Assessment-File-Grade-9.Pdf

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—

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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 hherer rerelationshiplationship withwith PPhyllishyllis and diagnostic tools to match the right C what all of the charactersrs think andand feelfeel andand her hopes of spendingspending time wwithith D what Charlie thinks and feelsfeels her mothermother C getget alongalong wewellll withwith herher friendsfriends anandd herher BENCHMARK TEST 1 CONTINUED 2 The reader can infer that Lisasa lets Phyllis feelingsfeelings ooff embarrassmentembarrassment aboutabout hherer 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 from How Hot Air Balloons Work hopes to look more like Phyllis 6 Tom InIHarrisn paragraphparagrap h 15, thethe authorauthor ccharacterizesharacterizes 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 chcharacterizesaracterizes 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 unithhowow 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 bbee cubic feet of hot air! 2 describeddescr Toib ekeepd as thea ccharacter hballoonaracter rising,wwhoho iiss 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 bbutut iinconsideratenconsiderate 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 sshehe 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 44 44 The Assessment File containstwo books,which aredescribedbelow. wish tochallenge. students who areworking atorabove level. grade Give theCwritingpromptstostudentsyou teachers totellwhether studentshave understood theconcepts. isfor The B/Cformat literature. The questionsarewrittenatalower readability, yet arerigorousenoughfor understanding. The isforstudentswhowithreadingand A assessmentformat struggle Unit Tests areavailable in andusethesamepassagestoassessstudent A andB/Cformats outhow wellcomponents tofind studentsaredoing.For example, bothSelection Tests and same skillsandstandards,butteachershave theoptionofusingdifferent assessment success. In lesson, aswell toleadstudentunderstanding and asanassessment,canbestructured standards you want studentstohave masteredby theendoflessonsothatrest begin withtheendinmind.Inotherwords, itiscriticaltoidentifyupfrontthoseskillsand Begin attheEnd. ofevery process,apart stageofinstruction. ofthelearning heart what hasbeenaccomplishedintheclassroom. Today, however, assessmentisatthevery Assessment hashistorically followed teachersafter-the-fact about informing afterinstruction, Teacher’s GuidetoManagingAssessment Grade 9 Diagnostic andSelection Tests This bookprovides thefollowing diagnosticandongoingassessments. Diagnostic andSelectionTests Differentiate asNeeded. Assessment measuresstudentprogress. Assessment informsinstruction. Know Your Purpose. different purposes. Rememberthesetwodifferent functionsofassessment. purposes. important very well assessment. asattheendofunitinaformal Edition. Studentsareevaluated onkey skillsandstandardsthroughongoingassessmentas concepts arethentaughtandreinforcedthroughmaterialintheStudentEdition Teacher’s Core Standards,which arelistedontheUnitGoalspageatbeginning ofeachunit. These s s5SESUMMATIVEASSESSMENTTOSEEHOWWELLYOURSTUDENTSAREPR s5SEONGOING ORFORMATIVE ASSESSMENTTOGAUGEHOWWELLSTUDE s5SEDIAGNOSTICASSESSMENTTOSEEIFSTUDENTSAREPREPAREDTO into how students perceive theirinterests,strengths,andweaknesses. a writingpromptwithrubric. The studentself-assessmentswillprovide valuable insights writing inventory forself-assessment,anIndependent ReadingInventory, aclozetest,and writing materials.Eachdiagnosticassessmentincludes astudentreadinginventory and abouthowteachers information well withgrade-level theirstudentsperform readingand diagnostic assessmentforuseatthebeginning ofeachyear. These assessmentsgive hastaken place. topic orconceptbeforeinstruction Diagnostic Assessment. mastering standards. and skillsduringalesson. Holt

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McDougal Literature allstudentsaretestedonthe READGRADE LEVELMATERIALS NTSHAVEGRASPEDIDEAS OGRESSINGOVERTIMEIN provides Assessment File Grade 9 Grade File Assessment Assessment File

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt TEACHER’S GUIDETOMANAGINGASSESSMENT instruction andcoverinstruction skillsandstandardsthathave important beentaughtuptothatpoint. This bookprovides summative assessmentsthattake place attheendofaperiod Unit andBenchmarkTests DVD-ROM and Think CentralOnline Assessment. Assessments inthe Assessment File areavailable throughExamView on Teacher OneStop Technology Support Assessment File s You canhelpstudents preparefortheUnit Tests by having themtake the Assessment s s studentsmightneedas thekindofsupport todetermine Usethisdiagnosticinformation how studentshave grown over timeintheirunderstandingofkey skillsandstandards. short-answer, open-endedquestions aswell asanessay prompt. These testswillalsoshow subsequent tests.Eachtestincludesnew readingpassages followed by multiple-choiceand The testsarecumulative inthatskillstaughtearly over intheyear arecarried into students’ understandingoftheconceptsandskillsthatwere taughtintheprecedingunits. Benchmark Tests. walking studentsthrough thequestionsandanswer choices. Unit Test. The Teacher’s Editioncontainsanswers toquestionsaswell assuggestionsfor how well they understandkey skillsandstandardstaught intheunitbeforethey take the Practice attheendofeachunitinStudentEdition. This testwillshow themandyou Challenge writingpromptsfortheadvanced student. style. assess thesameskillswith The B/Ctestincludes A testwritteninasimplified concepts,vocabulary strategies, writing,andgrammar.literary Unit Tests A andB/C unit. EachUnit Test includesnew reading passagesandassessesstudentsinreading students’ ofthemostcommonly understandingandmastery assessedskillstaughtinthe Unit TestsAandB/C. the ResourceManager. give themtheReadingCheck,which isprovided formostselectionsandisavailable in style. The ToA testiswritteninasimplified preparestudentsfortheSelection Tests, concepts. literary Tests A andB/Cassessthesameskillsusingtestpassages. written-response questionstoassessstudents’ readingandvocabulary skillsaswell as selections intheStudentEdition.EachSelection Test includesmultiple-choiceitemsand Selections TestAandB/C. they readmaterialsinthebookaswell asa meansformotivating them. Benchmark Tests occurfourtimesayear andaredesignedtoassess Unit Tests areprovided attheendofeachunitandassess Selection Tests areprovided of foreachselectionorgroup , CONTINUED Diagnostic andSelection Tests Grade 9 45 45 46 46 self-assessments willprovide valuable insightsintohow well studentsthinkthey aredoing. grade-level materialsinreadingandwritingatthebeginning oftheschoolyear. Student This diagnosticassessmentwillgive youaboutwell information yourwith studentsperform To theTeacher Grade 9 Diagnostic andSelection Tests s s s s s s Student RecordSheet. student writing. writing. or expository onthefollowingA rubric pageprovides aquickway toevaluate Writing PromptwithRubric. writing. Self-Assessment: Writing. of text tostudents. unfamiliar Cloze Test. students orhave studentsadministerittoeach other. selection and10comprehensionquestions. You canadministerthistesttoindividual Informal ReadingInventory. reading. Self-Assessment: Reading. successful withclassroommaterials. tohelpyouhowthe information determine studentmay muchsupport needtobe This assessment is based on students “filling in”blanks createdinapassage This assessmentisbasedonstudents“filling You canrecordtheresultsofvarious inventories and use Students describetheirattitudesandthoughtstoward Students describetheirattitudesandthoughtstoward Studentsrespondtoawritingpromptrequiringnarrative This assessmentcontainsapassagefrombook

Assessment File Grade 9 Grade File Assessment Assessment File

Student Self-Assessment: Reading

Directions: Use this form to describe your attitude and thoughts toward reading at this time.You may circle more than one answer on any item.

3. I consider myself to be a. a very good reader c. an average reader b. a good reader d. a poor reader

Assessment File Diagnostic and Selection Tests 47 Grade 9 Assessment File Grade 9 47 .AME $ATE

STUDENT SELF - ASSESSMENT: READING, CONTINUED

6. How often do you read each of the following? Circle your answer. a. newspapers never sometimes often usually b. magazines never sometimes often usually c. novels never sometimes often usually d. comic books never sometimes often usually e. books of information never sometimes often usually

7. How much time do you spend at home reading for enjoyment? a. never b. up to 30 minutes a week c. between 30 and 60 minutes a week d. more than an hour a week e. an hour a day or more

8. Circle the topics or types of literature you like to read. a. young adult novels i. fantasy b. adventure/survival j. myths and legends c. science fiction k. science d. mysteries l. poetry e. sports m. biographies f. stories about animals n. history g. humorous stories o. travel/other places h. historical fiction p. news articles

9. What is the best book you have ever read?

10. What is the best book you have read lately?

11. Look at the scale below and put an X where you think you belong.

I am not good at reading. I am OK at reading. I am good at reading.

48 Diagnostic and Selection Tests Assessment File Grade 9 48 Assessment File Grade 9 Assessment File Grade 9 Grade File Assessment

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt 2. 1. comprehension. UsethesesuggestionstoadministerthisIRI. second timesilently, afterwhich heorsheanswers questionsforassessmentofreading timeorally toassessoralreadingskills. twice, thefirst The studentshouldread thepassagea and 10comprehensionquestionsaboutthematerial.Have thestudentreadsamepassage forindependentreading. booksorarticles help themfind ReadingInventoryuse anInformal (IRI)toplacestudentsintheappropriate textbook orto inventoryThis informal cangive aninitialideaofastudent’s readinglevel. Teachers often Informal ReadingInventory 6. 5. 4. 3. Assessment File To conductanIRI,you needatleastone100-word passagefromthematerial inquestion, Use thesecriteriaforassessingreadinglevels afteroralreading: for astudent. Evaluate resultsfromoralandsilentreadingtodecidehow good a matchthematerialis after silentreading. responses.UsethesecriteriaforassessingreadinglevelNote thenumberofcorrect student thatheorshecanlookbackatthepassagebeforeanswering thequestions. askthecomprehensionquestionsonnext page. When thestudentfinishes, Tell the Have thestudentreadpassageagain,silently. or shemakes. read thepassage. As studentsreadaloud, noteonyour copyhe thenumberoferrors Give thestudentsacopy ofthepassageandkeep oneforyourself. Have thestudent then you willasksomequestions. Tell thestudentheorshewillreadpassageoutloud, andthenagainsilently, and s s s s s s s s s s Fewer than3errors: Eight ormore: placement inalessdemandingreadingprogram. More than10errors: and may needspecialattention. Between 4and9errors: the word meaning ofasentence.(Anacceptable substitutionmightbetheword Substitutions: Additions: Omissions: nouns. Mispronunciations: Five toseven: Fewer thanfive: difficult Words inasentence thatchangethemeaningoftext. inserted Words tounderstandingasentenceorconcept. leftoutthatarecrucial Words substitutedforactualwords inthetext thatchangethe The studentislikely tohave difficulty. theselections effectively.The studentshouldbeable tointerpret The studentneedsindividual placement. helporalternate .) Words thataremispronounced, withtheexception ofproper The studentisunlikely tohave decodingtext. difficulty The studentislikely andmay tohave difficulty need great The studentislikely tohave somedifficulty hard Diagnostic andSelection Tests for Grade 9 49 49 .AME $ATE

Informal Reading Inventory

from “Marigolds” by Eugenia Collier

Read this passage aloud.

By the time I was 14 my brother Joey and I were the only children left at our house, the older ones having left home for early marriage or the lure of the city, and the two babies having been sent to relatives who might care for them better than we. Joey was three years younger than I, and a boy, and therefore vastly inferior. Each morning our mother and father trudged wearily down the dirt road and around the bend, she to her domestic job and he to his daily unsuccessful quest for work. After our few chores around the tumbledown shanty, Joey and I were free to run wild in the sun with other children similarly situated.

50 Diagnostic and Selection Tests Assessment File Grade 9 50 Assessment File Grade 9 .AME $ATE

Comprehension Questions

from “Marigolds” by Eugenia Collier

1. How old is the narrator?

2. What is her brother’s name?

3. How old is the narrator’s brother?

4. How do you know the narrator is a girl?

5. Why did her older siblings leave home?

6. Where have the two babies been sent?

7. Where does her mother go each morning?

8. Where does her father go?

9. What do the narrator and her brother do when their parents leave?

10. How does she describe her home?

Assessment File Diagnostic and Selection Tests 51 Grade 9 Assessment File Grade 9 51 52 52 &ORTHECOMPLETEPASSAGE SEETHENEXTPAGE above isused. synonyms; however, thescoringsystemabove appliesonly when theprocess described example, words somehave FRUSTRATIONLEVELCORRECTANSWERSORLESS ORFEWERTHA orevery suggestedreplacingsignificant 10thword, andaccepting s 3OMERESEARCHERSHAVEMODIFIEDTHECLOZEPROCEDUREASDEVELOPED INSTRUCTIONALLEVELnCORRECTANSWERS ORnOF s INDEPENDENTLEVELCORRECTANSWERSORMORE OROF s Use thesesuggestionstoadministerthisclozetest. a student’s readinglevel withmaterials. A clozetestiscreatedinthefollowing way: texts, butitcanalsobe usedinotherreadingsituationswhereinformational you want tomatch passage oftext tostudents. unfamiliar The clozeprocedureisoftenusedtoplacestudentsin in”blanks createdina butincompletepattern. a familiar The testisbasedon“filling Cloze isapsychological which term referstothehumantendency to“bringclosure” Another testthathasproven readingskilllevels successfulindetermining istheclozetest. Administering aClozeTest Grade 9 Diagnostic andSelection Tests 3. 2. 1. &OREACHBLANK HAVESTUDENTSGENERATETHEEXACTWORDTHATHA s ,EAVEABLANKFOREACHWORDDELETED9OUSHOULDHAVEAPPROXIMs $ELETEEVERYTHWORDINTHEPASSAGE EXCLUDINGTHEOPENINGS s 3ELECTAPASSAGEOFnWORDSTHATCONTAINSACOMPLETETH s paragraphs, preferablyparagraphs, orbook. fromthebeginning ofthearticle Use thefollowing readinglevel. todetermine passagehas48blanks.This particular deleted fromthepassage. Tell intheblanks withthewords themtoreadthepassageandfill thathave been Give thestudentsacopy ofthepassage. SBEENDELETED BY*OHN"ORMUTH&OR ENTENCE OUGHTUNITORSEVERAL NOF ATELYBLANKS Assessment File Grade 9 Grade File Assessment Assessment File

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt temperatures inLos Angeles, New York, andLondon tostandonmydeck ofcards,trying headwithoutusingmy hands,predictingthedaily me theanswer. 3HE little boy couldalsopronouncethenamesofforeigncitiescorrectly. of allthestatesandeven mostoftheEuropeancountries. A teacher was quotedassaying the assortment. whose housesshecleaned. And sinceshecleanedmany houseseachweek, we hadagreat magazines shekept in apileinourbathroom.Mymothergotthesemagazinesfrompeople Ripley’s BelieveIt present new tests, lived oninChinatown. “Nairobi!”Iguessed, saying themostforeignword Icouldthinkof. All Iknew was because thecapitalofCalifornia, %VERYNIGHTAFTERDINNER MYMOTHERAND)WOULDSITATTHE&ORM Amy Tan from “Two Kinds” Cloze Test: Answer Assessment File The testsgotharder—multiplying numbersinmy ina head,thequeenofhearts finding “What’s the capital aboutathree-year-old nightshebroughtoutastory boyThe first who knew thecapitals checked toseeifthatwas possibly oneway topronounce“Helsinki”beforeshowing 3HE would lookthroughthemall,searchingforstoriesaboutremarkable children takingherexamples fromstoriesofamazingchildrenshehadreadin or Not, OF&INLAND vMYMOTHER or Good Housekeeping asked me,lookingatthemagazinestory. 3ACRAMENTOWASTHENAME , Reader’s Digest, ICAKITCHENTABLE3HEWOULD andadozenother of thestreetwe Diagnostic andSelection Tests

Grade 9 53 53 .AME $ATE

Cloze Test

from “Two Kinds” by Amy Tan Read the passage below. On a separate sheet of paper, fill in the blanks with the words that have been deleted from the passage.

%VERYNIGHTAFTERDINNER MYMOTHERAND)WOULDSITATTHE&ORMICAKITCHENTABLE3HE would present new [ 1 ], taking her examples from;= of amazing children she[ 3 ] read in Ripley’s Believe [ 4 ] or Not, or Good ;= 2EADERS$IGEST ANDA[ 6 ] other magazines she kept ;= a pile in our [ 8 ]. My mother got these[ 9 ] from people whose houses[ 10 ] cleaned. And since she[ 11 ] many houses each week, ;= had a great assortment.[ 13 ] would look through them[ 14 ], searching for stories about;= children. The first night[ 16 ] brought out a story;= a three-year-old boy who [ 18 ]the capitals of all [ 19 ] states and even most ;= the European countries. A ;= was quoted as saying ;= little boy could also ;= the names of the;= cities correctly. “What’s the ;=OF&INLAND vMYMOTHER;= me, looking at the ;= story. All I knew ;= the capital of California,;=3ACRAMENTOWASTHENAME[ 30 ] the street we lived [ 31 ] in Chinatown. “Nairobi!” I ;=, saying the most foreign [ 33 ] I could think of. [ 34 ] checked to see if ;= was possibly one way [ 36 ] pronounce “Helsinki” before showing ;= the answer. The tests[ 38 ] harder—multiplying numbers in [ 39 ] head, finding the queen [ 40 ] hearts in a deck [ 41 ] cards, trying to stand;= my head without using [ 43 ] hands, predicting the daily[ 44 ] in Los Angeles, New ;=, and London.

54 Diagnostic and Selection Tests Assessment File Grade 9 54 Assessment File Grade 9 .AME $ATE

Student Self-Assessment: Writing

Directions: Use this form to describe your thoughts and attitudes toward writing at this time. You may circle more than one answer on any item.

1. These are my thoughts and attitude toward writing: a. I like to write, both at home and at school. b. I like to write for fun, but not for school. c. I really don’t like to write and would rather do other things. d. I don’t think writing is a very useful tool for everyday living. e. I would write more if I were a better writer. f. I would like to write more if I had more time.

2. I spend this amount of time at home writing for enjoyment: a. no time b. up to 30 minutes a week c. 30-60 minutes a week d. more than an hour a week e. an hour a day or more

3. I consider myself to be a. a very good writer b. a good writer c. an average writer d. a poor writer

4. This is how I would describe my improvement as a writer: a. I feel as though I am improving as a writer. b. I know what I need to work on as a writer. c. I am not improving as a writer. d. I don’t know what to work on to improve my writing.

5. These problems bother me when I am writing: a. I have trouble thinking of topics to write about. b. I have trouble expressing my ideas. c. I have trouble thinking of just the right words. d. I have trouble organizing my ideas. e. I have trouble getting started. f. Other things distract me.

6. When I am working on a writing project Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt a. I would rather work alone than with a group. b. I would rather work with one other person. c. I would rather work with a group. d. I don’t care whether I work alone or with a group.

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STUDENT SELF - ASSESSMENT: WRITING, CONTINUED

7. I prefer to have my writing reviewed by

a. a peer reader b. a small group of peer readers c. a peer reader and my teacher d. my teacher only e. no one

8. I most like to write

a. in a diary or journal g. about my life b. letters to friends h. about other people c. stories or mysteries i. about inventions and ideas d. poems j. about the news at school e. about my opinions k. ______f. directions that tell others how to do something

9. In my free time I like to write

a. cartoons e. plays b. song lyrics f. computer notes c. notes to friends g. letters d. a diary or a journal h. jokes and puzzles

10. The best piece of writing I have done is

I like this about it.

11. Look at the scale below and put an X where you belong.

I am not good at writing. I am OK at writing. I am good at writing.

56 Diagnostic and Selection Tests Assessment File Grade 9 56 Assessment File Grade 9 .AME $ATE

Writing Prompt

Writing Prompt Think about a problem you notice in your community—for example, homelessness, a poor recycling program, or a lack of public parks. Write a problem-solution essay in which you clearly present the cause of the problem and its effect on your community, and then propose a way to effectively address the problem.

Planning Your Essay

s)NCLUDEACLEARTHESISSTATEMENTTHATSUMMARIZESTHEPROBLEMANDYOURPROPOSEDSOLUTION s5SERELEVANTDETAILSANDEXAMPLESTOSUPPORTYOURSOLUTION s!DDRESSOPPOSINGSOLUTIONS ANDEXPLAINWHYYOURIDEAISBEST s7RITEACLEARINTRODUCTION ABODYTHATDEVELOPSYOURIDEAS ANDASTRONGCONCLUSION s6ARYSENTENCEBEGINNINGSANDLENGTHS s5SECORRECTSPELLING PUNCTUATION ANDGRAMMAR Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt

Assessment File Diagnostic and Selection Tests 57 Grade 9 Assessment File Grade 9 57 58 58

Grade 9 Diagnostic andSelection Tests Scoring Rubric 3CORE ßß,ANGUAGEß ß ßß,ANGUAGEß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß ß,ANGUAGEß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß ß,ANGUAGEß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß ß,ANGUAGEß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß ß,ANGUAGEß ß ß/RGANIZATIONß ß ß$EVELOPMENTß ß #/--/.ß#/2%ß42!)43 PICTUREßHASßSOMEßSIGNIFICANTßERRORSßINßCONVENTIONS ERRORSßINßCONVENTIONS TRANSITIONSßRARELY CONVENTIONS SENSORYßLANGUAGEßHASßAßFEWßERRORSßINßCONVENTIONS SENSORYßLANGUAGEßSHOWSßAßSTRONGßCOMMANDßOFßCONVENTIONS INCLUDESßDIALOGUE ßDESCRIPTION ßANDßREFLECTIONßINTERMITTENTLY USEßMOREßDIALOGUE ßDESCRIPTION ßORßREFLECTION WELL CHOSENßUSESßDIALOGUEßANDßDESCRIPTION ANDßDESCRIPTION SUBJECT ßDEVELOPEDßWITHßWELL CHOSENßDETAILSßEFFECTIVELYßUSESßD )NCLUDESßSOMEßIMPRECISEßLANGUAGEßANDßDOESN´TßCONVEYßAßVIVIDß ,ACKSßVIVIDßLANGUAGEßHASßMAJORßPROBLEMSßWITHßCONVENTIONS ,ACKSßPRECISIONßANDßSENSORYßLANGUAGEßHASßMANYßDISTRACTINGß )NCLUDESßSOMEßVIVIDßLANGUAGEßHASßAßFEWßDISTRACTINGßERRORSßINß )NCLUDESßSUFFICIENTßPRECISEßWORDSßANDßPHRASES ßTELLINGßDETAILS #REATESßAßVIVIDßPICTUREßWITHßPRECISEßWORDSßANDßPHRASESßANDß (ASßNOßAPPARENTßORGANIZATION ,OSESßFOCUSßANDßMAKESßSLOPPYßORßINCORRECTßTRANSITIONS (ASßAßCONFUSINGßLOGICßANDßINCLUDESßEXTRANEOUSßDETAILSßUSESß /CCASIONALLYßSTRAYSßFROMßLOGICALßORDERßUSESßFEWßTRANSITIONS (ASßAßGENERALLYßORGANIZEDßAPPROACHßUSESßTRANSITIONS #HOOSESßAßLOGICALßORGANIZATIONßUSESßTRANSITIONSßEFFECTIVELY ,EAVESßNOßIMPRESSIONßANDßLACKSßDEVELOPMENT #ONVEYSßANßIMPRESSIONßBUTßLACKSßDEVELOPMENTßANDßREFLECTION #ONVEYSßANßIMPRESSION ßBUTßNEEDSßMOREßDEVELOPMENTß #ONVEYSßANßIMPRESSIONßUSESßSOMEßWELL CHOSENßDETAILSßCOULDß %FFECTIVELYßCONVEYSßAßSTRONGßIMPRESSIONßDETAILSßAREßMAINLYß 3KILLFULLYßCONVEYSßAßSTRONGßIMPRESSIONßOFßAßSPECIFICß Assessment File Grade 9 Grade File Assessment IALOGUEß Assessment File ß

Student Record

1. Informal Reading Inventory Oral reading Total number of errors: ______The student is unlikely to have problems decoding text. (2 or fewer errors) ____ The student is likely to have some difficulty decoding text and may need help. (4–9 errors) ____ The student is likely to have great difficulty decoding the text. (more than 10 errors)

Silent reading Total number of answers correct: ______The student should be able to interpret selections effectively. (8 or more answers correct) ____ The student is likely to have difficulty. (5 to 7 answers correct) ____ The student may need individual help or alternate placement. (fewer than 5 answers correct)

2. Cloze Test Number of blanks: 48 Number of correct responses: ______independent level (Student is likely to read the material without teacher involvement.) (58% correct answers or more, or 28 of 4) ____ instructional level (Student is likely to read the material with teacher involvement.) (44–57% correct answers, or 21–27 of 48) ____ frustration level (Student will probably get little out of reading the material.) (43% correct answers or less, or fewer than 21 of 48) 3. Writing prompt Student writing sample is strong average weak Comments: Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt

Assessment File Diagnostic and Selection Tests 59 Grade 9 Assessment File Grade 9 59 60 Assessment File Grade 9 .AME $ATE

THE MOST DANGEROUS GAME Selection Test A

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. What is the first conflict that Rainsford must 4. To win the hunting game, Rainsford must face? survive for A. He must speak to Ivan. A. one night B. He must save himself from the ocean. B. three days C. He must escape from the château. C. two weeks D. He must avoid a pack of vicious dogs. D. one month

2. General Zaroff wants to hunt an animal that 5. How does Ivan die? can A. Rainsford pushes Ivan off a cliff. A. communicate B. Ivan is crushed by a falling tree. B. hide C. A knife flies into Ivan’s body. C. fly D. The hunting dogs attack Ivan. D. reason

3. Which detail best helps you visualize Rainsford during the hunt?

A. “Night found him leg-weary, with hands THE MOST DANGEROUS GAME and face lashed by the branches . . . .” B. “Rest brought him new confidence and almost a feeling of security.” C. “He knew it would be insane to blunder on through the dark. . . .” D. “ . . . awakened by a sound that made him know that he had new things to learn about fear.” Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt

Assessment File Diagnostic and Selection Tests 61 Grade 9 Assessment File Grade 9 61 .AME $ATE

SELECTION TEST A, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. A hunter’s quarry is 9. An action that is imperative is A. the hunting area A. useless B. the animal being hunted B. necessary C. the hunter’s equipment C. unwise D. the bait that attracts animals D. remarkable

7. What does disarming mean? 10. What does zealous mean? A. causing fear A. amused B. giving up courage B. concerned C. taking away suspicion C. furious D. bringing misery D. enthusiastic

8. A droll person is A. funny B. athletic C. rude D. crazy

Written Response Short Constructed Response Answer the following questions based on your knowledge of the story. Write a sentence or two on a separate sheet of paper. (10 points each)

11. How do their ideas about hunting bring General Zaroff and Rainsford into conflict? in Harcourt 12. Describe how one story detail helps you visualize Rainsford’s fear of General Zaroff.

Extended Constructed Response Answer the following question based on your THE MOST DANGEROUS GAME knowledge of the story. Write one or two paragraphs on a separate a sheet of paper. (20 points)

62 Diagnostic and Selection Tests Assessment File Grade 9 62 Assessment File Grade 9 .AME $ATE

THE MOST DANGEROUS GAME Selection Test B/C

Comprehension Read each of the following questions. Then choose the letter of the best answer. (6 points each)

1. What is the first conflict in the story? 4. Rainsford refuses to A. Rainsford’s arguing with his hunting A. use violence against General Zaroff companion, Whitney B. resort to deceit and trickery B. Rainsford’s fighting the sea to keep from C. endanger General Zaroff’s servant drowning D. become General Zaroff’s prey C. Rainsford’s losing his balance while reaching for his pipe 5. The final conflict in the story consists of D. Rainsford’s puzzling over the far-off pistol Rainsford’s shots A. being chased by a pack of hunting dogs B. struggling in the currents of the frothing 2. At first General Zaroff hopes that Rainsford will sea C. fighting a duel with General Zaroff A. agree to go hunting with him D. sleeping in General Zaroff’s bedroom B. teach him something about hunting C. help him find some people to hunt D. take Ivan’s place as his assistant THE MOST DANGEROUS GAME 3. Which detail in the story helps you visualize Rainsford’s fear and confusion? A. General Zaroff has many mounted animal heads. B. Ivan silently takes orders from General Zaroff. C. General Zaroff lives on an isolated island. D. Most of the story takes place in the dark. Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt

Assessment File Diagnostic and Selection Tests 63 Grade 9 Assessment File Grade 9 63 .AME $ATE

SELECTION TEST B/C, CONTINUED

Vocabulary Choose the answer that best explains the meaning of each underlined word. (6 points each)

6. What does tangible mean? 9. What does solicitously mean? A. difficult to reach A. with anger B. able to be touched B. with concern C. hard to understand C. with frustration D. dangerous to be near D. with happiness

7. An amenity brings 10. What does uncanny mean? A. comfort A. remarkable B. difficulty B. perfect C. understanding C. horrifying D. confusion D. normal

8. To condone means to A. reject B. insult C. overlook D. consider

Written Response Short Constructed Response Answer the following questions based on your knowledge of the story. Write a sentence or two on a separate sheet of paper. (10 points each)

11. In what ways does Rainsford use his knowledge of hunting to escape General Zaroff? Give two in Harcourt examples from the story. 12. Explain how General Zaroff protects himself when he hunts Rainsford. Support your answer with two details from the story. THE MOST DANGEROUS GAME

Extended Constructed Response Answer one of the following questions based on your knowledge of the story. Write one or two paragraphs on a separate a sheet of paper. (20 points)

13. How is the conflict between Rainsford and Ivan similar to the conflict between Rainsford and General Zaroff? How is it different? Provide details from the story. 14. Challenge General Zaroff considers himself a civilized man. Explain his definition of the word civilized. Then explain how his definition conflicts with society’s definition. Support your answer

64 Diagnostic and Selection Tests Assessment File Grade 9 64 Assessment File Grade 9 Unit Test Sample Pages

Assessment File Grade 9 65 66 Assessment File Grade 9 Assessment File Grade 9 Grade File Assessment

“Well, Mr. Easton,ifyou As they passeddown theaisle ofthecoachonly vacant seatoffered At Denver therewas aninfluxofpassengersintothecoacheson “MydearMissFairchild,” saidEaston,calmly, “Ihadtodosomething. color. “Oh!”saidthegirl,witha deepbreathandreturning “Sothatis “You’ll excuse meforspeaking,miss,but,Iseeyou’re acquaintedwith Heslightly raisedhis righthand, boundatthewristby theshining “It’s MissFairchild,” hesaid, withasmile.“I’ll askyou toexcuse the The younger atthesoundofhervoice, manrousedhimselfsharply and Hands Readthefollowing selectionsandexamine thevisualrepresentation. Then will make me speak first, Isupposemust. make mespeakfirst, Unit andBenchmark Tests Unit 1,Test A TEST A 67 67 68 68 UNIT 1, ACONTINUED UNIT TEST Unit 1,Test A Unit andBenchmark Tests 70 60 50 40

Say––did you ever know tohandcuff aprisonertohis anofficer fellows areallright.” Saidoneofthem:“Thatmarshal’s ofchap.Somethese agoodsort Western mannerandstyle.“Butyou mustgoontoLeavenworth, Isuppose?” heldouthishandforafarewell. Goodbye, friendoftheunfortunate. MissFairchild. Dutycalls,you know.” He onhisface. The boundtravelers rosetotheirfeet,Eastonwiththesameslow smile longenough? Take meinthesmoker now, won’t you? I’mhalfdeadforapipe.” fair. I’mneedingadrink,andhaven’t hadasmoke allday. Haven’t you talked everything. Butpeoplealways misunderstandthingsand remainstupid—” andbehappy inthe West. withme.Money isn’t Ithinktheairhereagrees inDenver. Shewent homeaweek agobecauseFather was slightly ill.Icouldlive simply withoutthegloss ofstyleandmanner:“MammaIspentthesummer softly. Shelooked away outthecarwindow. Shebegan tospeaktruly and away. Mr. Eastonknows hisbusiness.” marshalshandcuff themselves totheirprisonerskeep themfromgetting glitteringhandcuffs. theoldcrowd.” dangers. That’s different fromthe Washington life. You have beenmissedfrom thesedashing Western heroes,andyou rideandshootgointoallkindsof needn’t ever have doneso. You oughttoknow that. And sonow you areoneof but—” —well, amarshalshipisn’t quiteashighapositionthatofambassador, keep stepwithourcrowd in Washington. Isaw thisopeninginthe West, and Money hasaway oftakingwingsuntoitself,andyou know ittakes money to “Young!” speaker, exclaimed “why––Oh! thefirst didn’t you catchon? like that,isn’t “Prettyyoung tohold anoffice he?”asked theother. The two passengersinaseatnearby hadheardmostoftheconversation. The two mensidleddown theaisleintosmoker. “Yes,” saidEaston,“ImustgoontoLeavenworth.” “It’s toobadyou are notgoingEast,” shesaid, reclothingherselfwith “Ican’t deny apetitionfortobacco,” hesaid, lightly. “It’s theone “Say, Mr. Marshal,” growled man.“Thisisn’t theglum-faced quite “Ilove the West,” saidthegirlirrelevantly. Hereyes were shining “Notsoon,Ithink,” saidEaston.“Mybutterfly days areover, Ifear.” “Will we seeyou againsoonin Washington?” asked thegirl. “Don’t you aboutthem,miss,” worry saidtheotherman.“All The girl’s eyes, fascinated, went back,wideningalittle,torestuponthe “Theambassador,” saidthegirl,warmly, “doesn’t callany more.He right hand?” Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Pennsylvania.” Pennsylvania. Three, four, your maybe ofyourlookgreat place five rugs nothing change.” him:“I’mnotEnglish,”When Icorrected hesaid:“Iknow. Afghans, many battles,Englishalways win butnext day you march backtoIndia, perhaps?” Itoldhimitwas morelikely English, atwhich helaughed:“English, his seriousbargaining: “Michener-sahib,back beforenoontostart nameGerman noted thecompellingpronunciationhegave thatname: Ahf-han-ee-stahn. hesaid:“Notonewovenhand thatencompassedalltherugs in Afghanistan,” andI “Borders?OuthereweUnion heshrugged: don’t bother,” andwithasweep ofhis maybe? Samarkand.” Meshed. Those two fromthedealerinBukhara. This onefromaplaceyou know, lamp. Hesaid:“Have you ever seenlovelier rugs? That onefrom my friendin day; hecamebackaftersuppertositwithmeintheshadowy light castby aflickering wear medown ontheevening Hestarted andpersuademetobuyarug. ofthatfirst days,five thatwithinperiodhecould anditwas obvious thathefelt confident already leadinghisladencamelaway fromtheoldmosque. gone. Iranouttomake forIwanted himtake backhisrugs, noneofthem,buthewas here. You study, youtolike,” learn hewas andbeforeIcouldprotestfurther without relaxinghissmiletheleastbithesaidinEnglish:“Nonecessitytobuy. Ileave MUHAMMAD ZAQIR, RUG MERCHANT, HERAT. amazement hehandedmeascrapofpaperonwhich was writteninpencilEnglish: handiwork—I supposedthatthiswas oftheso-calledhotel—tomy aservice at me,andwhen they werewithhis inplaceandthesmilingmanwas satisfied delight: reds,yellows, andespecially greens darkblues thatwere radiant. thatteasedtheeye—butframed ingeometricpatterns theircolorswere alsosheer seen. Their designswere miraculous—intricateinterweavings ofKoranic symbols floortwenty ofthemostenchantinglydirt orthirty beautifulPersian Ihadever rugs throwing smileenteredandstarted with longishblack ontothe hairandaperpetual had beeninmy improvised only quarters afew minuteswhen thin,toothy avery man floors.I the ancientcityofHerat,wheremosquewithearthen Ilodgedinaformer The World Is My Home: AMemoir Home: My Is World The “ButIdon’t there.Idon’t need rugs really want them.” Hesatformorethananhourwithmethatevening, andthenext day hewas When Iasked himhow hewas able totradewithsuchtowns intheSoviet fromthehotelmanagerthatIwas Iassumedhehadlearned tobeinHeratfor Aware atlastofhow Ihadbeentrapped, but Iprotested:“No!No!Norugs!” They mademy piledatopanother, roomamuseum,onerug allpeekingout Ioncemadealongtripover in theDasht-i-Margo, thedesert Afghanistan, to Unit andBenchmark Tests Unit 1,Test A 69 69 70 70 UNIT 1, ACONTINUED UNIT TEST Unit 1,Test A Unit andBenchmark Tests 70 60 50 40

rugs?” personal check.” the roadtoMeshed.” them alllocked upinthe American EmbassyinKabul.Becausetherearerobberson had totellhimthesadnews: “Muhammad, friend.Ihave notraveler’s checks.Left take traveler’s checks, American Express,Bank America inCalifornia,” andthen I money, noneofany kind,” andbeforethelastword hadbeenutteredhe cried:“I statement:“Muhammad,until Ihadtostophimwithatruthful my friend, Ihave no would accept,British,Indian,Iranian,Pakistani, Afghani, inthatdescendingorder, regarding payments: “Now, Michener-sahib, Icantake America dollars,you know.” a purchaseeven thoughIhadshown hehammeredatme aninterestinsixrugs, owners. Inourdealingsheseemedtomeanhonestman. reachedtheirnewaddress, lettersfromhiscustomersproving hadfinally thattherugs moved aboutwithhisladencamel.Buthealsohad, pastedclosetotheshipping Iran, Mazar-e-Sharif in Afghanistan andBukharainRussia;apparently hereally whom andInoticedthatthey hadgoneoutfromMeshedin hehadshippedhisrugs, onto thepagesofhisnotebookwere addressesofbuyers oftheworld fromallparts to camel here,shipKarachi,trainNew York, toyour truck homePennsylvania.” Pasted objections: “You can’t take themwithyou? Notraveler can.Isendthemtoyou, places andcovering theentirefloor, heknocked down oneafteranotherofmy deepatsome while fourandfive ourchairswere ofrugs, perchedonhistreasury after work, thenpouncingonme.Onthethirdday, ashesatdrinkingtea withme while hewas wearing medown. the dazzlingcolorsofSamarkand.Itwas tohearhimtalk,andallthe fascinating the designs,variation inknots,thewonderful compactnessoftheChinesevariety, look atthosetiny knots.” Then hegave making;hetalked about mealessoninrug that Iwas atleastapossibleofthehandsomerugs. purchaseroffourorfive unconscious way disclosedImightconsider, andby theendofthatsessionheknew he ranouttohiscamelfetchseven oreightofthesizethatIhadinsome covered themover withthesmallersix-by four-foot onesalreadyintheroom;then went, andwhen itwas clearthatIhadnointerestwhatever inthebigones,he subtly business: “Thebigwhite andgoldoneyou like, sixhundreddollars.” Onandonhe value, hekicked thetoponesasidetoreveal theglowing wonders ofthosebelow. “Would Pennsylvania?” theywere notlookfine andasiftherugs oflittle When Isaidtruthfully thatIhadnone,heasked simply: “You like thosesix “Iknow. Iknow. Butyou areanhonestman,Michener-sahib. Itake your “Ihave no American dollars.” thathe Rapidly heranthroughthecurrencies Onthatthirdnight,when itbegan tolookasifImightescapewithoutmaking Hewas apersistentrascal, always watching tillhesaw tomy mereturn mosque “Ah, Michener-sahib, you eye. have fine That onefromChina,silkandwool, thatsecondnighthegotdownWhen hereturned toeven moreserious Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

been submittedforpayment, even though Ihadforewarned my localbank: “Ifitever they ever didreach methey would bemy property, formy unusualcheckhadnever would never go,withtherugs gettingany closer. Moreover, Iwas notatallsurethatif invested somuch initalready, Imay aswell riskalittlemore.” And off thecheck demanded was lessthantwenty dollars, so thatIwould say tomyself: “Well, I’ve received asteadyflow oflettersover athree-year period, andalways thesum ofeach. category: The followingperhaps fifteen isasample ofthefirst to Samarkand. Ihadbought,tiedthemwithastringandattachedmyfour rugs nameandaddress. foldedthe amount andsignedit,whereupon MuhammadZaqirplaceditinhisfile, timeinmy lifeIactually inthe etc.––and forthefirst drew ablank check,filled how todraw acopy ofablank check,bearingthenameofbank,address,amount, paperandapencil.Heshowedfrom hisfolderheproducedasheetofordinary me checks,” hesaid:“You toldmeyesterday. Ibelieve you. Butdraw meone,” and like thisyou never seeagain. Tell you what todo. You writemeacheck.” dollars.”hundred fifty BeforeIcouldrepeatmy inabilitytopay, hesaid:“Bargain proposal: “Michener-sahib, Icanletyou have specialprice,four thosefourrugs, four you shallhave. away.” I’ll find said “None,butifyou couldshipthem,I’d take thosefour,” andhesaid:“Those asked: “Michener, ifyou hadthemoney, whatwould rugs you take withyou?” andI or Imightprove tobeacrook,andthediscussionended, except thatasheleftme pay. you.” Isendthemoney whenme.Itrust Isell.ManinBukharatrusts arealbeauty,rugs, andshowed knots:“Bukhara.Igotitthere,couldnot methefine get toPennsylvania” themintomybundle andthrust “You arms: take them.Sendmeacheckwhen you From Karachi,Istanbul, Trieste, Marseillesandheavens knows where elseI forward thepackagetoyou. Pennsylvania. Uponreceiptofyour checkfor$19.50 American Iwill Karachibringingalarge package,well wrapped, addressedtoyou in IamashippingagentinIstanbulandfreighterarrived herefrom BackhomeinPennsylvania toreceive Istarted two different kindsofletters, ontohiscamel,andthenmountedittoproceedonway Hepiledtherugs When Isaid, distressedatlosingsuchabargain: “ButIreally have noblank Next day hewas withanastonishing backinthemosquerightafterbreakfast Isaidcouldnotimposeonhiminthatway. Somethingmighthappentome “You lookhonest.Don’t Ilookhonest?” And hepicked uponeofhislarger “You would me?” trust With asweeping gesturehegatheredthesixbeauties,rolledthemdeftly intoa “Yes, you have mademeappreciatethem.Ido.” Unit andBenchmark Tests Unit 1,Test A 71 71 72 72 UNIT 1, ACONTINUED UNIT TEST Unit 1,Test A Unit andBenchmark Tests 130 120

who spentfourdays ingeniously persuadingmetobuy. but Irememberthemvividly andwithlonging.Especially doIremembertheman too camehometoroostandwas honored. wereAlas, shortly thereaftertherugs stolen, after my improvised fornearly checkhadbeenusedasanadvertisement years, five it accompanied by somany shippingpapersthey were amuseuminthemselves. And Herat andtake aroominthatmiserable oldmosque. Indian merchants,almostanyone who mightbeexpected toreachout-of-the-way does arrive, pay itimmediately, becauseit’s adebtofhonor.” In time the rugs arrived, Intimetherugs justasMuhammadZaqirhadpredictedthey would, These letterscamefromFrench commercialtravelers, Englishexplorers, checkeverybody like you, sellmany rugs.” submitteditsooner, hesaid:“Michener-sahib agoodname.Ishow his manofgoodreputationitwould be. When Iasked himwhy hehadnot would bepaidifheforwarded itandIassuredhimthatsinceyou were a hundreddollars.Heasked forsomethinglikemeifIthoughtit five merchantshowed where arug methatremarkable checkyou gave him inKabulastheItalianambassadorandwas Iamserving lately inHerat oflettersexplained thelongdelay:The secondgroup From The WorldIsMyHome:AMemoir Library of Congress, PrintsandPhotographs Division ofCongress, [LC-USZC2-1139] Library by James A. Michener. Usedby ofRandomHouse,Inc. permission by James A. Michener. Copyright ©1992 Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Directions COMPREHENSION UNIT 1, ACONTINUED UNIT TEST 5. 4. 3. 2. 1. 7. 6. Grade 9 Assessment File word probably comesfromthisroot? in line24. in line21. The Latinroot word thatisanantonym fortheword ifnecessary,Using athesaurus choosethe word thatisanantonym fortheword ifnecessary,Using athesaurus choosethe abouthis embarrassed Miss Fairchild causesMr. Eastontofeel identities ofthetwo men? Which oftheselinesforeshadows the story’s friend toknow thatheisgoingtoprisonthe The ideathatMr. Eastondoesnotwant hisold the The plotstagethatdescribesMissFairchild is B. B. B. B. B. B. B. A. A. A. A. A. A. A. elegant (line3) distress (line25) affection harmony full rotten situation clothes lines 8–10 lines 1–4 action falling conflict conflict exposition Answer thefollowing andHands.” questionsabout“Hearts luxus means“excess.” Which D. D. D. D. D. D. D. C. C. C. C. C. C. C. free burnt family hair lines 33–34 lines 17–19 resolution flashback resolution climax ruffled (line6) luxurious (line3) delight benefit horror engaged

9. 8.

10. 12. 11. this root? covering.” Which word probably comesfrom The Latinroot Which linescontainsanexample ofirony? to do assoonshereturns Washington. Predict what MissFairchild ismostlikely to men’s The resolutionoftheplotbestreveals the 70–75 tothinkhighly ofthemarshal? Which actioncausesthepassengerinlines B. C. B. B. C. B. C. B. A. D. A. A. D. A. D. A. line 69–70 line 60–61 Move out West withhermother. Tell othersaboutMr. Easton’s job. Have dinnerwiththeambassador. Try tocontactMr. Easton. pasts fears aboutMr.He hidesthetruth Easton. He takes goodcareofMr. Easton. He letsMr. Eastonhave abreak. He sendsMr. EastonwithMissFairchild. conversation (line70) irrelevantly (line52) veiled (line27) lovely (line11) velum means “a curtain or means“acurtain Unit andBenchmark Tests D. D. C. C. line 70–71 line 68–69 identities regrets Unit 1,Test A 73 73 74 74 Directions COMPREHENSION 1, ACONTINUED UNIT TEST Unit 1,Test A Unit andBenchmark Tests

15. 14. 13. 19. 18. 17. 16. in line6. word thatisasynonym fortheword ifnecessary,Using athesaurus choosethe Michener were ironicbecauseMichenerhadno The merchant’s to attemptstosellrugs affectrugs theoutcome? How didtheoffer ofabargain priceforthe to resistbuyingthe Michener’s conflictwas thathefoundithard in line45. word thatisasynonym fortheword ifnecessary,Using athesaurus choosethe Which event happensfirst? Lines 20–21foreshadow Michener’s B. B. C. B. B. B. C. B. C. B. A. A. D. A. A. A. D. A. D. A. The merchantgave Michenerhiscard. Michener wroteachecktothemerchant. The merchantdisplayed therugs. Michener arrived atthemosque. respect forthemerchant’s trade athavingregret toleave themosque inability torefusethemerchant complaint aboutthemerchant lovely complex luggage money allowed someonetostealtherugs enabled tohishome Michenertoreturn ensured thatMichenerwould buyrugs themerchant helped Michenertrust mosque hotel rooms explored masked Answer thefollowing questionsabout D. D. D. D. C. C. C. C. large smooth family house food rugs revealed wished intricate disclosed

The WorldIsMyHome:AMemoir.

21. 20. 24. 23. 22. drawn checkbecausehe The merchantshowed customersMichener’s would arrive inPennsylvania? Which detailhelpsyou predictthattherugs Which word probably comesfromthisroot? The Latinroot Which word probably comesfromthisroot? The Latinroot reachedMichenerisanexample of finally afterthey thatsomeonestoletherugs The fact C. B. C. B. C. B. C. B. B. D. A. D. A. D. A. D. A. A. hoped thatsomeonewould cashit wanted themtodraw checksaswell thought itmightconvince themtobuyrugs was unsureMichenerwould pay the merchant’s lettersfromhiscustomers Michener’s lackoftraveler’s checks the merchant’s making lessoninrug Michener’s arrival atthemosque objections (line56) (line54) treasury persistent (line52) variation (line49) statement (line69) (line 20) confident radiant (line8) ancient (line2) irony foreshadowing vario radio means“tobedifferent.” means“togleam.” D. C. Assessment File Grade 9 Grade File Assessment rising action exposition Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt paper. Written Response Directions COMPREHENSION Directions COMPREHENSION sheet ofpaper. Directions EXTENDED CONSTRUCTEDRESPONSE Directions SHORT CONSTRUCTEDRESPONSE 1, ACONTINUED UNIT TEST 27. 25. 31. 30. 29. Grade 9 Assessment File admires the rug merchant?Giveadmires therug two thisinference. details fromtheselectiontosupport In in Washington? Give thisinference. onedetailfromtheselectiontosupport andHands,”In “Hearts how canyou tellthatMissFairchildwithher life isdissatisfied Mr. Easton?Giveyour tosupport prediction. onedetailfromthestory How doyou predictMissFairchild would mostlikely reactifsheknew about thetruth You canpredictthisposterismeantfor Mr. merchantareboth Eastonandtherug In therisingactionofselections, C. B. B. D. A. A. The WorldIsMyHome:AMemoir, business people mechanics passengers ticket sellers uninformed mellow Writetwo orthreesentencestoanswer eachquestiononaseparatesheetof Answer thefollowing questionsaboutthevisualrepresentation. Answer thefollowing questionsaboutbothselections. Answer thefollowing question. Write two onaseparate ormoreparagraphs D. C. exhausted persuasive how canyou tellthatMichenerrespects and

28. 26. seen as You caninferfromtheslogan thatsafetyis merchantinMichener’sand therug memoir? andHands” honesty ofthemarshalin“Hearts Which inferencecanyou make aboutthe C. B. C. B. D. A. D. A. Both characterstellthecompletetruth. merchantliesabouteverything.The rug They lieinordertogetwhat they want. They don’t telleverything they know. impossible simple necessary helpful Unit andBenchmark Tests Unit 1,Test A 75 75 76 76 Directions Revising andEditing 1, ACONTINUED UNIT TEST Unit 1,Test A 1. Unit andBenchmark Tests where Which prepositionalphrasewould bestshow B. A. known. would never forget. (34)Following was thanIhad instructions moreimportant problems yourself ?” heasked. (31)“How canIbesurewithoutyour work ?” all therightanswers on thetest,butyou didn’t getany pointsatall.” wanted totalkmeabout something.(26)“It’s toobad,” hesaid.(27)“You had (23) Heputhishandsonhips.(24)looked unhappy. (25)Icouldtellhe won’t care.” did okay,” said Jane. answer asthebellrang.(17)How didyou do?” head, putdown thelastanswer, andstoppedwritingwhen thebellrang. and wanted toshow what(13)Ididsomeoftheproblems Ihadlearned. inmy minuteslate.(10) made ittoclass.(9)IwasThe testhadalreadybegun. fifteen the test.(7)Ihadnoideathatmy friendandIhadbeentalkingforsolong.(8) rang. (6)Istillneededtogomy locker, getmy mathbook,andgettoclassfor all happenedlastweek inanexperience that Iprobably will not forget. thehardwayour tests.(2)Ilearned tofollow totheletter. hisinstructions (3)It by school near school theevents insentence3arehappening? (32) Ilooked sadly atmy (33)Iknew grade. thatthiswas failing onelessonI (29) “You didnotfollow directions.(30)How doIknow whether you didthe (28) “Whatever doyou mean,sir?”Iasked. (22) The next day when Iwent toclass,Mr. Brennanwas waiting forme. (20) “Ididn’t have timetoputdown my work,” Isaid.(21)“Heprobably (18) “Ittookalotoftimetowritedown allmy work. (19)However, Ithink (15) “Ithinkallofmy answers were right”,Isaid.(16)“Iputdown my last (14) Outinthehall,Janeasked, “How didyou do”? (11) Iwanted todothewhole test.(12)Ihadstudiedforthepasttwo nights (4) Ihadstoppedinthehalltotalkafriendbeforemathtest.(5) The bell (1) Mr. Brennan,my mathteacher, says thatwe have toshow ourwork on Readthepersonalnarrative andanswer thequestionsthatfollow. D. C. at school after school 2. 5 by usingmodifiers. Choose thebestway toadddetailssentence C. B. D. A. The bellranginthehall. Then thebellrang. The schoolbellrangabruptly. Suddenly, thebellrang. Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt 5. 4. 3. 1, ACONTINUED UNIT TEST Grade 9 Assessment File punctuate thedialogue insentence14? Which ofthefollowing way isthecorrect to verbs would bestreplacetheverb using apreciseverb. Which ofthefollowing Choose thebestway torewrite sentence11by and 10toshow sentencevariety. Choose thebestway torevise sentences8,9, C. B. B. C. B. D. A. A. D. A. ‘How didyou do?’ How didyou do? “How didyou do?” How didyou do?” take read begun. minutes late,andthetesthadalready By thetimeImadeittoclass,was five the testhadalreadybegun. I madeittoclass.was minuteslate; five minutes late,thetesthadalreadybegun. I madeittoclass.Butbecausewas five late. The testhadalreadybegun. I madeittoclass,butwas minutes five D. C. complete see do ? 7. 6. 8. and 19tocreatesentencevariety. Choose thebestway tocombinesentences18 punctuate thedialogue insentence15? Which ofthefollowing way isthecorrect to most realisticfortheteacher? Reread sentence27. Which dialogue would be C. B. C. B. C. B. D. A. D. A. D. A. time, butIthinkdidokay,” saidJane. “Writing allmy work down tookalotof down, okay?” saidJane. “It tookalotoftimetowriteallmy work time, andIthinkdidokay,” saidJane. “Writing allmy work down tookalotof down,” saidJane.“SoIthinkdidokay.” “It tookalotoftimetowriteallmy work answers were right,” Isaid.” answers were right,Isaid. answers were right”Isaid. answers were right,” Isaid. like, you didn’t getany pointsatall.” “You had, like, alltherightanswers, but, not receive any points.” “Your answers were butyou did correct, did notreceive any points.” “Thee hadalltheproperanswers, butthee totally didn’t getany pointsatall.” “Your testanswers were good, butyou Unit andBenchmark Tests Unit 1,Test A 77 77 78 78 the writingactivity. 9. 1, ACONTINUED UNIT TEST Unit 1,Test A Reminders Prompt: Directions Writing Unit andBenchmark Tests was withyou, andwhy itwas event animportant inyour life. may rememberwhen youhow learned torideabicycle. Think aboutwhere you were, who said, you have alreadyexperienced many events thatyou couldwriteabout.For example, you 10. s#HECKFORCORRECTGRAMMAR SPELLING ANDPUNCTUATION s5SESPECIFICSENSORYDETAILSTODESCRIBEPEOPLEANDPLACES s0ROVIDESUFFICIENTBACKGROUNDINFORMATIONFORTHEREADER s&OLLOWACHRONOLOGICALSEQUENCEINPRESENTINGYOURNARRATIVE s"ESUREYOURWRITINGDOESWHATTHEPROMPTASKS Now writeyour narrative. The following reminderswillhelpyou. mood. Revise sentence31tousethesubjunctive be mostrealisticforthenarrator? Reread sentence28. Which dialogue would C. B. C. B. D. A. D. A. fifteen.” “Mostofthebasicmaterialawriterworks withisacquiredbeforetheageof The work would make mesure. If thework were there,Icouldbesure. There was nowork. Your mustrecordyour work. “I donotknow ofwhat you speak.” “Are you kiddingme? Why?” “What doyou mean,Mr. Brennan?” “Dear sir, towhat areyou referring?” Write a personal narrative about an important event Writeapersonalnarrative aboutanimportant inyour life. As Willa Cather Readthefollowing quotation. Then readthepromptthatfollows andcomplete

12. 11. 34 by usingmodifiers. Choose thebestway toadddetailssentence detailtotheendofsentence32? necessary Which prepositionalphrasewould adda C. B. C. B. D. A. D. A. important. In math,following was instructions more thanIhadknownimportant itwould be. Following was theinstructions more thanIhadknown.more important Following was classroominstructions thanIhadknown.more important Sometimes following was instructions near theclass on thetest above hishand beside thepaper Willa Cather Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

was accustomedtospeak andbeheard. When shespoke hervoice, full,sweet, anddeliberate,proclaimed thatitsowner tenderpinktingeingherroundedcheeks,sheheldoutalittlegray-gloved hand. swift disinterest;thenwithalovely smilebrighteninghercountenanceanda seatedthemselves. The young woman’s glancefelluponthemwithadistant, was areversed theattractive onefacing young woman. Herethelinked couple handcuffed together. ruffled, person,heavily glum-faced builtandroughly dressed. The two were handsomepresencewithabold, frankcountenanceandmanner;theothera experienced traveler. Among thenewcomers were two young men,oneof by ofan dressedinelegant alltheluxuriouscomforts tasteandsurrounded eastboundB. &M.express. prettyyoung Inonecoachtheresatavery woman what you aredoing outhere? A marshal!” Leavenworth prison.It’s seven years forcounterfeiting.” penhe’ll doit,andit’ll make thingseasierformethere.He’s takingmeto themarshalhere.Ifyou’ll askhimtospeak aword formewhen we gettothe shrewd eyes. hadbeenwatching thegirl’s countenancewith veiled glancesfromhiskeen, was abouttospeakagainwhen theotherforestalledhim. man The glum-faced inavague, lipsparted relaxingdistress.Easton,withalittlelaugh,asifamused, slowly changedtoabewildered horror. The glow fromhercheeks.Her faded “bracelet”totheleftoneofhiscompanion. The gladlookinthegirl’s eyes otherhand;it’s otherwiseengagedjustatpresent.” withhislefthand. thenclaspedherfingers which hethrew withaslightembarrassment off seemedtostruggle instantly, and Don’t you ever recognize oldfriendswhen you meettheminthe West?” “Well, Mr. Easton,ifyou As they passeddown theaisle ofthecoachonly vacant seatoffered At Denver therewas aninfluxofpassengersintothecoacheson “MydearMissFairchild,” saidEaston,calmly, “Ihadtodosomething. color. “Oh!”saidthegirl,witha deepbreathandreturning “Sothatis “You’ll excuse meforspeaking,miss,but,Iseeyou’re acquaintedwith Heslightly raisedhis righthand, boundatthewristby theshining “It’s MissFairchild,” hesaid, withasmile.“I’ll askyou toexcuse the The younger atthesoundofhervoice, manrousedhimselfsharply and Hands Readthefollowing selectionsandexamine thevisualrepresentation. Then will make me speak first, Isupposemust. make mespeakfirst, Unit andBenchmark Tests Unit 1,Test B/C TEST B/C 79 79 80 80 UNIT 1, TEST B/C CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C Unit andBenchmark Tests 70 60 50 40

Pennsylvania.” Pennsylvania. Three, four, your maybe ofyourlookgreat place five rugs nothing change.” him:“I’mnotEnglish,”When Icorrected hesaid:“Iknow. Afghans, many battles,Englishalways win butnext day you march backtoIndia, perhaps?” Itoldhimitwas morelikely English, atwhich helaughed:“English, his seriousbargaining: “Michener-sahib,back beforenoontostart nameGerman noted thecompellingpronunciationhegave thatname: Ahf-han-ee-stahn. hesaid:“Notonewovenhand thatencompassedalltherugs in Afghanistan,” andI “Borders?OuthereweUnion heshrugged: don’t bother,” andwithasweep ofhis maybe? Samarkand.” Meshed. Those two fromthedealerinBukhara. This onefromaplaceyou know, lamp. Hesaid:“Have you ever seenlovelier rugs? That onefrom my friendin day; hecamebackaftersuppertositwithmeintheshadowy light castby aflickering wear medown ontheevening Hestarted andpersuademetobuyarug. ofthatfirst days,five thatwithinperiodhecould anditwas obvious thathefelt confident already leadinghisladencamelaway fromtheoldmosque. gone. Iranouttomake forIwanted himtake backhisrugs, noneofthem,buthewas here. You study, youtolike,” learn hewas andbeforeIcouldprotestfurther without relaxinghissmiletheleastbithesaidinEnglish:“Nonecessitytobuy. Ileave MUHAMMAD ZAQIR, RUG MERCHANT, HERAT. amazement hehandedmeascrapofpaperonwhich was writteninpencilEnglish: handiwork—I supposedthatthiswas oftheso-calledhotel—tomy aservice at me,andwhen they werewithhis inplaceandthesmilingmanwas satisfied delight: reds,yellows, andespecially greens darkblues thatwere radiant. thatteasedtheeye—butframed ingeometricpatterns theircolorswere alsosheer seen. Their designswere miraculous—intricateinterweavings ofKoranic symbols floortwenty ofthemostenchantinglydirt orthirty beautifulPersian Ihadever rugs throwing smileenteredandstarted with longishblack ontothe hairandaperpetual had beeninmy improvised only quarters afew minuteswhen thin,toothy avery man floors.I the ancientcityofHerat,wheremosquewithearthen Ilodgedinaformer The World Is My Home: AMemoir Home: My Is World The “ButIdon’t there.Idon’t need rugs really want them.” Hesatformorethananhourwithmethatevening, andthenext day hewas When Iasked himhow hewas able totradewithsuchtowns intheSoviet fromthehotelmanagerthatIwas Iassumedhehadlearned tobeinHeratfor Aware atlastofhow Ihadbeentrapped, but Iprotested:“No!No!Norugs!” They mademy piledatopanother, roomamuseum,onerug allpeekingout Ioncemadealongtripover in theDasht-i-Margo, thedesert Afghanistan, to Unit andBenchmark Tests Unit 1,Test B/C 81 81 82 82 UNIT 1, TEST B/C CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C Unit andBenchmark Tests 70 60 50 40

been submittedforpayment, even though Ihadforewarned my localbank: “Ifitever they ever didreach methey would bemy property, formy unusualcheckhadnever would never go,withtherugs gettingany closer. Moreover, Iwas notatallsurethatif invested somuch initalready, Imay aswell riskalittlemore.” And off thecheck demanded was lessthantwenty dollars, so thatIwould say tomyself: “Well, I’ve received asteadyflow oflettersover athree-year period, andalways thesum ofeach. category: The followingperhaps fifteen isasample ofthefirst to Samarkand. Ihadbought,tiedthemwithastringandattachedmyfour rugs nameandaddress. foldedthe amount andsignedit,whereupon MuhammadZaqirplaceditinhisfile, timeinmy lifeIactually inthe etc.––and forthefirst drew ablank check,filled how todraw acopy ofablank check,bearingthenameofbank,address,amount, paperandapencil.Heshowedfrom hisfolderheproducedasheetofordinary me checks,” hesaid:“You toldmeyesterday. Ibelieve you. Butdraw meone,” and like thisyou never seeagain. Tell you what todo. You writemeacheck.” dollars.”hundred fifty BeforeIcouldrepeatmy inabilitytopay, hesaid:“Bargain proposal: “Michener-sahib, Icanletyou have specialprice,four thosefourrugs, four you shallhave. away.” I’ll find said “None,butifyou couldshipthem,I’d take thosefour,” andhesaid:“Those asked: “Michener, ifyou hadthemoney, whatwould rugs you take withyou?” andI or Imightprove tobeacrook,andthediscussionended, except thatasheleftme pay. you.” Isendthemoney whenme.Itrust Isell.ManinBukharatrusts arealbeauty,rugs, andshowed knots:“Bukhara.Igotitthere,couldnot methefine get toPennsylvania” themintomybundle andthrust “You arms: take them.Sendmeacheckwhen you From Karachi,Istanbul, Trieste, Marseillesandheavens knows where elseI forward thepackagetoyou. Pennsylvania. Uponreceiptofyour checkfor$19.50 American Iwill Karachi bringingalarge package,well wrapped, addressedtoyou in I amashippingagentinIstanbulandfreighterarrived herefrom BackhomeinPennsylvania toreceive Istarted two different kindsofletters, ontohiscamel,andthenmountedittoproceedonway Hepiledtherugs When Isaid, distressedatlosingsuchabargain: “ButIreally have noblank Next day hewas withanastonishing backinthemosquerightafterbreakfast Isaidcouldnotimposeonhiminthatway. Somethingmighthappentome “You lookhonest.Don’t Ilookhonest?” And hepicked uponeofhislarger “You would me?” trust With asweeping gesturehegatheredthesixbeauties,rolledthemdeftly intoa “Yes, you have mademeappreciatethem.Ido.” Unit andBenchmark Tests Unit 1,Test B/C 83 83 84 84 UNIT 1, TEST B/C CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C Unit andBenchmark Tests 130 120

who spentfourdays ingeniously persuadingmetobuy. but Irememberthemvividly andwithlonging.Especially doIremembertheman too camehometoroostandwas honored. wereAlas, shortly thereaftertherugs stolen, after my improvised fornearly checkhadbeenusedasanadvertisement years, five it accompanied by somany shippingpapersthey were amuseuminthemselves. And Herat andtake aroominthatmiserable oldmosque. Indian merchants,almostanyone who mightbeexpected toreachout-of-the-way submitteditsooner, hesaid:“Michener-sahib agoodname.Ishow his manofgoodreputationitwould be. When Iasked himwhy hehadnot would bepaidifheforwarded itandIassuredhimthatsinceyou were a hundreddollars.Heasked forsomethinglikemeifIthoughtit five merchantshowed where arug methatremarkable checkyou gave him inKabulastheItalianambassadorandwas Iamserving lately inHerat does arrive, pay itimmediately, becauseit’s adebtofhonor.” In time the rugs arrived, Intimetherugs justasMuhammadZaqirhadpredictedthey would, These letterscamefromFrench commercialtravelers, Englishexplorers, checkeverybody like you, sellmany rugs.” oflettersexplained thelongdelay:The secondgroup From The WorldIsMyHome:AMemoir Library of Congress, Prints and Photographs Division [LC-USZC2-1139] Division Photographs and Prints of Congress, Library by James A. Michener. Usedby ofRandomHouse,Inc. permission by James A. Michener. Copyright ©1992 Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt 4. 3. 2. 1. Directions COMPREHENSION 6. 5. CONTINUED 1, B/C UNIT TEST Grade 9 Assessment File identities ofthetwo men? Which oftheselinesforeshadows the story’s friend toknow thatheisgoingtoprisonthe The ideathatMr. Eastondoesnotwant hisold countenance the word thatisasynonym fortheword ifnecessary,Using athesaurus choose The word becausehe as glum-faced It isironicthatthemaninline6described that isasynonym fortheword ifnecessary,Using athesaurus choosetheword to be Latin root B. B. B. B. C. B. B. A. A. A. A. D. A. A. lines 8–10 lines 1–4 action falling conflict beauty attitude comfortable empty catches Mr. Eastonforcounterfeiting is actually themarshal,notprisoner believes thatMr. Eastonisagoodman enjoys living andworking inthe West encounter flow Answer thefollowing andHands.” questionsabout“Hearts vacant vacans inline11. in line 8 comes from the inline8comesfromthe . This rootprobably means D. D. D. D. D. C. C. C. C. C. resolution climax expression personality important large distribution arrival lines 33–34 lines 17–19 influx inline1. 9. 8. 7.

11. 10. will Mr. Easton,you canbestpredictthemarshal After themarshalleaves hisseatwith Fairchild to The events inlines29–32causeMiss The detailsinlines29–32helpyou predictthat men’s The resolutionoftheplotbestreveals the a goodmanbecauseheshieldsMr. Easton’s The otherpassengerthinksthatthemarshalis B. C. B. B. B. C. B. A. D. A. A. A. D. A. jump relax the passengerswillwarn Miss Fairchild the marshalisatalkative man Miss Fairchild thetruth willnotlearn Mr. Eastonisaresponsible man pasts suspicions clothing reputation tell MissFairchild thathelied say nothingabouttheincident wait forMr. Eastontothankhim lecture Mr. Eastononhispast Unit andBenchmark Tests D. D. D. C. C. C. sleep leave identities ambitions family job Unit 1,Test B/C 85 85 86 86 Directions COMPREHENSION CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C Unit andBenchmark Tests 13. 12. 18. 17. 16. 15. 14. encompassed the word thatisanantonym fortheword ifnecessary,Using athesaurus choose Latin root The word room becausehe inMichener’sThe merchantlefttherugs hotel Latin root The word conflict by causinghimto Lines 38–50complicatedMichener’s internal it hardtoresistbuyingthe Michener’s conflict was internal thathefound Michener’s inabilityto The detailsinlines20–21foreshadow B. B. C. B. B. C. B. B. C. B. A. A. D. A. A. D. A. A. D. A. think that the rugs werethink thattherugs ofpoorquality mosque hotel rooms pay thehotelmanager write hometohisfamily refuse themerchant travel backtoPennsylvania retrieved excluded fulfilled enjoyed wanted Michenertogrow fondoftherugs thought thatMichenerwas important wanted Michenertobecomfortable needed aplacetokeep therugs vacated unadorned consider purchasingsome of therugs tell themerchantwhich hewanted rugs develop making aninterest inrug Answer thefollowing questionsabout satisfied improvised satis improv inline28. . This rootprobably means . This rootprobably means inline10comesfromthe inline3comesfromthe D. D. D. D. C. C. C. C. concealed enveloped swayed enticed banned unexpected food rugs The WorldIsMyHome:AMemoir.

21. 20. 19. 24. 23. 22. The events inlines127–129occurthe Michener were ironicbecauseMichener The merchant’s to attemptstosellrugs the Latinroot The word ingeniously the word thatisanantonym fortheword ifnecessary,Using athesaurus choose Which event happenedfirst? The climaxoftheplotoccurswhen to be C. B. B. B. C. B. C. B. B. D. A. A. A. D. A. D. A. A. did notlike therugs was leaving Herat already hadrugs had nomoney beautiful intelligent contentedly seriously Someone stoleMichener’s rugs. arrived inPennsylvania.The rugs Michener received lettersathome. The merchantcashedMichener’s check. the merchantshippedMichener’s rugs Michener drew ablank check the merchantgave Michenerseveral rugs Michener saidthathehadnocurrency climax exposition variation inline135. vario inline49comesfrom . This rootprobably means D. D. D. C. C. C. Assessment File Grade 9 Grade File Assessment together different quietly clumsily resolution action falling Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt paper. SHORT CONSTRUCTEDRESPONSE Written Response Directions COMPREHENSION Directions COMPREHENSION separate sheetofpaper. Directions EXTENDED CONSTRUCTEDRESPONSE Directions CONTINUED 1, B/C UNIT TEST

32. Challenge 31. 30. 29. 27. 25. Grade 9 Assessment File support yoursupport response. Miss Fairchild hasanidealisticoutlookon lifeinthe West? Useexamples to andHands,”In “Hearts which detailshelpyou make theinferencethat inference thatthemerchantwas withMichener’s familiar statusandbackground? In Mr. situations? Eastonisusedtodifficult andHands,”In “Hearts which two detailshelpyou make theinferencethat your response. marshal createsirony andHands.” in“Hearts Useexamples from theselectionin be displayed where You mightpredictthatthisposterwould Mr. merchantareboth Eastonandtherug In therisingactionofselections, C. B. B. D. A. A. The WorldIsMyHome:AMemoir, railroad executives work trains arebuiltorrepaired passengers wait fortrains train tickets aresold uninformed mellow Writetwo orthreesentencestoanswer eachquestiononaseparatesheetof Answer thefollowing questionsaboutthevisualrepresentation. Answer thefollowing questionsaboutbothselections. Answer oneofthefollowing questions. Write two ona ormoreparagraphs Explainhow Miss Fairchild’s misconceptionofMr. Eastonandthe D. C. exhausted persuasive which two detailshelpyou make the

28. 26. slogan? Which ofthefollowing canyou inferfromthe merchantare rug You caninferthatboththemarshaland B. B. C. A. A. D. Safety isanecessityintheworkplace. workplace. Safety issimpletoachieve inthe observant lazy Safety ishelpfulintheworkplace. workplace. Safety isimpossible toachieve inthe Unit andBenchmark Tests D. C. forceful stressed Unit 1,Test B/C 87 87 88 88 Directions Revising andEditing CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C 1. Unit andBenchmark Tests word Choose thepreciseverb thatbestreplacesthe B. A. known. would never forget. (34)Following was thanIhad instructions moreimportant problems yourself ?” heasked. (31)“How canIbesurewithoutyour work ?” all therightanswers on thetest,butyou didn’t getany pointsatall.” wanted totalkmeabout something.(26)“It’s toobad,” hesaid.(27)“You had (23) Heputhishandsonhips.(24)looked unhappy. (25)Icouldtellhe won’t care.” did okay,” said Jane. answer asthebellrang.(17)How didyou do?” head, putdown thelastanswer, andstoppedwritingwhen thebellrang. and wanted toshow what(13)Ididsomeoftheproblems Ihadlearned. inmy minuteslate.(10) made ittoclass.(9)IwasThe testhadalreadybegun. fifteen the test.(7)Ihadnoideathatmy friendandIhadbeentalkingforsolong.(8) rang. (6)Istillneededtogomy locker, getmy mathbook,andgettoclassfor all happenedlastweek inanexperience Iprobably willnotforget. thehardwayour tests.(2)Ilearned tofollow totheletter. hisinstructions (3)It wants thinks says (1)Mr. Brennan,my mathteacher, says thatwe have toshow ourwork on (32) Ilooked sadly atmy (33)Iknew grade. thatthiswas failing onelessonI (29) “You didnotfollow directions.(30)How doIknow whether you didthe (28) “Whatever doyou mean,sir?”Iasked. (22) The next day when Iwent toclass,Mr. Brennanwas waiting forme. (20) “Ididn’t have timetoputdown my work,” Isaid.(21)“Heprobably (18) “Ittookalotoftimetowritedown allmy work. (19)However, Ithink (15) “Ithinkallofmy answers were right ”, Isaid.(16)“Iputdown my last (14) Outinthehall,Janeasked, “How didyou do” ? (11) Iwanted todothewhole test.(12)Ihadstudiedforthepasttwo nights (4) Ihadstoppedinthehalltotalkafriendbeforemathtest.(5) The bell Readthepersonalnarrative andanswer thequestionsthatfollow. insentence1. D. C. requires believes 2. 5 by usingmodifiers. Choose thebestway toadddetailssentence C. B. D. A. The bellrangintheclassroom. Quite quickly, thebellrang. The schoolbellrangabruptly Unexpectedly, thebellrang. Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt 5. 4. 6. 3. CONTINUED 1, B/C UNIT TEST Grade 9 Assessment File of dialogue. thepunctuation Revise sentence15tocorrect of dialogue. thepunctuation Revise sentence14to correct and 12toshow sentencevariety. Choose thebestway torevise sentences11 detailtotheendofsentence6? necessary Which prepositionalphrasewould adda C. B. C. B. C. B. C. B. D. A. D. A. D. A. D. A. I thinkallmy answers were right,” Isaid. “I thinkallmy answers were right,Isaid. “I thinkallmy answers were right”Isaid. “I thinkallmy answers were right,” Isaid. do?’ Out inthehall,Janeasked, ‘How didyou do? Out inthehall,Janeasked, How didyou do?” Out inthehall,Janeasked, “How didyou do?” Out inthehall,Janeasked, How didyou past two nights. what Ihadstudiedhardthe Ihadlearned. thewhole testtoshow tofinish I rushed whole test. mythe pasttwo tofinish nights,Irushed Wanting toshow thatIhadstudiedhard show what Ihadlearned. studied forthepasttwo nights;Iwanted to thewhole test.Ihad tofinish I rushed wanted toshow what Ihadlearned. I hadstudiedforthepasttwo nightsand thewhole testbecause tofinish I rushed near theclassdoor on anotherfloor next tomy locker beside themathroom 8. 7. 9. 24, and25tocreatesentencevariety. Choose thebestway tocombinesentences23, detailtotheendofsentence22? necessary Which prepositionalphrasewould adda 25 by usingmodifiers. Choose thebestway toadddetailssentence C. B. C. B. C. B. A. D. A. D. A. D. wanted totalkme about something. looked unhappy. Icouldtellthathe He puthishandsonhips,andhe to meaboutsomething. unhappy. Icouldtellthathewanted totalk He puthishandsonhips,looking talk tomeaboutsomething. unhappy, andIcouldtellthathewanted to He puthishandsonhips.looked in my desk beside my locker at thedoor next tothedrinkingfountain about somethingreally important. I couldtellthathewanted totalkme wanted totalkme about something. Quickly Icouldtellthat Mr. Brennan me aboutsomethingimportant. I couldtellthathewas anxioustotalk to meaboutsomething. I really couldtellthat hewanted totalk to talkmeaboutsomething. could tellthathewas unhappy andwanted Because hehadhishandsonhips,I Unit andBenchmark Tests Unit 1,Test B/C 89 89 90 90 one ofthewritingactivities. CONTINUED 1, B/C UNIT TEST Unit 1,Test B/C Reminders when you didnotfollow accurately. instructions and how theexperience changedyour perspective. For example, you may writeabout atime Challenge Prompt: Prompt: Directions Writing Unit andBenchmark Tests You couldwriteaboutabookyou enjoyed readingoramathproblem you solved. 10. s#HECKFORCORRECTGRAMMAR SPELLING ANDPUNCTUATION s5SESPECIFICSENSORYDETAILSTODESCRIBEPEOPLEANDPLACES s0ROVIDESUFFICIENTBACKGROUNDINFORMATIONFORTHEREADER s&OLLOWACHRONOLOGICALSEQUENCEINPRESENTINGYOURNARRATIVE s"ESUREYOURWRITINGDOESWHATTHEPROMPTASKS Now writeyour narrative. Usetheremindersthatfollow tohelpyou write. Now writeyour narrative. Usetheremindersthatfollow tohelpyou write. be mostrealisticforMr. Brennan? Look atsentence27. Which dialogue would C. B. D. A. fifteen.” “Mostofthebasicmaterialawriterworks withisacquiredbeforetheageof answers, butyou didn’t getthepoints.” “Yeah, you scoredwithalltheright you didnotreceive any points.” “All ofyour testanswers were but correct, wrong ifyou thinkyou’ll getany points.” “You gotalltherightanswers, butyou’re totally didnotgainany points.” “Your answers were, butyou like, correct, Writeapersonalnarrative aboutanexperience yousomethingnew. hadlearning Readthefollowing quotation. Then readthepromptsthatfollow andcomplete Write apersonalnarrative aboutatimeyou avaluable learned lesson

12. 11. mood. Revise sentence34tousethesubjunctive be mostrealisticforthenarrator? Look atsentence28. Which dialogue would C. B. C. B. D. A. D. A. following instructions. I wishhadknown of theimportance following instructions. We mustknow of theimportance following instructions. In thefutureIwillknow of theimportance was instructions soimportant. I hadnotknown thatfollowing “What exactly areyou saying?” “What! Why didn’t Igetany points?” “What doyou mean,Mr. Brennan?” “I amunaware towhat you arereferring.” Willa Cather Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Assessment File Grade 9 91 92 Assessment File Grade 9 Assessment File Grade 9 Grade File Assessment

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Morley Callaghan Years the Life All Her of Benchmark Test 1 Grade 9 Assessment File Read thisselection.Thenanswerthequestionsthatfollowit. 11 10 9 8 7 6 5 4 3 2 1 have beenallright forhisparentsnow if Alfred hadonly beenable tokeep ajob. two lastyear, olderbrothers were andhissister hadgotmarried married anditwould he worked. Helived athomewithhismotherandfather, who was aprinter. His this prettysteady,” saidashewent SamCarr over andstoodbehindthecashregister. huh? Idon’t know what goesoninmy own store,eh?Itellyou you’ve beendoing enough totellmehow longthishasbeengoing on.” by oneonthecounter. out ablue compactandtwo tubesoftoothpasteandalipstick,helaidthemone dipped itintohispocket, andwithhiseyes never meetingSamCarr’s eyes, hetook grew frightenedandhedidn’t very know what tosay. Slowly heraisedhishandand hisgray moustache,onlyunderneath noddedhisheadafew times,andthen Alfred the doorwithhisblue eyes shiningbrightly behindhisglassesandlipsmoving withindignation.ButSamCarr, standingbygot redandheknew he looked fierce your pockets, Alfred.” leave themherebeforeyou go,” said. SamCarr heasked. Carr?” began tobeat solouditwasHis heart hardforhimtogethisbreath.“Whatisit,Mr. working inthedrugstore Alfred hadnever heardhisemployer speaksoftly like that. “Good night,” brusquely, withoutlookingup.Inthesixmonthshehad been button hiscoatnervously. was Hefeltsurehisface usually white. said, SamCarr “Just amoment, Alfred. Onemomentbeforeyou go.” the cashregister, andwhen Alfred Higginspassedhim,helooked upandsaid softly, gray-haired man,SamCarr, who owned was thedrugstore, bendingdown behind his white jacket, was puttingonhiscoatandgettingreadytogohome. The little While Sam Carr smiled and stroked the side of his face very delicately smiledand strokedvery thesideofhisface with While SamCarr Ever since Alfred hadleftschoolhebeengettingintotrouble wherever “Sonow you thinkyou’ll tell mealie,eh? What kindofasapdoIlooklike, timeIever tookanything.” “Thisisthefirst “Petty thieving, eh, said.“AndAlfred?” SamCarr maybe you’d begood “Whatdoyou mean?Doyou thinkI’mcrazy?” Alfred blustered. Hisface “You’ve gotacompactandlipstickatleasttwo tubesoftoothpastein “Whatthings? What areyou talkingabout?” “Maybe you’d begoodenoughtotake afew thingsoutof your pocket and quietway spokeThe soft,confident, inwhich made SamCarr to Alfred start They were and closingthedrugstore, Alfred Higgins,who hadjusttaken off Unit andBenchmark Tests Benchmark Test 1,Units1–3 UNITS 1–3 93 93 94 94 BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests 21 20 19 18 17 16 15 14 13 12 he hardly knew what tosay toher, sosheasked, “Is Alfred introuble?” her handtoMr. andsaidpolitely, Carr “I’mMrs.Higgins.I’m Alfred’s mother.” made themforget thatherclothesseemedtohave beenthrown onher, sheputout look: shesmiled, herblue eyes never wavered, andwithacalmnessdignitythat counter. Yet as soonasshesaw himshedidnotlookas Alfred thought shewould shedidnotsee Alfred,and atfirst who was standingintheshadow attheendof out with alittlesmileonherfriendly Mostofthestorelightshadbeenturned face. tight acrossherchestsodresswould not show. Shecamein,large andplump, was tucked inloosely underherhat,and herhandatthroatheldlightcoat latch, saidcrisply, “Comein, Mrs. Higgins.” Helookedandstern. hard-faced when atlastthey heardsomeonetappingonthecloseddoor, Mr. the Carr, turning that shemightcomebeforeMr. saw Carr thecoponbeatpassingdoor. when hetriedtotalkher, andmake him feelherdreadfulcontempt;yet helonged with hereyes blazing, ormaybe shewould andshewould becrying, pushhimaway the latesummernight.“I’ll keep my eye outforacop,” was allhesaid. went over tothedoorandlooked outatthestreetandwatched thepeoplepassingin for me. You’d bettercome down inahurry.” Mr.And when hewas Carr finished “Yeah, that’s right,he’s introuble,” Mr. was saying. Carr “Yeah, your boy works hope was inhim,the longing thatsomeoneathomewould comeandhelphim. sound like aswaggering, bigguywho couldlookafterhimself, yet theold, childish You don’t needtodraw anybody elsein. You don’t needtotellher.” Hewanted to outarrogantly,him, andheblurted like astrong,full-grown man,“Just aminute. number. know I’mgoingtohave you locked up.” maybe Ishouldcallyour andtellhimyou’re father afool.Maybe Ishouldletthem cop inpoint-blank,” hewas saying ashelooked worried. very “You’re afool,and onthecounter.blue “Idon’t withhisfingers eyes, drummed like SamCarr tocalla you, andnow lookwhat Igottodo.” While Alfred watched frightened withhisalert, had beeninhimevery timehehadgotintosuchtrouble. growing inhimthat Alfred began terror the tipsofhisfingers, tofeelthatfamiliar Mr. andhersimplicity, by was herlack ofterror a bitembarrassed Carr and Mrs.Higginsmusthave beengoingtobedwhen hetelephoned, forherhair While they waited-and itseemedalong time-they didnotspeak,and Alfred knew how hismotherwould in;shewould comerushing in rush Alfred was notsomuchashamed, buttherewas thatdeepfrightgrowing in “Thenwe’ll seewhat shesays.” went SamCarr tothephoneanddialed “Mymother, Iguess.” “Who’s athome?” “Myfather’s notathome. He’s aprinter. Heworks nights,” Alfred said. “Iliked you,” was saying. SamCarr “Iliked you andwould have trusted Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt BENCHMARK TEST 1CONTINUED TEST BENCHMARK Grade 9 Assessment File 34 33 32 31 30 29 28 27 26 25 24 23 22 respect. and hegotupshookhandswithMrs.Higgins,bowing low toherindeep saying. “I’ll tellyou what I’ll himandletitgoatthat.How’s do.I’ll justfire that?” there inthedimly litstore.“Ofcourse,Idon’t want tobeharsh,” Mr. was Carr while beingjustlarge andstillsimplehopeful,shewas becomingdominant store, Mr. began tonodhisheadencouragingly Carr ather. Without beingalarmed, tolerance. While therewas only thesound ofthemother’s soft,assuredvoice inthe him tearfully, andinsteadhewas beingmadetofeelabitashamedby hervast was puzzledbyCarr hismother, asifhe hadexpected hertocomeinandpleadwith had becomeawareCarr woman; thathismotherwas really heknew afine thatSam and thetiny pimplesover hischeekbone. at Alfred, who shiftedaway with abitoflightshiningformomentonhisthinface doesn’t he?Ittakes someofthemalongtimetogetany sense,” andthey bothstared think itwould bebetterjusttolethimcomehomewithme.Helooksabigfellow, saying,there withthatgentle,pleadingsmileonherface, “Iwonder ifyou don’t she would beinarageandwould outagainsthim. cry Yet now shewas standing been athomeandsomeonehadsuggestedthathewas goingtobearrested, heknew period inhislife,” shesaid. sometimes thinkalittlegoodadviceisthebestthingforboy when he’s atacertain intend todo,Mr. Carr?” smiling gravely again, and shesaidwithakindofpatientdignity, “Whatdidyou her shy; andlookaway, herhumilitymadefalter butin amomentshewas you would only listentomebeforedoinganything.” made Hersimpleearnestness standing gentleness,andspeakingasthoughafraidofdisturbinghim,shesaid, “If head sadly, shesaidgravely, hadfinished andwhen Sam Carr “Isitso, Alfred?” proprietor said. Little thingslike compactsandtoothpastelipsticks.Stuff hecanselleasily,” the There was intheway suchwarmth andgratitude she said, “I’ll never forget Buteven while hewas away turning uneasily Alfred was realizingthatMr. Alfred couldn’t understandhismother’s quietcomposure,forifthey had “Yes, Isupposeso.It’s notformetosay, becausehe’s my son. Yet I “Iwas goingtogeta cop. That’s what Ioughttodo.” Mrs.HigginsputoutherhandandtouchedSamCarr’s withanunder- arm “Goingaroundwiththeguys,Iguess,” Alfred said. “Onwhat?” “Ibeenspendingmoney, Iguess.” “Why have you beendoingit?” “Yes.” As shelistenedMrs.Higginslooked at Alfred sometimesandnoddedher “Heis.He’s beentakingthingsfromthestore.Icaughthimred-handed. Unit andBenchmark Tests Benchmark Test 1,Units1–3 95 95 96 96 BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests 44 43 42 41 40 39 38 37 36 35 reached outandliftedthekettle topourhotwater inhercup,handtrembled and of thewoman who hadbeensoassuredalittlewhile agointhe drugstore. When she move. asshesatthere,was Herface, afrightened, brokenutterly face unlike theface door hesaw hismotherpouringherselfacup oftea.Hewatched and hedidn’t I’d like totellhershe soundedswell.” his bedhefeltaprideinherstrength.“Shecertainly was smooth,” hethought.“Gee, encouragingly toher;hecouldhearhertalkingsimply andearnestly, andashesaton noddinghishead of herstrengthandrepose.HecouldstillseeSamCarr And ashelistenedtherewas noshameinhim,justwonder anda kind ofadmiration thekettle andputitonthestove.around thekitchen.Shefilled Shemoved achair. Mind, now, not aword abouttonighttoyour father.” don’t you?” When hewas going,shesaid, “I’mgoingtomake myself acupoftea. another andalways hasbeen. Why doyou standtherestupidly? Gotobed, why without even lookingathim,“You’re abadlot. Godforgive you. It’s onethingafter she was really only half-dressed, and shemadehimfeelafraidagainwhen shesaid, looking straightahead. said bitterly. outlike that.Icertainly won’tturned getinajamlike thatagain.” train seemedtobreakthesilence,hesaidinhisold, blustering way, “ThankGodit so when they were passingundertheSixth Avenue elevated andtherumbleof she staredaheadsogrimly; sheseemedtohave forgotten thathewalked besideher; inher;hebegan towonderthe strengthandsternness what shewas thinkingofas him; butinalittlewhile, goingalonglike thatinsilencemadehimterribly aware of so heonly looked aheadtoo,fortheexcitement andreliefwas stillprettystrongin Alfred was afraidtospeakher, hewas afraidofthesilencethatwas between them, fullofworry. face strideasshelooked aheadwithherstern taking along,firm time. “Goodnight,sir,” shesaid. clasped handsasifthey liked eachother, asifthey hadknown eachotheralong you. Justwanted todotherightthing,that’s all,” hesaid. your kindness,” thatMr. began tofeelwarm andgenialhimself. Carr And atlasthe got upandwent alongtothekitchen,andwhen hewas atthe While Alfred was undressing inhisbedroom,heheardmothermoving When they were athomeandhismothertookoff hercoat, Alfred saw that “Have thedecency tobequiet,” shesnapped. They kept ontheirway, “That’s thelasttime. That’s allI’msaying.” “Bequiet.Don’t speaktome. You’ve meagainandagain,” disgraced she The motherandsonwalked alongthestreettogether, andthemotherwas “Goodnight,Mrs.Higgins.I’mtruly sorry,” hesaid. “It’s bettertomeetlike thisthannever, isn’t it?”shesaid.Suddenly they we hadtomeetthisway,” “Sorry hesaid.“ButI’mgladIgotintouchwith Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt 1. Reading Comprehension 3. 2. 1CONTINUED TEST BENCHMARK Grade 9 Assessment File 45 Alfred couldbestbedescribedas— Based onhisreactiontoMr. Carr’s accusation, story? What isthemoodatbeginning ofthe and 2.Mr. is Carr Alfred’s — Monitor your1 understandingofparagraphs D. C. B. A. D. C. B. A. D. C. B. A. timehehadever looked uponhismother.first hand trembled assheraisedthecuptoherlips.Itseemedhimthatthiswas the moment hisyouth seemedtobeover; heknew alltheyears ofherlifeby theway her together alittlewhile ago.Hewatched hismother, andhenever spoke, butatthat Now hefeltallthathismotherhadbeenthinkingofasthey walked alongthestreet night hisyoung sisterhadkept repeatingdoggedly thatshewas gettingmarried. Heunderstoodwhydressed tothedrugstore. shehadsataloneinthekitchen in trouble before,thatthistrembling outhalf- hadreally beeninherasshehurried her handholdingthecupstilltrembled. Shelooked old. very cup. Sheswallowed thehotteaeagerly, andthenshestraightenedupinrelief,though cup toherlips,andlipswere loosely groping asifthey would never reachthe the water splashedonthestove. Leaningbackinthechair, shesighedandliftedthe boring dishonest conceited lazy Lighthearted Casual Suspenseful Terrifying assistant friend brother employer Itseemedto Alfred thatthiswas theway ithadbeenevery timehehadbeen Copyright © Exile Editions Ltd. 2003. The Complete Stories of Morley Callaghan Volume One. Reprinted Volume Reprinted One. of Callaghan Morley Stories Complete 2003. The Ltd. Editions ©Exile Copyright From From All theYearsofHerLife by Morley Callaghan. Copyright © The Estate of Morley Callaghan 2003. of Callaghan Morley Estate ©The Copyright Callaghan. by Morley 5. 4. In the first two pagesofthestory,In thefirst Mr. — Carr 3–12affectsin paragraphs theplotby — The interactionbetween Mr. and Carr Alfred D. C. B. A. D. C. B. A. by permission of The Estate of Callaghan. Morley Estate of The by permission hires Alfred calls thepolice calls Alfred’smother Alfred fires resolving themainconflict lightening themood providing information background adding suspense Unit andBenchmark Tests Benchmark Test 1,Units1–3 97 97 98 98 7. 6. 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Write aparagraphtoanswerthisquestion. Write twoorthreesentencestoanswereachquestion. SHORT CONSTRUCTEDRESPONSES 8. Unit andBenchmark Tests 14. 13. 12. you caninferthat Alfred — 32, From attheendofparagraph theimagery ironic becauseshe— Mrs. Higgins’s behavior is atthedrugstore his — between hisdesiretotake careofhimselfand Alfred’s 50is conflictinparagraph internal feelings, andactions?Provide your tosupport answer. examples from thestory mood—the setting,theword choice,orthedescriptions ofthecharacters’ thoughts, Analyze theoverall moodof“All the Years ofHerLife.” What contributesmosttothe your Support responsewithoneexample fromthestory.narrator? How would bedifferent thestory ifitwere toldby Mrs.Higginsasafirst-person thisstatement. Mrs. Higgins.Citeonepieceofevidence thatsupports fromthestory helpscreatevariousThe settingofthestory conflictsamongMr. Carr, Alfred, and D. C. B. A. D. C. B. A. D. C. B. A. is notasmaturehewould like tothink wants toaskforMr. Carr’s forgiveness has becomeboredwiththesituation does nottake goodcareofhimself usually rescues Alfred takes theplaceofherhusband, who frightened orangry insteadof acts friendly anddignified the latehour arrives dressedinahatandcoatspiteof get there toarrive wellhurries beforethepolicecan shame over hisactions pride inworking atthedrugstore hope thathisparentswillhelphim anger atbeingcalledathief 9.

10. 11. What isironicabouttheendofstory? symbolizes — 38 The silenceofthesettinginparagraph narrator — narrator person omniscientpointofview helpsthe istoldfromthethird- thatthestory The fact C. B. B. A. D. C. B. A. D. C. B. A. added tohismother’s grief. Alfred realizeshow hispastbehavior has mother closertogether. The experience hasbrought Alfred andhis than hewould have beenwiththepolice. Alfred isinmoretrouble withhismother of beingself-assured. Mrs. Higginsisactually frightenedinstead Alfred’s innocence pointfor a turning Alfred the mother’s disappointment Mr. Carr’s disapproval the characters reveal thethoughtsandfeelingsofall tell theactionsandthoughtsof Alfred only perspective discuss theevents fromMr. Carr’s Higgins only give about information Alfred andMrs. Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Marie Arana from BENCHMARK TEST 1CONTINUED TEST BENCHMARK Grade 9 Assessment File Read thisselection.Thenanswerthequestionsthatfollowit. 13 12 11 10 9 8 7 6 5 4 3 2 1 and rubbery. dark-skinned, frail,hereyes like bulgingfromherface boiledeggs, blue-white through thegateandstoodinawe. children, millingaboutandyammering,waiting forthebelltoring. We edged asking you, missy, in? iswhich languageareyouThere areno moreproficient and looked throughit,and thenswitched hisquestionstoEnglish.“What I’m Spanish was broadanddrawling, like my mother’s. folder Heopenedagreen wrist. Ifollowed hisorangeheadintoaroomnext totheheadmaster’s office. andpeeringimpatiently athis and fidgety, flicking his hairwithfingers children. Icouldseeitthemomenthecalledoutmy name.Hewas frowning to my tongue. spoke betterSpanish.Iwould betestedformy abilitiesandstreamedaccording explained. The mainonewas forEnglish-speakers, asmalleroneforthosewho Arellano’s class.” MyEnglishisnotsogood. Margarita Martinez. They putmeinSeñora hungintheair like ahiss. my affirmation obvious newcomer. Inoddedthatitwas so. at which you speakandreadyour two languages.” minister’s. “You don’t understand me. There mustbeadifference inthelevel sprouted onhisknuckles.Hewas wearing aring,ponderousasprime miraculous abouttheway itcocked upontopandslicked flataroundtheears. Spanish, motioningmetoachair. American Chica American A girlaboutmy ageleanedagainstthewall andstaredatus.Shewas The playground oftheRoosevelt Schoolwas swarming withhundredsof “Doyou speakEnglishorSpanishathome, The manwho would decidemy was fortune vexed inthecompany of There were two atRoosevelt, streamsforevery grade Margarita “Thenyou’ll befine,” sheassuredme. “Don’t looksoworried. I’m “Yes,” Ianswered, readytoprove it.But shecontinuedinSpanish,and “You speakEnglish,” shesaid, thanaquestion. moreofafact “No,” hesaid, alongwhite drumming handonthetabletop. Goldfuzz “Both,” Ianswered again. “Whichdoyou read?” “Both,” Ireplied, andstaredathishair. There was something “Primer día?” sheasked. First day? Iwas gawking aroundme,an señorita?” Ee-dee-oh-muzz. heasked mein His Unit andBenchmark Tests Benchmark Test 1,Units1–3 99 99 100 100 BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests 30 29 28 27 26 25 24 23 22 21 20 19 18 17 16 15 14 del Peru, time, my parentswere nonethewiser. Itotedmy children’s illustrated He scribbledintomy alongcommentary file. front ofme.“Jane.puh-plays .wi-i-iththeball.” and brightasacandiedwafer. this,” Isaid, andlooked up. play possum,asGrandpaDocliked tosay. Putoneover ontheprig. and bewaved intotheEnglishstream.Itwas clearly assimplethat.OrIcould offering totheGreatSpiritorseekasignfromBeyond. summer, orintoasnowbankinwinter.Thuspurified,hewasreadytomakean steaming andsweatingceremony,theIndianplungedintowaterduring wings. The text was interestingenough,somethinglike this: brave inaloinflaprandown toariver withhishairspreadbehindhimlike Intheforeground,was peekingoutofa tepee, holdinganartifact. anIndian was onelabeled behind hishead. wouldannounced. Iopenedit.“Whatpart you like metoread?”Iasked. out ofhisjacket sleeve. volume acrossthetable,andthenplucked awhitecuff pinchedtwo shirt fingers, man. words were strikingmeassoidiotic.Buttherewas nothingamusingaboutthe States of America talklike that.Iwanted onthefloorandsqueal,his tofall records ortestshere.” Iwas putinto “Isee,” hesaid, aftersomepagesofthis.“Ithoughtasmuch. That willdo.” Ipicked itup,leafedthrough. Then Ismoothed itflatonthetable in “Well, readthis,then,” hesaid, andslidanotherbookat me.Itwas thin Ishookmy head.“Too hard.” “You’re noteven goingtotry?” Isnappedthebookshutandsetitdown onthetable. “Ican’t read Istaredatthewords andconsideredmy situation.Icouldreadthisaloud Iflippedthrough,lookingatpictures.Somewhere nearthemiddle,there “Any page,” hesaid.“Pickone.” Hesatbackandcrossedhishands thebookinmy Iturned hands. “Here,” hesaid.“Readtomefromthisbook.” Heshoved abrown Irepeatedthephraseafterhim.hadnever heardanyone intheUnited “IthinkIamthesameinboth, “What?” “Sir,” hesaid. “IthinkI’maboutthesameinboth,” Isaid. memorizingthewhole litany until Icouldrecitetheir ofIncarulers Medicine manwitharattle, Señora Arellano’s classand, forwhat long seemedavery sir.” Indians oftheGreatPlains, orwords tothateffect. The man After thelast thecover Historia

Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

17. 16. 15. 19. 18. Grade 9 Assessment File 31 sense? 10appealstowhich inparagraph The imagery Students attheRoosevelt school— Monitor your7. understandingofparagraph between and— thenarrator takes place The mainconflictinthisstory ofthisselectionisto— The mainpurpose best bedescribedas— can The moodatthebeginning ofthestory Quechua nameswithalltherattletybangofgunfire. C. B. A. D. C. B. A. D. C. B. A. D. C. B. A. D. C. B. A. D. paidattention tome. And Margarita Martinez Touch Smell Sight in others,dependingontheirage andSpanish study Englishinsomegrades their native languages teach oneanotherthemainsubjects,using depending ontheirlanguageability take classesinSpanishorEnglish, both SpanishandEnglish basedonhow grades earn well they speak herself Señora her parents Margarita Martinez tell feelings persuade entertain inform somber awkward mysterious depressing Hearing From From Arellano American Chica by Marie Arana. Copyright © 2001 by Marie Arana. Used by permission of The Dial Dial of The by permission Used Arana. ©2001 by Marie Copyright Arana. by Marie

21. 20. 22. Press/Dell Publishing, a division of Random House, Inc. House, of Random adivision Publishing, Press/Dell difficult forherisironicbecausethe— difficult The narrator’s claimthatthebookistoo — narrator The highpointoftheplotoccurswhen the that theorange-hairedman— You cantellby 29 hisactionsinparagraph A. D. C. B. A. D. C. B. A. D. C. B. pretending tobeunable toreadit dislikes readingandisonlynarrator memorizes thenamesofIncarulers debates whether toshow herability talks toMargarita about walks throughthecrowded schoolyard English well couldnotread suspected thatthenarrator harder tomasterEnglish toworkhopes toinspirethenarrator than Englishclass thinks thatSpanishclassismoredifficult English tospeakSpanishbeforehelearned learned the manisunaware ofherability reader knows thatshecanreaditbut would forher betoodifficult man intentionally chose abookheknew by herinabilitytoreadit embarrassed is reader realizesthatthenarrator Unit andBenchmark Tests Benchmark Test 1,Units1–3 Señora Arallano 101 101 102 102 BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Write aparagraphtoanswerthisquestion. Write twoorthreesentencestoanswereachquestion. SHORT CONSTRUCTEDRESPONSES Unit andBenchmark Tests

27. 26. 25. 23. reading test.Includeoneexampleinyour fromtheexcerpt response. usestocharacterizethemanwho givesExplain whatthenarrator imagery herthe detail fromthestory. Explain how thestory’s settingaffects thenarrator. your Support responsewithone evidence from the story to support yourevidence tosupport response. fromthestory Analyze thenarrator’s motivation forpretendingtobeunable toreadthebook.Cite sentence in paragraph 30? sentence inparagraph What isthebestway toparaphrasethefirst D. C. B. A. was studyingSpanish. but Iasked hernottotellmy parentsthatI I decidedtobein about it. English, andshedidnottellmy parents Señora understand me. Arellano’s class,butthey couldnot I toldmy parentsthatIwas in parents didnotknow that. challenging forme,andawhile my Señora Arellano’s classhelpedmelearn Arellano’s classwas not Señora Arellano’sclass, Señora

24. narrator to— narrator The pointofview allows inthisstory the D. C. B. A. be avoice outsidethestory theactionwithoutparticipating observe know alltheothercharacters’ thoughts be acharacterinthestory Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Cynthia Berger from BENCHMARK TEST 1CONTINUED TEST BENCHMARK Grade 9 Assessment File Read thefollowingselections.Thenanswerquestionsthatfollowthem. 6 5 4 3 2 1 hare—but forsomereason thesebirdsarenotwiredtotake them.” grayother prey could take—thousands agreat ofred-backed voles, grouse, population crasheseveryyears,” threetofive says Duncan, “therearestillplentyof red-backed voles, andsnowies primarily eatlemmings.“Whenthemeadow vole hawkspecies. Greatgrays and northern owls prefermeadow voles, borealsfocuson once everyyears, threetofive mostlikely promptedby foodshortages. the sameregions—these owls happenperiodically, don’t Irruptions migrate. perhaps owls, because—unlike long-earedandshort-eared whichirruptions breedinsomeof showing upinunexpected places.Scientistscallthesemassmovements tothesouth a lark.” skin would freezeinlessthanaminute. This birdjustsitsupthere,lookinghappy as 60 below,” says Duncan.“If you leftyour carwithoutacoatinthatweather, your when you seeasnowy owl sitting100feetuponametalhydropole inawindchillof jacket over polarfleece,blocking thetundrawind.“You’ve gottobeimpressed for example, areunusually stiff. speculatethatthey functionlike Experts anylon and plumagethatmakes themimmunetothecold. The snowy’s feathers, outermost such asfluffy feathers thatextend over vulnerable anklesandtoesinsubzeroweather snowy owls, which above live north farther the Arctic Circleonthetreelesstundra. high-elevation coniferforestsofthe and American Rockies,CascadesandSierras, gray’sgreat Canadaand boreal-forestrangeinnorthern Alaska andsometimesthe hawkthem intheirmaneuvers arenorthern owls andborealowls, which sharethe rodents, mostly meadow voles thathunker inburrows beneaththesnow. largest inNorth America, reaching33inchesinlength-arediving aftersmall suicidal—it’s how gray owls great make aliving intheicy north. These owls—the says. toward “Youand plungesheadfirst theground. thinkit’s committingsuicide,” he is ablanket ofsnow.” Yet suddenly thebirdlaunchesfromitsperch,foldswings biodiversity conservation withCanada’s Manitoba Wildlife Branch,“andallyou see round, yellow eyes. “You lookwhere theowl islooking,” says Duncan,managerof gray owlspot agreat with sittingmotionlessinaroadsidetree,staringattheground Cool Operators specialists, allfourspeciesof As dietary Arctic owls favor prey aparticular Buttheadaptationthatmostexcites bird-watchers iswhen theseowls start These owls shareseveral otheradaptationstotheirextreme environment, Greatgrays aren’t theonly owls thathuntprey like kamikazepilots.Joining Snow plunginglookslike adesperateact,butit’s theoppositeof Driving forestroadsinwinter, Manitobabiologist JimDuncanwilloften Unit andBenchmark Tests Benchmark Test 1,Units1–3 103 103 104 104 BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests 12 11 10 9 8 7 logging—could seriously owls harm withoutanyone noticing. that lossofhabitat—whether fromnaturaldisastersorhumanactionssuchas pending. eliminating someofthesurvey requirements. At presstimeadecisionwas still growth forests.InMay 2003,however, theForest andBLMproposed Service impacts onrareandsensitive specieswhenever timbersalesareproposedinold- (BLM) Northwest Forest Plan,which requireslandmanagerstoassesspotential through thesurvey andmanagementprogram oftheBureauLandManagement’s less willingvolunteers, live intheCanadianregions where theseowls breed. owls. almostnodataonnorthern RelativelyService-collects few humans,much collaboration between U.S. Geological Survey andtheCanadian Wildlife bird populationtrends,thevolunteer-based BreedingBirdSurvey (BBS)-a struggling. size, it’s whether hardforwildlifemanagerstodetermine speciesarestable or Manitobaspottedmorethan100inasingleday.southeastern day atBoston’s Logan gray of2001,birdersin owl Inthegreat irruption Airport. counted23snowies of1986–87observers inasingle and Utah.Duringtheirruption years, snowyDuring irruption owls have Carolina southasNorth beensightedasfar andnaturalist,theowl artist (Unfortunately forthefamous diedbeforehearrived.) toMarblehead,Audubon hurried gray. great Massachusetts, hopingtoseeanerrant of food. Butwhencarcasses tothawthingsgetdesperatethey headsouth in search themfirst. handy treecrotchestoeatlater, when pickingsareslim—thebirdssitonfrozen hawkspecies. Borealandnorthern owls docatchandstashextra deadrodentsin stay whitebecausethey candineonsome200different putin—thegreat north prey owls,They horned arenotlike great forexample, which alsoinhabit—and With onowl scientistsunable numbers,conservationists worry togetafix owl IntheUnitedStates,dataonnorthern populationsarebeingcollected To complicatematters, themainsourceofdataonNorth further American Givenowl thatnorthern populationsnaturally experience large fluctuationsin Recordsofowl wanderings southward datebackto1831,when JohnJames Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Warner Shedd from rates. logging anddrillingforoilnaturalgascontinueatcurrent BENCHMARK TEST 1CONTINUED TEST BENCHMARK Grade 9 Assessment File 4 3 2 1 more complex thanhasheretoforebeensuspected. betweenbut biologists thattheinterrelationship thesetwo arelearning speciesisfar years. Unquestionably, lemmingnumbershave aneffect on snowy owl populations, from almostunbelievably highpopulations toextreme scarcity every fourorfive where they drown enmasse,theplump littlerodentsarenotoriously cyclical, going lemmings periodically commitsuicideby throwing themselves off cliffs intothesea, oflemmings. winter becauseoftheshortage Although it’s acompletemyth that anything elseofsuitable sizethatcomestotheowls’ attention. Foralso primefare. andalmost thatmatter, soare pigeons,rabbits,deadfish, proved quiteadaptable when itcomestoprey. Miceareastaple,butNorway ratsare lemmings aremostly active beneaththesnow. southhave Owlswinteringfarther theowls throughthewinterin helpcarry Hares andptarmigan Arctic, when winter, especially forthoseowls morevaried. south,theirmealsarefar thatmigrate mostly small,withlemmingsmakingupthebulkof theirdiet.In hunters duringthelongstretchesofalmosttotal Arctic darkness. Arctic breedingandnestingseason.Conversely, night they mustalsobeefficient considering thatthereisdaylight almosttwenty-four hoursaday duringtheirhigh can approximate tundrahuntingconditions. Boston’s hangouts)andhighperches,where Logan they areoftenpreferred Airport suchas and theUnitedStates,bigpredatorsfavor wide-openspaces(airfields glide down toseizetheirvictimsby stealth. Thus, when Canada they visitsouthern prefer toperchonthehighestpointaroundandwait untilthey spottheirprey—then Owls Aren’t Wise and Bats Aren’t Blind Itwas oncethoughtthatthesewhite visitorsfromthe Arctic camesouthin Summerprey forsnowy owls consistsalmostentirely ofmammals— Snowy owls domuchoftheirhuntingdiurnally. surprise, This isnogreat Snowy owls evolved ashuntersonthevast, barren Arctic tundra,where they “Cool Operators” by Cynthia Berger. Reprinted with permission from the February/March 2004 issue of issue 2004 February/March the from permission with Reprinted Berger. by Cynthia Operators” “Cool

Wildlife Canada willbecompletely goneby 2065if the old-growth borealforestinwestern Conservation Ecology predictedthatmostof companies. publishedA recentreport in problem isthatbigtreesalsoattracttimber flickers andalsorequirebig,oldtrees. The excavated by pileatedwoodpeckers andnorthern says Priestley. Borealowls nestincavities snags, sothey requirefairly good-sizedtrees,” “Great grays oftennestinthetopsofdead magazine. Copyright 2004 by the National Wildlife Federation. Wildlife National by the 2004 Copyright magazine. Unit andBenchmark Tests Benchmark Test 1,Units1–3 National 105 105 106 106 Snowy OwlHatchling BENCHMARK TEST 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests 28. questions 28–38. Use theexcerptfrom“CoolOperators”(pp.303–305)toanswer 5 and 2 indicate that great gray owlsand 2indicatethatgreat — The actionsofowls 1 describedinparagraphs lemming/snowy owl relationship. aboutthedynamicsof to lemmingcycles. Muchremainstobelearned to theGreatPlainsareaofCanadaandUnitedStateswithoutapparentreference one ofabundance.For another, large numbers ofsnowy owls annually migrate travelers, it’s nospecialfeatforthemtomove fromanareaoflemmingscarcityto the Arctic, andthey may bequiteregional. Sincesnowy owls by naturearegreat D. C. B. A. use burrows toescapethecold food have finding difficulty use snow bankstocooloff have akeen senseofsight For onething,there’s noevidence thatlemmingcycles aresynchronizedthroughout From From Owls Aren’tWise&BatsBlind permission of Harmony Books, a division of Random House, Inc. House, of Random adivision Books, of Harmony permission by Warner Shedd. Copyright ©2000 by Warner Shedd. Used by Used Shedd. by Warner ©2000 Copyright Shedd. by Warner

29. because they have — Great grays areprotected inharshweather Monitor your4. understandingofparagraph D. C. B. A. special dietsthatbuildlayers offat highly developed immunesystems fluffy feathersthatprotecttheirankles large nestsmadeoftwigsandbark Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

BENCHMARK TEST 1CONTINUED TEST BENCHMARK

76. 75. 74. Grade 9 Assessment File inappropriate becausethe— The word sentence 11? What change,ifany, shouldbemadein thekeySentence 8supports ideathathorses— D. C. B. A. D. C. B. A. D. C. B. A. the sameas some readers word may have negative connotationsfor cars thantheword suggests Writer hasamoreneutralattitudeabout reader may notknow that slang term fora istooformal tone oftheparagraph Make nochange Change Change Change cost less promote goodhealth make enjoyable pets move quickly wheels baloney baloney baloney car insentence16is to to to false a claim true wheels means

78. 77. 79. up Which preciseverb would BESTreplace What istheBESTway torevise sentence18? What istheBESTway torevise sentence34? A. D. C. B. A. D. C. B. A. D. C. B. insentence21? Lift up horse goessomewhere. horses improve riders’ healthevery timea A horseisalsoabetterchoicebecause health every timethey gosomewhere. horses andridersimprove eachother’s A horseisalsoabetterchoicebecause time they gosomewhere. horses andridersimprove healthevery A horseisalsoabetterchoicebecause go somewhere. they improve theirhealthevery timethey A horseisalsoabetterchoicebecause horse andriderhave abond. Finally, thata onecannotdiscountthefact a horseandriderhave foreachother. Finally, onecannotdiscountthebondthat a horsehasforitsrider. Finally, onecannotdiscountthebondthat rider has. Finally, onecannotdiscountthebonda Increase Put up Improve Unit andBenchmark Tests Benchmark Test 1,Units1–3 get 107 107 108 108 1CONTINUED TEST BENCHMARK Benchmark Test 1,Units1–3 Unit andBenchmark Tests

81. 82. 80. bad Which preciseadjective would BESTreplace relative pronoun? using anadjective clauseintroducedby a Which isthebestway torevise sentence32 28? wayWhat isthecorrect topunctuatesentence D. C. B. A. D. C. B. A. D. C. B. A. Dense Unpleasant Disagreeable Poor road, it. they rarely find Although drivers may longfortheopen it. rarely find Drivers longfortheopenroad, butthey it. seldom find If drivers lookfortheopenroad, they it. find Drivers who longfortheopenroadseldom thoughlesstangible.important ofridingahorsearejust,as The benefits thoughlesstangible.important ofridingahorse,arejustas The benefits, thoughlesstangible.important, ofridingahorsearejustas The benefits thoughlesstangible.important ofridingahorseare,justas The benefits insentence32?

85. 84. 83 The conclusionissatisfyingbecauseit— loud Which preciseadjective would BESTreplace sentence 33? What change,ifany, shouldbemadein A. D. C. B. A. D. C. B. A. D. C. B. contrast thesubject uses awhimsical tonetocompareand thunderous large big noisy Make nochange Change Change Change information takes thecomparisonastepbeyond factual horses fortheirbirthdays says thatteenagerswould ratherhave horse ofowningreveals a thehealthbenefits insentence31? have have have to to to were had has Assessment File Grade 9 Grade File Assessment Assessment File Grade 9

Copyright © Holt McDougal, a division of Houghton Mifﬂin Harcourt Grade 9 Assessment File BENCHMARK TEST 1CONTINUED TEST BENCHMARK Writing Reminders common. Tell how the“storiesofyour lives” arethesame,asJuliusLesterwould say. Prompt: complete thewritingactivity. Read thefollowingquotation.Thenreadpromptthatfollowsand Directions s#HECKFORCORRECTGRAMMAR SPELLING ANDPUNCTUATION s5SESPECIFICSENSORYDETAILSTODESCRIBEPEOPLEANDPLACES s$ESCRIBEPEOPLE PLACES ANDEVENTSINVOLVEDINTHEEXPERIENC s&OLLOWACHRONOLOGICALSEQUENCE s#ONCENTRATEONASINGLE FULLYNARRATEDEXPERIENCE s"ESUREYOURWRITINGDOESWHATTHEPROMPTASKS Now writeyour essay. Usetheremindersthatfollow tohelpyou write. story. The differences aremerely inthedetails.” told, thenperhapswe willbegin toseethatourlives arethesame Writeapersonalnarrative aboutsomethingyou andafriendhave in “The lives ofallusarestories.Ifenoughthesestories E Unit andBenchmark Tests Benchmark Test 1,Units1–3 Julius Lester 109 109 110 Assessment File Grade 9 Assessment File Grade 9 111 112 Assessment File Grade 9

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