COMPREHENSION - Poway Unified School District
COMPREHENSION
WHAT?
Comprehension has come to be viewed as “the essence of reading” (Durkin, 1993). Reading comprehension is not a passive, receptive process but an active one that engages the reader. Reading in intentional thinking during which meaning is constructed through interactions between text and reader. Meaning resides in the intentional, problem solving, thinking processes of the reader that occur during an interchange with a text.
WHY?
Comprehension is critically important to the development of children’s reading skills and therefore their ability to obtain an education.
HOW?
Administration
When the student has finished reading a passage, remove the story and ask the child to retell the selection. Teacher judgment will need to be exercised in determining whether to use retelling, probed recall, or a combination of the two procedures to check comprehension
Scoring and Analysis
Follow the instruction provided on the Running Record or IRI form.
NARRATIVE RETELLING RUBRIC
6-Exceptional
( Includes all major events sequentially, most supporting details, and a theme statement
( Includes setting details, characters, and character traits
( Vocabulary and sentence structure math or exceed those in the selection
( Shows a high degree of coherence and completeness; has a “richness” or “liveliness”... a “knowing” of the selection
( May personalize retelling; may evaluate, make comparisons, offer alternate endings, or support own hypothesis
5-Strong
( Includes all major events sequentially, many support details, and a theme statement
( Includes setting, characters, and character traits
( Vocabulary and sentence structures are slightly simpler than the selection
( Shows a high degree of coherence and completeness; an understanding
( May add personal views on events, actions, or outcomes and may explain them; may offer alternatives for solutions
4-Capable
( Includes most major events, many in order, some supporting details; may include a theme statement or state a major problem
( Includes setting and main characters; may mention character traits
( Vocabulary and sentence structures are slightly simpler than the selection
( Show adequate coherence and completeness; a good summary
( May give personal comments about the selection or a part of the selection
3-Developing
( Includes most major events, though not necessarily in order; some supporting detail; may attempt a theme statement
( Includes setting and one or more characters
( Vocabulary and sentence structures are simpler than the selection; some vocabulary appears borrowed from the text; may add meaningful elaboration which was not in the selection
( Shows adequate coherence; a sketch
( May give personal comments about a part of the selection
2-Limited
( Includes a few major events and little supporting detail; may include some irrelevant supplementations
( Includes one or more characters
( Vocabulary and sentence structures are simpler than the selection
( Shows some degree of coherence, little completeness; a partial sketch
1-Emergent
( Includes few events, little or no supporting details
( Includes a character
( Sentence fragments, listing, some “hemming and hawing” and repeating may occur; there may be gaps in time between parts of the retelling
( A low degree of coherence; incomplete; meager attempt
0-No Response
( There (very rarely) may be no observable attempt
Benchmark Reading Progress Tests
Narrative: How Spider Got a
Thin Waist
Expository: Rosa Parks
Name_______________________________________________________________
Part A (Narrative)
This folktale from West Africa tells how spiders got their shape. Do you think the explanation for the spider’s thin waist will be scientifically correct? Why or why not?
Answers may vary.
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How Spider Got
a Thin Waist
retold by Joyce Cooper Arkhurst
from The Adventures of Spider: West African Folktales
Many dry seasons ago, before the oldest man in our village can remember, before the rain and the dry and the rain and the dry that any one of us can talk about to his children, Spider was a very big person. He did not look as he looks today, with his fat head and his fat body and his thin waist in between. Of course, he had two eyes and eight legs and he lived in a web. But none of him was thin. He was big and round, and his waistline was very fat indeed. Today, he is very different, as all of you know, and this is how it came to pass.
One day Spider was walking through the forest. It was early morning and he noticed an unusually pleasant smell. He wrinkled his nose and sniffed the wind. It was food! Goodness! He had almost forgotten. Today was the festival of the harvest. Every village in the big forest was preparing a feast. The women were cooking yams and cassava, and chicken with peanut-flavored sauce. There would be fish and peppers and rice boiling in the great pots over the fires.
Spider’s heart jumped for joy. His mouth watered. His eyes sparkled and he smiled brightly. Already he could taste the food on his tongue.
Now, of course, Spider had not done any of the work to deserve such a feast, and no one had invited him to come and eat. Spider had not planted yam or potato. He had not planted rice, nor gone to sea in a long boat to catch fish. For Spider did not like to work at all. All day he played in the sun or slept, and since it is not the custom to refuse food to anyone who comes to one’s door, he could eat very well by simply visiting all his friends. In fact, he ate more than they did.
Now Spider was right in the middle of the forest. Not far away there were two villages. Spider stood just in the middle, and the two were exactly the same distance away. Today each village would have a great feast.
“How lucky for me!” thought Spider.
But then he was puzzled. Since there were two dinners, he did not know which one he wanted to go to. That is, he did not know which would have the most to eat. So Spider sat under a breadfruit tree and thought and thought and thought. At last he had an idea! He could go to them both! Of course. Spider was so pleased with his good idea that he did a little dance right there and then.
But how could he know when the food was ready? He sat under the breadfruit tree again and thought and thought and thought. And then he had another idea. He did another little dance just because he was so brilliant. And then he did two things.
First, he called his eldest son, Kuma. He took a long rope and tied one end around his waist. The other end he gave to his son.
“Take this rope to the village on the East,” he said to Kuma. “When the food is ready, give the rope a hard pull, and I will know it is time for me to come and eat.”
And so Kuma went to the East village and took the end of the rope with him.
Then Spider called his youngest son, Kwaku. He took another long rope and tied it around his waist, just below the first one.
“Kwaku, take this rope to the village on the West,” he said, “and when the food is all cooked, pull very hard on it. Then I will come and have my fill.”
My friends, can you imagine what happened? I don’t think so, so I will tell you. The people in the East village and the people in the West village had their dinners at exactly the same time. So, of course, Kuma and Kwaku pulled on both of the ropes at the same time. Kuma pulled to the East and Kwaku pulled to the West. The ropes got tighter and tighter. Poor, greedy Spider was caught in the middle. He could go neither east nor west, nor left nor right.
Kuma and Kwaku could not understand why their father did not come, and they pulled harder all the time. And something was happening to Spider. The ropes squeezed tighter and tighter and his waist got thinner and thinner. Kuma and Kwaku waited until all the food was eaten. Then they came to look for their father.
When they found him, he looked very different. His waistline was thinner than a needle! Spider never grew fat again. He stayed the same until today. He has a big head and a big body, and a tiny little waist in between.
Read the questions and write your answers on the lines. You may look back at the story to help you with your answers.
1. Why were the villages having a festival?
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2. Why did Spider tie ropes around his waist?
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3. What happened to Spider when the ropes were pulled?
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4. How would you describe Spider’s character? How did Spider show what kind of character he is?
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5. What is the message of this story, or what lesson does it teach?
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Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the story to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What happened to Spider as he walked through the forest in the early morning?
a. He smelled food being cooked.
b. His mouth began to water.
c. He became very happy.
d. He saw the people begin to eat.
7. Why didn’t the villagers invite Spider to the festival?
a. They forgot to invite him.
b. He did not deserve to be invited.
c. He did not do any of the work.
d. They thought he was eating with his sons.
8. Why did Spider usually eat well?
a. Spider’s sons shared their food with him.
b. Spider caught all the food he needed in his web.
c. Spider’s friends fed him when he visited them.
d. Spider worked very hard.
9. Who had the idea of using the ropes?
a. Spider
b. Kuma
c. Kwaku
d. The story does not tell who had the idea
10. Why didn’t Spider’s plan work the way he expected it to?
a. Spider’s sons decided to eat all the food themselves.
b. The feasts in the two villages began at the same time.
c. The ropes got tangled in tree branches in the forest.
d. The people in the villages did not invite them.
Score for Items 6-10_____
20
Thinking About What I Read
How did you help yourself understand this?
( I thought about what I already knew about the topic or story.
(Background Knowledge)
( I made a picture in my mind. (Visualizing)
( I remembered a similar experience or story.
(Making Connections)
( I asked myself questions as I read. (Questioning)
( I thought about what was important.
(Determining Importance)
Tell what you did to help you understand by giving examples from the story.
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BENCHMARK PROGRESS TEST RECORD
Teacher Directions (Grade 4)
Student ___________________________________________ Date ______________
|TEST SUMMARY |
|Part A (Narrative) |(20) ------------- | |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|Part B (Expository) (from Elliot’s Extraordinary Cookbook by Christina Bjork) |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|TOTAL RAW SCORES |Reading _____ |Writing _____ |
CONVERSION SCALES
Enter total raw scores on the scales below.
Reading
raw score
0 10 20 30 40 50 60 70 80
| | | | | | | | |
0 12.5 25 37.5 50 62.5 75 87.5 100
percent
Reading Grade Level Estimate
On or Above Grade Level 70% - 100%
Near Grade Level 60% - 69%
Below Grade Level 0% - 59%
Read the questions and write your answers on the lines. You may look back at the story to help you with your answers.
1. Why were the villages having a festival?
|Score |o |1 |2 |3 |4 |
|Criterion |No answer or |Mentions some idea of a |States that it was a |States generally that it |States specifically that it|
| |illegible |special event and/or |special event but omits the|was a special event but |was a harvest festival |
| | |harvest, but response is |harvest idea and includes |does not mention the | |
| | |incomplete or partially |irrelevant or incorrect |harvest | |
| | |incorrect |information | | |
|Sample Answer | |Because they planted the |It is a tradition to have a|It was a special day they|Because they were |
| | |yam. |festival in most villages |had every year. |celebrating the harvest |
| | | |he went to. | |time |
2. Why did Spider tie ropes around his waist?
|Score |o |1 |2 |3 |4 |
|Criterion |No answer or |States the basic reason for |Conveys part of the idea |States or implies the |Mentions both that the |
| |illegible |the ropes, but the answer is|behind the ropes, but the |purpose of the ropes but |ropes were to be a signal |
| | |incomplete or partially |answer is too general or |doesn’t describe the |of where the food would be |
| | |incorrect. |ambiguous. |process to be used. |and how the procedure would|
| | | | | |work. |
|Sample Answer | |So he could get food. |To tell where to go. |So he knows where to go |So when the food was done |
| | | | |to eat. |his sons could let him know|
| | | | | |that way by pulling. |
3. What happened to Spider when the ropes were pulled?
|Score |o |1 |2 |3 |4 |
|Criterion |No answer or |Gives a response that |States an actual outcome |States that he got |States clearly that as his |
| |illegible |indicates some |from pulling on the ropes |thinner or describes some|sons pulled at the same |
| | |understanding of the |but also states some |other change |time, Spider’s waist go |
| | |outcome, but the response |ambiguous or incorrect | |thinner, or describes other|
| | |is ambiguous or only |information | |changes in his appearance |
| | |partially factual | | | |
|Sample Answer | |He got stuck there. |His waist got too thin so |He got squeezed by the |His waist got very small as|
| | | |the sons pulled harder on |rope. |they pulled. |
| | | |the rope. | | |
4. How would you describe Spider’s character? How did Spider show what kind
of character he is?
|Score |o |1 |2 |3 |4 |
|Criterion |No answer or |Mentions one or more |States one or more accurate|States at least one |States one or more accurate|
| |illegible |accurate traits or |traits or describes how |accurate trait and offers|character traits (lazy, |
| | |describes how the trait |Spider demonstrates the |a weak example of how the|selfish, greedy) and tells |
| | |was demonstrated. |trait |trait is demonstrated |how Spider demonstrates |
| | |Contains incorrect | | |this trait. States no |
| | |information or an | | |inaccurate information |
| | |ambiguous or irrelevant | | | |
| | |example | | | |
|Sample Answer | |He likes food because he |He was very selfish and a |He was very selfish. He |He was very lazy. He slept|
| | |was always looking for |hog. |went to his friends house|all the time and didn’t |
| | |some. | |all the time. |plant any food himself. |
5. What is the message of this story, or what lesson does it teach?
|Score |o |1 |2 |3 |4 |
|Criterion |No answer or |States a lesson that is |States a narrow, ambiguous,|States a reasonable |Clearly states a reasonable|
| |illegible |related to the story |or overly concrete lesson |lesson but does not |message concerning greed, |
| | |details but that is not a | |elaborate |selfishness, getting what |
| | |logical lesson to draw | | |is deserved, or any other |
| | | | | |logical lesson |
|Sample Answer | |Don’t use ropes. |Go to a feast only if you |Don’t be so lazy. |If you are greedy, bad |
| | | |live there. | |things might happen to you.|
Rubric Score for Items 1-5_____
20
Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the story to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What happened to Spider as he walked through the forest in the early morning?
a. He smelled food being cooked.
b. His mouth began to water.
c. He became very happy.
d. He saw the people begin to eat.
7. Why didn’t the villagers invite Spider to the festival?
a. They forgot to invite him.
b. He did not deserve to be invited.
c. He did not do any of the work.
d. They thought he was eating with his sons.
8. Why did Spider usually eat well?
a. Spider’s sons shared their food with him.
b. Spider caught all the food he needed in his web.
c. Spider’s friends fed him when he visited them.
d. Spider worked very hard.
9. Who had the idea of using the ropes?
a. Spider
b. Kuma
c. Kwaku
d. The story does not tell who had the idea
10. Why didn’t Spider’s plan work the way he expected it to?
a. Spider’s sons decided to eat all the food themselves.
b. The feasts in the two villages began at the same time.
c. The ropes got tangled in tree branches in the forest.
d. The people in the villages did not invite them.
Score for Items 6-10_____
20
Name_______________________________________________________________
Part B (Expository)
Rosa Parks did something to change the laws about how black people are treated in the United States. Write two questions you have about what she did or about how the laws changed.
Answers may vary.
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from Rosa Parks
--by Eloise Greenfield--
Mrs. Park’s fight against discrimination began in Montgomery, Alabama, in 1955. At that time, there were laws throughout the South, known as Jim Crow laws, that discriminated against blacks. In Montgomery, there were specific laws that said that a black person was only allowed to ride in the back section of a public bus.
Mrs. Park’s refusal to give up her seat began a protest that changed history. The peaceful protest organized by the Montgomery Improvement Association led the way for civil rights actions all over the South. And on December 13, 1956, as a result of the court cases and protests that began with Mrs. Parks, the United States Supreme Court ruled that the law requiring segregation on public buses was unconstitutional. -D.S.S.
On Thursday evening, December 1, 1955, Mrs. Parks left work and started home. She was tired. Her shoulders ached from bending over the sewing machine all day. “Today I’ll ride the bus,” she thought.
She got on and sat in the first seat for blacks, right behind the white section. After a few stops the seats were filled. A white man got on. He looked for an empty seat. Then he looked at the driver. The driver came over to Mrs. Parks.
“You have to get up,” he said.
All of a sudden Mrs. Parks knew she was not going to give up her seat. It was not fair. She had paid her money just as the man had. This time she was not going to move.
“No,” she said softly.
“You’d better get up, or I’ll call the police,” the driver said.
It was quiet on the bus now. Everyone stopped talking and watched. Still Mrs. Parks did not move.
“Are you doing to get up?”
“No,” she repeated.
The driver left the bus and returned with two policemen.
“You’re under arrest,” they told her.
Mrs. Parks walked off the bus. The policemen put her in their car and drove to the police station. One policeman stuck a camera in her face and took her picture. Another took her fingerprints. Then she was locked in a cell.
Mrs. Parks felt very bad, sitting in that little room with iron bars. But she did not cry. She was a religious woman, and she thought of her faith in God. She said a silent prayer. Then she waited.
Someone who had seen Mrs. Parks arrested called Edgar Daniel Nixon of the NAACP. Mr. Nixon went right away to the police station and posted a hundred dollar bond for Mrs. Parks. This meant that she could leave, but that she promised to go to court on Monday for her trial.
Mrs. Parks left the police station. She had been locked up for two and a half hours. At her apartment Mrs. Parks, her husband, Mr. Nixon, and Fred Gray, a lawyer, talked about what had happened. They thought they saw a way to solve the problem of the buses.
Mr. Gray would go into court with Mrs. Parks. He would prove that the bus company was not obeying the United States Constitution. The Constitution is an important paper that was written by the men who started the United States. It says that all the citizens of the United States must be treated fairly.
The next morning Mrs. Parks went to her job as usual. Her employer was surprised to see her. He had read about her arrest in the newspaper, and he thought she would be too upset to come in. Some of the white workers gave Mrs. Parks mean looks and would not speak to her. But she went on with her work.
That night Mrs. Parks met with a group of ministers and other black leaders of the city. Dr. Martin Luther King was one of the ministers. The black men and women of Montgomery were angry again. But this time they knew what to do.
“If the bus company won’t treat us courteously,” one leader said, “we won’t spend our money to ride the buses. We’ll walk!”
After the meeting some of the people printed little sheets of paper. These sheets of paper, called leaflets, said, “DON’T RIDE THE BUS TO WORK, TO TOWN, TO SCHOOL, OR ANYWHERE, MONDAY, DECEMBER 5.” They also invited people to a church meeting on Monday night. The leaflets were left everywhere--in mail boxes, on porches, in drugstores.
On Sunday morning black ministers all over the city preached about Mrs. Parks in their churches. Dr. King preached from his pulpit at the Dexter Avenue Baptist Church.
The preachers said, “Brothers and sisters, if you don’t like what happened to Mrs. Parks and what has been happening to us all these years, do something about it. Walk!”
And the people said, “Amen. We’ll walk.”
On Monday morning, no one was riding the buses. There were many people on the street, but everyone was walking. They were cheering because the buses were empty.
Mrs. Parks got up early that morning. She went to court with her lawyer for her trial. The judge found her guilty. But she and her lawyer did not agree with him. Her lawyer said, “We’ll get a higher court to decide. If we have to, we’ll take the case to the highest court in the United States.”
That night thousands of people went to the church meeting. There were so many people that most of them had to stand outside and listen through a loudspeaker.
First there was a prayer. Then Mrs. Parks was introduced. She stood up slowly. The audience rose to its feet and clapped and cheered. After Mrs. Parks sat down, several ministers gave their speeches. Finally Dr. Martin Luther King started to speak.
“We are tired,” he said.
“Yes, Lord,” the crowd answered.
“We are tired of being kicked around,” he said.
“Yes, Lord,” they answered.
“We’re not going to be kicked around anymore,” Dr. King said. “We walked one day. Now we are going to have a real protest. We are going to keep walking until the bus company gives us fair treatment.”
After Dr. King finished speaking, the Montgomery Improvement Association was formed to plan the protest. Dr. King was made president.
Then there was hymn singing and hand clapping. The people went home feeling good. All that walking was not going to be easy, but they knew they could do it.
Read the questions and write your answers on the lines. You may look back at the selection to help you with your answers.
1. Why did the bus driver tell Mrs. Parks she had to get up?
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2. Why did Mrs. Parks stay in her seat?
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3. What happened when the police came?
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4. What did Mrs. Park’s lawyer want to prove in court?
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5. What did the leaders of the protest want from the bus company?
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Rubric Score for Items 1-5 _____
20
Read the questions and fill in the circles next to your answers. For each question, one, two, or three answers could be correct. You may look back at the selection to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What was Mrs. Park’s reaction when she was locked up in a jail cell?
a. She felt very bad.
b. She cried.
c. She remembered her faith in God.
d. She vowed to get even with the police.
7. What part of the United States Constitution was the bus company not obeying?
a. All citizens have a right to vote.
b. All citizens should have to pay a bond to get out of jail.
c. All citizens must be treated fairly.
d. Everyone has a right to ride on public buses.
8. How did the people of Montgomery know they should stop riding the bus?
a. Leaflets were printed and passed out.
b. There was an announcement in the schools.
c. Ministers spoke to them at church.
d. The police made an announcement.
9. What happened when the judge found Mrs. Parks guilty?
a. She and her lawyer did not agree with the judge.
b. She and her lawyer decided to go to a higher court.
c. The judge said she could not ride on the bus for a year.
d. She had to pay a large fine.
10. How did people feel after the church meeting with Martin Luther King?
a. They felt there was hope.
b. They were worried that the walking would be hard.
c. They were determined to get fair treatment.
d. They felt that Mrs. Parks should go to jail.
Score for Items 6-10_____
20
Thinking About What I Read
How did you help yourself understand this?
( I thought about what I already knew about the topic or story.
(Background Knowledge)
( I made a picture in my mind. (Visualizing)
( I remembered a similar experience or story.
(Making Connections)
( I asked myself questions as I read. (Questioning)
( I thought about what was important.
(Determining Importance)
Tell what you did to help you understand by giving examples from the story.
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BENCHMARK PROGRESS TEST RECORD
Teacher Directions
Student ___________________________________________ Date ______________
|TEST SUMMARY |
|Part A (Narrative) |(20) ------------- | |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|Part B (Expository) (from Elliot’s Extraordinary Cookbook by Christina Bjork) |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|TOTAL RAW SCORES |Reading _____ |Writing _____ |
CONVERSION SCALES
Enter total raw scores on the scales below.
Reading
raw score
0 10 20 30 40 50 60 70 80
| | | | | | | | |
0 12.5 25 37.5 50 62.5 75 87.5 100
percent
Reading Grade Level Estimate
On or Above Grade Level 70% - 100%
Near Grade Level 60% - 69%
Below Grade Level 0% - 59%
Read the questions and write your answers on the lines. You may look back at the selection to help you with your answers.
1. Why did the bus driver tell Mrs. Parks she had to get up?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Responds to some aspect of |The response is partially |Gives a generally correct|Clearly states that the |
| |answer |the question but misses the |correct but vague or |explanation that implies |driver told Mrs. Parks to |
| | |main idea |incomplete |understanding of the |get up because there were |
| | | | |question |no seats left for the man |
|Sample Answer | |Because of the man and Mrs. |Because she was black and |The bus was crowd and |Cause there were no seats |
| | |Parks should get up. |it was a seat only for |someone wants her seat. |left for the white man |
| | | |whites. | | |
2. Why did Mrs. Parks stay in her seat?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Response is somewhat related|States a single concrete |Response is adequate and |Clearly states some of the |
| |answer |to the topic but does not |explanation |reflects understanding of|essential elements of Mrs. |
| | |answer the question | |an important underlying |Park’s decision: she had |
| | | | |reason |paid, the seat was in a |
| | | | | |section that she should |
| | | | | |have been able to sit in, |
| | | | | |she was tired, she thought |
| | | | | |she should have rights |
| | | | | |also, and it was not fair |
| | | | | |treatment |
|Sample Answer | |She was mad at the men. |She was tired after work |She was brave or She had |Because it was not fair and|
| | | |and wanted to sit. |rights. |she had a seat in the Black|
| | | | | |part also. |
3. What happened when the police came?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Response is related to the|Response may detail events |Response implies |States clearly the main |
| |answer |topic but does not answer |before or after the arrest |understanding of main |consequence, that she was |
| | |the question |but does not include the |consequence. Answer may |taken into custody or |
| | | |arrest itself |consider aspects or |arrested |
| | | | |consequences of the | |
| | | | |arrest. | |
|Sample Answer | |She just sat there. |They took a picture of her.|Her lawyer took her out |Mrs. Parks got herself |
| | | | |of jail. |arrested. |
4. What did Mrs. Park’s lawyer want to prove in court?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Suggests that Mrs. park’s |Provides a sketchy or |Response implies |Clearly explains that the |
| |answer |rights were violated but |incomplete explanation and |understanding of the |lawyer wanted to show that |
| | |response does not answer |some indication of the |principle involved. |the bus company policy |
| | |the question. |unfairness of the rules. |Indirectly states that |violated the Constitution |
| | | | |the bus company rules | |
| | | | |were unconstitutional. | |
|Sample Answer | |The bus drivers should not|That this was not all fair.|The bus rules were wrong.|The company was not doing |
| | |be like they are. | | |things the way of the |
| | | | | |Constitution. |
5. What did the leaders of the protest want from the bus company?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Response is somewhat |Makes a partially correct |Response implies |Clearly states the idea |
| |answer |related to the desired |generalization that is too |understanding of targeted|that they wanted fair or |
| | |outcome but does not |general or narrow for the |outcome without exploring|equal treatment as a |
| | |answer the question. |question posed. Response |the themes of fairness or|result. |
| | | |may be vague or incomplete.|equal treatment. | |
|Sample Answer | |To set anywhere they want.|To not be judged by the |To get more respect. |They want to be treated |
| | | |color of their skin but by | |like every person and with |
| | | |their character. | |fairness. |
Rubric Score for Items 1-5_____
20
Read the questions and fill in the circles next to your answers. For each question, one, two, or three answers could be correct. You may look back at the selection to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What was Mrs. Park’s reaction when she was locked up in a jail cell?
a. She felt very bad.
b. She cried.
c. She remembered her faith in God.
d. She vowed to get even with the police.
7. What part of the United States Constitution was the bus company not obeying?
a. All citizens have a right to vote.
b. All citizens should have to pay a bond to get out of jail.
c. All citizens must be treated fairly.
d. Everyone has a right to ride on public buses.
8. How did the people of Montgomery know they should stop riding the bus?
a. Leaflets were printed and passed out.
b. There was an announcement in the schools.
c. Ministers spoke to them at church.
d. The police made an announcement.
9. What happened when the judge found Mrs. Parks guilty?
a. She and her lawyer did not agree with the judge.
b. She and her lawyer decided to go to a higher court.
c. The judge said she could not ride on the bus for a year.
d. She had to pay a large fine.
10. How did people feel after the church meeting with Martin Luther King?
a. They felt there was hope.
b. They were worried that the walking would be hard.
c. They were determined to get fair treatment.
d. They felt that Mrs. Parks should go to jail.
Score for Items 6-10_____
20
Benchmark Reading Progress Tests
Narrative: The Two Foolish Cats
Expository: Dogs at Work
Name_______________________________________________________________
Part A (Narrative)
Big Daizo and Little Suki go hunting together, but they accuse each other of being stubborn and greedy. What do you think might happen to these foolish cats?
Answers may vary.
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The Two
Foolish Cats
--by Yoshiko Uchida --
Long ago, at the edge of a dark pine forest in Japan, there lived two cats named Daizo and Suki. Because Daizo was big and fierce and had seven toes on each paw, he was called Big Daizo. Because Suki was small and skinny, he was called
Little Suki.
When the field mice saw Big Daizo swishing his tail and stalking through the tall grass, they ran to hid in their tiny holes. They were afraid of Big Daizo, for they knew he could pounce on them with his seven-toed paws and swallow them in one
gulp for dinner.
The birds of the forest were afraid of Little Suki, for they knew that if he caught them, he would surely gobble them down in a minute.
The two cats got on quite well and hunted together each day in the meadows and streams. One spring morning when the snow had melted from the mountains and the meadows were turning green, they went out to catch some field mice for breakfast. They hunched low in the tall grass, waiting and watching, silent and still.
But the field mice saw the two cats waiting for them.
“Not for anything will we go out today,” they whispered, and they huddled safe in their cozy nests.
Soon Little Suki grumbled, “Those field mice are never coming out. Let’s go catch some fish instead.”
So the two cats raced as fast as they could to the stream at the edge of the meadow.
Big Daizo plunged first into the icy water. SPLATT! SPLASH! He pounced on a silvery trout. But the fish was much too fast for him. It shimmered and slipped away swiftly down the mountain stream.
“You are much too slow,” Little Suki scoffed. “You must be quick and clever like me. Watch!”
And Little Suki jumped into the stream, his sharp claws spread, his whiskers twitching. SPLATT! SPLASH! He pounced, quick as lightning. But today, the speckled trout were too fast even for him.
“You’re not so fast after all,” Big Daizo complained. “You didn’t catch a single fish.”
“Well, neither did you,” Little Suki hissed.
“Eowrrrrr,” the cats growled, glaring at each other.
They sat at the edge of the stream, wet and hungry. Just when they had decided to give up and go home, they saw two rice cakes in the tall reeds nearby. One was big and plump, but the other was very small.
“Look!” Little Suki shouted. And because he was faster, he got to the rice cakes first.
“I’ll take the big one,” he said, “because I’m small and skinny and need more food to grow on.”
“Oh no you don’t!” Big Daizo hissed. “I should have the biggest rice cake because I need more food than you do. Gibe it to me at once!”
“No!” Little Suki shouted. “The big one is mine!”
“You are not only skinny and scrawny,” Big Daizo screeched, “you are stubborn and greedy as well!”
Soon the two cats were snarling and spitting at each other. They clawed and scratched, they hissed and yowled, and they chased each other around and around the trees.
The field mice looked out from their holes and watched the cats fight.
“Banzai! Hooray!” they squealed. “Maybe they will eat each other up and leave us alone.”
The blue jays and mocking birds flew down to see what the racket was all about.
“Look! Look!” they cried. “The two cats are fighting. They are so greedy and stubborn, they will never stop.”
Soon the old badger hurried out from the forest.
“Stop your yowling and screeching,” he scolded. “You are making so much noise, you will awaken the Thunder God in the sky, and then he will tilt the rain barrels and pour rain on all our heads!”
Since Big Daizo and Little Suki were growing weary, they stopped snarling long enough to tell the badger about the two rice cakes.
“All that racket over two silly rice cakes?” the old badger asked. “Go find the old monkey of the mountain,” he told the cats. “He is clever and wise and he will settle your quarrel. He will see that you get equal shares.”
“That is a fine idea,” the two cats agreed, for by now they wanted to stop fighting and eat their rice cakes.
So Big Daizo and Little Suki hurried through the pine forest, heading toward the mountain where the wise old monkey lived. They followed curving paths that would through the trees. They climbed over longs and under curtains of moss. They crossed a marsh and scrambled through thick vines. Finally, they stopped for a drink at a deep mountain pool.
“Garrump. . . garrump . . .” the great frog who guarded the pool called out to them. “What bring you cats to my mountain pool?”
“We are going to see the wise old monkey of the mountain,” they explained. “Tell us, are we almost there?”
“You must go up and up and around and over, and then up and up somemore,” the frog garrumped.
So the two cats hurried on. Up and up and around and over, and up and up some more.
At last they passed through a grove of bamboo and reached the top of the mountain. And there was the wise old monkey, sitting on a tree branch, having a cup of tea.
The two cats held up their rice cakes and both began to talk at once.
“Stop! One at a time!” the old monkey scolded. So Big Daizo held up the small rice cake and told the monkey why he should have the big one. And Little Suki held up the big rice cake and told why he deserved to keep it.
“Ah hah, ah hah,” the old monkey said, stroking his chin. “I see your problem and I will solve it for you.”
“Thank you. Mr. Monkey,” the two cats purred. “We knew you were wiser than anyone in the forest.”
The old monkey disappeared into his house and soon returned with a pair of tiny scales. He put one rice cake on each side of the scale, but of course, they did not balance.
“Ah, hah, ha hah,” the monkey said. “I can soon fix that.”
And he quickly took a bite from the larger rice cake.
“Now,” he said, “they should both be equal.”
But he had eaten too much, and now the smaller rice cake was heavier.
“Ah hah, ha hah, I can soon fix that,” the old monkey said. And this time he took a bit from the smaller rice cake.
But of course he had again eaten too much. “Ah hah, ha hah, I shall soon fix that,” the old monkey said once more, and he took still another bite.
“Ah . . .er . . .uh . . Mr. Wise Monkey sir,” Big Daizo said, twitching his whiskers. “Don’t you think you have taken quite enough from each rice cake?”
“Yes, yes,” Little Suki agreed. “Surely they must be equal by now.”
But the clever old monkey paid no attention to the cats. He just went right on, weighing and munching, weighing and munching, until at least he had eaten up both rice cakes.
Then he looked slyly at the two cats and said, “Well, your rice cakes are no equally gone. I told you I would stop your quarreling and indeed I have. For now there is nothing left for you to quarrel about.”
And with a quick flick of his tail, the old monkey took his tiny scales and disappeared into his house.
“Eowrrr . . .” Big Daizo wailed. “I feel foolishly stupid.”
And Little Suki wailed, “Eowrrr . . .I feel stupidly foolish.”
Above their heads the blue jays laughed and the mockingbirds mocked, “Silleeeee cats! Fooooolish cats!” And they flew through the forest telling everyone the tale of the two foolish cats.
When the old badger heard them, he roared with laughter.
“Ha ha, ha ha!
Ho, ho, ho ho!
What foolish cats!
Their rice cakes are gone!”
When the mice in the meadow heard the tale, they scrambled out of their holes and danced with joy.
“Ha ha, ho ho,
Ha ha, hee hee,” they sang.
“The wise old monkey fooled Daizo and Suki!”
As Big Daizo and Little Suki slunk home quietly, they heard the sounds of laughter echoing all through the forest and fields and far out into the starry skies.
And ever since that day, the two cats never quarreled again, but lived peacefully together at the edge of the dark pine forest.
Read the questions and write your answers on the lines. You may look back at the story to help you with your answers.
1. Why did the cats begin to fight?
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2. Why did the badger tell the cats to stop fighting?
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3. Why did the cats agree to go see the old monkey of the mountain?
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4. How did the monkey make sure that the two cats got equal shares?
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5. What lesson did the two cats learn?
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Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the story to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. Why did Little Suki want the big rice cake?
a. He was skinny and needed more food to grow on.
b. He was hungry and selfish.
c. He was greedy.
d. He thought it would not be good for Big Daizo.
7. Who was bothered by the cats’ fighting?
a. the badger
b. the field mice
c. the blue jays and mockingbirds
d. the old monkey
8. How were Big Daizo and Little Suki alike?
a. They were both skinny.
b. They both liked rice cakes.
c. They both were greedy.
d. They both ran very fast.
9. How could you tell that the monkey was playing a trick on the cats?
a. He told the cats strange jokes.
b. He kept eating the rice cakes.
c. He ignored the cats when they asked him to stop eating the cakes.
d. He laughed at the cats.
10. Why did Little Suki and Big Daizo feel foolish at the end of the story?
a. All the other animals were laughing at them.
b. They realized that because they were greedy, they had nothing to eat.
c. They learned that they should not hunt other animals.
d. They had fallen into the trout stream.
Thinking About What I Read
How did you help yourself understand this?
( I thought about what I already knew about the topic or story.
(Background Knowledge)
( I made a picture in my mind. (Visualizing)
( I remembered a similar experience or story.
(Making Connections)
( I asked myself questions as I read. (Questioning)
( I thought about what was important.
(Determining Importance)
Tell what you did to help you understand by giving examples from the story.
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BENCHMARK PROGRESS TEST RECORD
Teacher Directions
Student ___________________________________________ Date ______________
|TEST SUMMARY |
|Part A (Narrative) |(20) ------------- | |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|Part B (Expository) (from Elliot’s Extraordinary Cookbook by Christina Bjork) |
|( Comprehension (open-ended) |(20) ------------- | |
|( Comprehension (multiple-choice) |(20) ------------- | |
|( Thinking about what I read | | |
|TOTAL RAW SCORES |Reading _____ |Writing _____ |
CONVERSION SCALES
Enter total raw scores on the scales below.
Reading
raw score
0 10 20 30 40 50 60 70 80
| | | | | | | | |
0 12.5 25 37.5 50 62.5 75 87.5 100
percent
Reading Grade Level Estimate
On or Above Grade Level 70% - 100%
Near Grade Level 60% - 69%
Below Grade Level 0% - 59%
Read the questions and write your answers on the lines. You may look back at the story to help you with your answers.
1. Why did the cats begin to fight?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate or does not |Makes a vague statement |Makes a general, accurate|Makes a detailed statement |
| |answer |show understanding of why |related to the fighting, or|statement about the cause|that specifies the source |
| | |cats were angry at each |responds that one of the |of the fighting |of the disagreement. |
| | |other |two cats wanted the big | | |
| | | |cake | | |
|Sample Answer | |They were mad at each |Suki wanted the big cake. |There were greedy cats. |They both wanted the big |
| | |other. | | |rice cake. |
2. Why did the badger tell the cats to stop fighting?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate; may give |Gives a vague explanation |Makes a general statement|Describes the badger’s |
| |answer |related information from |for the badger’s |related to the noise the |concern that the cats might|
| | |the story |involvement |cats were making |wake up The Thunder God, |
| | | | | |who would make it rain |
|Sample Answer | |He knew another way to |He was getting very |They were being real |They might wake up the rain|
| | |solve their problem. |annoyed. |noisy. |god. |
3. Why did the cats agree to go see the old monkey of the mountain?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate or does not |Gives a vague or partial |Responds that the monkey |States clearly that the |
| |answer |show understanding of why |explanation for why the |could solve the cats’ |monkey is a good problem |
| | |the cats agreed |cats went to see the monkey|problem or that the cats |solver and that he could |
| | | | |wanted to end the dispute|help the cats divide the |
| | | | |so they could eat the |rice cakes equally |
| | | | |cakes | |
|Sample Answer | |They didn’t know what to |To see how they should eat |He would solve their |The wise monkey could tell |
| | |do. |the big cake. |problem with the cakes. |them how to share the |
| | | | | |cakes. |
4. Why did the monkey make sure that the two cats go equal shares?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate; may describe |Gives a vague description |States that the cats got |Explains in full that since|
| |answer |the monkey |of the monkey’s actions or |nothing to eat; may not |the monkey ate both cakes, |
| | | |describes one of the |connect this to the idea |the cats got nothing |
| | | |actions |of “equal shares” | |
|Sample Answer | |Monkey was sly and old and|He weighed the cakes on |By giving them none. |When he ate them both, the |
| | |wise |scale many times. | |cats got nothing |
Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the story to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. Why did Little Suki want the big rice cake?
a. He was skinny and needed more food to grow on.
b. He was hungry and selfish.
c. He was greedy.
d. He thought it would not be good for Big Daizo.
7. Who was bothered by the cats’ fighting?
a. the badger
b. the field mice
c. the blue jays and mockingbirds
d. the old monkey
8. How were Big Daizo and Little Suki alike?
a. They were both skinny.
b. They both liked rice cakes.
c. They both were greedy.
d. They both ran very fast.
9. How could you tell that the monkey was playing a trick on the cats?
a. He told the cats strange jokes.
b. He kept eating the rice cakes.
c. He ignored the cats when they asked him to stop eating the cakes.
d. He laughed at the cats.
10. Why did Little Suki and Big Daizo feel foolish at the end of the story?
a. All the other animals were laughing at them.
b. They realized that because they were greedy, they had nothing to eat.
c. They learned that they should not hunt other animals.
d. They had fallen into the trout stream.
Name_______________________________________________________________
Part B (Expository)
You will read about the many kinds of work that dogs do. Before you read, tell about one kind of work they do. If you can, tell what kinds of dogs do this work.
Answers may vary.
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Dogs at Work
--by Kathryn Wentzel Lumley --
from Work Animals
Man’s best friend, the dog, has worked since the days of early wild dogs and wolves. Men and dogs hunted together and helped protect each other.
Today, dogs hunt with their masters for sport. Most dogs are pets or companions.
There have been more than a thousand different breeds of dogs. Today about two hundred breeds are popular.
German shepherds and English collies are used to help herd animals. They keep them from wandering away when they are in the fields and hills. They round up the flocks and take them home.
Some dogs are detectives. Bloodhounds help the police find people who are lost. They can track down criminals by following their scent.
Many cities now have dogs as part of their police force. German shepherds are the most popular because they are smart, big, and easy to train.
In the snow-covered Arctic, dog teams pull sleds across the ice and snow with blizzards howling around them. The dogs carry people, mail, and supplies.
When the dogs are harnessed to a sled, the dog in front is the leader. The dogs have no reins on their harnesses. The driver talks to them and they obey. If one dog slows down and doesn’t pull hard, the other dogs growl at him. When they are out of harness, the other dogs snarl and nip at the lazy one. The next day he works as hard as the rest.
A seeing-eye dog is trained to be the eyes for a blind person. A guide dog helps its blind owner lead a very full life. It protects, guides, and loves its blind friend.
Dogs also work with people who cannot hear. They let deaf persons know when the phone or door bell rings.
Dogs help people who are in wheelchairs or must stay in bed. They bring them clothes. slippers, mail, newspapers, and other things. Often they are the hands and feet for these people. What good friends dogs are!
In Switzerland, Saint Bernard dogs help save lost travelers. They dig them out of snowdrifts and bark for help.
Many people keep dogs to guard their homes. Dogs are good friends and good helpers, too.
Dogs have been used during the wars to carry messages through enemy lines. They worked as guards at prison camps and supply stations. They could sniff out buried mines that the enemy hid.
Dogs are intelligent. They are willing workers. Dogs work in television and movies. Benji and Lassie are two famous movie dogs. How many others can you name?
Whether they are little or big, dogs help people in many ways.
Read the questions and write your answers on the lines. You may look back at the selection to help you with your answers.
1. If you needed a dog to herd animals for you, what breeds of dogs named in the selection could you use?
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2. What are two kinds of dogs named in the selection that help police?
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3. Why are bloodhounds good detectives?
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4. How have dogs been used during wars?
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5. Why are dogs able to do so many things for people?
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Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the selection to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What kinds of work can German shepherds do?
a. They herd animals.
b. They pull sleds.
c. To help police.
d. They help save lost travelers.
7. Why are German shepherds the most popular police dog?
a. They are big.
b. They are smart.
c. They are easy to train.
d. They follow the scent of criminals.
8. How do dogs help deaf persons?
a. They help deaf persons understand what people are saying.
b. They guide deaf persons around dangerous objects.
c. They let deaf persons know when the phone or doorbell rings.
d. They bark when it is time to eat.
9. How do dogs help people who must be in wheelchairs or beds?
a. Dogs bring clothes and slippers to the people.
b. Dogs go to grocery stores and return with food.
c. Dogs do things that the people can’t do for themselves.
d. Dogs bark at the people to keep them company.
10. How are Saint Bernard dogs useful to travelers in Switzerland?
a. They pull sleds through the snow.
b. They dig lost travelers out of snowdrifts.
c. They bark for help when they discover travelers in trouble.
d. They carry large amounts of food for travelers
Score for Items 6-10 ________
20
Thinking About What I Read
How did you help yourself understand this?
( I thought about what I already knew about the topic or story.
(Background Knowledge)
( I made a picture in my mind. (Visualizing)
( I remembered a similar experience or story.
(Making Connections)
( I asked myself questions as I read. (Questioning)
( I thought about what was important.
(Determining Importance)
Tell what you did to help you understand by giving examples from the story.
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BENCHMARK PROGRESS TEST RECORD
Teacher Directions
Student ___________________________________________ Date ______________
|TEST SUMMARY |
|Part A (Narrative) (Free as a Frog by Elizabeth Jamison Hodges) |
|( Comprehension (open-ended) |(20) _________ | |
|( Comprehension (multiple-choice) |(20) _________ | |
|( Thinking about what I read | | |
|Part B (Expository) (from Elliot’s Extraordinary Cookbook by Christina Bjork) |
|( Comprehension (open-ended) |(20) _________ | |
|( Comprehension (multiple-choice) |(20) _________ | |
|( Thinking about what I read | | |
|TOTAL RAW SCORES |Reading _____ |Writing _____ |
CONVERSION SCALES
Enter total raw scores on the scales below.
Reading
raw score
0 10 20 30 40 50 60 70 80
| | | | | | | | |
0 12.5 25 37.5 50 62.5 75 87.5 100
percent
Reading Grade Level Estimate
On or Above Grade Level 70% - 100%
Near Grade Level 60% - 69%
Below Grade Level 0% - 59%
Read the questions and write your answers on the lines. You may look back at the story to help you with your answers.
1. If you needed a dog to herd animals for you, what breeds of dogs named in the selection could you use?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Lists several breeds, one of |Names German shepherd or |Incomplete naming of the |Names both German shepherds|
| |answer |which may be correct |English collie or another |correct two breeds |and English collies |
| | | |breed that herds animals | | |
|Sample Answer | |Movie dogs, Saint Bernards, |I would use a sheep dog. |Collies and police dogs |I’d use either a German |
| | |seeing eye dogs, and | | |shepherd or a collie. |
| | |shepherds | | | |
2. What are two kinds of dogs named in the selection that help the police?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Lists more than one breed, |Names German shepherds or |Incomplete and |Names both dogs named in |
| |answer |one of which may be correct |bloodhounds or another |potentially inaccurate |the story as helping police|
| | | |correct breed |naming of the two dogs | |
| | | | |mentioned in the story | |
|Sample Answer | |bloodhounds and Saint |K-9 |hounds and German police |Bloodhound and German |
| | |Bernards are best | |dogs |shepherd |
3. Why are bloodhounds good detectives?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate or unsupported by |Gives a partial or |States why bloodhounds |States why bloodhounds are |
| |answer |text |incomplete response that |are good detectives; may |good detectives and |
| | | |does not focus on |not mention sense of |expresses they key |
| | | |bloodhounds’ sense of smell|smell |advantage of |
| | | | | |bloodhounds--their sense of|
| | | | | |smell |
|Sample Answer | |They are very smart dogs. |They are good workers and |Bloodhounds help find |They smell good to track |
| | | |help the police find |people by tracking them |down bad criminals. |
| | | |people. |down. | |
4. How have dogs been used during wars?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate or unsupported by |States a partially correct |States one of the ways in|States more than one of the|
| |answer |text |answer or lifts words or |which dogs have been used|ways in which dogs have |
| | | |phrases from the article |in wars |been used in wars |
| | | |that are not directly | | |
| | | |related to the question | | |
|Sample Answer | |They protected people. |They work at supply |During wars, they are |They carry messages and |
| | | |stations and blow up the |guards. |work as guards. |
| | | |enemy. | | |
5. Why are dogs able to do so many things for people?
|Score |o |1 |2 |3 |4 |
|Criterion |Illegible or no |Inaccurate |Gives a vague explanation |Gives a general statement|Give ones or more specific |
| |answer | |or one specific example of |that dogs have abilities |statements about dogs’ |
| | | |help dogs provide |useful to people |abilities |
|Sample Answer | |They are man’s best friend. |Dogs care for people who |They are better even than|They are smart and easy to |
| | | |cannot see or maybe hear. |people at some things. |train. |
Rubric Score for Items 1-5______
20
Read the questions and fill in the circles next to your answers. One, two, or three answers could be correct. You may look back at the selection to help you with your answers.
Allow one point for each circle filled in or left blank correctly.
6. What kinds of work can German shepherds do?
a. They herd animals.
b. They pull sleds.
c. To help police.
d. They help save lost travelers.
7. Why are German shepherds the most popular police dog?
a. They are big.
b. They are smart.
c. They are easy to train.
d. They follow the scent of criminals.
8. How do dogs help deaf persons?
a. They help deaf persons understand what people are saying.
b. They guide deaf persons around dangerous objects.
c. They let deaf persons know when the phone or doorbell rings.
d. They bark when it is time to eat.
9. How do dogs help people who must be in wheelchairs or beds?
a. Dogs bring clothes and slippers to the people.
b. Dogs go to grocery stores and return with food.
c. Dogs do things that the people can’t do for themselves.
d. Dogs bark at the people to keep them company.
10. How are Saint Bernard dogs useful to travelers in Switzerland?
a. They pull sleds through the snow.
b. They dig lost travelers out of snowdrifts.
c. They bark for help when they discover travelers in trouble.
d. They carry large amounts of food for travelers
Score for Items 6-10 ________
-----------------------
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
Go on
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