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OREGON DEPARTMENT OF EDUCATION OFFICE OF ASSESSMENT & EVALUATION

2001-2002

eading and R L iterature

SAMPLE TEST

BENCHMARK 1

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Developed by Office of Assessment and Evaluation

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203

Stan Bunn, Superintendent of Public Instruction

All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education

and distributed for the cost of reproduction.

Cover Page Layout and Design Credit: Sheila Somervil le

Office of Assessment and Evaluation Oregon Department of Education

Salem, Oregon

2001 – 2002 Sample Test • 09/01

i September 2001 � For use during the 2001-2002 school year

INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS

The Oregon Department of Education provides sample tests to demonstrate the types of reading selections and questions students at grades 3, 5, 8 and 10 might encounter on the Oregon Statewide Assessment administered each spring. Passages on the test represent literary, informative and practical reading selections students might see both in school and other daily reading activities. These sample questions were taken from previous years’ tests. They were designed to assess students’ abilities to:

��understand word meanings within the context of a selection; ��locate information in common resources; ��understand information that is directly stated (literal

comprehension); ��understand ideas which are not directly stated but are

implied (inferential comprehension); ��analyze reading selections and form conclusions about the

information (evaluative comprehension); ��recognize common literary forms such as novels, short

stories, poetry and folk tales; and ��analyze the use of literary elements and devices such as plot,

setting, personification and metaphor.

WHY PROVIDE STUDENTS WITH A SAMPLE TEST?

Most students feel some anxiety when they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they will feel. It also may help students feel less anxious if they are familiar with the types of reading selections and questions they will encounter on the test. It is important that students feel comfortable with the test format and have some test-taking strategies to help them achieve the best possible score.

HOW TO USE THE SAMPLE TEST

The Oregon Department of Education has provided sample tests periodically beginning in 1997. The latest—Sample Test 2001-2002—appears in the student test booklet here. Students my take this sample test as a practice activity to prepare for the actual test.

A list of test-taking strategies and tips follows this introduction. Teachers may use the tips to:

��generate individual and class discussion;

��call attention to helpful strategies students can use to prepare for and take the test; and

��share ideas with parents of ways to help reduce test anxiety and promote good study habits at home.

In addition to gaining practice in reading and answering test questions, some students also may benefit from practice in marking bubbles on a separate answer sheet, as required on the actual test. An answer sheet for students to mark is provided at the end of each student test booklet.

An answer key for each test—grades 3, 5, 8 and 10—is provided at the end of this introduction. In addition to the correct answer, the key also identifies which reporting category each question is designed to assess (word meaning, locating information, literal comprehension, inferential comprehension, evaluative comprehension, literary forms or literary elements).

A table below the answer key converts the number of items correct on the sample test to a score similar to the scores students will receive on the Oregon Statewide Assessment (called a RIT score). However, this test is only a practice test. Scores on this sample test may not be substituted for the actual Oregon Statewide Assessment.

In using the sample test, teachers may wish to have students take the entire sample test, or complete a passage and its questions and then discuss it in class before proceeding to the next selection. Students may benefit from re-reading the passages and analyzing both the correct and incorrect answers.

Sample tests also may be shared with parents to help them understand the types of questions their child will encounter on the test and to practice with their child.

Sample questions may be reprinted in newsletters or shared at community meetings to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the actual tests, they do provide examples of the subject area content and difficulty level students will encounter as part of Oregon’s high academic standards.

Test-Taking Tips

Students: Use these tips to help you prepare for the test.

Before the test

��Develop a positive attitude. Tell yourself, “I will do my best on this test.”

��Get a good night’s sleep the night before the test.

��Get up early enough to avoid hurrying to get ready for school.

��Eat a good breakfast (and lunch, if your test is in the afternoon).

During the Test

��Stay calm.

��Listen carefully to the directions the teacher gives.

��Ask questions if you don’t understand what to do.

��Before you read a selection on the test, preview the questions that follow it to help focus your reading.

��After reading a selection, read the entire question and all the answer choices. Stop and think of an answer. Look to see if your answer is similar to one of the choices given.

��Read each test question carefully. Try to analyze what the question is really asking.

��Slow down and check your answers.

��Pace yourself. If you come to a difficult passage or set of questions, it may be better to skip it and go on. then come back and really focus on the difficult section.

��This is n o tn o tn o tn o t a timed test. If you need more time to finish the test, notify your teacher.

��If you are not sure of an answer to a question try these tips:

��Get rid of the answers that you know are not correct and choose among the rest.

��Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have been given to choose from.

��Go back and skim the story or article to see if you can find information to answer the question. (Sometimes a word or sentence will be underlined to help you.)

��If you get stuck on a question, skip it and come back later.

��It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions.

After the test

��Before you turn your test in, check it over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice.

��Make sure you have marked an answer for every question, even if you had to guess.

��Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks.

��Don’t worry about the test once it is finished. Go on to do your best work on your other school assignments.

Reading/Literature ��

Office of Assessment and Evaluation 2001- 2002 Sample Test, Benchmark 1

Oregon Department of Education 1 September 2001

DIRECTIONS Read each of the passages. Then read the questions that follow and decide on the BEST answer. There are a lot of different kinds of questions, so read each question carefully before marking an answer on your answer sheet.

THE FRIENDSHIP In this story called A MEMORY FOR TINO by Leo Buscaglia, Tino is making friends with someone who is not his age at all. Read this part of the story to learn what happens when he visits his new friend. (Tino’s mother gave him permission to visit.) Then answer the questions that follow.

“TINO,” MRS. SUNDAY CALLED TO HIM. “You’ve come. I was hoping you would. I have your surprise. Cookies. Just baked this morning.” She pointed to a plate on the table, piled high with cookies. “Those are for you. Why don’t you sit down and eat a few? You can take the others home with you for your mother and father.” She pointed to a chair at her side.

“Thank you,” he said, remembering his manners. For a moment, he wondered if the cookies might

have some magical potion that would put him to sleep, or worse yet, kill him, but he dismissed the idea. His mother said that Mrs. Sunday was kind, and he could see that she was. He sat down and bit into a cookie. It was delicious, just like the cookies his grandmother Lelia made when he visited her each summer.

“Good?” Mrs. Sunday smiled. “Uh huh,” Tino responded. “I used to make them for my children,” she said.




Tino ate a second cookie while Mrs. Sunday watched. He wondered what to say next to someone so old, but he didn’t have to worry about it.

“Do you live close by, Tino?” Mrs. Sunday continued the conversation.

“In the brown house down the hill, by the corner. On Fairmount.”

“Oh yes. I know it. The Thomases used to live there a long time ago.”

“I live there now with my mom and dad.” “And brothers and sisters?” “Uh uh, just me.” “Dear me, an only child. Being an only child can

sometimes be very lonely. In my day,” Mrs. Sunday said, “we had big families. I had eight children.”

“Eight! Wow!” Tino said, stuffing another cookie into his mouth. The idea that they might have some magic potion seemed silly to him at this time.

“Do they live here, too?” Tino asked. “No. My heavens, no. Not anymore. They did

once, a long time ago. They’re all gone now.” After a moment, she added, “I live here by myself.”

“Don’t they come and visit you?” Tino asked, puzzled.

“They used to, but they’re far away, and it’s not easy for them to visit. They call me and they write to me when they think about it. You know, holidays and birthdays.”

“Why don’t you go live with them?” Tino asked. “They want me to, and I might someday. But I’ve

been in this house for a very long time. It’s full of memories. It’s hard to part with the past. Do you know what I mean?” Then she laughed. “But of course




not. Children are too busy living now to collect memories. It’s nice to have someone to talk with. I miss having people around.” She paused thoughtfully for a moment, then she brightened. “I have a wonderful idea,” she said, with excitement in her voice. “Maybe you’d like to be my friend?”

“I don’t know,” Tino answered awkwardly. He didn’t know what he’d do with such an old friend. “I’m pretty busy.”

“It won’t take a lot to be my friend,” she said. “You can just stop by when you feel like it. We’ll talk and eat cookies and pass the time together. Maybe we can make new memories. One is never too young or old to make memories. Lasting memories of happiness can someday make all the difference.”

“Well,” Tino stammered, “I guess I can come by once in a while. I’ll ask my mom.”

Mrs. Sunday extended her small, thin hand. “I hope it will be all right,” she said, smiling. Tino took her hand and held it briefly. It was surprisingly warm.

1 In the third paragraph of this story, Tino wonders if the cookies might have “some magical potion” in them. What is a potion most like? A. A flying carpet B. Some chocolate C. A small pebble D. Some medicine

2 What is this story mostly about? A. It is mostly about Tino’s friendship with Mrs. Sunday. B. It is mostly about how to take care of older people. C. It is mostly about Mrs. Sunday’s family and friends. D. It is mostly about the cookies.




3 Which choice below is true about the characters in this story? A. Tino is an important character, but Mrs. Sunday is not. B. Mrs. Sunday is the only main character in the story. C. Tino and Mrs. Sunday are main characters. D. Mrs. Sunday’s family is more important than Tino’s family.

4 What is the setting of this story? A. Tino’s yard B. Mrs. Sunday’s house C. A bakery D. The brown house down the hill

5 According to the passage, which of the following statements is true? A. Mrs. Sunday has ten children. B. Tino lives on Fairmount.

C. Tino has a younger sister. D. Mrs. Sunday’s children visit regularly.

OFF TO THE MOON Buzz Aldrin, Neil Armstrong and Mike Collins were the first people to land on the moon. Read about them and their spacecraft, Apollo, in this part of the book GOING TO THE MOON by James Muirden.

“10–9–8–7–6–5–4–3–2–1–ZERO, we have liftoff!” shouted the controller. With a terrific roar the rocket blasted off from the launch pad.

The rocket hurled Apollo into space. The first two rocket stages burned up their fuel and fell away into the Atlantic Ocean. Now the astronauts were in orbit, traveling around the earth.

The spacecraft orbited the earth once. Then the astronauts fired the rocket in the third stage to send the spacecraft toward the moon.




It was a strange journey. There was no day and no night because the sun shone on the spacecraft all the time. The astronauts had to work, eat, and sleep at the times shown on their timetable.

Their first job was to unpack the lunar lander and attach it to the nose of the spacecraft so that it would be ready when they arrived at the moon. They left the third stage of the rocket behind.

Inside the cabin anything that was loose floated about because nothing has any weight in space. The astronauts had to tie themselves into the seats with a belt, or wedge themselves into corners.

The astronauts could not eat ordinary food because the crumbs might float away and jam the controls. Instead they ate food that had been pressed into cubes. And they drank from plastic squeeze bottles.

The cabin of Apollo was filled with air. The astronauts had to take air with them because there is no air in space. There is no air on the moon either, and it is much hotter on the moon than anywhere on the earth.

The astronauts had to wear protective clothing for the moon landing. To keep cool they wore long underwear that had tiny tubes sewn all over it. Cold water was pumped through the tubes.

Next they put on thick spacesuits. The astronauts helped one another to wriggle into them, and zipped them up. Then they put on their gloves and helmets.

Only two of the astronauts would land on the moon. The third astronaut stayed behind to look after the spacecraft.

When they were near the moon, the astronauts put Apollo into orbit around the moon. Then two astronauts crawled into the lunar lander, which they called Eagle. They fired its rocket engine. It blasted away from the spacecraft and headed toward the moon.

When they were close to the surface, the astronauts fired the rocket engine again to keep flying just above the




rocks. They had to find a smooth landing place. Soon they touched down in a cloud of dust. They radioed: “The Eagle has landed!”

6 This story begins by counting backward and saying, “. . . , we have liftoff!” Why do you think that the author began the story this way? A. To show readers that astronauts need to know math B. To give readers the feeling that they are on the spaceship C. To make readers see how fast the spaceships orbit the earth D. To frighten readers

7 This story tells you that the astronauts had to “wedge themselves into corners.” This means that the astronauts were A. using many pieces of wood on the spacecraft. B. protecting themselves from the rays of the sun. C. having trouble with moving food cubes. D. squeezing themselves in place to stay still.

8 Based on what you have read in this story, what do you think is true about Apollo’s trip to the moon? A. It was too much work for all three astronauts. B. Apollo was not a very good spacecraft. C. Most people wouldn’t want to go to the moon. D. Many plans were made before Apollo blasted off.

9 This story tells readers many things about the astronauts, but it is mostly about A. how much money it costs to go to the moon. B. the way that rocket engines work. C. the things the astronauts did on their way to the moon. D. all the adventures the astronauts had on the moon.

10 Who is the main character (or characters) in this selection? A. The controller B. The astronauts C. Apollo D. Eagle




11 Authors write stories for different reasons. James Muirden probably wrote this story A. because he wanted to teach people some facts about Apollo’s trip. B. so that we would learn about the dangers of space travel.

C. to make the astronauts famous all over the world. D. because most people don’t care enough about the moon.

SAME THING, DIFFERENT NAMES People in various parts of the U.S. have their own ways of saying things. Here’s a list of useful words and where they’re sometimes heard. Use the information on this page to answer the questions on the next page.

Submarine Sandwich Grinder: Massachusetts and Connecticut Hero: New York Hoagie: Philadelphia Po’ Boy: New Orleans Wedgie: Rhode Island

Rain Storm Dam Buster: Alabama Goose Drownder: Pennsylvania Hay Rotter: Virginia Leak Finder: Wisconsin Mud Sender: California Sewer Clogger: Michigan Stump Washer: South Carolina

Carbonated Cold Drink: Alabama, Arkansas, and Tennessee Soft Drink Pop: Midwest

Soda: Connecticut, New Jersey, and New York Tonic: Massachusetts and New Hampshire




12 If you wanted a submarine sandwich in New York, what would you ask for? A. Hoagie B. Grinder C. Hero D. Wedgie

13 If people in California talked about a Mud Sender, what would they be talking about? A. A rain storm B. A soft drink C. A sandwich D. A large truck

14 The author PROBABLY wrote this to A. research a cookbook. B. use in school. C. make people laugh. D. tell people about different names used around the country.

BIRTHDAY HORSE In this story called LITTLE APPALOOSA by Berta and Elmer Hader, a young boy gets a special birthday present. Read this part of the story and answer the questions that follow.

“JIMINY CRICKET!” Little Ben stared at the colt running beside the big black horse his father was riding. The dust, raised as they trotted past the house, made the Wind River Mountains at the far edge of the grassy range disappear from view for an instant. Ben rubbed the dust from his eyes and looked again. Then he dashed from the ranch house porch to the corral.

“Hey, Dad,” he shouted. “What kind of a colt is that? Where did you get him?”




Ben’s father smiled as he lifted the saddle from his horse’s back. He looked at the little spotted colt standing close by.

“He is an Indian pony,” he said. “A little appaloosa. The Indians used to raise a lot of them. They are hard to find now. I bought him for your birthday from Chief Lone Eagle over at the Wind River Reservation. His mother died and we’ll have to raise him on a bottle. When he is big enough and you have trained him to be a good cow pony, you can come with me on the roundups.” He took the bridle off his horse and turned him loose. The little appaloosa followed the big black horse across the corral.

Little Ben loved horses. He was a born rider. He had been in the saddle ever since he was a baby. He looked with shining eyes at HIS colt—his very own. “Gosh, Dad,” was all he could say. He turned and ran as fast as he could to the ranch house.

“Mom,” he called. “Come on out and see my birthday present. It’s a surprise. Hurry, Mom.”

Little Ben’s mother came out of the kitchen and followed him to the corral.

“Look, Mom,” said little Ben. “He’s a uh-uh, a appaloosa. I’ve never seen a colt spotted like that before. Have you?”

“No, son. I never have. Isn’t he pretty?” She smiled as the colt lifted his head and whinnied a greeting from the far side of the corral. “Be gentle with him, son,” she said, “And he will be your friend.” She looked toward the barn. “Call your father now. Your supper is on the table.” She walked back to the house.




After supper, Ben warmed some milk and filled a pan with a bran mash. The colt was hungry. He quickly finished the bottle of milk and licked the pan of mash clean.

Before going to sleep that night, Ben slipped out of bed and tiptoed to the window. The stillness of the moonlit night was broken by the steady chirping of crickets. The spotted pony stood close beside Blackie, his father’s best riding horse. Thrilled by the thought that he had a horse of his very own, little Ben went back to bed. The spotted colt was a wonderful birthday present.

15 What kind of story is this? A. A fairy tale B. A real-life story C. A newspaper article D. A play

16 The story tells you that Little Ben “dashed from the ranch house porch to the corral.” This means that Little Ben A. had dust in his eyes, so he couldn’t see where he was going. B. walked with small steps. C. ran very fast. D. rode his horse.

17 This story tells you that Little Ben “slipped out of bed and tiptoed to the window.” In this story the word slipped means Little Ben A. fell as he got out of bed. B. quietly got out of bed. C. told a lie to Mom about being in bed. D. sneaked out the window.




18 What do you think Little Ben will do with his new horse? A. He will spend the summer caring for it. B. He will ride it to town that day. C. He will sell it to Chief Lone Eagle. D. He will let it pull a wagon.

19 Which word BEST describes the way Little Ben felt about his new appaloosa colt? A. Afraid B. Excited C. Sad D. Silly

FISH GET SICK TOO! The following information is from an article about fish getting sick by Jim Peterson. Read it carefully so you can answer the questions at the end.

THAT QUEASY FEELING Remember the last time you

were sick? Maybe you didn’t feel like eating because you had a stomach ache. And your mom or dad told you that you had to eat to keep up your strength. So you ate, even though you didn’t feel like it. When fish get sick, they often don’t feel like eating, either. The longer they go without eating, the sicker they get. Sometimes, the fish die.

WILD FISH DON’T HAVE DOCTORS Fish that live in hatcheries (fish-growing farms) are

constantly watched to make sure they don’t get sick. But sometimes they get sick anyway. Then, the people who care for them give them medicine to help them get better. But fish that live in rivers and lakes




don’t have anyone watching over them all the time. If they get sick, people might not find out about it for a long time—too late to keep a disease from spreading.

So the best thing we can do for fish that live in our rivers and lakes is to help them NOT get sick in the first place.

PRESCRIPTION: SQUEAKY CLEAN The most important thing we can do is to make

sure fish have a clean, healthy place to live. We have to protect our rivers and lakes by preventing pollution and caring for the environment where these fish live, breathe, and eat. The lake or river in which fish live is where they find food and shelter, and its waters carry oxygen that they breathe through their gills. Usually, if we can keep the habitat healthy, we can keep the fish healthy.

THIS LITTLE FISH STAYED HOME Fish have ways of fighting off germs they’ve

become used to. Their bodies have learned to defend themselves against such germs. This defense is called immunity (i-MEW-nuh-tee). You probably have immunity to certain germs, too—chicken pox, for example. Once you’ve had it, you never get it again.

But, like humans, fish often cannot fight off new germs. That’s why fish should NOT be moved from one stream or lake to another except by biologists who have made sure the fish do not have germs.

Next time you look into your favorite river or lake, think about the fish that live there. And always do all you can to help keep the fish and the water healthy.




20 The word queasy is in the title of the first section. Queasy means A. sick to your stomach.

B. unhappy. C. achy and tired. D. tired and sleepy.

21 The best thing we can do to keep fish healthy is A. keep rivers and lakes clean. B. remove oxygen from rivers and lakes. C. move fish from one stream or lake to another. D. move fish to fish hatcheries.

22 After reading this article you know healthy fish need A. chicken pox. B. oxygen. C. new germs. D. dirty water.

23 This article is mostly telling about how A. hatcheries help keep fish healthy. B. sick fish don’t eat. C. fish fight off germs they’re used to. D. to keep fish healthy.

24 This selection is an example of

A. fantasy. B. nonfiction. C. biography. D. fiction.

Office of Assessment and Evaluation Sample Test Oregon Department of Education Bubble Sheet

Oregon Reading/Literature Sample Test Use number 2 pencil. Do NOT use ink or ball point pen. Make heavy dark marks that completely fi l l the circle. Erase completely any marks you wish to change. Name of Student ___________________________________ Name of Teacher ___________________________________ Name of School ___________________________________ 1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

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10 A B C D

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

21 A B C D

22 A B C D

23 A B C D

24 A B C D

Office of Assessment and Evaluation 2001- 2002 Sample Test Key Oregon Department of Education September 2001

BENCHMARK 1 (GRADE 3) READING/LITERATURE SAMPLE TEST KEY, 2001-2002

Test Item Correct Answ er Score Reporting Category

1 D Word Meaning 2 A Inferential Comprehension 3 C Literary Elements and Devices 4 B Literary Elements and Devices 5 B Literal Comprehension 6 B Evaluative Comprehension 7 D Word Meaning 8 D Inferential Comprehension 9 C Literal Comprehension

10 B Literary Elements and Devices 11 A Evaluative Comprehension 12 C Locating Information 13 A Locating Information 14 D Evaluative Comprehension 15 B Literary Forms 16 C Word Meaning 17 B Word Meaning 18 A Inferential Comprehension 19 B Inferential Comprehension 20 A Word Meaning 21 A Literal Comprehension 22 B Literal Comprehension 23 D Inferential Comprehension 24 B Literary Forms

CONVERTING TO A RIT SCORE Number Correct RIT Score Number Correct RIT Score

1 166 13 202• 2 174 14 203 3 178 15 205 4 182 16 207 5 185 17 210 6 187 18 212 7 190 19 215•• 8 192 20 218 9 194 21 221

10 196 22 226 11 198 23 233 12 200 24 TBD

• Likely to meet 3rd grade standard •• Likely to exceed 3rd grade standard S t u d e n t s w i t h 9 o r f e w e r co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m A .S t u d e n t s w i t h 9 o r f e w e r co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m A .S t u d e n t s w i t h 9 o r f e w e r co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m A .S t u d e n t s w i t h 9 o r f e w e r co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m A . S t u d e n t s w i t h 2 0 o r m o r e co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m C .S t u d e n t s w i t h 2 0 o r m o r e co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m C .S t u d e n t s w i t h 2 0 o r m o r e co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m C .S t u d e n t s w i t h 2 0 o r m o r e co r r e ct a n s w e r s a r e l i ke l y t o t a ke Fo r m C . N o t e : T h i s s a m p l e t e s t i s f o r p r a ct i ce o n l y ; s co r e s m a y n o t b e s u b s t i t u t e d f o r t h e O r e g o n S t aN o t e : T h i s s a m p l e t e s t i s f o r p r a ct i ce o n l y ; s co r e s m a y n o t b e s u b s t i t u t e d f o r t h e O r e g o n S t aN o t e : T h i s s a m p l e t e s t i s f o r p r a ct i ce o n l y ; s co r e s m a y n o t b e s u b s t i t u t e d f o r t h e O r e g o n S t aN o t e : T h i s s a m p l e t e s t i s f o r p r a ct i ce o n l y ; s co r e s m a y n o t b e s u b s t i t u t e d f o r t h e O r e g o n S t a t e w i d e A s s e s s m e n t . t e w i d e A s s e s s m e n t . t e w i d e A s s e s s m e n t . t e w i d e A s s e s s m e n t .

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