys.

5. What is the MAIN conflict in the passage?

A. man against good

B. man against man

C. justice against truth

D. man against nature

6. If you had to choose ONE word to describe RobinHood’s character, what word would that be? Useat least TWO details from the selection to justifyyour answer.

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OGT Practice, Grade 10 Answer Key

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Scoring GuidePREPARING FOR TESTS

1. Responses will vary.2. Responses will vary.

ANSWERING MULTIBLE-CHOICE QUESTIONS1. Answer: A; Standard: Literary Text2. Answer: C; Standard: Literary Text3. Answer: C; Standard: Concepts of Print,

Comprehension Strategies and Self-MonitoringStrategies

4. Answer: C; Standard: Literary Text5. Answer: B; Standard: Concepts of Print,


ANSWERING READING COMPREHENSION

QUESTIONS1. Answer: B; Standard: Concepts of Print,


2. Answer: B; Standard: Informational, Technical,and Persuasive Text

3. Answer: B; Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

4. Answer: C; Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

5. Answer: C; Standard: Literary Text

MAKING INFERENCES1. Answer: C; Standard: Literary Text2. Answer: B; Standard: Concepts of Print,


3. Answer: D; Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

4. Standard: Concepts of Print, ComprehensionStrategies and Self-Monitoring Strategies

5. Responses will vary; a sample response follows.Strong responses will use details from the text toexplain that Ken doesn’t want to remember hisearlier humiliating experience at the tunnel.

FINDING THE MAIN IDEA OR THEME1. Answer: C; Standard: Literary Text2. Answer: A; Standard: Literary Text

USING CONTEXT CLUES1. Answer: D; Standard: Acquisition of Vocabulary 2. Answer: A; Standard: Acquisition of Vocabulary 3. Answer: B; Standard: Acquisition of Vocabulary 4. Answer: A; Standard: Acquisition of Vocabulary 5. Answer: A; Standard: Acquisition of Vocabulary

ANSWERING CONSTRUCTED RESPONSE

QUESTIONS1. Responses will vary; a sample response follows.

One superstition involves stepping on cracks; inthis superstition, the crack represents the grave.Another superstition says that it is bad luck tobreak a sugar bowl; this belief comes from anancient custom of breaking a dish to kill thespirit before burying a person. Anothersuperstition involves stumbling as you areleaving the house; this might be based on anunconscious desire not to leave the house.

2. Responses will vary; a sample response follows.Superstitions are formed from beliefs about howthe world works, whether those beliefs arereligious (based on customs) or scientific (basedon fact). For example, an ancient religiouspractice of breaking a dish to kill the spirit of aperson before burying them led to a superstitionabout breaking a sugar bowl meaning bad luck.This is an example of a religious belief shaping asuperstition. A more scientifically basedsuperstition is the one about seven years of badluck from breaking a mirror. This belief is relatedto the (mistaken) belief that all the cells in thehuman body are renewed within a seven yearperiod.

3. Responses will vary; a sample response follows.Everyone has heard that the number 13 issupposed to be bad luck. In fact, some hotelshave omitted the thirteenth floor from theirbuildings because guests were often hesitant tostay on it. Some airlines, likewise, have omittedrow 13 from their planes. This superstition isbelieved to have originated in an ancient Africancivilization that followed a twelve day week. On

meets Jeff and Danielle

is taunted by Jefffrom outside the tunnel

wets hispants

gets ababysitting

job

arrives with Ib at the stream

graduatesfrom high

school

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his shirt

birth

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Answer Key OGT Practice, Grade 10

the thirteenth day, or the first day of the newweek, everyone had to sacrifice an object ofgreat significance to that person. Therefore, thethirteenth day was dreaded and felt to beunlucky.

Grade 6 MAP Practice Tests

UNIT 1 TEST

READING1. Answer: B; Standard: Concepts of Print,



3. Answer: C; Standard: Literary Text 4. Answer: A; Informational, Technical, and

Persuasive Text5. Answer: A; Standard: Concepts of Print,


6. Responses will vary; a sample response follows. In1944, all the Jews in Wiesel’s home town ofSighet were forced to move into two ghettos,which they were not permitted to leave. Wieseland the other Jews of Sighet were brought toconcentration camps, where Wiesel was separatedfrom his mother and youngest sister and hisfather eventually died. Wiesel was finally liberatedin April 1945, but was unable to write about hishorrific experiences for ten years. Standard:Concepts of Print, Comprehension Strategies andSelf-Monitoring Strategies

7. Responses will vary; a sample response follows. ElieWiesel is an example of how people who havebad experiences can be inspired by thoseexperiences to help others. Germans forcedWiesel and his family from their town into aghetto and then into concentration campsbecause they were Jewish. Wiesel’s mother,youngest sister, and father died in the camps.Because of this experience, Wiesel spoke outabout his experiences in the book Night, helpedto create a memorial for Holocaust survivors,and formed a group dedicated to pointing outhuman rights violations. He has won awards andearned honorary degrees for his work to helpoppressed people.

Standard: Concepts of Print, ComprehensionStrategies and Self-Monitoring Strategies

8. Answer: A; Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

9. Answer: C Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

UNIT 2 TEST

READING1. Answer: B; Standard: Concepts of Print,



3. Answer: C; Standard: Informational, Technical,and Persuasive Text

4. Answer: A; Standard: Literary Text5. Answer: A; Standard: Concepts of Print,


6. Responses will vary; a sample response follows.Robin Hood is clever. He convinces an oldpalmer to exchange clothes with him to disguisehimself and then convinces the sheriff to appointhim the hangman, most likely as part of a plotto free his friendsAlso, Robin Hood is loyal. He stops to ask asobbing widow he knows well what is troublingher, and then he sets out to rescue her threesons, who are his companions.

Standard: Concepts of Print, ComprehensionStrategies and Self-Monitoring Strategies

UNIT 3 TEST

READING1. Answer: D; Standard: Acquisition of Vocabulary2. Answer: B; Standard: Concepts of Print,


3. Answer: C; Standard: Concepts of Print,Comprehension Strategies and Self-MonitoringStrategies

4. Answer: D; Standard: Informational, Technical,and Persuasive Text

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