Anne Frank: The Diary of a Young Girl - Talent Development Secondary

Anne Frank:The Diary of a Young Girl

Standardized Reading Practice Test Package o

Student Team Literature

Anne Frank: The Diary of a Young Girl

Bantam Books, 1993

Standardized Reading Practice Test Package Information for Teachers

Students' Reproducible Version of Test (8 pages)

Teachers' Version of Test with correct answers shaded

The Johns Hopkins University, 2012

All Rights Reserved These materials were developed by the Talent Development Secondary Program of

The Center for Social Organization of Schools Permission is granted to copy and distribute reproducible pages only for classroom use.

Other reproductions without permission are prohibited. The Johns Hopkins University

C.S.O.S., 2701 N. Charles Street, Suite 300 Baltimore, Maryland 21218

? 2012 by Johns Hopkins Talent Development, All Rights Reserved These materials were developed by the Talent Development Secondary Program of

The Center for Social Organization of Schools The Johns Hopkins University, C.S.O.S., 2701 N. Charles Street, Suite 300, Baltimore, Maryland 21218 Permission is granted to copy and distribute reproducible pages only for classroom use. Other reproductions without

permission are prohibited. Cover photo:

D Student Team Literature Standardized Reading Practice Tests o Sfor Novels and Non-fiction Books

N A Purposes

Information for Teachers

M To provide periodic assessment of students' progress in reading comprehension and o reading vocabulary resulting from implementation of Student Team Literature t P To allow students to practice taking standardized tests within the context of the pieces

of literature they are reading, without interrupting instruction or "teaching to" a particular test

D L General Description

u E Format: A reproducible, consumable* multiple-choice test with teachers' answer key (see

details of each section inside).

p *Note: The tests may be treated as nonconsumables. Schools in which Scantron

machines (or other test grading machines) are available may determine that students should record answers on computer answer sheets, making the tests nonconsumable.

l Also, teachers may have students to record their responses on sheets of notebook i paper so that the test copies are reusable.

c Approximate Number of Test Items: 35 ate Approximate Amount of Time Needed for Completion: 60 minutes

Talent Development Secondary Program Johns Hopkins University 2012

Before Administering the Test

Print enough copies of the test for students to use. Decide in advance whether students are to stop at the end of each section of the Reading

Vocabulary test or if you prefer to allow students to complete the entire Reading Vocabulary test without interruption. Establish a quiet environment in which students can focus, and arrange the classroom in a

D way that facilitates privacy. Share with students: o S that the tests serve as practice in taking standardized tests and that the collective results will be discussed with them after the tests have been scored that their performance on the test will also let you, the teacher, know if their vocabulary A and comprehension skills are improving N the format of the tests and skills to be tested M During Testing o Inform students that they should refrain from talking to their classmates during testing. Review the directions and sample questions for each new section before students begin it. t P Do not assist students with items they find difficult. However, you may review the directions and sample questions a second time with individual students who require it. D L State the amount of time students will have to complete each of the two major sections (approximately 30 minutes). At the start of each section, post prominently the amount of time allotted, and change the posting every 10 to 15 minutes until the allotted time expires. u E Adhere closely to the suggested time frames for completion of each section. After Testing p Use the Breakdown of Test Questions on the last page of this document to record the l numbers of students who correctly responded to each item. This chart can serve as a tool i for determining the specific reading skills in which students need additional instruction and/or specific types of questions that must be focused upon during instruction. c Take note especially of the second and third Reading Vocabulary sections entitled "Recognition of Multiple Meaning Words" and "Defining Words in Context," which assess a reading skills that may not necessarily have been taught or reviewed in class. Return the graded tests to students and review each section with them. te When discussing questions in these sections, model aloud the reasoning process that leads to the selection of the correct answers.

Talent Development Secondary Program Johns Hopkins University 2012

Structure of Test Items

Section

Sub-Section

No. of Items

Skills Tested

Time Allotted*

Reading Vocabulary

Do S (20 items in all)

Word Recognition

10 (+ 1 sample

item)

Recognition of brief definitions of (or

synonyms for) randomly selected starred words

that appear in the Partner Discussion Guides for a particular

book

Identifying

A Correct Use of NMultiple-

Meaning

M Words

4-5 (+ 1 sample

item)

Recognition of different meanings of words found in the book students are reading

ot P Defining Words D L in Context

5-6 (+ 1 sample

item)

Use of context clues to define "unstarred"

words that appear on Vocabulary Lists of Partner Discussion Guides

u E Reading

Comprehension

plic (15 items in all)

3 reading selections, each followed

by 3 - 7 questions

(+ 1 sample item)

Recognition of implied meanings, completion of

graphic organizers, identification of main ideas, differentiating

between fact and opinion, recognizing figurative language, paraphrasing, drawing

conclusions, etc.

10 min. 10 min. 10 min. 30 min.

ate * Suggested times only

Talent Development Secondary Program Johns Hopkins University 2012

Do NotSDAuMpPlicLaEte

Student Team Literature Standardized Reading Practice Test

Class: ______________________________ Date administered: ________________

Reproducible Breakdown of Test Questions for Anne Frank: The Diary of a Young Girl

Reading Vocabulary: Indicate number of students who missed each question in the space provided.

Question Numbers: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1 19 20 Selecting definitions Multiple-meaning words Using context clues

Reading Comprehension

Question Numbers: S1 S2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

No. of students who missed this (sample question? questions)

Skills and Focus

Making inferences

x x

x

x x x

Close reading for detail

x x

x x

x x x

x x

Purpose/ motivation

x

Describing/ evaluating attitudes

x x

x x

Identifying mood

x

Identifying literary devices

x

Interpreting literary devices

x

Identifying main ideas

x

Compare and contrast

x x

Using graphic organizers

x x

Teacher's Notes:

Talent Development Secondary Program Johns Hopkins University 2012

Student Team Literature

Standardized Reading Practice Test

Anne Frank: The Diary of a Young Girl

(Bantam Paperbacks, 1993)

Reading Vocabulary

DIRECTIONS

DChoose the word that means the same, or about the same, as the underlined word. Circle the letter for the answer you have chosen. o S SAMPLE A Emigrated means A A vacationed NB moved to a different country C went into hiding M D became Dutch citizens

5. To be humane is to be A compassionate B ardent C coherent D greedy

6. Intuition is F school fees G insight not base on knowledge or logic H a payment to make up for hardship J anger over great injustice

o 1. Something trivial is t P A vague

B untrue C unimportant

D L D tedious

2. A superficial person is

u E F shallow

G strong H boisterous

p J shrewd

3. Clandestine means the same as

l A absurd i B ample c C exposed

D secret

a 4. An irrevocable decision is F explicit t G final e H hasty

7. A commotion is A a prediction B a tactless remark C a noisy disturbance D a promise that cannot be broken

8. Surpluses are F shortages of supplies G exuberant feelings H secondhand clothes J extra quantities

9. Insurmountable problems cannot be A overcome B counted C understood D ignored

10. An impeccable performance is F laborious G ingenious H flawed J perfect

J valid

Talent Development Secondary ? Johns Hopkins University, Baltimore, Maryland ? 2012

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