COMPREHENSION
STRATEGY
A S S E S S M E N T
6
Grade
Benchmark Education Company
629 Fifth Avenue • Pelham, NY 10803
Copyright © 2006 Benchmark Education Company, LLC. All rights reserved.Teachers may photocopy the reproducible assessments in this book for
classroom use. No other part of this publication may be reproduced or transmitted in whole or in part in any form or by any means, electronic
or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.
.
ISBN: 978-1-4108-5057-7
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Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Directions for Administering and Scoring Assessments . . . . . . . 5
Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Ongoing Comprehension Strategy Assessments. . . . . . . . . . . . . . . 28
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Comprehension Skills
1–2 Analyze Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
3–4 Analyze Historical Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
5–6 Analyze Story Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
7–8 Analyze Text Structure and Organization. . . . . . . . . . . . . . . . . . . . . . . 50
9–10 Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
11–12 Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
13–14 Evaluate Author’s Purpose and Point of View . . . . . . . . . . . . . . . . . . . 62
15–16 Evaluate Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
17–18 Identify Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
19–20 Identify Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . . 74
21–22 Identify Sequence or Steps in a Process . . . . . . . . . . . . . . . . . . . . . . . . 78
23–24 Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
25–26 Make Judgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
27–28 Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
29–30 Summarize or Paraphrase Information. . . . . . . . . . . . . . . . . . . . . . . . . 94
31–32 Use Graphic Features to Interpret Information . . . . . . . . . . . . . . . . . . 98
33–34 Use Text Features to Locate Information . . . . . . . . . . . . . . . . . . . . . . 102
Word Solving Skills
35–36 Identify Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
37–38 Identify Synonyms, Antonyms, and Homonyms . . . . . . . . . . . . . . . . 110
39–40 Understand Denotation and Connotation . . . . . . . . . . . . . . . . . . . . . 114
41–42 Use Context Clues to Determine Word Meaning . . . . . . . . . . . . . . . . 118
43–44 Use Knowledge of Word Structures to Determine Word Meaning . . 122
Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Answer Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Individual Pretest/Posttest Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Group Pretest/Posttest Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Ongoing Strategy Assessment Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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Introduction
Comprehension Strategy Assessment provides assessments for measuring students’
grasp of comprehension strategies in both reading and listening. Information from
these assessments can be used to support instruction.
This book contains three types of assessments:
• The Pretest is designed to assess students’ reading comprehension strategies
at the beginning of the school year. It provides a series of seven reading
passages, both fiction and nonfiction, with a total of thirty-six multiple-choice
items. Information from the Pretest can be used to plan instruction, make
curriculum decisions, and select reading materials to match students’ needs.
Pretest scores can also be used as baseline data for evaluating students’ progress
from the beginning of the school year to the end.
• Ongoing Comprehension Strategy Assessments are focused, two-page
assessments to be administered periodically during the school year. Each
assessment has a reading passage and a set of five test items to measure one
specific strategy. There are two assessments per strategy, and they are intended
to be used to monitor students’ progress. They may be administered after
completing instruction in particular strategies or at other appropriate times,
such as the end of each grading period. These pages may be used as reading
assessments or listening assessments.
• The Posttest is parallel to the Pretest. It has the same number of reading
passages and items as the Pretest, and it tests the same strategies. The Posttest
is designed to be administered at the end of the school year as a final evaluation
of students’ progress in comparison to their performance at the beginning of
the year.
The next few pages in this book provide directions for administering and scoring
the assessments and using the assessment results. Answer keys for the Pretest,
Ongoing Assessments, and Posttest can be found at the beginning of each section
in this book. Scoring Charts for scoring the assessments and recording results can
be found on pages 143 to 145.
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DIRECTIONS FOR
ADMINISTERING AND SCORING ASSESSMENTS
All the assessments in this book may be administered to students individually
or in a group. We recommend administering the Pretest and Posttest to all
students at the same time. The Ongoing Comprehension Strategy Assessments
may be administered in the same way, or they may be administered individually
or in small groups to different students at different times. Detailed guidelines for
administering and scoring each type of assessment are presented below.
GUIDELINES FOR USING THE PRETEST
The Pretest is fourteen pages long. It includes seven one-page reading passages and a
set of multiple-choice questions for each passage: thirty-six items total. These thirty-six
items measure nine “clusters” of strategies and skills (as listed on the Scoring Chart,
page 143) with four items per cluster. Each cluster has two or three strategies grouped
by similarities. For example, “Identify Main Idea” and “Summarize or Paraphrase
Information” are grouped together in one cluster because they involve similar thinking
skills (distinguishing essential from inessential information). Each cluster has been
labeled with a title that reflects the key thinking skill, such as “Distinguishing
Important Information.”
Plan for about an hour to administer the Pretest, but allow more time if needed.
Students should be allowed to finish answering every question. Depending on the
students and your situation, you may want to administer the Pretest in two parts in
different sittings.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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To Administer the Pretest:
1. Make a copy of the test for each student.
2. Have students write their names and the date at the top of each test page.
3. Read the directions on the first page and make sure students know what to do.
4. Have students read each passage and answer the questions that go with it.
5. For each multiple-choice question, instruct students to choose the best answer
and fill in the bubble beside the answer they choose.
6. Option: If you prefer, you may copy the answer sheet on page 142 of this book
and have students fill in the answers on the answer sheet.
7. When students have finished, collect the tests.
To Score the Pretest:
1. Make a copy of the Individual Pretest/Posttest Scoring Chart (see page 143)
for each student.
2. Refer to the Pretest Answer Key on page 13. It gives the letter of the correct
response to each question.
3. Mark each question correct or incorrect on the test page (or on the answer sheet).
4. To find the total test score, count the number of items answered correctly.
5. To score by cluster, use the Individual Pretest/Posttest Scoring Chart.
At the top of the chart, circle the number of each item answered correctly.
The item numbers are organized by clusters of tested skills.
6. For each cluster on the scoring chart, add the number of items answered
correctly (for example, three of four). Write the number correct in the right-hand
column under Pretest.
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Comprehension Strategy Assessment • Grade 6
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Using the Results:
1. Use the results of the Pretest to determine each student’s current level of reading
ability, as well as his or her proficiencies in the strategies being tested.
2. As explained above, the items in the Pretest measure strategies in particular clusters.
A student’s score on a particular cluster can pinpoint specific instructional needs. A
student who answers correctly fewer than three of the four items in each cluster
may need focused instructional attention on those particular strategies.
3. Plotting scores on the Individual and Group Pretest/Posttest Scoring Charts
provides a handy reference for monitoring students’ growth and development. Such
information can be used to identify the skills and strategies to be reinforced for a
whole group, small group, or individual.
4. Store the Pretest/Posttest Scoring Charts in an appropriate location for referral
during the school year and for end-of-year comparison of the Pretest and
Posttest scores.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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GUIDELINES FOR USING THE ONGOING
C O M P R E H E N S I O N S T R AT E GY A S S E S S M E N T S
In this program, Grade 6 covers twenty-two comprehension and word solving
strategies. In this book you will find two assessments for each strategy (arranged in
alphabetical order by strategy within Comprehension Skills and Word Solving Skills).
The assessments are numbered 1 to 44, and each assessment is two pages long.
The purpose of these assessments is to determine how well students have learned
each strategy. You may want to administer the two strategy-based assessments at
set times of the year (such as during the second and third quarters), or you can
administer an assessment for a specific strategy just after teaching the strategy in
the classroom. Although the assessments are numbered sequentially 1 through 44,
they do not need to be administered in any set order. You may choose to assess any
strategy in whatever order you teach them.
Each Ongoing Comprehension Strategy Assessment comprises a one-page reading
passage and a set of five questions. For comprehension and vocabulary strategies,
three of the items are multiple-choice questions; the other two are short-answer
questions that require students to write their own answers. Most of these responses
will be one to three sentences long. For assessments of word solving skills, all five
items are multiple-choice.
Plan for fifteen to twenty minutes to administer an Ongoing Comprehension Strategy
Assessment, but allow more time if needed.
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Comprehension Strategy Assessment • Grade 6
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To Administer an Ongoing Assessment:
1. Make a copy of the assessment for each student.
2. Have students write their names and the date at the top of each test page.
3. Direct students to read each passage and answer the questions that go with it.
4. For each multiple-choice question, instruct students to choose the best answer
and fill in the bubble beside the answer they choose.
5. For short-answer questions, have students write their responses (in phrases or
complete sentences) on the lines provided.
Listening Comprehension
Ongoing Assessments 1 to 34 are intended primarily for use as written
assessments of reading comprehension. However, they may also be used as
measures of listening comprehension. To use them for listening purposes,
read the passage aloud and have the students answer the questions.
Students may respond by marking and writing their answers on the test
page or by giving oral responses. If preferred, you may use one of the two
Ongoing Assessments for reading comprehension and the other for
listening.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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To Score the Ongoing Assessment:
6. Refer to the appropriate Answer Key (on pages 30 to 37). The answer key gives
the letter of the correct response for each multiple-choice question. It gives a
sample correct response for each short-answer question.
7. Mark each question correct or incorrect on the test page. You may need to
interpret the student’s written responses and decide whether they are correct
or incorrect, based on the sample answers in the answer key.
8. To find the total score, count the number of items answered correctly.
Using the Results:
9. Use the results of the Ongoing Assessment to evaluate each student’s
understanding of the tested strategy or skill.
10. A student who understands and applies a given strategy should answer at least
four of the five items correctly. A student who answers correctly fewer than four
items may need additional instruction on a particular strategy.
11. Use the Ongoing Strategy Assessment Record to keep track of a student’s
scores on the assessments during the school year. The record provides space
for writing the score on each of the two strategy assessments.
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GUIDELINES FOR USING THE POSTTEST
The Posttest has the same number of reading passages and items as the Pretest and
should be administered and scored in the same way. The test items on the Posttest
measure the same skills as the Pretest and in the same order. Thus, the item numbers
on the Individual Pretest/Posttest Scoring Chart are the same for both tests.
Use the results of the Posttest to determine each student’s current level of reading
ability, as well as his or her proficiencies in the strategies being tested. Compare the
students’ scores on the Pretest and Posttest—and on each strategy cluster within the
tests—to evaluate the student’s progress since the beginning of the year.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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Pretest
A Winter Tale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Laws of the Land . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
A Decision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Wender Middle School Weekly: The Art Club Field Trip . . . . . . . . 20
The Lever . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Vote for Iris! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Colonial Portraits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
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1. C
19. C
2. D
20. B
3. C
21. C
4. B
22. A
5. A
23. A
6. D
24. D
7. C
25. B
8. A
26. C
9. B
27. B
10. D
28. C
11. C
29. A
12. B
30. D
13. A
31. C
14. A
32. A
15. D
33. C
16. B
34. D
17. D
35. B
18. A
36. D
© 2006 Benchmark Education Company, LLC
Pretest
Answer Key
Comprehension Strategy Assessment • Grade 6
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Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Winter Tale
The immortal gods of ancient Greece often used their powers to meddle
in people’s lives on Earth. Sometimes these powers helped humankind, and
sometimes they hurt.
Long ago in ancient Greece, the god Hades ruled the dark underworld.
Even though Hades had great power, he did not have a wife. One day he saw a
lovely young woman in a meadow picking flowers. Her name was Persephone.
Hades decided that Persephone would be his wife and keep him company. That
very day, Hades captured Persephone from Earth and brought her to his shadowy
home. Hades was always kind to Persephone, but she became unbearably sad.
She missed the earth, the sunshine, and her mother Demeter, goddess of plants
and agriculture.
Demeter also missed Persephone. After a while, Demeter’s sadness turned
to anger. She did not have the power to go to the underworld and undo what
Hades had done, but she had power over all the plants and other living things
on Earth. In her anger, Demeter stripped every plant and tree in the world of its
leaves and flowers. She made mankind as sad and miserable as she felt herself.
Because of Demeter, the people now had no crops to harvest, and the trees
could give no shade. Flowers could not bloom.
Zeus, the chief of the gods, took pity on mankind and decided that Hades
should let Persephone return to her mother. Hades agreed, but with one
condition. Persephone had to return to the underworld for a few months of
every year.
When Persephone returned to her mother’s side, Demeter was ecstatic. She
let all the trees and plants bloom again. But every year when Persephone had
to return to the underworld, Demeter again lost heart. It is during those winter
months that the trees on Earth stand bare and no flowers bloom.
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Name ___________________________________ Date ____________
1. Which word best describes the character of Hades?
A generous
B fair-minded
C selfish
D pitiful
2. What was the main conflict in this story?
A Zeus and Hades did not like each other.
B Demeter left Hades in the underworld without a wife.
C Persephone and Demeter both loved Hades.
D Hades captured Persephone and would not release her.
3. Why did Demeter strip the leaves and flowers from every plant and tree?
A She was forced to live in the underworld.
B She did not like plants or animals.
C She wanted everyone to be as unhappy as she was.
D She did it to take revenge against Zeus.
4. The passage says, “Hades agreed, but with one condition.” Which word is a
synonym for condition?
A temperature
B requirement
C problem
D season
5. The passage says, “Demeter was ecstatic.” The word ecstatic
means __________.
A extremely happy
B angry; upset
C unbearably sad
D strong; powerful
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 6–10.
Laws of the Land
The laws of the United States are based on ideas in the Constitution. This
remarkable document went into effect in 1789. But who makes sure that the
laws of the land follow the guidelines set forth in the Constitution?
The Congress of the United States makes laws for our country. Then courts
decide whether the laws agree with principles stated in the Constitution. The
men and women who make these judicial decisions for the court are its judges.
There are courts and judges in every region of the United States. The highest
court of the land is the U.S. Supreme Court. It is located in Washington, D.C.
The Supreme Court was created by an act of Congress in 1789. The act
allowed the president to choose who should be on the court. Congress then
voted on the president’s choice. Only those who won at least two-thirds of the
votes in Congress would become judges, called Supreme Court justices.
The first Supreme Court chief justice, John Jay, and five other justices met
for the first time in 1790. It took two more years for these judges to organize
all the details about how the court would work. Since then, there have been
only 16 chief justices. Today, the Supreme Court has one chief justice and eight
other justices.
The court has grown and changed since 1790. When John Marshall was
chief justice in 1803, his court became the part of government to make final
decisions about which laws fit into the guidelines of the Constitution. Until
1967, only white men were Supreme Court justices. In 1967, President Lyndon
Johnson chose the first African American justice, Thurgood Marshall. Marshall
became one of the most important members of the Supreme Court in U.S.
history. Sandra Day O’Connor became the first female justice in 1981. In 2000,
the Supreme Court, led by William Rehnquist, decided the outcome of a close
election for the president of the United States.
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Name ___________________________________ Date ____________
6. What is the main idea of this passage?
A Congress makes laws for the United States.
B The Constitution took effect in 1789.
C The first Supreme Court met in 1790, led by Chief Justice John Jay.
D The Supreme Court decides whether laws fit the guidelines of the Constitution.
7. The passage says that men and women “make judicial decisions.” The word
judicial means __________.
A
B
C
D
making laws for the United States
the Constitution took effect in 1789
John Jay was the first chief justice of the Supreme Court
deciding whether the laws fit the principles of the Constitution
8. How did the first Supreme Court reflect the traditions of that period in history?
A
B
C
D
Only white men were appointed to the court.
The first chief justice was John Jay.
It took two years to organize the court.
The first court had only six justices.
9. In the author’s judgment, which of these people was probably the most effective
Supreme Court justice?
A
B
C
D
Sandra Day O’Connor
Thurgood Marshall
William Rehnquist
John Jay
10. Which detail from the passage supports the idea that the Supreme Court has
grown and changed since 1790?
A
B
C
D
The Supreme Court met for the first time in 1790.
John Marshall was chief justice in 1803.
In 1967, the president was Lyndon Johnson.
Sandra Day O’Connor became the first female in 1981.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 11–15.
A Decision
It’s a hot summer day in Whistler, Missouri, and nothing much out of the ordinary is
going on—except one thing. I have just won a contest. The question is will I or won’t I
be able to accept the prize?
This isn’t like deciding whether to go to a scary movie or deciding whether to tell our
parents how annoying Alfred can be. No, this is different. I have never even whispered
this aloud, not even to my mother, but I’m afraid of tall buildings! It seems strange that
I’ve been so quiet about this for all of my 12 years. Then again, there are no tall buildings
(other than the water tower) in our town.
Now I, Edwin Rodriquez, have a chance to stand on top of the world. In my hand
I have the letter that says I am one of the winners of the National Young Reporter’s
Contest. I have the chance to go to New York City and interview the mayor, in person,
from the Observation Deck near the top of the Empire State Building. That’s one of the
tallest buildings in the world! Just thinking about standing at this summit makes my
head spin.
When my parents get home, of course I have to talk to them about this. When I told
Alfred a little while ago, the news didn’t faze him. My grandmother just beamed when I
read the letter to her.
My parents have always praised my Rodriquez Family Report, which I present every
month. Did they think it would take me this far? My mother told me that my sense of
humor and strong writing skills make my monthly report something she always looks
forward to. She said the biggest state newspapers don’t hold a candle to my lively reports.
My father told me that I’ve been talking like a news reporter ever since I was a tot. But
now, there’s my lingering worry to be concerned about. I don’t think I can pass up this
opportunity, but I don’t know how I’ll overcome my fear.
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Name ___________________________________ Date ____________
11. What will most likely happen next?
A Edwin will decide not to tell his parents about the prize.
B Alfred will make fun of Edwin’s fears.
C Edwin will decide to accept the prize.
D Alfred will volunteer to go to New York with Edwin.
12. This story is narrated from whose point of view?
A
B
C
D
Alfred’s
Edwin’s
Grandmother’s
an outside observer’s
13. According to the narrator, how is Whistler, Missouri, different from
New York City?
A
B
C
D
It has no tall buildings.
No one in Whistler reads newspapers.
It holds contests quite often.
The town of Whistler does not have a mayor.
14. In the third paragraph, what words help you figure out the meaning of the
word summit?
A
B
C
D
near the top
chance to go
in the world
one of the winners
15. In this story, who is Alfred?
A
B
C
D
the family’s dog
Edwin’s father
a news reporter
Edwin’s brother
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
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Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 16–20.
Wender Middle School Weekly
The Art Club Field Trip
by Tracey Stowalkski
Last week, Mr. Permanz, the art teacher, showed slides at the art club meeting.
The subject of the show was Georgia O’Keeffe, a painter who lived for many years
in our state of New Mexico. Mr. Permanz chose O’Keeffe because the art club is
going to visit the Georgia O’Keeffe Museum in Santa Fe. Georgia O’Keeffe was the
greatest of all American painters.
The first slide showed an oil painting that O’Keeffe did as a young art student.
It won a prize in 1908, but O’Keeffe did not want to paint pictures that just
imitated real life. It was during her training to become an art teacher that she
developed her own painting style. Part of the style was based on using dark and
light colors to show personal feelings. This came from a Japanese idea called
notan. She used this idea to create original and unusual paintings.
For a while, O’Keeffe taught art at a school in Amarillo, Texas. She then
decided to live in New York City for a year, in 1914. In New York, O’Keeffe met a
famous photographer and art gallery owner named Alfred Stieglitz. When Stieglitz
showed a group of ten charcoal drawings by O’Keeffe in his gallery, she became
an instant success. Stieglitz and O’Keeffe later fell in love and married in 1924.
Critics thought O’Keeffe’s drawings and paintings were some of the most
unusual art ever made in America. After O’Keeffe married, she began to paint
full-time. In 1929, she spent the first of many summers in New Mexico. It was
love at first sight. In New Mexico, she began to paint flowers in close-up on large
canvases. She also painted the land and mountains of New Mexico, using her
own inimitable style.
After Alfred Stieglitz died, Georgia O’Keeffe moved to New Mexico for good.
Her home was the Ghost Ranch House. She died in 1984 at the age of 98.
We have a chance to experience her “love at first sight” when the art club
travels to Santa Fe to see Georgia O’Keeffe’s paintings. If you would like to join
us, come to our next art club meeting on Friday after school.
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Name
Date
16. Most of the information in this article is organized by __________.
A comparison and contrast
B chronological order
C cause and effect
D order of importance
17. Which sentence from the first paragraph states an opinion?
A “Last week, Mr. Permanz, the art teacher, showed slides at the art club meeting.”
B “The subject of the show was Georgia O’Keeffe, a painter who lived for many
years in our state of New Mexico.”
C “Mr. Permanz chose O’Keeffe because the art club is going to visit the Georgia
O’Keeffe Museum in Santa Fe.”
D “Georgia O’Keeffe was the greatest of all American painters.”
18. What evidence from the passage supports the conclusion that Georgia O’Keeffe
used ideas from other cultures in her paintings?
A Part of her style came from a Japanese idea called notan.
B O’Keeffe taught art at a school in Amarillo, Texas.
C Critics thought her paintings were some of the most unusual art in America.
D In 1929, she spent the first of many summers in New Mexico.
19. The passage says that O’Keeffe had “her own inimitable style.” You can
determine that the word inimitable means __________.
A a person who imitates
B imitated badly
C not able to be imitated
D having no limits
20. The author wrote this article mainly to __________.
A disagree with Mr. Permanz and his view of Georgia O’Keeffe
B inform students of Georgia O’Keeffe and interest them in a field trip
C compare the works of Georgia O’Keeffe and Alfred Stieglitz
D announce that Mr. Permanz was the best teacher at Wender Middle School
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
21
Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 21–25.
The Lever
Some machines are simple, meaning that they have just a few parts. The
lever is one kind of simple machine. Some tools that are levers you might be
familiar with are rakes, wheelbarrows, and crowbars. I use a lever in my favorite
sport—tennis.
Parts of a Lever
Every lever has three basic parts: a fulcrum, something that causes resistance,
and something that causes effort. To learn about how these lever parts work
together, think about a seesaw. The part in the center that holds the plank of the
seesaw in place is called the fulcrum. The part of the seesaw resting on the
fulcrum does not go up or down. The rest of the plank moves, or pivots, on the
fulcrum.
If you want to push your friend up on the seesaw, that means you are on
the effort arm of the seesaw and your friend is on the resistance arm. As your
partner goes down and you go up, your friend becomes the effort arm and you
become the resistance.
Tennis Racket
My tennis racket is a lever, too. The resistance is at the top of the racket
where I hit the ball with the strings. The effort is in the handle with which I
swing the racket. Where is the fulcrum? It’s my shoulder. It stays in one place
and pivots in order for me to swing the racket.
Each of these levers helps to change the direction of something:
the direction of one side of a seesaw or the direction of a tennis ball.
22
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
21. The author’s main purpose in this article is to __________.
A teach readers how to play tennis
B contrast different kinds of machines
C explain what a lever is and how it works
D entertain readers with a story about seesaws
22. Which part of this passage should you read to find a few examples of simple
machines that are levers?
A
B
C
D
first paragraph
Parts of a Lever
Tennis Racket
the diagram
23. In each diagram, what does the fulcrum do?
A
B
C
D
It enables the lever to move.
It moves up and down or sideways.
It stops the lever from moving.
It makes the lever change direction.
24. What does the caption explain?
A
B
C
D
how to create resistance
how to create effort
what a fulcrum is
what a lever does
25. Which is the best summary of this passage?
A
B
C
D
Playing tennis is a good example of using a lever.
Levers, such as seesaws and tennis rackets, are simple machines that all
work in the same way.
A seesaw is a lever with a fulcrum, a resistance arm, and an effort arm.
Most levers have the fulcrum in the middle or near the center, but tennis
rackets do not.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
23
Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 26–30.
Vote for Iris!
The teachers of Briarwood Middle School have challenged those interested in
running for class president to step forward, and I have. At today’s debate, you
will learn about my ideas and the ideas of my opponent, Isaac Reid.
For my opening statement, let me tell you why I’m running for class
president and what I think I can do in that office. My family came to the United
States from Sri Lanka because of the opportunity for a good life that the United
States offered. I was given a chance to succeed here at Briarwood Middle School,
and I have. My grades tell the story: all A’s and B’s. I want to help other students
succeed in any way they can.
How can I help you? As a kindergarten student, I learned to listen well in
order to perfect my English. I still listen well, and I enjoy doing it. If you tell me
something, I will remember. If you ask me something, I will find an answer. In
my regular student life, I’m the go-to person when it comes to finding out the
pages to read for assignments. I’m glad to share my notes with friends and
strangers alike. Not only do I listen well and cooperate with others, I like
helping. These qualities are like the ingredients that go into a good cake. But
every cake, even a good cake, needs frosting.
I have some creative ideas to add to my qualities as candidate for class
president. For example, I would encourage teachers to let students listen to
music through earphones in study hall. Of course, students would have to show
that they could still complete their work effectively. People like myself who love
music work better with lively sounds in the background. To back up my idea, I’ll
write a report about studies that have tested this idea in other schools. I’ll send
the report to our teachers and the principal.
I also believe we can act to make ourselves lean and mean student machines.
We should have more fresh fruit at lunch and fewer vending machines in our
cafeteria. These changes will help us stay healthy.
Please, vote for me, Iris Marawani, for a better life at school.
24
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
26. In this passage, which detail about Iris’s character shows that she is a
successful student?
A She is running for class president.
B She moved to the United States from Sri Lanka.
C She earns all A’s and B’s for grades.
D She was given a chance to succeed at Briarwood.
27. According to Iris, she became a good listener in order to __________.
A
B
C
D
make friends
learn English
take good notes
learn how to bake
28. Based on the details in this passage, you can conclude that __________.
A Iris does not like cakes with frosting
B Iris does not understand English very well
C Iris has some interesting ideas for her school
D Iris will win the election over Isaac Reid
29. What evidence does Iris provide to support her judgment that students should
be allowed to listen to music in study hall?
A
B
C
D
She says that some people work better with lively sounds in the background.
She claims to be the “go-to person” for class assignments.
She explains that every cake needs frosting.
She vows to write a report about things that other schools have done.
30. The teachers of Briarwood “have challenged those interested in running for
class president to step forward.” If the underlined word were replaced with
one of these words, which would have a negative connotation?
A invited
B asked
C urged
D threatened
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
25
Pretest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 31–36.
Colonial Portraits
You probably are fortunate enough to have many pictures of your friends, but
consider the fact that photography has not always been available. In colonial times,
people made portraits of one another with cutouts of their faces in silhouette.
(A silhouette is an outline of something, usually shown from the side.) You can
make your own silhouette portrait today. You may not need the candles people
used for light long ago, but you can still make a silhouette portrait.
Materials:
• black construction paper, white paper
• flashlight or other light
• chalk, scissors, and glue
Step 1. It is best to work in groups of three. Pin or tape the black paper on a wall.
Have one group member sit on a chair in front of the black paper. (That person’s side
should face the paper.)
Step 2. Have another group member shine a light in front of the seated member so
that the seated person’s shadow is cast on the black paper. Change the paper height
or the chair so that the silhouette is small enough to cut out and later mount on the
white paper.
Step 3. Have a third group member carefully trace the silhouette of the seated
person’s face and head in white chalk on the black paper.
Step 4. Cut out the silhouette by following the white chalk line. Glue the black
silhouette portrait onto the piece of white paper. Take turns until all three group
members have silhouette portraits of themselves.
Step 5. It’s a good idea to show all the portraits in one place. Can you guess who’s
who? Back in America’s colonial days, silhouettes like the ones you’ve made were
quite popular. Then and now, a silhouette portrait makes a wonderful gift.
26
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
31. The passage says that a silhouette of something is “usually shown from the
side.” Which word is an antonym for usually?
A never
B frequently
C seldom
D always
32. What should you do next after having a person sit in front of black paper?
A Use a light to cast a shadow.
B Cut out the chalk line.
C Tape black construction paper to a wall.
D Glue a silhouette on white paper.
33. What is the meaning of the word trace as it is used in this passage?
A an amount too small to measure
B to follow a trail left by someone or something
C to draw a line that copies another line
D one of two straps that connects a horse to a wagon
34. Which sentence from the passage states a fact?
A “It’s a good idea to show all the portraits in one place.”
B “It is best to work in groups of three.”
C “You may not need the candles people used for light long ago.”
D “In colonial times, people made portraits of one another with cutouts.”
35. Silhouette portraits were probably more popular in colonial times than they
are today because __________.
A people used candles in those days
B people could not take photographs then
C black paper was not available then
D chalk and scissors had not been invented
36. The passage says, “You may not need the candles people used for light long
ago, but you can still make a silhouette portrait.” Which is the best paraphrase
of this sentence?
A You can make a silhouette portrait by using a candle from long ago.
B Long ago, people used candles for light to make silhouette portraits.
C People needed candles for light long ago, but you need only a silhouette portrait.
D Even if you don’t need candles, you can still make a silhouette portrait.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
27
Assessments
28
A Hero for Working People (biography) . . . . . . . . . . . . . . . . . . . 38
Analyze Character
Assessment 2: The Kitchen Assistant (historical fiction) . . . . . . . . . . . . . . . . . 40
Analyze Character
Assessment 3: What Is a Hero? (biography) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Analyze Historical Perspective
Assessment 4: The Famous Belle Starr (biography). . . . . . . . . . . . . . . . . . . . . . 44
Analyze Historical Perspective
Assessment 5: The Happy Camper (realistic fiction). . . . . . . . . . . . . . . . . . . . . 46
Analyze Story Elements
Assessment 6: Grand Adventure (realistic fiction) . . . . . . . . . . . . . . . . . . . . . . . . 48
Analyze Story Elements
Assessment 7: A Jar Full of Jelly Beans (social studies nonfiction) . . . . . . . . . 50
Analyze Text Structure and Organization
Assessment 8: Music from Steam (social studies nonfiction) . . . . . . . . . . . . . . 52
Analyze Text Structure and Organization
Assessment 9: Are Hybrid Cars Safe? (science nonfiction) . . . . . . . . . . . . . . . . . . 54
Compare and Contrast
Assessment 10: Life Without Television (social studies nonfiction) . . . . . . . . . 56
Compare and Contrast
Assessment 11: Let’s Take a Closer Look (science nonfiction) . . . . . . . . . . . . . . 58
Draw Conclusions
Assessment 12: Dr. Jonas Salk (biography) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Draw Conclusions
Assessment 13: Island of Mystery (social studies nonfiction) . . . . . . . . . . . . . . 62
Evaluate Author’s Purpose and Point of View
Assessment 14: The World’s Greatest Magician (biography). . . . . . . . . . . . . . . . 64
Evaluate Author’s Purpose and Point of View
Assessment 15: A Monument to the Country (social studies nonfiction) . . . . . 66
Evaluate Fact and Opinion
Assessment 16: A Woman Traveler in Asia (biography) . . . . . . . . . . . . . . . . . . . 68
Evaluate Fact and Opinion
Assessment 17: Mount St. Helens (science nonfiction) . . . . . . . . . . . . . . . . . . . . 70
Identify Cause and Effect
Assessment 18: What Makes a Rainbow? (science nonfiction). . . . . . . . . . . . . . 72
Identify Cause and Effect
Assessment 19: Time Zones (social studies nonfiction). . . . . . . . . . . . . . . . . . . . 74
Identify Main Idea and Supporting Details
Assessment 20: A Baseball Fan’s Paradise (informational article). . . . . . . . . . . 76
Identify Main Idea and Supporting Details
Assessment 21: Westward We Go! (social studies nonfiction) . . . . . . . . . . . . . . 78
Identify Sequence or Steps in a Process
Assessment 22: Make a Corn Husk Doll (how-to article) . . . . . . . . . . . . . . . . . . 80
Identify Sequence or Steps in a Process
Assessment 1:
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Assessments
Where the Buffalo Roam (social studies nonfiction). . . . . . . . 82
Make Inferences
Assessment 24: Silly Science Prizes (science nonfiction) . . . . . . . . . . . . . . . . . . 84
Make Inferences
Assessment 25: Astronauts (science nonfiction) . . . . . . . . . . . . . . . . . . . . . . . . . 86
Make Judgments
Assessment 26: Entertaining the Troops (social studies nonfiction) . . . . . . . . 88
Make Judgments
Assessment 27: U.S. Immigration Today (social studies nonfiction) . . . . . . . . 90
Make Predictions
Assessment 28: Robots Are Real (science nonfiction) . . . . . . . . . . . . . . . . . . . . 92
Make Predictions
Assessment 29: Dorothea Lange: A Sensitive Eye (biography). . . . . . . . . . . . . . . . 94
Summarize or Paraphrase Information
Assessment 30: The Heroic Dogs of the Alps (social studies nonfiction). . . . . 96
Summarize or Paraphrase Information
Assessment 31: The Picture of Health (science nonfiction) . . . . . . . . . . . . . . . . 98
Use Graphic Features to Interpret Information
Assessment 32: The Land Down Under (social studies nonfiction) . . . . . . . . 100
Use Graphic Features to Interpret Information
Assessment 33: How to Make S’Mores (how-to article) . . . . . . . . . . . . . . . . . . 102
Use Text Features to Locate Information
Assessment 34: Workers with Wings (science nonfiction) . . . . . . . . . . . . . . . . 104
Use Text Features to Locate Information
Assessment 35: Exploring the West (social studies nonfiction) . . . . . . . . . . . . . 106
Identify Multiple-Meaning Words
Assessment 36: Modern Knights (social studies nonfiction) . . . . . . . . . . . . . . 108
Identify Multiple-Meaning Words
Assessment 37: Decoding the Rosetta Stone (social studies nonfiction) . . . . 110
Identify Synonyms, Antonyms, and Homonyms
Assessment 38: Movies and the Great Depression (social studies nonfiction) . . . 112
Identify Synonyms, Antonyms, and Homonyms
Assessment 39: The Wild, Wild West (social studies nonfiction) . . . . . . . . . . 114
Understand Denotation and Connotation
Assessment 40: A Presidential Hero (biography) . . . . . . . . . . . . . . . . . . . . . . . . . 116
Understand Denotation and Connotation
Assessment 41: A Safer Ride (science nonfiction). . . . . . . . . . . . . . . . . . . . . . . 118
Use Context Clues to Determine Word Meaning
Assessment 42: Is That Volcano Going to Erupt? (science nonfiction) . . . . . 120
Use Context Clues to Determine Word Meaning
Assessment 43: Dutch Windmills (social studies nonfiction) . . . . . . . . . . . . . 122
Use Knowledge of Word Structures to Determine Word Meaning
Assessment 44: From Worm to Wedding Gown (science nonfiction) . . . . . . . 124
Use Knowledge of Word Structures to Determine Word Meaning
Assessment 23:
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
29
Answer Key
Ongoing Comprehension Strategy Assessments
Assessment 1: A Hero for Working People
(Analyze Character)
1. B
2. C
3. D
4. A
5. C
Assessment 2: The Kitchen Assistant
(Analyze Character)
1. D
2. B
3. C
4. A
5. B
Assessment 3: What Is a Hero?
(Analyze Historical Perspective)
1. C
2. A
3. B
4. D
5. C
Assessment 4: The Famous Belle Starr
(Analyze Historical Perspective)
1. A
2. B
3. D
4. C
5. B
Assessment 5: The Happy Camper
(Analyze Story Elements)
1. B
2. C
3. B
4. A
5. D
30
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Assessment 6: Grand Adventure
(Analyze Story Elements)
1. D
2. B
3. A
4. C
5. D
Assessment 7: A Jar Full of Jelly Beans
(Analyze Text Structure and Organization)
1. D
2. C
3. A
4. B
5. C
Assessment 8: Music from Steam
(Analyze Text Structure and Organization)
1. C
2. A
3. B
4. D
5. C
Assessment 9: Are Hybrid Cars Safe?
(Compare and Contrast)
1. B
2. C
3. C
4. D
5. A
Assessment 10: Life Without Television
(Compare and Contrast)
1. D
2. A
3. B
4. C
5. C
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
31
Assessment 11: Let’s Take a Closer Look
(Draw Conclusions)
1. C
2. A
3. D
4. B
5. A
Assessment 12: Dr. Jonas Salk
(Draw Conclusions)
1. A
2. D
3. B
4. C
5. B
Assessment 13: Island of Mystery
(Evaluate Author’s Purpose and Point of View)
1. A
2. C
3. B
4. D
5. B
Assessment 14: The World’s Greatest Magician
(Evaluate Author’s Purpose and Point of View)
1. D
2. C
3. C
4. A
5. B
Assessment 15: A Monument to the Country
(Evaluate Fact and Opinion)
1. B
2. C
3. B
4. A
5. D
Assessment 16: A Woman Traveler in Asia
(Evaluate Fact and Opinion)
1. D
2. B
3. C
4. C
5. A
32
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Assessment 17: Mount St. Helens
(Identify Cause and Effect)
1. D
2. C
3. B
4. A
5. D
Assessment 18: What Makes a Rainbow?
(Identify Cause and Effect)
1. B
2. C
3. A
4. C
5. A
Assessment 19: Time Zones
(Identify Main Idea and Supporting Details)
1. B
2. C
3. B
4. D
5. A
Assessment 20: A Baseball Fan’s Paradise
(Identify Main Idea and Supporting Details)
1. D
2. D
3. C
4. B
5. A
Assessment 21: Westward We Go!
(Identify Sequence or Steps in a Process)
1. C
2. A
3. D
4. B
5. B
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
33
Assessment 22: Make a Corn Husk Doll
(Identify Sequence or Steps in a Process)
1. C
2. A
3. C
4. D
5. B
Assessment 23: Where the Buffalo Roam
(Make Inferences)
1. B
2. D
3. C
4. A
5. B
Assessment 24: Silly Science Prizes
(Make Inferences)
1. A
2. C
3. D
4. B
5. D
Assessment 25: Astronauts
(Make Judgments)
1. A
2. C
3. D
4. D
5. B
Assessment 26: Entertaining the Troops
(Make Judgments)
1. B
2. D
3. B
4. C
5. A
34
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Assessment 27: U.S. Immigration Today
(Make Predictions)
1. D
2. A
3. C
4. B
5. C
Assessment 28: Robots Are Real
(Make Predictions)
1. B
2. C
3. A
4. B
5. D
Assessment 29: Dorothea Lange: A Sensitive Eye
(Summarize or Paraphrase Information)
1. C
2. D
3. B
4. A
5. C
Assessment 30: The Heroic Dogs of the Alps
(Summarize or Paraphrase Information)
1. C
2. B
3. D
4. A
5. C
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
35
Assessment 31: The Picture of Health
(Use Graphic Features to Interpret Information)
1. D
2. A
3. B
4. A
5. C
Assessment 32: The Land Down Under
(Use Graphic Features to Interpret Information)
1. D
2. A
3. B
4. C
5. B
Assessment 33: How to Make S’Mores
(Use Text Features to Locate Information)
1. C
2. B
3. C
4. D
5. A
Assessment 34: Workers with Wings
(Use Text Features to Locate Information)
1. C
2. D
3. B
4. A
5. D
Assessment 35: Exploring the West
(Identify Multiple-Meaning Words)
1. C
2. B
3. D
4. A
5. B
Assessment 36: Modern Knights
(Identify Multiple-Meaning Words)
1. B
2. D
3. C
4. A
5. B
36
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Assessment 37: Decoding the Rosetta Stone
(Identify Synonyms, Antonyms, and Homonyms)
1. C 4. D
2. A 5. A
3. B
Assessment 38: Movies and the Great Depression
(Identify Synonyms, Antonyms, and Homonyms)
1. D 4. C
2. A 5. D
3. B
Assessment 39: The Wild, Wild West
(Understand Denotation and Connotation)
1. B 4. D
2. C 5. C
3. A
Assessment 40: A Presidential Hero
(Understand Denotation and Connotation)
1. A 4. A
2. C 5. D
3. B
Assessment 41: A Safer Ride
(Use Context Clues to Determine Word Meaning)
1. B
2. D
3. A
4. C
5. A
Assessment 42: Is That Volcano Going to Erupt?
(Use Context Clues to Determine Word Meaning)
1. A
2. C
3. B
4. B
5. D
Assessment 43: Dutch Windmills
(Use Knowledge of Word Structures to Determine Word Meaning)
1. C 4. A
2. A 5. B
3. C
Assessment 44: From Worm to Wedding Gown
(Use Knowledge of Word Structures to Determine Word Meaning)
1. B 4. A
2. D 5. B
3. C
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
37
Ongoing Comprehension Strategy Assessment • 1
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Hero for Working People
Just after World War II, in 1949, Poland became one of many countries in Eastern
Europe ruled by the Soviet Union. But in a small Polish town called Popowo, there
lived a boy who would change all that.
Lech Walesa never had an opportunity to attend college. He started work fixing
cars when he was 18 and then went into the army in 1965. Two years later, he
became an electrician in the Gdansk shipyards. He learned to care about his fellow
workers.
Over the years, Walesa became angry that he and his friends had no rights as
workers and no say in their jobs. In fact, they had no say in anything. They had to do
what the communist government in the Soviet Union told them to do. Walesa tried to
start a workers’ union in 1976, hoping that the government would listen to their
demands, but instead he was fired from his job.
That didn’t stop Walesa, though. He started organizing workers’ strikes and talking
to people all over Poland about his concerns. Sometimes he was in danger, but he
continued his efforts anyway. He was made the head of a new group for workers
called Solidarity. In 1981, Lech Walesa was arrested and confined in a house far away
from the cities and the workers.
Then in 1983, word reached Poland
that Lech Walesa had won the Nobel Peace
Prize. Now he was famous all over the
world. The government was forced to take
him and his workers seriously when they
called for changes in Poland. Before long,
political elections were held. Lech Walesa,
the hero of the Polish people, was elected
president of the country. Ever since then,
Polish people have been able to elect their
own leaders.
38
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to the passage, why did Lech Walesa want to start a workers’ union?
A He wanted to become rich.
B He hoped it would make the government listen.
C He wanted to show support for communism.
D He lived far away from the cities and workers.
2. Which words best describe the character of Lech Walesa?
A
B
C
D
reckless and foolish
quiet and reserved
courageous and bold
greedy and self-serving
3. Why did Lech Walesa become angry about his situation?
A
B
C
D
He wanted to attend college.
He did not like being an electrician.
The workers did not care about the government.
The workers had no rights and no say.
4. Which detail from the passage supports the idea that Lech Walesa
acted bravely?
A
B
C
D
He continued talking to people even though he was in danger.
He started fixing cars when he was only 18 years old.
He joined the army and then became an electrician.
He learned to care about his fellow workers.
5. Why was the communist government finally forced to take Lech Walesa
seriously?
A
B
C
D
He was arrested.
He was confined far away from the other workers.
He won the Nobel Peace Prize.
He started a new workers’ union.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
39
Ongoing Comprehension Strategy Assessment • 2
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Kitchen Assistant
“Faster, boy!” shouted Chef, almost in Jack’s ear.
Jack jumped and looked around at Chef’s red face. He knew better than to say anything
because his boss would just get even angrier.
“Hurry up with that, whatever it is you’re making,” growled Chef as he returned to his
cozy chair by the fire. Ever since Jack had arrived at Dragonshadow Castle to work as a
kitchen assistant, Chef had made him do more and more of the work. He cooked almost
everything for King Balthazar and his court now, but the king didn’t know it. He thought
Chef did all the cooking.
Jack sighed and kept stirring the huge pot of stew as Chef began to snore. Jack took a
little taste of the stew and, as always, it was terribly boring. Chef made sure only tiny amounts
of herbs and spices went into the food. He said the king liked his food that way, but Jack
suspected that Chef stole the extra spices and sold them.
Jack was really tired of always cooking bland food. Suddenly, he had an idea. He sneaked
over to the shelf and grabbed big handfuls of herbs. While Chef just kept snoring, Jack threw
the herbs into the pot. Soon the kitchen smelled delicious.
When Chef woke up, he sniffed the air and roared, “What have you done? I can tell you’ve
done something to my recipe!”
Just then, the royal servants came and grabbed the pot of stew. Chef followed after
them, still screeching, and pulled Jack along by his ear. “I’ll have the king fire you for this,”
he snarled.
At the king’s table, just as Chef threw Jack to the floor in front of the royal family, King
Balthazar raised a spoon to his lips. “My gracious goodness!” he said.
“I can explain everything,” said Chef, glaring at poor Jack, who had skinned his knee on
the marble floor. “It is all the fault of this dreadful, disobedient boy. He made the stew. I had
nothing to do with it. You should fire him immediately.”
King Balthazar looked at Jack. “Is this true, boy?”
“Yes, S-s-sire,” Jack stammered, hanging his head.
“Very well,” said the king as he rose to his feet. “I agree, I need to do some firing. Chef,
consider yourself unemployed. Jack, you are the new chef. This is the best stew I’ve ever had!”
40
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which words best describe the character of Chef?
A friendly and energetic
B helpful and talented
C kind and generous
D lazy and dishonest
2. Which detail in the story suggests that Jack was serious and hardworking?
A He said nothing that would make Chef angry.
B
C
D
He did most of the cooking for the king.
He got really tired of cooking bland stew.
He admitted that he had made the stew.
3. Why did Jack decide to put herbs in the stew?
A He wanted to make Chef angry.
B He did not want Chef to sell the herbs.
C He thought the stew tasted boring.
D He wanted the royal servants to smell the stew.
4. Which detail best supports the idea that Chef was irresponsible?
A He blamed everything on Jack.
B He took on Jack as an assistant.
C He roared at Jack when he woke up.
D He dragged Jack to the king’s table.
5. How did Jack get what he deserved?
A Chef finally realized how hard Jack worked.
B King Balthazar found out what a good chef Jack was.
C Jack told the king how Chef made stew.
D The king thought Chef stole some spices.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
41
Ongoing Comprehension Strategy Assessment • 3
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
What Is a Hero?
People are called heroes when they have the courage to take a stand for a just
cause. Oskar Schindler is thought of as a hero by many people.
Schindler was born in the Czech Republic. He was known as a drinker and a
gambler in business, and in many ways he was a greedy person. He was always
looking for ways to get what he wanted. When Schindler realized that the Nazi
Party was growing powerful in the 1930s, he joined the party and became
friendly with high-ranking Nazi officials. When the actions of the Nazi Party
started World War II, he saw the war as a good chance to make money.
In 1939, the Nazis moved into Poland and Schindler followed. With the help
of his Nazi friends, he took over a factory. The factory had been stolen from a
Jewish family by the Nazis. Schindler hired Jewish workers, but he did not do
this because he wanted to be nice to Jews. By 1941, the Nazis had made it very
hard for Jewish people to get work. Schindler hired Jews because he would not
have to pay them much.
Schindler soon realized that the Nazis were planning to exterminate, or
kill, all Jewish people. He saw the cruel way the Jews were being treated and
decided to do something to save the lives of Jewish people. He bribed and
tricked the Nazis, and he persuaded Nazi officials to spare the lives of many of
his workers. He set up a camp for many workers to stay. He chose to spend all
his money to help Jews escape harm. In the end, he saved the lives of more than
1,000 people.
The story of Oskar Schindler shows that one person can make a difference
in the lives of many. It also shows that a person can do both harm and good.
At first, Schindler took advantage of Jewish people, but later he helped
them survive.
42
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Why wasn’t Oskar Schindler considered unusual when he joined the Nazis
in the 1930s?
A The Nazis had made it hard for Jews to find work.
B Everyone in Europe wanted to make money.
C The Nazis were becoming very popular at the time.
D Jewish people were not allowed to join the Nazi Party.
2. How did Schindler take control of the factory in Poland?
A
B
C
D
He got help from Nazi friends.
He bought the factory from its owners.
He convinced Jewish workers to help him.
He won the factory as payment for gambling debt.
3. Why were the Nazis able to mistreat Jewish workers in the early 1940s?
A
B
C
D
Oskar Schindler took over a factory.
They controlled much of Europe.
The Nazis saw the war as a good chance to make money.
Schindler set up a camp where Jewish workers stayed.
4. Why did Schindler hire Jews to work in his factory?
A
B
C
D
He felt bad because the Nazis stole the factory.
He wanted to help the Jews.
The Nazis wanted Jewish people to work there.
He did not have to pay them much.
5. Which detail in the passage supports the idea that Schindler’s actions at the end
of the war were heroic?
A
B
C
D
He was always looking for ways to get what he wanted.
He became friendly with high-ranking Nazi officials.
He spent all his money to help Jews escape harm.
He realized that the Nazis planned to kill the Jewish people.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
43
Ongoing Comprehension Strategy Assessment • 4
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Famous Belle Starr
In the mid-1800s, much of the western United States was still unsettled and
“wild.” In this area, called the frontier, it was hard to enforce the law, and many
outlaws became famous. Belle Starr, born in 1848 as Myra Maybelle Shirley, is
one of the most well-known female outlaws of the West.
As a young girl, Belle was friends with Cole Younger and Jesse James. Both
men later became legendary bank robbers. When Belle was eighteen, she married
James Reed, who also became a fairly well-known bank robber. After Reed was
killed, Belle turned to crime herself. By the time she married Samuel Starr, she
was a well-known outlaw.
There are many stories about Belle Starr, but not all of them are true. Female
outlaws were rare in the 1800s. This made people more likely to talk about Belle
and to exaggerate their stories.
Most people agreed that she was very glamorous and pretty. Some say that
she wore a man’s hat with a large feather plume. Others say that she sometimes
rode her horse through town, shooting her pistols in the air. At that time, wild
behavior like this was considered unattractive in women.
Belle Starr was put on trial several times on charges of robbery but was sent
to jail only once, for nine months. Two days before her forty-first birthday, she
was shot and killed while riding home from the store. The person who fired the
shot was never caught.
44
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
1. According to the passage, why were there so many stories about Belle Starr?
A There were very few female outlaws in the 1800s.
B People did not like to tell stories in the 1800s.
C She was married twice to bank robbers.
D Her older brother was famous.
2. In the mid-1800s, the most popular legends about outlaws were mostly
about __________.
A cowboys
B bank robbers
C women
D gunfighters
3. Most people who heard about Belle Starr in the 1800s believed that she
was __________.
A innocent
B clever
C unappealing
D beautiful
4. Why were there so many outlaws in the West in the 1800s?
A The frontier had many banks.
B Many people had pistols.
C It was hard to enforce the law.
D People wanted to become famous.
5. Why would people in the 1800s have considered Belle Starr unattractive?
A She had been to jail.
B Her behavior was wild.
C She wore a man’s hat.
D She was friends with bank robbers.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
45
Ongoing Comprehension Strategy Assessment • 5
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Happy Camper
When Caroline and I crawled out of our tent, I groaned that my sleeping bag must
have had rocks beneath it. I ached all over. Caroline, of course, had no problem at all.
She was chirpy as ever and said she had slept like a baby.
“Juanita, there’s nothing better than camping in the great outdoors,” were her
exact words to me.
Truthfully, I would rather have been in my living room, curled up on the
rug, watching a DVD. Of course, Caroline could join me if she didn’t mind
staying indoors.
As I daydreamed about my cozy home, Caroline said she couldn’t wait to have
breakfast cooked over an open fire. I couldn’t resist trying to rattle this happy camper
just a little by asking if she’d like some tasty wild porcupine broiled over the flames.
When Caroline told me I had a sick sense of humor, she began to laugh, which
got me started, too. Our laughter woke up the other girls from our club and the
parent chaperones.
Caroline and I quickly decided to go wash up at the outdoor water pump, and I
followed her down the path in the woods. Caroline was ahead of me, and she started
to challenge me to a race when, suddenly, she stopped dead in her tracks. She turned
to me with her smile wilted and her rosy cheeks gone pale.
My eyes followed Caroline’s finger and the direction it pointed in. I saw the water
pump several yards in front of us, and I also saw the snake curled up beside it.
Caroline nodded that she was afraid of snakes when I asked her, so I patted her on
the back and explained that it was a harmless milk snake. I knew that because my
brother and I once had one as a pet. To tell you the truth, the snake was the first
interesting thing that happened on this camping trip.
Suddenly I was smiling, beaming with excitement, and guess who won the race to
the pump? Who was the happy camper now?
46
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
1. Who is the narrator of this story?
A Caroline
B Juanita
C a parent chaperone
D an outside observer
2. What is the setting of the story?
A evening on a rug in a living room
B
C
D
night in sleeping bags at a camp
morning at a campground in the woods
afternoon at a water pump by a tent
3. Which word best describes how Caroline feels at the beginning of the story?
A grumpy
B carefree
C bored
D homesick
4. What is the problem at the beginning of the story?
A Caroline and Juanita have different attitudes about camping.
B The other girls are asleep when Caroline and Juanita wake up.
C Caroline and Juanita cannot be friends with each other.
D The parent chaperones did not bring fresh water for the campers.
5. Why does Juanita’s mood change by the end of the story?
A She is happy that Caroline likes her joke about the wild porcupine.
B She is having happy daydreams about her cozy home.
C She is worried because Caroline is afraid of snakes.
D She is excited to see the milk snake and win the race.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
47
Ongoing Comprehension Strategy Assessment • 6
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Grand Adventure
Mrs. Stiles, Wilky’s mother, saw moving as a grand adventure, but Wilky saw it as a
downward spiral. When he lived in an apartment, Wilky enjoyed taking a bus to school
with his friends. Now he walked to school alone, and being alone was not adventurous at
all. Instead of tall buildings and busy traffic at each corner, there were houses and lawns
with clusters of trees or parks dotting the quiet town where Wilky now lived.
Wilky worried that a boy like him from the city would have nothing in common with
anyone in Dunbarton. As he pondered this thought, he felt a tug at the hem of his pants.
He turned around and found a black dog—and a very young one—nipping at his heels. It
was trying to play, not attack.
“Down!” he said sternly. He knew several dog commands from taking care of his own
dog, Dakota—until Dakota had died of old age. The young dog without a collar stopped
and looked at Wilky. One ear stood straight up while the other helplessly flopped. “Stay!”
Wilky commanded. To his surprise, the young dog obeyed.
Later, after a school day that did not bring new friends or any kind of grand adventure,
Wilky walked home. Behind him were some boys he recognized from school, but they
didn’t seem to notice Wilky, so he continued walking by himself.
When Wilky passed the cluster of trees where the young dog had found him that
morning, he saw it lying beside a tree. “Hey, boy,” he called out. One of the dog’s ears
stood straight up and found Wilky’s voice. It leaped to the sidewalk and trotted beside
Wilky. When Wilky stopped, it sat. When Wilky took a step, it followed him again.
“Did you teach him that?” asked one of the boys from school as he approached.
“What’s his name?”
“This is . . .” Wilky paused to think. “Adventure. Actually, his full name is
Grand Adventure.”
When Wilky arrived home, his mother was happy to meet Wilky’s new friend
Jeremy and the other boys. Then she saw the young dog and said, “Well, this is a
grand adventure.”
48
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
1. Who is the narrator of this story?
A Mrs. Stiles
B Wilky
C Jeremy
D an outside observer
2. What problem does Wilky have at the beginning of this story?
A He needs to train a new pet.
B
C
D
He has no friends.
He doesn’t like grand adventures.
He wishes he had a new dog.
3. How does Wilky solve his problem by the end of the story?
A The dog he finds helps him make a new friend.
B He decides that the new dog will be his friend.
C He asks some boys to walk to school with him.
D He asks his mom if he can ride a bus to school again.
4. How was Wilky able to control the young dog so easily?
A His mother taught him to look at everything as a grand adventure.
B The black dog had been trained at an obedience school.
C He knew about dog commands from having his own pet.
D Jeremy told him what to say to the dog.
5. What is the theme of this story?
A Pets make the best friends.
B Small towns are the best place to live.
C Moving to a new town is easier for adults than for kids.
D If you are patient, you can find grand adventures wherever you go.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
49
Ongoing Comprehension Strategy Assessment • 7
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Jar Full of Jelly Beans
Just about everybody, from toddlers to presidents, likes jelly beans. Every year
people buy millions of them, but where did jelly beans first come from and how
are they made?
Most candy is made with sugar, and a long time ago, sugar was expensive.
Rich people who could afford it ate a soft, chewy candy called “Turkish Delight.”
It was a lot like the middle of a modern jelly bean, but it was a different shape.
Eventually, when sugar became cheaper, someone figured out how to make a thin,
hard coating for candy. That is when true jelly beans were born. By that time,
about a hundred years ago, children could buy candy for a penny at the general
store. Jelly beans quickly became a favorite.
Nowadays, candy factories make jelly beans in huge vats. Sugar and corn syrup
are heated together in the vat until they melt, and the hot liquid is then poured
into molds shaped like little beans. After the candy cools and hardens, it is
“panned.” This means the jelly beans are put into big metal drums that turn
around and around. Workers pour a sugar mixture into the revolving drums, and
the sugar coats the jelly beans with a hard shell containing color and flavor. After
that, the candy is put in packages and sent to stores all over the world.
A former president of the United States, Ronald Reagan, loved to eat jelly
beans. President Reagan always had a jar of them on his desk. He liked licorice
jelly beans best. Some people like very strange flavors, such as hot pepper or the
“every-flavored” beans recently popularized by Harry Potter.
50
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Most of the information in this passage is organized by __________.
A categories and examples
B order of importance
C spatial description
D chronological order
2. Which of these events happened first?
A
B
C
D
Children bought candy at the general store.
Someone figured out how to make a hard coating.
Rich people ate “Turkish Delight.”
Candy factories sent jelly beans out to stores.
3. The third paragraph of this passage presents information as __________.
A steps in a process
B a comparison of two things
C causes and effects
D a problem and a solution
4. What happens right after the sugar and corn syrup are melted together?
A
B
C
D
Workers pour a sugar mixture into the revolving drums.
The hot liquid is poured into molds.
Sugar coats the jelly beans with a hard shell.
The cooled candy is “panned.”
5. How does the information in the last paragraph relate back to the first
paragraph?
A
B
C
D
The author talks about people who like jelly beans in both paragraphs.
The first paragraph is about jelly beans, and the last paragraph mentions
flavors of jelly beans.
The author mentions presidents in the first paragraphs and gives details about
a president in the last paragraph.
Many people like jelly beans, and many people like Harry Potter.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
51
Ongoing Comprehension Strategy Assessment • 8
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Music from Steam
Imagine a big piano or organ that can be heard for miles and miles and that rides
in a wagon or on a boat. If that big musical instrument is powered by steam, it’s
a calliope!
What is a calliope?
A calliope (pronounced kuh-LIE-uh-pee) is a musical instrument powered by steam.
It has 32 to 44 metal keys, which control large whistles. Steam blows through the
whistles. It takes one person to play the keys, but one other person has to add fuel
to keep making steam. The steam is very hot, so the keys get hot, too. Playing the
calliope is hard work!
Where were calliopes played?
In the late 1800s, there were calliopes all over America. Some were on steamboats
that traveled up and down the rivers, such as the Mississippi. People always knew
when the steamboat was coming because they could hear the calliope playing!
Calliopes were also played in circuses. The circus arrived in a parade of wagons, and
the calliope often rode in the last wagon. It played so loudly that even people in
nearby towns could hear it. Children came running when they heard the calliope.
Where are they now?
The first calliope was built in Worcester, Massachusetts, in 1855, and they soon
started appearing everywhere. But in the 1900s steam power started to fade out,
and calliopes began to disappear. Now there are only 14 left in the world. A few
steamboats still have them. They are still very loud, and people still love to
hear them!
52
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Most of the information in this passage is organized by __________.
A problems and solutions
B comparison and contrast
C questions and answers
D cause and effect
2. The function of the second paragraph in this passage is to __________.
A describe what a calliope is
B tell how calliopes were invented
C give information about steamboats
D express the author’s opinion of calliopes
3. According to the second paragraph, a calliope can best be described
as __________.
A an old steamboat
B a steam-powered organ
C an alarm bell
D an instrument in a wagon
4. According to the third paragraph, where were calliopes usually found?
A in towns all over America
B on the Mississippi River
C on people’s wagons
D on steamboats or in circuses
5. Why are so few calliopes left in the world?
A People quit making them after 1855.
B The calliopes made in Worcester got too old to use.
C Steam power started to fade out.
D The calliopes were so loud that people didn’t want them anymore.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
53
Ongoing Comprehension Strategy Assessment • 9
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Are Hybrid Cars Safe?
Most cars run on gas alone. Hybrid cars run on both gas and a rechargeable
electric motor. The electric motor saves money and energy. Because of high gas
prices and concerns about having enough oil, hybrid cars have become quite
popular. They are known to be just as safe to drive as regular cars. Some people
even think that they are safer than regular cars. This is because hybrids tend to
be small, quick, and easy to handle. However, hybrid cars may be a cause for
concern to emergency workers and car mechanics.
Sometimes when a car is in an accident, emergency workers need to cut
through the car to save people inside. The batteries in hybrid cars are 40 times
more powerful than those in regular cars. This means there is a strong electric
current running through the car. Rescue workers must shut down the electric
motor before cutting into the metal parts of the car. If they don’t, they could
receive a severe electric shock.
The electric current in hybrid cars can also be dangerous for car mechanics.
Mechanics who work on regular cars must learn new safety steps for working on
hybrids. One step is shutting down the electric motor before starting their work.
If they do not do this, they too could run the risk of getting an electric shock.
As hybrid cars become more widely used, carmakers may find new ways to
address these safety concerns. Until then, emergency workers and car mechanics
should always take safety measures when working with hybrid cars.
54
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Based on the passage, which is one way that hybrid cars and regular cars
are alike?
A They both run on gasoline alone.
B They are both considered safe to drive.
C Their batteries produce the same amount of electrical current.
D They are both dangerous for car mechanics.
2. What does a hybrid car have that a regular car does not have?
A
B
C
D
gas
oil
an electric motor
metal parts
3. In what way are hybrid cars different from regular cars?
A
B
C
D
They have larger engines.
They have more towing power.
They have stronger batteries.
They have more room for passengers.
4. How does the author describe the batteries in hybrid cars and regular cars in
the second paragraph?
A
B
C
D
by explaining how both batteries work
by listing problems both batteries can cause
by comparing how the batteries are alike
by contrasting how the batteries are different
5. Why are hybrid cars more dangerous to car mechanics than regular cars are?
A
B
C
D
They can cause electric shocks.
They are more likely to explode.
They often cause acid burns.
They are more likely to break apart.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
55
Ongoing Comprehension Strategy Assessment • 10
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Life Without Television
Can you imagine life without a television? Just about everybody likes to
watch their favorite shows. TV is entertaining, and it helps to keep us informed.
We see the news almost as it happens, and TV can provide opportunities to
learn new things. There are many shows that teach about science, social studies,
cooking, and even art.
However, some parents and teachers think people should turn off the TV
more. They think kids who watch too much don’t spend enough time getting
exercise. They also worry that kids are influenced more than adults by the
advertisements they see on TV. Many children in America watch three or four
hours of television a day. By the time they finish high school, they will have
spent more time in front of the TV than in school.
Until the 1950s, almost nobody had a television. TVs did not become
available until the late 1940s, and for many people they were not affordable.
So what did people do in their spare time? Kids read books and magazines,
played games, did chores, or worked on their homework. Parents did the same
kinds of things—except the homework, of course! Sometimes parents told
stories or read to their kids, or the whole family played cards together.
Some parents of today have thrown away their televisions, but not many kids
like that idea. Some other parents let their kids watch TV shows or play video
games on TV for only an hour a day, and others make television watching into
family time. Watching TV can be fun, but watching too much can be harmful.
That’s why every family needs its own rules about TV.
56
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to the passage, what is something kids used to do before
they had TVs?
A played computer games
B watched videos
C sent text messages
D did chores
2. What does the author compare and contrast in this passage?
A
B
C
D
life with TV and life without it
televisions before 1950 and televisions after
parents and teachers
television and board games
3. According to the author, how is watching TV more beneficial than some
parents and teachers think?
A
B
C
D
People can exercise while watching TV.
TV provides opportunities to learn new things.
Kids can buy things they see on TV.
TV gives kids something to do three or four hours a day.
4. According to the second paragraph, why do some people think that watching
TV is more harmful to kids than to adults?
A
B
C
D
TV is more entertaining for kids.
Kids don’t watch the news as often.
Kids may be influenced more by advertisements.
Kids do fewer chores than adults do.
5. What do many children enjoy doing now that they could not do in the 1950s?
A
B
C
D
reading books and magazines
working on their homework
playing video games on TV
doing household chores
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
57
Ongoing Comprehension Strategy Assessment • 11
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Let’s Take a Closer Look
Have you ever looked through a microscope or seen a picture of a small
object that has been magnified? The objects that you saw looked larger because
of special magnifying lenses. A magnifying lens is made by grinding a piece of
glass into a curved shape. The curves cause things seen through the glass to
look larger.
How long have people used magnifying lenses? Ancient Romans used them to
focus the sun’s rays as well as to magnify things. Lenses did not become widely
used until the 1200s when people began wearing eyeglasses. As people began to
use magnifying lenses more, they began to experiment with them. This led to
the invention of the microscope.
The first microscopes were not very strong. They only magnified things
about ten times their normal size. Then in the 1600s, a man named Anton van
Leeuwenhoek from Holland taught himself how to grind small lenses to create
very strong magnification. He made a stronger microscope. Using his new
microscope, he was the first person to see living things within a drop of water.
He could even see and describe tiny bacteria.
In England, a man named Robert Hooke was also doing work with
magnification. He used Leeuwenhoek’s work as a foundation for his work.
Hooke began with Leeuwenhoek’s microscope and improved it. He also noticed
that water contained tiny living things. After that, the microscope did not
change much for the next 100 years or so. Then, in the 1800s, an American
named Charles Spencer began making even better microscopes.
The microscope has led to important medical discoveries. Much of what
we know today about bacteria, cells, and curing disease we learned by using
microscopes.
58
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Based on the passage, you can conclude that __________.
A
B
C
D
Hooke’s microscopes were stronger than Spencer’s
Hooke’s lenses were the finest lenses ever made
Leeuwenhoek’s work helped Robert Hooke’s work
Leeuwenhoek was smarter than Hooke
2. What can you conclude from the information in the second paragraph?
A Lenses became more important when eyeglasses were invented.
B Before 1200, people did not need to magnify things.
C The ancient Romans were very skilled at making different kinds of lenses.
D No one needed eyeglasses or lenses until the 1200s.
3. You can conclude from the third paragraph that before Leeuwenhoek, no one
really knew that __________.
A glass could be made in different shapes
B lenses could be used to focus sunlight
C lenses helped some people see things better
D there were living things in a drop of water
4. What might the field of medicine be like without Anton Van Leeuwenhoek’s
work?
A People might not have eyeglasses today.
B We might not have today’s medical knowledge.
C Doctors might not have microscopes to use.
D We might have made few medical discoveries since the 1600s.
5. What evidence from the passage supports the conclusion that the invention
of microscopes has improved people’s lives?
A We know more about diseases.
B Objects look larger because of magnifying lenses.
C Ancient Romans used magnifying lenses to focus the sun’s rays.
D Robert Hooke noticed that water contained tiny living things.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
59
Ongoing Comprehension Strategy Assessment • 12
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Dr. Jonas Salk
In the 1950s, many people became ill with a disease called polio. This illness
was a serious problem. Children were more likely to get polio than adults, and
they caught it from each other easily. Children who caught polio got a fever and
were unable to move. Some died or were disabled for the rest of their lives.
Then, in 1955, Dr. Jonas Salk created a vaccine that is still used today.
Dr. Salk was born in New York City. He thought he might become a lawyer,
but he chose to pursue medicine instead. While Salk was in medical school,
he studied the influenza, or flu, virus. He soon created a vaccine to prevent
influenza. Then Salk started working on the polio vaccine. The things he had
learned while studying the influenza virus helped him in his tests on the polio
vaccine. Eight years later, he had developed a vaccine that worked.
One of the most touching things about Dr. Salk is that he refused to patent
the vaccine. He could have become very rich by patenting, or owning, the
vaccine. However, a patent would have limited people’s access to the vaccine,
and that was not his goal. He wanted people all over the world to be able to use
the vaccine to prevent polio. Dr. Salk continued to do research for the rest of his
life. His last years were spent trying to find a vaccine for the AIDS virus.
Dr. Jonas Salk died in 1995 at the age of 80. He is known as one of the
greatest heroes of modern medicine. Because of the work of Dr. Salk, people
today do not fear getting polio. The polio virus has been nearly wiped out
around the world.
60
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Based on the passage, you can conclude that __________.
A studying influenza helped Dr. Salk study polio
B studying influenza was hard work for Dr. Salk
C Dr. Salk did not like studying diseases
D Dr. Salk’s parents would have been good doctors
2. From this passage, what can you tell about the early 1950s?
A
B
C
D
There were very few scientists then.
People knew little about medicine.
There were fewer serious diseases then
People were afraid of catching polio.
3. From this passage, you can conclude that Dr. Salk’s greatest desire was
to __________.
A
B
C
D
become a lawyer
help as many people as he could
make more money
travel all over the world
4. What evidence from the passage supports the conclusion that Dr. Jonas Salk
was not a selfish person?
A
B
C
D
Children were more likely to get polio than adults.
People today do not fear getting polio.
Dr. Salk refused to patent the polio vaccine.
Dr. Salk created a vaccine that is still used today.
5. What evidence explains why Dr. Salk is considered a hero of
modern medicine?
A
B
C
D
He created a vaccine to prevent influenza.
His vaccine has nearly wiped out the polio virus.
He continued to do research for the rest of his life.
He tried to find a vaccine for the AIDS virus.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
61
Ongoing Comprehension Strategy Assessment • 13
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Island of Mystery
In the Pacific Ocean, far from any other lands, lies a mysterious place called
Easter Island. This strange island is covered with many huge statues carved from
stone. The statues are very old, and no one knows exactly why they were made.
They look like odd-shaped heads, but they are really whole carved bodies. The
earth has built up around them over time, so the bodies of most of the statues
are buried up to their necks.
The island also has many stone tablets with writing on them. Many people
have tried to understand the writing, but so far no one knows what it means.
Maybe someday someone will figure it out, and then perhaps we’ll finally learn
what the statues mean.
There have been people living on Easter Island for almost 2,000 years. No
one knows for sure where the first islanders came from. The island is thousands
of miles west of Chile and is now part of that country. But most scientists think
the first people came from the opposite direction. They think small boats from
other Pacific islands landed on Easter Island long ago.
Ecology of an Island
Forests are an important part of our world. Easter Island is an example
of what happens when forests are cut down. Long ago, Easter Island had lots
of palm trees and thousands of people. But the people cut the trees down to
build boats and houses and to make space for their statues. After a while, the
trees were all gone. Soon the people couldn’t build boats, and this meant they
couldn’t go fishing. Without trees, the soil began to wash away. No one could
grow food, and people began to starve. In a short time, only a few hundred
people remained.
In our time, Easter Island has hardly any trees. It is covered with grass. The
palm trees that used to be there are now extinct. This island is a good example
of what happens when people do not take care of the forests.
62
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The author’s purpose in the first passage is to __________.
A give information about Easter Island
B compare Easter Island with other islands
C persuade the reader to visit Easter Island
D explain how to locate Easter Island
2. The author of the first passage seems to think that Easter Island
is __________.
A
B
C
D
dangerous
pitiful
fascinating
shameful
3. The author’s main purpose in the second passage is to __________.
A entertain the reader
B teach a lesson
C explain how to make something
D give directions
4. According to the author of the first passage, what is one of the mysteries of
Easter Island?
A where Easter Island is
B what the statues are made of
C what the statues look like
D why people made the statues
5. In the second passage, what is the author’s view of what the people did on
Easter Island?
A They were irresponsible for making the statues.
B They were irresponsible for cutting down the trees.
C They should have tried to catch more fish.
D They should have tried to grow more food.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
63
Ongoing Comprehension Strategy Assessment • 14
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The World’s Greatest Magician
When Harry Houdini was born in 1874, there were no movies or television.
People often went to theaters for fun, and they loved to be amazed. Harry
Houdini became famous for his magic tricks and his ability to amaze people
more than anyone ever had.
Harry Houdini was born Ehrich Weiss, but he decided to name himself after
an earlier magician, Houdin. Harry started working as a stage magician when
he was only 17, but he wasn’t very good at first. It took a few years before he
learned what people liked to see, and he had to practice a long time to make his
tricks go smoothly. But finally he started doing escape tricks. He would have
himself locked up so tightly that the audience thought he would never get free,
but he always did. Soon he was traveling all over the world to show his skills as
an escape artist.
Many people believe that Harry Houdini died doing one of his tricks, but he
actually died from an illness. Thousands of people attended his funeral.
Ways to Learn Magic
There are many ways to learn how to perform magic. Some tricks can
be learned from books. These tricks are often easy and don’t use fancy tools.
You can also learn magic from videos, but the best way to learn is from other
magicians. You might be able to find someone who will give you lessons, or
you can enroll in one of the nation’s exclusive magic schools.
The most important thing is to practice, practice, practice. Even the most
expensive tools won’t help if you don’t practice. Magic only works if your
audience can’t guess what you are doing or how you do it. If you make a
mistake, they will know your secrets.
64
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The author’s purpose in the first passage is to __________.
A explain how to do magic tricks
B persuade young people to learn magic tricks
C tell an entertaining story
D give information about Harry Houdini
2. In the first passage, what is the author’s view of Harry Houdini’s ability?
A
B
C
D
Houdini should have waited until he was older to start his stage act.
Houdini should have been an escape artist from the beginning.
Houdini was the most amazing magician of his time.
Using an earlier magician’s name made more people want to see Houdini.
3. The main purpose of the second passage is to __________.
A persuade readers to learn magic
B tell an entertaining story
C explain how to learn magic
D give information about magic schools
4. According to the author of the second passage, what kind of tricks are
usually taught in books?
A
B
C
D
easy tricks that don’t use fancy tools
tricks people teach on videos
tricks taught in magic schools
tricks that an audience cannot figure out
5. The author of the second passage thinks the most important thing about
being a magician is to __________.
A
B
C
D
take lessons from someone
practice a lot
make sure you have a good audience
use videos
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
65
Ongoing Comprehension Strategy Assessment • 15
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Monument to the Country
Each year, more than one million people travel to South Dakota to see Mount
Rushmore. It is a popular place to visit. Despite its popularity, there are differing
views among Americans toward Mount Rushmore.
Most monuments are built to remind us of a great person, event, or belief.
The faces of Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, and
George Washington are carved into Mount Rushmore. These are four of
America’s most respected presidents. Their faces remind many people of the
proud history of the United States. This history should be honored. Many people
view Mount Rushmore as a monument to democracy.
Other people view Mount Rushmore as a symbol of broken promises to
Native Americans. Mount Rushmore stands in the Black Hills of South Dakota,
which was once the sacred land of the Lakota Sioux. In the 1800s, the U.S.
government promised the Lakota that they could live on this land forever. Then
someone discovered gold in the Black Hills. After that, the promise was broken.
The government’s actions were shameful.
In 1939, another monument was started close to Mount Rushmore. It
is a carving of Crazy Horse, a famous Sioux warrior. The monument is still
not finished.
It took 14 years to complete Mount Rushmore. Although the work was very
dangerous, not a single worker died. This was a great achievement. The work
was done during the Great Depression. Some people thought it was a waste of
money. They were wrong. It was well worth
the cost to honor four great leaders of the
United States.
66
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which sentence states a fact about Mount Rushmore?
A It is a great monument.
B It is a popular spot to visit.
C It cost too much money to build.
D It should not have been built in the Black Hills.
2. Which sentence from the passage states an opinion?
A “Each year, more than one million people travel to South Dakota to see
Mount Rushmore.”
B “The faces of Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, and
George Washington are carved into Mount Rushmore.”
C “These are four of America’s most respected presidents.”
D “Many people view Mount Rushmore as a monument to democracy.”
3. Which is an opinion stated in the third paragraph?
A Someone discovered gold in the Black Hills.
B The government’s actions were shameful.
C The promise was broken.
D The Black Hills were once the sacred land of the Lakota Sioux.
4. Which is a fact stated in the third paragraph?
A Mount Rushmore stands in the Black Hills of South Dakota.
B Mount Rushmore is a symbol of broken promises to the Native Americans.
C Mount Rushmore is a monument to democracy.
D The history of the four presidents should be honored.
5. Which sentence from the last paragraph states an opinion?
A “It took 14 years to complete Mount Rushmore.”
B “Although the work was very dangerous, not a single worker died.”
C “The work was done during the Great Depression.”
D “It was well worth the cost to honor four great leaders of the United States.”
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
67
Ongoing Comprehension Strategy Assessment • 16
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Woman Traveler in Asia
In the 1800s, girls were supposed to live quiet, respectable lives. They were
generally not allowed to have adventures. But one little girl in France thought
that idea was silly. She wanted to be like the heroes in novels. This girl, named
Alexandra David, was born in Paris in 1868. Before she was even 18 she had
traveled all over Europe. Then at 22 she left for Asia, where she traveled alone.
Traveling alone was certainly not a respectable thing for a woman to do.
Alexandra made two trips to India and then went to the Middle East. There
she met a young man from home named Philippe Neel. She married the young
man in 1904 and then traveled to Sikkim on her own. At that time, Sikkim was a
tiny country near Nepal. (It is now part of India.) While she was there, she got
to know the crown prince. They became friends for life. She also met a young
Tibetan monk, whom she later adopted as her son. This was a very shocking
thing to do.
Later, Alexandra and her new son traveled to Tibet. No one from Europe was
allowed to visit Tibet, so Alexandra and her son wore disguises. That was a brave
thing for her to do. While there, Alexandra learned much about Buddhism.
Hardly anyone from the West knew anything about it. She became one of the
first people from Europe to study this religion from Asia.
Later in her life, Alexandra wrote many books to tell the world about her life.
When her books came out, they upset many people who thought Alexandra was
an evil person. She did things no woman was supposed to do. But those people
were mistaken. Alexandra David was a brave, heroic woman.
68
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which sentence from the first paragraph states an opinion?
A “This girl, named Alexandra David, was born in Paris in 1868.”
B “Before she was even 18 she had traveled all over Europe.”
C “Then at 22 she left for Asia, where she traveled alone.”
D “Traveling alone was certainly not a respectable thing for a woman to do.”
2. The passage says, “At that time, Sikkim was a tiny country near Nepal.”
How can you tell that this is a fact?
A The passage is nonfiction.
B The statement can be proven true.
C Many people traveled to Sikkim in the 1900s.
D The author explains that Sikkim is now part of India.
3. Which sentence in the third paragraph expresses an opinion?
A “Later, Alexandra and her new son traveled to Tibet.”
B “No one from Europe was allowed to visit Tibet, so Alexandra and her son
wore disguises.”
C “That was a brave thing for her to do.”
D “She became one of the first people from Europe to study this religion from Asia.”
4. Which sentence from the passage expresses an opinion?
A “Alexandra made two trips to India and then went to the Middle East.”
B “Later in her life, Alexandra wrote many books.”
C “But those people were mistaken.”
D “They became friends for life.”
5. Which is a fact stated in the last paragraph?
A Alexandra wrote many books to tell the world about her life.
B Alexandra was an evil person.
C Alexandra was a brave, heroic woman.
D People were mistaken.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
69
Ongoing Comprehension Strategy Assessment • 17
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Mount St. Helens
In 1979, more than half a million people visited Mount St. Helens. It was a
favorite place for fishing, hiking, and camping. Few of these visitors knew that
an active volcano was nearby. A volcano is a mountain built from the rising, or
eruption, of melted rock from under the surface of the earth.
Scientists began observing Mount St. Helens closely in the 1930s. They
studied the vegetation in the area. By studying the plants, they saw signs that
lava flows had covered that area during the 1800s. In 1975, a scientific report
said that an eruption might happen very soon. Then, in 1978, another report
gave more details about what would happen if Mount St. Helens erupted. These
reports helped the government get ready to respond to what was to come.
On May 18, 1980, Mount St. Helens
erupted. Over 230 square miles of
forest burned. The eruption also
caused a large earthquake. As a result,
the entire north face of the mountain
dropped away. The earthquakes and
explosions continued for almost two
months.
Since the eruption, the area around
Mount St. Helens has been left
untouched. This allows geologists and
other scientists to study the area. They
can look at how the plants and animals
responded after the land was destroyed
by an active volcano.
70
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. More than half a million people visited Mount St. Helens in 1979 because
they wanted to __________.
A see the volcano
B watch an earthquake
C study the vegetation
D go fishing, hiking, and camping
2. How did scientists know that lava flows covered the area near Mount St.
Helens in the 1800s?
A
B
C
D
They studied old photographs.
The interviewed old-timers in the area.
They studied the vegetation.
They read journals from that time.
3. Why was the government prepared to respond to the eruption of 1980?
A
B
C
D
They knew an active volcano was nearby.
They received scientific reports ahead of time.
They found melted rock under the mountain.
Mount St. Helens had erupted many times in the past.
4. What caused the north face of Mount St. Helens to drop away?
A
B
C
D
a large earthquake
erosion of the land over time
people hiking on the volcano
the burning forest
5. Why do scientists want Mount St. Helens to be left untouched?
A
B
C
D
so people can continue visiting nearby
because it might erupt again soon
to avoid causing more earthquakes
to learn how plants and animals respond after a volcano
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
71
Ongoing Comprehension Strategy Assessment • 18
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
What Makes a Rainbow?
Rainbows are beautiful, like wide ribbons of colors stretching across the sky,
but what makes them happen?
Rainbows need two things: rain and sunlight. Since those two things don’t
happen together in the same place very often, rainbows are rare. Sunlight is
made of “white” light, which contains all the colors. We see different colors
when the white light is split, or separated. Something that can split the light is
called a prism. It bends light rays in different directions. That bending is called
refraction, and each different direction is a different color.
Raindrops act like little prisms. If the sun is behind you and the rain is in
front, you can see a rainbow. Each raindrop bends the sunlight and bounces it
back, letting you see different colors. But if the sun is in front and the rain is
behind you, you won’t see anything because the colors are bounced toward your
back, not your eyes.
Rainbows are actually full circles. The colors bounce back in a wide round
shape, but we only see half of it. The other half disappears below the horizon.
Sometimes people in airplanes get to see the full circles.
Some people used to believe there was a pot of gold at the end of a rainbow.
Of course, we know now that isn’t true, but there are still many wishful stories
and songs about rainbows. The movie The Wizard of Oz has one of the most
famous songs, called “Somewhere Over the Rainbow.” Maybe the reason people
like to sing and write about rainbows is that they are so beautiful and so rare.
72
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. What splits sunlight into different colors?
A planes flying overhead
B raindrops acting as prisms
C air pollution
D reflections off glass
2. When white light is refracted, we see __________.
A large circles
B white light
C different colors
D gold spots
3. If the sun is in front of you and the rain behind you, you will not see a
rainbow because __________.
A the colors bounce toward your back
B your eyes will be temporarily blinded
C the raindrops won’t bend the light
D your eyes cannot focus on a rainbow
4. Why do we see only half a rainbow most of the time?
A Rain and sunlight don’t happen together in the same place very often.
B Light rays bend in different directions.
C The other half disappears below the horizon.
D Raindrops bounce the sunlight back.
5. According to the author, why do people like to sing and write about rainbows?
A Rainbows are beautiful and rare.
B Some people believe a pot of gold is at the end of the rainbow.
C The Wizard of Oz was about rainbows.
D Rainbows are like wide ribbons of color stretching across the sky.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
73
Ongoing Comprehension Strategy Assessment • 19
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Time Zones
If you live in California, by the time you get up in the morning your cousin
in New York may be eating lunch. This isn’t because people in California sleep
late. It’s because the sun rises later in California than it does in New York.
This is why the different areas of the United States are split into five standard
time zones.
Before 1883, each city or town decided on its own time. Most places used
some form of a solar clock. The sundial is one type of solar clock. It tells time by
casting shadows around a dial as the sun moves across the sky. Another type of
solar clock is the heliochronometer. Because the sun’s height in the sky changes
depending on where you are, the time in different towns varied a great deal. But
people didn’t travel that much so it wasn’t a problem.
As people began to travel by railroad, it became more important to know the
exact time in a certain place. That’s when the U.S. government created five
standard time zones across the country. Soon, many other countries created
standard time zones as well.
The clocks around most of the world are now synchronized. This makes it
easier for people to communicate with each other. With a time-zone map and a
clock, you can find out what time it is anywhere. And when you travel, you’ll
always know what time it is in the next town, without having to look at
a sundial!
74
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which sentence best states the main idea of the passage?
A In 1883, each city set its own time.
B Time zones make traveling and communication easier.
C California and New York are in different time zones.
D Railroads made travel easier.
2. Which detail explains why the United States is split into time zones?
A
B
C
D
Before 1883, most places used some form of a solar clock.
A sundial tells time by casting shadows around a dial as the sun moves across
the sky.
The sun rises later in California than it does in New York.
Many other countries have created standard time zones.
3. Which sentence states the main idea of the second paragraph?
A
B
C
D
The time in different towns varied a great deal.
Before 1883, each city or town decided its own time.
The sundial is one type of solar clock.
Another type of solar clock is the heliochronometer.
4. Which detail supports the idea that it became more important to know the exact
time in a certain place?
A
B
C
D
Most of the clocks around the world are now synchronized.
People in California like to sleep late.
Your cousin in New York may be eating lunch when you’re eating breakfast.
People began traveling long distances by railroad.
5. Which detail explains why times varied from town to town when people used
heliochronometers to tell the time?
A
B
C
D
The sun’s height in the sky changes depending on where you are.
People didn’t travel much so it wasn’t a problem.
The U.S. government created five standard time zones.
With a time-zone map and a clock, you can tell the time anywhere.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
75
Ongoing Comprehension Strategy Assessment • 20
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Baseball Fan’s Paradise
Every year, thousands of sports enthusiasts gather in a huge convention hall.
They are not coming together for a game. They are collectors whose interests
range from toys to signed game balls. They might be looking for old ads or
players’ caps, or maybe sports cards.
The National Sports Collectors Convention is the country’s biggest
convention for sports collectors. Over 700 booths are set up to display sports
items. Just about any baseball card you want to see is sure to be at the National.
The most famous card in the world may be on display. It is the 1909 Honus
Wagner card, which is worth over a million dollars.
Big stars like Tom Seaver or Cal Ripken, Jr. come to the convention to sign
autographs for their fans. Sports cards makers have big booths that attract lots of
people, and some of them have contests. A lucky player might win a big new set
of cards. Also, a lot of old baseball cards are traded every year. If an old card is
as good as new, it is called “mint.” Cards in mint condition are worth more than
others. People will sometimes pay lots of money for just one card, and some
players’ cards are worth more than others.
There are lots of sports displays at the convention, too. Baseballs from the
World Series are often shown, and so are the uniforms of great players. Fans
come to find rare items, such as bats that are 100 years old or sports signs from
1920. Just about anything to do with sports is sure to be there. Each year, some
items become more valuable. For example, since the Boston Red Sox won the
2004 World Series, Red Sox player cards are sure to be worth more now.
This convention is the place to go for people who love to collect and who
love sports. No matter what you want to find, you’ll probably find it here.
76
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which is the stated main idea of this passage?
A Cards in mint condition are worth more than others.
B Baseballs from the World Series are often shown.
C They might be looking for old ads or players’ caps, or maybe sports cards.
D The National Sports Collectors Convention is the country’s biggest convention for sports collectors.
2. Which detail in the second paragraph supports the idea that any card you are
interested in is likely to be at the National Convention?
A
B
C
D
If an old card is as good as new, it is called “mint.”
Some players’ cards are worth more than others.
Maybe the biggest favorite is sports cards.
The most famous card in the world may be on display.
3. What is the unstated main idea of the third paragraph?
A
B
C
D
The convention is mainly for famous sports stars.
People should plan to bring a lot of money to the convention.
Sports fans have many good reasons to attend the convention.
Old baseball cards are always worth more than new ones.
4. What detail in the fourth paragraph supports the idea that many different
things related to sports can be found at the convention?
A
B
C
D
Each year, some items become more valuable.
Baseballs from the World Series are often shown, and so are uniforms of
great players.
There are lots of sports displays at the convention.
Red Sox cards are sure to be worth more now.
5. Which would be another good title for this passage?
A
B
C
D
“Where Baseball Fans and Collectors Meet”
“Looking for One Special Card”
“Finding a Sports Sign from the 1920s”
“Winners of the 2004 World Series”
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
77
Ongoing Comprehension Strategy Assessment • 21
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Westward We Go!
In 1843, about 1,000 people from the eastern United States moved to the
West. They drove their wagons along a route called the Oregon Trail. The trip
was 2,000 miles long and very hard. It took about six months. One in ten people
died along the way from accidents or diseases caused by unclean conditions.
First, settlers had to plan their departure date. If they left too early in the
spring, there would not be enough grass for their animals to eat. If they left too
late, they would have to travel in cold, winter weather at the end of their trip.
Then, the settlers had to make a list of needed supplies. A family of four would
need to take about 1,000 pounds of food with them. After all, there weren’t any
fast-food restaurants along the way. Third, settlers needed to decide what sort
of animals would pull the wagon. Mules were faster than oxen, but oxen were
gentler and easier to handle. Most travelers chose oxen. Finally, settlers had to
load up their sturdy wagons and start out on the trail.
Once on the trail, the settlers had a daily routine. They would wake up before
sunrise, hook the oxen to the wagon, cook breakfast, and then start moving. In
the evening they would stop around six o’clock, set up camp, and then make
dinner. Before they could cook, they had to collect fuel for the fire. Usually this
fuel was dry buffalo waste, which burned well and was easy to find. They went
to sleep by nine o’clock, and at five in the morning, the whole process started
over again.
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Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to the passage, what did settlers have to do first before
traveling west?
A Locate the Oregon Trail.
B Buy wagons and oxen.
C Plan their departure date.
D Wake up before sunrise.
2. What was the second step in planning for the Oregon Trail?
A
B
C
D
making a list of needed supplies
choosing what animals to take
loading the wagon
packing food
3. Why did settlers have to decide what type of animals to travel with before
loading their wagons?
A
B
C
D
Mules might be too hard to handle.
Oxen might be too slow.
The animals would require more food.
The animals pulled the wagon.
4. Once on the trail, what did most settlers do every day before they
had breakfast?
A
B
C
D
set up a new camp
hook the oxen to the wagon
pack 1,000 pounds of food
collect some dry fuel
5. On the trail, why did settlers have to collect dry buffalo waste before
making dinner?
A
B
C
D
They needed a fire so they could see what they were doing.
They needed fuel to make a cooking fire.
Fire wood was not available.
It was important to clean up the area first.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
79
Ongoing Comprehension Strategy Assessment •22
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Make a Corn Husk Doll
Corn husk dolls were first made by Native American children centuries ago. You can
learn to construct these beautiful, simple dolls yourself.
Materials:
• five pieces of string, each about five inches long
• about ten dried corn husks that have been soaked in warm water
• scissors
• paint, glue, corn silk, fabric, or other decorations (optional)
Step 1: Stack five large husks on top of one another so that they are even at one end.
Tie them together with a piece of string about two inches from the end.
Step 2: To make the doll’s head and neck, hold the tied end of the husks in one hand
and pull the loose end of each husk down over the tied end. The tied end should now
be hidden underneath. The section of husks directly on top of the tied end will be the
doll’s face. Shape the husks so that the face is as smooth as possible. Then tie another
piece of string around the husks, just under the hidden part, to make the neck.
Step 3: To make the arms, choose three more husks, stack them together, and tie one
end with sting. Braid the three husks together, then tie the other end and trim the
ends to make them even.
Step 4: To put the arms and the head together, slide the arms between the husks just
below the neck. Tie a piece of string around the body below the arms to form the
doll’s waist.
Step 5: To form the torso, choose a few thin strips of corn husk. Crisscross these
strips over the back and chest of the doll and wrap them around the neck and waist.
Tie off the ends of the husks and tuck them in.
Step 6: Decorate your doll by painting on eyes, gluing on corn silk hair, or fashioning
a head scarf.
80
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. What should you do first before making a corn husk doll?
A Tie ten dry corn husks together.
B Buy special clothes for the doll.
C Collect the materials you need.
D Read about Native American traditions.
2. What is the second step in making a corn husk doll?
A making the doll’s head and neck
B making the doll’s arms
C making the doll’s body
D making the doll’s waist
3. Why must step 3 come before step 4?
A The doll’s waist needs to be hidden.
B You might not have enough string to make the arms.
C You need the arms made in step 3 to complete step 4.
D Braiding the husks is harder than tying them.
4. What should you do just before forming the doll’s torso?
A Braid three husks together.
B Pull the loose ends of each husk down over the tied end.
C Smooth the husks of the face.
D Tie a string around the doll’s body to form the waist.
5. Why is step 6 the best time in the process to decorate the doll?
A You have more time to let the paint dry.
B All the main parts of the doll are finished in step 5.
C You can use leftover husks for hair if you don’t have corn silk.
D You can match the color of the fabric to the color of string you used.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
81
Ongoing Comprehension Strategy Assessment • 23
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Where the Buffalo Roam
For centuries, Native Americans of the Great Plains relied on wild buffalo
herds for their food, shelter, and tools. In 1865, more than 12 million buffalo
lived on the Great Plains. But then more and more settlers moved west. By 1890,
most of these animals were gone. There were only 750 buffalo left. Fortunately,
the number of buffalo has grown since then.
The animal that we call buffalo is also called American bison. Today there
are about 80,000 of these big, shaggy animals in the United States. They live
in parks and reserves. One herd of free-ranging buffalo lives in Yellowstone
National Park. “Free-ranging” means that the animals are allowed to roam
throughout the park. This is their natural way of life. Many people hope that
this herd will continue to grow.
Some cattle ranchers who live near Yellowstone do not like having the buffalo
there. They worry that the buffalo could come onto their land and make their
cattle sick. Because of this, the government has slaughtered more than 3,500
buffalo. But many people do not believe the buffalo can actually pass diseases
to cattle. In 2003, a law was passed to make it harder for the government to
kill buffalo.
The buffalo once were the center of many Native Americans’ way of life. They
were the source of most of the things that these Native Americans needed to live.
Protecting the buffalo is important. It preserves part of our natural history.
82
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. You can infer that buffalo live in parks and reserves so that __________.
A they will not have to travel much
B they have protection while their numbers grow
C it is easier for people to see them
D they do not hurt people who want to watch them
2. You can infer that millions of buffalo disappeared in the late 1800s
because __________.
A
B
C
D
Native Americans hunted them
they caught a disease from cattle
herds of buffalo moved away
they were killed by settlers
3. Why are there more buffalo now than there were in 1890?
A
B
C
D
The government slaughtered many buffalo in the 1800s.
Many buffalo were penned in the 1800s, but now they are free-ranging.
People have been trying to increase the number of buffalo.
Yellowstone National Park has more room for buffalo.
4. From the third paragraph of this passage, you can tell that __________.
A many people thought the government was wrong to slaughter buffalo
B ranchers value the buffalo herd more than their own cattle
C thousands of buffalo have been moved away from Yellowstone
D the buffalo carry diseases that can be harmful to humans
5. Why would cattle ranchers living near Yellowstone National Park disagree
with the last two sentences in the passage?
A
B
C
D
They might not believe buffalo can pass diseases.
They might feel their concerns about their cattle are more important.
The ranchers might be Native Americans.
The ranchers might be related to the early settlers.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
83
Ongoing Comprehension Strategy Assessment • 24
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Silly Science Prizes
Most people have heard of the Nobel Prizes. Some of the most talented
people in the world receive these prizes, which honor great achievements in
medicine, chemistry, and other fields. But not many people have heard of the
Ig Nobel Prizes. The name is a pun on the word “ignoble.” These prizes are
given to people who do very strange work and whose studies might even be
called a little goofy. The prizes were first given out in 1991, and they get more
popular every year.
All the prize winners were serious about their work when they did it. It’s
just that the subjects they studied were a little odd. For example, one prize
went to two scientists in Norway who discovered that sour cream makes leeches
hungry. Another scientist studied toast because he wanted to know if it always
lands butter side down when you drop it. Another prize went to the country of
Liechtenstein for offering to rent the entire country out for weddings!
The Ig Nobel Prize ceremony is held at Harvard University in Massachusetts
every October. Sometimes the people who receive the prizes aren’t too happy
about it, but usually they are good sports. Often they have to travel a very long
way to get their prizes. When they receive them, they give a speech, but they
can only speak for one minute. If they talk longer than that, they are booed.
The Ig Nobel Prizes are kind of silly, but they have a somewhat serious goal
of trying to encourage real science. Above all, they prove that science can be
fun. One winner came up with a new way for men to comb their hair. Another
one studied how tadpoles taste when you eat them. No matter what the subject,
these prizes show the lighter side of science.
84
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. You can tell from this passage that the word ignoble probably
means __________.
A not noble
B like a noble person
C very noble
D in a noble way
2. The third paragraph says that the people who receive an Ig Nobel Prize aren’t
always too happy about it. What is the most likely reason for that?
A
B
C
D
They have to stop their important work to go to Harvard.
They don’t want to be photographed.
They are embarrassed because the prizes poke fun at them.
They are afraid someone will copy their work.
3. What is one thing that all the work done by these prize winners has in common?
A
C
It is extremely important.
It is all done by foreigners.
B
D
It is meant to improve health.
It is kind of silly.
4. The second paragraph mentions leeches. How can you tell from the paragraph
that a leech is a kind of animal instead of a rock?
A
B
C
D
More scientists study animals than rocks.
Animals get hungry, but rocks do not.
Norway is known for its wide variety of animals.
A discovery about rocks would not be considered strange enough for the Ig
Noble Prize.
5. Do you think most scientists would rather get a Nobel Prize or an Ig Nobel
Prize? Why?
A
B
C
D
the Ig Nobel prize, because the winners get to make a speech at Harvard
University
the Ig Nobel prize, because the winners are serious about their work
the Nobel Prize, because it relates to science
the Nobel Prize, because it is given for great achievement
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
85
Ongoing Comprehension Strategy Assessment • 25
Name
Date
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Astronauts
Astronauts are people who travel beyond Earth’s atmosphere. When the U.S.
space program began in 1959, there were only seven trained astronauts. Today,
there are more than 100 astronauts. However, becoming an astronaut is still
very hard.
Every astronaut must have a college degree. Many of them have a graduate
degree, or advanced degree. Degrees in math and science are all helpful for
astronauts. Astronauts must also be very healthy. People who are in less than
perfect health can become very ill from space travel. Even people who pass all
of these tests and complete the training may not become astronauts. There are
only a small number of openings. More than 4,000 people apply for every 20
astronaut spots.
Some people think that they should be allowed to travel in space even if
they are not trained astronauts. In Russia, there is already a space program
that offers space flight to civilians. People from all over the world apply to
this program. They pay thousands of dollars just to go through the long
review process. They take a ten-day health exam that is very strict. They also
go through space-flight tests. For the few people who are chosen, the average
cost to go into space is $20 million! The Russian Space Agency promotes the
review process as if it were an adventure vacation.
Perhaps one day, taking a trip into space will be as normal as taking a car
trip. For now, it’s still a rare and costly event.
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Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name
Date
1. Which of these is a judgment you could make based on the second paragraph?
A Becoming an astronaut in the U.S. space program is not easy.
B Too many people want to become astronauts.
C The U.S. space program is not very popular.
D There are no openings in the U.S. space program right now.
2. Which detail from the passage supports the judgment that U.S. astronauts are
smart people?
A More than 4,000 people apply for 20 spots.
B They study math and science.
C Many of them have advanced degrees.
D They have to be healthy.
3. Which of these judgments is supported by details in the third paragraph?
A Russia has the best astronauts in the world.
B Most people have too much money to spend.
C The Russians like space travel more than anyone else does.
D Space travel is one of the most exciting things you can do.
4. What statement from the passage supports the judgment that the Russian
Space Agency wants to make money?
A Today, there are more than 100 astronauts.
B There are only a small number of openings for the space program.
C The agency offers space flights to civilians, and people from all over the
world apply.
D The agency promotes the application process as if it were an adventurous
vacation.
5. Why is it a good idea to make astronauts take health exams?
A People must pass all the tests to become an astronaut.
B People who are in less than perfect health can become very ill from space
travel.
C People will pay thousands of dollars to go through the review process.
D A ten-day health exam is very strict.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
87
Ongoing Comprehension Strategy Assessment • 26
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Entertaining the Troops
Wartime soldiers faced many hardships. Most were far from home and
were often in great danger. During World War II, President Roosevelt wanted
to lift the spirits of the soldiers. He asked six private service groups to form the
United Service Organization (USO). Service groups are groups that help people
in the community. The YMCA and YWCA were two of these groups. The USO
was a nonprofit agency. It did not try to make extra money. It was funded only
by donations.
During World War II, the USO opened clubs for soldiers all around the
world. These clubs became the “home away from home” for soldiers. The clubs
offered soldiers a place to dance, eat, meet people, or just sit and think. The
USO also put on shows both at home and overseas. Well-known stars agreed
to entertain the soldiers. Famous singers, comics, and movie stars of that time
went overseas to perform. Their shows brought the soldiers some fun from
back home.
After World War II ended in 1945, the USO broke up. Then the United States
entered the Korean War in 1950, and the USO started up again. Since then, the
USO has grown. It still works to link soldiers who are overseas to civilian life
at home. Today, famous people like Drew Carey and Brooke Shields are part of
the USO. The USO has also started helping soldiers in other ways. For example,
it helps soldiers make the transition back to civilian life when their service is
complete. The USO also provides support groups and counseling for the families
of soldiers who are away.
88
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which is a judgment you could make based on the passage?
A The USO helped bring an end to World War II.
B The USO has helped soldiers get through the hardships of war.
C The USO is no longer needed.
D The USO is a wealthy organization.
2. Which detail supports the judgment that President Roosevelt cared about the
men and women in the armed forces?
A He was president during World War II.
B The YMCA and YWCA became part of the USO.
C Millions of soldiers were sent overseas.
D He formed the USO to lift their spirits.
3. Which of these judgments is supported by details in the last paragraph
of the passage?
A The USO should not have started up again in 1950.
B Military life can be hard on soldiers’ families.
C Most famous people don’t care about soldiers.
D The Korean War was harder on soldiers than World War II.
4. Why do you think celebrities give time to the USO?
A They get to travel to faraway places.
B They get to work with people like Drew Carey and Brooke Shields.
C They want to show support for the soldiers and lift their spirits.
D They want to support the YMCA and YWCA.
5. How do you think soldiers feel about the USO?
A The services make soldiers feel more at home.
B The services make the soldiers realize how far they are from home.
C The soldiers feel people in the United States have forgotten about them.
D The soldiers want to start their own service groups.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
89
Ongoing Comprehension Strategy Assessment • 27
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
U.S. Immigration Today
Many people who live in the United States were not born here. They moved
to the United States as children or adults. During the 1990s, about 1.3 million
immigrants came to the United States every year. In 2000 and 2001, the number
of immigrants grew. Today, new immigrants still come into the United States
every day.
Before 1965, the United States set certain immigration quotas. The quotas
limited the number of immigrants who could come from certain countries. In
1965, Congress decided to do away with the quotas. Since then, more than 60
percent of immigrants to the United States have come from Asia, Africa, Latin
America, and the Middle East.
Airplane travel has also influenced immigration. In the 1800s and the early
part of the 1900s, many people had to travel by boat to get to the United States.
The trip was long and risky. Some people got sick or died on the way. The
growth of air travel made it faster and easier to reach the United States from
anywhere in the world. Today, people can travel quickly to the United States
from distant countries such as Sudan or Vietnam. This has caused greater
diversity, or variety, in the people who come to the United States.
Immigrants take risks to come here and work hard to succeed in their new
home. They have helped the United States grow into a strong nation.
90
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which prediction could you make after reading the first paragraph?
A Immigrants will soon make up a very small percentage of the population of
the United States.
B The United States will soon make laws to limit the number of new immigrants.
C Less than 1 million immigrants will come to the United States this year.
D At least 1.3 million new immigrants will come to the United States this year.
2. You can predict that an Asian immigrant coming to the United States today is
most likely to arrive by __________.
A
C
airplane
train
B boat
D car
3. When poor immigrants come to the United States, what are they most likely
to do first?
A
C
buy homes
find jobs
B vote in elections
D buy new clothes
4. If immigration quotas were still in place today, how might the population of
the United States be different?
A
B
C
D
There would be more immigrants from Asia, Africa, Latin America, and the
Middle East.
There would be fewer immigrants from Asia, Africa, Latin America, and the
Middle East.
There would be more immigrants from distant countries.
There would be fewer immigrants from distant countries.
5. If the airplane had not been invented, how might immigration to the United
States be different?
A
B
C
D
More children would immigrate than adults.
Immigration would be faster because boats hold more people.
There would be less diversity in the people who immigrate.
There would be greater diversity in the people who immigrate.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
91
Ongoing Comprehension Strategy Assessment • 28
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Robots Are Real
Robots used to be found only in science fiction stories or movies, but in
today’s world they are becoming more and more common. Robots are basically
machines that can move and perform certain functions; some robots can even
think.
A few robots look like human beings, because they have arms and legs
and heads. But most don’t look anything like people. Some may look like little
suitcases with legs. Others look almost like big bugs. Their appearance depends
on what they are designed to do.
Robots are especially useful in three areas. First, they can do tasks that are
too dangerous for humans, such as defusing a bomb. Second, they can do tasks
that are too hard for humans. For example, a robot can measure extremely tiny
amounts of a chemical. Even the most skilled scientist can’t measure out one
one-thousandth of a milligram. Third, a robot can do tasks that humans don’t
like to do, such as vacuum floors or do boring, repetitive factory jobs.
In the next ten years a number of new tasks will be done by robots. One
such task is called “telesurgery.” Doctors will be able to operate on a patient
from across the room or across the country. A robot will do the actual surgery,
controlled by a doctor sitting at a console. Using the console will feel a lot like
playing a computer game, but it will save lives!
Another role for future robots will be to fight in wars. Robots don’t get tired
or hungry. The more robots can be used in war, the better. If fewer soldiers have
to fight, fewer people will be killed by war.
Scientists predict that robots will become more and more important in the
next few decades. Soon they will be doing things we can’t even imagine yet. It
won’t be long before the wildest science fiction tales come true.
92
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Based on the passage, what prediction can you make about robots?
A Robots will become too expensive for most people.
B They will play a more important role in our lives.
C They will become more important than doctors.
D Robots will learn to make their own bombs.
2. According to the fourth paragraph, which type of work is most likely to be
done by robots in the future?
A
B
C
D
painting houses
greeting guests at a convention
performing surgery
teaching students
3. Why can you predict that in the future the government will use more robots
in the military?
A
B
C
D
Robots will keep soldiers from being killed.
Robots are becoming more common.
Robots are good at repetitive factory jobs.
Robots can think.
4. According to the third paragraph, how could a robot be helpful in a
chemistry lab?
A
B
C
D
A robot could learn to be a skilled scientist.
A robot could measure out chemicals in tiny amounts.
A robot could diffuse a bomb at the lab.
A robot could vacuum floors at the lab.
5. What can you predict about science fiction stories and movies that are
created ten or twenty years from now?
A
B
C
D
They will not be as exciting as past science fiction.
They will probably be produced by robots.
They will be created for robots to enjoy.
They will likely include more robots in common use.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
93
Ongoing Comprehension Strategy Assessment • 29
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Dorothea Lange: A Sensitive Eye
Dorothea Lange was a famous photographer. She is well known for her moving
photos of the time period known as the Great Depression. It was one of the most trying
times in U.S. history. For many years there were not enough jobs, and many people
became very poor. Lange’s photographs serve as a record of these hard times.
Dorothea Lange knew about personal hardship. When she was seven years old she
caught polio. She walked with a limp for the rest of her life. When she was twelve, her
father left the family.
At age 18, Lange decided to become a photographer. She began taking classes
and working with other photographers. Later, she traveled throughout the country
taking photos of people who were suffering the hardships of the Great Depression.
She wanted to capture the toll that the Depression was taking on people. She first
spent time talking to people to gain their trust. Then she would ask permission to
photograph them. She tried to photograph them doing natural, ordinary things such
as working, not posing stiffly for the camera.
One of her most famous photos is called “Migrant Mother.” A migrant is someone
who has to move from place to place to find work. The photo shows a tired-looking
young woman. She is holding two small children who are hiding their faces. This
touching photo became a symbol of the Great Depression.
Today Lange’s work hangs in museums all over the world. Her photos are like living
records of the brave people who survived bad times.
94
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which sentence best summarizes the information in the first paragraph?
A Lange lived during the Great Depression.
B Lange was a sensitive photographer.
C Lange was a famous photographer who recorded the Great Depression.
D Lange found it difficult to become a photographer during the Great
Depression.
2. The passage says, “It was one of the most trying times in U.S. history. For many
years there were not enough jobs, and many people became very poor.” Which is
the best paraphrase of these two sentences?
A There were not enough jobs at this time in U.S. history, which was very poor.
B Many people were not trying at this time in U.S. history and became very poor.
C There were not enough jobs for people who became poor during this time.
D In this difficult time, many people could not get jobs and became very poor.
3. Which sentences best summarize the information in the third paragraph?
A Lange took many classes in photography. She learned to take natural-looking
photos as she traveled through the country.
B Lange photographed poor people all over the country. She won their trust and
got their permission. She tried to capture people doing regular things.
C Lange worked with many photographers. Even though they suffered the
hardships of the Great Depression, the photographers trusted her.
D Lange was worried about the toll the Depression would take on her. She
worked as a photographer so she would have a job.
4. Which sentence best summarizes the information in the fourth paragraph?
A Lange's most famous photograph, "Migrant Mother," became a symbol of the
Great Depression
B Migrants moved from place to place, so mothers and children got very tired.
C Lange has many famous photographs of the Great Depression.
D Even though Lange was a great photographer, some children hid their faces
when she took their photographs.
5. The passage says, “Today Lange’s work hangs in museums all over the world. Her
photos are like living records of the brave people who survived bad times.” Which
is the best paraphrase of these two sentences?
A Today Lange’s work is kept by brave people all over the world.
B Brave people visit museums all over the world to see Lange’s work.
C Lange’s photos now serve as records of brave people and hard times.
D Her photos prove that Lange survived bad times in museums.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
95
Ongoing Comprehension Strategy Assessment • 30
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Heroic Dogs of the Alps
A thousand years ago, a monk who would become known as Saint Bernard
built a monastery in the mountains of Switzerland. It was right along the
path that people used to cross through the Alps. About a hundred years later,
travelers brought some very big dogs to the monastery, and these dogs became
known as the Saint Bernard breed. They have become some of the most famous
dogs in the world.
Traveling in the mountains can be very dangerous. It was especially hard a
long time ago. There were no cars or roads, so it took a long time to get through
the mountain passes. There were no weather reports either, and people were
sometimes caught by surprise blizzards. The monks of Saint Bernard wanted to
help the travelers who were caught by storms, so they taught the dogs to rescue
people. The dogs could find people even when they were covered with snow.
Before long, the dogs of the Swiss Alps became famous. Many hundreds of lives
were saved by the brave animals.
The most famous Saint Bernard was named Barry. He lived about 200 years
ago. All by himself, Barry saved 41 people. Whenever Barry sensed that someone
was in trouble, he would whine and beg to be let out. He could find people that
no one else could, but he didn’t just find lost travelers under the snow. He would
also lie down across their bodies, using his body heat to warm them up. That
warmth kept them from freezing to death. People all over the world knew about
Barry.
In pictures, Saint Bernard dogs have often been portrayed wearing little
barrels of brandy attached to their collars. Oddly enough, the Saint Bernard
rescue dogs never wore them! The barrels were made up by a writer and his
imagination, but the dogs’ heroic missions were very real.
96
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which sentence best summarizes the main idea of this passage?
A The Alps were very snowy a thousand years ago.
B Monks live along mountain passes in Switzerland.
C Saint Bernard dogs are famous for their mountain rescues in the Alps.
D Saint Bernard dogs wear little barrels on their collars.
2. What is another way of saying “It was right along the path that people used to
cross through the Alps”?
A
B
C
D
It was next to the main highway.
It lay beside an Alpine pass.
The path people used was shaped like a cross.
There was a cross near the path that people used.
3. Based on the passage, summarize what made it hard to travel in the Alps long ago.
A
B
C
D
There was a monastery along the path people used to cross through the Alps.
Many travelers brought dogs with them.
There was no one to help travelers who were caught by storms.
There were no cars, roads, or weather reports.
4. The passage says, “Before long, the dogs of the Swiss Alps became famous. Many
hundreds of lives were saved by the brave animals.” Which is the best paraphrase
of these two sentences?
A These brave dogs became famous for saving hundreds of lives in the Swiss Alps.
B The Swiss Alps became famous before these dogs saved hundreds of lives.
C These famous dogs saved the lives of hundreds of brave men in the Swiss Alps.
D The dogs of the Swiss Alps saved hundreds of brave animals before they
became famous.
5. Which sentence best summarizes the information in the last paragraph?
A
B
C
D
Many people drew pictures of Saint Bernard dogs.
Many people wrote about Saint Bernard dogs.
Saint Bernard dogs didn’t wear barrels, but they did perform rescues.
Saint Bernard dogs wore little barrels attached to their collars.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
97
Ongoing Comprehension Strategy Assessment • 31
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Picture of Health
It is not easy to know what to eat to stay healthy, or how much of each
kind of food to eat. That’s why the U.S. Department of Agriculture wants to
help people understand healthful eating. One of the best ways to understand
information is through pictures, so the department created the Food Guide
Pyramid.
The Food Guide Pyramid
A Guide to Daily Food Choices
Fats, Oils, & Sweets
USE SPARINGLY
Milk, Yogurt, & Cheese Group
2–3 SERVINGS
Vegetable Group
3–5 SERVINGS
Meat, Poultry, Fish, Dry Beans,
Eggs, & Nuts Group
2–3 SERVINGS
Fruit Group
2–4 SERVINGS
Bread, Cereal, Rice, &
Pasta Group
6–11 SERVINGS
The Food Guide Pyramid doesn’t tell you exactly which foods are best. For
example, it does not tell you to eat hamburgers one day and chicken the next.
But it does tell you what kinds of foods to eat. To stay healthy, you need to eat a
lot of some foods and not very much of others. The ones you need the most of
are at the bottom of the chart, and the ones you need less of are at the top.
The recommended number of servings of each kind of food is given as a
range, such as two to four servings of fruit a day. It is a range because different
people need different amounts of food. A six-foot-tall athlete needs more fuel
than a five-foot-tall office worker.
By studying and using the Food Guide Pyramid, people can follow a healthful
diet and enjoy what they eat.
98
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to the Food Guide Pyramid, which kind of food should people eat the
most of each day?
A fats, oils, and sweets
B vegetables
C meat, poultry, fish, beans, eggs, and nuts
D bread, cereal, rice, and pasta
2. According to the pyramid, how many servings of milk, yogurt, or cheese should
people eat each day?
A
B
C
D
2–3
3–5
5–7
6–11
3. Jolene has a peanut butter sandwich on whole wheat bread. Which two food
groups does this sandwich fit into?
A
B
C
D
vegetable group and bread group
bread group and meat group
meat group and fats group
fruit group and milk group
4. What appears at the top of the Food Guide Pyramid?
A fats, oils, and sweets
B milk, yogurt, and cheese
C bread, cereal, rice, and pasta
D meat, poultry, fish, dry beans, eggs, and nuts
5. Based on the number of servings daily, which is the second most important
food group?
A
B
C
D
milk, yogurt, and cheese group
meat and poultry group
vegetable group
fats, oils, and sweets group
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
99
Ongoing Comprehension Strategy Assessment • 32
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Land Down Under
Australia is both a continent and a country located in the Southern
Hemisphere. It has several large cities, mainly along the coasts, but the
country is more famous for its animals than for its cities. Australia has
numerous species of animals that can’t be found anywhere else. An obvious
example is the kangaroo. One of the strangest is the fierce Tasmanian devil,
which looks like a cross between a dog and a raccoon.
The central part of Australia is called the Outback. It does not get very much
rain, and not many people live there. Some people say the Outback looks like
the surface of the moon! You can drive for miles in the Outback and never see
anyone.
The island of Tasmania lies to the south of Australia’s capital city. It is one of
Australia’s territories.
100
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to the map, which city is located nearest the center of Australia?
A Brisbane
B Melbourne
C Perth
D Alice Springs
2. What country or continent lies to the north of Australia?
A Indonesia
B
C
D
New Zealand
United States
Antarctica
3. What landform is located in southeastern Australia near the capital city?
A Cairns
B Mount Kosciuszko
C Perth Fremantle
D Mackay
4. Name two seas located near Australia.
A Indian Ocean and Newcastle
B Tasman Sea and Indian Ocean
C Timor Sea and Coral Sea
D Launceston and Arafore Sea
5. Which of these cities is located on the island of Tasmania?
A Sydney
B Hobart
C Canberra
D Darwin
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
101
Ongoing Comprehension Strategy Assessment • 33
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
How to Make S’Mores
All across the country, summertime means cookouts and campfires. There’s
nothing like gathering around a fire at night. After a meal of hot dogs or burgers
cooked over the fire, everybody loves to make S’Mores. The name of this treat
is short for “Some More,” since people always seem to want “some more” after
they’ve tasted just one.
What You’ll Need:
• a box of graham crackers
• some chocolate bars
• a bag of marshmallows (the big kind)
• sticks or long forks for cooking the marshmallows
• a roll of foil
What to Do:
1. Tear off a piece of foil for each S’More.
2. On each piece of foil, place a graham cracker topped with one or two squares
of chocolate. Top with another graham cracker.
3. Fold the foil over the graham crackers and chocolate, and put each little
packet at the edge of the campfire to warm.
4. Now put the marshmallows on sticks. Toast one marshmallow for
each S’More.
5. When a marshmallow is warm and gooey inside, unwrap a foil packet. Lift
the top graham cracker up and put the marshmallow inside the “sandwich.”
Replace the graham cracker and eat up!
Some people love S’Mores so much they even make them in the winter. All it
takes is a fireplace and the same ingredients. Of course, you could make them at
the kitchen stove too, but that just wouldn’t be the same!
102
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. According to this passage, what is the first step in making S’Mores?
A Turn on the stove in the kitchen.
B Put marshmallows on a stick.
C Tear a piece of foil for each S’More.
D Make a fire in the fireplace.
2. In which part of the passage should you look to find out what ingredients are
used to make S’Mores?
A
B
C
D
first paragraph
What You’ll Need
What to Do
last paragraph
3. In which part of the passage should you look to find out what steps you take to
make S'Mores?
A
B
C
D
first paragraph
last paragraph
What to Do
What You’ll Need
4. What should you do in step 2?
A
B
C
D
Unwrap a foil packet.
Get a bag of marshmallows.
Toast one marshmallow for each S'More.
Place one or two squares of chocolate between two graham crackers.
5. According to step 5, a S’More is a kind of __________.
A sandwich
B burger
C cookout
D fireplace
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
103
Ongoing Comprehension Strategy Assessment • 34
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Workers with Wings
Bees have stingers, and they often seem to land where they’re not wanted. So why
would anybody actually want to raise bees in hives? There are several reasons.
Honey Machines
The biggest reason for keeping bees is for the honey they make. Honey is a
delicious sweet treat, sometimes called “the perfect food” because it never
spoils. Bees make honey from nectar, which is a kind of sweet juice that
comes from flowers. The bees make honey as food for the winter, and they
store it in honeycombs.
Flower Helpers
Bees go from flower to flower in their search for nectar. As they do so, traces of
powdery pollen stick to their legs. Each time a bee lands on a new flower, a little
pollen from other flowers comes off. That is how flowers are pollinated. Without
the bees, there wouldn’t be nearly as many flowers. The blossoms need to be
pollinated to make flowers for next year.
Candle Makers
When bees make honey, they store it in honeycombs made of wax. Bees make the
wax with glands in their bodies. Beeswax is used to make the very best candles,
which burn for a long time and smell like honey.
Health Food
Bees also make something called propolis, which is a mixture of wax and resins.
The bees use this to seal up the cells of their honeycombs. Many people believe
that it is a health food, so they eat it to combat colds and other illnesses.
Bees may be small, but they do many things that help people. It is surprising
there aren’t more hives in America’s backyards!
104
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. In which part of this passage can you find information about beeswax?
A Honey Machines
B Flower Helpers
C Candle Makers
D Health Food
2. According to this passage, what is nectar?
A the perfect food
B
C
D
a powder from flowers
a mixture of wax and resins
a juice from flowers
3. Under which heading should you look for information about pollen?
A Honey Machines
B Flower Helpers
C Candle Makers
D Health Food
4. Why do bees use honeycombs?
A to store honey
B to make resin
C to store wax
D to make nectar
5. According to this passage, why do some people eat propolis?
A People think it tastes good.
B People want to get energy.
C Propolis is easy to digest.
D People want to fight colds.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
105
Ongoing Comprehension Strategy Assessment • 35
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Exploring the West
In 1803, President Jefferson bought the Louisiana Territory from France. This
large plot lay to the west of the Mississippi River. Jefferson asked explorers
Meriwether Lewis and William Clark to lead the first American journey through
this new territory.
Lewis and Clark led a team of 27 men. They called themselves the Corps of
Discovery. President Jefferson had many questions he wanted Lewis and Clark’s
trip to answer. The Louisiana Territory was unknown land. Jefferson wondered
if people could live there. Lewis and Clark’s team would help him find out.
In May 1804, the Corps took off up the Mississippi River in boats. The
trip would have been faster if the men could have traveled downriver with the
current. However, the trip was slow because they had to travel upstream. They
had to row against the current.
During the course of the journey, the Corps met a Native American woman
named Sacajawea, who joined the group. She helped them talk with Native
Americans they met along the way. Sacajawea brought her baby with her on the
trip. In those days, people were exploring and settling many new areas. It was
not unusual for families with small children to leave their safe homes and take
risky trips to new places.
In November 1805, the members of the Corps reached the Pacific Ocean.
They had learned a lot about the land they had explored. The maps they made
and the information they shared made it easier for people to settle the West.
Americans of the time hailed them as true heroes.
106
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The passage says, “This large plot lay to the west of the Mississippi River.”
What does the word plot mean as it is used in this sentence?
A a secret plan or scheme
B the main story of a novel
C a piece of land
D to mark on a map or grid
2. The passage says, “President Jefferson had many questions he wanted
Lewis and Clark’s trip to answer.” Which sentence uses the word trip in
the same way?
A
B
C
D
The thieves carefully avoided the trip wire.
Our family took a long trip last summer.
Try not to trip over those sneakers.
Mr. Kane tried to trip me up with that question.
3. The passage says, “They had to row against the current.” What does current
mean in this sentence?
A at this time; present
B the movement of electricity
C generally or commonly used
D the flowing of a river
4. The passage says, “During the course of the journey, the Corps met a Native
American woman.” Which sentence uses the word course in the same way?
A The army advanced 12 miles in the course of the battle.
B Of course you can come to the movies with us.
C The first course of the dinner was a fruit cup.
D My mother is taking a course on computer repair.
5. “Americans of the time hailed them as true heroes.” As it is used in this
sentence, the word hailed means __________.
A came from originally
B praised loudly
C called hello to
D rained small chunks of ice
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
107
Ongoing Comprehension Strategy Assessment • 36
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Modern Knights
Long ago in the Middle Ages, knights in shining armor lived in Europe.
These men were brave and true as they rode into battle to defend their king
or queen. But those days are long gone—or are they?
Almost 40 years ago, a group of friends started the Society for Creative
Anachronism, or SCA. Their goal was to learn as much as they could about the
Middle Ages. Then they acted out what they learned. It was so much fun that
soon other people wanted to join. Now the society has more than 30,000
members all over the world.
Members of the SCA do just about everything the knights of old did,
except fight in real wars. They do bear arms, though, and they make those
arms themselves. Many members have taught themselves how to make swords
or lances. Other members make outfits like those worn by people long ago.
They even have feasts made with recipes that are 600 years old!
The SCA has men and women members—young, old, and middle-aged. In
the real Middle Ages, only men fought in wars, but in the pretend wars of the
SCA, women are fighters, too. All the knights of the SCA use weapons that can’t
injure anyone, but they have jousts and swordfights anyway. Even with dull
weapons, being a knight takes skill and practice.
The SCA presents more than just fighting, though. Some of the members
play music on medieval instruments and learn to do ancient dances. They tell
stories like medieval bards. Some members make stained glass or leather bags
to sell to other members. Sometimes they give demonstrations so the public
can experience what life was like in the Middle Ages.
108
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The passage says, “Their goal was to learn as much as they could.” What
does the word goal mean as it is used in this sentence?
A the end of a race
B purpose; aim
C the net used in a game
D score; point
2. The passage says, “They do bear arms, though.” Which sentence uses the
word bear in the same way?
A Grandpa saw a bear cross the road.
B
C
D
I don’t think I can bear to watch this play.
Kenny’s dog almost got caught in a bear trap.
All of the rebels bear weapons on the street.
3. The passage says, “Other members make outfits like those worn by people
long ago.” What does the word outfits mean in this sentence?
A groups of persons
B business firms
C sets of clothing
D military units
4. “Even with dull weapons, being a knight takes skill and practice.” Which
sentence uses the word dull in the same way?
A Sherman tried to cut the cheese with a dull knife.
B This book was so dull I could not finish it.
C The light is too dull for a good photograph.
D Marvin is a nice person, but he’s pretty dull.
5. “The SCA presents more than just fighting, though.” As it is used in this
sentence, the word presents means __________.
A gifts given to someone
B shows; displays
C sets forth in words
D hands over; submits
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
109
Ongoing Comprehension Strategy Assessment • 37
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Decoding the Rosetta Stone
Ancient Egyptians had a special kind of writing known as hieroglyphics.
Hieroglyphics use pictures or symbols instead of letters. It has taken 1,400 years
for modern people to learn how to read Egyptian hieroglyphics.
In 1799, a French soldier working near the town of Rosetta on Egypt’s Nile
River found a stone slab. This slab had three different types of carvings on it.
One was Egyptian hieroglyphic script, and one was Greek writing. No one was
sure about the third type of carvings. Copies of the stone were sent to language
experts in Europe. These experts theorized that the hieroglyphics had the same
meaning as the Greek words.
One expert, Jean François Champollion, set out to decode the carvings on
the stone. Champollion was only eighteen years old when he began his work.
He knew many languages, including Greek, Hebrew, and Persian. It took him
fourteen years to interpret the hieroglyphics. He had a theory that hieroglyphics
stood for both things and sounds, and he was right. His language skills, along
with his hard work and smart theories, helped him reveal the meaning of the
symbols on the stone.
Champollion was a talented man who deserves our thanks. Without his
work, we might not be able to read hieroglyphic script today. He had the
creativity and drive to break the code of the Rosetta Stone. Because of his
work, we can all learn more about the rich world of ancient Egypt.
110
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which word in the first paragraph is an antonym for ancient?
A special
B writing
C modern
D symbol
2. The passage says, “One was Egyptian hieroglyphic script.” Which word is a
synonym for script?
A
B
C
D
writing
meaning
soldier
skill
3. Jean François Champollion set out to decode the carvings. Which word means
about the same as decode?
A drive
B interpret
C theorize
D include
4. Champollion had the drive to break the code. Which of these sentences uses
the word break correctly?
A The truck driver stepped on the break.
B A mechanic told me the break shoes are worn.
C Two birds were hidden in the break.
D I could not break the news to her.
5. Hard work helped him reveal the meaning of the symbols. Which word means
the opposite of reveal?
A conceal
B discover
C expose
D alter
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
111
Ongoing Comprehension Strategy Assessment • 38
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Movies and the Great Depression
During the Great Depression, many Americans did not have money to buy
even the most basic things. This was a time when people did not spend money
unless they had to. Yet even during the worst years, 60 to 80 million people
went to the movies every week.
Going to the movies was an easy way to escape from the hardships of daily
life. Movies gave people a break from their worries for a few hours. They also
gave people an outlet for their emotions.
Funny movies, or comedies, were very popular. So were dramas. The
comedians did crazy, wild things that many people would be afraid to do.
Comedians often made fun of wealthy, powerful people. Poor people might
have found relief in seeing this. Deep down they may have felt angry that some
people had so much while they had so little. People went to comedies so that
they could laugh, but they also went to dramas. The dramas were serious, and
sometimes they were sad. They gave people a chance to think about problems
other than their own.
Musical comedies were also popular in the early 1930s. People enjoyed
seeing the costly costumes and sets used in the musicals. The actors would
wear fine clothes and dance around as if they didn’t have a care in the world.
These made-up characters were living the kinds of lives many people could
only dream of.
112
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The passage says, “Many Americans did not have money to buy even the most
basic things.” Which word has about the same meaning as basic?
A
B
C
D
expensive
complicated
cheap
essential
2. “The comedians did crazy, wild things.” Which word is an antonym for wild?
A tame
B
C
D
foolish
unusual
amusing
3. The passage says, “Funny movies, or comedies, were very popular.” Which
adjective is a synonym for popular?
A
B
C
D
costly
well-liked
common
well-known
4. “Comedians often made fun of wealthy, powerful people.” Which word from
the passage is an antonym for wealthy?
A
B
C
D
crazy
funny
poor
sad
5. The passage says, “The actors would wear fine clothes.” Which word is a
homonym for wear?
A
B
C
D
buy
show
remove
where
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
113
Ongoing Comprehension Strategy Assessment • 39
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
The Wild, Wild West
During the 1800s, many people admired the criminals of the day. People
knew that stealing was wrong, but they looked up to men like Butch Cassidy,
Billy the Kid, and Jesse James. These outlaws of the American West were
exciting and romantic. They were heroes.
Jesse James robbed banks. To some, this made him a modern-day Robin
Hood. They did not mind that James and his gang were stealing from the banks.
They thought the banks were unfair to poor people. When law officers tried to
capture Jesse James, not many people wanted to help. Today, most people have
their money in banks and would most likely want to arrest people who break
the law this way.
Many of these outlaws of the Wild West may still be admired today because
their stories have been exaggerated. For example, according to the story of Billy
the Kid, he killed 21 men before he was 21 years old. He probably did not
slaughter that many people. However, by exaggerating the story, storytellers can
make Billy the Kid sound more dangerous or exciting. Because no one knows
the facts, these stories grow larger and move further from the truth.
Another reason people may still admire outlaws is because they lived long
ago. Men like Jesse James can no longer hurt us. As a result, we find their
stories entertaining.
114
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. This passage refers to the “Wild West.” If one of these words is used in place
of wild, which would have a positive connotation?
A dangerous
B exciting
C uncivilized
D crazy
2. What is the connotation of the word romantic in this passage?
A relating to love
B taking place in the 1800s
C
D
heroic or adventurous
having no basis in fact
3. Which name mentioned in the passage clearly has a positive connotation?
A Robin Hood
B Butch Cassidy
C Jesse James
D Billy the Kid
4. The passage says, “He probably did not slaughter that many people.” The
word slaughter is an example of __________.
A sarcasm
B positive connotation
C exaggeration
D negative connotation
5. In the third paragraph, the author refers to “the story of Billy the Kid.” If
one of these words were used in place of story, which would have the most
positive connotation?
A case
B tale
C legend
D biography
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
115
Ongoing Comprehension Strategy Assessment • 40
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Presidential Hero
Franklin D. Roosevelt was one of the most beloved presidents of the United
States. He led the country during some of its darkest hours. His bravery uplifted
America’s hopes when all seemed lost.
Roosevelt was born in New York in 1882. When he was 39 years old, he
was struck with polio. Many people who got polio became paralyzed for life.
Roosevelt was determined not to be one of them. By doing exercises, he was able
to heal his hands and his back. Although his legs improved a little, he was never
able to walk without crutches. Sometimes he used a wheelchair. Many people
did not know about this. Some people today believe that Roosevelt should have
been more open about his disability. They think this would have made life easier
for others like him.
Roosevelt became president in 1933 in the time of the Great Depression.
Many people faced hard times. Roosevelt showed his great leadership ability
by creating programs that gave jobs and support to people in need. Some of his
programs, such as Social Security, still exist today. The people elected Roosevelt
president three more times. World War II started during his last term. Once
again, Roosevelt calmly led the country through a sad and trying time. His desire
was to help people. This was in great contrast to the dictators of the time, such
as Benito Mussolini and Adolf Hitler. These tyrants wanted power and control.
Near the end of the war, Roosevelt became ill. He died on April 12, 1945,
only a few months before World War II came to an end.
116
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which word used in the first paragraph has a positive connotation?
A beloved
B during
C darkest
D lost
2. The passage says, “Roosevelt was determined not to be one of them.”
The word determined is an example of __________.
A
B
C
D
negative connotation
exaggeration
positive connotation
sarcasm
3. “Some people today believe that Roosevelt should have been more open about
his disability.” If one of these words were used to replace the word open,
which would have a negative connotation?
A frank
B needy
C candid
D honest
4. The passage says, “Roosevelt calmly led the country.” Which word used in
place of calmly would have a positive connotation?
A boldly
B quietly
C slowly
D angrily
5. Which word used to describe the rulers of different countries has the most
negative connotation?
A leaders
B dictators
C presidents
D tyrants
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
117
Ongoing Comprehension Strategy Assessment • 41
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Safer Ride
When the automobile was first invented, safety features like seat belts and car
seats for children did not exist. In fact, when cars first came out, passengers did
not always ride inside the car. They rode while standing on the car’s running
board, which was a small step built along the outside of a car. Driving was quite
different back then.
Early cars did not go very fast. If a car crashed, it was usually not going fast
enough for the person inside to be badly hurt. Also, fewer people had cars. This
meant that there was a small chance of colliding with another car on the road.
As cars became more widely used, traffic signals and stop signs were created.
When car engines became more powerful, innovations such as seat belts and
child safety seats became standard safety items. Today, carmakers are always
working on new ways to make driving safer.
One advancement in car safety is the air bag. A car air bag is a large balloon
made of strong fabric that inflates during a car crash. The air bag can protect
people’s faces and bodies when it pops out during a crash. However, air bags
are not for everyone. Small children can be killed or hurt when an air bag
detonates. This is why children should always sit in the backseat of a car. It
is also important always to wear a seat belt when sitting in a car.
118
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. What is the definition of running board given in the passage?
A a special type of child safety seat
B a small step on the outside of a car
C a seat belt
D a car passenger
2. The passage says, “There was a small chance of colliding with another car on
the road.” The word colliding means __________.
A traveling
B racing
C stopping
D crashing
3. “Innovations such as seat belts and child safety seats became standard safety
items.” What are innovations?
A new ideas
B requirements
C dangers
D strange things
4. What is the direct definition of air bag given in the passage?
A a type of seat belt
B an advancement in car safety
C a large balloon made of strong fabric that inflates during a car crash
D a standard safety item
5. What word or phrase in the third paragraph gives a clue to the meaning
of detonates?
A
B
C
D
"pops out"
"safety"
"backseat"
"not for everyone"
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
119
Ongoing Comprehension Strategy Assessment • 42
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Is That Volcano Going to Erupt?
Have you heard about a device that gives directions to drivers in their
cars? The Global Positioning System (GPS) has 24 satellites that orbit Earth.
The satellites send signals to Earth that can be picked up by the receivers. If a
vehicle has a receiver, the driver can find his or her exact position on Earth.
The government owns the satellites that make the GPS work, but civilians are
allowed to use them. Scientists who want to know more about volcanoes also use
the GPS. They use it to track the way parts of a volcano move. Volcanoes change
shape all the time. The top and sides of a volcano rise and fall as the pressure
inside Earth changes. Scientists place GPS receivers on and around the volcanoes.
When the top and sides of a volcano move, the receiver tracks the changes. GPS
is very precise. It can measure changes in the volcano’s shape down to a single
centimeter. When the parts of a volcano move in certain ways, scientists know
that it is about to erupt.
Using the GPS for measuring volcanic changes has many advantages over
other systems. The GPS satellites take very accurate measurements. The system
can also transmit signals from one place to another in almost any type of weather.
Even in a severe storm, the receivers send clear signals. The GPS receivers are
also very small and portable. As a result, they can be set up by just one person
and are easy to move from place to place.
Scientists have many ways to study volcanoes. The GPS has become one of the
most widely used.
120
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The passage says, “If a vehicle has a receiver, the driver can find his or her
exact position on Earth.” The word vehicle means __________.
A car
B radio
C satellite
D device
2. In the second paragraph, what does the word civilians mean?
A
B
C
D
people who use the GPS
people who study volcanoes
people who are not part of the government
people who get lost easily
3. Which sentence in the second paragraph gives a clue to the meaning of precise?
A
B
C
D
"They use it to track the way parts of a volcano move."
"It can measure changes in the volcano's shape down to a single centimeter."
"When the top and sides of a volcano move, the receiver tracks the changes."
"Scientists place GPS receivers on and around the volcanoes."
4. In the third paragraph, what does the word transmit mean?
A
B
C
D
interpret
send
change
receive
5. What phrase in the third paragraph helps you figure out the meaning of
portable?
A
B
C
D
"accurate measurements"
"very small"
"can be set up by just one person"
"easy to move from place to place"
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
121
Ongoing Comprehension Strategy Assessment • 43
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
Dutch Windmills
People in the Netherlands, or Holland, began using windmills hundreds of
years ago. They built many types of windmills. At one time there were about
10,000 wooden windmills in Holland.
In the 1500s, the Dutch people used windmills to drain the land and keep
it dry. They used the energy created by the windmills to take water out of
lakes so that they could live on the dry land left at the bottom. Some of these
windmills used for drainage are still in existence. In the 1600s, people began
using new windmills to power machines. These industrial windmills were widely
used until new ways to power machines, such as steam engines and electric
motors, were developed.
Both the drainage windmills and the industrial windmills in Holland were
made of wood. Each resembled a building with three or four blades, or sails,
attached to the front near the top. The windmills that are built today look very
different. They are much taller. They have three sails to catch the wind, but
they are fabricated of metal. Most modern windmills are used for the production
of electricity.
Today, only about 1,000 wooden windmills remain in Holland. They are
protected as historic sites. Many people who travel to Holland make sure they
visit the windmills.
122
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. In the second paragraph, what is the meaning of the word drainage?
A without a drain
B a person who drains
C the process of draining
D like or related to a drain
2. How does the suffix in the word industrial change the meaning of the base word?
A
B
C
D
It shows a relationship.
It shows an action.
It shows something happening right now.
It shows something that happened in the past.
3. The root word sembler means “to seem, or appear.” What does resembled mean?
A
B
C
D
contained
pretended
looked like
searched for
4. In the third paragraph, the word fabricated means __________.
A
B
C
D
made
clothed
sailed
powered
5. “Most modern windmills are used for the production of electricity.” The word
production means __________.
A a person who produces
B the act of producing
C like a product
D in a productive way
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
123
Ongoing Comprehension Strategy Assessment • 44
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
From Worm to Wedding Gown
Fabric for clothing can come from many places. Some natural fabrics, such as
cotton, come from plants. Some synthetic fabrics are made in factories. But only
silk comes from worms.
The Chinese were the first to figure out how to make silk thread from the
cocoons of silkworms. The silkworm is really the first stage in the life of a certain
type of moth. When the caterpillar is ready to metamorphose into an adult moth,
it spins itself a cocoon. Each cocoon is made of one very long, very strong thread.
To make silk cloth, first each cocoon is unwound. Then the thin threads are
twisted together into fine yarns, and the yarns are woven into cloth. Many people
consider silk cloth to be the most beautiful cloth in the world. When silk is dyed,
the colors turn out very bright. Silk can be thin and soft as a cloud, or heavy and
shiny. No wonder so many people like to have their best clothes made of silk.
For a long time, the Chinese would not reveal the secret of making silk to
anyone. Silkworms were found only in the kingdom of China, and the rest of the
world was kept in the dark. But then, around the year 550, some monks let the
secret out when they traveled to China on foot. When they returned to the West,
they carried bamboo walking sticks. Inside the sticks were hidden a few silkworm
eggs. The eggs were tended very carefully. Soon the silkworms hatched and began
making cocoons.
Ever since then, the West has produced silk, too. Today silk is used to make
many things, from parachutes to glamorous wedding gowns.
124
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. The passage says, “Some synthetic fabrics are made in factories.” The prefix
syn- means “with, or together.” What does the word synthetic mean?
A along with
B blended together
C without
D not together
2. “The caterpillar is ready to metamorphose into an adult moth.” The root
word morph means “form or shape.” What does metamorphose mean?
A
B
C
D
without shape
well formed
related to a shape
change form
3. In the third paragraph, the word unwound means __________.
A
B
C
D
wound very well
wound again
the opposite of wound
a person who wound
4. In the fourth paragraph, how does the suffix in the word kingdom change the
meaning of the base word?
A It shows that it is the area belonging to a king.
B It makes the base word mean “again.”
C It shows that it is less than a king.
D It demonstrates that it happened a long time ago.
5. In the last paragraph, the word glamorous means __________.
A without glamour
B full of glamour
C before glamour
D a person who has glamour
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
125
Posttest
A Magic Number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
A Message from Gettysburg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Rain Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Two Legends of Horse Racing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Tornado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Teacher Appreciation Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Interview with a Boy from Colonial America . . . . . . . . . . . . . . . . 140
126
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Posttest
Answer Key
1. C
19. C
2. B
20. A
3. A
21. D
4. A
22. D
5. D
23. C
6. A
24. B
7. C
25. A
8. B
26. C
9. D
27. A
10. A
28. A
11. C
29. D
12. C
30. B
13. A
31. C
14. D
32. B
15. B
33. C
16. C
34. B
17. B
35. A
18. D
36. D
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
127
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 1–5.
A Magic Number
Anansi was a clever spider with magical power. In the same West African
village where Anansi dwelled, there also lived a witch named Four. Now for some
reason, Anansi really disliked the name Four. So he invented a magical curse that
would bring about the end of anyone who said that name in front of him.
In the village where Anansi and Four lived, there had not been enough food to
eat for some time. The rains had not come, and crops did not grow. Anansi had
only a little bit of grain, which was not enough to feed his family. So he made
four small piles of grain and called over the village squirrel. He told the squirrel
that if he could count the piles of grain, he could have them all. Because the
squirrel was hungry, he quickly counted the piles of grain and said “one, two,
three, four.” Before he could place a paw on even one pile of grain, the squirrel
dropped dead. Anansi brought the squirrel home, cooked it, and fed his family
for a week.
One week later, Anansi made four piles of grain again. He called over the
rabbit in his village and made the same deal with him that he had made with the
squirrel. No sooner did the rabbit utter “one, two, three, four” than he fell to the
ground like a rock. Anansi and his family ate meals of cooked rabbit for a week.
Anansi enjoyed his clever trick so much that he tried it again when his family
longed for a tasty dinner. He placed four piles of grain beside his hut and called
over the village chicken. The chicken knew that Anansi was clever as well
as tricky. So she counted “one, two, three” but would not pronounce the last
number aloud. Instead, the chicken said “one, two, three, and one more.”
No matter how many times Anansi coaxed the chicken to count all the
piles, the chicken said the same thing: “one, two, three, and one more.” Anansi
glared at the chicken and told her to say the answer correctly. When the chicken
repeated her answer, Anansi could not take it anymore. He blurted out “one, two,
three, four.” In an instant, Anansi dropped dead in front of the four piles of grain.
He was duped by his own trick and would not be playing tricks on any other
villagers ever again.
128
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
1. Which words best describe the character of Anansi?
A honest and sympathetic
B friendly and sincere
C sneaky and cold-hearted
D angsry and quick-tempered
2. What was the main problem Anansi faced at the beginning of the story?
A
B
C
D
He was stuck in a village in West Africa.
There was not enough food for everyone in the village.
A squirrel in the village did not like Anansi.
A witch named Four lived in the same village as Anansi.
3. At the end, the chicken got the best of Anansi because __________.
A she refused to say the name Four
B the witch put a curse on Anansi
C she did not know how to count
D the other animals told her what to do
4. The passage says, “He called over the rabbit in his village and made the same
deal with him.” Which is a synonym for the word deal?
A
B
C
D
arrangement
curse
dinner
harvest
5. The passage says, “Anansi coaxed the chicken to count all the piles.” The
word coaxed means __________.
A tricked
B paid; rewarded
C called
D urged; encouraged
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
129
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 6–10.
A Message from Gettysburg
On July 3, 1863, two days of bloody battle ended on the fields of Gettysburg,
Pennsylvania. More than 50,000 soldiers lay dead. This was the time of the Civil
War in the United States. The soldiers came from both the armies of the North
and South. The South had lost one-third of its whole army in this one battle and
would eventually lose the war.
What were the Civil War and the battle in Gettysburg about? It was mainly a
difference in values. The South believed in slavery, but the North did not. Many
states in the South joined together to form a new nation called the Confederacy.
These states wanted slavery. Many states in the North joined together to stop the
South from seceding. The Union states did not want slavery.
After the battle at Gettysburg, Judge David Wills of Pennsylvania was put in
charge of the battlefields. First, he buried the dead. Then he turned the field of
battle into a national cemetery. He invited a famous public speaker to give a
speech to the crowd. That person, Edward Everett, wrote a special speech.
Judge Wills also asked President Abraham Lincoln to say a few words, and the
president accepted the invitation.
On November 19, 1863, a large crowd gathered in the cemetery to hear the
speakers. First, Mr. Everett spoke for over two hours. Next, President Lincoln
stood in front of the crowd. His speech was only 237 words long. He finished so
quickly that many in the crowd did not even know he had spoken.
If those gathered at Gettysburg did not catch what the president had said,
Edward Everett did. He also understood the power behind President Lincoln’s
words. He wrote to the president: “I should be glad, if I could flatter myself that
I came as near to the central idea of the occasion in two hours, as you did in
two minutes.”
In the Gettysburg Address, President Lincoln said that people of all
backgrounds and races in the United States would be considered equal. Here
are his exact words: “Four score and seven years ago our fathers brought forth
on this continent a new nation, conceived in liberty and dedicated to the
proposition that all men are created equal.” His two-minute speech sent a
message that would last for centuries.
130
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
6. What is this passage mostly about?
A what happened at Gettysburg in 1863
B the states that joined the Confederacy
C reasons for slavery in the United States
D why President Lincoln spoke for only two minutes
7. The passage says, “The president accepted the invitation.” The word
invitation means __________.
A a person who invites
B
C
D
not invited
the act of inviting
after inviting
8. Before that November day at Gettysburg, most people in Pennsylvania probably
thought that __________.
A
B
C
D
the Battle of Gettysburg was not that important
Edward Everett was a better public speaker than Lincoln
slavery should have been allowed in every state
Edward Everett should have been the president of the United States
9. Which detail from the passage supports the judgment that President Lincoln’s
speech was very powerful?
A
B
C
D
President Lincoln spoke after Edward Everett.
No one spoke from the army of the South.
The speech was only 237 words long.
His speech sent a message that would last for centuries.
10. What is the stated main idea of the fourth paragraph?
A “On November 19, 1863, a large crowd gathered in the cemetery to hear the
B
C
D
speakers.”
“First, Mr. Everett spoke for over two hours.”
“Next, President Lincoln stood in front of the crowd.”
“He finished so quickly that many in the crowd did not even know he had spoken.”
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
131
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 11–15.
Rain Check
On Saturday morning I was curled up in the living room chair reading an eerie
mystery novel when Gregory told me to get ready for the rain check. At first I
thought he wanted me to check outside to see if it was raining, but instead he
wanted me to uncurl my lazy legs and get off the armchair. He told me he had just
conversed with the captain of the Blazers on the telephone, and we had to make an
executive decision.
Gregory and I both noted the dry grass and sidewalks outside the window and
concluded that the rain of the past week had finally ended. Because of this, Gregory
wanted me to put on my gear and get ready to play with our Golden Kicks soccer
team. It was time for our rain check match against the Blazers.
I would rather have stayed in the chair, but Gregory wouldn’t hear of it. Not
only is he my twin brother, he’s the captain of the Golden Kicks. He also knew
that I didn’t believe our team could beat the Blazers, who had won two county
championships in a row.
“Don’t give up hope, Darnell!” Gregory told me.
“I’m not giving up anything. I’m just facing facts,” I replied.
“Here’s a fact,” Gregory said. “We can win today.”
Gregory always sees the positive side of things. As our mother says, his cup is
always half full. We may be twins, but we don’t drink from the same cup. Mine is
sometimes empty, like when I have to face the Blazers.
We changed into our uniforms and jogged over to the soccer field behind the
middle school. Gregory told me to be positive and play like I had nothing to lose, and
I began to think that maybe there was something to believing the cup was half full.
When I got to the team bench, Mrs. Sanders, Jake’s mother, asked if I wanted a
cup of water.
“Yes, a full cup, please,” I said. Then I trotted out on the field, stood in front
of the goal, and decided that nothing would get past me that day, no matter what
happened. This rain check game was going to produce a sunny day for Gregory
and the rest of our team.
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Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
11. What will most likely happen next?
A Darnell will tell his teammates they cannot beat the Blazers.
B Gregory and the captain of the Blazers will postpone the game.
C Darnell will play hard and try to win the game.
D Gregory and Darnell will have an argument and lose the game.
12. What is the setting at the beginning of this story?
A the library at the middle school
B a soccer field
C Gregory and Darnell’s living room
D Darnell’s bedroom
13. Compared with his brother Gregory, Darnell generally seems to
be __________.
A more cautious and negative
B more positive and optimistic
C more talented and athletic
D more serious and intelligent
14. The passage says, “He had just conversed with the captain of the Blazers.”
The word conversed means __________.
A met
B competed
C agreed
D talked
15. What can you infer about Darnell’s role on the Golden Kicks?
A He is the captain of the team.
B He is the goalie.
C He usually sits on the bench.
D He is the top goal scorer.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
133
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 16–20.
Two Legends of Horse Racing
When horse racing became widely popular in the United States in the late 1800s,
African American jockeys dominated the sport. One of the world’s greatest horse races,
for example, is the Kentucky Derby. In the first Kentucky Derby ever held, 14 of the 15
jockeys who rode that day were African Americans. In the early years of horse racing,
there were many fine riders. But two jockeys stand out above the rest.
Isaac Murphy was born in Kentucky in 1861 and grew up
working with horses. He rode in his first race at the age of 14 as
a last-minute replacement, and he won. As he gained experience,
Murphy became remarkably successful. In 1879, he won a
record-breaking 35 races. In 1882, he won 49 of 51 starts at
Saratoga Springs in New York. In all, Murphy won 628 races over
15 seasons, including three Kentucky Derbies (in 1884, 1890,
and 1891). He died in 1896 and was inducted into the Racing
Hall of Fame at Saratoga in 1955.
Like Isaac Murphy, Jimmy Winkfield also grew up in
Kentucky. He was born in 1882, the youngest of 17 children in a
family of sharecroppers. He began racing in 1898, earning $8 a
month, and quickly found success. Winkfield won back-to-back
Kentucky Derbies in 1901 and 1902, becoming the last black
jockey to win the Derby. For political reasons, Winkfield soon
became unwelcome in American racing, so he traveled to
Europe. There he won dozens of races and prizes in Russia,
Poland, Germany, and France. Winkfield died in France in 1974
and was inducted into the Racing Hall of Fame in 2004.
Isaac Murphy
Jimmy Winkfield
Both of these jockeys had record-setting careers in their days, but neither one received
the recognition he deserved during his lifetime. After two decades of great success,
African American jockeys were gradually forced out of racing.
134
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
16. Most of the information in this passage is organized by __________.
A order of importance
B problem and solution
C comparison and contrast
D cause and effect
17. Which sentence from the passage states a fact?
A “One of the world’s greatest horse races, for example, is the Kentucky Derby.”
B “In the first Kentucky Derby ever held, 14 of the 15 jockeys who rode that
C
D
day were African Americans.”
“In the early years of horse racing, there were many fine riders.”
“But two jockeys stand out above the rest.”
18. You can conclude from this passage that Murphy and Winkfield did not get the
recognition they deserved because __________.
A
B
C
D
the Kentucky Derby was not very popular
they won too many races
most Americans did not like horse racing
they were African Americans
19. Winkfield was the youngest of 17 children in a family of sharecroppers. You
can tell that the meaning of the word sharecroppers is related to __________.
A banking
B horse racing
C farming
D transportation
20. The author’s main purpose in this passage is to __________.
A
B
C
D
give information about two African American jockeys
compare the Kentucky Derby with other races
entertain readers with a story about horse races
persuade people to become horse racing fans
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
135
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 21–25.
Tornado
One day in 1955, a little girl in South Dakota was sitting on her pony in a
field when suddenly a tornado roared through the field. Afterward, the girl was
still sitting on her pony unhurt, but both were one-half mile away from where
they started!
How Tornadoes Form
Tornadoes are the offspring of thunderstorms, which develop when cold air
slides over warm air and won’t let the warm air rise. If wind tilts this mix of air,
a thunderstorm may form.
Tornadoes, also known as twisters, begin with updrafts. Updrafts are currents
of warm air that shoot up above a cloud, like the bubbling water in boiling
water. If wind strikes an updraft, then the updraft might not just rise. It might
begin to spin, too. Sometimes the spinning air becomes a long and narrow
funnel, creating a tornado.
Studying Tornadoes
Did you ever see the movie The Wizard of Oz? The main character, Dorothy,
comes from Kansas—in the heart of the Midwest. She and her dog, Toto, are
swept away by a tornado. Today, scientists study tornadoes using a special group
of instruments called TOTO. The name stands for Totable (which means that it
can be moved) Tornado Observatory.
Wind hitting an updraft from the side can begin a spinning action.
136
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
21. The author’s main purpose in this article is to __________.
A entertain readers with a story about tornadoes
B compare weather in different parts of the United States
C persuade readers to learn about TOTO
D explain how and why tornadoes form
22. Which part of the passage should you read to find out how scientists learn
about tornadoes?
A
B
C
D
How Tornadoes Form
first paragraph
the diagram
Studying Tornadoes
23. According to the diagram, tornadoes are most likely to form when a strong
wind is blowing in which direction?
A
B
C
D
from the north
downward
sideways
upward
24. What do the circular lines in the diagram represent?
A
B
C
D
cold air
an updraft
a thunderstorm
an air mass from Canada
25. Which sentence best summarizes the first paragraph of this passage?
A
B
C
D
A girl and her pony were picked up by a tornado and carried one-half mile
without harm.
In 1955, a girl was sitting on her pony in a field in South Dakota.
A girl and her pony were sitting in a field just before a tornado roared through.
In 1955, a tornado struck a field in South Dakota where a girl was sitting
on a pony.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
137
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 26–30.
Teacher Appreciation Day
How many times have we students been told to show respect to our teachers?
More than once or twice, we have all heard stories about how hard teachers
work and how difficult it is to teach a class. We have also heard teachers say
that they wouldn’t want to give up their jobs for the world because teaching is
rewarding. They are proud of their students and proud of themselves when they
bring out the best in us.
I suggest that we students find out just how hard and rewarding it is to teach
a class. How can we do that? Well, I suggest students and teachers change places
during next month’s Teacher Appreciation Week.
How can this change work? Students interested in changing places with
teachers could sign up on a sheet in the front hall. The teachers in our school
could then make a schedule. For part of each subject period during Teacher
Appreciation Week, a student from the list could take over the class. The teacher
would occupy that student’s desk.
Students who become teachers will have to prepare for class, and that may
be even more difficult than completing homework or writing a report. These
temporary teachers will also have to make sure that their students behave and
learn the lesson for that day. They will have to use their imaginations to come
up with interesting ways to teach. By the end of the week, these substitute
teachers will gain a lot of respect for the job of a teacher.
At the end of each period in which a student takes over the class, the
students in the class will write a review. (Yes, the real teacher will write a
review, too!) Will students show these brave new teachers respect? Will every
temporary teacher feel proud and satisfied, or will tough reviews by fellow
students (and real teachers) squash the hopes of future teachers of America?
If the teaching profession is one we should all respect, we should learn about
it from the inside. What better way to show teachers that we care? What better
way for us to find out if teaching is a good career choice for our futures?
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Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
26. How can you tell that the writer of this passage is a caring, thoughtful person?
A She has heard many times that teachers have a tough job.
B She thinks that teachers should make up new schedules.
C She tries to look at things from different points of view.
D She suggests that teachers should sit in students’ places.
27. The writer wants students to try teaching classes so that __________.
A
B
C
D
they will gain respect for what teachers do
teachers will learn what it’s like to be a student
they will make the lessons more interesting for everyone
teachers will be able to take more breaks
28. From this passage you can conclude that the writer believes that __________.
A
B
C
D
teaching is a difficult but rewarding job
students do not show enough respect for teachers
teachers do not appreciate students enough
students do not believe what teachers say
29. Which detail supports the judgment that the writer’s idea for “student”
teachers is a good one?
A It will take place during Teacher Appreciation Week.
B It will require students to prepare lesson plans.
C It will excuse students from having to do homework.
D It will show teachers that students care about them.
30. In the last two paragraphs, which word used by the author has a
negative connotation?
A inside
B squash
C brave
D respect
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
139
Posttest
Name ___________________________________ Date ____________
Directions: Read the passage. Then use the information from the passage
to answer questions 31–36.
Interview with a Boy from Colonial America
Interviewer: Thank you for agreeing to sit for this interview. Now, Henry, please tell us
about education for 12-year-olds, like yourself, here in the colonies in 1767.
Henry: First, let me point out that education for boys and girls is different in New
Hampshire and every other colony. If parents can read, they teach their children to read
at home, mainly because they want their children to be able to read the Bible.
In New England, most villages of more than 100 families construct their own grammar
schools. When my family doesn’t need for me to work on our farm all day, I go to my
village grammar school. I learn subjects like Latin and math, and I might go to a college in
the colonies if I do very well. But most boys don’t go on to college, and of course girls do
not ever go to school.
My cousin Thomas lives in the southern colony of Virginia. His family is wealthy. There
are no grammar schools in the southern colonies, but Thomas has his own tutor from
England. If Thomas goes to college, he will travel to England or another country in Europe.
While Thomas studies Latin or astronomy, his sister Abigail will learn to sew and embroider
as well as take care of a house and family.
Interviewer: Please tell me about your favorite games or sports in colonial New Hampshire.
Henry: My favorite game is ninepins, in which you line up a row of pins on a lawn and
then, from a distance away, roll a ball toward them. The object is to knock down all the pins.
Rolling the hoop is another game we play, but it’s much less entertaining. Each person rolls a
large wooden hoop from one point to another on a lawn. You see who finishes fastest. That
may sound simple, but it isn’t. Have you tried rolling the hoops or playing nine pins?
Interviewer: No, I haven’t, but I certainly would like to. What do you play if you can’t
go outside?
Henry: Everyone likes to spin tops, but we might also read or play with wooden toys. Of
course, the girls do other things, too—such as embroider.
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Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Name ___________________________________ Date ____________
31. The passage says, “Most villages of more than 100 families construct their own
grammar schools.” Which word is an antonym for construct?
A build
B design
C destroy
D attend
32. What is the fist step in playing the game of ninepins?
A rolling a ball
B setting up the pins
C moving a distance from the pins D knocking down the pins
33. The passage says, “The object is to knock down all the pins.” What is the
meaning of the word object as it is used in this sentence?
A a thing that can be seen or touched
B to complain or protest about something
C a goal a person is trying to reach
D a word in a sentence that tells who or what is acted upon
34. Which sentence from the passage states an opinion?
A My cousin Thomas lives in the southern colony of Virginia.
B Rolling the hoop is another game we play, but it’s much less entertaining.
C Each person rolls a large wooden hoop from one point to another on a lawn.
D His sister Abigail will learn to sew and embroider.
35. In the 1700s, how was education for colonial boys and girls different from
education for boys and girls in the United States today?
A Girls did not go to school.
B Most children learned to read.
C Boys liked to play games at school.
D Children learned grammar and math.
36. Which is the best paraphrase of this sentence? “If parents can read, they teach
their children to read at home, mainly because they want their children to be
able to read the Bible.”
A If parents can read the Bible at home, they teach their children about it.
B Parents read the Bible to their children and teach them at home.
C If parents teach their children to read, then they can read the Bible at home.
D Parents who can read teach their children to read so they can read the Bible.
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
141
Answer Sheet
Student Name
Date
Teacher Name
Grade
Pretest Posttest
(Circle one.)
142
1.
A B C D
19. A B C D
2.
A B C D
20. A B C D
3.
A B C D
21. A B C D
4.
A B C D
22. A B C D
5.
A B C D
23. A B C D
6.
A B C D
24. A B C D
7.
A B C D
25. A B C D
8.
A B C D
26. A B C D
9.
A B C D
27. A B C D
10. A B C D
28. A B C D
11. A B C D
29. A B C D
12. A B C D
30. A B C D
13. A B C D
31. A B C D
14. A B C D
32. A B C D
15. A B C D
33. A B C D
16. A B C D
34. A B C D
17. A B C D
35. A B C D
18. A B C D
36. A B C D
Comprehension Strategy Assessment • Grade 6
© 2006 Benchmark Education Company, LLC
Individual Pretest/Posttest Scoring Chart
Student Name
Date
Teacher Name
Grade
Tested Skills
Cluster Comprehension and Word Solving Skills
1 Literary Elements
Analyze Character
Analyze Story Elements
1
2 Text Structure and Features
Analyze Text Structure and Organization
Use Graphic Features to Interpret Information
Use Text Features to Locate Information
3 Relating Ideas
Compare and Contrast
Identify Cause and Effect
Identify Sequence or Steps in a Process
4 Inferences and Conclusions
Draw Conclusions
Make Inferences
Make Predictions
Pretest Posttest
Score Score
Item Numbers
2
12
26
/4
/4
16 22
23
24
/4
/4
3
13
27
32
/4
/4
11 15
18
28
/4
/4
5 Interpreting Author’s Views
Evaluate Author’s Purpose and Point of View
Analyze Historical Perspective
8
20
21
35
/4
/4
6 Making Judgments
Evaluate Fact and Opinion
Make Judgments
9
17
29
34
/4
/4
7 Distinguishing Important Information
Identify Main Idea and Supporting Details
Summarize or Paraphrase Information
6
10
25
36
/4
/4
8 Context Clues
Use Context Clues to Determine Word Meaning
Understand Denotation and Connotation
5
14
30
33
/4
/4
9 Word Families and Structures
Identify Synonyms, Antonyms, and Homonyms
Use Knowledge of Word Structures to Determine
Word Meaning
4
7
19
31
/4
/4
/36
/36
Total
Pretest Score
Number Correct/Total
Percent Score
/36
© 2006 Benchmark Education Company, LLC
%
Posttest Score
Number Correct/Total
/36
Percent Score
%
Comprehension Strategy Assessment • Grade 6
143
Group Pretest/Posttest Scoring Chart
Teacher Name
Pretest
Student
Name
144
Total No.
Correct
Comprehension Strategy Assessment • Grade 6
Percent
Score
Grade
Posttest
Total No.
Correct
Percent
Score
Comparison/
Notes
© 2006 Benchmark Education Company, LLC
Ongoing Strategy Assessment Record
Student Name
Teacher Name
Grade
Reading or Listening
Assessments
Comprehension/
Word Solving Skills
1–2
Analyze Character
3–4
Analyze Historical Perspective
5–6
Analyze Story Elements
7–8
Analyze Text Structure and Organization
Date of 1st
Assessment
Score
Reading or Listening
Date of 2nd
Assessment
Score
9–10 Compare and Contrast
11–12 Draw Conclusions
13–14 Evaluate Author’s Purpose and Point of View
15–16 Evaluate Fact and Opinion
17–18 Identify Cause and Effect
19–20 Identify Main Idea and Supporting Details
21–22 Identify Sequence or Steps in a Process
23–24 Make Inferences
25–26 Make Judgments
27–28 Make Predictions
29–30 Summarize or Paraphrase Information
31–32 Use Graphic Features to Interpret Information
33–34 Use Text Features to Locate Information
35–36 Identify Multiple-Meaning Words
37–38 Identify Synonyms, Antonyms, and Homonyms
39–40 Understand Denotation and Connotation
41–42 Use Context Clues to Determine
Word Meaning
43–44 Use Knowledge of Word Structures to
Determine Word Meaning
© 2006 Benchmark Education Company, LLC
Comprehension Strategy Assessment • Grade 6
145