Unit Three Reading Assessment

Block 1

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Block 3

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Block 6

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1. From what point of view is this story told? (RL6.6)

A. First person

B. Second person

C. Third person limited

D. Third person omniscient

1. From what point of view is this story told? (RL6.6)

A. First person

B. Second person

C. Third person limited

D. Third person omniscient

• The story is told by an outside narrator that follows Andre. Only Andre’s thoughts and feelings are revealed. **Remember, to determine the point of view, you must look at the NARRATION not the DIALOGUE.

2. Which strategy was MAINLY used in the paragraph 18 of the text to develop Andre’s point of view about speaking to the school board? (RL6.6)

A. Andre’s thoughts and actions

B. dialogue between characters

C. other characters’ thoughts about Andre

D. other characters’ descriptions of Andre

2. Which strategy was MAINLY used in the paragraph 18 of the text to develop Andre’s point of view about speaking to the school board? (RL6.6)

A. Andre’s thoughts and actions

B. dialogue between characters

C. other characters’ thoughts about Andre

D. other characters’ descriptions of Andre

• Paragraph 18: “As he went to the front of the room, his notes shook in his hand. As he opened his mouth, he wondered if any words would come out at all. They did – but slowly. Then Andre thought about Sue and how she would have change schools if the district lines were redrawn. Andre’s words began to flow more smoothly.”

3. Which detail from the story develops Sue’s perspective of Andre as a shy person? (RL6.6)

A. “Andre, you’re going to have to get used to talking to people you don’t know,” Sue said. “For one thing, that’s how you get to know them. And for another thing, how else will you get your English project done?”

B. “I’m not talking about that.” She pointed at the paper. “Look! They’re going to change the school district lines. I’ll have to go to a different school next year.”

C. “Well, that’s the way it is. There’s nothing we can do about it.”

D. Then Andre thought about Sue, and how she would have to change schools if the district lines were redrawn.

3. Which detail from the story develops Sue’s perspective of Andre as a shy person? (RL6.6)

A. “Andre, you’re going to have to get used to talking to people you don’t know,” Sue said. “For one thing, that’s how you get to know them. And for another thing, how else will you get your English project done?”

B. “I’m not talking about that.” She pointed at the paper. “Look! They’re going to change the school district lines. I’ll have to go to a different school next year.”

C. “Well, that’s the way it is. There’s nothing we can do about it.”

D. Then Andre thought about Sue, and how she would have to change schools if the district lines were redrawn.

*Sue’s words show that Andre is shy. If someone doesn’t like talking to people he doesn’t know, he is shy.

4. How would the story MOST LIKELY be different if it were told from Sue’s point of view? (RL6.6)

A. The story would show that the speech to the school board was Sue’s idea.

B. The story would include more of Sue’s thoughts and feelings.

C. The story would leave out what Andre did to help the situation.

D. The story would include more of Andre’s thoughts and feelings.

4. How would the story MOST LIKELY be different if it were told from Sue’s point of view? (RL6.6)

A. The story would show that the speech to the school board was Sue’s idea.

B. The story would include more of Sue’s thoughts and feelings.

C. The story would leave out what Andre did to help the situation.

D. The story would include more of Andre’s thoughts and feelings.

• * It would make sense that if Sue were telling the story, we would learn her thoughts and feelings about changing schools as well as how she felt about Andre’s actions at the end of the story.

5. What is the main difference between Andre’s and Sue’s perspectives of the new school lines? (RL6.6)

A. Andre feels it is hopeless while Sue feels the lines can be changed.

B. Andre is looking forward to the change but Sue dreads the change.

C. Andre is willing to work to stop the changes and Sue is grateful for his actions.

D. Andre tries to stop the change but Sue gets angry.

5. What is the main difference between Andre’s and Sue’s perspectives of the new school lines? (RL6.6)

A. Andre feels it is hopeless while Sue feels the lines can be changed.

B. Andre is looking forward to the change but Sue dreads the change.

C. Andre is willing to work to stop the changes and Sue is grateful for his actions.

D. Andre tries to stop the change but Sue gets angry.

• This is the only choice that is accurate to the story.

6. Which sentence gives the BEST description of a setting in the story? (RL6.5)

A.”I know, I know, my knee is bouncing again. I can’t help it!”

B. When the meeting was over, the school board members voted. They decided not to change the lines. Sue would not have to change schools.

C. Andre looked up at Sue. As always, she was talking too loudly for the library. He set his book on the table and stretched his long legs out from his chair.

D. He only had two weeks to do the interview and write the report.

6. Which sentence gives the BEST description of a setting in the story? (RL6.5)

A.”I know, I know, my knee is bouncing again. I can’t help it!”

B. When the meeting was over, the school board members voted. They decided not to change the lines. Sue would not have to change schools.

C. Andre looked up at Sue. As always, she was talking too loudly for the library. He set his book on the table and stretched his long legs out from his chair.

D. He only had two weeks to do the interview and write the report.

*This sentence helps us understand where the action is taking place (the library) and some of the items in the background (table and chairs).

7. Paragraph 4 is important in developing the plot of the story because: (RL6.5)

You needed to show that you knew:

• What part of the plot these events were from

• Why the events were important

• How the story would change/be different without these events

Sample Student Response

Paragraph 4 is important to developing the plot, because it is part of the rising action. In this paragraph we learn about how close Sue and Andre are. We also learn about the school project that Andre has to do. The school project and Andre’s friendship with Sue contribute to him later deciding to go against the school board about the new school lines.

Sample Student Response

• Paragraph four has several important events in the rising action. First, we learn that Andre doesn’t want to do his English project because he has to interview someone he doesn’t know. This is important because later in the story, he interviews someone who helps solve Sue’s problem. We also learn that Sue is very important to Andre. This is the whole reason he overcomes his shyness and successfully convinces the school board not to change the district lines. These events are important because they are leading up to Andre finding a way to solve the conflict and keep Sue at his school.

8. How does the writer use Andre’s personality to develop the theme of the story? (RL6.5)

A. Andre’s shyness at the beginning shows that you have to be confident to get your way.

B. Andre’s fear of losing Sue and his desire to keep her at his school shows that he could overcome his shyness to go up against the school board.

C. Andre’s outgoing personality persuaded Sue to stay at school.

D. Sue’s unwillingness to fight the school board shows that sometimes you just have to follow the rules.

8. How does the writer use Andre’s personality to develop the theme of the story? (RL6.5)

A. Andre’s shyness at the beginning shows that you have to be confident to get your way.

B. Andre’s fear of losing Sue and his desire to keep her at his school shows that he could overcome his shyness to go up against the school board.

C. Andre’s outgoing personality persuaded Sue to stay at school.

D. Sue’s unwillingness to fight the school board shows that sometimes you just have to follow the rules.

• Choice B shows how motivation caused Andre’s personality to change in order to help a friend.

9. What is MOST LIKELY the reason the writer describes “The Summer White House” in paragraph 7?

A. To show the location of the White House in the summer.

B. To show that President Roosevelt wanted to be with his children while still hosting important people from around the world.

C. To show that President Roosevelt still worked during the summer since he was a devoted president.

D. To show how President Roosevelt let his children take over his life.

9. What is MOST LIKELY the reason the writer describes “The Summer White House” in paragraph 7?

A. To show the location of the White House in the summer.

B. To show that President Roosevelt wanted to be with his children while still hosting important people from around the world.

C. To show that President Roosevelt still worked during the summer since he was a devoted president.

D. To show how President Roosevelt let his children take over his life.

• The key idea of the passage is to show how Roosevelt put his family first. By describing the Summer White House, the reader is able to understand why the Roosevelts had important people come to their vacation home instead of hosting them in Washington D.C. Obviously, Roosevelt valued his time with his children at the summer home.

10. How does the section “Roosevelt on Roosevelt” contribute to the development of ideas?

A. It explains how Roosevelt thought of himself.

B. It explains how Roosevelt put his work before his family.

C. It explains how Roosevelt was able to do his job well, while still putting his family first.

D. It explains what Roosevelt did for our country.

 

10. How does the section “Roosevelt on Roosevelt” contribute to the development of ideas?

A. It explains how Roosevelt thought of himself.

B. It explains how Roosevelt put his work before his family.

C. It explains how Roosevelt was able to do his job well, while still putting his family first.

D. It explains what Roosevelt did for our country.

Roosevelt on Roosevelt 

Whatever Theodore Roosevelt believed, he believed wholeheartedly. “I believe in power,” he once wrote to a British historian. “While President….I have used every ounce of power there was in the office.” Despite his wholehearted belief in power, however, there was at least one thing he believed in more: family. He wrote, “A household of children, if things go reasonably well, certainly makes all other forms of success and achievement lose their importance by comparison.

11. How does the author use the compare and contrast organizational structure to develop key ideas? Use examples from the text to support your analysis.

This was a challenging question. You needed to:

• Think of the key idea of the article. What was the author’s main point.

• How did the author use compare and contrast to develop the key idea? How did the author focus on differences in Roosevelt’s life and personality to show the key idea?

Student Sample:

• The author uses a compare and contrast organization structure to develop key ideas by comparing his life as president to his life with his family. In paragraph 7 it states, “the Roosevelts hosted important people from all over the world. But the house was also the site of wild horseplay with the children.” This shows that Theodore was able to attend to the serious duties of the president, but he was also a great family man.

Student Sample:

• The author uses compare and contrast structure to show key ideas by comparing his work life to his family life. I know this because the passage states “Despite his whole hearted belief in power, however there was at least one thing he believed in more: family.” This statement is comparing family to power or work life to family life. In conclusion, the author wanted to show the differences between Theodore’s work life and his family life to show the main point of the text.

12. Which statement from “Theodore Roosevelt, Family Man” BEST describes Roosevelt’s point of view of his family?

 A. “Theodore and Edith Roosevelt had four boys—Theodore, Jr., (Ted), Kermit, Archibald (“Archie”), and Quentin—and one girl, Edith.”

B. “As a boy he had gone to Oyster Bay with his family for summer vacations. There, he enjoyed such activities as hiking, rowing, swimming, and horse riding.”

C. “During that time, the Roosevelts hosted important people from all over the world. But the home was also the site of wild horseplay with the children.”

D. “A household of children, if things go reasonably well, certainly make all other forms of success and achievement lose their importance by comparison.”

12. Which statement from “Theodore Roosevelt, Family Man” BEST describes Roosevelt’s point of view of his family?

 A. “Theodore and Edith Roosevelt had four boys—Theodore, Jr., (Ted), Kermit, Archibald (“Archie”), and Quentin—and one girl, Edith.”

B. “As a boy he had gone to Oyster Bay with his family for summer vacations. There, he enjoyed such activities as hiking, rowing, swimming, and horse riding.”

C. “During that time, the Roosevelts hosted important people from all over the world. But the home was also the site of wild horseplay with the children.”

D. “A household of children, if things go reasonably well, certainly make all other forms of success and achievement lose their importance by comparison.”

*This is the only choice that is a quote from Roosevelt. Therefore, it best describes his perspective toward his family.

13. In the excerpt from “Letters to His Children,” the different details used by Roosevelt in each letter MOST LIKELY reflect --

A. Roosevelt’s changing attitude about the trip

B. the specific interests of each child

C. Roosevelt’s boredom with writing the letters

D. the time of day in which the letters were written

13. In the excerpt from “Letters to His Children,” the different details used by Roosevelt in each letter MOST LIKELY reflect --

A. Roosevelt’s changing attitude about the trip

B. the specific interests of each child

C. Roosevelt’s boredom with writing the letters

D. the time of day in which the letters were written

The letters were all written during the same trip, but the different details he included to each child show that he cared about what each child was doing and what each child would like to know about. He knew what to ask each child and how to relate to each child’s interests and hobbies.

14. In “Theodore Roosevelt, Family Man,” the author introduces Theodore Roosevelt’s family. What do Theodore Roosevelt’s letters to his children show about his feelings toward them? Use text evidence to support your ideas.

To answer this question, you needed to:

• Show that you understood that Roosevelt cared for his children.

• Use evidence from at least one letter.

• Support your answer with a clear explanation of how the evidence proves Roosevelt loved his kids.

Sample student answer

• Theodore Roosevelt’s letters show that he is very knowledgeable about and loving toward his children. In each letter, Roosevelt talks about things that most excite each of his children. This shows that he knows them well and cares about each child. Also, this shows that he is kind and loving to know so much about each one. Also, he write words in the letters like “Blessed Kermit” and “Darling Ethel.” This shows that he loves each child deeply.

Sample student answer:

•Theodore Roosevelt’s letters to his children show that he loves them very much. In the letters to Kermit and Archie, he talks about bringing them back live animals as “treasures.” This shows that he loves them and tries to make them happy. This is how Roosevelt’s letters to his children show how he feels about them.

15. Which of the characteristics of Theodore Roosevelt that are described in “Theodore Roosevelt, Family Man” is most shown by the details in his letters to his children?

A. His belief in power

B. His interest in history

C. His love of the outdoors

D. His knowledge of literature

15. Which of the characteristics of Theodore Roosevelt that are described in “Theodore Roosevelt, Family Man” is most shown by the details in his letters to his children?

A. His belief in power

B. His interest in history

C. His love of the outdoors

D. His knowledge of literature

*Much of the what Roosevelt wrote about included descriptions of his surroundings and outdoor activities that he participated in while on the trip.