Hampton Brown PreK-12 Catalog 2008-2009 - (Page 68) Grades 9–12 Edge Assessment Fundamentals Level A Level B Level C Assessments Handbooks • Cluster Tests • Unit Tests • Metacognitive and Affective Measures • Performance Assessments • Rubrics Name Date continued 16 Name Date continued HB0000557 UNIT 1: CHOICES Reading and Literary Analysis, HB0000556 15 Which line from the story shows how the author provides a physical description of a character? A B C D His face was unshaven, and his skin was like worn leather… * ‘‘All of this,’’ he said, gesturing to the world with open arms. ‘‘What did you do that for? You know he’s just going to waste it.’’ man and his question. 17 The narrator of “Turning” and Della in “The Gift” are both A B C curious. nervous. generous. * UNIT 1 D humorous. HB0000558 UNIT 1: CHOICES Every now and then, I still think about that old 18 Reading and Literary Analysis, Analysis What do the plots of “Turning” and “The Gift” have in common? A a fancy gift a lack of money * a sincere apology HB0000002u Directions: Questions 15–18 are about “Turning.” Read the selection. Then read each question and choose the best answer. If a person is responsible, it means the person B C UNIT 1 Turning “Is it going to turn again?” a groggy, yet gentle, voice called out as my friends and I strolled through a popular part of downtown. There were a lot of other people around, but I felt that the question was directed at me. I stopped and turned to face an old man. His face was unshaven, and his skin was like worn leather, but his eyes shone like two glowing crystals. He appeared to be homeless. “Excuse me?” I asked, feeling uneasy but curious. I thought he would eventually ask me for money, but his question interested me. “Is it going to turn again?” “Is what going to turn again?” I asked. “All of this,” he said, gesturing to the world with open arms. Although I was curious, this man was somewhat haunting—as though he were from another world. I wanted to shrink from the eyes that were watching A listens carefully. me, not just his, but my friends’ eyes, too. They were B insists on fairness. waiting for me to respond. What would my friends C feel if I think if I gave money to this guy? How would Ican be depended upon. * D is fun to spend time with. didn’t? “No one knows if the sun is going to rise tomorrow, son. You are young. You probably haven’t worked a day in your whole life, have you?” “I work. Part-time,” I responded. “Well, at least you’re honest,” he said. Honest? What did it mean to be honest in this situation? Did I have money in my pocket? Yes. Did I need it to survive? No. I knew I had a warm home to go to that night, but I wanted to use my money to have fun with my friends. “Can you spare some change, son? I don’t know if it’s going to turn tomorrow, but I’d like to eat something tonight.” There it was. The dreaded question. My hand was already in my pocket, grasping a five dollar bill. The man’s calm face called to me with millions of voices. I felt my friends’ eyes widen in surprise as I handed him the money. Before my friends and I had walked even ten feet, they began to question me. “What did you do that for? You know he’s just going to waste it.” “I don’t know,” I said. I didn’t feel particularly good about my decision. Is this man my responsibility? Who is responsible for him? Every now and then, I still think about that old man and his question: “Is it going to turn?” It sometimes Copyright © Hampton-Brown haunts me to think of how dependent we are on the sun rising and the world turning, and it’s scary to think of Edge.ASSMT.P6.indd 7 how little control we have over whether these things happen or not. D a show of strength 7 EDGE Level B 7/18/08 4:39:16 PM Level B Unit Test Copyright © Hampton-Brown 6 EDGE Level B Edge.ASSMT.P6.indd 6 7/18/08 4:39:14 PM Level B Cluster Test Cluster Tests for Weekly Progress Monitoring • Administered weekly, after completing each cluster, or pair, of selections • Allow for frequent progress monitoring and timely reteaching • Cover the week’s instruction: Key Vocabulary, Literary Analysis, and Comprehension • Reader Reflection, self-assessment for engaging students in their own reading and learning. 68 Unit Tests for Monthly Progress Monitoring • Administered monthly after completing a unit of instruction • Assess Reading and Literary Analysis as well as Grammar and Writing • Students apply key concepts and skills to new material and content • Include multiple-choice items, constructed response, and extended writing in response to a prompt • Familiarize students with state test formats
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