2014 NYS ELA 6th Grade Diagnostic

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This is a diagnostic using the most common standards tested on last years NYS test. We will use this abbreviated version of the test to determine which areas are your strengths and weaknesses to develop a study plan tailored just for your needs. After completing please rank the level of difficulty of the passages and the questions on a scale from 1-5 (1 = very difficult and 5 = very easy)

What is your full name? *

First and last

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1. How do lines 1 through 3 help to develop a key concept of the article? *

132080010_2 MEASURES CCLS: RI.8.5: - Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

a. It emphasizes that many different creatures have been confused with Bigfoot.

b. It illustrates that people all over the world have believed Bigfoot exists.

c. It shows that Bigfoot has traveled all over the world.

d. It confirms that Bigfoot has remained unidentified.

2. What does the phrase “elaborate hoax” mean as it is used in line 22? *

132080008_1 MEASURES CCLS: RI.8.4: - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

a. a well-planned trick

b. a well-known tale

c. an unusual story

d. an odd event

3. Which quotation expresses the central idea of the section, “Keeping Track”? *

132080007_2 MEASURES CCLS: RI.8.2: - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

a. “Raised in the heart of Bigfoot country—the Pacific Northwest—Dr. Jeffrey Meldrum grew up in the shadow of the legend.” (lines 25 and 26)

b. “He’s weeded out what he believes might be hoaxes or misidentifications. . . . It’s beautiful and well-controlled, inductive science.” (lines 30 through 32)

c. “But, as he admits in the Denver Post, convincing the world and his professional peers hasn’t been easy.” (lines 35 and 36)

d. “Meldrum says, ‘If someone takes the time to visit the lab, they are almost uniformly overwhelmed by the amount of data.’ ” (lines 36 and 37)

4. Read this sentence from lines 39 through 41 of the article. Using apples and melons as bait, members of the Bigfoot Field Researchers Organization claim to have captured the first partial body cast of a Washington State Sasquatch. The authors’ use of the phrase “claim to have captured” reveals a central idea of the article by suggesting that *

132080003_2 MEASURES CCLS: RI.8.2: - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

a. the creature’s need for food has lured it to many places

b. proof of the creature’s existence continues to be questioned

c. the creature has avoided traps that should have restrained it

d. physical evidence will eventually prove that the creature is real

5. Read this sentence from lines 55 through 57. “While not definitively proving the existence of a species of North American ape,” Dr. Meldrum said in the release, “the cast constitutes significant and compelling new evidence that will hopefully stimulate further serious research and investigation.” Which of these is closest to the meaning of “stimulate” as used in this sentence? *

132080012_3 MEASURES CCLS: L.8.4A: - Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

a. increase the quality of

b. prevent mistakes in

c. promote interest in

d. provide funding for

6. Which detail from the article best supports the claim that Bigfoot exists? *

132080002_3 MEASURES CCLS: RI.8.8: - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

a. “The creature was enormous—at least seven feet tall—and walked upright like a man.”  (lines 12 and 13)

b. “Deep impressions of a hair-covered hip, elbow, heel, wrist, and even buttocks were left in the mud.” (lines 43 and 44)

c. “One hair had unique primate (ape) characteristics.” (lines 70 and 71)

d. “Dr. Henner Fahrenback, a biomedical research scientist from Beaverton, Oregon, has labeled it ‘Sasquatch.’ ” (lines 71 and 72)

7. The authors develop the central idea in the article by *

132080005_1 MEASURES CCLS: RI.8.2 - Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

analyzing investigative data to show that evidence of Bigfoot’s existence is uncertain

b. debating conflicting views of Bigfoot to show that both sides are partly correct

c. providing historical sightings of the creature to show that most experts believe in Bigfoot’s existence

d. summarizing scientific opinions to show that Bigfoot is a mythical creature

8. Read lines 2 and 3 from the story. I had the feeling that a bright neon sign on my forehead was flashing the message “New Employee.” These words best demonstrate the narrator’s feelings of *

132080141_2 MEASURES CCLS: RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

a. anticipation of having greater responsibilities

b. anxiety about revealing a lack of experience

c. excitement at the thought of beginning a job

d. concern about meeting high expectations

9. Read this sentence from line 26 of the story. Sure, the table was clean; it was the lake beneath that was the problem. The author refers to the puddle as a lake to *

132080144_1 MEASURES CCLS: RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

a. show how concerned the narrator is about the puddle

b. suggest that the manager is exaggerating the situation

c. show that the narrator is confused about the size of the puddle

d. emphasize how unhappy the customers are about the situation

10. Read lines 20 through 22 from the story. Grabbing a bus tub and rag, I followed Aaron out to table twenty-two. As we made our way through the restaurant, Aaron said something about rags, but I didn’t hear over the din of seventeen other conversations going on around us. Which statement best explains how these lines affect the plot of the story? *

132080134_3 MEASURES CCLS: RL.8.3: - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

a. The incident builds on the advice in lines 10 and 11.

b. The thoughts are a resolution to the question in line 13.

c. The words foreshadow the situation in lines 36 and 37.

d. The actions contrast with the description in line 43.

11. Read lines 66 and 67 from the story. I could almost see drops of irritation flying off him. (Did he want me to clean those up, too?) These lines reveal the narrator’s *

132080140_4 MEASURES CCLS: RL.8.1: - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

a. refusal to comply with the manager’s instructions

b. attempt to anticipate the manager’s wishes

c. misunderstanding of the manager’s words

d. frustration with the manager’s demands

12. Read this sentence from lines 73 and 74 of the story. The man, his eyes almost laughing behind his bifocals, stated that he didn’t mind the wait. These lines most impact the narrator’s point of view by *

132080142_4 MEASURES CCLS: RL.8.6: - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

a. describing the appearance of the elderly man

b. emphasizing the patience of the couple in the restaurant

c. showing a conversation between the narrator and a customer

d. demonstrating that the situation was less serious than imagined

13. Lines 84 through 87 reveal *

132080139_2 MEASURES CCLS: RL.8.3: - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

a. Aaron’s role in fixing an issue

b. the narrator’s intense resolve to improve

c. Aaron’s inability to forgive a mistake

d. the narrator’s strong sense of responsibility

14. Read lines 93 through 95 of the story. In the context of this paragraph, which phrase is closest in meaning to “worm”? *

132080145_3   MEASURES CCLS: L.8.4a: - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

a. start over

b. take notice

c. sneak up on

d. look back at

Please rank the difficulty of the passage, "A Bigfoot by Any Other Name." *

Did you find this text easy to read and comprehend or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

Very difficult

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Please rank the difficulty of question 1. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 2. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 3. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 4. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 5. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 6. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 7. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of the passage, "Cleaning Up." *

Did you find this text easy to read and comprehend or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 8. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 9. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 10. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 11. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 12. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 13. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

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Please rank the difficulty of question 14. *

Did you find this question easy to answer/understand or difficult? 3 = somewhat (so so; not easy, but not hard either-just right!)

Very difficult

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