ela grade 6 extend2 form z released no copyrighted · pdf filec he saw giant fish. released....

Copyright 2013 by the North Carolina Department of Public Instruction. All rights reserved.�

Academic Services and Instructional SupportDivision of Accountability Services

READYEnd-of-Grade

Alternate AssessmentEnglish Language Arts/

Reading

NCEXTEND2

Student Booklet

Grade 6

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N C E X T E N D 2 G R A D E 6 E N G L I S H L A N G U A G E A R T S / R E A D I N G — R E L E A S E D F O R M

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Sample Questions

New Orleans

New Orleans glitters, the crown of an old regent; the inhabitants its jewels, sparkling, lighting the night sky. The blood of the Crescent City is rich—

5 a perfect fusion of culture, religion, of love. Walk the streets You’ll see. You’ll hear. You’ll feel.

10 Your history blends with its own, welcoming, enveloping, celebrating the spirit of each of us. New Orleans— Not my birthplace, but in my heart,

15 my home.

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2

S1 Based on the poem, what are the jewels of New Orleans?

A its people

B its history

C its lights

S2 In line 5, what is a fusion?

A a city

B a mixture

C a crown

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Barnacle the Sea Dog Barnacle was the toughest dog that ever lived. He was the shipmate of “One-Eyed” Edmond Savie. Savie was the pirate captain of the Rogue Rangoon. Captain Savie, Barnacle, and the crew of the Rogue Rangoon were known to people of coastal ocean towns. When the ship’s sails appeared and the Rangoon’s flag was raised, women and children ran to their homes and locked the doors. Men gathered the animals and watched the seas, hoping the ship would sail past their shore. Sometimes it did, but sometimes it didn’t, and those who saw the face of Savie and Barnacle would shiver in fear.

Barnacle and Captain Savie lived an adventurous life. They saw giant whales, flying fish, hungry sharks, and other ocean animals too dangerous to mention. They were tossed by dangerous storms and fought other pirates and monsters alike. In many battles, Captain Savie would call Barnacle to fight off attackers or defend the Rangoon. Anyone trying to harm Captain Savie had to face Barnacle the Sea Dog first.

When the seas were calm, Barnacle would sleep at the foot of the Captain’s bunk and dream of the next adventure. Barnacle knew he had the most exciting life of any dog in the world.

The years went by. Barnacle and Captain Savie loved the pirate’s life, full of adventure and danger. They protected each other and respected each other’s courage and bravery. They vowed never to leave the sea.

And so, they still sail today. In the wild storms, in the crash of lightning, in the roar of thunder—there on the sea, you will find Captain Savie and the wild sea dog Barnacle. If you look closely at the ocean on stormy, windy, wild nights, you can see the mast of the Rogue Rangoon. There at the wheel of that mighty ship is a grizzled pirate with a patch on one eye. And, there beside him, with only half of an ear and a snarl on his face, stands Barnacle, the fiercest sea dog ever to ride the waves.

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1 Which quote states the central idea of the selection?

A “Captain Savie, Barnacle, and the crew of the Rogue Rangoon were known to people of coastal ocean towns.”

B “Anyone trying to harm Captain Savie had to face Barnacle the Sea Dog first.”

C “Barnacle and Captain Savie loved the pirate’s life, full of adventure and danger.”

2 Based on information in paragraphs 2–5, why did Barnacle have only half an ear?

A He was tossed by storms.

B He fought off attackers.

C He saw giant fish.

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3 According to paragraph 4, how would Barnacle have felt if he had to live on land?

A amused

B disappointed

C unconcerned

4 In the selection, what does paragraph 4 show about Captain Savie and Barnacle?

A how devoted they were

B how stubborn they were

C how selfish they were

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5 What does grizzled mean in the sentence below from the last paragraph?

“There at the wheel of that mighty ship is a grizzled pirate with a patch on one eye.”

A furry and brown

B rough and worn

C happy and cheerful

6 In the selection, how does the shift between the last two paragraphs contribute to the setting?

A The weather changes from stormy to calm.

B The ship changes from looking new to old.

C The time period changes from past to present.

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7 In the last paragraph, how does the description of events affect the tone?

A It changes from exciting to eerie.

B It changes from sorrowful to joyful.

C It changes from peaceful to anxious.

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Clara Barton

by Mary Stoyell Stimpson

It was on the brightest, sunniest kind of December morning, nearly one hundred years ago, that Clara Barton was born in the state of Massachusetts. Besides the parents, there were two grown-up sisters and two big brothers to pet the new baby. There was plenty of love in the Barton household, so the child knew nothing but happiness.

Clara was a bright little thing. As she grew old enough to walk and talk, she followed the family about, repeating all their words and phrases like a parrot. She was not sure as to the meaning of all these words, but she liked the sound of them. Her father, who had fought in the French and Indian wars, had a fondness for the rules and forms that are used among soldiers. He taught her the names and rank of army officers. Also the name of the United States’ president, the vice president, and members of the president’s cabinet.

Clara’s eyes looked so big, and her voice was so solemn when she babbled these names that her mother asked her one day what she thought these men looked like. “Oh,” gasped Clara, “Papa always says ‘the great president’ so I guess he’s almost a giant. I guess the president is as big as the meeting-house, and prob’ly the vice president is the size of the schoolhouse.”

The schoolteacher sisters were busy with Clara so that she was reading and spelling almost as soon as she could talk. One of these gave her a geography book, and Clara was so excited over it that she used to wake this poor sister up long before daylight and make her hold a candle close to the maps so that she could find rivers, mountains, and cities.

Stephen Barton, the older brother, was a wonder in arithmetic. It was he who taught Clara how to add, subtract, multiply, and divide. She made such good figures and so often had the examples right that she enjoyed her little slate next best to riding horseback with her brother David.

David did not care much for study, but did like farm work and horses. He taught Clara to ride, and the two used to gallop across the country at a mad pace. She felt as safe on the back of a horse as in a rocking chair. She did not look much larger than a doll when the neighbors first noticed her dashing by on the back of a colt which wore neither saddle nor bridle, clinging to the animal’s mane, keeping close to David’s horse, and

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laughing with joy. Sometimes Button, the white dog, tore along after them, trying his best to keep up with them. Button belonged to Clara. He had taken care of her when she was a baby and very gravely picked her up each time she fell in the days when she was learning to walk.

Stephen and David went to a school that was several miles away. They wanted to take Clara with them. It was one of the old-fashioned, ungraded schools, and the pupils were all ages. The snowdrifts were high, and Stephen carried Clara on his shoulder. Clara sat very quiet with her slate until the primer class was called. Then she stepped before the teacher with the other little ones. The serious man pointed to the letters of different words for each child, then he asked them to spell short words like dog and cat. When Clara was asked to do the same, she smiled at the teacher and said: “But I do not spell there!”

“Where do you spell?” he inquired.

“I spell in artichoke,” she answered, looking very dignified.

“In that case,” he laughed, “I think you belong with the scholars who spell in three and four syllables.” So after that, she spelled in the class of her big brothers.

When Clara was twelve, she was very shy of strangers, and her parents thought it might help her to get over it if she went away from home to school in New York. She was a bright pupil and decided she would like to be a teacher like her two sisters.

Clara made an excellent teacher, but was not very well and went to Washington, D.C., to work. While there, the Civil War broke out, and she offered her services as a nurse. Nobody doubted she would be good at nursing, for when she was only ten years old, she took all the care of her dear brother David, who was sick for nearly two years. She really knew just exactly what sick people needed.

Clara worked in hospitals, camps, and battlefields all the time the four years’ war lasted. Sometimes she had to jump on to a horse whose rider had been shot and dash away for bandages or a surgeon, and she was glad enough that David had taught her to be such a fine horsewoman.

Clara helped every sick and wounded man she came across, and some people thought she should only help the Northerners. But she did not mind what anybody said or thought. She made all the soldiers as comfortable as she could. And she was delighted when, four years later, while she was in beautiful Switzerland for a rest, she heard of the

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Red Cross Society. This society helped every wounded person, no matter what color he was, no matter what cause or country he fought for.

Clara Barton worked with this Swiss society all through the war between France and Prussia. The foreigners called her the Angel.

When Clara Barton came back to America, she tried a long time to have a branch of the Swiss society started in this country, but it was eight years before the Red Cross Society was actually formed in America. Then, because there was often sickness and suffering from fires and floods, as well as from wars, Miss Barton persuaded Congress to say that the society might help wherever there had been any great disaster.

Miss Barton’s name is known in Europe as well as in America. She did Red Cross work until she was eighty years old. Almost every country on the globe gave her a present or medal. When we think what a heroine Clara Barton proved herself, it would seem as if the little girl born on the sunny December morning was a present to the whole world.

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8 Which quote from the selection states the central idea?

A “She made such good figures and so often had the examples right that she enjoyed her little slate next best to riding horseback with her brother David.”

B “Nobody doubted she would be good at nursing, for when she was only ten years old, she took all the care of her dear brother David, who was sick for nearly two years.”

C “When we think what a heroine Clara Barton proved herself, it would seem as if the little girl born on the sunny December morning was a present to the whole world.”

9 What is the meaning of the first sentence in paragraph 2?

A Clara liked a lot of light.

B Clara was very smart.

C Clara had a large family.

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10 In paragraph 9, what is the meaning of Clara’s statement, “I spell in artichoke”?

A Clara meant that she was able to spell large words.

B Clara meant that she refused to spell in front of the class.

C Clara meant that she spelled in a different language than the school teacher.

11 Which statement from the selection supports the author’s claim about Clara Barton’s intelligence?

A “ ‘I guess the president is as big as the meeting-house, and prob’ly the vice president is the size of the schoolhouse.’ ”

B “ ‘In that case,’ he laughed, ‘I think you belong with the scholars who spell in three and four syllables.’ ”

C “Clara worked in hospitals, camps, and battlefields all the time the four years’ war lasted.”

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12 How does paragraph 12 show the influence David had on Clara Barton’s life?

A David taught Clara how to be a fine horsewoman.

B Clara learned how to nurse by taking care of David.

C Stephen and David took Clara to school with them.

13 Which sentence from the selection supports the claim that “She really knew just exactly what sick people needed”?

A “She made all the soldiers as comfortable as she could.”

B “Miss Barton’s name is known in Europe as well as in America.”

C “She did Red Cross work until she was eighty years old.”

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14 According to the selection, which statement is a result of Clara Barton’s appeals to

Congress?

A The Red Cross Society helps all people, regardless of color or nationality.

B The Red Cross Society helps people wounded in the war between France and Prussia.

C The Red Cross Society helps people who are victims of only hurricanes and floods.

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A Song from the Suds

by Louisa May Alcott

Queen of my tub, I merrily sing, While the white foam raises high, And sturdily wash, and rinse, and wring, And fasten the clothes to dry;

5 Then out in the free fresh air they swing, Under the sunny sky. I wish we could wash from our hearts and our souls The stains of the week away, And let water and air by their magic make

10 Ourselves as pure as they; Then on the earth there would be indeed A glorious washing day! Along the path of a useful life Will heart’s-ease ever bloom;

15 The busy mind has no time to think Of sorrow, or care, or gloom; And anxious thoughts may be swept away As we busily wield a broom. I am glad a task to me is given

20 To labor at day by day; For it brings me health, and strength, and hope, And I cheerfully learn to say— “Head, you may think; heart, you may feel; But hand, you shall work always!”

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15 What is the theme of the poem?

A Doing chores erases the scars and pains of life for a month.

B Doing chores helps focus the mind and reduces one’s stress levels.

C Doing chores is a stressful experience and can make one very anxious.

16 How does the first stanza contribute to the theme of the poem?

A It shows the reader why the speaker dislikes cleaning up.

B It shows the reader how the speaker’s singing sounds outside.

C It shows the reader that the speaker is happy while doing laundry.

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17 What is the meaning of the word wring in the first stanza?

A to squeeze out water

B to add more soap

C to hang on a line

18 What does the speaker mean in lines 7–8?

A She wishes the stains would come out of her laundry.

B She wishes that she had less stress in her life every day.

C She wishes there were a way to erase the bad things that happen.

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19 In the second stanza, what does the author compare to the washing of clothes?

A the happiness that cleaning produces within people

B the problems people may experience during the week

C the promise of new and exciting experiences

20 Which words in the poem show how the speaker responds to her task?

A merrily, glorious, cheerfully

B sturdily, sorrow, anxious

C swing, labor, bloom

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Journey to Antarctica

by Claire Epting

21 Which detail from the selection supports the central idea?

A The travelers flew from Los Angeles, California, to Ushuaia, Argentina.

B The travelers realized the bumpy boat ride had been worth it once they arrived in Antarctica.

C The travelers rode in a helicopter to see the colony of emperor penguins.

22 According to the selection, what caused Claire to be “a little nervous”?

A She had to travel far away.

B She had to fly in an airplane.

C She had to go through the Drake Passage.

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by Claire Epting

23 Based on the selection, what is a “Russian icebreaker”?

A a person who works in icy weather

B a tool used to break ice into tiny pieces

C a ship that can sail through icy waters

24 In the first sentence in paragraph 3, what is the meaning of “choppy waters”?

A rough waves that make sailing difficult

B calm water that allows smooth sailing

C water disturbed by fish swimming under a ship

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by Claire Epting

25 What information about Julie Scardina does paragraph 7 introduce?

A She works for SeaWorld.

B She is from Antarctica.

C She is very friendly.

26 When does the author’s point of view change from that of a scared child to someone enjoying the adventure?

A when she finds out all the forms of transportation she will have to use

B when she discovers that she is the youngest person on the ship

C when she reaches the calm seas where she sees the icebergs

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by Claire Epting

27 Why did Claire think that going to Antarctica was like traveling to a different planet?

A because there are other planets that are covered with ice

B because Antarctica is like no other place on Earth

C because the animals in Antarctica are different from other animals

28 Which statement from the selection proves the author’s position about the intelligence of the penguins?

A “Emperor penguins are curious.”

B “While they can’t fly, penguins are excellent swimmers and divers.”

C “They [penguins] communicate using vocal calls and a type of sign language.”

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The Gift No one saw Caleb that morning when he slipped out of his house. Caleb raced down the street. He had so much work to do and not much time. He ran past the first two houses and then up on Conner’s porch. Knock, Knock. Conner opened the door.

“Let’s go,” said Caleb.

They jumped to the street, taking off like twin rockets. They ran until they came to the shadowed, abandoned motel. The end of the motel was a three-story, solid wall. The wall stood in darkness, dwarfed by the huge warehouse looming from the next street and blocking any view of the motel wall. It was 9:35 a.m. The boys looked up at the solid wall and saw the long strips of cloth covering their gift to the town. The town was Caldara and it was depressed. Caldara was depressed because of the drought, which had taken its toll on the town. It had become dry, dusty, empty. Caleb’s grandmother said the town was thirsty. She said the town was thirsty for joy.

Caleb and Conner yanked off the long pieces of cloth covering the wall. Mr. Davis had brought the cloth from the old textile mill. Mr. Albeem had been talked into giving the boys the paint in exchange for keeping his grass cut and his car washed. Chief O’Brien let the boys use the fire ladders because he believed in their dream. It was 10:01 a.m.

The boys looked at their wall one more time, then ran out of the alley, around the block, and up to the crowd sitting on the hill watching the warehouse. Last year, the warehouse had been abandoned. Now it was still empty, waiting to be demolished. The people were waiting too—waiting to watch it collapse. They could not see beyond its destruction. They could only wait in dusty silence. It was 10:29.

Ten, nine, eight, seven . . . the police counted down the seconds until the destruction. The crowd looked on in silence. Two boys looked at each other and saw the excitement and hope in each other’s eyes. It was 10:30. Muffled explosions rippled through the warehouse. It seemed to fold in on itself and quietly collapsed in a cloud of dust. A silent moan went up from the crowd as they watched the dust settle. And then . . .

One by one the people began to see through the settling dust. Slowly, the wall began to appear. The people began to talk and point to the wall. They smiled as they saw the gift. For there—appearing out of the dust—was a bright gleaming ocean of joy! The wall had

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been transformed into a brilliant blue sky over a rippling ocean. Dolphins leaped for joy and a whale’s tail rose from the ocean, dripping a waterfall that gave birth to a brilliant rainbow. Below the water line, swam hundreds of bright tropical fish darting in and out of the coral reefs. Joy burst forth from the wall and leaped into the crowd, now shouting and laughing.

The boys slipped off the hillside and began their walk to school. They looked at each other, broke into wide grins, and began to jog to class.

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29 Which statement summarizes the central idea of the text?

A Simple things can bring joy to people’s lives.

B Building demolitions are dangerous for the public.

C Droughts cause despair and make it hard to survive.

30 What is the meaning of the phrase “which had taken its toll on the town” in the sentence below from paragraph 3?

“Caldara was depressed because of the drought, which had taken its toll on the town.”

A required a payment or fee

B caused harm or suffering

C started a loud noise or explosion

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31 Based on paragraph 3, how does the author’s description of the town impact the

tone of the selection?

A The author uses positive words for a cheerful tone.

B The author uses calm words for a relaxed tone.

C The author uses gloomy words for a dismal tone.

32 How do paragraphs 3 and 4 contribute to the setting of the selection?

A They describe the boys’ actions at Caleb’s home.

B They describe the boys’ actions at the warehouse.

C They describe the boys’ actions at the motel.

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33 What is the meaning of the phrase “a waterfall that gave birth to a brilliant

rainbow” in the sentence below from paragraph 7?

“Dolphins leaped for joy and a whale’s tail rose from the ocean, dripping a waterfall that gave birth to a brilliant rainbow.”

A The rainbow was painted at the end of the waterfall.

B The rainbow was painted before the waterfall.

C The rainbow was covering up the waterfall.

34 Which statement shows how the people in the town responded to the unveiling of the picture the boys had painted?

A “They could only wait in dusty silence.”

B “A silent moan went up from the crowd as they watched the dust settle.”

C “Joy burst forth from the wall and leaped into the crowd, now shouting and laughing.”

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Thomas Gainsborough: The Master of the Portrait

by Tamar Burris

35 Based on paragraph 2, what does the author show about Thomas Gainsborough’s early life that affected his career as an artist?

A Thomas’ family understood art and encouraged him to become a painter.

B Thomas’ father wanted him to practice and become a famous weaver.

C Thomas’ teachers sent him to the Thomas Coram Foundation for Children.

36 What is the meaning of the word masterpiece in the sentence below from paragraph 3?

“There he painted his first known masterpiece.”

A valuable charities

B outstanding work

C precious stone

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by Tamar Burris

37 What is the meaning of “landscape scenes” in the first sentence of paragraph 3?

A portraits of people outside

B pictures of natural land

C paintings of English royalty

38 Based on paragraph 3, why did Thomas Gainsborough begin to paint portraits of people?

A He wanted to make money with his art.

B He wanted to move back to Sudbury.

C He had been trained in London to paint portraits.

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by Tamar Burris

39 Why does the author view Thomas Gainsborough’s move to Bath as an important event in his life?

A It gave Thomas an opportunity to study and earn money.

B It gave Thomas an opportunity to paint portraits of rich people.

C It gave Thomas an opportunity to paint the English and Scottish kings.

40 Based on paragraph 5, what is the reason Thomas Gainsborough returned to painting landscapes later in life?

A He was told that they were easier to paint.

B He truly preferred them over portraits.

C He gained more talent in that style.

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by Tamar Burris

41 Which statement from the selection confirms the claim that Thomas Gainsborough was “one of the most famous English portrait artists in history”?

A “Thomas painted mostly landscape scenes.”

B “So in 1748, he . . . began painting portraits of people.”

C “His paintings hang in museums throughout the world.”

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32

This is the end of the English Language Arts/Reading test. Directions:

1. Look back over your answers for the test questions.

2. Put all of your papers inside your test book and close your test book.

3. Stay quietly in your seat until your teacher tells you that testing is finished.

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ACKNOWLEDGMENTS The North Carolina Department of Public Instruction wishes to express gratitude to the following authors and publishers, whose generous permission to reprint literary selections has made these tests possible. Every effort has been made to locate the copyright owners of material reprinted in this test booklet. Omissions brought to our attention will be corrected in subsequent editions. “Clara Barton” from The Child’s Book of American Biography by Mary Stoyell Stimpson. Project Gutenberg, 2010. http://www.gutenberg.org/ebooks/32628 (06/11/2010). “A Song from the Suds” by Louisa May Alcott from http://www.poetry-online.org/alcott_a_song_from_the_suds.htm (01/26/2011). “Journey to Antarctica” by Claire Epting from TIME for Kids, Teachers, January 14, 2011. Copyright © 2011 TIME Inc. Used under license. “Thomas Gainsborough: The Master of the Portrait” by Tamar Burris. Kidsville News!, May 2011. Copyright © 2011 Kidsville News!, Incorporated, www.kidsvillenews.com.

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NCEXTEND2 Grade 6 English Language Arts/Reading

RELEASED Form 2012–2013 Answer Key

Item number Type Key Primary Standard

S1 MC A

S2 MC B

1 MC C RL — Reading: Literature

2 MC B RL — Reading: Literature


4 MC A RL — Reading: Literature

5 MC B L — Language



8 MC C RI — Reading: Informational Text


10 MC A RI — Reading: Informational Text

11 MC B RI — Reading: Informational Text






17 MC A L — Language

18 MC C L — Language



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Item number Type Key Primary Standard





















41 MC C RI — Reading: Informational Text Item Types: MC = multiple choice Note about selections: Reading for literature texts can be stories or poems. Reading for informational texts can be scientific, historical, economic, or technical.

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