naep items aligned to west virginia’s next generation...

NAEP Items Aligned to West Virginia’s Next Generation Content Standards & Objectives

Reading • Grade 8Paired Literary Passages

WEST VIRGINIA

NAEPNATIONAL ASSESSMENT

OF EDUCATIONALPROGRESS

nextgenerationwest virginia content standards & objectives

West Virginia Board of education

2013-2014

Gayle C. Manchin, PresidentMichael I. Green, Vice PresidentRobert W. Dunlevy, Secretary

Thomas W. Campbell, MemberTina H. Combs, Member

Lloyd G. Jackson II, MemberL. Wade Linger Jr., MemberWilliam M. White, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

James L. Skidmore, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

James B. Phares, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

1

User Guide This document contains released items from past NAEP assessments which have been aligned to the Common Core State Standards. Please note: the items do not always align to a Common Core State Standard in the same grade as assessed. Each item can be found online using the NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). The NAEP Questions Tool allows items to be downloaded in Microsoft Word. To assist in locating each item online, the following information has been provided for each item:

NAEP assessment year Assessed grade Block code Question number

Each item includes the following information: NAEP Questions Tool search parameter Common Core State Standards and West Virginia Next Generation CSO

alignment Text of item Performance data for public school students in West Virginia and the nation,

including the percentage of students in each score category for constructed response items, or the percentage of students selecting each multiple choice option for multiple choice items.

Correct answer is shaded for multiple choice items.

Suggested uses for information: Review items in context of instruction provided. Determine if instruction is

reaching the depth of knowledge necessary. Analyze sample student responses for each score category to determine:

o Why each response was placed in the score category. o How students could edit answer to score in the highest score category.

Review distractors to determine the misconception revealed by each selection. Determine how instruction can address the misconception prior to assessment.

Use items with students, for example, as “bell ringers” or assessment items. Develop items of similar rigor to use with students during instruction or as

assessment tools.

2

Meet the author: E. B. White, the author of children's classics Charlotte's Web and Stuart Little, was also a great essayist. Not Just for Kids Anymore "I have a lot of the cat in me," said author E. B. White, "and cats are not joiners." Perhaps that is why White, one of the country's greatest writers, is so hard to label. His essays for The New Yorker appealed to an urbane crowd, but he is best remembered for his children's books. He loved the bustle of New York City, but was happy raising chickens on a Maine farm. And just when critics thought they had him pegged as a benign satirist, he'd write a biting condemnation of the dangers of technology.

© The New York Times/Redux Page 2

3

The son of a piano manufacturer, Elwyn Brooks White was born in Mount Vernon, New York, in 1899. His family was prosperous, and White was raised with the mix of sophistication and common sense that would mark his writing. After graduation from Cornell University, White spent a year as a newspaper reporter in New York City, then decided to drive across the country with a friend in a Model T Ford. The trip gave White a lifetime of anecdotes, and spawned a legend or two. "When they ran out of money," White 's friend, James Thurber, noted, "they played for their supper—and their gasoline—on a fascinating musical instrument that White had made out of some pieces of wire and an old shoe." When White returned to New York City in the mid-I920s, he spent a few years bouncing between advertising jobs and unemployment before trying his hand again at writing. Borrowing his brother's typewriter, he began pounding out sketches and poems. On a lark, he sent some essays to a fledgling magazine called The New Yorker. Since its founding in 1925, the magazine had struggled to find its niche, and White's work helped put The New Yorker on the map. His essays were funny and sophisticated; they spoke equally to socialites and cab drivers, professors and plumbers. Through his essays, which he wrote for nearly 50 years, White helped give The New Yorker its voice and identity. In 1945, already a leading literary figure, White embarked on his second career: writing children's books. He moved from New York to a farm in Maine, where he raised chickens and geese. Seeking a way to amuse his nieces and nephews, White started to write stories for them. "Children were always after me to tell them a story and I found I couldn't do it," he said. "So I had to get it down on paper." A vivid dream about a mouselike character led to Stuart Little. Then, in 1952, White published Charlotte's Web. The book, which was inspired by White's own farm animals, is arguably the most famous children's story published in the 20th century. Page 3

4

By the time he died from Alzheimer's disease in 1985, White's essays had appeared in more college anthologies than those of any other writer. Many said his essays matched his personality: subtle without being simple, critical without being mean. Indeed, one New York Times critic wrote, "There are times reading an E. B. White book of essays when you think he must be the most likable man of letters alive. If you are some kind of writer yourself, you probably want to imitate him."

—By John DiConsiglio From LITERARY CAVALCADE, April 2000 issue.

Copyright © 2000 by Scholastic Inc. Reprinted by permission of Scholastic Inc.

Page 4

5

E. B. White was not only a great author for children, he was also the preeminent essayist of his time. This essay, written as a "Talk of the Town" piece for The New Yorker, provides a hint of his powers.

On a warm, miserable morning last week we went up to the Bronx Zoo to see the moose calf and to break in a new pair of black shoes. We encountered better luck than we had bargained for. The cow moose and her young one were standing near the wall of the deer park below the monkey house, and in order to get a better view we strolled down to the lower end of the park, by the brook. The path there is not much traveled. As we approached the corner where the brook trickles under the wire fence, we noticed a red deer getting to her feet. Beside her, on legs that were just learning their business, was a spotted fawn, as small and perfect as a trinket seen through a reducing glass. They stood there, mother and child, under a gray beech whose trunk was engraved with dozens of hearts and initials. Stretched on the ground was another fawn, and we realized that the doe had just finished twinning. The second fawn was still wet, still unrisen. Here was a scene of rare sylvan splendor, in one of our five favorite boroughs, and we couldn't have asked for more. Even our new shoes seemed to be working out all right and weren't hurting much. The doe was only a couple of feet from the wire, and we sat down on a rock at the edge of the footpath to see what sort of start young fawns get in the deep fastnesses of Mittel Bronx. Page 5

6

The mother, mildly resentful of our presence and dazed from her labor, raised one forefoot and stamped primly. Then she lowered her head, picked up the afterbirth, and began dutifully to eat it, allowing it to swing crazily from her mouth, as though it were a bunch of withered beet greens. From the monkey house came the loud, insane hooting of some captious primate, filling the whole woodland with a wild hooroar. As we watched, the sun broke weakly through, brightened the rich red of the fawns, and kindled their white spots. Occasionally, a sightseer would appear and wander aimlessly by, but of all who passed none was aware that anything extraordinary had occurred. "Looka the kangaroos!" a child cried. And he and his mother stared sullenly at the deer and then walked on. In a few moments the second twin gathered all his legs and all his ingenuity and arose, to stand for the first time sniffing the mysteries of a park for captive deer. The doe, in recognition of his achievement, quit her other work and began to dry him, running her tongue against the grain and paying particular attention to the key points. Meanwhile the first fawn tiptoed toward the shallow brook, in little stops and goes, and started across. He paused midstream to make a slight contribution, as a child does in bathing. Then, while his mother watched, he continued across, gained the other side, selected a hiding place, and lay down under a skunk-cabbage leaf next to the fence, in perfect concealment, his legs folded neatly under him. Without actually going out of sight, he had managed to disappear completely in the shifting light and shade. From somewhere a long way off a twelve-o'clock whistle sounded. We hung around awhile, but he never budged. Before we left, we crossed the brook ourself, just outside the fence, knelt, reached through the wire, and tested the truth of what we had once heard: that you can scratch a new fawn between the ears without starting him. You can indeed. Reprinted by permission of International Creative Management, Inc. Copyright © 1948 by E. B. White. Page 6

7

NAEP 2011 Grade 8 Block R2 #1 Additional questions and more information about this question can be found on the NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). In the NAEP Questions Tool search, this reading question is from 2011 Grade 8 Block R2 #1. Common Core State Standards and WV Next Generation CSOs alignment for 2011 Grade 8 Block R2 #1 is show in the table below.

Common Core State Standards WV Next Generation CSOs RI.8.1 ELA.8.R.C1.4 RI.8.2 ELA.8.R.C1.5

RH.6-8.2 SS.6-8.L.2 NAEP 2011 Grade 8 Block R2 #1 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. Which of the following is a major idea of the biographical sketch of E. B. White? A. His writing was enjoyed by adults. B. He wrote for average readers. C. His writing was not easy to categorize. D. He was a typical children's author.

A B C D Omitted

(Skipped)

West Virginia

12% 20% 35% 32% 0%

National Public

13% 16% 38% 33% 0%

8


Common Core State Standards WV Next Generation CSOs RI.8.4 ELA.8.R.C2.4 L.8.4

ELA.8.L.C17.1

WHST.6-8.4 SS.6-8.L.13 NAEP 2011 Grade 8 Block R2 #2 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. On page 2, when the author of the biographical sketch says that E. B. White's essays "appealed to an urbane crowd," he is describing the audience for White's writing as A. having sophisticated tastes B. leading busy lives C. being politically conservative D. having a good sense of humor

A B C D Omitted

(Skipped)

West Virginia

35% 20% 16% 30% 0%

National Public

36% 25% 13% 25% 0%

9



RH.6-8.1 SS.6-8.L.1 RH.6-8.2 SS.6-8.L.2

NAEP 2011 Grade 8 Block R2 #3 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10

Extensive Essential Partial UnsatisfactoryOmitted

(Skipped) Off

Task

West Virginia

5% 22% 42% 26% 4% 0%

National Public

8% 29% 35% 21% 7% 0%

Scoring Guide

Extensive Responses at this level explain what the essay shows about E. B. White as a person and support the answer with relevant details from both the essay and the biographical sketch. They provide a generalization about White's character that could be inferred from the essay (e.g., White loved animals, White was sophisticated, White was observant), and use details from both passages that support the generalization.

• The essay "Twins" illustrates one aspect of E. B. White's life as described in the sketch because it shows his love of animals. He enjoyed watching the deer and the fawns. And then at the end he pet the deer. He also lived on a farm with animals in Maine and wrote about them.

• The essay shows that White is the kind of person who enjoys the simple things in life from watching a newborn fawn take its first step to playing on an instrument made of wire and a shoe to get money on his trip.

Essential a) Responses at this level explain what the essay shows about E. B. White as a person and support the answer with related details from the essay only. They provide a generalization about White's character that could be inferred from the essay and use details only from the essay that support the generalization.

• The essay shows that E. B. White often takes a greater interest in the more subtle aspects of events. In the essay he said he watched the deer while other people just walked by and didn't care about the small miracle.

OR b) Responses provide a generalization about White's character that could be inferred from the essay and use details only from the biographical sketch that support the generalization.

• E. B. White liked nature. He enjoyed the bustle of the city and quiet times on the farm.

OR c) Some responses at this level make a connection between the essay and the biographical sketch by providing a fact or generalization about White from the biographical sketch and a fact from, or a generalization based on, the essay.

11

• In the biographical sketch it states that he lived on a farm in Maine and in "Twins" it talks about animals.

Partial a) Responses at this level provide details about White's life or character from the biographical sketch only, or details from the sketch with a reference to the essay that is unrelated.

• E. B. White was an author whose essays and stories were enjoyed by a variety of people. The essay "Twins" tells of his experience in a city zoo.

• The essay "Twins" illustrates how E. B. White wrote books about animals for children.

• E. B. White was a leading literary figure who wrote for the New Yorker magazine. • E. B. White was one of the country's greatest writers.

OR b) Responses provide a plot summary of all or part of the essay.

• The essay "Twins" gives a story about White going to the Bronx zoo on a miserable day and seeing an extraordinary sight that changed his day. The story shows his imagination and personality.

OR c) Responses provide a generalization about White's life or character based on either the essay or the biographical sketch but do not use any details to support the answer.

• He liked animals a lot. • White was a very observant person. • E. B. White was a famous writer.

Unsatisfactory Responses at this level provide irrelevant details, personal opinions, or may provide a vague generalization about White's character without any supporting details.

• I think "Twins" illustrates the life of E. B. White as being a caring person. • It shows E. B. White was a good person. • It show he was a good writer. • The essay describes the writing aspect of his life. • E. B. White wrote interesting essays.

12

Extensive – Examples of Actual Student Responses Student Response A Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response provides a statement about White's being a person who takes time to see the world and supports it with details from both the sketch and the essay.

13

Student Response B Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response discusses White's love of animals and provides relevant details as support.

14

Essential – Examples of Actual Student Responses Student Response A Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response provides two text-based generalizations about White but supports the first one only with details from the essay about the fawn hiding under the leaf.

15


Scorer Comments: The response presents a characteristic from the essay but supports it only with a detail from the biographical sketch.

16

Partial – Examples of Actual Student Responses Student Response A Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response provides only partial answers to the question. It gives details about White from the biographical sketch only.

17


Scorer Comments: The response provides only partial answers to the question. It gives generalizations about White based on the essay but includes no details to support the answer.

18

Unsatisfactory – Examples of Actual Student Responses Student Response A Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response does not answer the question. It is a vague generalization about White. Student Response B Explain what the essay "Twins" shows about E. B. White as a person. Support your answer with details from both the essay and the biographical sketch.

Scorer Comments: The response does not answer the question. It provides a personal opinion about White that is not supported by either of the texts.

19


Common Core State Standards WV Next Generation CSOs RI.8.1 ELA.8.R.C1.4 W.8.2 ELA.8.W.C9.2

NAEP 2011 Grade 8 Block R2 #6 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Full

Comprehension Partial

Comprehension Little or No

Comprehension Omitted

(Skipped) Off

Task

West Virginia

11% 22% 63% 4% 1%

National Public

11% 22% 60% 7% 0%

20

Scoring Guide

Full Comprehension Responses at this level demonstrate understanding of how the city setting contributes to the effectiveness of the essay. Responses may explain that the events in the essay are more significant and unusual because they are not expected in a city environment.

• The setting is important because you don't expect to see the beauty of nature in a city of big buildings and busy streets.

• It's good to set it in the city because then a deer is rare, which makes it more special.

• No one expects to see a deer in the city. • It's unusual to see nature in the big city. • The fast pace of the city is a contrast to the slow pace of nature.

Partial Comprehension Responses at this level provide a general statement about setting but do not explain how the setting of the essay contributes to its effectiveness.

• The setting allows you to visualize the story. • The story shows you that nature can happen anywhere. • It was unusual because zoos are usually in the country, not the city.

Little or No Comprehension Responses at this level provide irrelevant details from the biographical sketch or essay, or personal opinions. They do not talk about setting.

• Because that's where the deer are. • Because that's where he went. • People like going to zoos.

21

Examples of Actual Student Responses Representing Each Score Category Full Comprehension – Example of Actual Student Responses Student Response A Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response explains why the setting of a zoo in a city makes the essay more effective by focusing on the unexpectedness of an opportunity to witness the birth of twin fawns in a city.

22

Student Response B Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response uses contrasting environments in the zoo and city to explain why the zoo setting produces a more effective essay.

23

Partial Comprehension – Examples of Actual Student Responses Student Response A Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response notes the natural setting of the zoo but does not relate to its being in a city. Student Response B Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response makes only a general reference to a zoo and a city and does not address the setting in relation to the effectiveness of the essay.

24

Little or No Comprehension – Examples of Actual Student Responses Student Response A Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response does not answer the question. It only provides a personal opinion. Student Response B Explain why the setting of a zoo in a city helps to make E. B. White's essay "Twins" more effective.

Scorer Comments: The response does not answer the question. It gives irrelevant details from the essay.

25


Common Core State Standards WV Next Generation CSOs RI.8.1 ELA.8.R.C1.4 W18.2 ELA.8.W.C9.2

RH.6-8.1 SS.6-8.L.1 NAEP 2011 Grade 8 Block R2 #7 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Full

Comprehension Partial

ComprehensionLittle or No

ComprehensionOmitted

(Skipped) Off

Task

West Virginia

4% 54% 39% 3% 1%

National Public

5% 53% 34% 7% 1%

26

Scoring Guide

Full Comprehension Responses at this level interpret the statement, support it with details from the essay, and indicate that White witnessed something special, rare, or out of the ordinary.

• He means that they were more lucky because instead of seeing the moose calf they got to see the miracle of the fawns' birth.

• He means to say that he wasn't expecting to see a new baby deer being born! He was planning on seeing a moose calf. It probably made the trip a little more interesting and exciting.

Partial Comprehension a) Responses at this level interpret the statement and support it with details, but they do not indicate that White witnessed something special.

• They went to see a moose, but saw a deer born instead. OR b) Responses interpret the statement and may indicate that the event was special, but they do not provide details from the essay.

• They had not expected to see something extraordinary. • He didn't expect to see what he saw.

OR c) Responses provide relevant details but give no interpretation of the statement and may or may not indicate that the event was special.

• He saw a deer born. • He saw the fawns being born and felt it was a blessing.

Little or No Comprehension Responses at this level provide irrelevant details or personal opinions or may simply repeat the question.

• Things turned out better than they thought they were.

27

Examples of Student Responses Representing Each Score Category Full Comprehension – Examples of Actual Student Responses Student Response A Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response interprets the statement, indicates that the event was special, and provides details from the essay as support, and points out "the marvel of nature." Student Response B Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response interprets the statement, indicates that the event was special, and provides details from the essay as support, and mentions the "rare sight" of seeing twin deer being born.

28

Partial Comprehension – Examples of Actual Student Responses Student Response A Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response interprets the statement but does not provide details from the essay as support. Student Respones B Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response provides a relevant detail from the essay but gives no interpretation of the statement or indication that the event was something special.

29

Little or No Comprehension - Student Response Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response provides an incorrect interpretation of the statement. Student Response B Using details from the essay "Twins," explain what E. B. White means when he says, "We encountered better luck than we had bargained for."

Scorer Comments: The response gives two restatements of the original statement but no interpretation.

30


Common Core State Standards WV Next Generation CSOs RI.8.1 ELA.8.R.C1.4

NAEP 2011 Grade 8 Block R2 #8 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. The following is from the first paragraph of the essay "Twins." They stood there, mother and child, under a gray beech whose trunk was engraved with dozens of hearts and initials. What does the sentence imply? A. E. B. White is sympathetic to parents and children. B. The deer were hiding from E. B. White and the other sightseers. C. E. B. White is aware of both nature and the urban setting. D. The graffiti interferes with E. B. White's enjoyment of the scene.

A B C D Omitted

(Skipped)

West Virginia

21% 14% 56% 9% 0%

National Public

25% 12% 53% 9% 1%

31


Common Core State Standards WV Next Generation CSOs RI.8.1 ELA.8.R.C1.4 W.8.2 ELA.8.W.C9.2

RH.6-8.1 SS.6-8.L.1 NAEP 2011 Grade 8 Block R2 #9 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. How do you think E. B. White feels by the end of his visit to the zoo? Support your answer with reference to the essay.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Acceptable Unacceptable Omitted

(Skipped) Off Task

West Virginia 55% 42% 3% 0%

National Public 53% 40% 7% 0%

32

Scoring Guide

Acceptable Responses at this level provide an appropriate feeling inferred from the essay. Responses may make specific reference to White's experience at the zoo or may provide a more general statement that reflects White's experience.

• He feels exhilarated by watching the deer give birth. • He feels happy that he got to scratch the fawns behind the ears. • He feels that he has witnessed something special and it was a once in a lifetime

deal. Unacceptable Responses at this level may provide irrelevant details or personal opinions or a feeling that is so general it could apply to any visit to a zoo.

• I think he feels fulfilled and happy because his description uses lots of details. • He feels he has seen too much for one day. • He was happy to see the animals.

33

Examples of Actual Student Responses Representing Each Score Category Acceptable – Examples of Actual Student Responses Student Response A How do you think E. B. White feels by the end of his visit to the zoo? Support your answer with reference to the essay.

Scorer Comments: The response provides an appropriate feeling and makes specific reference to the essay by mentions White's seeing the red deer. Student Response B How do you think E. B. White feels by the end of his visit to the zoo? Support your answer with reference to the essay.

Scorer Comments: The response provides an appropriate feeling and makes specific reference to the essay. It provides a more general statement that reflects White's experience at the zoo.

34

Unacceptable – Examples of Actual Student Responses Student Response A How do you think E. B. White feels by the end of his visit to the zoo? Support your answer with reference to the essay.

Scorer Comments: The response does not answer the question. It provides details that are so general they could apply to any visit to a zoo.

35

Student Response B How do you think E. B. White feels by the end of his visit to the zoo? Support your answer with reference to the essay.

Scorer Comments: The response does not answer the question. It gives details from the biographical sketch, not the essay.

36



RH.6-8.1 SS.6-8.L.1 RH.6-8.2 SS.6-8.L.2

NAEP 2011 Grade 8 Block R2 #10 refers to the article, Meet the Author: E. B. White, by John DiConsiglio, and the essay, Twins, by E. B. White. The following is from the essay "Twins." Occasionally, a sightseer would appear and wander aimlessly by, but of all who passed none was aware that anything extraordinary had occurred. "Looka the kangaroos!" a child cried. And he and his mother stared sullenly at the deer and then walked on. In these sentences, E. B. White is mainly

A. showing how much he knows about animals in the zoo B. contrasting his experience with that of the other sightseers C. showing that he enjoys the reactions of children D. comparing the reactions of children and adults

A B C D Omitted

(Skipped)

West Virginia

5% 55% 16% 24% 0%

National Public

5% 59% 13% 23% 0%

James B. Phares, Ed.D.State Superintendent of Schools

naep items aligned to west virginia’s next generation...

Documents