practice test resource material grade 6 reading

Practice Test Resource Material

Reading

Grade 6

2NECAP_Released-2005_Grade-6_Reading

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NECAP Practice TestGrade 6Reading

Sample Constructed-Response Item (4 points)

ID:204239 Common

u Explain the “rate of living” theory. Use information from the article to support your answer.

Scoring Guide

Score Description

4Response provides a thorough explanation of the “rate of living” theory. Response includes relevant information from the article.

3Response provides an explanation of the “rate of living” theory. Response lacks some relevant information from the article or is not fully developed.

2Response provides a partial explanation of the “rate of living” theory. Response uses limited information from the article.

1Response is vague or minimal.OR Response only provides a personal opinion with no text support.

0 Response is totally incorrect or irrelevant.

Blank No response.

Training Notes:

• All animals have the potential to live the same amount of time.• Larger animals seem to have slower heart rates and lower metabolism.• Smaller animals seem to have higher heart rates and faster metabolism.• The animals with a faster heart rate and/or faster metabolism use up their allotments faster.

Therefore, animals with faster heartbeats would live shorter lives; animals with slower heartbeats would live longer lives.



Sample 4-Point Response




ID:200312 Common

1@ Explain how Anansi tricks Turtle. Use information from the story to support your answer.

Scoring Guide

Score Description

4Response provides a thorough explanation of how Anansi tricks Turtle. Response includes relevant information from the story.

3Response provides an explanation of how Anansi tricks Turtle. Response lacks some relevant information from the story or is not fully developed.

2Response provides a partial explanation of how Anansi tricks Turtle. Response uses limited information from the story.



Blank No response.

Training Notes:

How Anansi tricks Turtle:• Anansi invites the turtle into his house to eat.• Anansi sends Turtle out to wash his dirty hands. • Turtle washes his hands in the creek, but his hands get dirty again from crawling back on a

dusty trail.• Anansi sends Turtle back to wash his hands again.• Turtle comes back to the house with clean hands, but Anansi has already eaten all the food.




ID:200313 Common

1& Did Turtle treat Anansi fairly? Explain your answer by using information from the story as support.

Scoring Guide

Score Description

4Response provides a thorough explanation of the student’s opinion of whether or not Turtle treated Anansi fairly. Response includes relevant information from the story.

3Response provides an explanation of the student’s opinion of whether or not Turtle treated Anansi fairly. Response lacks some relevant information from the story or is not fully developed.

2Response provides a partial explanation of the student’s opinion of whether or not Turtle treated Anansi fairly. Response uses limited information from the story.



Blank No response.

Training Notes:

Student interpretations may vary. Any explanation given that is logical and supported by information from the story is acceptable.• Some students may see Anansi as the bad character that is taught a lesson; people should

share what they have with people in need. Turtle was tired, hungry, and had traveled all day. Anansi clearly did not want to share and was mean to Turtle. Turtle reacted by inviting Anansi to visit him and to share Turtle’s dinner.

• Some students may see revenge as wrong. Was Turtle getting even or was he teaching Anansi a lesson? Turtle might have shown Anansi the right way to treat a guest by actually sharing with him. In this interpretation, both characters are wrong—one because of his greed and trickery, the other because of his revenge and trickery.



Sample 3-Point Response A



Sample 3-Point Response B



Sample 2-Point Response A

Sample 2-Point Response B

practice test resource material grade 6 reading

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