TEST SAMPLER 6 each question identifies the score reporting category (SRC) it is designed to assess. An asterisk indicates a question’s correct answer. THE PIT PONIES (LITERARY TEXT)

TEST

Reading/LiteratureKnowledge and Skills

SAMPLERGrade 6

Grade 6 Sampler

Office of Assessment and Information Services Test Sampler, Grade 6 Oregon Department of Education 1 September, 2005

AN ASSESSMENT SAMPLER: Grade 6

This sampler includes passages and items similar to ones found on the state reading/literature assessment. Following each passage is a series of questions; text preceding each question identifies the score reporting category (SRC) it is designed to assess. An asterisk indicates a question’s correct answer.

THE PIT PONIES (LITERARY TEXT) Poet Leslie Norris is from Wales where ponies and donkeys were once used to pull carts of ore in the coal mines. In this poem, she watches a group of these ponies brought above ground for the first time in over two years.

They come like the ghosts of horses, shyly, To this summer field, this fresh green, Which scares them. They have been too long in the blind mine, Their hooves have trodden only stones And the soft, thick dust of fine coal,

And they do not understand the grass. For over two years their sun Has shone from an electric bulb That has never set, and their walking Has been along the one, monotonous Track of the pulled coal-trucks. They have bunched their muscles against The harness and pulled, and hauled. But now they have come out of the underworld

And are set down in the sun and real air, Which are strange to them. They are humble And modest, their heads are downcast, they Do not expect to see very far. But one Is attempting a clumsy gallop. It is Something he could do when he was very young,

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When he was a little foal a long time ago And he could run fleetly on this long foal’s legs, And almost he can remember this. And look, One rolls on her back with joy in the clean grass! And they all, awkwardly and hesitantly, like Clumsy old men, begin to run, and the field Is full of happy thunder. They toss their heads, Their manes fly, they are galloping in freedom. The ponies have come above ground, they are galloping!

SRC 1 Vocabulary (Context and Structural Clues) In this poem, the word trodden means

A. walked on.* B. pulled up. C. looked upon. D. tripped over.

SRC 3 Demonstrate General Understanding (Comprehend Literary Text) Why are the ponies scared of the summer field?

A. They do not know what it is.* B. They see snakes in the grass. C. The heat frightens them. D. They are blinded by the sun.

SRC 4 Develop an Interpretation (Influence of Setting) The setting is important to the conflict of this poem because

A. ponies are generally thought of as belonging outdoors. B. the field is such a sharp contrast to the ponies’ past experience.* C. summer is normally a time of fun and enjoyment. D. the coal dust in the field is a reminder of their old lives.

SRC 4 Develop an Interpretation (Infer Main Idea) The author’s overall attitude about the pit ponies in this poem is

A. anger that they have been mistreated. B. surprise that they are so shy and hesitant. C. amusement at their actions and fears. D. pleasure they come to enjoy their freedom.*

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SRC 4 Develop an Interpretation (Draw Inferences and Conclusions) The most likely reason the pit ponies’ “heads are downcast” is because they are

A. used to the mines where there was little to look forward to.* B. sad that they are no longer in a familiar place. C. so hungry that they won’t stop eating the field’s grass. D. ashamed that they don’t know how to enjoy their freedom.

SRC 6 Examine Content and Structure of Literary Text (Author’s Technique) The author starts with the simile “They come like ghosts of horses” to get readers to understand the ponies

A. exist only in the author’s imagination. B. are so ill they are close to death. C. are not acting like horses normally would.* D. are frightening to the author when she first sees them.

SRC 6 Examine Content and Structure of Literary Text (Tone/Meaning in Poetry) Phrases like “clumsy old men” and “happy thunder” that the author uses in the last two stanzas of the poem are intended to create a tone of

A. distrust. B. resentment. C. delight.* D. kindness.

DIAMOND LAKE SICK WITH ALGAE (INFORMATIONAL TEXT) Diamond Lake, once home to camping, fishing, water skiing, and swimming, does not sparkle like a beautiful diamond anymore. Something has happened to the water. Read this article from the July 21, 2003 edition of THE OREGONIAN to find out what ails this lake.

DIAMOND LAKE—The lake, known by generations of families for its crystalline waters and hard blue hue, is now a dull pea green, as if pool table felt were stretched all the way across.

Bathers can’t go in. That produces a rash, and the unwitting sip could impair breathing.

Pets had better not drink from it. That makes them dizzy, vomit and possibly die.

Boaters can’t navigate. That only creates risk.

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Alas, Diamond Lake has lost more than its historic sparkle: It is very, very sick.

The green surface—nearly 3,000 acres—is algae. The algae release a neurotoxin, anatoxin-a, that hurts.

Algae occur in most lakes and are kept in check by zooplankton that feed on them. But at Diamond Lake, the zooplankton never quite get to eat their algal meals. Instead, they get eaten first by an alien predator fish that no one wants: tui chub.

Diamond Lake contains as many as 300 million tui chub with no end of their multiplication in sight, and they love zooplankton. Result: Algae, incubated by searing midday sun, expand exponentially.

Officials recently floated a plan to poison everything in the lake, and start from scratch. But as they debate that plan, algae rule.

The U.S. Forest Service closed Diamond Lake to physical contact July 1 for the third consecutive summer. Fishing, however, is still allowed. Stocked trout skulk amid the tui chub.

As temperatures rise during the day, however, so does the lake’s repulsiveness. The sun

illuminates and nourishes the prolific blooms, which turn the lake green. Getting lake water on the skin means getting a burning or itching

rash that could last for several days, said Terry Westfall, environmental specialist with the Douglas County Environmental Health Division. Drinking the water could lead to dizziness, numbness of the limbs, vomiting and breathing difficulty. Taking in too much water could lead to death.

PROLIFIC CHUB Officials think that in the late 1980s or early ‘90s, anglers used the tui

chub minnow illegally as live bait at Diamond Lake. The chub population exploded to nearly 300 million fish in the past decade. A female chub can lay 40,000 eggs a season.

Tui chub, most measuring 1 to 4 inches, overgraze the large zooplankton that would normally eat the lake’s algae. Fewer zooplankton has allowed more algal growth, including the microscopic blue-green alga anabaena, which releases the neurotoxin anatoxin-a into the water.

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Tui chub, native to the Klamath Basin, feed on the same food chain as rainbow trout that are stocked in Diamond Lake each year. The uncontrollable chub population consumes too much of the trout’s food. Trout are starving.

IT’S HAPPENED BEFORE The tui chub invasion is a repeat from nearly 50 years ago. Rotenone, a natural substance derived from the roots of tropical

plants, was dumped into the lake in 1954 because of chub overpopulation. The lake was closed for about a year before it was reopened and people returned.

Introducing a predator to eat the tui chub was discussed, Chambers said, but the fish are so plentiful, that solution alone would be less than 30 percent effective. Once the lake is restored, predator fish to the chub, such as German brown trout, will be stocked if the chub return.

Fish and Wildlife officials planned to poison the lake five years ago but failed. Chambers said they didn’t have the money or community backing.

It would cost several million dollars to clear Diamond Lake with rotenone, and treatment could begin as early as summer 2005. Chambers said preparation will begin in fall 2004 and involve several steps:

• The lake’s water level will be drawn down about 8 feet from its normal summer level. • Crews will trap fish in the lake and send them to a fishery until the lake is ready to be restocked. • A geohydrologist will monitor water quality and well water levels to determine the best time to treat the lake and to ensure that wells are not contaminated.

SRC 1 Vocabulary (Context and Structural Clues) The author writes, “The sun illuminates and nourishes the prolific blooms…” Prolific means

A. hot. B. green. C. many.* D. algae.

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SRC 1 Vocabulary (Context and Structural Clues) The article says that the algae expand exponentially. This means algae

A. wither and dry up under the sun. B. grow at an increasing rate.* C. move in a circular pattern. D. stretch in rows across the lake.

SRC 3 Demonstrate General Understanding (Comprehend Informational Text) Why is Diamond Lake being overrun by algae?

A. There are a lot of anatoxins for the algae to eat. B. Tui chub are eating the zooplankton.* C. There are many boaters polluting the lake. D. The lake has a lot of rotenone in it.

SRC 3 Demonstrate General Understanding (Comprehend Informational Text) What produces the anatoxin-a in Diamond Lake?

A. Anabaena* B. Zooplankton C. Rotenone D. Tui chub

SRC 4 Develop an Interpretation (Predict Outcomes) Given the facts in this selection, which of the following actions do you predict officials will choose?

A. Poison the lake with rotenone because it worked 50 years ago.* B. Introduce German brown trout because they will eat the tui chub. C. Close the lake down for all purposes, including fishing. D. Stock the lake with more zooplankton because they will eat the algae.

SRC 4 Develop an Interpretation (Draw Inferences and Conclusions) Although the selection doesn’t say, you can conclude that

A. fishing is great at Diamond Lake. B. tourism is down at Diamond Lake.* C. a lot of tui chub are being caught in Diamond Lake. D. Diamond Lake is best enjoyed in the hot afternoons.

Grade 6 Sampler


SRC 4 Develop an Interpretation (Draw Inferences and Conclusions) Why would the community be opposed to poisoning the lake with rotenone?

A. There is a lack of confidence that rotenone will really clear the lake. B. People fear that this move would make the tui chub population extinct. C. Fishing for toi chub has become a popular activity at the lake. D. The lake would have to close for a year, harming the local economy.*

SRC 4 Develop an Interpretation (Infer and Support Main Idea) The statement that best summarizes the main idea of this selection is

A. people caused this problem by illegally using tui chub as bait. B. it will cost several million dollars to solve the problem. C. the water is unsafe to swim in, drink, or boat in. D. determining how to clean the lake is a difficult decision.*

SRC 5 Examine Content and Structure of Informational Text (Author’s Purpose) In the introduction, the author describes the color of the lake as “a dull pea green, as if pool table felt were stretched all the way across.” He does this to emphasize

A. what a gamble it is not to do something about the lake quickly. B. the smoothness of the lake without people swimming in it. C. the games being played by the people deciding the lake’s fate. D. how dramatically the lake’s color has changed.*

SRC 5 Examine Content and Structure of Informational Text (Differentiate Facts, Inferences & Opinions)

Which of the following from the selection is an opinion? A. “Getting lake water on the skin means getting a burning or itching rash…” B. “Alas, Diamond Lake has lost more than its historic sparkle. It is very, very sick.” C. “Officials think…anglers used the tui chub minnow illegally…at Diamond Lake.”* D. The lake has “300 million tui chub with no end of their multiplication in sight.”

SRC 5 Examine Content and Structure of Informational Text (Reasons for Actions/Beliefs)

The author would most likely approve of which of the following actions? A. People stocking lakes with many fish on the same food chain B. People staying away from Diamond Lake C. People introducing non-native species to an area D. People following fishing rules more carefully*

Grade 6 Sampler


SRC 1 Vocabulary (Context and Structural Clues) What is a chocolatier?

A. Someone who really likes chocolates B. Someone who sells chocolates C. Someone who buys chocolates D. Someone who makes chocolates*

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SRC 2 Read to Perform a Task (Structural Features of Media) Which Website offers you a chance to win free chocolate?

A. www.groovychocolate.com B. www.ethelm.com C. www.shesgotchocolate.com* D. www.landofchocolate.com

SRC 2 Read to Perform a Task (Structural Features of Media) You want to create a special chocolate bar to send to someone. Which Website would you go to?

A. www.hersheys.com B. www.groovychocolate.com* C. www.ethelm.com D. www.guittard.com

SRC 2 Read to Perform a Task (Structural Features of Media) Which Website is NOT about chocolate?

A. www.hersheys.com B. www.landofchocolate.com* C. www.guittard.com D. www.ethelm.com

SRC 2 Read to Perform a Task (Structural Features of Media) Why is the word chocolate always listed in bold letters?

A. It is part of the name of each of the Websites. B. Each site has chosen that word as most important. C. It is the word under which a Web search was initiated.* D. It makes the Website information look more interesting.

SRC 2 Read to Perform a Task (Structural Features of Media) Which Web site would be most useful to someone who wanted to find out the history of chocolate?

A. www.hersheys.com B. www.shesgotchocolate.com C. www.guittard.com D. www.exploratorium.com*

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SEMINOLE MOCCASINS (LITERARY TEXT) Read the following story by Native American author Cynthia Leitich Smith about a boy and his grandfather’s special relationship.

RAY AND GRAMPA HALFMOON traipsed down the cracked sidewalk of a steel and stone city. Ray tracked Grampa’s steps, danced to the rat-a-tat-a-clang of a trash-can band, and skipped beneath the ruffling branches.

“Let’s duck in here,” Grampa Halfmoon began, “and say ‘Morning.’ “ When the wind whistled into Murphy Family Antiques, Ray and

Grampa whistled in with it. At the welcome mat, Grampa said “Morning” to Junior Murphy. Ray retied his neon orange shoelaces and took a look around the store.

The shop brimmed with treasures: an autographed baseball…a Chinese lantern…ostrich feathers…a basket of antique buttons on a pedestal…a tabletop held up by a real elephant leg…a moose head mounted high on a wall…

Grampa asked, “Do you see that?” A pair of men’s moccasins waited in a glass box on a pedestal. The

card read:

Grampa Halfmoon told Ray, “These put me in the mind of bein’ back home.”

For a long moment, they both looked at the moccasins. But Ray’s mind was mostly on their afternoon plans, and his gaze wandered to the autographed baseball.

“We’d best get a move on,” Grampa said, “to today’s Cubs game.” Grampa and Ray left the shop with matching grins. They rode the

rattling elevated train to Wrigley Field and watched the Cubs take on the St. Louis Cardinals.

From the first inning on, Grampa Halfmoon told old-time Cherokee, Seminole, and family stories. “Every once in a great while, my gramps used to wear moccasins,” Grampa said, “instead of his cowboy boots.” Grampa paused a moment to study the Cubs’ scoreboard. “He used to pitch to me and my cousins, too, and Gramps usually struck us out. Then he’d jump in the lake to cool down afterward, just like us kids. The

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Grade 6 Sampler


lakes back home in Oklahoma. . . those are the prettiest lakes I’ve ever seen.”

When the wind carried a home-run baseball into the stands, Ray almost caught it.

Cheers filled the air, but Grampa Halfmoon didn’t make much of a fuss. Ray had an idea. He though about it during the last two innings of

the game and while riding on the rattling elevated train all the way back to the stop nearest his redbrick bungalow.

At bedtime the wind breathed against the stained-glass pane in Ray’s bedroom window. He dumped jangling money—twenty-eight dollars and sixty-seven cents—out of his jar and onto his woolly blanket.

It was the most money Ray had ever owned at one time, but it wasn’t enough.

Or was it? The sign had said “$50 or Best Offer.” Maybe the best offer would be a little less than thirty bucks. Maybe the best offer would

come from Ray. On Monday after school, Ray marched down the

cracked sidewalk. He held tight to his money jar, danced to the rat-a-tat-a-clang of a trash-can band, and skipped beneath the

ruffling branches. When the wind blew into Murphy Family Antiques again, Ray blew

in again with it. At the welcome mat, he retied his neon orange shoelaces and said “Afternoon” to Junior Murphy. Then Ray breezed by the table with the elephant leg and the basket full of antique buttons. He paused behind a lady who was carrying a library book.

The lady seemed interested in the moccasins. “Do you know if these are real?” she asked. “Native American worn and Native American made?”

“I could double-check,” Junior Murphy answered, “but it might take a while.”

“I don’t have a while to wait,” the lady replied. “And I don’t walk by this way too often.” She hugged the library book a little tighter. “I’ll tell you what. I could give you thirty dollars for them now, but that’s all my budget will allow.”

Ray shook his head at the moose. Thirty dollars topped his best bid.

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Just then the wind rushed in. The door sounded ka-bam! Ostrich feathers fluttered. A Chinese lantern whirled to catch on the moose’s antlers. The autographed baseball splashed into the button basket, toppling the pedestal. Buttons whizzed everywhere!

Ray thought, this is my last chance. “I’ll give twenty-eight dollars and sixty-seven cents for the moccasins,” he told Junior Murphy, “and I’ll pick up every last button, too.”

“Sorry, Ray,” Junior said. “This shop needs the money more than I need the time.”

The lady looked at Ray like she wanted to say something, but then she set her book on the counter and wrote a check to pay for the moccasins.

The wind died silent, and Ray felt like the elephant that had lost a leg to the tabletop. He rocked in his hightops with the orange shoelaces. He stared at the autographed baseball in the mess of buttons. He thought about the stories Grampa Halfmoon had told at the Cubs game and on the train ride home.

When the lady opened the door to leave, the wind gusted in and shoved her back over to the welcome mat. Suddenly Ray knew what to do.

“Wanna trade?” he asked the lady. “I’ve got some Indian shoes you could use. Beats me who made ‘em, but they’re for-sure Indian worn.”

The lady shifted the book beneath her arm and held tight to her purchase. Ray just knew that he and Grampa Halfmoon had lost out. But then the lady’s gaze fell to Ray’s feet. She chuckled, and they left the shop together.

When the wind whispered against the brick bungalow that night, Grampa slid his feet into the moccasins. “These really take me back,” he said. “They feel like home.”

Come Tuesday morning, at the high school four blocks away, the librarian placed a pair of beat-up hightops with neon orange shoelaces in her Native American books display. She propped a laser-printed card to the right of the toes. The card read:

Traded from Ray Halfmoon Cherokee-Seminole Hightops

Not Indian Made, but Indian Worn (Guaranteed)

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SRC 1 Vocabulary (Figurative Language) The author says “Ray felt like the elephant that had lost a leg to the tabletop.” This means that Ray felt

A. jealous. B. hope. C. grief.* D. wonder.

SRC 3 Demonstrate General Understanding (Comprehend Literary Text) Why did the lady want the pair of moccasins?

A. She hoped to sell them for even more money. B. She wanted comfortable shoes to wear. C. She was going to give them to Grampa Halfmoon. D. She planned to put them in a library display.*

SRC 3 Demonstrate General Understanding (Distinguish Point of View) This story is told from the perspective of

A. Ray, the main character. B. Grampa Halfmoon. C. a first person narrator. D. a third person narrator.*

SRC 4 Develop an Interpretation (Predict Outcomes) Based on what you’ve learned about his character, in the future Grampa will most likely

A. forget about the moccasins and who gave them to him. B. give the moccasins to the library to improve their display. C. make Ray return the moccasins to get his money back. D. keep the moccasins as a reminder of a special gift.*

SRC 4 Develop an Interpretation (Analyze Character Traits) Ray offered to “pick up every last button.” When he makes this offer, his character would best be described as

A. helpful. B. sympathetic. C. determined.* D. embarrassed.

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SRC 4 Develop an Interpretation (Examine Themes) The main theme or message the author is conveying through this story is

A. grandparents should taken grandchildren to baseball games. B. it is rewarding to put others’ needs before your own.* C. older people have a lot of wisdom to share. D. librarians are very understanding.

SRC 4 Develop an Interpretation (Draw Inferences and Conclusions) Why didn’t Grampa “make a fuss” when Ray almost caught a home-run baseball?

A. He was lost in his own thoughts.* B. He thought it was no big deal. C. He was upset that Ray didn’t catch it. D. He wanted to catch it himself.

SRC 6 Examine Content and Structure of Literary Text (Author’s Techniques) Which best describes the mood the author is attempting to create by having Grampa Halfmoon tell his family stories?

A. Sadness, because it shows Grampa is stuck in the past B. Wistfulness, because Grampa was longing for the past* C. Awe, because it shows Grampa has a great memory D. Curiosity, because it makes Ray want to know more (More on next page)

Grade 6 Sampler


WHERE IS CAFFEINE? (INFORMATIONAL/PRACTICAL TEXT) You may have been told that too much caffeine can be bad for you, but do you always know when you are consuming it? Read the following excerpt from CONSUMER

REPORTS to find out some interesting information about this health threat.

WE COMPLETED A RECENT analysis of the caffeine content of 25 products. The results indicate that people, especially children, can easily consume enough caffeine to leave them jittery and anxious. And because foods and drinks are not required to list how much caffeine they contain, it can be hard to gauge how much you or your kids are getting. Some of the products we tested, such as iced teas and colas, are obvious caffeine carriers. But you might be surprised by the amount hidden in others.

HEALTH EFFECTS Although thousands of studies of caffeine have been conducted,

relatively few have involved youngsters. From what is known, caffeine seems to have the same effects on kids and teenagers as on adults. “At low doses, it produces an increase in wakefulness, alertness, feelings of energy, and sociability,” says Roland Griffiths, a professor in the departments of psychiatry and neuroscience at the Johns Hopkins University. “As you increase the dose, you get into anxiety, insomnia, and tension. Raise it further and you get into things like nausea and upset stomach.”

Joan Carter Clark, a registered dietician and an instructor in the pediatrics department at Baylor College of Medicine, says, “Moderate amounts should not be a concern for most children, but your child may not be most children.”

Indeed, the amount needed to produce adverse effects varies with body weight, tolerance built up through use, and innate sensitivity to caffeine. Some experts suggest upper limits for kids: no more than 100 milligrams per day, for example, which is about the amount in three cans of Coke.

That amount might not be hard to consume, even in a short time. A can of Mountain Dew, a cup of Starbucks Coffee Java Chip ice cream, and a half-cup of M&M’s have a total of 128 mg of caffeine.

It makes sense to minimize a child’s caffeine intake. That task would be far easier if amounts were shown on labels. Manufacturers must list

Grade 6 Sampler


caffeine amount the ingredients only if they’ve added it; even then, they need not list the amount.

WHAT YOU CAN DO Opt for the lower-caffeine or caffeine-free foods and drinks

we’ve listed, or look for decaffeinated products. Decaffeinated means that at least 97 percent of a product’s naturally occurring caffeine has been removed.

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SRC 2 Read to Perform a Task (Locate Information) According to the chart titled “Caffeine Where is it Hiding?” ½ cup of Häagen-Dazs coffee ice cream has the same amount of caffeine as what 8-ounce soda drink?

A. Red Fusion B. Mountain Dew C. Pepsi D. Coca-Cola Classic*

SRC 2 Read to Perform a Task (Locate Information) All of the following sodas contain caffeine EXCEPT

A. Sunkist Orange Soda B. Barq’s Famous Olde Tyme Root Beer C. Minute Maid Orange* D. Pepsi Blue Berry Cola Fusion

SRC 3 Demonstrate General Understanding (Comprehend Informational Text) What best explains why it is hard for people to know how much caffeine they are getting in a day?

A. Soda amounts are based on 8 ounces and soda comes in 12-ounce cans. B. Caffeine amounts are not listed on labels.* C. It’s difficult to remember everything you ate or drank in a day. D. Calculating the math is challenging for most adults.

SRC 3 Demonstrate General Understanding (Comprehend Informational Text) All of the following side effects were listed in the article EXCEPT

A. headaches.* B. anxiety. C. wakefulness. D. nausea.

SRC 4 Develop an Interpretation (Predict Outcomes) If readers follow the author’s advice, what would be the most likely result?

A. People will reduce the amount of caffeine they consume.* B. Adults will keep their caffeine intake below 100 mg. C. People will “supersize” their sodas. D. People will choose diet soda instead of regular soda.

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SRC 5 Examine Content and Structure of Informational Text (Author’s Purpose) What’s the best reason the author included the graphic titled “Caffeine Where is it Hiding?”

A. To alert you to which products contain caffeine* B. As a way of advertising the listed products C. To show that soda is the most serious offender D. To persuade you to eat only healthy snacks

SRC 5 Examine Content and Structure of Informational Text (Reasons for Actions)

The author would most likely approve of which of the following actions? A. Having a ban on all products containing caffeine B. Placing caffeine warnings on all soda drinks C. Counting all the mg of caffeine you consume D. Urging the FDA to require labels showing caffeine content*

Documents

TEST SAMPLER 6 each question identifies the score reporting category (SRC) it is designed to assess. An asterisk indicates a question’s correct answer. THE PIT PONIES (LITERARY TEXT)