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RELEASED READING LITERACY ITEMS

This book contains the released Progress in International Reading Literacy Study (PIRLS) 2011 grade 4 reading assessment items. This is not a complete set of all PIRLS 2011 assessment items because some items are kept confidential so that they may be used in subsequent cycles of PIRLS to measure trends.

How Can This Set of Released Items Be Used?

In Teacher-designed Assessments. The items in this book present different ways of measuring students’ understanding in various content and cognitive domains. A teacher may use these items to create an assessment according to the needs of the class after reviewing the items and selecting items of interest.

For Feedback on Student Understanding. Student responses can be scored according to the scoring information provided in the book. Items that coincide with concepts taught in class allow the teacher to gain feedback on the students’ understanding of assessed concepts. For example, a teacher might decide to examine the incorrect or partially correct responses of the class. The teacher might use the items to identify particular difficulties or misconceptions experienced by individual students, which can serve as the basis for some remedial teaching or focused practice.

To Benchmark Student Performance. The teacher might also compare the percent of students in the class who responded correctly to an item with the percent of students who responded correctly to the same item in other education systems or in the United States.

TIMSS and PIRLS are copyrighted and are registered trademarks of IEA. Released items from TIMSS and PIRLS assessments are for non-commercial, educational, and research purposes only. Translated versions of items remain the intellectual property of IEA. Although the items are in the public domain, please print an acknowledgement of the source, including the year and name of the assessment you are using. If you publish any part of the released items from PIRLS 2011, please use the following acknowledgement:

SOURCE: PIRLS 2011 Assessment. Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Chestnut Hill, MA and International Association for the Evaluation of Educational Achievement (IEA), IEA Secretariat, Amsterdam, the Netherlands.

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USER’S GUIDE

This book contains PIRLS 2011 released passages and items for grade 4. Following the passage, each item appears on a single page, on which is provided information about the item’s classification and about international student performance on the item. The items appear in the passage order, as shown in the index on the next page.

Information about item classification

Take a look at the first item on page 6. Across the top are three boxes which identify the passage, its reading purpose (the specific topic assessed within that subject matter), and its comprehension process (the cognitive or thinking process assessed). For this item, the passage is The Giant Tooth Mystery, the reading purpose is acquire and use information, and the comprehension process is focus on and retrieve explicitly-stated information.

Below the row of boxes and above a boxed-in area of the page is the item label. For this item, it is Item 1: What is a fossil. Below the boxed-in area is the variable name, which is more commonly used to identify each item than the item label.

Correct answers are shown beneath each item. The correct answer for multiple-choice items is simply a letter code. For example, in the item R0321G01M on page 6, the letter code C is the correct answer. The correct answers for write-in or open-ended items are explained in a scoring guide. For example, the item 2: Why people believed in giants (page 7) provides an example of a scoring guide, indicating the general nature of correct and incorrect responses. In some cases, partial credit may be awarded and these items will provide guidelines for fully correct, partially correct, and incorrect

responses. Sample student responses are provided for some of the constructed-response items for each scoring category.

Information about international student performance

In the table along the right-hand side of the page are the percent correct statistics for the item. These consist of statistics on the percentage of students in each participating education system who could answer the question correctly. The lists of education systems are ordered in terms of this percentage. The international average is included as well.

To the right of some of the percent correct statistics are special symbols that indicate when an education system scored significantly higher or significantly lower than the international average. Thus, on the item What is a fossil as an example, an estimated 85 percent of U.S. students could correctly answer this item, a percentage that was measurably higher than the international average, after taking into account the standard of error associated with the percent correct statistic for the United States and for the international average.

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ITEM INDEX

Passage Level Page

Giant ToothR031G01M What is a fossil Intermediate (475) 6R031G02C Why people believed in giants High (550) 7R031G03M Where Palissy found fossils High (550) 9R031G04C What was Palissy’s new idea Advanced (625) 10R031G05M Why Palissy was imprisoned Advanced (625) 12R031G06M Who found the fossil tooth High (550) 13R031G07M What made the tooth puzzling High (550) 14R031G08C Tooth from diff. types (DERIVED) Above Advanced 15R031G09M Why Gideon took tooth to a museum High (550) 18R031G10C Why seeing tooth was important Advanced (625) 19R031G11M What Gideon used High (550) 21R031G12C Purpose of two Iguanodon pictures Above Advanced 22R031G13C How Iguanodon looked (DERIVED) Advanced (625) 24R031G14M What discovery proved Gideon wrong Advanced (625) 27

Enemy Pie R031P01M Who is telling the story High (550) 32R031P02C Why Tom thought Jeremy was enemy Intermediate (475) 33R031P03C An ingredient in the pie Intermediate (475) 35R031P04M Why Tom thought be a good summer Advanced (625) 37R031P05C How Tom felt after smelling pie Advanced (625) 38R031P06C What Tom thought would happen Intermediate (475) 40R031P07C Things Tom’s dad told for pie High (550) 42R031P08M Why Tom went to Jeremy’s house Intermediate (475) 44R031P09C What surprises Tom Intermediate (475) 45R031P10M Why T. didn’t want to go with plan Intermediate (475) 47R031P11M How Tom felt when Jeremy took pie High (550) 48R031P12M What was Dad’s secret High (550) 49R031P13M What sentence suggest about boys Intermediate (475) 50R031P14C Why Tom’s dad made the pie High (550) 51R031P15C What type of person is Tom’s dad Advanced (625) 53R031P16C What is the lesson of the story Advanced (625) 55

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ITEM INDEX

Passage Level Page

Day Hiking R021N01M Main message of the leaflet Intermediate (475) 59R021N02C What you see on a hike Intermediate (475) 60R021N03C Hiking in a group Advanced (625) 62R021N04M Section about right clothes High (550) 64R021N05M Why take extra socks Intermediate (475) 65R021N06M What to do if you’re in trouble Intermediate (475) 66R021N07M How to avoid tiring too soon High (550) 67R021N08C Tell when you plan to return High (550) 68R021N09M Which route for the shortest hike High (550) 70R021N10M Who could go to Lookout Station High (550) 71R021N11C Studying the map key High (550) 72R021N12C Reasons for choosing route High (550) 74

Fly Eagle Fly R021E01M What farmer set out to look for Low (400) 84R021E02M Where farmer found eagle chick High (550) 85R021E03M What shows farmer was careful Intermediate (475) 86R021E04M What farmer did with the chick Intermediate (475) 87R021E05C Eagle chick behaved like a chicken High (550) 88R021E06M How friend tried making eagle fly High (550) 90R021E07C Explanation of friend’s words High (550) 91R021E08M Why farmer roared with laughter Advanced (625) 93R021E09C Eagle taken to the high mountains Above Advanced 94R021E10C Beautiful sky at dawn High (550) 96R021E11M Why sun rising was important High (550) 98R021E12C What farmer’s friend was like Advanced (625) 99

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Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA).

PIRLS 2011 Reading Passages and Items

1

The Giant Tooth Mystery

The GIANT ToothMystery

A fossil is the remains of any creature or plant that lived on the Earth many, many years ago. People have been finding fossils for thousands of years in rocks and cliffs and beside lakes.We

now know that some of these fossils were from dinosaurs.

Long ago, people who found huge fossils did not know what they were. Some thought the big bones came from large animals that they had seen or read about, such as hippos or elephants. But some of the bones people found were too big to have come from even the biggest hippo or elephant. These enormous bones led some people to believe in giants.




2

Hundreds of years ago in France, a man named Bernard Palissy had another idea. He was a famous pottery maker. When he went to make his pots, he found many tiny fossils in the clay. He studied the fossils and wrote that they were the remains of living creatures. This was not a new idea. But Bernard Palissy also wrote that some of these creatures no longer lived on earth. They had completely disappeared. They were extinct.

Was Bernard Palissy rewarded for his discovery? No! He was put in prison for his ideas.

As time went by, some people became more open to new ideas about how the world might have been long ago.

Then, in the 1820s, a huge fossil tooth was found in England. It is thought that Mary Ann Mantell, the wife of fossil expert Gideon Mantell was out for a walk when she saw what looked like a huge stone tooth. Mary Ann Mantell knew the big tooth was a fossil, and took it home to her husband.

When Gideon Mantell first looked at the fossil tooth, he thought it had belonged to a plant eater because it was flat and had ridges. It was

worn down from chewing food. It was almost as big as the tooth of an elephant. But it looked nothing like an elephant’s tooth.

Fossil tooth sketched life-sized




3

Gideon Mantell could tell that the pieces of rock attached to the tooth were very old. He knew that it was the kind of rock where reptile fossils were found. Could the tooth have belonged to a giant, plant-eating reptile that chewed its food? A type of reptile that no longer lived on earth?

Gideon Mantell was really puzzled by the big tooth. No reptile that he knew about chewed its food. Reptiles gulped their food, and so their teeth didn’t become worn down. It was a mystery.

Gideon Mantell took the tooth to a museum in London and showed it to other scientists. No one agreed with Gideon Mantell that it might be the tooth of a gigantic reptile.

Gideon Mantell tried to find a reptile that had a tooth that looked like the giant tooth. For a long time, he found nothing. Then one day he met a scientist who was studying iguanas. An iguana is a large plant-eating reptile found in Central and South America. It can grow to be more than five feet long. The scientist showed Gideon Mantell an iguana tooth. At last! Here was the tooth of a living reptile that looked like the mystery tooth. Only the fossil tooth was much, much bigger.

Iguana


A life-sized drawing of an iguana’s tooth

from Gideon Mantell’s notebook

Now Gideon Mantell believed the fossil tooth had belonged to an animal that looked like an iguana. Only it wasn’t five feet long. Gideon Mantell believed it was a hundred feet long! He named his creature Iguanodon. That means “iguana tooth”.

Gideon Mantell did not have a whole Iguanodon skeleton. But from the bones he had collected over the years, he tried to figure out what one might have looked like. He thought the bones showed that the creature had walked on all four legs. He thought a pointed bone was a horn. He drew an Iguanodon with a horn on its nose.


Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA). 4


What Gideon Mantell thought an Iguanodon looked like



5


Years later, several complete Iguanodon skeletons were found. They were only about thirty feet long. The bones showed that it walked on its hind legs some of the time. And what Gideon Mantell thought was a horn on its nose was really a spike on its “thumb”! Based on these discoveries, scientists changed their ideas about what the Iguanodon looked like.

Gideon Mantell made some mistakes. But he had made an important discovery, too. Since his first idea that the fossil tooth belonged to a plant-eating reptile, he spent many years gathering facts and evidence to prove his ideas were right. By making careful guesses along the way, Gideon Mantell was one of the first people to show that long ago, giant reptiles lived on earth. And then they became extinct.

Hundreds of years before, Bernard Palissy had been thrown in prison for saying nearly the same thing. But Gideon Mantell became famous. His discovery made people curious to find out more about these huge reptiles.

In 1842, a scientist named Richard Owen decided that these extinct reptiles needed a name of their own. He called them Dinosauria. This means “fearfully great lizard”. Today we call them dinosaurs.

What scientists today think the Iguanodon looked like



Percent higher than International average


Percent lower than International average

6

Passage

THE GIANT TOOTH MYSTERY

Reading Purpose

Acquire and Use Information

Comprehension Process of the Task

Focus on and Retrieve Explicitly Stated Information

Item 1: What is a fossil

1. What is a fossil?

A. the surface of rocks and cliffs

B. the bones of a giant

C. the remains of very old living things

D. the teeth of elephants

Variable Name: R031G01M

Correct Response: C

Overall Percent Correct

Education systemPercent correct

Netherlands 95Italy 92Hong Kong-CHN 92Sweden 90Spain 90Finland 89Slovenia 87Israel 87Chinese Taipei-CHN 86Croatia 85United States 85Germany 85Hungary 83England-GBR 83Northern Ireland-GBR 82Georgia 82Russian Federation 82Canada 82Australia 82Ireland 82Austria 81Lithuania 81Portugal 80Romania 80Bulgaria 80New Zealand 76Norway 76Denmark 76Czech Republic 75International average 75Singapore 75Slovak Republic 73Poland 68Indonesia 68Belgium (French)-BEL 67France 64Malta 64United Arab Emirates 63Qatar 58Trinidad and Tobago 56Azerbaijan 52Iran, Islamic Rep. of 52Colombia 51Saudi Arabia 49Oman 45Morocco 42

Benchmarking education system

Percent correct

Andalusia-ESP 93Florida-USA 89Alberta-CAN 87Ontario-CAN 83Quebec-CAN 78Maltese-MLT 73Dubai-UAE 68Abu Dhabi-UAE 58


Percent higher than International average Percent lower than International average


•

•

Passage


Reading Purpose



Make Straightforward Inferences

Item 2: Why people believed in giants

2. According to the article, why did some people long ago believe ingiants?

Variable Name: R031G02C

SCORING1 - Acceptable Response

Theresponsedemonstratesunderstandingthatpeoplelongagobelievedingiantsbecausethey found huge bones/skeletons/fossils.Examples:They found bones too big to belong to something they knew.They found giant bones that were too big to be from the biggest hippo.They found really big bones.

0 - Unacceptable Response

Theresponsedoesnotdemonstrateunderstandingthatpeoplelongagobelieveingiantsbecause they found huge bones/skeletons/fossils.Examples:Giants are really big.They found dinosaur bones.They found things that must belong to giants.



Singapore 81Chinese Taipei-CHN 77Hong Kong-CHN 76Netherlands 75Sweden 67Germany 67Portugal 64Russian Federation 64England-GBR 63Northern Ireland-GBR 62Ireland 62Israel 61Slovenia 61Denmark 61Austria 61Bulgaria 60Slovak Republic 60Czech Republic 60Italy 59New Zealand 59Croatia 58Australia 58Spain 57Canada 57Hungary 56Malta 55France 53International average 53Norway 51Georgia 50Finland 48United States 45Saudi Arabia 44Poland 43Trinidad and Tobago 43Qatar 42Indonesia 41Romania 41Belgium (French)-BEL 38United Arab Emirates 36Iran, Islamic Rep. of 35Azerbaijan 35Colombia 29Lithuania 29Oman 28Morocco 26


Percent correct

Ontario-CAN 61Alberta-CAN 58Maltese-MLT 52Andalusia-ESP 52Florida-USA 51Dubai-UAE 49Quebec-CAN 45Abu Dhabi-UAE 32



Item 2: Why people believed in giants (continued)Variable Name: R031G02C

Student ResponsesCorrect Response:

Incorrect Response:





9

Passage


Reading Purpose




Item 3: Where Palissy found fossils

3. Where did Bernard Palissy find fossils?

A. on the cliffs

B. in the clay

C. by a river

D. on a path


Correct Response: B



Croatia 87Hong Kong-CHN 86Singapore 83Ireland 83Finland 83Northern Ireland-GBR 82Portugal 79United States 78Denmark 78Russian Federation 77Germany 77Slovenia 77England-GBR 77Czech Republic 77Italy 76Sweden 76Chinese Taipei-CHN 76Canada 75Austria 75Hungary 74Israel 74Netherlands 73Iran, Islamic Rep. of 73Romania 72New Zealand 72Bulgaria 71Australia 71Norway 71International average 71Malta 70Lithuania 70Poland 70Slovak Republic 69Azerbaijan 68Spain 65France 65Georgia 63United Arab Emirates 62Trinidad and Tobago 61Qatar 60Saudi Arabia 60Belgium (French)-BEL 60Oman 54Colombia 51Indonesia 50Morocco 27


Percentcorrect

Florida-USA 81Alberta-CAN 80Ontario-CAN 76Quebec-CAN 74Dubai-UAE 72Andalusia-ESP 69Maltese-MLT 65Abu Dhabi-UAE 58




Passage


Reading Purpose



Interpret and Integrate Ideas and Information

Item 4: What was Palissy’s new idea

4. What was Bernard Palissy’s new idea?



•TheresponsedemonstratesunderstandingthatPalissy’snewideawasthatsomefossilsbelonged to animals that no longer lived on earth, had completely disappeared, or were extinct.

Examples:Fossils could be from extinct animals.Some belonged to creatures no longer living on earth.His idea was that some animals completely disappeared!


•TheresponsedoesnotdemonstrateunderstandingofPalissy’snewidea.ItmightrelatetoPalissy’s idea that fossils once belonged to living creatures, or may state a fact about Palissy’s work.

Examples:Fossils were from the remains of living creatures.Reptiles were extinct. He found fossils in his clay.



Hong Kong-CHN 60Chinese Taipei-CHN 55Russian Federation 44Singapore 42Hungary 40Czech Republic 39Finland 38Slovak Republic 29Northern Ireland-GBR 29Azerbaijan 29England-GBR 28Italy 28Germany 28Israel 28Croatia 28Bulgaria 27Ireland 26Slovenia 26Canada 25International average 25Iran, Islamic Rep. of 24Netherlands 24United States 24Portugal 23Sweden 23Denmark 21Romania 21Australia 21Lithuania 21Qatar 19Saudi Arabia 19Austria 18Georgia 18Malta 17New Zealand 17Norway 17France 17United Arab Emirates 16Oman 15Trinidad and Tobago 15Poland 14Spain 12Morocco 12Belgium (French)-BEL 11Indonesia 11Colombia 9


Percentcorrect

Ontario-CAN 27Florida-USA 25Alberta-CAN 23Quebec-CAN 23Dubai-UAE 21Abu Dhabi-UAE 13Andalusia-ESP 12Maltese-MLT 10



Item 4: What was Palissy’s new idea (continued)Variable Name: R031G04C


Incorrect Response:





12

Passage


Reading Purpose




Item 5: Why Palissy was imprisoned

5. Why was Bernard Palissy put into prison?

A. People were not open to new ideas.

B. He copied his ideas from Gideon Mantell.

C. He left tiny fossils in his pottery.

D. Studying fossils was forbidden in France.


Correct Response: A



Chinese Taipei-CHN 70Denmark 68Hong Kong-CHN 66Finland 66Italy 66Netherlands 66Ireland 65Czech Republic 63Portugal 63Singapore 61England-GBR 61Hungary 60United States 60Northern Ireland-GBR 59Bulgaria 59Sweden 58Canada 58Slovak Republic 58Israel 57Austria 57New Zealand 57Russian Federation 56Australia 55Croatia 55Spain 54International average 54Germany 53Georgia 52Romania 52Poland 51Norway 49Iran, Islamic Rep. of 49Lithuania 49France 48United Arab Emirates 48Malta 45Belgium (French)-BEL 45Saudi Arabia 44Azerbaijan 44Indonesia 42Qatar 42Oman 40Slovenia 39Trinidad and Tobago 38Morocco 35Colombia 32


Percentcorrect

Florida-USA 66Quebec-CAN 59Ontario-CAN 59Andalusia-ESP 56Alberta-CAN 56Dubai-UAE 51Maltese-MLT 48Abu Dhabi-UAE 45





13

Passage


Reading Purpose




Item 6: Who found the fossil tooth

6. Who found the fossil tooth in England?

A. Bernard Palissy

B. Mary Ann Mantell

C. Richard Owen

D. Gideon Mantell


Correct Response: B



Russian Federation 87Ireland 85Hong Kong-CHN 84Croatia 83Singapore 82Lithuania 81Northern Ireland-GBR 81Czech Republic 81Slovak Republic 79Italy 78Denmark 78Bulgaria 77Germany 77Finland 76Chinese Taipei-CHN 76England-GBR 75Canada 74Austria 73France 73United States 73Malta 73Sweden 72New Zealand 70Australia 69Portugal 68Poland 68Hungary 68Israel 68International average 68Slovenia 67Spain 67Belgium (French)-BEL 66Norway 66Netherlands 65Trinidad and Tobago 65Romania 64Georgia 59Azerbaijan 55United Arab Emirates 52Colombia 51Qatar 48Indonesia 44Iran, Islamic Rep. of 42Saudi Arabia 40Oman 37Morocco 29


Percentcorrect

Quebec-CAN 77Florida-USA 76Ontario-CAN 72Maltese-MLT 71Alberta-CAN 71Andalusia-ESP 68Dubai-UAE 64Abu Dhabi-UAE 47





14

Passage


Reading Purpose




Item 7: What made the tooth puzzling

7. What did Gideon Mantell know about reptiles that made the fossil tooth puzzling?

A. Reptiles had no teeth.

B. Reptiles were found under rocks.

C. Reptiles lived long ago.

D. Reptiles gulped their food.


Correct Response: D



Croatia 74Ireland 73Czech Republic 72Finland 72Northern Ireland-GBR 71Hungary 70Russian Federation 70England-GBR 69United States 69Italy 69Denmark 68Singapore 68Lithuania 67Slovak Republic 65Slovenia 65Bulgaria 64Hong Kong-CHN 63Azerbaijan 62Netherlands 61Canada 61Iran, Islamic Rep. of 60New Zealand 59Germany 59Spain 58Sweden 58Australia 58Austria 58International average 57Israel 57Romania 56Belgium (French)-BEL 56Georgia 55France 53Norway 52Trinidad and Tobago 51Chinese Taipei-CHN 51Portugal 51Malta 46United Arab Emirates 42Qatar 40Poland 39Colombia 38Saudi Arabia 35Oman 30Indonesia 29Morocco 24


Percentcorrect

Florida-USA 73Alberta-CAN 67Ontario-CAN 64Andalusia-ESP 62Dubai-UAE 54Quebec-CAN 46Maltese-MLT 42Abu Dhabi-UAE 36



15



•

Passage


Reading Purpose




Item 8: Tooth from diff. types (DERIVED)

8. Gideon Mantell thought the tooth might have belonged to different types of animals. Complete the table to show what made him think this.

Type of animal What made him think this

A plant eater The tooth was flat with ridges.

A giant creature

A reptile

AA

B



Eachofthetwopartsofthisitemwillbescoredseparatelyinitsown1-pointcodingblock.

Type of animal What made him think thisA giant creature Theresponseidentifiesthelargesizeofthefossiltooth(asbigas

an elephant’s tooth).

A reptile The response indicates that:1) the rock in which it was found was the kind of rock where reptile fossilswerefound/itwasfoundwherereptileshadlived.-OR-2) the fossil tooth was similar to/looked like an iguana/reptile tooth.


Type of animal What made him think thisA giant creature The response does not show understanding of the characteristics

that indicate the fossil tooth could belong to a giant creature. The response may refer to the text at the beginning of the passage about fossils in general, rather than to Gideon’s hypotheses about the fossil tooth.

A reptile The response does not show understanding of the characteristics that indicate the fossil tooth could belong to a reptile.



Singapore 23Canada 22Northern Ireland-GBR 20Russian Federation 19Portugal 19England 19Israel 18United States 18New Zealand 18Czech Republic 17Italy 17Finland 17Australia 17Ireland 16Denmark 15Hungary 14Romania 13Bulgaria 13Croatia 13Poland 13Germany 13Lithuania 12Slovak Republic 12Netherlands 12Sweden 12International average 12Spain 11Slovenia 11Austria 10France 9Belgium (French)-BEL 9Qatar 8Norway 7Malta 7Chinese Taipei-CHN 7Georgia 7United Arab Emirates 5Trinidad and Tobago 5Hong Kong-CHN 5Colombia 4Iran, Islamic Rep. of 3Azerbaijan 3Indonesia 3Oman 3Saudi Arabia 2Morocco #

Rounds to zero.


Percentcorrect

Ontario-CAN 22Florida-USA 21Alberta-CAN 20Quebec-CAN 19Dubai-UAE 10Andalusia-ESP 10Maltese-MLT 5Abu Dhabi-UAE 4



Item 8: Tooth from diff. types (DERIVED)(continued)Variable Name: R031G08C




Item 8: Tooth from diff. types (DERIVED) (continued)Variable Name: R031G08C

Student ResponsesIncorrect Response:





18

Passage


Reading Purpose




Item 9: Why Gideon took tooth to a museum

9. Why did Gideon Mantell take the tooth to a museum?

A. to ask if the fossil belonged to the museum

B. to prove that he was a fossil expert

C. to hear what scientists thought of his idea

D. to compare the tooth with others in the museum


Correct Response: C



Hong Kong-CHN 80Chinese Taipei-CHN 79Singapore 75Italy 74Finland 73Russian Federation 72Sweden 69Portugal 67Czech Republic 66Ireland 66Slovenia 65England-GBR 64Northern Ireland-GBR 64Lithuania 64Israel 63Slovak Republic 63France 63Croatia 63Hungary 62Spain 61Germany 61United States 61Austria 61Belgium (French)-BEL 60Canada 60Bulgaria 58Denmark 58International average 58Romania 56Australia 55Netherlands 55Azerbaijan 54Norway 52New Zealand 52Malta 52Poland 51Georgia 51Trinidad and Tobago 47Iran, Islamic Rep. of 46United Arab Emirates 46Qatar 43Saudi Arabia 42Colombia 36Indonesia 35Oman 31Morocco 26


Percentcorrect

Florida-USA 64Andalusia-ESP 64Quebec-CAN 63Ontario-CAN 59Alberta-CAN 54Dubai-UAE 54Abu Dhabi-UAE 43Maltese-MLT 41




Passage


Reading Purpose




Item 10: Why seeing tooth was important

10. A scientist showed Gideon Mantell an iguana tooth. Why was this important to Gideon Mantell?


SCORING1 - Acceptable Response• The response demonstrates understanding that the iguana tooth provided evidence that

supported Gideon Mantell’s theory that the fossil tooth might have belonged to a giant reptile. -OR-

•

The response demonstrates a more general understanding that the iguana tooth looked like the fossil tooth.Examples:The iguana tooth showed his fossil could be from a reptile.The tooth proved he was right.He could see that they loked the same.

0 - Unacceptable Response•

Theresponsedoesnotdemonstrateunderstandingofthesignificanceoftheiguanatooth.Examples: He wanted to be famous.He thought it would be interesting to see an iguana’s tooth.



Italy 57Czech Republic 56Germany 56Singapore 52United States 51Finland 50Denmark 47Bulgaria 46Canada 46Portugal 46England-GBR 46Northern Ireland-GBR 45Israel 42Netherlands 42Hungary 42Russian Federation 40Slovak Republic 40New Zealand 40Croatia 39Ireland 39Slovenia 37Australia 37Romania 37International average 34Sweden 33Austria 32Hong Kong-CHN 30France 30Spain 30Georgia 29Malta 28Chinese Taipei-CHN 28Norway 27Belgium (French)-BEL 26Iran, Islamic Rep. of 24Colombia 23Qatar 22Trinidad and Tobago 19Azerbaijan 19Poland 18Lithuania 18Indonesia 17United Arab Emirates 16Saudi Arabia 12Oman 11Morocco 1


Percentcorrect

Florida-USA 58Alberta-CAN 49Quebec-CAN 48Ontario-CAN 46Andalusia-ESP 29Dubai-UAE 25Maltese-MLT 18Abu Dhabi-UAE 14



Item 10: Why seeing tooth was important (continued)Variable Name: R031G10C


Incorrect Response:





21

Passage


Reading Purpose




Item 11: What Gideon used

11. What did Gideon Mantell use when trying to figure out what the Iguanodon looked like?

A. bones he collected

B. ideas from other scientists

C. pictures in books

D. teeth from other reptiles


Correct Response: A



Hong Kong-CHN 83Russian Federation 82Chinese Taipei-CHN 80Singapore 69Finland 68Czech Republic 68Denmark 66Netherlands 66Austria 64England-GBR 64Northern Ireland-GBR 63Bulgaria 63Germany 63Hungary 63Italy 62Sweden 62Romania 62Slovak Republic 61Ireland 61Israel 60United States 59Lithuania 58Portugal 57International average 57Canada 57Croatia 57Australia 56New Zealand 55Slovenia 55Spain 55Poland 54France 54Azerbaijan 53Malta 51Norway 51Iran, Islamic Rep. of 51Indonesia 49Qatar 48Belgium (French)-BEL 48Georgia 46Saudi Arabia 44United Arab Emirates 41Trinidad and Tobago 41Oman 38Morocco 33Colombia 29


Percentcorrect

Florida-USA 62Quebec-CAN 59Alberta-CAN 55Ontario-CAN 54Andalusia-ESP 53Dubai-UAE 47Maltese-MLT 47Abu Dhabi-UAE 40




Passage


Reading Purpose



Examine and Evaluate Content, Language, and Textual Elements

Item 12: Purpose of two Iguanodon pictures

12. Look at the two pictures of the Iguanodon. What do they help you to understand?


SCORING2 - Complete Comprehension• Theresponsedemonstratesunderstandingthatthepicturesshowthechangesinscientificideas,orthatthepicturesshowdifferentpeople’sideasabouttheIguanodon.-OR-

• TheresponseindicatesthatthepicturesillustratethemistakesthatGideonMantellorotherpeople might have made.

1 - Partial Comprehension• TheresponsedemonstratesamoregeneralunderstandingthattheIguanodonslookeddifferentinthetwopictures.-OR-

• Theresponsedescribesadifferencebetweenthetwopictureswithoutreferencetochangesinscientificideasorwhatdifferentpeoplemighthavebelieved.-OR-

• Theresponseprovidesanexplicitreferencetooneofthepictureswithoutreferencetochangesinscientificideasorwhatdifferentpeoplemighthavebelieved.

0 - No Comprehension• Theresponsedoesnotdemonstrateunderstandingofthepurposeoftheillustrations.Theresponsemaydescribeaspecificfeaturefromoneofthepictures,orgiveadescriptionofwhattheillustrationshaveincommon.-OR-

• TheresponsemayprovideaninaccurateinterpretationthattheIguanodonitselfchangedinappearance over time, rather than people’s ideas.



England-GBR 21Russian Federation 19United States 18Denmark 17Ireland 16Italy 16Northern Ireland-GBR 16Canada 15Australia 15Slovenia 14Sweden 14Hong Kong-CHN 14Israel 13Poland 13Germany 12Portugal 12Singapore 12Croatia 12Finland 12New Zealand 12France 11Chinese Taipei-CHN 11Netherlands 11International average 10Bulgaria 10Austria 9Slovak Republic 8Lithuania 8Czech Republic 8Hungary 8Belgium (French)-BEL 7Romania 6Norway 6Oman 6Spain 5United Arab Emirates 5Malta 5Indonesia 4Qatar 4Trinidad and Tobago 4Georgia 3Colombia 2Iran, Islamic Rep. of 2Azerbaijan 1Saudi Arabia 1Morocco 0


Percentcorrect

Florida-USA 22Ontario-CAN 15Alberta-CAN 15Quebec-CAN 14Dubai-UAE 8Andalusia-ESP 4Abu Dhabi-UAE 4Maltese-MLT 4



Item 12: Purpose of two Iguanodon pictures (continued)Variable Name: R031G12C


Partially Correct Response:

Incorrect Response:




Passage


Reading Purpose




Item 13: How Iguanodon looked (DERIVED)

13. Later discoveries proved that Gideon Mantell was wrong about what the Iguanodon looked like. Fill in the blanks to complete the table.

What Gideon Mantell thought the Iguanodon looked like


The Iguanodon walked on four legs.

The Iguanodon had a spike on its thumb.

The Iguanodon was 100 feet long.

AA

B

C


SCORING1 - Acceptable Response• Eachofthethreepartsofthisitemwillbescoredseparatelyinitsown1-pointcodingblock.


The Iguanodon walked on four legs

TheIguanodonhadahorn-OR-The spike was on its head/face/nose

The Iguanodon was 100 feet long


The Iguanodon (sometimes) walked/stood on two/hind legs

The Iguanodon had a spike on its thumb

The Iguanodon was 30 feet (9 metres) long



The Iguanodon walked on four legs

Does not mention where Gideon Mantell thought the Iguanodon had a spike.

The Iguanodon was 100 feet long


Does not mention the way scientists today think the Iguanodon walked or stood.

The Iguanodon had a spike on its thumb

Does not mention of how long scientists today think the Iguanodon was.



Hong Kong-CHN 62Singapore 57Chinese Taipei-CHN 53Finland 48Russian Federation 47England-GBR 46Sweden 44Northern Ireland-GBR 44Denmark 44United States 44Ireland 44Croatia 42Portugal 42Canada 42Netherlands 42Hungary 41New Zealand 40Italy 40Australia 40Czech Republic 39Germany 38Bulgaria 37Israel 36Slovenia 33Lithuania 32International average 32Austria 31France 31Slovak Republic 30Belgium (French)-BEL 29Romania 27Poland 26Spain 26Norway 23Malta 22Georgia 17Qatar 15United Arab Emirates 14Trinidad and Tobago 13Saudi Arabia 10Oman 8Indonesia 7Iran, Islamic Rep. of 7Azerbaijan 6Colombia 6Morocco 2


Percentcorrect

Florida-USA 47Quebec-CAN 42Ontario-CAN 42Alberta-CAN 40Andalusia-ESP 25Dubai-UAE 22Maltese-MLT 14Abu Dhabi-UAE 12



Item 13: How Iguanodon looked (DERIVED) (continued)Variable Name: R031G13C






27

Passage


Reading Purpose




Item 14: What discovery proved Gideon wrong

14. What were found that showed Gideon was wrong about what the Iguanodon looked like?

A. more fossil teeth

B. scientific drawings

C. living Iguanodons

D. whole skeletons


DCorrect Response:



Finland 74Hong Kong-CHN 68Germany 67Russian Federation 67Denmark 67Netherlands 66Slovenia 64Hungary 64Portugal 63Italy 62Austria 62Bulgaria 60Sweden 60Czech Republic 59Northern Ireland-GBR 58United States 58England-GBR 58Chinese Taipei-CHN 57Spain 57Ireland 57Singapore 56Australia 56Canada 55Romania 53Israel 53Poland 53Norway 53International average 52New Zealand 52Slovak Republic 52Croatia 49France 48Belgium (French)-BEL 48Georgia 44Lithuania 43Malta 41Azerbaijan 40Iran, Islamic Rep. of 39Colombia 37Qatar 35United Arab Emirates 34Saudi Arabia 32Oman 31Trinidad and Tobago 29Morocco 29Indonesia 20


Percentcorrect

Florida-USA 60Andalusia-ESP 57Alberta-CAN 55Ontario-CAN 54Quebec-CAN 52Maltese-MLT 42Dubai-UAE 37Abu Dhabi-UAE 35

Enemy Pieby Derek Munson

illustrated by Tara Calahan King

It was a perfect summer until Jeremy Ross moved in right next door to my best friend Stanley. I did not like Jeremy. He had a party and I wasn’t even invited. But my best friend Stanley was.

I never had an enemy until Jeremy moved into the neighborhood. Dad told me that when he was my age, he had enemies, too. But he knew of a way to get rid of them.

Dad pulled a worn-out scrap of paper from a recipe book.

“Enemy Pie,” he said, satisfied.

You may be wondering what exactly is in Enemy Pie. Dad said the recipe was so secret, he couldn’t even tell me. I begged him to tell me something—anything.

“I will tell you this, Tom,” he said to me. “Enemy Pie is the fastest known way to get rid of enemies.”

This got me thinking. What kinds of disgusting things would I put into Enemy Pie? I brought Dad earthworms and rocks, but he gave them right back.



Enemy Pie

I went outside to play. All the while, I listened to the sounds of my dad in the kitchen. This could be a great summer after all.

I tried to imagine how horrible Enemy Pie must smell. But I smelled something really good. As far as I could tell, it was coming from our kitchen. I was confused.

I went inside to ask Dad what was wrong. Enemy Pie shouldn’t smell this good. But Dad was smart. “If it smelled bad, your enemy would never eat it,” he said. I could tell he’d made this pie before.

The oven buzzer rang. Dad put on oven mitts and pulled out the pie. It looked good enough to eat! I was beginning to understand.

But still, I wasn’t sure how this Enemy Pie worked. What exactly did it do to enemies? Maybe it made their hair fall out, or their breath stinky. I asked Dad, but he was no help.

While the pie cooled, Dad filled me in on my job.

He whispered. “In order for it to work, you need to spend a day with your enemy. Even worse, you have to be nice to him. It’s not easy. But that’s the only way that Enemy Pie can work. Are you sure you want to do this?”

Of course I was.

All I had to do was spend one day with Jeremy, then he’d be out of my life. I rode my bike to his house and knocked on the door.

When Jeremy opened the door, he seemed surprised.



Enemy Pie

“Can you come out and play?” I asked.

He looked confused. “I’ll go ask my mom,” he said. He came back with his shoes in his hand.

We rode bikes for awhile, then ate lunch. After lunch we went over to my house.

It was strange, but I was having fun with my enemy. I couldn’t tell Dad that, since he had worked so hard to make the pie.

We played games until my dad called us for dinner.

Dad had made my favorite food. It was Jeremy’s favorite, too! Maybe Jeremy wasn’t so bad after all. I was beginning to think that maybe we should forget about Enemy Pie.

“Dad”, I said, “It sure is nice having a new friend.” I was trying to tell him that Jeremy was no longer my enemy. But Dad only smiled and nodded. I think he thought I was just pretending.

But after dinner, Dad brought out the pie. He dished up three plates and passed one to me and one to Jeremy.

“Wow!” Jeremy said, looking at the pie.

I panicked. I didn’t want Jeremy to eat Enemy Pie! He was my friend!

“Don’t eat it!” I cried. “It’s bad!”

Jeremy’s fork stopped before reaching his mouth. He looked at me funny. I felt relieved. I had saved his life.



Enemy Pie

“If it’s so bad,” Jeremy asked, “then why has your dad already eaten half of it?”

Sure enough, Dad was eating Enemy Pie.

“Good stuff,” Dad mumbled. I sat there watching them eat. Neither one of them was losing any hair! It seemed safe, so I took a tiny taste. It was delicious!

After dessert, Jeremy invited me to come over to his house the next morning.

As for Enemy Pie, I still don’t know how to make it. I still wonder if enemies really do hate it or if their hair falls out or their breath turns bad. But I don’t know if I’ll ever get an answer, because I just lost my best enemy.



Enemy Pie





32

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 1: Who is telling the story

1. Who is telling the story?

A. Jeremy

B. Dad

C. Stanley

D. Tom

Variable Name: R031P01M

Correct Response: D



United States 88Bulgaria 86Canada 86Croatia 85Ireland 85Northern Ireland-GBR 84England-GBR 84Italy 83Slovak Republic 82Denmark 82Singapore 81Russian Federation 81Slovenia 80Georgia 80France 80Poland 80Australia 80Czech Republic 79Portugal 79Belgium (French)-BEL 79Finland 78Israel 78New Zealand 78Hungary 77Lithuania 74Spain 74Netherlands 74Germany 74Romania 73International average 71Azerbaijan 70Austria 67Malta 67Sweden 65Chinese Taipei-CHN 64Hong Kong-CHN 62Trinidad and Tobago 56Colombia 54Iran, Islamic Rep. of 53Norway 51United Arab Emirates 48Qatar 46Saudi Arabia 45Oman 36Morocco 35Indonesia 33


Percentcorrect

Florida-USA 93Ontario-CAN 86Quebec-CAN 86Alberta-CAN 81Andalusia-ESP 73Maltese-MLT 68Dubai-UAE 60Abu Dhabi-UAE 43




Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 2: Why Tom thought Jeremy was enemy

2. At the beginning of the story, why did Tom think Jeremy was his enemy?

Variable Name: R031P02C

SCORING1 - Acceptable Response• TheresponseshowsunderstandingthatTomconsideredJeremyhisenemyeitherbecause

Jeremy did not invite him to his party, or because Jeremy invited Tom’s best friend Stanley and nothim.-OR-

• TheresponseshowsunderstandingthatTomwasafraidthatJeremywouldtakehisplaceasStanley’s best friend.

Examples: Tom was not invited to Jeremy’s party.Jeremy invited his friend to the party, but did not invite Tom.Tom was jealous of him moving in next to Stanley.

0 - Unacceptable Response• TheresponsedoesnotshowunderstandingofwhyTomconsideredJeremyhisenemy.

The response may repeat words from the question, or may provide a vague response that acknowledges that Jeremy moved in next door to Stanley or invited him to his party without showing understanding of the consequence.



Singapore 87Ireland 86Denmark 84Sweden 84Canada 83United States 83Chinese Taipei-CHN 82Northern Ireland-GBR 81Hong Kong-CHN 81Portugal 80New Zealand 79Georgia 79Czech Republic 79Croatia 78Netherlands 78Australia 77Russian Federation 77Poland 76Israel 76Germany 75Finland 75Italy 74Slovak Republic 74Slovenia 74England-GBR 73France 72Azerbaijan 71Hungary 71International average 70Austria 69Belgium (French)-BEL 68Spain 68Lithuania 65Bulgaria 64Romania 63Norway 63Trinidad and Tobago 62Malta 59Colombia 59Saudi Arabia 56Qatar 52Iran, Islamic Rep. of 52United Arab Emirates 51Indonesia 45Oman 43Morocco 42


Percentcorrect

Florida-USA 87Ontario-CAN 83Alberta-CAN 82Quebec-CAN 81Andalusia-ESP 70Dubai-UAE 60Abu Dhabi-UAE 47Maltese-MLT 41



Item 2: Why Tom thought Jeremy was enemy (continued)Variable Name: R031P02C


Incorrect Response:




Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 3: An ingredient in the pie

3. Write one ingredient that Tom thought would be in Enemy Pie.


SCORING1 - Acceptable ResponseTheresponseidentifieseither(earth)wormsorrocksasaningredient.

0 - Unacceptable ResponseTheresponsedoesnotprovideeitheroftheingredientslistedabove.Theresponsemayprovideavaguedescriptionwithoutmentionofaspecificingredient,maynameanincorrectingredient alongside a correct response, or may describe what would happen to someone who ate the pie.

Examples: rocks and dirtworms and raspberriesdisgusting things



Russian Federation 90Ireland 83Singapore 83Hong Kong-CHN 82Netherlands 82Germany 81England-GBR 81United States 81Canada 81Sweden 80Italy 80Spain 79Northern Ireland-GBR 79Croatia 79Finland 79New Zealand 78Australia 78France 78Czech Republic 77Portugal 77Belgium (French)-BEL 76Chinese Taipei-CHN 75Austria 73Denmark 72Poland 72Slovak Republic 72Hungary 70Israel 69Slovenia 69International average 67Bulgaria 66Romania 64Malta 60Norway 59Indonesia 58Lithuania 57Trinidad and Tobago 56Colombia 52Azerbaijan 51Saudi Arabia 44Georgia 40Qatar 39United Arab Emirates 39Iran, Islamic Rep. of 36Oman 33Morocco 27


Percentcorrect

Quebec-CAN 84Florida-USA 83Andalusia-ESP 81Ontario-CAN 79Alberta-CAN 78Dubai-UAE 51Maltese-MLT 47Abu Dhabi-UAE 34

•

•



Item 3: An ingredient in the pie (continued)Variable Name: R031P03C


Incorrect Response:





37

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 4: Why Tom thought be a good summer

4. Find the part of the story next to the picture of a piece of pie: .Why did Tom think it could be a great summer after all?

A. He liked playing outside.

B. He was excited about Dad’s plan.

C. He made a new friend.

D. He wanted to taste Enemy Pie.


Correct Response: B



Singapore 60Netherlands 60Northern Ireland-GBR 60Ireland 59Russian Federation 57Finland 56United States 55Australia 54England-GBR 54Israel 54Hungary 53Canada 53Lithuania 52Slovenia 48Croatia 48Germany 47New Zealand 46Hong Kong-CHN 46Italy 45France 44Sweden 44Poland 44Portugal 44Denmark 43Romania 42International average 42Norway 40Spain 39Bulgaria 39Trinidad and Tobago 37Austria 36Malta 36Czech Republic 36Georgia 35Belgium (French)-BEL 35Slovak Republic 34Chinese Taipei-CHN 33Iran, Islamic Rep. of 29Azerbaijan 29Colombia 29United Arab Emirates 26Indonesia 25Morocco 25Qatar 24Saudi Arabia 21Oman 17


Percentcorrect

Florida-USA 58Ontario-CAN 57Alberta-CAN 53Quebec-CAN 47Andalusia-ESP 39Maltese-MLT 39Dubai-UAE 35Abu Dhabi-UAE 24




•

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 5: How Tom felt after smelling the pie

5. How did Tom feel when he first smelled Enemy Pie? Explain why he felt this way.


SCORING2 - Complete Comprehension

TheresponseshowsunderstandingthatTomwasconfusedbecausehethoughtEnemyPiewas supposed to smell bad, or that Tom was surprised because the pie his dad made (actually) smelled good.

Examples: confused because he thought it was made with disgusting thingsHe didn’t understand. It should taste horrible.

1 - Partial Comprehension• TheresponseshowsunderstandingthatTomwasconfusedorsurprisedwhenhesmelledEnemyPieforthefirsttime,butdoesnotexplainwhy.-OR-

• TheresponseexplainsthatEnemyPiedidn’tsmellthewayhethoughtitwouldwithoutproviding the feeling.

0 - No Comprehension• Theresponsedoesnotprovideeithertheappropriatefeelingoranexplanation.



Singapore 54Northern Ireland-GBR 51Ireland 49England-GBR 49Croatia 48United States 48Italy 46Canada 44Hong Kong-CHN 40New Zealand 38Sweden 37Lithuania 37Israel 36Finland 35Netherlands 35Australia 35Hungary 34Russian Federation 33Portugal 33Slovenia 32Spain 31Slovak Republic 30International average 29Malta 29Bulgaria 28Germany 28Romania 28Poland 25Chinese Taipei-CHN 24Denmark 24France 23Trinidad and Tobago 21Georgia 19Czech Republic 19Saudi Arabia 18Azerbaijan 18Austria 18Iran, Islamic Rep. of 16Colombia 15United Arab Emirates 13Qatar 12Oman 12Belgium (French)-BEL 10Norway 8Indonesia 7Morocco —

Not applicable.


Percentcorrect

Florida-USA 51Ontario-CAN 49Alberta-CAN 45Quebec-CAN 35Andalusia-ESP 26Maltese-MLT 23Dubai-UAE 20Abu Dhabi-UAE 10

— Not applicable



Item 5: How Tom felt after smelling the pie (continued)Variable Name: R031P05C



Incorrect Response:





•

---

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 6: What Tom thought would happen

6. What did Tom think could happen when his enemy ate Enemy Pie? Write one thing.


SCORING1 - Acceptable Response• TheresponseidentifiesoneoftheconsequencesofeatingEnemyPiefromthelistbelow.

Hishairwouldfallout.Hisbreathwouldstink.Hewouldgoaway.Somethingbadwouldhappen./Hewouldgetsick(ordie).


Theresponsedoesnotprovideanyofthewordsorphrasesinthelistabove.Theresponsemay repeat words from the question.Examples:He might like it.He would become his friend.Nothing would happen.



Ireland 88Czech Republic 88Russian Federation 86Northern Ireland-GBR 86Hungary 85Sweden 84Croatia 84Hong Kong-CHN 84United States 83Slovak Republic 83Italy 83England-GBR 83Finland 81Germany 81Chinese Taipei-CHN 81Lithuania 81Canada 80Singapore 80Portugal 80Netherlands 79Denmark 78Poland 78Austria 78Spain 77Israel 77Belgium (French)-BEL 77Slovenia 77Australia 74New Zealand 74Norway 72International average 71Bulgaria 71Georgia 70France 69Romania 66Colombia 60Azerbaijan 58Malta 58Trinidad and Tobago 54Iran, Islamic Rep. of 49United Arab Emirates 45Saudi Arabia 44Qatar 43Indonesia 43Oman 21Morocco 17


Percentcorrect

Florida-USA 88Quebec-CAN 83Alberta-CAN 82Ontario-CAN 81Andalusia-ESP 78Maltese-MLT 57Dubai-UAE 54Abu Dhabi-UAE 41

-



Item 6: What Tom thought would happen (continued)Variable Name: R031P06C


Incorrect Response:





•

•

•

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 7: Things Tom’s dad told for pie

7. What were the two things Tom’s dad told Tom to do for Enemy Pie to work?



TheresponseidentifiesbothactionsthatmakeEnemyPiework:1)spendingthedaywithhisenemy and 2) being nice to him.

Examples:be nice to his enemy for a whole daybe nice and play with him for a dayspend the whole day with Jeremy and be nice

1 - Partial Comprehension

TheresponseprovidesoneactionthatTomwastoldtodobyhisDad.Examples: be nicespend the day with himplay and be nice

0 - No Comprehension

TheresponsedoesnotprovideanaccurateactionthatTomwastoldtodobyhisDad.Examples: play with him (Please note that this is not one of the things Tom’s dad told him to do and is too vague to be considered as a paraphrase of either spending the day or being nice.)stop being enemies (Please note that Tom’s dad did not tell him to stop being enemies with Jeremy, nor did he tell him to be his friend.)


Hong Kong-CHN 73Singapore 71Chinese Taipei-CHN 71Croatia 63Portugal 62Czech Republic 62Lithuania 62Hungary 61Russian Federation 61Germany 59Slovenia 58Finland 57United States 55Canada 53Slovak Republic 53Spain 53Netherlands 53Ireland 52Northern Ireland-GBR 52Bulgaria 51Israel 50Poland 50Sweden 50Austria 49Italy 49England-GBR 48Australia 47International average 46New Zealand 45Denmark 45France 43Belgium (French)-BEL 43Romania 42Norway 36Malta 35Azerbaijan 33Georgia 32Trinidad and Tobago 31Indonesia 30Saudi Arabia 26Iran, Islamic Rep. of 25United Arab Emirates 25Qatar 23Colombia 20Oman 15Morocco 7


Percentcorrect

Florida-USA 64Ontario-CAN 53Quebec-CAN 52Alberta-CAN 50Andalusia-ESP 49Maltese-MLT 33Dubai-UAE 33Abu Dhabi-UAE 21



Item 7: Things Tom’s dad told for the pie (continued)Variable Name: R031P07C



Incorrect Response:





44

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 8: Why Tom went to Jeremy’s house

8. Why did Tom go to Jeremy’s house?

A. To invite Jeremy to dinner.

B. To ask Jeremy to leave Stanley alone.

C. To invite Jeremy to play.

D. To ask Jeremy to be his friend.


Correct Response: C



Netherlands 90Finland 88Denmark 88Lithuania 87United States 86Germany 85Sweden 83Russian Federation 83Ireland 83Northern Ireland-GBR 82Croatia 82Hungary 82Israel 81Singapore 80Norway 80Canada 78Portugal 78Czech Republic 78Bulgaria 77Italy 76Hong Kong-CHN 76Austria 75New Zealand 74Australia 73England-GBR 72Chinese Taipei-CHN 71International average 71Romania 71Slovak Republic 71Slovenia 70Poland 70France 69Belgium (French)-BEL 68Azerbaijan 66Malta 64Spain 62Trinidad and Tobago 60Colombia 60United Arab Emirates 54Saudi Arabia 52Qatar 51Iran, Islamic Rep. of 49Georgia 49Indonesia 45Oman 45Morocco 29


Percentcorrect

Florida-USA 92Alberta-CAN 80Ontario-CAN 80Quebec-CAN 75Andalusia-ESP 65Dubai-UAE 62Maltese-MLT 60Abu Dhabi-UAE 52




•

•

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 9: What surprises Tom

9. What surprised Tom about the day he spent with Jeremy?



TheresponseshowsunderstandingthatTomhadapositiveexperiencewithJeremy.Theresponse may indicate that he enjoyed spending time with Jeremy, that Jeremy wasn’t as bad as Tom expected, or that they had become friends. Examples: He was actually having fun with Jeremy. They were getting along.Jeremy wasn’t so bad after all.


TheresponsedoesnotaccuratelydescribewhatsurprisedTom. Examples:Tom was surprised.Jeremy was going to eat the Enemy Pie.



Netherlands 88Finland 87Russian Federation 86Northern Ireland-GBR 86Ireland 86United States 86Canada 83Germany 83Denmark 83England-GBR 83Australia 81Hungary 81Slovak Republic 81Lithuania 79Austria 78Singapore 77Czech Republic 77New Zealand 77Portugal 76Poland 76Croatia 73Belgium (French)-BEL 73Italy 72Norway 71France 71Spain 70Bulgaria 69Hong Kong-CHN 69Israel 68International average 66Sweden 64Romania 64Georgia 60Malta 56Chinese Taipei-CHN 54Trinidad and Tobago 49Colombia 42Saudi Arabia 42United Arab Emirates 35Qatar 34Indonesia 33Iran, Islamic Rep. of 31Azerbaijan 24Oman 21Morocco 9Slovenia —

Not applicable.


Percentcorrect

Florida-USA 88Ontario-CAN 84Alberta-CAN 83Quebec-CAN 78Andalusia-ESP 69Dubai-UAE 51Maltese-MLT 46Abu Dhabi-UAE 30

— Not applicable



Item 9: What surprises Tom (continued)Variable Name: R031P09C


Incorrect Response:





47

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 10: Why T. didn’t want to go with plan

10. At dinner, why did Tom begin to think he and his dad should forget about Enemy Pie?

A. Tom did not want to share dessert with Jeremy.

B. Tom did not think Enemy Pie would work.

C. Tom was beginning to like Jeremy.

D. Tom wanted to keep Enemy Pie a secret.


Correct Response: C



Northern Ireland-GBR 94Netherlands 93Finland 92Ireland 92Russian Federation 91England-GBR 89United States 89Canada 89Czech Republic 89Denmark 88Germany 88Sweden 87Lithuania 86Italy 86Hungary 85Slovak Republic 85Singapore 85Australia 85Spain 84Poland 84New Zealand 83Austria 83Bulgaria 83Norway 83Portugal 82France 82Hong Kong-CHN 81Slovenia 80Israel 78Chinese Taipei-CHN 78International average 76Belgium (French)-BEL 76Croatia 76Romania 72Trinidad and Tobago 65Georgia 65Malta 63Azerbaijan 63Colombia 55Iran, Islamic Rep. of 53United Arab Emirates 51Saudi Arabia 50Indonesia 49Qatar 49Morocco 39Oman 37


Percentcorrect

Florida-USA 91Ontario-CAN 88Quebec-CAN 87Alberta-CAN 86Andalusia-ESP 85Dubai-UAE 65Maltese-MLT 54Abu Dhabi-UAE 45





48

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 11: How Tom felt when Jeremy took pie

11. How was Tom feeling when Dad passed the piece of Enemy Pie to Jeremy?

A. alarmed

B. satisfied

C. surprised

D. confused


Correct Response: A



Finland 91Croatia 84Sweden 84Denmark 84France 81Slovenia 80United States 79Northern Ireland-GBR 79Israel 78Russian Federation 78Canada 77Ireland 76England-GBR 76Bulgaria 76Australia 75Azerbaijan 74Hungary 73Singapore 73Italy 71Hong Kong-CHN 71Norway 71New Zealand 69Belgium (French)-BEL 68Germany 68Spain 68Poland 68Czech Republic 67Chinese Taipei-CHN 66Slovak Republic 65Romania 65Austria 64Netherlands 64International average 64Portugal 60Iran, Islamic Rep. of 59Colombia 57Lithuania 52Georgia 50Trinidad and Tobago 39Malta 39Qatar 34United Arab Emirates 31Saudi Arabia 29Oman 23Indonesia 23Morocco 21


Percentcorrect

Florida-USA 85Ontario-CAN 80Andalusia-ESP 75Alberta-CAN 74Quebec-CAN 70Maltese-MLT 65Dubai-UAE 42Abu Dhabi-UAE 27





49

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 12: What was Dad’s secret

12. What was it about Enemy Pie that Dad kept secret?

A. It was a normal pie.

B. It tasted disgusting.

C. It was his favorite food.

D. It was a poisonous pie.


Correct Response: A



United States 79Finland 77Netherlands 77Russian Federation 73Czech Republic 73Hong Kong-CHN 71Slovenia 70Germany 70Canada 69Poland 68Slovak Republic 68Northern Ireland-GBR 67Italy 67Denmark 66England-GBR 65Israel 65Austria 65Hungary 64Singapore 64Ireland 64Bulgaria 64Sweden 63Australia 62Spain 60Chinese Taipei-CHN 59Croatia 58New Zealand 56International average 56Portugal 55Norway 53Romania 53Belgium (French)-BEL 52Georgia 47France 46Iran, Islamic Rep. of 45Azerbaijan 45Malta 39Lithuania 37Colombia 37Trinidad and Tobago 36United Arab Emirates 30Qatar 29Saudi Arabia 27Oman 23Indonesia 20Morocco 20


Percentcorrect

Florida-USA 81Alberta-CAN 72Ontario-CAN 71Andalusia-ESP 60Quebec-CAN 59Maltese-MLT 43Dubai-UAE 38Abu Dhabi-UAE 26





50

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 13: What sentence suggest about boys

13. Look at this sentence from the end of the story:

“After dessert, Jeremy invited me to come over to his house the next morning.”

What does this suggest about the boys?

A. They are still enemies.

B. They do not like to play at Tom’s house.

C. They wanted to eat some more Enemy Pie.

D. They might be friends in the future.


Correct Response: D



Hong Kong-CHN 95Finland 94Germany 92Slovenia 92Netherlands 91Chinese Taipei-CHN 91Russian Federation 91Singapore 91Ireland 90Croatia 90England-GBR 90Czech Republic 89Northern Ireland-GBR 89Portugal 89Denmark 89United States 88Canada 87Hungary 86Belgium (French)-BEL 86Sweden 86Lithuania 86Austria 85Australia 85France 84Israel 84Bulgaria 83Italy 83Romania 82Poland 82Slovak Republic 81New Zealand 81International average 79Spain 78Azerbaijan 70Georgia 70Malta 67Colombia 64Saudi Arabia 64Trinidad and Tobago 64Indonesia 59Iran, Islamic Rep. of 58United Arab Emirates 56Norway 55Qatar 50Oman 37Morocco 35


Percentcorrect

Quebec-CAN 90Florida-USA 89Ontario-CAN 85Alberta-CAN 83Andalusia-ESP 81Dubai-UAE 67Maltese-MLT 65Abu Dhabi-UAE 52




•

•

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 14: Why Tom’s dad made the pie

14. Use what you have read to explain why Tom’s dad really made Enemy Pie.



TheresponsedemonstratesunderstandingthatTom’sdad’splanforEnemyPiewasforTomand Jeremy to become friends

Examples:to make them be friends and not enemiesHe wanted them to be friends.to get them to play together and to make them friends


TheresponsedoesnotprovideanappropriateexplanationforwhyTom’sdadreallymadeEnemy Pie. The response may indicate that Tom’s dad wanted the boys to spend time together withoutspecificreferencetotheintendedoutcome,oritmayrefergenerallytoTomhavingnoenemies without reference to Tom and Jeremy’s relationship.Examples:He made Tom play with Jeremy.So they would get to know each other.



Russian Federation 75Hong Kong-CHN 73Finland 71Chinese Taipei-CHN 69Germany 64United States 63Sweden 63Italy 62Northern Ireland-GBR 62Hungary 62Poland 62Croatia 61Canada 61Ireland 61Denmark 60Netherlands 59England-GBR 59Portugal 58Israel 58Bulgaria 57Slovak Republic 57Singapore 57Slovenia 56New Zealand 56Czech Republic 56Spain 55Australia 53Romania 52Georgia 50International average 50Austria 49Lithuania 47France 46Belgium (French)-BEL 46Iran, Islamic Rep. of 45Norway 43Azerbaijan 36Trinidad and Tobago 31Malta 29Qatar 25Colombia 25United Arab Emirates 22Saudi Arabia 15Indonesia 12Oman 10Morocco 4


Percentcorrect

Florida-USA 67Alberta-CAN 66Ontario-CAN 62Andalusia-ESP 52Quebec-CAN 51Dubai-UAE 33Maltese-MLT 28Abu Dhabi-UAE 18



Item 14: Why Tom’s dad made the pie (continued)Variable Name: R031P14C


Incorrect Response:




Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 15: What type of person is Tom’s dad

15. What kind of person is Tom’s dad? Give an example of what he did in the story that shows this.


SCORING2 - Complete Comprehension• TheresponsedescribesoneplausiblecharactertraitofTom’sdadthatiscentraltohisrole

in the story (e.g., helpful, caring, nice, good, smart, clever, tricky, secretive). In addition, the response provides one example of Tom’s dad’s actions that is evidence of the character trait.

Examples: He was caring because he wanted to help his son make friends. He was smart in how he found a way for the boys to like each other.

1 - Partial Comprehension• TheresponseprovidesoneplausiblecharactertraitofTom’sdadthatiscentraltohisrolein

the story (e.g., helpful, caring, smart, clever, tricky, secretive). Traits may be expressed as a longer description, rather than as a single word.

0 - No Comprehension• TheresponsedoesnotprovideanappropriatedescriptionofTom’sdad’scharacter.The

response may provide a general character trait of Tom’s dad that is not supported by the text, or a vague description that demonstrates limited comprehension of the story without further textualsupport.-OR-

• TheresponsemayprovideanexampleofTom’sdad’sactionswithoutprovidingacharactertrait.



Singapore 51United States 50Northern Ireland-GBR 48Hong Kong-CHN 45Russian Federation 43Canada 43England-GBR 41Ireland 41Chinese Taipei-CHN 38Israel 34Portugal 34New Zealand 33Bulgaria 32Hungary 31Croatia 28Romania 28Spain 27Czech Republic 27Italy 26International average 24Sweden 24Slovak Republic 24Iran, Islamic Rep. of 24Lithuania 22Denmark 22Finland 22Australia 22Georgia 21Azerbaijan 20Germany 19Malta 17France 17Norway 17Netherlands 15Trinidad and Tobago 14Austria 13United Arab Emirates 12Qatar 11Colombia 11Poland 10Belgium (French)-BEL 9Saudi Arabia 9Slovenia 9Oman 6Indonesia 5Morocco 0


Percentcorrect

Ontario-CAN 54Florida-USA 54Alberta-CAN 39Andalusia-ESP 27Quebec-CAN 23Dubai-UAE 22Maltese-MLT 16Abu Dhabi-UAE 8



Item 15: What type of person is Tom’s dad (continued)Variable Name: R031P15C



Incorrect Response:




•

•

Passage

ENEMY PIE

Reading Purpose

Literary Experience



Item 16: What is the lesson of the story

16. What lesson might you learn from this story?



Theresponseprovidesanevaluationofthemainmessageorthemeofthestorythatacknowledges the importance of giving a relationship the chance to grow before deciding whether someone is your friend, or indicates that it is possible to change how you feel about someone. Examples:Don’t judge someone before you know them.You can make friends if you give it a chance.Your enemy can become your friend.


Theresponsedoesnotprovideaplausibleevaluationofthemainmessageorthemeofthe story. The response may provide a main message that is too general, or may refer to a message that is not central to the story.Examples: Be nice to everyone.You shouldn’t have enemies. (Please note that this is an inacurate generalization of the main message.)Don’t eat Enemy Pie.



Germany 60United States 49Sweden 49Denmark 46Ireland 45Norway 43Canada 43England-GBR 42Finland 41Hong Kong-CHN 40Italy 39Slovak Republic 39Northern Ireland-GBR 38Bulgaria 38Israel 38Hungary 36Singapore 36Netherlands 35Austria 35Czech Republic 35Croatia 34Portugal 34Romania 32Slovenia 32Australia 32International average 30New Zealand 30Poland 29Russian Federation 28Trinidad and Tobago 27Georgia 26Malta 26Chinese Taipei-CHN 22Lithuania 22France 22Saudi Arabia 20Belgium (French)-BEL 19Indonesia 16Spain 16Qatar 15Colombia 14United Arab Emirates 13Azerbaijan 12Iran, Islamic Rep. of 9Oman 8Morocco 1


Percentcorrect

Florida-USA 54Ontario-CAN 46Alberta-CAN 39Quebec-CAN 36Maltese-MLT 19Andalusia-ESP 16Dubai-UAE 15Abu Dhabi-UAE 11



Item 16: What is the lesson of the story (continued)Variable Name: R031P16C


Incorrect Response:

Brochure of Day Hiking

Planning Your Day Hike

►Pick somewhere to go that will be fun and interesting. If in a group, consider everyone when choosing where to go.

►Find out the distance of the hike and how much time it is supposed to take.

►Check out the weather conditions and forecast. Plan and dress the right way for the weather.

►Pack light. Don’t make the weight of what you will carry too heavy (see checklist).

Packing Checklist ■ Plenty of water – to keep from getting

thirsty■ Food – high energy snacks or take a

picnic lunch■ First Aid Kit – in case of blisters, scrapes

and scratches ■ Insect repellent – to protect from bites

(for example – ticks, bees, mosquitoes, and flies)

■ Extra socks – feet may get wet ■ Whistle – important if going alone, three

short whistles mean you are in trouble and need assistance

■ Map and compass – very important for more difficult hike

Keeping Safe on Your Day Hike►Start early. This will give you plenty of time

to enjoy your hike and still get back before dark.

►Stay on hiking trails unless you know the area.

►Pace yourself. Do not hike too quickly so that you can save your energy. When in a group, go only as fast as the slowest member.

►Be careful where you are walking. Watch out for things you might trip over like loose rocks, piles of leaves, and sticks. Take care through slippery areas . If you need to go into water, make sure you know how deep it is.

►Look out for wildlife.Be careful where you put your feet, when you pick up sticks or rocks, and before you sit down. Never approach animals in the wild. They may look cute and harmless, but they can be unpredictable and very protective of their territory.

IMPORTANT: Tell someone about where you are going hiking and when you expect to return. This could help in case something happens and you get into trouble. Let him or her know when you get back.

♫ ♫ ♫ ♫ ♫ ♫ ♫ ♫ ♫ ♫ Most of all, don’t forget to have fun on your hike. Enjoy being outdoors. Look at all the interesting things around you. Learn to identify new places, plants, and animals. Appreciate the beauty of the land and nature, and get good healthy exercise too!

Discover theFun of Day

HikingLooking for something fun and interesting

to do at home or on holiday?

One of the greatest ways to enjoy the outdoors is hiking, and day hiking is the

most popular kind. It doesn’t have to take much time or need any special equipment.


PIRLS67 1 2 3 4 5 A B C D E Printed in the USA

Day Hiking Is Fun and Good Exercise!You are in charge! You can choose where you want to go, how long you want to be gone, and how fast you want to go. You can simply stroll along enjoying nature or challenge yourself with difficult and steephiking trails. It is up to you!See interesting new things! Hiking can take you places that cannot be seen any other way. You can go to beautiful areas and see spectacular views. Or you can go to remote areas that may have hidden valleys, waterfalls, or caves. Hiking can give you a chance to see plants, birds, and animals that live in the wild. You might even see remains of buildings and things that belonged to people who lived long ago.Keep physically fit! Walking is an excellent way to exercise, so hiking on a regular basis will help to keep you healthy. It provides time to think and can be relaxing. Hiking is a great way to spend time with your friends and family or to just spend a little time by yourself studying and enjoying nature.

Explore Lookout HillThe map and map key for Lookout Hill show how you can choose the day hike that you would like best and the kinds of things you can see and do. It gives you an idea about day hiking in case you want to find a hiking areanear where you live.

Lookout HillA Hike Full of Adventures

PIRLS 2011 Reading Passages and ItemsBrochure of Day Hiking

Frog Creek

Picnic Area

Start Routes Here

Old Rock Fort

Lookout Hill

Station

Bird Sanctuary

Choose which route to take!Use one of our suggestions, or make up

a route of your own.

Map KeyRoute Name Route Time Level DescriptionBird Walk 2 hours Easy,

Wheelchair access

Loop around the bird sanctuary

Lookout Station Hike

2 to 2.5 hours each way

Hard Climb Lookout Hill and see the view

Frog Creek Trail

3 hours Medium Hike to Frog Creek Picnic Area

Lookout Hill Circle

5 hours Medium Hike around Lookout Hill to the Old Rock Fort





59

Passage

DAY HIKING

Reading Purpose




Item1:Mainmessageoftheleaflet

1. What is the main message the leaflet gave you about hiking?

A. It is expensive and dangerous.

B. It is the best way to see animals.

C. It is healthy and fun.

D. It is only for experts.

Variable Name: R021N01M

Correct Response: C



Chinese Taipei-CHN 92Russian Federation 91Netherlands 91Hong Kong-CHN 91Croatia 90Denmark 90Finland 89United States 87Germany 87Singapore 86Portugal 85England-GBR 84Northern Ireland-GBR 84Australia 84Lithuania 83Ireland 83Sweden 83Iran, Islamic Rep. of 83Canada 82Bulgaria 81Austria 80New Zealand 80Israel 80International average 76Slovak Republic 76Poland 76Spain 75Italy 75Belgium (French)-BEL 75France 73Georgia 73Azerbaijan 72Malta 71Czech Republic 71Norway 71Romania 69Slovenia 69Hungary 68Trinidad and Tobago 64Indonesia 60United Arab Emirates 58Qatar 58Colombia 57Oman 49Saudi Arabia 48Morocco 47


Percentcorrect

Florida-USA 89Alberta-CAN 83Ontario-CAN 82Quebec-CAN 79Maltese-MLT 78Andalusia-ESP 75Dubai-UAE 67Abu Dhabi-UAE 56




•

•

Passage

DAY HIKING

Reading Purpose



Focus on and Retrieve Explicitly Stated Information and Ideas

Item 2: What you see on a hike

2. Give two interesting things the leaflet said you might see on a day hike.

1.

2.

Variable Name: R021N02C


Theresponseliststwosightsasmentionedinthetext.Seethelistbelowforappropriatesights. Examples: Plants/Nature, Birds/ Animals/ Wildlife/ Nature, Caves, Waterfalls, Hidden valleys, Forts, Remains of buildings, Any of the locations on the map (e.g., lookout station, picnic area, frog creek), Beautiful places, New places, Spectacular views


Theresponselistsfewerthantwosightsasmentionedinthetext.Theresponsemaybevagueor inappropriate.Examples:New and exciting things.First aid kit and new things.



Hong Kong-CHN 92Singapore 86Netherlands 85Russian Federation 84Slovak Republic 81Finland 78United States 78Northern Ireland-GBR 77Poland 77Germany 76England-GBR 75Australia 75Ireland 74Hungary 73Croatia 73Israel 73Czech Republic 72Portugal 72Bulgaria 72New Zealand 68Denmark 66Austria 66Malta 64Slovenia 64International average 63Chinese Taipei-CHN 63France 63Italy 63Trinidad and Tobago 62Belgium (French)-BEL 62Georgia 62Canada 60Lithuania 59Sweden 58Spain 57Norway 55Romania 52Saudi Arabia 48United Arab Emirates 43Indonesia 40Oman 35Azerbaijan 35Colombia 34Qatar 34Iran, Islamic Rep. of 27Morocco 22


Percentcorrect

Florida-USA 81Quebec-CAN 68Ontario-CAN 60Dubai-UAE 55Alberta-CAN 55Andalusia-ESP 52Maltese-MLT 44Abu Dhabi-UAE 37



Item 2: What you see on a hike (continued)Variable Name: R021N02C


Incorrect Response:




•

•

Passage

DAY HIKING

Reading Purpose




Item 3: Hiking in a group

3. What are two things the leaflet told you to keep in mind when you are hiking in a group?

1.

2.



Theresponsestatestwosuggestionsforhikinginagroup;oneabouttheabilityandtheotherabout the interests of the group members.Examples of Ability:Everyone should be able to do it.Go only as fast as the slowest person in the group.

Examples of Interest:Choose a hike that suits everybody. [interest]It should be fun and interesting for everyone.

1 - Partial ComprehensionTheresponsestatesonlyonesuggestionforhikinginagroupthattakesintoaccounteithertheability or the interests of the group members.

0 - No ComprehensionTheresponsedoesnotprovideanaccurateoracceptablesuggestionforhikinginagroup.Itmayprovideageneralsuggestionforhikingnotspecifictobeinginagroup,orasuggestionaboutbeinginagroupthatdoesnotcomefromtheleaflet.



Finland 21England-GBR 19Denmark 19Russian Federation 18Hong Kong-CHN 18Singapore 18Northern Ireland-GBR 18Ireland 16Israel 15Australia 15United States 15Canada 13New Zealand 13Portugal 12Slovenia 12Slovak Republic 11Romania 11Malta 11Germany 11Poland 11International average 10Hungary 10Netherlands 10Croatia 10Bulgaria 9Spain 9Trinidad and Tobago 9Italy 9United Arab Emirates 8Belgium (French)-BEL 8Czech Republic 7Sweden 7Austria 7Chinese Taipei-CHN 7Lithuania 7France 6Georgia 5Iran, Islamic Rep. of 5Norway 5Morocco 5Oman 5Azerbaijan 5Indonesia 4Qatar 4Saudi Arabia 4Colombia 2


Percentcorrect

Ontario-CAN 15Florida-USA 15Alberta-CAN 12Dubai-UAE 10Quebec-CAN 8Andalusia-ESP 8Abu Dhabi-UAE 7Maltese-MLT 6•



Item 3: Hiking in a group (continued)Variable Name: R021N03C



Incorrect Response:





64

Passage

DAY HIKING

Reading Purpose




Item 4: Section about right clothes

4. Which section of the leaflet told you to wear the right clothes for the weather?

A. Discover the Fun of Day Hiking

B. Planning Your Day Hike

C. Packing Checklist

D. Keeping Safe on Your Day Hike


Correct Response: B



Hong Kong-CHN 85Chinese Taipei-CHN 73Germany 71Singapore 71Russian Federation 69United States 69Israel 68Croatia 67Finland 66Denmark 65Italy 64Canada 64Sweden 63Hungary 62Austria 61Norway 61Portugal 60Slovenia 60Czech Republic 60Netherlands 59England-GBR 59Slovak Republic 58Northern Ireland-GBR 58Lithuania 57International average 55Ireland 55Azerbaijan 54Australia 54Malta 53New Zealand 52Saudi Arabia 50France 50Trinidad and Tobago 50Belgium (French)-BEL 50Bulgaria 50Poland 49United Arab Emirates 47Romania 46Qatar 44Iran, Islamic Rep. of 43Oman 42Spain 40Georgia 38Indonesia 27Colombia 26Morocco 23


Percentcorrect

Florida-USA 69Ontario-CAN 67Quebec-CAN 62Alberta-CAN 59Dubai-UAE 53Maltese-MLT 51Abu Dhabi-UAE 44Andalusia-ESP 35





65

Passage

DAY HIKING

Reading Purpose




Item 5: Why take extra socks

Look at the section called Packing Checklist. Use it to answer Questions 5

5. Why should you take extra socks on your hike?

A. feet may get wet

B. weather may get cold

C. in case of blisters

D. for a friend


Correct Response: A



Hong Kong-CHN 98Finland 96Netherlands 95Chinese Taipei-CHN 95Singapore 95United States 95Croatia 94Sweden 94Russian Federation 94Northern Ireland-GBR 94Denmark 93Canada 93Ireland 93England-GBR 92Slovak Republic 91Czech Republic 91Italy 91France 91Portugal 91Bulgaria 90Lithuania 90Belgium (French)-BEL 90Spain 90Norway 90Australia 90Germany 90Austria 89Poland 88New Zealand 88Israel 88Slovenia 87International average 84Malta 82Hungary 80Romania 79Trinidad and Tobago 76Georgia 75Azerbaijan 73Iran, Islamic Rep. of 72United Arab Emirates 68Indonesia 66Saudi Arabia 62Qatar 60Colombia 57Oman 51Morocco 34


Percentcorrect

Ontario-CAN 95Florida-USA 94Alberta-CAN 93Quebec-CAN 92Andalusia-ESP 91Maltese-MLT 79Dubai-UAE 78Abu Dhabi-UAE 63





66

Passage

DAY HIKING

Reading Purpose




Item 6: What to do if you’re in trouble

Look at the section called Packing Checklist. Use it to answer Questions 6.

6. What should you do if you get in trouble while on your hike?

A. have a high energy snack

B. blow your whistle three times

C. put on more insect repellent

D. yell for help as loud as you can


Correct Response: B



Hong Kong-CHN 90Chinese Taipei-CHN 89Finland 89Northern Ireland-GBR 89Singapore 89Netherlands 88United States 87England-GBR 86Sweden 86Ireland 85Canada 84Croatia 83Italy 83Australia 82Russian Federation 82Denmark 81Israel 80France 80New Zealand 80Lithuania 80Germany 79Spain 79Hungary 78Czech Republic 77Slovak Republic 76Portugal 76Austria 76Bulgaria 76International average 74Belgium (French)-BEL 73Norway 73Slovenia 72Poland 69Malta 69Trinidad and Tobago 68Romania 67Georgia 65Saudi Arabia 61Iran, Islamic Rep. of 59United Arab Emirates 58Qatar 50Azerbaijan 50Indonesia 49Colombia 46Oman 45Morocco 24


Percentcorrect






67

Passage

DAY HIKING

Reading Purpose




Item 7: How to avoid tiring too soon

Look at the section called Keeping Safe. Use it to answer Questions 7 and 8.

7. What should you do to avoid getting tired too soon?

A. start early

B. stay on hiking trails

C. pace yourself

D. be careful where you walk


Correct Response: C



Netherlands 86Chinese Taipei-CHN 84Croatia 83Finland 83Russian Federation 82Denmark 82Czech Republic 80Poland 78Bulgaria 78Sweden 77Portugal 74Austria 74Slovak Republic 74Israel 72France 72Singapore 71Belgium (French)-BEL 71United States 70Italy 69Canada 69Hungary 68Spain 67Hong Kong-CHN 66Lithuania 65New Zealand 64Romania 62Northern Ireland-GBR 62International average 62Georgia 62England-GBR 62Slovenia 60Australia 59Ireland 59Azerbaijan 58Germany 57Colombia 49Iran, Islamic Rep. of 47United Arab Emirates 43Indonesia 40Malta 39Saudi Arabia 37Qatar 36Norway 36Trinidad and Tobago 35Oman 26Morocco 18


Percentcorrect

Quebec-CAN 78Florida-USA 70Ontario-CAN 68Alberta-CAN 65Andalusia-ESP 62Maltese-MLT 59Dubai-UAE 50Abu Dhabi-UAE 41




•

•

Passage

DAY HIKING

Reading Purpose




Item 8: Tell when you plan to return

Look at the section called Keeping Safe. Use it to answer Questions 8.

8. Why is it important to tell someone when you plan to return from your hike?



Theresponsedemonstratesunderstandingthatsomeonecanhelpyouincasesomethinghappens (e.g., you get into trouble or lost) and you don’t return on time. Examples:Because if you are not back in time someone will know there is something wrong and will find help. In case you get lost.


Theresponsemayprovideareasonthatdoesnotshowanunderstandingofthepotentialdanger if the hiker does not return on time (lost or in trouble), or it may provide an inaccurate or inappropriate reason.

Examples:So they will know when you will return.So they know where you are.So they will know you are not lost



Singapore 74Finland 72Austria 72Netherlands 72Chinese Taipei-CHN 70Russian Federation 70Northern Ireland-GBR 70Croatia 69Denmark 69Bulgaria 69Hong Kong-CHN 69Israel 68England-GBR 68Portugal 67United States 67Italy 66France 66Germany 66Canada 65Ireland 64Australia 61Slovak Republic 61Hungary 61New Zealand 60Sweden 60Czech Republic 59Spain 59International average 58Slovenia 58Lithuania 57Malta 56Belgium (French)-BEL 56Georgia 55Poland 54Trinidad and Tobago 53Romania 51Iran, Islamic Rep. of 50Norway 46United Arab Emirates 44Saudi Arabia 43Azerbaijan 41Qatar 40Colombia 34Oman 33Indonesia 31Morocco 14


Percentcorrect

Florida-USA 71Alberta-CAN 67Quebec-CAN 66Ontario-CAN 65Andalusia-ESP 57Dubai-UAE 55Maltese-MLT 48Abu Dhabi-UAE 36



Item 8: Tell when you plan to return (continued)Variable Name: R021N08C


Incorrect Response:





70

Passage

DAY HIKING

Reading Purpose




Item 9: Which route for the shortest hike

Use the information about the Lookout Hill Hike to answer Questions 9 through 12.

9. Which route would you choose if you wanted to take the shortest hike?

A. Bird Walk

B. Lookout Station Hike

C. Frog Creek Trail

D. Lookout Hill Circle


Correct Response: A



Hong Kong-CHN 91Singapore 89Chinese Taipei-CHN 88Finland 88Denmark 88England-GBR 87Germany 86Netherlands 86United States 86Austria 85Norway 84Northern Ireland-GBR 84Sweden 82Portugal 82Ireland 82Australia 82Czech Republic 82Russian Federation 81Canada 81France 80New Zealand 79Slovenia 75Belgium (French)-BEL 75Bulgaria 74Croatia 74Poland 72International average 72Hungary 72Spain 71Israel 71Lithuania 71Slovak Republic 69Italy 68Malta 68United Arab Emirates 60Romania 59Indonesia 59Trinidad and Tobago 57Qatar 54Georgia 51Iran, Islamic Rep. of 50Colombia 49Oman 49Azerbaijan 40Saudi Arabia 38Morocco 22


Percentcorrect

Florida-USA 83Alberta-CAN 83Ontario-CAN 82Quebec-CAN 76Andalusia-ESP 72Dubai-UAE 72Maltese-MLT 59Abu Dhabi-UAE 57





71

Passage

DAY HIKING

Reading Purpose




Item 10: Who could go to Lookout Station

Use the information about the Lookout Hill Hike to answer Questions 9 through 12.

10. Which kind of people would be most able to go on the Lookout Station Hike?

A. people who are in a hurry

B. people who have small children

C. people who like to watch birds

D. people who are fit and strong


Correct Response: D



Croatia 90Czech Republic 84Slovak Republic 82Russian Federation 76New Zealand 72Portugal 72United States 70Singapore 70Netherlands 70Georgia 70Ireland 69Hungary 69Indonesia 69Denmark 69Finland 68Australia 67Romania 66Israel 66Canada 65Spain 65Northern Ireland-GBR 64Lithuania 63Hong Kong-CHN 62England-GBR 62Germany 62International average 60Italy 60Colombia 59Chinese Taipei-CHN 59France 58Norway 57Bulgaria 57Austria 55Malta 55Slovenia 49Poland 48Sweden 47Trinidad and Tobago 47Belgium (French)-BEL 46United Arab Emirates 46Qatar 44Azerbaijan 43Iran, Islamic Rep. of 42Oman 40Saudi Arabia 37Morocco 28


Percentcorrect

Florida-USA 69Quebec-CAN 68Alberta-CAN 66Ontario-CAN 66Andalusia-ESP 61Maltese-MLT 57Dubai-UAE 54Abu Dhabi-UAE 43





•

-----

Passage

DAY HIKING

Reading Purpose




Item 11: Studying the map key

11. What are two things you can learn by studying the map key?

1.

2.



Theresponseincludesanytwopiecesofinformationthatcanbelearnedbystudyingthemapkey,eitherspecificorgeneral,aslistedbelow.timeittakesforeachhikethedifficultylevelofeachhikesymbolsforeachtrail(routetotake/whichwaytogo/whereitis)adescriptionofeachhikewhichhikeisrightforme/thebestplacetogowhichisshortest,longest,ormostchallenging(oranyspecificfactsaboutaparticularhike

from the table)

1 - Partial Comprehension• Theresponseincludesonlyonethingthatcanbelearnedbystudyingthemapkey,eitherspecificorgeneral,aslistedabove.

0 - No Comprehension• Theresponsedoesnotincludeanyaccurateorrelevantinformationthatcanbelearnedbystudyingthemapkey,eitherspecificorgeneral.



Denmark 86United States 83England-GBR 83Northern Ireland-GBR 82Netherlands 81Portugal 79Hong Kong-CHN 78Canada 75Chinese Taipei-CHN 74Ireland 73New Zealand 73Norway 72Russian Federation 71Czech Republic 71Singapore 70Israel 70Germany 69Sweden 68Finland 66Slovak Republic 66Lithuania 64Poland 64Italy 63Australia 62Slovenia 62Hungary 62France 61International average 59Spain 59Malta 58Austria 54Bulgaria 52Belgium (French)-BEL 51Trinidad and Tobago 49Croatia 49Romania 47Georgia 43United Arab Emirates 43Saudi Arabia 43Qatar 41Indonesia 33Oman 32Azerbaijan 30Colombia 27Iran, Islamic Rep. of 17Morocco 14


Percentcorrect

Florida-USA 87Ontario-CAN 81Alberta-CAN 79Andalusia-ESP 62Quebec-CAN 59Dubai-UAE 48Abu Dhabi-UAE 42Maltese-MLT 23

-



Item 11: Studying the map key (continued)Variable Name: R021N11C



Incorrect Response:




•

•



Hong Kong-CHN 60Singapore 54Finland 53England-GBR 48United States 48Portugal 48Chinese Taipei-CHN 46Israel 45Northern Ireland-GBR 45Denmark 44Slovenia 43Czech Republic 43Canada 43Italy 42Russian Federation 42Croatia 40Ireland 40Poland 38New Zealand 38France 38Slovak Republic 36Australia 36Germany 34Netherlands 33International average 33Sweden 32Hungary 31Belgium (French)-BEL 30Austria 29Lithuania 29Romania 28Bulgaria 28Malta 27Trinidad and Tobago 26Spain 26Norway 25United Arab Emirates 20Qatar 18Georgia 13Oman 13Saudi Arabia 13Indonesia 12Colombia 11Iran, Islamic Rep. of 10Azerbaijan 8Morocco 3


Percentcorrect


Passage

DAY HIKING

Reading Purpose




Item 12: Reasons for choosing route

12. Use the map of Lookout Hill and the map key to plan a hike. Check which route you would choose.

_________ Bird Walk

_________ Lookout Station Hike

_________ Frog Creek Trail

_________ Lookout Hill Circle

Give two reasons from the leaflet why you chose this route.

1.

2.



Theresponseindicatestheselectionofarouteandprovidestworeasonsrelatedtothetextforchoosing the route. Note that the reasons must be appropriate for the chosen route or routes (e.g., “I like wildlife” would not be appropriate for the Lookout Station). Reasons may refer specificallytothetextinthemapkeyormayrefertofeaturesofthemap.

Example: Bird Walk. It is the easiest and shortest walk and you get to watch birds.

1 - Partial Comprehension• Theresponseindicatestheselectionofarouteandprovidesonlyonereasonforchoosingtheroute.-OR-

Itmayprovidetworeasonsthatessentiallyrefertothesamefeature. Example: Bird Walk. It takes two hours. It is the shortest.

0 - No Comprehension• Theresponsemayormaynotindicatetheselectionofaroute.Thereasonforchoosingthe

route is too general, vague, inaccurate, or not appropriate for the selection.



Item 12: Reasons for choosing route (continued)Variable Name: R021N12C





Student ResponsesPartially Correct Response:

Fly, Eagle, FlyAn African Tale

Retold by Christopher Gregorowski



Fly, Eagle, Fly

A farmer went out one day to search for a lost calf. The herders had returned without it the evening before. And that night there had been a terrible storm.

He went to the valley and searched by the riverbed, among the reeds, behind the rocks and in the rushing water.

He climbed the slopes of the high mountain with its rocky cliffs. He looked behind a large rock in case the calf had huddled there to escape the storm. And that was where he stopped. There, on a ledge of rock, was a most unusual sight. An eagle chick had hatched from its egg a day or two earlier, and had been blown from its nest by the terrible storm.

He reached out and cradled the chick in both hands. He would take it home and care for it.

He was almost home when the children ran out to meet him. “The calf came back by itself!” they shouted.



Fly, Eagle, Fly

The farmer was very pleased. He showed the eagle chick to his family, then placed it carefully in the chicken house among the hens and chicks.

“The eagle is the king of the birds,” he said, “but we shall train it to be a chicken.”



Fly, Eagle, Fly

So, the eagle lived among the chickens, learning their ways. As it grew, it began to look quite different from any chicken they had ever seen.

One day a friend dropped in for a visit. The friend saw the bird among the chickens.

“Hey! That is not a chicken. It’s an eagle!” The farmer smiled at him and said, “Of course it’s a chicken. Look—

it walks like a chicken, it eats like a chicken. It thinks like a chicken. Of course it’s a chicken.”

But the friend was not convinced. “I will show you that it is an eagle,” he said.

The farmer’s children helped his friend catch the bird. It was fairly heavy, but the farmer’s friend lifted it above his head and said, “You are not a chicken but an eagle. You belong not to the earth but to the sky. Fly, Eagle, fly!”

The bird stretched out its wings, looked about, saw the chickens feeding, and jumped down to scratch with them for food.

“I told you it was a chicken,” the farmer said, and he roared with laughter.



Fly, Eagle, Fly

Very early the next morning the farmer’s dogs began to bark. A voice was calling outside in the darkness. The farmer ran to the door. It was his friend again. “Give me another chance with the bird,” he begged.

“Do you know the time? It is long before dawn.”“Come with me. Fetch the bird.”Reluctantly, the farmer picked up the bird, which was fast asleep

among the chickens. The two men set off, disappearing into the darkness.“Where are we going?” asked the farmer sleepily.“To the mountains where you found the bird.”“And why at this ridiculous time of the night?” “So that our eagle may see the sun rise over the mountain and

follow it into the sky where it belongs.”They went into the valley and crossed the river, the friend leading

the way. “Hurry,” he said, “for the dawn will arrive before we do.”The first light crept into the sky as they began to climb the

mountain. The wispy clouds in the sky were pink at first, and then began to shimmer with a golden brilliance. Sometimes their path was dangerous as it clung to the side of the mountain, crossing narrow shelves of rock and taking them into dark crevices and out again. At last he said, “This will do.” He looked down the cliff and saw the ground thousands of feet below. They were very near the top.

Carefully, the friend carried the bird onto a ledge. He set it down so that it looked toward the east, and began talking to it. The farmer chuckled. “It talks only chicken-talk.”

But the friend talked on, telling the bird about the sun, how it gives life to the world, and how it reigns in the heavens, giving light to each new day. “Look at the sun, Eagle. And when it rises, rise with it. You belong to the sky, not to the earth.” At that moment the sun’s first rays shot out over the mountain, and suddenly the world was ablaze with light.



Fly, Eagle, Fly

The sun rose majestically. The great bird stretched out its wings to greet the sun and feel the warmth on its feathers. The farmer was quiet. The friend said, “You belong not to the earth, but to the sky. Fly, Eagle, fly!” He scrambled back to the farmer. All was silent. The eagle’s head stretched up, its wings stretched outwards, and its legs leaned forward as its claws clutched the rock.

Then, without really moving, feeling the updraft of a wind more powerful than any man or bird, the great eagle leaned forward and was swept upward higher and higher, lost to sight in the brightness of the rising sun, never again to live among the chickens.

Fly, Eagle, Fly by Christopher Gregorowski and illustrated by Niki Daly. Published by Simon and Schuster, New York. Text copyright © 2000 by Christopher Gregorowski and illustrations copyright © 2000 by Niki Daly. An effort has been made to obtain copyright permission.



Fly, Eagle, Fly





84

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 1: What farmer set out to look for

1. What did the farmer set out to look for at the beginning of the story?

A. a calf

B. herders

C. rocky cliffs

D. an eagle chick

Variable Name: R021E01M

Correct Response: A



Russian Federation 99Croatia 98Hong Kong-CHN 97Italy 96Finland 96Austria 96Northern Ireland-GBR 96Chinese Taipei-CHN 95Czech Republic 95Israel 95Germany 95Denmark 94Netherlands 94Slovenia 94Bulgaria 94Sweden 94Canada 94Lithuania 93Portugal 93Ireland 93France 93Georgia 93Singapore 92Azerbaijan 92Hungary 91Australia 91England-GBR 91New Zealand 91Slovak Republic 90Norway 90Poland 90United States 90International average 89Romania 88Belgium (French)-BEL 87Spain 86Iran, Islamic Rep. of 85Malta 84Indonesia 82Colombia 81Trinidad and Tobago 81United Arab Emirates 74Saudi Arabia 73Oman 72Qatar 71Morocco 52


Percentcorrect

Ontario-CAN 94Quebec-CAN 92Alberta-CAN 92Florida-USA 91Andalusia-ESP 87Maltese-MLT 84Dubai-UAE 81Abu Dhabi-UAE 71





85

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 2: Where farmer found eagle chick

2. Where did the farmer find the eagle chick?

A. in its nest

B. by the riverbed

C. on a ledge of rock

D. among the reeds


Correct Response: C



Russian Federation 90Chinese Taipei-CHN 87Northern Ireland-GBR 87Finland 86Denmark 86Hong Kong-CHN 86Netherlands 86Sweden 82Israel 82Germany 82Italy 81Hungary 81Bulgaria 80Ireland 79Croatia 79Slovenia 79Romania 78Canada 78Singapore 78Lithuania 78Austria 78Azerbaijan 78Georgia 77England-GBR 76United States 75France 74Portugal 74Australia 74Slovak Republic 74Poland 74International average 73Czech Republic 72Norway 72Spain 71New Zealand 70Colombia 66Belgium (French)-BEL 64Trinidad and Tobago 63Malta 62Iran, Islamic Rep. of 61United Arab Emirates 60Qatar 53Saudi Arabia 45Morocco 44Indonesia 43Oman 42


Percentcorrect

Florida-USA 78Quebec-CAN 78Ontario-CAN 77Alberta-CAN 74Andalusia-ESP 68Dubai-UAE 66Maltese-MLT 60Abu Dhabi-UAE 57





86

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 3: What shows farmer was careful

3. What in the story shows that the farmer was careful with the eagle chick?

A. He carried the eagle chick in both hands.

B. He brought the eagle chick to his family.

C. He put the eagle chick back in its nest.

D. He searched the riverbed for the eagle chick.


Correct Response: A



Northern Ireland-GBR 86Chinese Taipei-CHN 86Singapore 84Germany 83Austria 79United States 78Czech Republic 75Portugal 74Poland 74England-GBR 74Hungary 73Lithuania 73Slovak Republic 72Hong Kong-CHN 71Finland 71Israel 70Italy 70Australia 69Ireland 69Slovenia 68New Zealand 68Russian Federation 66France 66Trinidad and Tobago 66Canada 65Colombia 64Spain 64International average 64Malta 63Croatia 63Netherlands 60United Arab Emirates 57Azerbaijan 57Bulgaria 56Georgia 55Denmark 55Saudi Arabia 54Belgium (French)-BEL 54Indonesia 51Iran, Islamic Rep. of 50Qatar 47Romania 43Norway 42Sweden 38Oman 34Morocco 30


Percentcorrect

Florida-USA 79Alberta-CAN 70Ontario-CAN 67Andalusia-ESP 61Dubai-UAE 58Abu Dhabi-UAE 56Quebec-CAN 50Maltese-MLT 40





87

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 4: What farmer did with the chick

4. What did the farmer do with the eagle chick when he brought it home?

A. He taught it to fly.

B. He set it free.

C. He trained it to be a chicken.

D. He made a new nest for it.


Correct Response: C



Czech Republic 97Russian Federation 97Croatia 97Lithuania 97Germany 96Italy 96Denmark 96Sweden 95Hong Kong-CHN 95Slovak Republic 95Chinese Taipei-CHN 95Austria 95Northern Ireland-GBR 95Finland 95Norway 95Slovenia 94Hungary 93Netherlands 93Singapore 92Bulgaria 92France 92Ireland 92Canada 91Portugal 91England-GBR 91Poland 91Israel 89United States 89Georgia 88International average 88New Zealand 88Romania 88Belgium (French)-BEL 87Australia 87Spain 85Trinidad and Tobago 83Azerbaijan 82Malta 80Iran, Islamic Rep. of 80Colombia 79United Arab Emirates 74Saudi Arabia 70Oman 70Indonesia 66Qatar 64Morocco 58


Percentcorrect

Quebec-CAN 93Florida-USA 92Alberta-CAN 91Ontario-CAN 89Andalusia-ESP 86Maltese-MLT 81Dubai-UAE 81Abu Dhabi-UAE 70





•

----

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 5: Eagle chick behaved like a chicken

5. During the friend’s first visit, the eagle chick behaved like a chicken. Give two examples that show this.

1.

2.

Variable Name: R021E05C

SCORING2 - Complete Comprehension• Theresponseidentifiestwo ways that the eagle chick behaved like a chicken listed below.

Itwalks/moveslikeachicken.Iteats/pecksonthegroundforfoodlikeachicken.Itthinkslikeachicken.Itwon’tfly(returnstothechickensontheground).Itscratcheswiththechickens.

1 - Partial Comprehension• Theresponseidentifiesone way that the eagle chick behaved like a chicken listed above.

0 - No Comprehension

Theresponsedoesnotdescribeanyofthewayslistedabove.Itmayincludeonlyavagueorcircular description of how the eagle behaved.Examples:It acted like a chicken.It looked like one.It learned chicken ways.



Hong Kong-CHN 78Belgium (French)-BEL 77Singapore 74Israel 74Croatia 74Finland 73Denmark 72Hungary 72Northern Ireland-GBR 71Canada 70United States 69Ireland 68Netherlands 68Sweden 68Czech Republic 67Russian Federation 67Lithuania 67England-GBR 64Italy 64Germany 63Bulgaria 63Spain 62France 62Chinese Taipei-CHN 62Malta 58Austria 57International average 56New Zealand 56Slovak Republic 55Portugal 55Poland 55Australia 54Norway 50Slovenia 49Romania 49Trinidad and Tobago 46United Arab Emirates 39Iran, Islamic Rep. of 38Georgia 37Qatar 36Saudi Arabia 34Colombia 32Oman 27Azerbaijan 23Indonesia 20Morocco 11


Percentcorrect

Quebec-CAN 80Florida-USA 73Andalusia-ESP 69Alberta-CAN 66Ontario-CAN 66Maltese-MLT 55Dubai-UAE 46Abu Dhabi-UAE 37

-



Item 5: Eagle chick behaved like a chicken (continued)Variable Name: R021E05C



Incorrect Response:





90

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item6:Howfriendtriedmakingeaglefly

6. When the farmer’s friend first met the eagle, how did he try to make the eagle fly?

A. He lifted it above his head.

B. He set it on the ground.

C. He threw it in the air.

D. He brought it to the mountain.


Correct Response: A



Czech Republic 86Finland 84Northern Ireland-GBR 84Croatia 84Hong Kong-CHN 83Denmark 83Slovak Republic 80Lithuania 79Israel 78Sweden 78Italy 78Singapore 77Russian Federation 77Chinese Taipei-CHN 76Ireland 76Bulgaria 75England-GBR 75Hungary 75United States 74Poland 74Canada 74Germany 73Slovenia 73Netherlands 72Portugal 72France 70Austria 70Georgia 70Romania 70International average 70Norway 69Australia 67New Zealand 65Spain 65Iran, Islamic Rep. of 63Belgium (French)-BEL 61Malta 60Azerbaijan 60Trinidad and Tobago 59Colombia 55United Arab Emirates 55Qatar 53Saudi Arabia 52Oman 44Indonesia 44Morocco 35


Percentcorrect

Florida-USA 77Quebec-CAN 76Alberta-CAN 75Ontario-CAN 71Andalusia-ESP 67Dubai-UAE 61Maltese-MLT 60Abu Dhabi-UAE 51




•

•

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 7: Explanation of friend’s words

7. Explain what the farmer’s friend meant when he told the eagle, “You belong not to the earth but to the sky.”



Theresponseinterpretsthemeaningofbothpartsofthequote–“belongnottotheearth”and“belong to the sky” in terms of the story. Examples:It is supposed to be free in the sky and not stuck on the ground.That it was not a chicken who walked on the earth. It was an eagle and meant to fly.

1 - Partial Comprehension

Theresponseinterpretsonlythefirstorthesecondpartofthequote.

Example:That it was not a chicken. /It was an eagle. -OR-

Theresponsedescribestheliteralcontrastonly.Example:It was not a chicken but an eagle.

0 - No Comprehension• Theresponsemayprovideanexplanationofthequotethatisvagueorinaccurate,oritmay

provide a simple rephrasing of the quote itself.



Israel 66Hong Kong-CHN 63United States 62Sweden 62Netherlands 61Russian Federation 61England-GBR 60Croatia 60Hungary 58Finland 57Chinese Taipei-CHN 55Ireland 54Northern Ireland-GBR 53Slovak Republic 53Lithuania 52Canada 51New Zealand 51Italy 50Bulgaria 49Germany 48Singapore 48Poland 46Slovenia 44Denmark 43Czech Republic 42International average 42Australia 41Romania 39France 39Belgium (French)-BEL 38Norway 38Portugal 37Malta 36Georgia 35Austria 30Spain 30Trinidad and Tobago 25United Arab Emirates 24Iran, Islamic Rep. of 23Qatar 21Saudi Arabia 17Colombia 14Azerbaijan 13Oman 13Indonesia 9Morocco 6


Percentcorrect

Florida-USA 66Ontario-CAN 57Alberta-CAN 51Quebec-CAN 46Maltese-MLT 43Dubai-UAE 32Andalusia-ESP 30Abu Dhabi-UAE 23

•



Item 7: Explanation of friend’s words (continued)Variable Name: R021E07C



Incorrect Response:





93

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 8: Why farmer roared with laughter

8. Why did the farmer roar with laughter during his friend’s first visit?

A. The eagle was too heavy to fly.

B. The eagle was difficult to catch.

C. The eagle looked different from the chickens.

D. The eagle proved him right.


Correct Response: D



Hong Kong-CHN 72Russian Federation 68Northern Ireland-GBR 66Singapore 63Germany 62Croatia 59United States 59Finland 59England-GBR 59Austria 59Czech Republic 58Ireland 56Georgia 55Portugal 54Sweden 53Slovenia 53New Zealand 52Israel 52Canada 51France 51Poland 50Azerbaijan 50Italy 50Australia 50Spain 49Lithuania 48Slovak Republic 47International average 46Bulgaria 45Iran, Islamic Rep. of 45Chinese Taipei-CHN 44Netherlands 41Denmark 39Trinidad and Tobago 36Romania 34Malta 33Colombia 32Saudi Arabia 29Oman 28Qatar 27United Arab Emirates 25Hungary 25Norway 20Belgium (French)-BEL 20Indonesia 17Morocco 12


Percentcorrect






•

----

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 9: Eagle taken to the high mountains

9. Why did the farmer’s friend take the eagle to the high mountains to make it fly? Give two reasons.

1.

2.


SCORING2 - Complete Comprehension• Theresponseprovidestwo reasons related to the sun, the mountains as the eagle’s natural

habitat, or the mountain’s height in the sky. See the list of appropriate reasons below.Toseethesun(rise)/tofeelthewarmthofthesun/tofollowthesun.Tofeeltheupdraftofthewind.Tobeinitsnaturalhome/whereitbelongs/whereitwasfound.Togetitclosertothesky/togetithigher.

1 - Partial Comprehension• Theresponseprovidesone reason related to the sun, the mountains as the eagle’s natural

habitat, or the mountain’s height in the sky as listed above.

0 - No Comprehension• Theresponsemayprovideareasonformakingtheeaglefly,ratherthanareasonfortakingit

to the mountains.

Theresponsemayprovideareasonthatisvagueorinaccurate,oritmaysimplyrepeatpartofthe question. Examples:It made it easier to fly.To make it fly.



Singapore 31Hungary 30Israel 25Northern Ireland-GBR 24Hong Kong-CHN 24Canada 23Sweden 23England-GBR 22Denmark 21New Zealand 20United States 20Russian Federation 20Croatia 19Czech Republic 19Germany 19Ireland 19Finland 19Netherlands 19France 18Austria 18Slovenia 17Italy 17Chinese Taipei-CHN 17International average 17Lithuania 16Australia 16Georgia 16Slovak Republic 16Qatar 15Romania 15Portugal 14Poland 14Saudi Arabia 14Malta 13Norway 13Spain 13Belgium (French)-BEL 12Bulgaria 11Oman 11United Arab Emirates 10Iran, Islamic Rep. of 9Indonesia 9Azerbaijan 8Colombia 5Morocco 3Trinidad and Tobago —

Not applicable.


Percentcorrect

Alberta-CAN 25Ontario-CAN 24Quebec-CAN 21Florida-USA 20Maltese-MLT 16Dubai-UAE 13Andalusia-ESP 12Abu Dhabi-UAE 10

— Not applicable



Item 9: Eagle taken to the high mountains (continued)Variable Name: R021E09C


Incorrect Response:




•

•

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 10: Beautiful sky at dawn

10. Find and copy words that tell you how beautiful the sky was at dawn.



Theresponseprovidesanyofthewordsorphrasesinthelistbelow.Noteanyoftheunderlinedwordsaresufficientandotherpartsofthequotealsomaybe given. Ignore minor variations in phrasing from the text, as long as it is clear whatis intended.

The wispy clouds in the sky were pinkatfirst,thenbegantoshimmer with golden brilliance.The sun rose majestically.Thesun’sfirstraysshotoverthemountain,andsuddenlytheworldwasablaze with light.

Examples: Wispy pink clouds, Majestically, Golden brilliance, Ablaze with light


Theresponsedoesnotprovideanyofthewordsorphrasesinthelistabove.Theresponsemay repeat words from the question. Examples: Sunrise, Dawn, Beautiful



Hong Kong-CHN 89Singapore 80Portugal 76Russian Federation 76Northern Ireland-GBR 75Croatia 74England-GBR 73Georgia 71Ireland 71Israel 69Bulgaria 69Lithuania 68Canada 68United States 67New Zealand 67Hungary 67Australia 64Romania 64Finland 64Chinese Taipei-CHN 63Slovak Republic 61Slovenia 61Denmark 61Italy 59Germany 57International average 56Austria 56Poland 55Malta 53France 52Spain 51Sweden 48Netherlands 48Czech Republic 47Norway 46Trinidad and Tobago 46Iran, Islamic Rep. of 43United Arab Emirates 41Belgium (French)-BEL 39Saudi Arabia 35Colombia 32Qatar 31Indonesia 30Oman 30Azerbaijan 28Morocco 12


Percentcorrect

Ontario-CAN 69Alberta-CAN 69Florida-USA 69Quebec-CAN 62Andalusia-ESP 54Dubai-UAE 52Maltese-MLT 37Abu Dhabi-UAE 37



Item 10: Beautiful sky at dawn (continued)Variable Name: R021E10C


Incorrect Response:





98

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 11: Why sun rising was important

11. Why was the rising sun important to the story?

A. It awakened the eagle’s instinct to fly.

B. It reigned in the heavens.

C. It warmed the eagle’s feathers.

D. It provided light on the mountain paths.


Correct Response: A



Russian Federation 79Portugal 77Finland 74United States 73Ireland 72Northern Ireland-GBR 72Sweden 71Hong Kong-CHN 68Italy 68Lithuania 67Hungary 66England-GBR 66Slovak Republic 66Israel 65Bulgaria 65Romania 65Czech Republic 65Denmark 65Singapore 64Poland 63Netherlands 63Canada 63Azerbaijan 62Australia 62Slovenia 62New Zealand 60Croatia 58Georgia 58Spain 57International average 57Germany 55France 54Austria 53Malta 53Belgium (French)-BEL 51Trinidad and Tobago 51United Arab Emirates 44Chinese Taipei-CHN 44Colombia 37Indonesia 34Qatar 34Norway 33Iran, Islamic Rep. of 29Saudi Arabia 25Morocco 23Oman 23


Percentcorrect





•

•

Passage

FLY, EAGLE, FLY

Reading Purpose

Literary Experience



Item 12: What farmer’s friend was like

12. You learn what the farmer’s friend was like from the things he did.

Describe what the friend was like and give an example of what he did that shows this.


Theresponsedescribesoneplausiblecharactertrait(persistent,stubborn,nice,clever,friendly to animals, etc.). In addition, the response provides one example of the farmer’s friend’s actions that are evidence of the character trait.Example: He was determined. He kept trying to teach the eagle to fly.

1 - Partial Comprehension• Theresponseprovidesoneplausiblecharactertrait.-OR-

Theresponseprovidesoneexampleofthefriend’sactionsthatareevidenceofthefriend’scharacter.

Example: He is kind to animals.

0 - No Comprehension• Theresponsedoesnotprovideanappropriateoraccuratedescriptionofthefarmer’s

friend’s character, or provides a vague and general description that demonstrates limited comprehensionofthestorywithoutfurthertextualsupport.-OR-

• Theresponsemayincludesomeinformationfromthestorythathasnoconnectiontothedescription of the friend’s character.




Hong Kong-CHN 59Chinese Taipei-CHN 55Israel 50Russian Federation 50Singapore 48Ireland 46Croatia 45Italy 45England-GBR 44Austria 44Northern Ireland-GBR 43Czech Republic 42United States 42Slovak Republic 41Sweden 40Bulgaria 39Portugal 38Canada 38Lithuania 38Finland 38Denmark 37Hungary 35International average 29Poland 28Australia 25Romania 25Georgia 24New Zealand 23Spain 21Netherlands 20Colombia 19Belgium (French)-BEL 19Malta 18Iran, Islamic Rep. of 18Trinidad and Tobago 18France 17Norway 15Germany 14United Arab Emirates 14Slovenia 13Qatar 12Oman 7Azerbaijan 7Saudi Arabia 4Indonesia 3Morocco 1


Percentcorrect

Ontario-CAN 47Florida-USA 42Alberta-CAN 34Quebec-CAN 31Andalusia-ESP 30Dubai-UAE 20Maltese-MLT 17Abu Dhabi-UAE 12



Item 12: What farmer’s friend was like (continued)Variable Name: R021E12C



Incorrect Response:

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