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Grade 6
OHIO GRADUATION TEST
READING PRACTICE
EMCParadigm Publishing Saint Paul, Minnesota
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Staff Credits
Editorial
Design
Laurie Skiba
Managing Editor
Shelley Clubb
Production Manager
Brenda Owens
Editor
Lisa Beller
Design and Production Specialist
Nichola Torbett
Associate Editor
Jennifer J. Anderson
Associate Editor
Valerie Murphy
Editorial Assistant
Sara Hyry
Educational Writer
Cover Credits
Cover Designer: C. Vern Johnson
The Human Condition, 1934. Rene Magritte.
The Farm, 1921–1922. Joan Miró.
The Persistence of Memory, 1931. Salvador Dali.
ISBN 0-8219-2951-8
© 2005 EMC Corporation
All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without permission from the publisher.
Published by EMC/Paradigm Publishing
875 Montreal Way
St. Paul, Minnesota 55102
800-328-1452
www.emcp.com
E-mail: [email protected]
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11
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Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Test-Taking Skills Practice Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Preparing for Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Answering Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Answering Reading Comprehension Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Finding the Main Idea or Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Answering Constructed-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Grade 10 OGT Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Unit 1 Test
from “Elie Wiesel” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Unit 2 Test
excerpt from “How Robin Hood Saved the Widow’s Three Sons” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Unit 3 Test
from “Mount Vesuvius” by Sara Hyry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Unit 4 Test
“Choosing a Dog” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Unit 5 Test
“Saucy Sailor” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Unit 6 Test
“English Underground Tunnel System” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Unit 7 Test
“Getting into Storytelling” by Walker Brents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Unit 8 Test
“The Lie” by Peter Gosselar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Unit 9 Test
“Jabberwocky” by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Unit 10 Test
from As You Like It by William Shakespeare
and “You Are Old Father William” by Lewis Carroll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
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Unit 11 Test
excerpt from Geronimo’s Story of His Life by Geronimo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Unit 12 Test
“Beads and Bangles Summer Catalog” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
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Introduction
The EMC Masterpiece Series, Literature and the Language Arts textbook program has been designed to
address the competencies assessed by the Ohio Graduation Test (OGT). Competencies are developed
throughout the program, giving students the opportunity to internalize them through multiple practice
opportunities. The Test-Taking Skills Worksheets and OGT Practice Tests in this book are only a small
part of this practice.
AN INTEGRATED APPROACH
Carefully constructed practice opportunities for reading and writing are integrated throughout the
Literature and the Language Arts textbook program. Development of these skills is outlined in the Lesson
Plans book, located in the Literacy Resource binder. There you will find a comprehensive list of
integrated reading, writing, and other communication arts activities.
The Reading Strategies Resource, also located in the Literacy Resource binder, is specifically designed
to help Ohio students internalize the reading strategies they need, not only to succeed on the OGT and
other standardized tests, but to become proficient, lifelong readers. The Reading Strategies Resource
covers eight reading strategies that help students monitor their comprehension as they read the
selections in the textbook and answer reading comprehension questions after reading.
Each Reading Strategy Mini-Lesson helps students work through a textbook selection by focusing on
one specific reading strategy that they learn to use before, during, and after reading. A fix-up strategy is
provided for students who need extra help. Work with the reading strategy culminates with a Test
Practice page in which students are asked to demonstrate their successful use of the reading strategy by
answering sample multiple-choice and constructed-response questions. Questions focus on:
• Making inferences
• Drawing conclusions
• Interpreting visual material
• Finding the main idea
• Analyzing a text’s organizational features
• Understanding sequence
• Evaluating the author’s purpose
• Understanding point of view
• Classifying and reorganizing information
• Distinguishing fact from opinion
• Comparing and contrasting
• Determining cause and effect
• Understanding literary devices
The Teaching Notes for each Reading Strategy Mini-Lesson include sample think-aloud discussions that
model effective ways to approach each standardized test question.
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Writing practice can be found in the Guided Writing lessons at the end of each unit, in the Writer’s
Journal prompts following each selection, and on the Selection Tests and Unit Tests. Writing tasks
stress the importance of prewriting prior to drafting, even in timed writing situations.
OHIO GRADUATION TEST PRACTICE BOOK
In addition to the assessment practice integrated throughout the core components of Literature and the
Language Arts, test practice can be found in Ohio Graduation Test Practice books, available for grades
six through ten in print and downloadable online (www.emcp.com) formats.
TEST-TAKING SKILLS WORKSHEETS. This book contains a set of test-taking skills worksheets that help students
use the strategies and skills they develop as they work through the Literature and the Language Arts
program to succeed on standardized tests. These worksheets cover such topics as making inferences,
using context clues, and finding the main idea; they also give students tips on answering multiplechoice, short-answer, and extended-response answer. Each worksheet contains instruction followed by
multiple practice opportunities.
SAMPLE OGTS. You will also find in this book twelve practice tests integrated with the twelve literature
units in the textbook. Each practice test contains a reading passage related to the unit, followed by
multiple-choice and constructed-response reading comprehension questions. Each test contains one
sheet-answer task, and several contain extended-response tasks.
OGT PRACTICE SCORING GUIDE. Based on actual OGT scoring procedures, the Scoring Guide at the back
of this book includes correlations to Ohio’s academic content standards, scoring criteria, and sample
top-score-point responses for all test-taking skills worksheet and OGT practice test items.
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PREPARING FOR TESTS
Standardized tests like the OGT and others are a common part of school life. These guidelines will help you
prepare for and take a variety of tests.
TEST-TAKING TIPS
Preparing for a Test
Taking a Test
• Pay attention in class. Exercises and activities
throughout the year practice skills that will
benefit you on standardized tests.
• Know what to expect. Your teacher can
provide you with information about the tests
you will be taking.
• Get plenty of sleep the night before the test
and eat a healthy breakfast in the morning.
• Arrive on time. Running late can raise your
stress level and hurt your performance.
• Read directions and questions carefully.
• Consider every choice. Don’t be fooled by
distractors, or answers that are almost correct.
• Spend test time wisely. Within each section,
answer the easiest questions first and come
back to the more difficult questions later.
• Make sure to record your answer on the correct
line of the answer sheet. As you mark each
answer, ask yourself “Am I on the right question
number in the right section of the test?” and
“Is this the answer I mean to mark?”
• Use any extra time to check your work.
EXERCISE
Test-Taking Strategies
Write a brief response to each set of suggestions above. Do you use these strategies now? Which would
help you most on your next test?
1. Preparing for a test
2. Taking a test
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ANSWERING MULTIPLE-CHOICE QUESTIONS
On standardized tests, including Session Three of the Ohio Graduaion Test (OGT), many of the
questions are multiple-choice and have a single correct answer. The guidelines below will help you
answer these kinds of questions effectively.
TIPS FOR ANSWERING MULTIPLE-CHOICE QUESTIONS
Read each question carefully. Pay special attention to any words
that are bolded, italicized, written in all capital letters, or otherwise
emphasized.
Read all choices before deciding on the answer.
Eliminate any answers that do not make sense, that disagree with
what you remember from the passage, or that seem too extreme.
Also, if two answers have the same meaning, you can eliminate both.
Beware of distractors. These are incorrect answers that look
attractive because they are partially correct, they contain a common
misconception, or they apply the right information in the wrong way.
Distractors are based on common mistakes students make.
Rule out incorrect answers; then choose the answer that is most
accurate or complete. Pay special attention to choices such as none
of the above or all of the above.
If a question seems too difficult, skip it and come back to it later.
Keep in mind, though, that most tests allow you to go back only to
questions within a section.
To make sure your answers are scanned accurately, be sure to fill in
all circles solidly.
EXERCISE
Answering Multiple-Choice Questions
Read the story called “The All-American Slurp” by Leslie Namioka on pages 47–54 of your textbook.
Then answer each question below.
1. An alternative title for this story could be
A. “How to Eat Like an American“
B. “Chinese Food for Beginners“
C. “My Friendship with Meg“
D. “How My Parents Embarrass Me“
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2. Which of the following words best describes Mr. Lin’s character?
A. clumsy
B. awkward
C. scientific
D. arrogant
3. The primary reason the Lins embarrass themselves is
A. inability to read other languages
B. self-consciousness
C. cultural differences between America and China
D. failure to follow directions
4. Which of the following is an example of onomatopoeia?
A. my burning face
B. did the trick
C. schloop
D. beat a retreat
5. Why does the narrator think of celery strings when she sees Mr. Gleason pick up a pea with
his fingers?
A. Both celery and peas are vegetables.
B. Mr. Gleason is making a mistake like the one she and her family made with the
celery strings.
C. Mr. Gleason is embarrassed just like she was when she misunderstood how to eat celery.
D. She thinks Mr. Gleason is stupid.
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ANSWERING READING COMPREHENSION QUESTIONS
Reading comprehension questions ask you to read a short piece of writing and answer several questions
about it. To answer reading comprehension questions, follow these steps:
1. Read through all the questions quickly.
2. Read the passage with the questions in mind.
3. Reread the first question carefully.
4. Scan the passage to look for key words related to the question. When you find a key word, slow
down and read carefully.
5. Answer the question.
6. Repeat this process to answer the rest of the questions.
EXERCISE
Answering Reading Comprehension Questions
Read the following passage from a speech by Sojourner Truth. Then select the best answer to each of the
questions that follow.
from “Ain’t I a Woman?”
by Sojourner Truth
That man over there says that women need to be helped into carriages, and lifted over ditches, and
to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives
me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and planted, and
gathered into barns, and no man could head me! And ain’t I a woman? I could work as much and eat as
much as a man—when I could get it—and bear the lash as well! And ain’t I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother’s grief, none
but Jesus heard me! And ain’t I a woman?
Then that little man in black there, he says women can’t have as much rights as men, ’cause Christ
wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God
and a woman? Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these
women together ought to be able to turn it back, and get it right side up again! And now they is asking
to do it, the men better let them.
1. What reason do men give for women having fewer rights than men?
A. Women are stronger than men.
B. Christ was a man.
C. Women don’t want rights.
D. Christ came from a woman.
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2. The most likely context for this speech is a
A. television program
B. women’s rights convention
C. poetry reading
D. church gathering
3. From this selection, the reader can infer that
A. Truth was not a real woman
B. Truth has worked hard in a rural environment
C. Truth has worked hard in an urban environment
D. Truth has been taken care of all her life
4. What has happened to most of Truth’s thirteen children?
A. They have died.
B. They have left for college.
C. They have been sold into slavery.
D. They have turned their backs on her.
5. Which of the following BEST expresses the main idea of this passage?
A. Sojourner Truth is a woman, but she does not need to be taken care of.
B. Christ came from a woman.
C. Women are as strong as men, and they are going to demand their rights.
D. Truth has borne thirteen children, but only Jesus has heard her grief.
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MAKING INFERENCES
Sometimes the answers to reading comprehension questions can be found in the text you have read.
Other times, however, you will need to make an inference in order to answer the question. Making an
inference means putting together the clues given in the text with your own prior knowledge to make
an educated guess. For example, read the following passage:
As Margaret entered her office through the back door, she caught a glimpse of the crowd in the waiting
room: mothers holding fretful babies, small children fussing and throwing wooden blocks at each other,
older people dozing off in the corners. She sighed as she reached for her white coat and her stethoscope.
It was the height of the flu season, and this was bound to be a busy day.
What does Margaret do for a living? The passage itself does not say, but it does give you clues: the waiting
room, the white coat, the stethoscope, and the reference to flu season. By putting these clues together
with your prior knowledge, you can be pretty certain that Margaret is a doctor.
As you make inferences, remember that each inference needs to fit with all of the clues in the passage and
with your prior knowledge. You can eliminate answers that contradict the text and those for which there is
no evidence. Then, from the remaining answers, choose the one that seems most logical.
EXERCISE
In the following passage from the short story “The Tunnel” by Sarah Ellis, sixteen-year-old Ken is taking a
walk with Ib, the six-year-old girl he is babysitting for the summer. When he sees a particular drainage pipe
in the river, he remembers something that happened a long time ago. Read the passage. Then use clues
from the passage and your prior knowledge to answer the inference questions that follow.
from “The Tunnel”
by Sarah Ellis
And then we come to the stream. I hear it before I see it. And then I remember what happened there.
Ib jumps off the tracks and dances off toward the water.
I don’t want to go there. “Not that way, Ib.”
“Come on, Ken. I’m exploring. This is an exploration mission. You said.”
I follow her. It’s different. The trees—dusty, scruffy-looking cottonwoods—have grown up and the
road appears too soon. But there it is. The stream takes a bend and disappears into a small culvert under
the road. Vines grow across the entrance to the drainage pipe. I push them aside and look in. A black
hole with a perfect circle of light at the end.
It’s so small. Had we really walked through it? Jeff and Danielle and finally me, terrified, shamed
into it by a girl and a double dare.
I take a deep breath and I’m there again. That smell. Wet and green and dangerous. There I was,
feet braced against the pipe, halfway through the tunnel, at the darkest part. I had kept my mind up, up
out of the water where Jeff said that blackwater bloodsuckers lived. I kept my mind up until it went into
the weight of the earth above me. Tons of dirt and cars and trucks and being buried alive.
Dirt pressing heavy against my chest, against my eyelids, against my legs which wouldn’t move. And
then, above the roaring in my ears, I heard a high snatch of song, two notes with no words. Calling. I
pushed against the concrete and screamed without a sound.
And then Jeff yelled into the tunnel, “What’s the matter, Kenny? Is it the bloodsuckers? Kenton,
Kenton, where are you? Ve vant to suck your blood.” Jeff had a way of saying “Kenton” that made it
sound like an even finkier name than it is. By this time I had peed my pants and I had to pretend to slip
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and fall into the water to cover up. The shock of the cold. The end of the tunnel. Jeff pushed me into
the stream because I was wet anyway. Danielle stared at me and she knew.
“Where does it go?” Ib pulls on my shirt.
And I’m big again. Huge.
1. Which of the following sets of words best describes the relationship between Jeff and Ken?
A. playful and equal
B. vicious and dangerous
C. taunting and tormenting
D. jealous and resentful
2. Which of the following best describes what Danielle knew when Ken came out of the
tunnel?
A. that he liked her
B. that he was a coward
C. that he was angry with Jeff
D. that Jeff had been more afraid than Ken
3. What is the real effect of Ken’s effort to “keep his mind up”?
A. He escapes the blackwater bloodsuckers.
B. He pleases Jeff.
C. He avoids drowning in the stream.
D. He becomes terrified of suffocating under the weight of the road.
4. Place the following events along the time line of Ken’s life.
• meets Jeff and Danielle
• arrives with Ib at the stream
• becomes aware of Ib pulling on his shirt
• wets his pants
• is taunted by Jeff from outside the tunnel
• gets a babysitting job
Use the passage to help you determine the order of events.
birth
graduates from
high school
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5. Why doesn’t Ken want to go near the stream with Ib? Use details from the passage to explain his motivation.
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FINDING
THE
MAIN IDEA
Practice Worksheets
OR
THEME
Many standardized test questions will ask you to identify the main idea or theme of a passage of text.
In general, nonfiction texts have main ideas; literary texts (poems, stories, novels, plays, and personal
essays) have themes. Sometimes, however, the term main idea is used to refer to the theme of a literary
work, especially an essay or poem.
The main idea is a brief statement of what the author wants you to know, think, or feel after reading the
text. In some cases, the main idea will actually be stated. Check the first and last paragraphs for a sentence
that sums up the entire passage.
Usually, however, the author will not tell you what the main idea is, and you will have to infer it. To infer a
main idea, ask yourself these questions about the text:
• Who or what is this passage about?
• What does the author want me to know, think, or feel about this “who” or “what”?
• If I had to tell someone in one sentence what this passage is about, what would I say?
After you have a main idea in mind, check to see whether all the details in the passage fit that main
idea. If any detail contradicts your statement, you need to revise that statement.
TIPS FOR ANSWERING MULTIPLE-CHOICE MAIN IDEA QUESTIONS
• Eliminate any statement that contains incorrect information.
• Eliminate any statement that applies only to one paragraph or section of the passage.
• If two statements are similar, choose the one that contains more information, as long as all
information is correct.
Following a literary passage, you might be asked to identify the theme, or central idea, of the passage.
The theme is usually a general statement or insight about life. It is expressed through the plot, images,
characters, and symbols in a text. To find the theme of a passage, ask yourself these questions:
• How and why has the main character or speaker changed by the end of the story?
• What has the main character learned by the end of the story?
• How is the reader supposed to feel about the events of the story?
• What is the author trying to say about life?
• What is the “moral” or lesson of the story?
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EXERCISE
1. Read Christopher Reeve’s speech “Americans with Disabilities Act” on pages 85–87 of your
textbook. Which of the following statements best expresses the main idea of this speech?
A. The president is wrong about what “family values” really means.
B. The Americans with Disabilities Act should be enforced everywhere to prevent
discrimination.
C. Funding research to prevent and cure disabling conditions is an important part of caring
for every member of our national family.
D. Disabilities limit opportunities for about a quarter million Americans.
2. Turn to page 21 in your textbook and read the short story “Eleven” by Sandra Cisneros.
Which of the following statements best expresses the theme of the story?
A. Certain events can make you feel younger or older than you are.
B. Teachers are always right.
C. When you have a birthday, it takes a few days to feel your new age.
D. It’s silly to cry when you’re eleven.
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USING CONTEXT CLUES
Some standardized test questions will ask you to choose the best definition for a word that might be
unfamiliar to you. You can often figure out the meaning of this word by using context clues. Context
clues frequently can be found in nearby words and phrases that provide hints about the word.
EXAMPLES
comparison clue
Like a mouse darting away from the cat, I bolted from the room.
If the speaker acted like the mouse, he or she must have run away fast, so bolted means “ran away.”
contrast clue
My sister remains aloof from everyone; I, on the other hand, tend to get too
involved in people’s lives.
The words on the other hand signal a contrast between the speaker and her sister. If she gets too involved,
her sister must stay uninvolved. Aloof must mean “uninvolved or indifferent.”
restatement clue
Curtis loves to exaggerate. He makes everything seem bigger and better than it
really is.
As the second sentence suggests, exaggerate means “make something seem greater than it is.”
apposition clue
Sherlene took the sunny weather as a good omen, a sign that positive events
were on their way.
By restating the word omen in different terms, the apposition indicates that omen means “sign of future
events.”
examples clue
Many invertebrates, such as sponges, jellyfish, starfish, and squid, live in the
ocean, but others, like spiders and many worms, live on land.
If you know enough about the animals listed, you can guess that invertebrates are animals that don’t have
backbones.
cause and effect clue
Kelly’s immunity to chicken pox prevented her from getting the disease even after
being exposed multiple times.
If having immunity caused Kelly not to get sick, immunity must mean “resistance to a disease or illness.”
The following table shows words that signal each type of context clue. Look for these words in the
sentences around an unfamiliar word to see if they signal a context clue.
comparison
and, like, as, just as, as if, as though
contrast
but, nevertheless, on the other hand, however, although, though, in spite of
restatement
that is, in other words, or
examples
including, such as, for example, for instance, especially, particularly
cause and effect
if/then, when/then, thus, therefore, because, so, as a result of, consequently
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Test-Taking Skills
EXERCISE
Read the following sentences. Then choose the best definitions for the underlined words.
1. A world-famous violinist at the age of eight, Kamisha proved to be a child prodigy.
A. screenwriter
B. failure
C. problem
D. genius
2. Trevor was always so enthusiastic about spelling bees, but this year he seemed reluctant to
participate.
A. unwilling
B. eager
C. anxious
D. dedicated
3. I like the look of vintage clothes, including twin sets and poodle skirts from the 1950s, thighhigh dresses in the wild patterns of the 1960s, and even the bell bottoms of the 1970s.
A. tight
B. old-fashioned
C. modern
D. conservative
4. Proud of his big win in the regional debate tournament, Shane showed up at the state finals
looking smug.
A. overly confident
B. terrified
C. well dressed
D. angry
5. Project your voice as if it were a ball that you were throwing all the way back to the last row
of the auditorium.
A. throw forward
B. soften
C. disguise
D. organize
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Practice Worksheets
ANSWERING CONSTRUCTED-RESPONSE QUESTIONS
In addition to multiple-choice questions, the Ohio Graduation Test (OGT) includes constructed-response
questions that require you to write answers in the test booklet.
In addition to multiple-choice questions, the Ohio Graduation Test (OGT) also includes short-answer and
extended-response questions that require you to write answers in the Answer Document.
These questions test your ability to interpret, analyze, synthesize, and evaluate ideas from a reading
passage and understand the techniques used by the author. They also require you to back up your ideas
with details from the passage.
When you encounter one of these questions, you must first make sure you understand what the question
is asking you to do. Here is a list of key words that you might find in these questions. Learn what each of
these words means.
analyze; identify:
break into parts and describe the parts and their relationships
compare:
examine two or more subjects and tell how they are similar; in some cases, also
mention differences
contrast:
examine two or more subjects and stress how they differ
describe:
give enough facts about or characteristics of a subject to make it clear to someone
who is unfamiliar with it
discuss:
provide an overview and careful analysis of an event or concept; use details for
support
evaluate; assess;
argue:
make an objective judgment about a topic, relying more on informed sources
than your own opinion
explain:
clarify and interpret an event or concept, providing supporting details and
examples
interpret:
tell the meaning and significance of an event or concept
justify:
explain or give reasons for decisions or conclusions; be persuasive
prove:
provide impartial reasoning for a given statement
summarize:
retell very briefly an event, concept, or debate, stating only the main points, in an
objective manner
For example, read the following sample question on “Child on Top of a Greenhouse” by Theodore Roethke
on page 213 of your textbook.
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Test-Taking Skills
EXAMPLE
Why, at the end of the poem, is everyone pointing up and shouting? Use details from the selection to
support your answer.
The question asks you to tell why the people in the poem are acting as they are. Read the poem carefully
and note the location of the speaker. Use the details that he provides as part of your answer. Read the
following successful response to the prompt.
EXAMPLE
The speaker is clearly in a very dangerous place, even though he does not seem to notice. The first part of
the poem just gives details about the setting as seen through the speaker?s eyes. These include the wind,
flowers, and clouds. The speaker also mentions the splinters of glass and putty, which give a sense of
danger. However, the title of the poem gives away the speaker?s location, which in combination with the
details makes it obvious that the people are pointing and shouting because they are afraid that the speaker
will fall through the glass of the greenhouse roof.
Notice that this response not only explains why the people are pointing and shouting (that they are afraid
for the speaker who is on the greenhouse roof) but also includes details from the poem that help to
answer the question.
The following tips will help you answer contructed-response questions effectively.
TIPS FOR ANSWERING CONSTRUCTED-RESPONSE QUESTIONS
• Before reading the passage, skim the questions. When you skim, you glance through material
quickly to get a general idea of what it is about.
• As you read, underline any information that relates to the questions. After you have finished
reading, you can decide which of the underlined details to use in your answers.
• On extra paper or in the margin of your test booklet, list the most important points to include in
each answer. Then number them to show the order in which they should be included. Finally,
draft your answer.
• If you have extra time, use it to revise and proofread your answers.
For example, read the following sample question based on “Child on top of a Greenhouse” by Theodore
Roethke on page 213 of your textbook.
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EXERCISE
Turn to page 494 and read “Don’t Step on a Crack.” Then answer the constructed-response questions
below.
1. List three superstitions from the article. Also explain the possible real-life reasons for those superstitions.
2. According to this passage, how are superstitions formed? Use details from the selection to support your
answer.
3. A common superstition is that the number 13 is bad luck. Write a fake but believable explanation for this
superstition, using the explanations in the article as models.
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OGT Practice, Grade 6
UNIT 1 READINGTEST
DIRECTIONS
This passage is followed by several questions. After reading the passage, choose the best answer to
each question and blacken the corresponding space on your answer document. When you respond
to the short-answer and extended-response items, make sure your answers are complete. You may
refer to the passages as often as necessary.
“Elie Wiesel”
1 Elie Wiesel is known worldwide as one of the most dedicated defenders of human rights of
the twentieth century. In more than forty books and countless
newspaper stories, magazine articles, interviews, and lectures,
Wiesel has told the world about the horrors of the Holocaust,
spoken out against mistreatment of Jews throughout the world,
and fought for the rights of many other oppressed groups.
2
Born in 1928, Wiesel grew up as part of a thriving Jewish
community in Sighet, a village that belonged to Hungary in the
early 1940s but is now part of Romania. As a boy, Wiesel was
fascinated by Jewish religious ideas and spent many hours
studying religious teachings.
3
In 1944, German troops arrived in Sighet and forcefully moved
all the Jews of the village, including the Wiesels, into two
ghettos, which they were not permitted to leave. A few months
later, Elie and his family were forced onto a train headed to
Auschwitz, a concentration camp. He was fifteen years old, and he would never see his
mother or youngest sister again. Elie survived stays in five concentration camps and
managed not to be separated from his father until the older man’s death at Buchenwald
shortly before the camp was liberated in April 1945. Wiesel’s most famous book, Night,
tells the terrifying story of his life during this time.
4
After he was freed, sixteen-year-old Wiesel vowed not to write of his experiences for ten
years, until he had achieved enough critical distance from them that he could understand
them better:
5
So heavy was my anguish that I made a vow: not to speak, not to touch upon the essential
for at least ten years. Long enough to see clearly. Long enough to learn to listen to the
voices crying inside my own. Long enough to regain possession of my memory. Long
enough to unite the language of man with the silence of the dead.
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6
Wiesel lived briefly in an orphanage in France before studying at the Sorbonne, a famous
university in Paris, and beginning work as a journalist. A friend he met in France convinced
Wiesel to write down his story, which later became Night.
7
The publication of Night, along with Wiesel’s newspaper work, launched his career as a writer.
Since then, he has written novels, collections of essays, plays, and memoirs. His writing focuses
on themes of humanity’s potential for good and evil, God’s role in world events, and hope in the
face of despair.
8
The same themes inform Wiesel’s political work. In 1978, President Jimmy Carter asked
Wiesel to lead the committee that would create the United States Holocaust Memorial.
The purpose of this memorial was to ensure that Americans would not forget the
Holocaust and would prevent anything like it from ever happening again. This memorial
grew into what is now the United States Holocaust Memorial Museum in Washington,
DC.
9
Wiesel has also created the Elie Wiesel Foundation for Humanity, an organization that
draws attention to violations of human rights anywhere in the world.
10 For his commitment to human rights, Wiesel has won many awards, including a Presidential
Medal of Freedom, the Nobel Peace Prize, and honorary degrees from universities around the
world.
11 [http://www.eliewieselfoundation.org/ElieWiesel/Nobel_Speech.htm]
12 The following is an excerpt from Elie Wiesel’s acceptance speech when he received the
Nobel Peace Prize in 1986.
13 Do I have the right to represent the multitudes who have perished? Do I have the right to
accept this great honor on their behalf? I do not. No one may speak for the dead, no one
may interpret their mutilated dreams and visions. And yet, I sense their presence. I always
do – and at this moment more than ever. The presence of my parents, that of my little sister.
The presence of my teachers, my friends, my companions…
14 This honor belongs to all the survivors and their children and, through us to the Jewish
people with whose destiny I have always identified.
15 I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered the
Kingdom of Night. I remember his bewilderment, I remember his anguish. It all happened
so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the
history of our people and the future of mankind were meant to be sacrificed.
16 I remember he asked his father: “Can this be true? This is the twentieth century, not the
Middle Ages. Who would allow such crimes to be committed? How could the world remain
silent?”
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17 And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future,
what have you done with your life?” And I tell him that I have tried. That I have tried to
keep memory alive, that I have tried to fight those who would forget. Because if we forget,
we are guilty, we are accomplices.
18 And then I explain to him how naïve we were, that the world did know and remained silent.
And that is why I swore never to be silent whenever wherever human beings endure suffering
and humiliation. We must take sides. Neutrality helps the oppressor, never the victim.
Silence encourages the tormentor, never the tormented. Sometimes we must interfere.
When human lives are endangered, when human dignity is in jeopardy, national borders and
sensitivities become irrelevant. Wherever men and women are persecuted because of their
race, religion, or political views, that place must – at that moment – become the center of the
universe.
...........
19
As long as one dissident is in prison, our freedom will not be true. As long as one child is
hungry, our life will be filled with anguish and shame. What all these victims need above all is
to know that they are not alone; that we are not forgetting them, that when their voices are
stifled we shall lend them ours, that while their freedom depends on ours, the quality of our
freedom depends on theirs.
20
This is what I say to the young Jewish boy wondering what I have done with his years. It is
in his name that I speak to you and that I express to you my deepest gratitude as one who has
emerged from the Kingdom of Night. We know that every moment is a moment of grace,
every hour an offering; not to share them would mean to betray them.
21 Our lives no longer belong to us alone; they belong to all those who need us desperately.
22
Thank you, Chairman Aarvik. Thank you, members of the Nobel Committee. Thank you,
people of Norway, for declaring on this singular occasion that our survival has meaning for
mankind.
2. Read the following quote:
1. Identify the one way in which the Holocaust did
NOT affect Wiesel’s life.
A.
His mother, youngest sister, and father died
in concentration camps.
B.
He was never able to talk about his experiences.
C.
He had to live in an orphanage once he was
freed.
D.
“So heavy was my anguish that I made
a vow: not to speak, not to touch upon
the essential for at least ten years.”
What does Wiesel MOST LIKELY mean by “the
essential”?
A.
his personal views on human rights
B.
the experience of growing up in the thriving
Jewish community of Sighet
C.
his political views about Nazi Germany
D.
his experiences living in concentration
camps
He became a political activist.
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3. Because the author describes Wiesel’s writing as
focusing on “humanity’s potential for good and
evil” and “hope in the face of despair,” you can
assume that Wiesel’s best known book Night
A.
describes how concentration camps
destroyed Wiesel’s family and his hopes for
the future
B.
has inspired others to do good
C.
shows how concentration camps were
unable to destroy everything that is good in
people
D.
has helped the author cope with his own
feelings of despair
7. Some people who have had bad experiences are
inspired by those experiences to help others.
Write a paragraph in which you prove that this is
true. Use Elie Wiesel as an example of this
tendency. Include details from the article to help
you prove your point.
4. What kind of article did the author of “Elie
Wiesel” write?
A.
an informative article that reveals facts
about an actual person’s life
B.
a persuasive article that convinces readers to
support human rights
C.
an entertaining article about the plot and
characters of the book Night
D.
an expressive article, sharing feelings about
the Holocaust
8. Who is the young Jewish boy that Wiesel
describes in his speech?
5. What would be the BEST subtitle for this article?
A.
“Elie Wiesel: Holocaust Survivor, Writer, and
Activist”
A.
himself
B.
“Elie Wiesel: Founder of the Holocaust
Survivor Museum”
B.
his father as a young man
C.
his brother
C.
“Elie Wiesel: Tale of an Orphan”
D.
a friend
D.
“Elie Wiesel: The Author of Night Speaks
Out”
9. Wiesel says that “as long as one dissident is in
prison our freedom will not be true. As long as
one child is hungry, our life will be filled with
anguish and shame.” He is saying that
6. Using details and examples from Wiesel’s own life,
explain why Wiesel became a human rights
activist.
A.
hunger is a terrible problem in many parts
of the world.
B.
all prisoners should be allowed to go free no
matter what they have done.
C.
people who are free and able should help
those who are not.
D.
there are many people who are in prison.
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OGT Practice, Grade 6
UNIT 2 TEST READING
DIRECTIONS
This passage is followed by several questions. After reading the passage, choose the best answer to
each question and blacken the corresponding space on your answer document. When you respond
to the short-answer and extended-response items, make sure your answers are complete. You may
refer to the passages as often as necessary.
excerpt from “How Robin Hood Saved the Widow’s Three Sons”
by Sara Hyry
1 One fine morning, Robin Hood was walking down a lane toward Nottingham town. He was
dressed in the colors of green and brown. A fine figure he made as he wandered down. But as
he continued, he heard a terrible wailing. Turning a corner, he found a widow weeping.
2
“What, pray tell, is troubling you?” Robin asked the woman. He knew her well, for he had
often dined at her hearth with her sons, who were counted among his followers.
3
“Down the way, my three sons are to be hanged today,” she replied.
4
“What have they done to deserve such a punishment? Have they
stolen? Have they killed a priest? Have they burned down a
church?”
5
“No, none of those have they done. They are to be killed
because they killed the king’s deer. Following your ways,
they shot it with their longbows and ‘twas their bad
fortune that the sheriff should happen by,” she cried.
6
“That’s no crime as I see it,” said Robin. “You have told
me just in time. If they are to be hanged today, I must be
along quickly now.” And he hurried off, towards the site of
gallows.1 As he walked, he pondered how to save the
widow’s sons.
7
“I need some sort of disguise, to get me in to the town
without the sheriff knowing,” he thought. At that moment,
he happened upon an old man dressed in rags, a palmer2 back
from his journey to the Holy Land. “What news have you?”
Robin asked the man.
1. gallows. Frame from which criminals are hanged
2. palmer. Person who has just made a pilgrimage to Jerusalem, often wearing a palm leaf as a sign of his or her religious journey
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8
“There’s to be a hanging today—three hangings to be exact. And a shame it is. For the three who
are to be hanged are no villains, I say.”
9
“Why then are they to be hanged?” asked Robin.
10 “The sheriff finds killing the king’s deer to be a crime. He wishes to make an example, for he
is charged with stopping the hunting of the king’s beasts. Yet, he sees nothing wrong with the
likes of me and the likes of the three going hungry for want of meat, when a bit of venison
would be a treat.”
12 Robin looked at the man shrewdly. “Thank you for the news, good man. And for your
troubles, I propose a trade. I will give you my clothes and thirty silver coins in exchange for
your clothes. What say you?”
13 “Don’t poke fun at an old man, who had but little in this life,” he protested.
14 “I am in earnest. Come, come, I haven’t all day,” urged Robin. “I’ll give you these pieces of
gold for your hat and your cloak, and your tattered old breaches.”
15 “’Tis not a fair trade,” thought the man, “ but it will do me a world of good.” So he did not
protest when Robin plucked the hat from his head and placed it on his own. Robin dressed
himself in the patched breeches and the threadbare cloak. He tucked his arrows under his
clothes, unstrung his bow and leaned upon it as a staff. He had his disguise, and he thought,
perhaps, a plan.
16 Robin continued down the road, looking for all the world like the worn, old palmer he
pretended to be. He reached the town and found that quite a crowd had gathered in the
square. He asked some of those near him what all the hubbub was about.
17 “The sheriff is to hang three men today.”
18 “For what crime?” asked Robin.
19 “For poaching on the king’s land,” came the reply.
20 “And this is a spectacle for all the town to see. Does nobody protest such action? For shame!”
Robin cried.
21 “We dare not protest the sheriff, for he would have our heads as well. Besides, the fellows did
break the law. And there’s the sheriff now.”
22 Robin caught sight of the sheriff and began to move through the crowd. He neared the
gallows and approached the sheriff. “What price do you pay your hangman today?” Robin
asked. “Might you permit this old man to do the job?”
23 “Clothes of the hanged, of course, and by the looks of it you could use them,” said the sheriff
with a laugh. “Plus sixpence, two pence per man—the usual hangman’s price. The job is
yours if you do it right quick.”
24 “Allow me first to take the last confessions of the men; they should not die without that.”
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4. What effect does the old widow have on Robin
Hood?
1. What will MOST LIKELY happen next?
A.
Robin Hood will take the men’s confessions
and then hang them.
A.
He falls in love with her.
Robin Hood will exchange clothes with the
prisoners and then flee.
B.
He vows never to fight again.
C.
He becomes depressed and dejected.
C.
Robin Hood will free the prisoners and
escape himself.
D.
She inspires him to bring justice to her boys.
D.
The sheriff will realize he should not kill the
prisoners.
B.
5. What is the MAIN conflict in the passage?
2. Which of the following is PROBABLY the theme of
this story?
A.
Crime doesn’t pay.
B.
What is crime to one person is not necessarily crime to someone else.
C.
It’s unkind to make fun of older people.
D.
Stealing is wrong.
A.
man against good
B.
man against man
C.
justice against truth
D.
man against nature
6. If you had to choose ONE word to describe Robin
Hood’s character, what word would that be? Use
at least TWO details from the selection to justify
your answer.
3. How does the old palmer feel about the sheriff?
A.
bothered by his decision to hang the three
men as an example
B.
frightened of his authority
C.
envious of his wealth and power
D.
confused by his willingness to trade clothes
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Answer Key
Scoring Guide
PREPARING
FOR
5. Responses will vary; a sample response follows.
Strong responses will use details from the text to
explain that Ken doesn’t want to remember his
earlier humiliating experience at the tunnel.
TESTS
1. Responses will vary.
2. Responses will vary.
FINDING
ANSWERING MULTIBLE-CHOICE QUESTIONS
1. Answer: A; Standard: Literary Text
2. Answer: C; Standard: Literary Text
3. Answer: C; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
4. Answer: C; Standard: Literary Text
5. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
1.
2.
3.
4.
5.
1. Answer: C; Standard: Literary Text
2. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
3. Answer: D; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
4. Standard: Concepts of Print, Comprehension
Strategies and Self-Monitoring Strategies
birth
is taunted by Jeff
from outside
the tunnel
gets a
babysitting
job
THEME
Answer:
Answer:
Answer:
Answer:
Answer:
D; Standard: Acquisition of Vocabulary
A; Standard: Acquisition of Vocabulary
B; Standard: Acquisition of Vocabulary
A; Standard: Acquisition of Vocabulary
A; Standard: Acquisition of Vocabulary
1. Responses will vary; a sample response follows.
One superstition involves stepping on cracks; in
this superstition, the crack represents the grave.
Another superstition says that it is bad luck to
break a sugar bowl; this belief comes from an
ancient custom of breaking a dish to kill the
spirit before burying a person. Another
superstition involves stumbling as you are
leaving the house; this might be based on an
unconscious desire not to leave the house.
2. Responses will vary; a sample response follows.
Superstitions are formed from beliefs about how
the world works, whether those beliefs are
religious (based on customs) or scientific (based
on fact). For example, an ancient religious
practice of breaking a dish to kill the spirit of a
person before burying them led to a superstition
about breaking a sugar bowl meaning bad luck.
This is an example of a religious belief shaping a
superstition. A more scientifically based
superstition is the one about seven years of bad
luck from breaking a mirror. This belief is related
to the (mistaken) belief that all the cells in the
human body are renewed within a seven year
period.
3. Responses will vary; a sample response follows.
Everyone has heard that the number 13 is
supposed to be bad luck. In fact, some hotels
have omitted the thirteenth floor from their
buildings because guests were often hesitant to
stay on it. Some airlines, likewise, have omitted
row 13 from their planes. This superstition is
believed to have originated in an ancient African
civilization that followed a twelve day week. On
MAKING INFERENCES
arrives with Ib
at the stream
OR
ANSWERING CONSTRUCTED RESPONSE
QUESTIONS
1. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
2. Answer: B; Standard: Informational, Technical,
and Persuasive Text
3. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
4. Answer: C; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
5. Answer: C; Standard: Literary Text
wets his
pants
MAIN IDEA
USING CONTEXT CLUES
ANSWERING READING COMPREHENSION
QUESTIONS
meets Jeff
and Danielle
THE
1. Answer: C; Standard: Literary Text
2. Answer: A; Standard: Literary Text
graduates
from high
school
becomes aware
of Ib pulling on
his shirt
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U N D E R S TA N D I N G L I T E R AT U R E
OGT PRACTICE
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Answer Key
OGT Practice, Grade 10
the thirteenth day, or the first day of the new
week, everyone had to sacrifice an object of
great significance to that person. Therefore, the
thirteenth day was dreaded and felt to be
unlucky.
Standard: Concepts of Print, Comprehension
Strategies and Self-Monitoring Strategies
8. Answer: A; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
9. Answer: C Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
Grade 6 MAP Practice Tests
UNIT 1 TEST
READING
UNIT 2 TEST
READING
1. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
2. Answer: D; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
3. Answer: C; Standard: Literary Text
4. Answer: A; Informational, Technical, and
Persuasive Text
5. Answer: A; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
6. Responses will vary; a sample response follows. In
1944, all the Jews in Wiesel’s home town of
Sighet were forced to move into two ghettos,
which they were not permitted to leave. Wiesel
and the other Jews of Sighet were brought to
concentration camps, where Wiesel was separated
from his mother and youngest sister and his
father eventually died. Wiesel was finally liberated
in April 1945, but was unable to write about his
horrific experiences for ten years. Standard:
Concepts of Print, Comprehension Strategies and
Self-Monitoring Strategies
7. Responses will vary; a sample response follows. Elie
Wiesel is an example of how people who have
bad experiences can be inspired by those
experiences to help others. Germans forced
Wiesel and his family from their town into a
ghetto and then into concentration camps
because they were Jewish. Wiesel’s mother,
youngest sister, and father died in the camps.
Because of this experience, Wiesel spoke out
about his experiences in the book Night, helped
to create a memorial for Holocaust survivors,
and formed a group dedicated to pointing out
human rights violations. He has won awards and
earned honorary degrees for his work to help
oppressed people.
1. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
2. Answer: D; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
3. Answer: C; Standard: Informational, Technical,
and Persuasive Text
4. Answer: A; Standard: Literary Text
5. Answer: A; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
6. Responses will vary; a sample response follows.
Robin Hood is clever. He convinces an old
palmer to exchange clothes with him to disguise
himself and then convinces the sheriff to appoint
him the hangman, most likely as part of a plot
to free his friends
Also, Robin Hood is loyal. He stops to ask a
sobbing widow he knows well what is troubling
her, and then he sets out to rescue her three
sons, who are his companions.
Standard: Concepts of Print, Comprehension
Strategies and Self-Monitoring Strategies
UNIT 3 TEST
READING
1. Answer: D; Standard: Acquisition of Vocabulary
2. Answer: B; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
3. Answer: C; Standard: Concepts of Print,
Comprehension Strategies and Self-Monitoring
Strategies
4. Answer: D; Standard: Informational, Technical,
and Persuasive Text
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OGT PRACTICE
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