TCAP Performance Indicator

Transcription

1 GRADE 6 TCAP Performance Indicator Reading and Language Arts Form A Teacher s Guide and Answer Key Continental Press

2 Contents Introduction to TCAP Reading and Language Arts Performance Indicator Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Short-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Short-Response Items Reproducible Skill-Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Short-Response Items Tennessee English Language Arts State Performance Indicators, Grade Connecting Assessment to Instruction, Answer Guide ISBN K Copyright 2009 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

3 TCAP Reading and Language Arts Performance Indicator The TCAP Reading and Language Arts Performance Indicator practice tests are designed to help students prepare for the Tennessee Comprehensive Assessment Program (TCAP) in Reading and Language Arts. There are two forms of the TCAP Reading and Language Arts Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The TCAP Finish Line Reading and Language Arts Workbook, Grade 6 provides a complete sequence of instruction in the assessed State Performance Indicators of the Tennessee English Language Arts Standards. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide. The TCAP Reading and Language Arts Performance Indicator, Grade 6 is divided into two sessions. The sessions should be administered on two consecutive days. Both sessions contain reading selections followed by multiple-choice questions. Session 1 also contains at least one short-response item for each passage. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the shortresponse questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Tennessee State Performance Indicators, a scoring rubric, a class profile chart for the multiple-choice questions, and a proficiency chart for the short-response questions. The chart below provides a sample timetable for administering the Grade 6 Reading and Language Arts Performance Indicator practice test. Session 1 5 reading passages 33 multiple-choice questions 6 short-response questions 60 minutes, plus an additional 10 minutes for preparation Session 2 10 reading passages 38 multiple-choice questions 50 minutes, plus an additional 10 minutes for preparation TCAP Reading and Language Arts Performance Indicator Form 6A 3

4 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the TCAP Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or short-response questions, reproduce the answer sheets on pages 8 10 of this guide. Remind students to write their name on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 60 minutes for this first session. Make sure each student has a Form A booklet, two No. 2 pencils, and optional answer sheets, if you are using them. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to read all the passages carefully and answer the 39 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. For the short-response questions, remind students to write directly in the booklet and answer the question completely. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 22. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other session. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 22 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. 4 TCAP Reading and Language Arts Performance Indicator Form 6A

5 Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. Session 2 Allow 50 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, and optional answer forms. SAY For Session 2, you will have 50 minutes to read the passages carefully and answer the 38 questions about what you have read. Open your booklets to page 23. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 50 minutes to work on Session 2. Continue working until you reach the word Stop on page 39. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session. Now turn to page 24 and begin. Check to be sure students have begun working on the booklet correctly. After 40 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish page 39 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Collect the students booklets. Thank the class for their cooperation. TCAP Reading and Language Arts Performance Indicator Form 6A 5

6 Answer Key Session 1 University Singers, Page 4 1. B [SPI ] 2. F [SPI ] 3. D [SPI ] 4. G [SPI ] 5. A [SPI ] 6. J [SPI ] 7. Short-response [SPI ] Nikki Giovanni Breakfast with Eagles and Other Food for Thought, Page 8 8. G [SPI ] 9. A [SPI ] 10. F [SPI ] 11. C [SPI ] 12. H [SPI ] 13. C [SPI ] 14. H [SPI ] 15. Short-response [SPI ] At the beginning of the passage, on the early morning drive, Don was feeling tired and irritable. After waking up a little and seeing the eagles, he became nicer to his sister, more thoughtful, and even philosophical. Reflections on My Last Day in Town, Page G [SPI ] 17. D [SPI ] 18. H [SPI ] 19. C [SPI ] 20. F [SPI ] 21. Short-response [SPI ] The speaker will be moving to a new home. He or she speaks about the old home where memories run deep, and gives specific examples of household items such as pillows, lamps, and all our books, that will soon be loaded onto a truck and moved. The Big O, Page F [SPI ] 23. C [SPI ] 24. H [SPI ] 25. B [SPI ] 26. H [SPI ] 27. C [SPI ] 28. G [SPI ] 29. B [SPI ] 30. Short-response [SPI ] Remove A shot cannot be blocked on its way down into the basket. Some people might think the sentence belongs because it helps someone who does not know basketball rules understand what it means to block a shot. But all of the other sentences are important to make the point that there are certain ways a player helps a team, and Oscar Robinson was great at just about all of them. This sentence is not needed to make the point. My Name Is Penny Nickel, Page A [SPI ] 32. H [SPI ] 33. B [SPI ] 34. H [SPI ] 35. A [SPI ] 36. J [SPI ] 37. C [SPI ] 38. Short-response [SPI ] The word case can mean a traveling bag, a medical condition, a police investigation, or a court trial. In this sentence, the writer is using the word case to mean an argument (similar to a lawyer s argument in a court trial). The phrase, I rest my case, means I have finished making my argument. Penny Nickel has just finished making an argument that the six-cent discount the clerk gives her may not sound like much money, but over time it adds up to a lot. 39. Short-response [SPI ] The author s parents named her after her Aunt Penelope, her mother s sister, because they like and admire Aunt Penelope. Session 2 Julie s Letter, Page F [SPI ] 41. C [SPI ] 42. F [SPI ] 43. B [SPI ] 44. G [SPI ] 45. D [SPI ] 6 TCAP Reading and Language Arts Performance Indicator Form 6A

7 School District s Handbook, Page H [SPI ] 47. D [SPI ] 48. G [SPI ] Superman, Page D [SPI ] 50. F [SPI ] 51. D [SPI ] 52. J [SPI ] 53. A [SPI ] 54. H [SPI ] Gail s Note, Page A [SPI ] 56. F [SPI ] 57. A [SPI ] 58. G [SPI ] 59. D [SPI ] 60. J [SPI ] 61. A [SPI ] Mr. Hastings s Letter, Page G [SPI ] 63. C [SPI ] 64. F [SPI ] 65. B [SPI ] 66. F [SPI ] Blue Ridge Times, Page D [SPI ] 68. G [SPI ] Shelby s Report, Page C [SPI ] 70. J [SPI ] Shelby s Outline, Page D [SPI ] 72. J [SPI ] Mom s Note, Page C [SPI ] 74. J [SPI ] Sentences, Page B [SPI ] 76. F [SPI ] 77. C [SPI ] TCAP Reading and Language Arts Performance Indicator Form 6A 7

8 Multiple-Choice Answer Sheet Name Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6A

9 Multiple-Choice Answer Sheet Name Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6A

10 Short-Response Answer Sheet Name _ TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6A

11 Multiple-Choice Answer Sheet Answer Key Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6A

12 Multiple-Choice Answer Sheet Answer Key Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6A

13 Scoring Rubric for Short-Response Items This rubric should be used for the short-response questions. Actual scores range from 3 to The response provides a complete, clear, and accurate explanation or answer to the task. The response provides specific details and appropriate textual evidence or examples. The response provides a partial, possibly unclear, explanation or answer to the task. The response attempts to provide appropriate details or textual evidence. May contain minor inaccuracies. The response provides an incomplete or unclear explanation, indicating a misunderstanding of the task. The response provides insufficient details or examples that affect accuracy. The response provides insufficient material for scoring. The response is incorrect or inaccurate. TCAP Reading and Language Arts Performance Indicator Form 6A 13

14 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Class Profile Student Name Vocabulary #2, 8, 10, 23, 50, 64 Skill Analysis Main Idea/Details #1, 4, 27, 32, 42, 43, 44, 45, 49, 52, 54, 61, 71, 72 Features of Print #6, 28, 46, 47, 48, 68, 70 Elements of Fiction #14 Genre/Theme #12, 20, 29, 37 Fact/Opinion #3, 24 Sequence #26 Cause/Effect; Inference; Predictions #11, 22, 25, 31, 33, 36, 67, 69 Poetry/Plays/Language #9, 16, 17, 18, 19 Author s Purpose #5, 13, 34, 59, 66 Grammar Conventions #35, 40, 41, 51, 53, 55, 56, 57, 58 60, 62, 63, 65, 73, 74, 75, 76, 77 TOTAL SCORE 71

15 Proficiency Chart for Short-Response Items Class Teacher Date STUDENT NAME #7 #15 #21 #30 #38 #39 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Proficiency Chart

16 Tennessee English Language Arts State Performance Indicators, Grade 6 Standard 1 Language State Performance Indicators SPI Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context. SPI Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context. SPI Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context. SPI Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context. SPI Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context. SPI Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items). SPI Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunctions, introductory words, appositives, interrupters). SPI Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements). SPI Recognize usage errors occurring within context (i.e., double negatives, troublesome words {too/to/two, their/there/they re, its/it s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}). SPI Identify the correct spelling of plurals and possessives. SPI Identify sentences with correct subject-verb agreement (person/number) within context. SPI Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. SPI Choose the appropriate interjection to complete a sentence. 16 TCAP Reading and Language Arts Performance Indicator Form 6A

17 SPI Select appropriate synonyms, antonyms, and homonyms within context. SPI Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words. SPI Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words. SPI Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words. SPI Identify correctly and incorrectly spelled words in context. SPI Recognize and use grade-appropriate and content-specific vocabulary within context. SPI Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context. Standard 2 Communication State Performance Indicators SPI Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain). SPI Identify the targeted audience of a speech. SPI Identify the thesis and main points of a speech. SPI Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team). SPI Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper). SPI Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). SPI Organize ideas in the most effective order for an oral presentation. SPI Select the best summary of a speech. Standard 3 Writing State Performance Indicators SPI Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade). SPI Identify the audience for which a text is written. SPI Select an appropriate thesis statement for a writing sample. SPI Rearrange multi-paragraphed work in a logical and coherent order. TCAP Reading and Language Arts Performance Indicator Form 6A 17

18 SPI Select illustrations, descriptions, and/or facts to support key ideas. SPI Choose the supporting sentence that best fits the context flow of ideas in a paragraph. SPI Identify sentences irrelevant to a paragraph s theme or flow. SPI Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. SPI Select an appropriate concluding sentence for a well-developed paragraph. SPI Select an appropriate title that reflects the topic of a written selection. SPI Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. SPI Select the most appropriate format for writing a specific workrelated text (i.e., instructions, directions, letters, memos, s, reports). Standard 4 Research State Performance Indicators SPI Select the most focused research topic. SPI Rank research resources according to reliability. SPI Determine the most appropriate research source for a given research topic. SPI Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet, biographies) sources. SPI Discern irrelevant research material from written text. Standard 5 Logic State Performance Indicators SPI Predict future events of a given text. SPI Determine whether a given statement in text is fact or opinion. SPI Identify stated or implied cause-effect relationships. SPI Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling). SPI Specify a logical word choice to complete an analogy, using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions. SPI Indicate the sequence of events in text. SPI Make inferences and draw conclusions based on evidence in text. 18 TCAP Reading and Language Arts Performance Indicator Form 6A

19 Standard 6 Informational Text State Performance Indicators SPI Formulate clarifying questions for use before, during, and after reading. SPI Identify the main idea and supporting details in a text. SPI Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes). SPI Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams). SPI Locate and verify information in text to support inferences, opinions, predictions, and conclusions. SPI Select the best summary of a text. SPI Recognize that purpose determines text format. SPI Choose the correct order of a set of instructions. Standard 7 Media State Performance Indicators SPI Select the medium that best reinforces a viewpoint or enhances a presentation. SPI Select the visual image that best reinforces a viewpoint or enhances a presentation. SPI Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe). SPI Draw an inference from a non-print medium. SPI Choose the statement that best summarizes/communicates the message presented by a medium. SPI Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium. Standard 8 Literature State Performance Indicators SPI Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry). SPI Identify the setting and conflict of a passage. SPI Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved. SPI Distinguish between first- and third-person points of view. TCAP Reading and Language Arts Performance Indicator Form 6A 19

20 SPI Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology). SPI Identify the stated or implied theme of a literary text. SPI Analyze figurative language (i.e., hyperbole, similes, metaphors, personification) within context. SPI Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition). SPI Identify patterns of rhyme and rhythm. SPI Determine the author s purpose for writing. 20 TCAP Reading and Language Arts Performance Indicator Form 6A

21 Connecting Assessment to Instruction, Answer Guide TCAP Reading and Language Arts Performance Indicator Grade 6, Form A This answer guide will help you connect each TCAP Reading and Language Arts Performance Indicator test question directly to the appropriate lesson in the TCAP Finish Line Reading and Language Arts, Grade 6 workbook. The correlation to the state performance indicator will assist you in providing more focused instruction in the areas in which students may require additional support. State Performance TCAP Finish Line Reading Question Answer Indicator and Language Arts, Grade 6 1 B SPI Lesson 6 2 F SPI Lesson 2 3 D SPI Lesson 12 4 G SPI Lesson 6 5 A SPI Lesson 13 6 J SPI Lesson 5 7 See Sample Answer SPI Lesson 5 8 G SPI Lesson 3 9 A SPI Lesson F SPI Lesson 1 11 C SPI Lesson 7 12 H SPI Lesson C SPI Lesson H SPI Lesson See Sample Answer SPI Lesson G SPI Lesson D SPI Lesson H SPI Lesson C SPI Lesson F SPI Lesson See Sample Answer SPI Lesson F SPI Lesson 8 23 C SPI Lesson 2 24 H SPI Lesson B SPI Lesson 8 26 H SPI Lesson 9 27 C SPI Lesson 6 28 G SPI Lesson 5 29 B SPI Lesson See Sample Answer SPI Lesson 6 31 A SPI Lesson 8 32 H SPI Lesson 6 33 B SPI Lesson 10 TCAP Reading and Language Arts Performance Indicator Form 6A 21

22 34 H SPI Lesson A SPI Lesson 4 36 J SPI Lesson 8 37 C SPI Lesson See Sample Answer SPI Lesson 2 39 See Sample Answer SPI Lesson F SPI Lesson 4 41 C SPI Lesson 4 42 F SPI Lesson 6 43 B SPI Lesson 6 44 G SPI Lesson 6 45 D SPI Lesson 6 46 H SPI Lesson 5 47 D SPI Lesson 5 48 G SPI Lesson 5 49 D SPI Lesson 6 50 F SPI Lesson 3 51 D SPI Lesson 4 52 J SPI Lesson 6 53 A SPI Lesson 4 54 H SPI Lesson 6 55 A SPI Lesson 4 56 F SPI Lesson 4 57 A SPI Lesson 4 58 G SPI Lesson 4 59 D SPI Lesson J SPI Lesson 4 61 A SPI Lesson 6 62 G SPI Lesson 4 63 C SPI Lesson 4 64 F SPI Lesson 2 65 B SPI Lesson 4 66 F SPI Lesson D SPI Lesson 8 68 G SPI Lesson 5 69 C SPI Lesson 8 70 J SPI Lesson 5 71 D SPI Lesson 6 72 J SPI Lesson 6 73 C SPI Lesson 4 74 J SPI Lesson 4 75 B SPI Lesson 4 76 F SPI Lesson 4 77 C SPI Lesson 4 22 TCAP Reading and Language Arts Performance Indicator Form 6A

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24 Reading and Language Arts Grade 6 Teacher s Guide and Answer Key ISBN K K51717

25 GRADE 6 TCAP Performance Indicator Reading and Language Arts Form B Teacher s Guide and Answer Key Continental Press

26 Contents Introduction to TCAP Reading and Language Arts Performance Indicator Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Short-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Short-Response Items Reproducible Skill-Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Short-Response Items Tennessee English Language Arts State Performance Indicators, Grade Connecting Assessment to Instruction, Answer Guide ISBN K Copyright 2009 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

27 TCAP Reading and Language Arts Performance Indicator The TCAP Reading and Language Arts Performance Indicator practice tests are designed to help students prepare for the Tennessee Comprehensive Assessment Program (TCAP) in Reading and Language Arts. There are two forms of the TCAP Reading and Language Arts Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The TCAP Finish Line Reading and Language Arts Workbook, Grade 6 provides a complete sequence of instruction in the assessed State Performance Indicators of the Tennessee English Language Arts Standards. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide. The TCAP Reading and Language Arts Performance Indicator, Grade 6 is divided into two sessions. The sessions should be administered on two consecutive days. Both sessions contain reading selections followed by multiple-choice questions. Session 1 also contains at least one short-response item for each passage. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the shortresponse questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Tennessee State Performance Indicators, a scoring rubric, a class profile chart for the multiple-choice questions, and a proficiency chart for the short-response questions. The chart below provides a sample timetable for administering the Grade 6 Reading and Language Arts Performance Indicator practice test. Session 1 5 reading passages 33 multiple-choice questions 6 short-response questions 60 minutes, plus an additional 10 minutes for preparation Session 2 10 reading passages 38 multiple-choice questions 50 minutes, plus an additional 10 minutes for preparation TCAP Reading and Language Arts Performance Indicator Form 6B 3

28 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the TCAP Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or short-response questions, reproduce the answer sheets on pages 8 10 of this guide. Remind students to write their name on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 60 minutes for this first session. Make sure each student has a Form B booklet, two No. 2 pencils, and optional answer sheets, if you are using them. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to read all the passages carefully and answer the 39 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. For the short-response questions, remind students to write directly in the booklet and answer the question completely. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 20. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other session. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 20 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. 4 TCAP Reading and Language Arts Performance Indicator Form 6B

29 Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. Session 2 Allow 50 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, and optional answer forms. SAY For Session 2, you will have 50 minutes to read the passages carefully and answer the 38 questions about what you have read. Open your booklets to page 21. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 50 minutes to work on Session 2. Continue working until you reach the word Stop on page 38. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session. Now turn to page 22 and begin. Check to be sure students have begun working on the booklet correctly. After 40 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish page 38 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Collect the students booklets. Thank the class for their cooperation. TCAP Reading and Language Arts Performance Indicator Form 6B 5

30 Answer Key Session 1 Quite a Mystery, Page 4 1. C [SPI ] 2. G [SPI ] 3. C [SPI ] 4. J [SPI ] 5. B [SPI ] 6. J [SPI ] 7. Short-response [SPI ] Throughout the passage, the author uses quotation marks around words such as haunted, ghost, and ghost lights to show that he does not really believe in haunted places, ghosts, or ghost lights. How Not to Clean Your Room, Page 7 8. G [SPI ] 9. C [SPI ] 10. F [SPI ] 11. B [SPI ] 12. F [SPI ] 13. C [SPI ] 14. G [SPI ] 15. Short-response [SPI ] Because she had been hassling him since the weekend before to clean his room, if I were Bryant s mom, the first question I would ask him is, Why did it take you over a week to do a job that actually took only 15 minutes? Since she has to hassle Bryant to clean, and she has to hassle his brother Jerome to do his homework, if I were Bryant s mom, I would ask, Why can t you have your brother s room-cleaning habits, and why can t he have your homework habits? Africa, Page F [SPI ] 17. B [SPI ] 18. H [SPI ] 19. C [SPI ] 20. F [SPI ] 21. Short-response [SPI ] The author uses a lot of figurative and descriptive language that makes Africa sound like a fascinating place. In these lines the author is using a simile that compares the speed of the cheetahs to the speed of winter wind coming from a mountain range. This makes the cheetahs sound very fast, and it also helps readers picture a land of plains and mountains. The Man They Called The Raven, Page G [SPI ] 23. A [SPI ] 24. J [SPI ] 25. C [SPI ] 26. J [SPI ] 27. A [SPI ] 28. G [SPI ] 29. D [SPI ] 30. Short-response [SPI ] It would be classified as a biography because it tells about important events in the life of a famous person, Sam Houston. Also acceptable: It would be classified as history because it tells about true events surrounding Sam Houston, the only man ever to be governor of two different states. The Rabbit, the Wolf, and the Trick That Worked, Page C [SPI ] 32. F [SPI ] 33. D [SPI ] 34. G [SPI ] 35. B [SPI ] 36. H [SPI ] 37. B [SPI ] 38. Short-response [SPI ] In this passage, Rabbit is clever and sneaky because he uses his wits to trick Wolf out of his fair share of the sheep. 39. Short-response [SPI ] The word feigned must mean faked because the rabbit only pretended to be sad. Session 2 Art Teacher s Instructions, Page F [SPI ] 41. C [SPI ] 42. H [SPI ] 43. C [SPI ] 44. F [SPI ] 45. C [SPI ] 6 TCAP Reading and Language Arts Performance Indicator Form 6B

31 Table of Contents, Page F [SPI ] 47. A [SPI ] 48. H [SPI ] Movie Information, Page B [SPI ] 50. H [SPI ] 51. D [SPI ] 52. H [SPI ] 53. A [SPI ] 54. J [SPI ] Al s Note, Page B [SPI ] 56. F [SPI ] 57. B [SPI ] 58. H [SPI ] 59. B [SPI ] 60. H [SPI ] 61. D [SPI ] School Advertisement, Page G [SPI ] 63. C [SPI ] 64. F [SPI ] 65. B [SPI ] 66. F [SPI ] The Holy Roman Empire, Page C [SPI ] 68. H [SPI ] Mario s Report, Page B [SPI ] 70. G [SPI ] Mario s Outline, Page B [SPI ] 72. G [SPI ] Weekend Pool Plans, Page B [SPI ] 74. F [SPI ] Sentences, Page C [SPI ] 76. J [SPI ] 77. A [SPI ] TCAP Reading and Language Arts Performance Indicator Form 6B 7

32 Multiple-Choice Answer Sheet Name Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6B

33 Multiple-Choice Answer Sheet Name Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6B

34 Short-Response Answer Sheet Name _ TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6B

35 Multiple-Choice Answer Sheet Answer Key Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6B

36 Multiple-Choice Answer Sheet Answer Key Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 6B

37 Scoring Rubric for Short-Response Items This rubric should be used for the short-response questions. Actual scores range from 3 to The response provides a complete, clear, and accurate explanation or answer to the task. The response provides specific details and appropriate textual evidence or examples. The response provides a partial, possibly unclear, explanation or answer to the task. The response attempts to provide appropriate details or textual evidence. May contain minor inaccuracies. The response provides an incomplete or unclear explanation, indicating a misunderstanding of the task. The response provides insufficient details or examples that affect accuracy. The response provides insufficient material for scoring. The response is incorrect or inaccurate. TCAP Reading and Language Arts Performance Indicator Form 6B 13

38 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Class Profile Student Name Skill Analysis Vocabulary #2, 8, 13, 17, 18, 23, 34, 50, 64, 70 Main Idea/Details #1, 3, 25, 26, 28, 29, 42, 43, 44, 45 49, 52, 54, 61, 71, 72 Features of Print #5, 6, 46, 47, 48, 67, 68 Elements of Fiction #9, 10, 12, 14, 31, 32, 35 Genre/Theme #20, 37 Fact/Opinion #24 Sequence #11, 27 Cause/Effect; Inference; Predictions #22, 33, 36, 69 Poetry/Plays/Language #16, 19 Author s Purpose #4, 58, 66 Grammar Conventions #40, 41, 51, 53, 55, 56, 57, 59, 60 62, 63, 65, 73, 74, 75, 76, 77 TOTAL SCORE 71

39 Proficiency Chart for Short-Response Items Class Teacher Date STUDENT NAME #7 #15 #21 #30 #38 #39 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Proficiency Chart

40 Tennessee English Language Arts State Performance Indicators, Grade 6 Standard 1 Language State Performance Indicators SPI Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context. SPI Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context. SPI Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context. SPI Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context. SPI Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context. SPI Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items). SPI Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunctions, introductory words, appositives, interrupters). SPI Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements). SPI Recognize usage errors occurring within context (i.e., double negatives, troublesome words {too/to/two, their/there/they re, its/it s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}). SPI Identify the correct spelling of plurals and possessives. SPI Identify sentences with correct subject-verb agreement (person/number) within context. SPI Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. SPI Choose the appropriate interjection to complete a sentence. 16 TCAP Reading and Language Arts Performance Indicator Form 6B

41 SPI Select appropriate synonyms, antonyms, and homonyms within context. SPI Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words. SPI Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words. SPI Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words. SPI Identify correctly and incorrectly spelled words in context. SPI Recognize and use grade-appropriate and content-specific vocabulary within context. SPI Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context. Standard 2 Communication State Performance Indicators SPI Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain). SPI Identify the targeted audience of a speech. SPI Identify the thesis and main points of a speech. SPI Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team). SPI Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper). SPI Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). SPI Organize ideas in the most effective order for an oral presentation. SPI Select the best summary of a speech. Standard 3 Writing State Performance Indicators SPI Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade). SPI Identify the audience for which a text is written. SPI Select an appropriate thesis statement for a writing sample. SPI Rearrange multi-paragraphed work in a logical and coherent order. TCAP Reading and Language Arts Performance Indicator Form 6B 17

42 SPI Select illustrations, descriptions, and/or facts to support key ideas. SPI Choose the supporting sentence that best fits the context flow of ideas in a paragraph. SPI Identify sentences irrelevant to a paragraph s theme or flow. SPI Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. SPI Select an appropriate concluding sentence for a well-developed paragraph. SPI Select an appropriate title that reflects the topic of a written selection. SPI Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection. SPI Select the most appropriate format for writing a specific workrelated text (i.e., instructions, directions, letters, memos, s, reports). Standard 4 Research State Performance Indicators SPI Select the most focused research topic. SPI Rank research resources according to reliability. SPI Determine the most appropriate research source for a given research topic. SPI Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet, biographies) sources. SPI Discern irrelevant research material from written text. Standard 5 Logic State Performance Indicators SPI Predict future events of a given text. SPI Determine whether a given statement in text is fact or opinion. SPI Identify stated or implied cause-effect relationships. SPI Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling). SPI Specify a logical word choice to complete an analogy, using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions. SPI Indicate the sequence of events in text. SPI Make inferences and draw conclusions based on evidence in text. 18 TCAP Reading and Language Arts Performance Indicator Form 6B