Reading Sample Items - Winona



Basic Skills: Reading0001 Understand the meaning of words and phrases.determining the meaning of unfamiliar or uncommon words and phrases in the context of a paragraph or passagedetermining the meaning of words and phrases with multiple meanings in the context of a paragraph or passagedetermining the meaning of figurative language in the context of a paragraph or passageidentifying appropriate synonyms or antonyms for words in the context of a paragraph or passage0002 Understand the main idea and supporting details in a written passage.identifying the stated main idea of a paragraph or passageidentifying the implied main idea of a paragraph or passagerecognizing ideas, information, data, and details that support, illustrate, or elaborate the main idea of a paragraph or passage0003 Understand a writer's purpose, point of view, and intended meaning.recognizing a writer's stated or implied purpose for writingidentifying the audience for a given piece of writing and determining the appropriateness of written material for a specific purpose or audiencerecognizing the likely effect on a reader of a writer's choice of wordsinterpreting the content, word choice, and phrasing of a passage to determine a writer's opinion or point of view0004 Analyze the relationships between ideas in written material.identifying the organizational strategy used by the writer to convey his or her ideasidentifying cause-and-effect relationshipsidentifying the sequence of events or steps described in written materialanalyzing relationships between similar ideas or ideas in oppositiondrawing conclusions from information stated or implied in a paragraph or passage0005 Use critical reasoning skills to evaluate written material.identifying the assumptions underlying a writer's argumentassessing the relevance of facts, examples, or data to a writer's argumentevaluating the logic of a writer's argumentdistinguishing between statements of fact and expressions of opinion and recognizing words that signal opinions and judgmentsassessing the credibility, objectivity, or bias of the writer or the sources used by the writer0006 Apply skills for outlining and summarizing information in written materials and interpreting information presented in graphic forms.recognizing an effective outline or graphic representation of information presented in a paragraph or passageidentifying an effective summary of information presented in a paragraph or passageinterpreting data and drawing conclusions from information presented in charts, tables, diagrams, maps, or other graphic formsReading Sample ItemsRead the passage below; then answer the six questions that follow. Much of human history has been spent trying to remember. Because all but the most important events fade in memory over time, people have gone to great lengths to preserve their experiences so that they might be conveyed to future generations. Painting, writing, printing, photography, and film: each has been used in unique ways to preserve our thoughts, words, and actions. Yet, until very recently, storing and sorting through all of this material have been enormously inconvenient. It is only in the last ten years or so that advances in computer technology have allowed us to record and "remember" almost everything we do. Although this may sound good, the possibilities for misuse are likely to leave us wishing we still knew how to forget.Each year, technology's capacity for storing information almost doubles. Saving data on computers is inexpensive and oftentimes easier than deleting it. Millions of surveillance cameras tucked away in public places record our movements whenever we walk past. Law enforcement agencies, credit bureaus, and marketing services maintain vast files of information on many millions of people. Experts say that this is only the tip of the iceberg. It will not be long before tiny computer chips will be used to store information about how we use our cars, cell phones, cameras, and other everyday objects. However unlikely it is that any of these data would ever be used against us, the idea that such data are being collected and saved for the indefinite future is more than a little disturbing. Indeed, knowing that many of our words and actions will never be forgotten could pose a threat to freedom of expression by making us more cautious in what we say and do.Several countries have already enacted privacy laws that address fears of large-scale data retention. Under statutes enacted by the European Union, personal information can only be collected, stored, and used with the individual's consent. If an organization decides to use data for a different purpose than originally intended, additional permission must be obtained. Individuals are also free to request a complete transcript of their files at any time. Although this system empowers people to control precisely how their information is forgotten or remembered, a surprisingly small number of people actually take advantage of the opportunity. During the more than ten years that privacy laws have been in effect in Germany, relatively few people have asked to see their data, and virtually no one has taken legal action against violators of the law.This has prompted Harvard government professor Viktor Mayer-Sch?nberger to propose a simpler solution. He advocates utilizing the technology itself to forget the information stored in computers. In his proposal, software companies would be required to build programs into their software that delete data automatically. It would be possible to change these settings for personal use, but information would not be stored against one's will for more than a short amount of time. By making the act of remembering deliberate rather than automatic, Sch?nberger's idea reduces technology's indirect threat to free speech. This will not, of course, be an easy law to pass. The corporations who benefit from collecting data are likely to be much more vocal than the millions who are adversely affected. Nevertheless, we are at one of those rare junctures in history when people should rise up and demand to be forgotten.1. Which of the following phrases is closest in meaning to the phrase tip of the iceberg as it is used in Paragraph 2? result one would expectbeginning of something much greatercost of progressconsequence of poor planning 2. Which of the following statements best expresses the main idea of Paragraph 1? Because most individuals soon forget many of the things that happen to them, people have gone to considerable lengths to preserve experiences they wish to see conveyed to future generations.Painting, writing, printing, photography, and film are only some of the many methods that have been used to preserve people's thoughts, words, and actions.Although advances in computer technology that allow us to "remember" everything we do may sound good, the possibilities for misuse are likely to leave us wishing we still knew how to pared with those who lived in earlier periods of human history, people today find it easier to remember the past than to forget it because of recent technological innovations.3. Which of the following statements best describes the writer's opinion of the increased capacity to store personal information? It has improved the effectiveness of law enforcement agencies. It is a remarkable technological achievement.It has eliminated many of the inconveniences of modern life.It constitutes a worrisome development.4. Which of the following phrases best describes the organizational strategy used by the writer to convey his or her ideas? stating a problem and discussing solutions to the problem arranging ideas according to their relative importance using examples to present numerous instances of the same phenomenonbreaking subject matter into several equivalent subparts5. Which of the following sentences from the passage is an expression of opinion rather than a statement of fact? Painting, writing, printing, photography, and film: each has been used in unique ways to preserve our thoughts, words, and actions.Law enforcement agencies, credit bureaus, and marketing services maintain vast files of information on many millions of people.Knowing that many of our words and actions will never be forgotten could pose a threat to freedom of expression by making us more cautious in what we say and do.Under statutes enacted by the European Union, personal information can only be collected, stored, and used with the individual's consent.6. Which of the following summaries best captures the main points addressed in the passage? The enormous increase in society's information-storing capacity threatens freedom of expression; one simple but effective proposal for dealing with the problem is to create computer programs that delete data automatically after a short period.Although there is reason to be concerned about the countless ways in which our actions are tracked and recorded by various electronic devices, there is little likelihood that any of the information obtained will be used against us.More information is more readily available to more people today than at any previous time in human history; some countries believe that it may be necessary to strengthen privacy laws to deal with this development.Throughout much of human history, people have been in constant search of effective ways to preserve memories of the past; now that means exist for instantly recalling whatever one wishes, not everyone is pleased with the resulting changes in society.Read the passage below; then answer the six questions that follow. Think about it: every time we breathe, thousands of molecules from distant and nearby objects enter our noses. These molecules go to the back of the nasal cavity. There they pass over the olfactory site, an area that has approximately five million receptor cells with hairs capable of detecting odors. A molecule of freshly brewed tea passing over the olfactory site, for example, hooks up with cells uniquely designed to recognize the scent of tea. The cells then transmit this information to the brain, and the person becomes aware of the smell of tea.The first person to develop a theory of smell was the ancient Greek scientist Democritus. Smelling the delicious odor of bread baking in a room above him, he wondered how the brain so quickly perceived the bread's presence even though he could neither see nor touch the actual object. As a solution to the puzzle, he suggested that tiny invisible particles of bread called atoms floated in the air down to where his nose sensed them. Today we know that Democritus was basically correct, although it is usually molecules rather than atoms that find their way to our noses.Modern studies indicate that humans perceive seven basic categories of smell: minty, floral, ethereal (like pear), musky, resinous, rotten, and acrid (vinegar). One major theory explaining how receptor cells recognize these odors uses a lock-and-key model. Each of the seven kinds of receptor sites has a characteristic shape that is paired to a complementary shape on a specific odor-carrying molecule. When two shapes successfully match up, the receptor cell responds by firing a signal to the brain.The mechanics of this process do not account for the powerful effect that odors have on people. For that we must look to how scents are processed in the brain. When a receptor cell in the nose recognizes an odor-carrying molecule, it sends a signal directly to the brain's primitive emotional center, known as the hypothalamus. This, together with the fact that odors are quickly stored in the brain's long-term memory, explains why they sometimes elicit strong emotional responses that people find difficult to describe or analyze. In a famous passage from literature, Marcel Proust relates how an extraordinary sensation of happiness flooded over him, triggered by the simple act of dipping a cookie in his tea. Proust could find no explanation for his mood until he traced the smell of the tea and cookie back to a childhood memory of a beloved aunt.The act of smelling an odor is thus far more complicated than we might realize. It involves external factors such as the chemical makeup of the substance being smelled. It also involves internal factors such as the health and sensitivity of a person's nose and the perceptiveness of the human brain. Finally, it can bring into play a full range of emotional and cognitive associations linked to the particular scent. Though often taken for granted, the sense of smell plays an important role in how we experience our world.7. Which of the following words is the most appropriate synonym for the phrase account for as it is used in Paragraph 4? explaindemonstrateassessmeasure8. Which of the following details from the passage best illustrates the writer's assertion that "the sense of smell plays an important role in how we experience our world"? the discussion of the operation of the olfactory site in Paragraph 1the discussion of how atoms float in the air in Paragraph 2the discussion of the seven categories of smell in Paragraph 3the discussion of a passage from Marcel Proust in Paragraph 49. The writer's main purpose in the passage is to: describe processes related to the experience of smelling and its effect on pare different theories about the development of the sense of smell.show how the experience of smelling affects different people in different ways.raise questions about the role of smell in the everyday lives of people.10. Which of the following pairs of events described in the passage is an example of a cause-and-effect relationship? Democritus's experience of smelling bread baking and the discovery of the seven basic categories of smellthe passage of odors over the olfactory site and the creation of receptor cellsProust's experience of smelling tea and cookies and the discovery of how external factors influence smell the storage of odors in the brain's long-term memory and emotional responses to scents11. Which of the following assumptions most influenced the writer's argument in the passage? Different people experience different sensations when exposed to various odors.The sense of smell is the most important of the five senses. Most people give little thought to how they smell odors or what the sense of smell means to them.The ability to detect odors strongly influences personality development.12. Which of the following outlines best organizes the major topics addressed in the passage? —?structure and function of the nasal cavity—?Democritus and the experience of smelling bread baking—?shapes of the different kinds of receptor sites—?Proust and the experience of smelling tea and cookies —?how people experience the sense of smell—?Democritus's theory of smell—?how receptor cells recognize odors—?why odors sometimes elicit emotional responses —?cells in the nasal cavity that are capable of detecting odors—?how the brain perceives unseen objects—?variations in the structure of odor-carrying molecules—?effect of external factors on the sense of smell —?functions of the olfactory site—?atoms, molecules, and the sense of smell—?different categories of smell—?odor-carrying molecules and the brain Answer KeyItem NumberCorrect ResponseObjective1B00012C00023D00034A00045C00056A00067A00018D00029A000310D000411C000512B0006Basic Skills: Writing0007 Understand methods for developing an organized, effective, and coherent expression of ideas.recognizing effective thesis statements, topic sentences, and supporting detailsrecognizing details that distract from the main idea of a paragraph or passagerecognizing wordiness and ineffective repetition and redundancyrecognizing unnecessary shifts in point of view (e.g., from first to third person)reorganizing sentences or paragraphs to achieve a logical sequence of ideasselecting revisions that improve the unity, clarity, and cohesion of a paragraph or passageselecting appropriate transitional words or phrases to convey text structure and to help readers understand the sequence of a writer's ideas0008 Understand and address errors in sentence formation, grammar, and usage.identifying and revising errors in sentence formation (e.g., sentence fragments, run-on sentences, lack of parallel structure)identifying and revising errors in the standard use of verb forms (e.g., verbs in the wrong tense or form, incorrect shifts in tense or person, lack of subject-verb agreement, wrong or missing verb endings)identifying and revising errors in the standard use of pronouns (e.g., vague pronoun references, lack of agreement between pronouns and antecedents, incorrect use of relative pronouns, incorrect shifts in pronoun person and number)identifying and revising errors in the standard use of adverbs, adjectives, and modifying phrases (e.g., misplaced or dangling modifiers)identifying and revising errors in the standard use of prepositions (e.g., wrong or missing prepositions)identifying and revising errors in the standard use of comparatives, superlatives, and possessivesidentifying and revising errors in the standard use of negativesidentifying and revising imprecise and inappropriate words or phrases or commonly confused words or phrases (e.g., like/as if, anymore/any more, this kind/these kinds, lay/lie)identifying and revising errors in the use of homonyms (e.g., accept/except, affect/effect, its/it's, their/there/they're, to/too/two, weather/whether, who's/whose, your/you're)0009 Understand and address errors in spelling, capitalization, and punctuation.identifying and revising common spelling errorsidentifying and revising common errors in standard capitalizationidentifying and revising common errors of punctuation0010 Demonstrate the ability to prepare a well-organized and focused piece of writing for a given purpose and audience, using standard English conventions.taking a position on an issue, proposition, or statement and defending that positiondescribing a life experience and evaluating the impact of that experience on the writer's life, ideas, or attitudesmaintaining a central theme or main idea through the effective use of a thesis statement, topic sentences, and transitionsdeveloping a well-organized argument using sound reasoning and relevant supporting information, details, or examplesdemonstrating effective paragraph and sentence structure and employing vocabulary appropriate for the audience and purpose of the writing taskusing precise and appropriate words and phrasesdemonstrating command of standard English conventions of grammar and usagedemonstrating command of standard English conventions of spelling, capitalization, and punctuationWriting Sample ItemsRead the passage below; then answer the three questions that follow.(Note: An error of paragraph organization has been purposely included in the second paragraph.) 1Not long ago, the surprising announcement that Pluto is not the ninth planet in our solar system confounded the wisdom of millions of science books and generations of schoolteachers. 2Reclassified by the International Astronomical union as a "dwarf planet," Pluto is not even the largest of the five dwarf planets identified thus far. 3This development underscores the difficulties scientists face in evaluating data about the outer planets of our solar system. 4As a result of recent advances in technology, there has been an explosion of new and more detailed information about the universe, and researchers are kept hard at work collecting data and devising theories to explain what they see. 5One of these hard-working scientists is U.S. astronomer Heidi Hammel. 6Aided by the Hubble Space Telescope, Dr. Hammel's team made the surprising discovery in 2005 that one of the rings of Uranus is blue. 7Several planets have been found to have rings, but practically all of them appear to be reddish in hue, suggesting the presence of the element iron. 8A possible explanation for Uranus's blue ring, says Dr. Hammel, is that the ring is composed of tiny particles too small to contain iron. 9It may instead be made of minuscule ice particles or some substance similar to the electrically charged particles in the tail of a comet. 10With more information constantly coming in, she and her colleagues must always be prepared to adapt their theories to the facts. 11Than again, it may be something else. 1. Which change would make the sequence of ideas in the second paragraph clearer? Reverse the order of Parts 6 and 7. Reverse the order of Parts 7 and 8.Reverse the order of Parts 8 and 9.Reverse the order of Parts 10 and 11.2. Which change is needed in the passage? Part 7: Change "hue" to "hew."Part 8: Change "too" to "to."Part 10: Change "their" to "there."Part 11: Change "Than" to "Then."3. Which part contains an error in capitalization? Part 2Part 5Part 6Part 8Read the passage below; then answer the three questions that follow. 1Best known for its imaginative poetry, the Romantic Era in English literature also witnessed important developments in the genre of fiction. 2These changes can be seen in the enormously popular Gothic novels that explored the dark side of human nature and introduced an other-worldliness that inspired early science fiction. 3Even more significant were the complex crafted novels of Sir Walter Scott. 4By creating detailed settings and populating them with the full range of Scottish society, from beggars and rustics to landed nobility, Scott took the historical novel well beyond its previous focus on the lives of royalty. 5In the course of doing so, he redefined the genre of historical fiction. 6Sir Walter Scott came to this literary world through his fascination with the past, particularly that of his native Scotland. 7The son of a solicitor, he entered the University of Edinburgh at the age of twelve. 8Initially applying his energies to narrative verse he completed the first of his more than thirty novels in 1814. 9The blend of the historical and the marvelous found in this and succeeding works soon made Scott one of the most famous writers of his era. 10No less notable were the techniques he employed—an omniscient narrator, the use of regional dialect and historical language, the creation of detailed local settings, and sophisticated and realistic characterization. 11The resulting product not only fascinated readers but also inspired other writers, untold numbers of whom have been following his lead for nearly two centuries now. 4. Which part is least relevant to the main idea of the second paragraph? Part 6Part 7Part 10Part 115. Which change is needed in the passage? Part 3: Change "complex" to "complexly." Part 5: Change "historical" to "historic." Part 10: Change "notable" to "notably."Part 11: Change "nearly" to "almost." 6. Which change is needed in the passage to correct an error in punctuation? Part 2: Insert a comma after "nature."Part 4: Delete the comma after "society."Part 6: Delete the comma after "past."Part 8: Insert a comma after "verse."Read the passage below; then answer the three questions that follow. 1In 2004, the two major parties spent a combined total of four billion dollars on the presidential campaign. 2Less than a decade earlier, they spent only half that much. 3These figures illustrate the emergence of two serious problems. 4One is the staggering cost of national campaigns, which prevent people of modest means from running for office and condemns those who try to almost certain defeat. 5The other is the negative impact that such vast amounts of money have on our political system, as much of this money is used to fund the transmission of emotional appeals that degrade the democratic process. 6It seems only fair that all candidates have the same spending limit, regardless of their financial circumstances. 7Wealthy individuals should be prohibited from using private funds in excess of perscribed limits. 8__________, donations from organized groups should be limited to the same amount for each candidate. 9The result would be fewer highly paid political consultants, less character defamation, and fewer ads designed to bolster a given candidate's public image. 10__________, citizens might once again see serious treatment of important issues in contests that embody the best traditions of U.S. democracy. 7. Which words or phrases, if inserted in order into the blank lines in Parts 8 and 10 of the second paragraph, would best help the reader understand the sequence of the writer's ideas? As a result; Meanwhile For this reason; ConsequentlySimilarly; InsteadMoreover; On the contrary8. Which change is needed to correct an error in subject-verb agreement? Part 4: Change "prevent" to "prevents." Part 5: Change "have" to "has."Part 5: Change "degrade" to "degrades."Part 10: Change "embody" to "embodies."9. Which underlined word in the passage is spelled incorrectly? condemnstransmissionperscribeddefamation10. From time to time all of us take on or are given responsibilities that we may or may not be glad to have. In a written response for educated adults, describe a responsibility that you were given or took on and explain why meeting that responsibility became a rewarding experience or a difficult chore. 11. It has been proposed that all citizens in the United States be required to vote in local, state, and national elections. In an essay to be read by educated adults: discuss why you agree or disagree with this proposal; anddefend your position with reasoned arguments and relevant examples.Answer KeyItem NumberCorrect ResponseObjective1D00072D00083A00094B00075A00086D00097C00078A00089C000910Sample strong response001011Sample strong response0010Basic Skills: Mathematics0011 Understand numbers and the number system.demonstrating knowledge of the properties of integers, rational and real numbers, and number operationsdemonstrating fluency in computation, including operations on decimals, percents, fractions, and exponentsusing number sense and different number representations to solve mathematical and real-world problems0012 Apply principles of algebra to expressions and equations.analyzing and extending a variety of patternsusing the concepts of variable, equality, and equation to generate, interpret, and evaluate algebraic expressions based on verbal descriptionsmanipulating algebraic expressions and solving equations using a variety of techniques (e.g., performing operations, simplifying, factoring)applying algebraic principles to represent and solve word problems involving fractions, ratios, proportions, and percents0013 Apply principles of algebra to linear and nonlinear functions.distinguishing between relations and functionstranslating between different representations (e.g., tables, verbal descriptions, equations, graphs) of linear and nonlinear functionsrelating the characteristics of a linear equation (e.g., slope, intercepts) to its graphselecting a linear equation that best models a real-world situation, and interpreting the slope and intercepts in the context of the problemselecting a nonlinear function that best models a real-world situationsolving linear equations, systems of linear equations, and inequalities symbolically and graphicallyanalyzing the graph of a nonlinear function (e.g., quadratic, rational, exponential)0014 Understand measurement concepts.estimating and calculating measurements using metric, customary, and nonstandard units, unit conversions, and dimensional analysis in real-world situationsapplying formulas to calculate perimeter, circumference, length, area, surface area, volume, and angles for two- and three-dimensional figures in mathematical and real-world situationsestimating and calculating measurements indirectly using the Pythagorean theorem, ratios, proportions, and the principles of similarity and congruencedetermining how the characteristics of geometric figures (e.g., area, volume) are affected by changes in their dimensionssolving a variety of measurement problems (e.g., time, temperature, rates of change)0015 Understand the principles of geometry.analyzing polygons using attributes of sides, angles, and parallel and perpendicular linesanalyzing three-dimensional figures using attributes of faces, edges, and verticesapplying geometrical transformations (e.g., translations, reflections, rotations) to geometric figures and using the concepts of symmetry, similarity, and congruence to solve problemsusing coordinate geometry to analyze geometric figuresusing algebraic methods (e.g., Pythagorean theorem, coordinate geometry) to solve mathematical and real-world problemsanalyzing arguments and justifying conclusions based on geometric concepts0016 Demonstrate knowledge of data, statistics, probability, and discrete mathematics.using measures of central tendency (e.g., mean, median) and spread (e.g., range) to draw conclusions and make predictions from dataselecting appropriate ways to display data and statistical information (e.g., tables, circle graphs, histograms)analyzing and drawing inferences from data presented in different formats (e.g., frequency distributions, percentiles, graphs)calculating probabilities for simple, compound, independent, dependent, and conditional events described in various ways (e.g., word problems, tree diagrams, Venn diagrams)identifying real-world applications of topics in discrete mathematics (e.g., graph theory, combinatorics, algorithms, iteration)0017 Understand mathematical processes and perspectives.selecting an appropriate problem-solving strategy for a situation (e.g., estimation, drawing a picture, working backward, using manipulatives)using mathematical reasoning and principles of logic to evaluate arguments (e.g., distinguishing between inductive and deductive reasoning, applying principles of logic, using counterexamples, evaluating informal proofs) and determining the reasonableness of solutions to problemstranslating between verbal descriptions and mathematical language, notation, and symbols (e.g., function notation, set notation, order relations)identifying connections between mathematical concepts, other academic disciplines, and technologyMathematics Sample Items1. If the sum of two nonzero whole numbers is odd and their product is even, which of the following statements about the numbers must be true? Neither number is prime.Only one number is prime.Both numbers are odd.Only one number is odd.2. Use the table below to answer the question that follows. xy1423324150The table above gives several points on the graph of a line. Which of the following points will also be on the graph of the line? (6, 1)(0, 3)(7, –2)(0, –3)3. Use the diagram below to answer the question that follows.A pattern of triangles is constructed using matchsticks of equal length, as shown above. If the pattern of triangles is continued, and t equals the number of triangles in each figure, which of the following expressions will give the total number of matchsticks used to draw a given figure? 5t – 44t + 13t2t + 14. A laser printer purchased for $3350 is expected to be worth only $800 in 6 years. If the value of the printer is modeled by an equation of the form y = mx + b, where y equals the value and x equals the number of years, which of the following describes the significance of m? the initial value of the printerthe rate of change in value of the printerthe average value of the printerthe minimum value of the printer5. Use the diagram below to answer the question that follows.A piece of cheese in the shape of a right circular cylinder, as shown above, is divided equally among 9 people. What is the volume of each person's portion? 2π cubic inches6π cubic inches12π cubic inches18π cubic inches6. A cube is built from a length of pipe 192 centimeters long. The pipe is cut into pieces of equal length so that each piece is the edge of the cube. Assuming no waste, what is the side length of the cube? 16 centimeters24 centimeters32 centimeters48 centimeters7. Use the graph below to answer the question that follows.If the figure shown above is a regular octagon, what is the y-coordinate of point J? 42 + 4 + 88. Five students are to present projects to the class. One of the students has asked to go first. Allowing for this request, in how many ways can the students be ordered for making their presentations? 2448961209. Which of the following mathematical concepts are being applied when a photographer enlarges 4-inch by 6-inch photos to 12-inch by 18-inch photos? analyzing patternsratios and proportionsapplying percentsestimation and rounding10. Use the table below to answer the question that follows. Input (x)Output (f(x))1–42–132Which of the following functions represents the input x and output f(x) from the table of values above? f(x) = 2x – 3f(x) = –4xf(x) = x – 1f(x) = 3x – 7Answer KeyItem NumberCorrect ResponseObjective1D00112C00123D00124B00135A00146A00157C00158A00169B001710D0017 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download