Everett Public Schools
Assessment of Student Learning
Student Packet
Back to top
Coached Reading Assessment
Grade 6
Grading Period 3
“Autobiography & Biography: Personal Histories”
“Lincoln’s Humor”
“Midori”
“Be Glad Your Nose is on Your Face”
Student:
Date:
Teacher:
Period:
2
Informational Passage
Directions: Read the following selection and then answer the questions.
Autobiography and Biography: Personal Histories
1 Nonfiction is “not fiction.” It is
writing based on fact. The subjects
of nonfiction are as varied as the
world itself. Biographies and
autobiographies are two types of
nonfiction writing.
Autobiography: “Self-Written Life”
2 Autobiographies are the stories
writers tell about their own lives.
They are the most personal kind of
nonfiction. The word
“autobiography” can be broken
down into two parts. The prefix
“auto” means “self” and the root
“biography” means “written life.”
In an autobiography we learn from
the writer’s own experience. The
writer shares personal thoughts
and feelings.
Biography: “Written Life”
3 A biography is also the story of a
person’s life. It is written by
someone who has done research
on the person. Biographers may
interview people to gather
information. They read many
accounts about that person. These
accounts may include letters,
journals, newspaper stories, and
magazine articles. Their goal is to
find out as much as they can about
the person’s life.
4 Many biographies include only
events and conversations that
really happened. These are written
using only facts. One example of
this kind of writing is the
following paragraph about
Elizabeth Blackwell. She was the
first woman doctor in America.
5 Elizabeth Blackwell first
came to Geneva College in
1847. The teaching staff
had agreed to accept her
into the college. All of her
classmates were male. They
had voted to allow her to
attend. She was given no
books. No one showed her
where classes were held. She
was not even allowed to
enter her anatomy class.
6 Other biographers choose to add details that may not be
completely true. The details could have happened in that
time period. Doing this makes the biography read more
like a novel. Someone using this style might describe
Blackwell’s experience this way:
7
Elizabeth stood outside the door of the anatomy class
clenching her hands. She was angry at the way people
were treating her. The teaching staff admitted her to
Geneva College in 1847. The all-male student body had
approved her coming. Yet, she was ignored and rejected.
“A woman studying anatomy?” said one teacher to
himself. “Shocking!”
A Writer on Biography
8 “The most difficult part of writing, whether it’s biography
or fiction, is deciding what to leave out. You want the
reader to bring his or her own imagination to the piece. In
a biography, you are leaving out most things. Lincoln
lived twenty-four hours a day for his whole life. It’s the
biographer’s job to pick out the most significant details,
the ones that tell something about the man or woman.”
Russell Freedman, author of
The Mysterious Mr. Lincoln
3
Coached Reading Assessment
Grade 6 – Grading Period 3
“Autobiography and Biography: Personal Histories”
Fill in the bubble next to the letter of the best answer.
1. Based on the information in the selection, which idea would help an author who is planning to write
a biography? [IT20]
{
A.
Biographies contain only factual information.
{
B.
Biography means to write about your own life.
{
C.
Biographies read more like novels and may not be completely factual.
{
D.
Biographers must choose the significant details and events in a person’s life.
2. What is the purpose of the quoted information in the subheadings? [IA15]
{
A.
The words in quotes define a word in the subheading.
{
B.
The words in quotes were spoken by a character in the story.
{
C.
The words in quotes persuade the reader to write a biography.
{
D.
The words in quotes provide information about Elizabeth Blackwell.
3. Which sentence summarizes the selection? [IC12]
{
A.
An autobiography is the story the author tells about his or her own life.
{
B.
Elizabeth Blackwell was angry at the way she was treated at Geneva College.
{
C.
Autobiographies and biographies are two types of nonfiction that tell about a person’s
life.
{
D.
One difficult part of writing a biography is deciding what to include and what to leave
out.
4. Which sentence tells how autobiographies and biographies are different? [IA16]
{
A.
An autobiography is a “self-written life” and a biography is a novel.
{
B.
Autobiographies contain only factual information and biographies contain details that
are not factual.
{
C.
Autobiographies contain all of the events, thoughts, and feelings of the writer and
biographies contain only the significant details.
{
D.
Autobiographies are written by a person telling his or her own life story and biographies
are written by a person telling someone else’s life story.
4
5. Why did Elizabeth Blackwell become angry at the way people were treating her? [IA17]
{
A.
She was the first woman doctor in America.
{
B.
She felt ignored and rejected by her classmates.
{
C.
The teaching staff did not accept her into the college.
{
D.
The author of her biography did not include accurate information.
6. What is most likely the author’s purpose for writing this selection? [IT18]
{
A.
To persuade the reader to write an autobiography.
{
B.
To explain why Elizabeth Blackwell was rejected by the male students.
{
C.
To entertain the reader with an amusing tale about Elizabeth Blackwell.
{
D.
To inform the reader about the differences between biographies and autobiographies.
7.
Short Answer- 2pts
Is the following statement a reasonable conclusion that the reader may draw from the selection?
Authors must include factual information in their biographies and autobiographies.
Provide
two
details from the selection to support your answer. [IT19]
5
Informational Passage
Directions: Read the following selection and then answer the questions.
Lincoln’s Humor
Adapted from an article by Louis W. Koenig
1 It is interesting how President Abraham Lincoln could
laugh, joke, and tell stories, in spite of the difficult job
of being president during the Civil War. A friend said,
“He could make a cat laugh.”
2 Lincoln called laughter “…the joyous, beautiful,
universal evergreen of life.” Lincoln often used laughter
to make problems seem easier and to help him through
disappointments. He also told amusing stories for many
reasons. They helped other people feel more
comfortable while near him. Stories also helped him
make important points while speaking and to avoid
discussing certain topics. He also used stories to end a
conversation or a meeting on a cheerful note.
3 Political rivals feared Lincoln’s humor since it often damaged their best arguments. Stephen A.
Douglas, Lincoln’s opponent in a Senate race, said, “Every one of his stories seems like a whack
upon my back. When he begins to tell a story, I feel that I am to be overmatched.”
4 Lincoln also used body language to add meaning to his stories. He found that shrugging his
shoulders, raising his eyebrows, or twisting his face in a funny way often made his audiences roar
with laughter.
5 Here are some examples of Lincoln’s humor and how he used it:
6 Once while a young lawyer, Lincoln defended a farmer who had been attacked by his neighbor’s
dog. Trying to protect himself from the dog, the farmer poked it with a pitchfork. This injured the
attacking dog. Upset with the injury, the dog’s owner took the case to court. His lawyer suggested
that the farmer would have caused the dog less harm if he had struck it with the handle end of the
pitchfork. In the farmer’s defense, Lincoln argued that the dog should have avoided frightening the
farmer by approaching him with its other end.
7 As president, Lincoln was overwhelmed with people seeking jobs and favors. One day while
discussing a visitor’s demands, Lincoln’s doctor entered the room. Lincoln held out his hands and
asked, “Doctor, what are those blotches?”
“They’re a mild smallpox,” the doctor replied.
“They’re all over me,” said Lincoln. “It’s contagious, I believe.”
“Very contagious,” said the doctor watching the visitor leave quickly.
“There is one good thing about this,” Lincoln said to his doctor after the visitor
left. “I now have something I can give to everybody.”
6
8 During the war Lincoln became impatient with his generals. He felt they were too cautious when
entering a battle. Lincoln began asking them for frequent progress reports of their military actions.
An angry general sent this telegram to the White House:
“We have just captured six cows. What shall we do with them?”
Lincoln replied, “Milk them.”
7
Coached Reading Assessment
Grade 6 – Grading Period 3
“Lincoln’s Humor”
Fill in the bubble next to the letter of the best answer.
8. Which statement is the most important conclusion the reader may draw from the selection? [IT19]
{
A.
Knowing how to use humor is a valuable skill.
{
B.
Knowing how to use fear is one sign of a good leader.
{
C.
Generals who are slow to engage in battle are successful.
{
D.
Illnesses such as smallpox can change the course of history.
9. What is most likely the author’s purpose for writing this selection? [IT18]
{
A.
To explain how Lincoln used humor in his life.
{
B.
To describe what it is like to be the U.S. President.
{
C.
To persuade the readers to use humor in their own lives.
{
D.
To inform the reader of President Lincoln’s achievements.
10. Which sentence from the selection is an opinion? [IT18]
{
A.
“
Lincoln also used body language to add meaning to his stories.”
{
B.
“He also used stories to end a conversation or a meeting on a cheerful note.”
{
C.
“
Lincoln called laughter, ‘…the joyous, beautiful, universal evergreen of life.’”
{
D.
“
…the dog should have avoided frightening the farmer by approaching him with its other
end.”
11. Which two objects does the author compare using a simile? [LA05]
{
A.
jokes and amusing stories
{
B.
problems and disappointments
{
C.
stories and a whack on the back
{
D.
body language and audience laughter
8
12.
Short Answer- 2 pts
One conclusion that a reader can draw from this selection is that humor can be a useful tool in life.
Provide
two
details from the selection to support this conclusion. [IT20]
13. What does Lincoln’s friend mean when he says, “He could make a cat laugh,” in paragraph 1 of the
selection? [IC13]
{
A.
Lincoln practiced his humor with cats.
{
B.
Many people find cat behavior humorous.
{
C.
Lincoln told humorous stories for many reasons.
{
D.
People who usually didn’t laugh would laugh at Lincoln’s humor.
14. What is the main idea of the selection? [IC11]
{
A.
Lincoln had blotches that were actually smallpox.
{
B.
Lincoln used body language to add meaning to his stories.
{
C.
Lincoln used humor to make his job easier and life more pleasant.
{
D.
Lincoln had the difficult job of being president during the Civil War.
15. What is the meaning of the word
contagious
in paragraph 7 of the selection? [IC14]
{
A.
not able to spread
{
B.
able to spread
{
C.
likely to be deadly
{
D.
unlikely to be deadly
9
16. According to the selection, what happened when Lincoln became impatient with his generals?
[IA17]
{
A.
Lincoln was eager to end the war.
{
B.
Lincoln asked for progress reports.
{
C.
The generals became quick to enter battle.
{
D.
The generals were ordered to milk the cows.
17. Based on the information in the selection, what conclusion can the reader draw about President
Lincoln’s method of communicating with other people? [IT20]
{
A.
Lincoln frequently used humor and body language to communicate.
{
B.
Lincoln communicated to Americans with frequent progress reports.
{
C.
He only used humor when communicating with small groups of people.
{
D.
By communicating with others, he was able to stop the spread of small pox.
18. What is the purpose of the bullets in the selection? [IA15]
{
A.
To indicate the importance of factual information.
{
B.
To show the reader where each paragraph begins.
{
C.
To show the reader examples of Lincoln’s style of writing.
{
D.
To indicate anecdotes describing Lincoln’s use of humor.
19. Which sentence tells how Abraham Lincoln and Stephen A. Douglas are similar? [IA16]
{
A.
They were both young lawyers.
{
B.
They both fought in the Civil War.
{
C.
They both used humor to make a point.
{
D.
They both ran for a position in the Senate.
10
Literary Passage
Directions: Read the following selection and then answer the questions.
Midori
Outstanding Violinist at Age Eight
By Marlene Targ Brill
1 A mature attitude paired with a brilliant
musical talent is Midori’s formula for
worldwide success. This unique combination
made her debut at Tanglewood Music Festival
unforgettable. People still talk about the
youngster’s extraordinary debut.
2 The fourteen-year-old violinist was performing
with Leonard Bernstein, the legendary
conductor. In the middle of a complex violin
concerto, a string on Midori’s violin snapped.
Her violin was unusable, and Maestro
Bernstein stopped the orchestra. Midori
remained calm, turned to the first violinist, and
borrowed his violin. Incredibly, a string
quickly broke on that violin as well, and
Midori had to use yet another instrument.
Such a disaster might unnerve even an
experienced soloist, but Midori finished the
concerto. The response was a roaring ovation
from the audience and raves from critics
around the world.
3 Young Midori had always loved music. As a
little girl in Osaka, Japan, Midori lived in a
musical home. Her mother, Setsu Goto, was a
concert violinist. Setsu’s demanding practice
schedule forced her to bring little Midori to the
music studio. When Midori was just two years
old, her mother was amazed to hear her child
humming a complex concerto by Bach.
4 Midori soon began practicing on a child-sized
violin. Her mother gave her music lessons and
arranged private performances for family and
friends. When Midori was nine years old, her
mother recognized that her daughter possessed
incredible musical talent. She took Midori to
the United States to play at the Aspen Music
Festival. After Midori performed flawlessly
there, a famous music teacher named Dorothy
DeLay accepted her as a student. This meant
that Midori and her mother would have to
move to New York City.
5 In New York, Midori had to learn a new
language and an entirely new culture. At the
same time, she maintained a busy schedule of
music lessons and school. Gradually she made
friends and learned to love New York City.
11
6 After her sensational Tanglewood
debut*
,
music fans eagerly waited for each of her
concerts. In her early teens, Midori performed
only a few times a year. She was attending the
prestigious Juilliard School of Music, and she
wanted to leave enough time for practice and
study.
7 When she turned sixteen, Midori decided to
leave Juilliard and become a full-time
performer. The life of a professional violinist
was everything Midori had hoped for. When
she appeared onstage, audiences were
enchanted by Midori’s graceful, shy beauty.
As she played, observers were enthralled with
the lush and sophisticated sound she produced.
8 The adult Midori is perhaps the most famous
female musician in the world. Her concerts are
sold out around the world. She has received
countless awards. But Midori is not just
wrapped up in her career. She created the
Midori Foundation. This agency provides
lecture-demonstrations to teach children about
music. Midori remembers how much she loved
learning to make music as a child. Now, she is
devoted to making the same beautiful
experience possible for other young children.
*debut: a person’s first public appearance, as
onstage or in concert
Selection taken from- Florida Comprehensive Assessment Test 2006 Sample Test Materials
12
Coached Reading Assessment
Grade 6 – Grading Period 3
“Midori”
Fill in the bubble next to the letter of the best answer.
20. What is the theme of the selection? [LC01]
{
A.
Talent must be developed.
{
B.
Musical talent is inherited.
{
C.
Practice alone makes perfect.
{
D.
The best teachers ensure success.
21. Which sentence best summarizes this selection? [LC02]
{
A.
Midori studied under Leonard Bernstein, became a famous violinist, and introduced many
children to music.
{
B.
When Midori was fourteen she played at the Aspen Music Festival, broke three violin
strings, and completed the concert with raves.
{
C.
Midori showed musical talent as a child, worked with outstanding teachers, and became a
famous musician who created the Midori Foundation.
{
D.
Midori began playing the violin when she was nine years old, became famous when she
was sixteen, and soon became the most famous musician in the world.
22. What is the meaning of the word
ovation
as it is used in paragraph 2 of the selection? [LC04]
{
A.
hissing
{
B.
disapproval
{
C.
weak applause
{
D.
enthusiastic response
23. Which sentence tells how Midori and Setsu Goto are similar? [LA06]
{
A.
Both have demanding practice schedules and love music.
{
B.
Both studied under Dorothy DeLay and live in New York.
{
C.
Both attended the Julliard School of Music and perform in concerts.
{
D.
Both enchant audiences with a lush, sophisticated sound and love children.
13
24. Why does Midori decide to establish the Midori Foundation? [LA07]
{
A.
She wanted other children to learn about music.
{
B.
She wanted to give music scholarships to young children.
{
C.
She wanted to train other performers to play in concerts with her.
{
D.
She wanted to become more famous by increasing the number of her fans.
25. Which statement is the most important conclusion the reader can draw from the selection? [LT09]
{
A.
A love of music is important for any success.
{
B.
Both talent and hard work are important for success.
{
C.
An extraordinary experience is necessary for success.
{
D.
Performing before an audience is necessary for success.
26. Based on the information in the selection, what assumption could you make about the type of
support a young musician needs? [LC03]
{
A.
The musician must be given the very best instruments.
{
B.
The musician must attend the Julliard School of Music.
{
C.
The musician needs a famous teacher and a great deal of money.
{
D.
The musician needs people who are supportive and encouraging.
27.
Extended Response- 4pts
What is the author’s purpose for writing the selection? Provide
three
details from the selection to
support your answer. [LT08]
14
Literary Passage: Poem
Directions: Read the selection and answer the questions.
Be Glad Your Nose is on Your Face
by Jack Prelutsky
1 Be glad your nose is on your face,
2 not pasted on some other place,
3 for if it were where it is not,
4 you might dislike your nose a lot.
5 Imagine if your precious nose
6 were sandwiched in between your toes,
7 that clearly would not be a treat,
8 for you'd be forced to smell your feet.
9 Your nose would be a source of dread
10 were it attached atop your head,
11 it soon would drive you to despair,
12 forever tickled by your hair.
13 Within your ear, your nose would be
14 an absolute catastrophe,
15 for when you were obliged to sneeze,
16 your brain would rattle from the breeze.
17 Your nose, instead, through thick and thin,
18 remains between your eyes and chin,
19 not pasted on some other place--
20 be glad your nose is on your face!
Selection taken from- http://www.lessonplanspage.com/
15
Coached Reading Assessment
Grade 6 – Grading Period 3
“Be Glad Your Nose is on Your Face”
Fill in the bubble next to the letter of the best answer.
28. What is the theme of the poem? [LC01]
{
A.
Some body parts are better left unchanged.
{
B.
Doctors are able to change the shape of a nose.
{
C.
People wonder if the nose is in the best position.
{
D.
It’s not a good idea to move your nose between your toes.
29. Which sentence best summarizes the poem? [LC02]
{
A.
If you moved your nose, you would like its location better.
{
B.
The face is the best location for a nose.
{
C.
If the nose was between your toes, you’d smell your feet.
{
D.
The ear is not a good place for the nose.
30. What does the author mean when he says, “If it were where it is not, you might dislike your nose a
lot,” on lines 3 and 4 of the poem? [LC03]
{
A.
Some people don’t like how their noses look.
{
B.
Your nose should remain between your eyes and chin.
{
C.
If your nose was in a different place you wouldn’t want it at all.
{
D.
A nose might cause trouble if placed on another part of the body.
31. What is the meaning of the word
catastrophe
in line 14 of the poem? [LC04]
{
A.
deformity
{
B.
handicap
{
C.
disaster
{
D.
sight to see
16
32. Which statement is the most important conclusion the reader can draw from the selection? [LT09]
{
A.
The nose is where it is for good reason.
{
B.
Keep your nose away from feet because they smell.
{
C.
It is possible to paste your nose in a different location.
{
D.
Your nose could be on top of your head if you had no hair to tickle it.
33. Based on the information in the poem, what conclusion can the reader draw about accepting one’s
appearance? [LT10]
{
A.
Across the world, people are unhappy with their appearance.
{
B.
People should experiment with rearranging their body parts.
{
C.
Those people who do not like their appearance should make an effort to change it.
{
D.
The body is designed to function well and people should accept their appearance.
