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HOLT McDOUGAL Assessment File PREVIEW • GRADE 9 TABLE OF CONTENTS Book 1: Diagnostic and Selection Tests ........ 43 Teacher’s Guide to Managing Assessment . 44 Diagnostic Assessment ................... 47 Sample Selection Tests The Most Dangerous Game ............. 61 Book 2: Unit and Benchmark Tests ........... 65 Unit 1 Test .............................. 67 Benchmark Test 1 ....................... 93 40 Assessment File Grade 9 ASSESSMENT FILE Ongoing formative and summative assessment • Assess mastery • Inform future instruction Assessment File Grade 9 41 The Assessment File includes— .AME $ATE Student Self-Assessment: Reading Directions: Use this form to describe your attitude and thougths toward reading at this time. You may circle more than one answer on any item. 1. These are my thoughts and attitude about reading: a. I like to read, both at home and at school. b. I like to read for fun, but not for school. c. I really don’t like to read and would rather do other things. d. I would read more if I were a better reader. e. I would like to read if I had more time. 2. These are my thoughts and attitude about reading at home: a. It’s a waste of time. b. It helps me escape and relax. c. I only read when I have to for an assignment. d. I read mostly for entertainment. e. I read mostly for information. f. I love to read and wish I had more time for it. 3. I consider myself to be a. a very good reader c. an average reader b. a good reader d. a poor reader 4. In order to read and understand material for school, a. I read best when I’m alone in a quiet place. b. I read best with things going on around me. c. I read best with another student or in a small group. d. I read best when the teacher tells us what to look for first. e. I understand more when I have a long period of time to read. f. I understand more when I read in short little spurts. g. I read the material twice. 5. These problems bother me when I am reading: a. There are too many words that I don’t know. b. I read too slowly. c. I read too fast and forget things. d. I get bored quickly and stop paying attention. e. My eyes get tired easily. f. Other things distract me. BOOK 1 Diagnostic and Selection Tests BENCHMARK TEST 1 CONTINUED Reading Comprehension 1 The author uses a point of view that helps 5 In paragraph 4, Lisa reveals an internal the reader understand — conflict between her desire to — provide leveled tests for all selections A the mother and Phyllis’s thoughts and A accept her mother as she is and her feelings wish that her mother were more like B what Lisa thinks and feelsels about Phyllis Phyllis and her mother B improveimprove herher relationshiprelationship withwith PhyllisPhyllis and diagnostic tools to match the right C what all of the charactersrs think andand feelfeel andand her hopes of spendingspending time withwith D what Charlie thinks and feelsfeels her mothermother C getget alongalong wellwell withwith herher friendsfriends andand herher BENCHMARK TEST 1 CONTINUED 2 The reader can infer that Lisasa lets Phyllis feelingsfeelings ofof embarrassmentembarrassment aboutabout herher mothermother give her a permanent becauseuse Lisa — Read the following selections. Then answer the questions that follow assessment plan to students’ needs. D teachteach her mother to sew well and her F trusts Phyllis’s sense of fashionfashion them. G enjoys changing her hairstylerstyle needneed to protect her mother’s feelingsfeelings H hopes to look more like Phyllis from How Hot Air Balloons Work 6 Tom InIHarrisn paragraphparagrap h 15, thethe authorauthor characterizescharacterizes J wants to please her motherhe r Lisa’sLisa’s mother by having Lisa — 1 Hot air balloons are based on a very basic scientific principle: warmer air 3 In paragraph 2, the author characterizescharacterizes F present her mother’s private thoughtsthoughts rises in cooler air. Essentially, hot air is lighter than cool air, because it has less SAMPLE INSIDE Lisa’s mother by providing — G commentcomment on her mother’s speechspeech massH revealrevea perl unithowhow of othersot volume.hers react A to cubic herher mothermotfooth ofer air weights roughly 28 grams (about A a description of her appearanceearance an ounce). If you heat that air by 100 degrees F, it weighs about 7 grams less. B direct comments about herher J describedescribe her mother’s behavior toward Therefore,othersothers each cubic foot of air contained in a hot air balloon can lift about 7 C the narrator’s reaction too herher grams. That’s not much, and this is why hot air balloons are so huge-to lift D Phyllis’s comments aboutut herher 7 In 1,000 paragraphparag pounds,raph 7, you Phyllis need canabout bbestest 65,000 bebe cubic feet of hot air! 2 describeddescr Toib ekeepd as thea characterc hballoonaracter rising,whowho isis you— need a way to reheat the air. Hot air 4 At the beginning of paragraphaph 4, the balloons do this with a burner positioned under an open balloon envelope. As author uses a flashback to helphelp the reader A funfun butbut inconsiderateinconsiderate understand why Lisa — theB dedicateddairedicated in the balloonbut immatureimmatur cools,e the pilot can reheat it by firing the burner. F is so impressed by Phyllislis C friendly but shy G likes to talk about clotheses D wisewise butbut self-importantself-important H enjoys visiting her motherher at workwork 8 InIn paragraphparagraph 12, Lisa escapes to her room J wants to go shopping withith herher friendsfriends because sheshe ffeelseels — F tiredtired G ill H overwhelmedoverwhelmed J jealous 3 Modern hot air balloons heat the air by burning propane, the same substance commonly used in outdoor cooking grills. The propane is stored in compressed liquid form, in lightweight cylinders positioned in the balloon basket. The intake hose runs down to the bottom of the cylinder, so it can draw the liquid out. 4 Because the propane is highly compressed in the cylinders, it flows quickly through the hoses to the heating coil. The heating coil is simply a length of steel tubing arranged in a coil around the burner. When the balloonist starts up the BOOK 2 Unit and Benchmark Tests track student progress as they master Common Core Standards. SAMPLE INSIDE 42 Assessment File Grade 9 Diagnostic and Selection Tests Sample Pages Assessment File Grade 9 43 Teacher’s Guide to Managing Assessment Assessment has historically followed after instruction, informing teachers after-the-fact about what has been accomplished in the classroom. Today, however, assessment is at the very heart of the learning process, a part of every stage of instruction. Begin at the End. Most teachers know that for instruction to be effective, planning must begin with the end in mind. In other words, it is critical to identify up front those skills and standards you want students to have mastered by the end of the lesson so that the rest of the lesson, as well as an assessment, can be structured to lead to student understanding and success. In Holt McDougal Literature, every unit is designed around a set of related Common Core Standards, which are listed on the Unit Goals page at the beginning of each unit. These concepts are then taught and reinforced through material in the Student Edition and Teacher’s Edition. Students are evaluated on key skills and standards through ongoing assessment as well as at the end of the unit in a formal assessment. Know Your Purpose. Assessment can occur at different stages of a lesson and for different purposes. Remember these two very important functions of assessment. Assessment informs instruction. s5SEDIAGNOSTICASSESSMENTTOSEEIFSTUDENTSAREPREPAREDTOREADGRADE LEVELMATERIALS s5SEONGOING ORFORMATIVE ASSESSMENTTOGAUGEHOWWELLSTUDENTSHAVEGRASPEDIDEAS and skills during a lesson. Assessment measures student progress. s5SESUMMATIVEASSESSMENTTOSEEHOWWELLYOURSTUDENTSAREPROGRESSINGOVERTIMEIN mastering standards. Differentiate as Needed. With Holt McDougal Literature all students are tested on the same skills and standards, but teachers have the option of using different assessment components to find out how well students are doing. For example, both Selection Tests and Unit Tests are available in A and B/C formats and use the same passages to assess student understanding. The A assessment format is for students who struggle with reading and literature. The questions are written at a lower readability, yet are rigorous enough for teachers to tell whether students have understood the concepts. The B/C format is for students who are working at or above grade level. Give the C writing prompts to students you wish to challenge. The Assessment File contains two books, which are described below. Diagnostic and Selection Tests This book provides the following diagnostic and ongoing assessments. sDiagnostic Assessment. The diagnostic assessment shows what a student knows about a topic or concept before instruction has taken place. Holt McDougal Literature provides diagnostic assessment for use at the beginning of each year. These assessments give teachers information about how well their students perform with grade-level reading and writing materials. Each diagnostic assessment includes a student reading inventory and writing inventory for self-assessment, an Independent Reading Inventory, a cloze test, and Copyright © Holt McDougal, a division of Houghton Mifflin Harcourt a writing prompt with rubric. The student self-assessments will provide valuable insights into how students perceive their interests, strengths, and weaknesses. 44 Diagnostic and Selection Tests Assessment File Grade 9 44 Assessment File Grade 9 TEACHER’S GUIDE TO MANAGING ASSESSMENT, CONTINUED Use this diagnostic information to determine the kind of support students might need as they read materials in the book as well as a means for motivating them.

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