Gift of The Magi

MISSOURI ASSESSMENT PROGRAM PRACTICE
EMCParadigm Publishing Saint Paul, Minnesota
Staff Credits
Editorial
Laurie Skiba Managing Editor Brenda Owens Editor Nichola Torbett Associate Editor Becky Palmer Associate Editor Jennifer J. Anderson Associate Editor Valerie Murphy Editorial Assistant Soo Jin Link Educational Writer
Design
Shelley Clubb Production Manager Lisa Beller Design and Production Specialist
Cover Credits
Cover Designer: C. Vern Johnson Gas [Detail], 1940. Edward Hopper. Last of the Buffalo [Detail], 1889. Albert Bierstadt. His Hammer in His Hand [Detail], from the John Henry Series, 194447. Palmer Hayden.
ISBN 0-8219-2782-5 2003 EMC Corporation All rights reserved. The assessment materials in this publication may be photocopied for classroom use only. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without permission from the publisher. Published by EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 www.emcp.com E-mail: educate@emcp.com Printed in the United States of America. 10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Test-Taking Skills Practice Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Preparing for Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Answering Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Answering Reading Comprehension Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Making Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Finding the Main Idea or Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Using Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Answering Constructed-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Responding to Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Analyzing a Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Planning Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Drafting Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Revising Your Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Grade 9 MAP Practice Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Unit 1 Test Reading (National Storytelling Youth Olympics) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Unit 2 Test Reading (Birches) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Unit 3 Test Reading (The Gift of the Magi) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Unit 4 Test Reading (from The Tragedy of Romeo and Juliet) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Unit 5 Test Reading (An Encounter with an Interviewer) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
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Unit 6 Test Reading (from The Grass) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Unit 7 Test Reading (A Soul Who Selected Her Own Society) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 Unit 8 Test Reading (Overcoming the Odds) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119 Unit 9 Test Reading (A Poison Tree) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129 Unit 10 Test Reading (Crazy Quilt) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140 Unit 11 Test Reading (The Writing Life) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 Unit 12 Test Reading (from Nightmare Number Three) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .160
Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167
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Introduction
The EMC Masterpiece Series, Literature and the Language Arts textbook program has been designed to address the competencies assessed by the Missouri Assessment Program (MAP) test. Competencies are developed throughout the program, giving students the opportunity to internalize them through multiple practice opportunities. The Test-Taking Skills Worksheets and MAP Practice Tests in this book are only a small part of this practice.
AN INTEGRATED APPROACH
Carefully constructed practice opportunities for reading and writing are integrated throughout the Literature and the Language Arts textbook program. Development of these skills is outlined in the Lesson Plans book, located in the Literacy Resource binder. There you will find a comprehensive list of integrated reading, writing, and other communication arts activities. The Reading Strategies Resource, also located in the Literacy Resource binder, is specifically designed to help Missouri students internalize the reading strategies they need, not only to succeed on the MAP and other standardized tests, but to become proficient, lifelong readers. The Reading Strategies Resource covers eight reading strategies that help students monitor their comprehension as they read the selections in the textbook and answer reading comprehension questions after reading. Each Reading Strategy Mini-Lesson helps students work through a textbook selection by focusing on one specific reading strategy that they learn to use before, during, and after reading. A fix-up strategy is provided for students who need extra help. Work with the reading strategy culminates with a Test Practice page in which students are asked to demonstrate their successful use of the reading strategy by answering sample multiple-choice and constructed-response questions. Questions focus on: Making inferences Drawing conclusions Interpreting visual material Finding the main idea Analyzing a texts organizational features Understanding sequence Evaluating the authors purpose Understanding point of view Classifying and reorganizing information Distinguishing fact from opinion Comparing and contrasting Determining cause and effect Understanding literary devices The Teaching Notes for each Reading Strategy Mini-Lesson include sample think-aloud discussions that model effective ways to approach each standardized test question.
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MAP PRACTICE
Writing practice can be found in the Guided Writing lessons at the end of each unit, in the Writers Journal prompts following each selection, and on the Selection Tests and Unit Tests. Writing tasks stress the importance of prewriting prior to drafting, even in timed writing situations.
MISSOURI ASSESSMENT PROGRAM PRACTICE BOOK

In addition to the assessment practice integrated throughout the core components of Literature and the Language Arts, test practice can be found in Missouri Assessment Program Practice books, available for grades six through twelve in print and downloadable online (www.emcp.com) formats. TEST-TAKING SKILLS WORKSHEETS. This book contains a set of test-taking skills worksheets that help students use the strategies and skills they develop as they work through the Literature and the Language Arts program to succeed on standardized tests. These worksheets cover such topics as making inferences, using context clues, and finding the main idea; they also give students tips on answering multiple-choice, constructed-response and writing-prompt questions. Each worksheet contains instruction followed by multiple practice opportunities. SAMPLE MAP TESTS. You will also find in this book twelve practice tests integrated with the twelve literature units in the textbook. Each practice test contains a reading passage related to the unit, followed by multiple-choice and constructed-response reading comprehension questions. As on the actual MAP, constructed-response questions progress from recall or low-level interpretation to various higher-level thinking tasks. Following the reading test for each unit is an independent essay prompt for writing practice. These writing tests follow the same format as Session Two of the MAP. MAP PRACTICE SCORING GUIDE. Based on actual MAP scoring procedures, the Scoring Guide at the back of this book includes correlations to the Show-Me Content and Process Standards, scoring criteria, and sample top-score-point responses for all test-taking skills worksheet and MAP practice test items.
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TestTaking Skills Practice Worksheets

PREPARING
FOR
TESTS
Standardized tests like the MAP and others are a common part of school life. These guidelines will help you prepare for and take a variety of tests.
TEST-TAKING TIPS
Preparing for a Test Pay attention in class. Exercises and activities throughout the year help you practice skills that will benefit you on standardized tests. Know what to expect. Your teacher can provide you with information about the tests you will be taking. Get plenty of sleep the night before the test and eat a healthy breakfast in the morning. Arrive on time. Running late can raise your stress level and hurt your performance. Taking a Test Read directions and questions carefully. Consider every choice. Dont be fooled by distractors, or answers that are almost correct. Spend test time wisely. Within each section, answer the easiest questions first and come back to the more difficult questions later. Make sure to record your answer on the correct line of the answer sheet. As you mark each answer, ask yourself Am I on the right question number in the right section of the test? and Is this the answer I mean to mark? Use any extra time to check your work. EXERCISE Test-Taking Strategies Write a brief response to each set of suggestions above. Do you use these strategies now? Which would help you most on your next test? 1. Preparing for a test
2. Taking a test
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TestTaking Skills Practice Worksheets

ANSWERING MULTIPLE-CHOICE QUESTIONS
On many standardized tests, including Session Three of the Missouri Assessment Program (MAP) test, questions are multiple-choice and have a single correct answer. The guidelines below will help you answer these kinds of questions effectively.
TIPS FOR ANSWERING MULTIPLE-CHOICE QUESTIONS

Read each question carefully. Pay special attention to any words that are bolded, italicized, written in all capital letters, or otherwise emphasized. Read all choices before deciding on the answer. Eliminate any answers that do not make sense, that disagree with what you remember from the passage, or that seem too extreme. Also, if two answers have the same meaning, you can eliminate both. Beware of distractors. These are incorrect answers that look attractive because they are partially correct, they contain a common misconception, or they apply the right information in the wrong way. Distractors are based on common mistakes students make. Rule out incorrect answers; then choose the answer that is most accurate or complete. Pay special attention to choices such as none of the above or all of the above. If a question seems too difficult, skip it and come back to it later. Keep in mind, though, that most tests allow you to go back only to questions within a section. To make sure your answers are scanned accurately, be sure to fill in all circles solidly. EXERCISE Answering Multiple-Choice Questions Read Speech to the Convention of the American Equal Rights Association by Sojourner Truth on pages 457458 of your textbook. Then select the best answer to each of the following questions. 1. 1. To what audience does Truth speak in this speech? A. both male and female slaves B. slave owners only C. both men and women sympathetic to Truths cause for gaining equal rights for all D. women only
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2. What is the purpose of Truths speech? A. to help gain equal rights for African-American men B. to persuade the audience to grant full freedom and rights to African-American women C. to inspire slave owners to free their slaves D. to inform listeners of what it is like to be a slave
3. Why does Truth call her audience members chiln? A. because her audience is full of children B. because she is speaking directly to little children C. because thats what she calls everyone D. because she is old enough to be the mother of all those attending
4. Who or what, according to Truth, is preventing colored women from gaining equal rights? A. men in power who are unwilling to give women their rights B. African-American womens ignorance and lack of intelligence C. selfish white women who want equal rights only for themselves D. the devil
5. The word idle in the second column on page 457 means A. heroic B. proud C. doing nothing D. very busy
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ANSWERING READING COMPREHENSION QUESTIONS

Reading comprehension questions ask you to read a short piece of writing and answer several questions about it. To answer reading comprehension questions, follow these steps: 1. Read through all the questions quickly. 2. Read the passage with the questions in mind. 3. Reread the first question carefully. If you know the answer, mark it and go to step 6. If you dont, go to step 4. 4. Scan the passage to look for key words related to the question. When you find a key word, slow down and read carefully. 5. Answer the question. 6. Repeat steps 35 to answer the rest of the questions. EXERCISE Answering Reading Comprehension Questions Read Exploring the Greece of Odysseus by Laurel Miranda on pages 144145 of your textbook. Then select the best answer to the questions that follow. 1. What is the meaning of the word arresting in this passage? A. capturing B. breathtaking C. captivating D. brawny 2. Who is Odysseus? A. the authors son B. a mythological figure C. a resident of modern-day Greece D. a ghost 3. The second paragraph ends with a quotation. Whose words are inside the quotation marks? A. Ellen Switzers B. Homers C. Odysseuss D. Laurel Mirandas
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4. Which of the following best describes the character of Forest as he is depicted in the selection? A. clever and brave B. tired and bored C. young and restless D. curious and excited 5. What would you expect to find in the following paragraphs of this essay? A. a retelling of the Odyssey B. an account of the authors trip to Greece C. detailed information about Greek mythology D. a list of Forests interests and hobbies
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MAKING INFERENCES
Sometimes the answers to reading comprehension questions can be found in the text you have read. Other times, however, you will need to make an inference in order to answer the question. Making an inference means putting together the clues given in the text with your own prior knowledge to make an educated guess. For example, read the following passage: Tabitha spent all day in the woods looking for and gathering different kinds of leaves for her science project. As she walked home, she began to develop an itch on her leg. She looked down and saw that her legs were covered with red blotches. Soon, not only were her legs itching but also her arms and hands. Tabitha began to panic and ran home in the hopes that her father could relieve the itch and make the rash disappear. What is the cause of Tabithas itchy rash? The passage itself does not say, but it does give you clues: spending time in the woods, developing an itch, and being covered with red blotches. By putting these clues together with your prior knowledge, you can be pretty certain that Tabitha stepped in poison ivy while looking for leaves. As you make inferences, remember that each inference needs to fit with all of the clues in the passage and with your prior knowledge. In multiple-choice questions, you can eliminate answers that contradict the text and those for which there is no evidence. Then, from the remaining answers, choose the one that seems most logical. EXERCISE Read Theodore L. Thomass short story The Teston pages 892895 of your textbook. Then use clues from the story and your prior knowledge to answer the inference questions that follow. 1. What kind of person is MOST LIKELY going to pass this kind of drivers test? One who is A. careful B. traumatized C. carefree D. confident
2. What is the significance of the two grooves worn into the floor? A. They indicate that Robert really is still dreaming. B. They show that Robert is actually a machine. C. They indicate how easy it is for Robert to go with the men. D. They demonstrate how many people have failed the test in this way.
3. Based on the information presented on the first page (page 892), one can infer that Robert A. hates driving B. loves driving C. would rather sit in the passenger seat so that he can enjoy the ride D. is indifferent about driving
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4. Why would a drivers test such as the one described in this story be useful? Use details from the story to support your answer.
5. Predict how this experience will affect Roberts thoughts and feelings about reality. Use details from the selection to support your prediction.
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FINDING
THE
MAIN IDEA
OR
THEME
Many standardized test questions will ask you to identify the main idea or theme of a passage of text. In general, nonfiction texts have main ideas; literary texts (poems, stories, novels, plays, and personal essays) have themes. Sometimes, however, the term main idea is used to refer to the theme of a literary work, especially an essay or poem. The main idea is a brief statement of what the author wants you to know, think, or feel after reading the text. In some cases, the main idea will actually be stated. Check the first and last paragraphs for a sentence that sums up the entire passage. Usually, however, the author will not tell you what the main idea is, and you will have to infer it. To infer a main idea, ask yourself these questions about the text: Who or what is this passage about? What does the author want me to know, think, or feel about this who or what? If I had to tell someone in one sentence what this passage is about, what would I say? After you have a main idea in mind, check to see whether all the details in the passage fit that main idea. If any detail contradicts your statement, you need to revise that statement. TIPS FOR ANSWERING MULTIPLE-CHOICE MAIN IDEA QUESTIONS Eliminate any statement that contains incorrect information. Eliminate any statement that applies only to one paragraph or section of the passage. If two statements are similar, choose the one that contains more information, as long as all information is correct. Following a literary passage, you might be asked to identify the theme, or central idea, of the passage. The theme is usually a general statement or insight about life. It is expressed through the plot, images, characters, and symbols in a text. To find the theme of a passage, ask yourself these questions: How and why has the main character or speaker changed by the end of the story? What has the main character learned by the end of the story? How is the reader supposed to feel about the events of the story? What is the author trying to say about life? What is the moral or lesson of the story?
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EXERCISE 1. Read I Have a Dream on pages 462464 of your textbook. Which of the following statements BEST expresses the main idea of this speech? A. Together, Americans can achieve the dream of equality for all people. B. Even a hundred years after the freeing of the slaves, African Americans are treated with injustice. C. African Americans will never be satisfied until they have achieved equality. D. African Americans have finally achieved the dream of freedom.
2. Turn to page 758 in your textbook and read the poem Courage by Anne Sexton. Which of the following statements BEST expresses the theme of the poem? A. Only a handful of people have real courage. B. The truly courageous are those that sacrifice their lives for someone else. C. Fighting in a war is the greatest sign of courage. D. Courage can be found in many different forms and in almost every life.
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USING CONTEXT CLUES

Some standardized test questions will ask you to choose the best definition for a word that might be unfamiliar to you. You can often figure out the meaning of this word by using context clues. Context clues frequently can be found in nearby words and phrases that provide hints about the word. EXAMPLES comparison clue The dog meandered down the street like a couple out for a leisurely Sunday drive.
Couples on leisurely Sunday drives move rather slowly and without a specific direction in mind. Meandered must mean something like took a slow, winding path. contrast clue I dont have the exact measurements with me, but I can give you an approximation.
The word but signals a contrast between exact measurements and an approximation. Approximation must mean estimate, inexact guess. restatement clue Alissa is known for her unusual garb. Ive never known anyone else with such odd taste in clothes!
As the second sentence suggests, garb means clothing. apposition clue Greg barged into the meeting unannounced, crying, I hate to interrupt, but this is really an importunity, a matter that cannot wait!
By restating the word importunity in different terms, the apposition indicates that importunity means an urgent matter, an emergency. examples clue There were several inauspicious signs, including a black cat in the middle of the street, a broken mirror in the restroom, and thirteen peas left on his plate at dinner.
From the signs listed here a black cat, a broken mirror, and the number thirteen you can guess that inauspicious means unlucky. cause and effect clue Trevor couldnt come to the party because he had another engagement.
If it meant Trevor couldnt be in a particular place at a particular time, an engagement must mean somewhere one has promised to be. The following table shows words that signal each type of context clue. Look for these words in the sentences around an unfamiliar word to see if they signal a context clue. comparison contrast restatement examples cause and effect and, like, as, just as, as if, as though but, nevertheless, on the other hand, however, although, though, in spite of that is, in other words, or including, such as, for example, for instance, especially, particularly if/then, when/then, thus, therefore, because, so, as a result of, consequently
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EXERCISE Read the following sentences. Then choose the best definitions for the underlined words. 1. My dog Willie cowered like a scaredy-cat while I yelled at him for chewing up my brand new leather shoes. A. crouched B. growled C. stared D. hissed
2. I thought I had the right time to meet my girlfriend, but I found out I was erroneous when I showed up two hours late! A. correct B. afraid C. wrong D. frustrated
3. The barrier was made of a porous substance that looked like a sponge or an airy loaf of bread. A. capable of great power B. filled with holes C. smooth and strong D. used for cleaning
4. Because of my teachers ambiguity, I was unsure about how to answer the question. A. absence B. answer C. short-temper D. lack of clarity
5. The St. Louis Cardinals loss to the Chicago Cubs was inconsequential. Since it was a preseason game, it wasnt that important. A. unsuccessful B. worrisome C. uninteresting D. insignificant
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ANSWERING CONSTRUCTED-RESPONSE QUESTIONS

In addition to multiple-choice questions, many standardized tests, including the Missouri Assessment Program (MAP) test, include constructed-response questions that require you to write answers in the test booklet. Constructed-response questions might ask you to identify key ideas or examples from the text by writing a sentence about each. In other cases, you will be asked to write a paragraph in response to a question about the selection and to use specific details from the passage to support your answer. EXAMPLE Essay prompt: Richard Brautigans poem All Watched Over by Machines of Loving Grace can be easily misunderstood if one does not know that it is a satirical piece. How do the images in the poem help to create a satirical tone? Use details from the selection to support your answer. Short response: Images such as a cybernetic meadow where mammals and computers live together in harmony and a cybernetic forest filled with pines and electronics work to satirize the popular belief that technology makes our world a better place. These images border on the absurd in order for Brautigan to poke fun at those who believe that humans beings and technology can live in harmony. Using exaggeration, Brautigan shows just how ridiculous our lives would be if we became too dependent on machines. The MAP also contains constructed-response questions that ask you to apply information or ideas from a text in a new way. For example, you might be asked to write a letter from the point of view of a character from the text. Another question might ask you to use information from the text in a particular imaginary situation. As you answer these questions, remember that you are being evaluated based on your understanding of the text. Although these questions offer opportunities to be creative, you should still include ideas, details, and examples from the passage you have just read. The following tips will help you answer constructed-response questions effectively. TIPS FOR ANSWERING CONSTRUCTED-RESPONSE QUESTIONS Before reading the passage, skim the questions. When you skim, you glance through material quickly to get a general idea of what it is about. As you read, underline any information that relates to the questions. After you have finished reading, you can decide which of the underlined details to use in your answers. On extra paper or in the margin of your test booklet, list the most important points to include in each answer. Then number them to show the order in which they should be included. Finally, draft your answer. On the MAP, the constructed-response questions progress from easiest to most complex. Answer the easiest questions first. If you have extra time, use it to revise and proofread your answers.
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EXERCISE Turn to page 739 and read Thank You, Mam by Langston Hughes. Then answer the constructedresponse questions below. 1. Explain how Roger and Mrs. Luella Bates Washington Jones first meet.
2. Why does Mrs. Luella Bates Washington Jones decide to help Roger even after he tries to steal from her? Use details from the selection to support your answer.
3. The way Mrs. Luella Bates Washington Jones handled the situation with Roger communicates many things about her character. Write a letter to your mayor explaining why she should be nominated for Citizen of the Week. Make sure you describe at least two aspects of her character and that you use details from the selection to support your answer.
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4. Imagine that you are Roger in this story. Write a one-paragraph thank-you letter to Mrs. Luella Bates Washington Jones.
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RESPONDING
TO
WRITING PROMPTS
Many standardized tests, including the Missouri Assessment Program (MAP) test, include writing sections that ask you to respond to a prompt by writing an essay. When you take writing tests, be sure you know how your essay will be evaluated. MAP essays are evaluated on the following criteria: whether your essay has a beginning, middle, and end how well you use paragraphs how smoothly your paper flows from one idea to another whether you stay on topic whether you use enough details and examples how precise and vivid your language is how varied your sentences are how well you use writing techniques such as imagery, humor, point of view, and voice whether your essay shows a clear sense of your audience and purpose for writing how correctly you use grammar, punctuation, capitalization, and spelling No matter what kind of essay you are writing, follow this two-step rule: 1) State a thesis, and 2) Explain and support it. The thesis in an essay is a statement of the main idea. It should come in the introductory paragraph. The rest of your essay, which is just as important, contains an explanation and supporting details for your thesis. The more specific examples and concrete details you can supply to support your thesis, the better you are likely to score. Your conclusion, which is the last paragraph of your essay, should sum up your thesis and your support for it. Use an abbreviated version of the writing process to write an answer to each writing prompt. Follow these steps: 1. Preview the test. Figure out which questions will take longest to answer, and budget your time. Plan time for planning, drafting, and reviewing your work. Stick to your plan. 2. Analyze the prompt. Essay prompts contain clues about what is expected of you. You can use the writing prompt to help you identify your purpose and audience and to narrow your topic. 3. Plan your response. Once youve understood the writing prompt, you need to collect and organize your thoughts about it. First, brainstorm ideas using whatever method is most comfortable for you. If you dont immediately have ideas, try freewriting for five minutes or drawing a cluster chart. Then, organize the ideas you came up with. A simple outline or chart can help. For example, the following graphic organizer might help you organize a compare and contrast essay.
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Subject #1 Similarity or Difference #1 Similarity or Difference #2 Similarity or Difference #3
Subject #2
Think in advance about other charts that can help you organize your ideas. Before moving on, reread the prompt to make sure you are writing about the topic. 4. Write your answer. Include your thesis in your introduction. Then follow your organizational plan to write each body paragraph. Devote one paragraph to each major point of support for your thesis. Write quickly and keep moving. Dont spend too much time on any single paragraph, but try to make your answer as complete as possible. End your essay with a conclusion that sums up your major points. 5. Revise your answer. Make sure you have included everything you were asked to include. On the MAP, you will find a Writers Checklist on the page following the writing prompt. Each statement in this checklist refers to one of the scoring criteria. Check to see that your essay possesses each feature listed in the checklist. Make any necessary corrections to your essay. EXERCISE Below is a writing prompt that mirrors those you will find on the MAP. Read the prompt. Then use the list of steps above to prepare your response. Space has been provided for your prewriting notes as well as for your essay.
Many of the selections in your literature book deal with the theme of heroism. Based on what you have read and learned, write to explain your own definition of a hero or heroine.
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WRITERS CHECKLIST
My paper has a beginning, middle, and end. My paper uses paragraphing appropriately. My paper flows smoothly from one idea to another. My paper stays on topic. My paper includes details and examples. My paper uses precise and vivid language. My paper includes a variety of sentences structures. My paper includes correct grammar/usage, punctuation, capitalization, and spelling.
1. Plan your essay here.
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2. Write your essay on the lines below.
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ANALYZING
WRITING PROMPT
The first step in responding to a writing prompt is to analyze the prompt itself. You can use the writing prompt to help you identify your purpose and audience and to narrow your topic. Your purpose is your reason for writing. On the MAP, you may be asked to write to inform or to persuade. Informative writing explains, describes, or instructs. Textbooks, encyclopedias, research reports, and newspaper articles are examples of informative writing. Persuasive writing attempts to convince readers to believe as the author believes. Editorials, campaign speeches, and opinion essays are examples of persuasive writing. Your audience is the group of people you want to read what you are writing. Often, the writing prompt specifies who your audience is. For example, if the prompt asks you to write to persuade the school board to add an additional extracurricular activity or club, your audience is the school board. In informative prompts, the audience may be missing. In that case, assume that your audience is the essay scorer, a person much like your teacher. The topic is the subject you will write about. In the example above, the topic is the extracurricular activity or club you want the school board to approve. Often, the writing prompt will give you a general topic, and you will need to select a specific aspect of that topic to cover in your essay. Consider the following prompt: EXAMPLE
In the excerpt from Mississippi Solo, Eddy L. Harris describes how he came to learn things he never knew about himself during the difficult moments of canoeing up the Mississippi River. Think about a time when you learned something new about yourself during an especially difficult time. Write to explain how the experience led you to learn something new about yourself.
This prompt specifies a general topic: difficult times that lead to new understandings about yourself. In order to write the response, however, you will need to narrow this topic to one specific time and one specific quality or thing you learned about yourself during that time. EXERCISE Analyze each of the following prompts by identifying the purpose, the audience, and the topic. Then narrow each topic so that it would be manageable in a four-page handwritten essay. 1. Several of the selections you read deal with the advantages and disadvantages of technology. For example, while the Internet can be a useful tool for research, it can also be used to target children and young adults in a harmful way. Imagine that your school is debating whether or not they should allow students to have access to the Internet during school hours. Write an editorial to your newspaper persuading the town and school board to agree with your position on this issue. Purpose: __________________________________________________________________________________ Audience: ________________________________________________________________________________ Topic: ____________________________________________________________________________________ Narrowed topic: __________________________________________________________________________
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2. Filmmakers have often relied on literature to make films. For example, Shakespeares The Tragedy of Romeo and Juliet has been made into a movie numerous times over the years. Think about a film you have seen that is based on literature (a play, a novel, an autobiography, or some other work). Write a film review for your school newspaper that compares and contrasts the movie version with its original literary version. Purpose: __________________________________________________________________________________ Audience: ________________________________________________________________________________ Topic: ____________________________________________________________________________________ Narrowed topic: __________________________________________________________________________
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PLANNING YOUR RESPONSE

Once you have analyzed the writing prompt to identify purpose, audience, and topic, you are ready to plan your response. 1. Narrow your topic. The first step is to narrow your topic. The topics presented in writing prompts are intentionally broad so that they can appeal to a wide variety of students. In order to focus your essay on a single controlling idea, you will need to narrow the broad topic. A good way to narrow the topic is by creating a cluster chart. Around the center of a cluster chart, you write subtopics related to the broader topic in the middle. Then you add supporting details for each subtopic. Study the writing prompt below and the cluster chart HaMou created in order to narrow the topic. EXAMPLE In the excerpt from Mississippi Solo, Eddy L. Harris describes how he came to learn things he never knew about himself during the difficult moments of canoeing up the Mississippi River. Think about a time when you learned something new about yourself during an especially difficult time. Write to explain how the experience led you to learn something new about yourself.
all things eventually die
learned ways to mourn down a set dog died felt like giving up
didnt have seat belt on
nobody injured, but scary
car accident
final tennis match to go to state
car was totalled
Difficult times that led to new understandings of myself

best friend moved way
tried physically and mentally
still close friends
flood
damaged house
afraid we would lose friendship
both sad
photo album destroyed insurance did not cover loss
HaMou remembered five difficult times that led to learning something new about herself. From those five, she must now choose just one to write about.
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2. Gather ideas. Once you have narrowed your topic, you need to gather ideas about it. Common methods for gathering ideas include brainstorming, freewriting, clustering, questioning, analyzing, and using sensory detail charts, timelines, story maps, and pro and con charts. To learn more about each of these methods, read the Language Arts Survey Writing Resource 2.9 and 2.122.21. 3. Organize your ideas. Once you have generated ideas for your essay, its time to organize them. Writing can be organized in different ways:
Method Chronological Order
Description Write about events in the order in which they happened or in the order they should be done. Describe parts in the order of their location in spacefor example, from back to front, left to right, or top to bottom. Write details or reasons from least important to most important or from most to least important. Present unique characteristics of one subject followed by unique characteristics of the other subject. Alternatively, present one quality of both subjects followed by a second quality, and so on. Present one or more causes followed by one or more effects. Alternatively, present effects followed by causes. Present material in such a way that each idea is connected logically to the one that precedes it and/or to the one that follows it.
Spatial Order
Order of Importance
Comparison and Contrast Order
Cause and Effect Order
Part by Part Order
Using the method of organization that makes the most sense, create a rough outline of your response. In a rough outline, you simply list your main ideas in the order they should appear in your response. Using chronological organization, HaMou created the following rough outline for her essay about a difficult time that taught her something new about herself. EXAMPLE Difficult Time: Best Friend Moved Away had been best friends since kindergarten told me during our weekly slumber party cried a lot helped her pack was afraid we would grow apart and no longer be best friends am still best friends with her even though she lives 1,000 miles away learned that I am capable of having long-distance friendships
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EXERCISE Follow the steps outlined above to plan a response to each of the writing prompts that follow. Try using a different technique to gather ideas for each prompt. Finish by creating a rough outline for each response. 1. Several of the selections you read deal with the advantages and disadvantages of technology. For example, while the Internet can be a useful tool for research, it can also be used to target children and young adults in a harmful way. Imagine that your school is debating whether or not they should allow students to have access to the Internet during school hours. Write an editorial to your newspaper persuading the town and school board to agree with your position on this issue.
WRITERS CHECKLIST
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2. Filmmakers have often relied on literature to make films. For example, Shakespeares The Tragedy of Romeo and Juliet has been made into a movie numerous times over the years. Think about a film you have seen that is based on literature (a play, a novel, an autobiography, or some other work). Write a film review for your school newspaper that compares and contrasts the movie version with its original literary version.
WRITERS CHECKLIST
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DRAFTING YOUR RESPONSE

Once you have planned your response, use your plan to write a draft. Draft an introduction. The introduction to an essay is your hook. It invites readers into your essay. It should raise questions in readers minds and make them want to read on because they want the answers to those questions. An effective introduction can start with a quotation, a question, an anecdote, an intriguing fact, or a description. The bait at the end of the hook is your thesis statement, a one-sentence summary of your main idea. Here is HaMous introduction for her response on a difficult experience that led her to learn something new about herself. EXAMPLE
Have you ever had someone you love move over a thousand miles away from you? One year ago, my best friend Arju told me that she and her family were moving to California. I will never forget that day. We were having our weekly slumber party at my house. Right in the middle of laughing hysterically during the movie Princess Bride, Arju interrupts my laughter by saying, I have something important to tell you. Ive been meaning to tell you for about two weeks now. After a long pause and after my insistence that she stop keeping me in suspense, she told me the terrible news. I thought I would lose my best friend forever when she told me she was leaving. However, it has been a year and we are still best friends. I always thought that your best friend had to live in the same city as you, but I learned through Arjus move that I am capable of having a best friend no matter how many miles lie between us.
Draft body paragraphs. The body of a piece of writing is the longest part. It contains most of the information on your topic and should fulfill the purpose specified in the writing prompt. Follow your rough outline to write each body paragraph. Devote one paragraph to each major point of support for your thesis. Write quickly and keep moving. Dont spend too much time on any single paragraph, but try to make your response as complete as possible. Draft a conclusion. In the conclusion of an essay, you bring together the main points you included in the body paragraphs and create a sense of closure to the issue you raised in your thesis. Creating a sense of closure is difficult for many students. The chart on the next page shows some possible ways HaMou might accomplish this task:
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Method Make a generalization
Example Maybe every friendship needs to be tested like mine and Arjus was. If Arju had never moved, I would have never realized that I am able to maintain long-distance friendships. After the shock and the crying and the work of helping her get ready to leave, Arju and I emerged as stronger friends than we ever had been before. I realize now that friendship is not determined by location or proximity; instead, it is determined by dedication and commitment. Dont ever let distance get in the way of your friendships. Believe me, if I can maintain long distance relationships, so can you. Consider the ways that your definition of friendship might need to be broadened. Arjus move has not only opened my mind to long-distance friendships. It has also caused me to broaden my definition of what friendship means. All kinds of friendships are possible.
Restate your thesis and major supporting ideas in different words Summarize the points made earlier in the essay Include a lesson or a moral
Encourage your reader to support your viewpoint or take specific action Expand your thesis or main idea by connecting it to the readers own interests Link your thesis to a larger issue or concern
Which of these options do you think would work best for HaMous conclusion? Use transitions effectively. Transitions are words and phrases that provide a smooth shift from one idea to the next in your writing. They should be used as necessary throughout your paper, but they are especially important in connecting the body paragraphs. The transition words you use depend on the method of organization you have chosen. EXAMPLES Chronological order: first, second, third, next, then, finally, after that Spatial order: next to, adjoining, above, below, beside, beyond, around, near, under, beneath Order of importance: more important, less important, most important, least important Comparison and contrast order: likewise, similarly, in contrast, another difference, alike, comparable, conversely Part by part order: Any words or phrases that indicate the relationship or connection between ideas
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EXERCISE Select one of the prompts for which you planned a response on the worksheet Planning Your Response. Use the plan you have created to draft a response to the prompt.
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REVISING YOUR RESPONSE

Once you have written a draft, use the Writers Checklist following the prompt to review what you have written. Does your paper have a beginning, a middle, and an end? Have you used paragraphing appropriately? Do your ideas flow smoothly from one to another with the help of transitions? Does your paper stay on topic? Does your paper include enough details and examples? Can you make your word choices more precise or more vivid? Do you vary your sentence structures? Have you made any errors in grammar/usage, punctuation, capitalization, or spelling? Thinking about these questions should help you make improvements to your response. To avoid wasting time erasing and rewriting large sections of your response, use proofreading symbols to mark corrections. Familiarize yourself with the following proofreading marks.
PROOFREADERS SYMBOLS
Symbol and Example The very first time cat cradle Georze All the horses kings french toast the vice-President housse book keeper gebril end. Watch out, she yelled. Love conquers all Welcome friends. Getthe stopwatch Dear Madam She walked he rode. name brand products cats meow cats cradle
Meaning of a Symbol Delete (cut) this material. Insert (add) something that is missing. Replace this letter or word. Move this word to where the arrow points. Capitalize this letter. Lowercase this letter. take out this letter and close up space. Close up space. Change the order of these letters. Begin a new paragraph. Put a period here. Put a comma here. Put a space here. Put a colon here, Put a semicolon here. Put a hyphen here. Put an apostrophe here. Let it stand. (Leave as it is.)
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EXERCISE Review the practice response you wrote on the Drafting Your Response worksheet or on a practice test your teacher has administered. Use the questions above to improve your draft, and practice using the proofreaders symbols to mark changes to it. Summarize the changes you made here:
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MAP Practice, Grade 9

UNIT 1 TEST READING
DIRECTIONS
This passage is about an annual event that celebrates the art and craft of storytelling. Read the passage. Then answer Numbers 1 through 8.
National Storytelling Youth Olympics

The National Storytelling Youth Olympics is an event where thousands of kids from grades 6 to 12 compete against each other by telling stories. It is sponsored by the Masters Degree Program in Reading and Storytelling at East Tennessee State University. The sole purpose of this event is to promote and encourage both the art and science of storytelling among middle school and high school students. Although this event is competitive, its underlying intent and goal is to provide students across the nation with a reason to practice numerous noncompetitive skills. Those skills include sportsmanship, responsible behavior, and an attitude of respect for others and the storytelling genre. The eventual goal of the National Storytelling Youth Olympics is to encourage every classroom in America to discover (or rediscover) the beauty of storytelling and story performance. Joe Bowman and his teacher Diane Judy, The National Storytelling Youth Olympics takes place displaying the trophy Joe won at the National usually around the first weekend in March. Students from Storytelling Youth Olympics in 1999. all over the country arrive by bus, plane, or automobile in Johnson City, Tennessee. They usually arrive on Thursday or Friday. Those that arrive on Thursday take advantage of their early arrival by telling stories at local schools. On Friday, an evening meal is prepared for all contestants, coaches, and parents. Games are played, stories are told, and lifetime friendships begin. Saturday is the day of the big event. A luncheon is held in the afternoon so contestants can familiarize themselves with the surroundings and do a sound check. The event is divided into three categories separated by grades. Contestants are judged not only by their storytelling performance, but also by the attitude and behavior they display during the entire weekend. A winner is picked from each of the three categories; however, there is an overall winner who is granted the name of Grand Torch Bearer. This person is selected not only by the judges, but also by the contestants. After the winners have been announced, the contestants retreat back to their hotel where a celebratory ice cream party is held; and believe it or not, they tell more stories! This is what the National Storytelling Youth Olympics is all about: developing a love for the art of storytelling.
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Joe Bowman storytelling at his local elementary school in Gray, Tennessee.
Joe Bowman did just that. He has been developing his love for storytelling since the sixth grade. His efforts and hard work were rewarded when he received the title Grand Torch Bearer in 1999 with the story titled The Pirate. This story was actually a song that he rewrote to tell as a story. It is the story of a young pirate who wants to become a Broadway singer. The Pirate reflects Joes favorite type of story to tellhumorous. He also likes to tell folk tales and stories with lessons, especially lessons that teach character in people. As a tenth grader at Daniel Boone High School in Gray, Tennessee, he keeps busy by telling these types of stories at libraries, homes for the elderly, local coffee houses, elementary schools, churches, and competitions. Joe is also involved in the school choir and drill team. He will be competing in the National Storytelling Convention to be held in Kingsport, Tennessee, in the summer of 2000.
1. Which of the following sets of words best describes the Grand Torch Bearer? A. competitive, ambitious, talented B. respectful, responsible, skilled C. athletic, determined, creative D. imaginative, individualistic, cynical 2. The author MOST LIKELY wrote this selection to A. entertain readers by discussing storytelling B. persuade readers to donate money to the National Storytelling Youth Olympics C. inform readers about a friendly, fun competition D. inspire readers to take up storytelling 3. Why would someone MOST LIKELY choose to attend the National Storytelling Youth Olympics? A. to refine storytelling skills while meeting new friends B. to compete fiercely with the best storytellers in the country C. to earn money and fame D. to tell stories at nursing homes, churches, schools, and libraries 4. Which of the following statements provides the MOST convincing support for the idea that Joe Bowman has developed a love for the art of storytelling? A. He revised a song about a pirate to make it into a story. B. He was the Grand Torch Bearer in 1999. C. He competed in the National Storytelling Convention in 2000. D. He tells stories at libraries, homes for the elderly, coffee houses, schools, and churches.
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5. What is the purpose of the National Storytelling Youth Olympics? A. to spread a love of and talent for storytelling B. to promote responsibility and respect C. to generate interest in the Masters Degree program in Reading and Storytelling D. to select a Grand Torch Bearer
6. Contestants who participate in the National Storytelling Youth Olympics have a very busy schedule. List three activities and the days that those activities take place.
7. Joe Bowman won the title of Grand Torch Bearer in 1999 with The Pirate, which is based on a song that he rewrote as a story. What three qualities can you infer about Joe Bowmans character based on this information? Use details from the text to support your answer.
8. Imagine that you are a marketing specialist who has been hired to promote the National Storytelling Youth Olympics. Create text for a flyer that advertises and promotes this event based on the information presented in the passage.
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UNIT 1 TEST WRITING
DIRECTIONS
Now you will write a paper in response to a writing prompt. First, read the prompt in the box below. Then use the separate paper your teacher has given you for your prewriting activity (such as brainstorming, listing, freewriting, clustering, mapping, or drawing). After you finish your prewriting activity, write your first draft on the separate paper your teacher has given you. Look back at your prewriting activity for ideas.
WRITING PROMPT
In the article you just read, Joe Bowman mentions that he especially likes telling stories that carry messages about who we human beings are and how we should live. Think of a story with a message that is meaningful to you. This could be a fable, a parable, a childrens story, or some other literary work. Then write an essay in which you briefly relate the story, identify its theme or message, and discuss how it conveys that theme.
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UNIT 1 TEST WRITING: FINAL COPY

DIRECTIONS
Now you have time to revise your draft. Reread your draft and think about the Writers Checklist below. Check every box that makes a true statement about your draft.
WRITERS CHECKLIST
For every box you did not check, make the necessary revisions on your draft before you write your final copy on pages 43 through 47.
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Please use ONLY a Number 2 pencil to write your final copy.
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UNIT 2 TEST READING
DIRECTIONS
This poem by Robert Frost describes how the sight of certain trees reminds the speaker of his childhood. Read the passage. Then answer Numbers 1 through 8.
Birches by Robert Frost

When I see birches bend to left and right Across the lines of straighter darker trees, I like to think some boys been swinging them. But swinging doesnt bend them down to stay As ice storms do. Often you must have seen them Loaded with ice a sunny winter morning After a rain. They click upon themselves As the breeze rises, and turns many-colored As the stir cracks and crazes their enamel. Soon the suns warmth makes them shed crystal shells Shattering and avalanching on the snow crust Such heaps of broken glass to sweep away Youd think the inner dome of heaven had fallen. They are dragged to the withered bracken by the load, And they seem not to break; though once they are bowed So low for long, they never right themselves: You may see their trunks arching in the woods Years afterwards, trailing their leaves on the ground Like girls on hands and knees that throw their hair Before them over their heads to dry in the sun. But I was going to say when Truth broke in With all her matter of fact about the ice storm, I should prefer to have some boy bend them As he went out and in to fetch the cows Some boy too far from town to learn baseball, Whose only play was what he found himself, Summer or winter, and could play alone. One by one he subdued his fathers trees By riding them down over and over again
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Until he took the stiffness out of them, And not one but hung limp, not one was left For him to conquer. He learned all there was To learn about not launching out too soon And so not carrying the tree away Clear to the ground. He always kept his poise To the top branches, climbing carefully With the same pains you use to fill a cup Up to the brim, and even above the brim. Then he flung outward, feet first, with a swish, Kicking his way down through the air to the ground. So was I once myself a swinger of birches. And so I dream of going back to be. Its when Im weary of considerations, And life is too much like a pathless wood Where your face burns and tickles with the cobwebs Broken across it, and one eye is weeping From a twigs having lashed across it open. Id like to get away from earth awhile And then come back to it and begin over. May no fate willfully misunderstand me And half grant what I wish and snatch me away Not to return. Earths the right place for love: I dont know where its likely to go better. Id like to go by climbing a birch tree, And climb black branches up a snow-white trunk Toward heaven, till the tree could bear no more, But dipped its top and set me down again. That would be good both going and coming back. One could do worse than be a swinger of birches.
1. In this selection, the word subdued means A. crushed B. enlightened C. overcame D. gave in
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2. To what does the speaker of the poem compare the broken ice? A. a sunny winter morning B. seashells on a beach C. pieces of heaven broken on the ground D. girls on their hands and knees with their hair over their heads 3. The author most likely wrote this selection in order to A. express his feelings about a childhood experience B. persuade readers to swing on birches C. inform readers about birch trees D. inspire readers to become poets 4. How is swinging toward heaven from a birch tree important to this poem? A. It makes the rhyme scheme work better. B. It creates a mood of tension and anxiety. C. It puts the speaker in danger. D. It symbolizes escape from daily worries. 5. Which of the following is a theme of this poem? A. taking time in the winter for yourself B. trying something you have never tried before C. swinging higher than you ever have before D. taking time out from everyday problems
6. List two reasons given in the poem for why birches sometimes have branches that are bent to the ground.
7. Why does the speaker want to believe an explanation that is not true? Use details from the text to support your answer.
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8. Imagine that you are a birch tree. Write a short journal entry about how it feels to a) experience an ice storm OR b) have young children swing on your branches.
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UNIT 2 TEST WRITING
DIRECTIONS
Now you will write a paper in response to a writing prompt. First, read the prompt in the box below. Then use the separate paper your teacher has given you for your prewriting activity (such as brainstorming, listing, freewriting, clustering, mapping, or drawing). After you finish your prewriting activity, write your first draft on the separate paper your teacher has given you. Look back at your prewriting activity for ideas.
WRITING PROMPT
The speaker in Birches is craving a break from the routine of his adult life. Many people find it hard to put aside work and family duties in order to take time for themselves. Imagine that you work for a travel agency and that your job is to convince people like the speaker in Birches to take long, leisurely vacations. Where would you recommend the speaker go to recapture the feeling he got from swinging from birches? Think of a vacation destination for him. Then write an essay using logical and emotional appeals to convince the speaker to take the vacation you are suggesting.
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UNIT 2 TEST WRITING: FINAL COPY

DIRECTIONS
Now you have time to revise your draft. Reread your draft and think about the Writers Checklist below. Check every box that makes a true statement about your draft.
WRITERS CHECKLIST
For every box you did not check, make the necessary revisions on your draft before you write your final copy on pages 54 through 58.
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Scoring Guide
Test-Taking Skills Practice Worksheets
PREPARING
FOR
TESTS
Scoring Guide: 2 pointsThe response identifies at least TWO advantages to this new kind of drivers test and supports the answer with evidence from the text. 1 pointThe response identifies ONE advantage and supports the answer with evidence from the text. 0 pointsother Example of a top-score-point response: Being able to experience a car accident while under hypnosis provides the driver with an opportunity to practice how to behave and respond during an accident. As a result, it will help to make better drivers. In addition, experiencing such a terrifying and traumatic experience will help make more careful drivers for the rest of their lives. People will drive with more caution after having undergone such an event because they will never want to experience such a life-threatening event again. Item No: 5 Content Standards: 2, 4 Process Standards: 1.7, 2.3 Item 5 Predict how this experience will affect Roberts thoughts and feelings about reality. Use details from the selection to support your prediction. Scoring Guide: 2 points The response contains a prediction and supports it with AT LEAST TWO details from the text. 1 point The response contains a prediction supported by ONLY ONE detail from the text. 0 points other Example of a top-score-point response: In the future, Robert Proctor is likely to doubt whether what he is experiencing is really happening. The car accident that seemed so real to him was actually a simulation, which will make him wonder if his other experiences might be simulations, as well. In addition, the uniformed man at the end of the story responds to Roberts question about reality by saying How does any of us know? This question is likely to plague Robert in the future.
1. Responses will vary. 2. Responses will vary.
ANSWERING MULTIPLE-CHOICE QUESTIONS

1. Answer: C; Content Standard(s): 3; Process Standard(s): 1.5, 1.6 2. Answer: B; Content Standard(s): 3, 5; Process Standard(s): 1.7, 4.3 3. Answer: D; Content Standard(s): 3,5; Process Standard(s): 1.5 4. Answer: A; Content Standard(s): 3,4; Process Standard(s): 1.5; 3.1 5. Answer: C; Content Standard(s): 3,5; Process Standard(s): 1.6, 3.5
ANSWERING READING COMPREHENSION QUESTIONS

1. Answer: C; Content Standard(s): 3,5; Process Standard(s): 1.6, 3.5 2. Answer: B; Content Standard(s): 3,5; Process Standard(s): 1.5, 1.6 3. Answer: A; Content Standard(s): 3,5; Process Standard(s): 1.5, 1.7 4. Answer: D; Content Standard(s): 3,5; Process Standard(s): 1.5 5. Answer: B; Content Standard(s): 3,5; Process Standard(s): 1.5, 3.2, 3.5
MAKING INFERENCES
1. Answer: B; Content Standard(s): 2,5; Process Standard(s): 1.5, 1.6 2. Answer: D; Content Standard(s): 2,5; Process Standard(s): 1.5, 1.6, 1.7 3. Answer: B; Content Standard(s): 2,5; Process Standard(s): 1.5, 1.7, 3.5 Item No: 4 Content Standards: 1, 2, 4, 5 Process Standards: 1.5, 1.7, 2.4, 3.5, 4.1 Item 4: Why would a drivers test such as the one described in this story be useful? Use details from the story to support your answer.
FINDING
THE
MAIN IDEA
OR
THEME
1. Answer: A; Content Standard(s): 2, 5; Process Standard(s): 1.5
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2. Answer: D; Content Standard(s): 2, 5; Process Standard(s): 1.5
USING CONTEXT CLUES

1. Answer: A; Content Standard(s): 7; Process Standard(s): 1.5, 1.6, 3.2, 3.5 2. Answer: C; Content Standard(s): 7; Process Standard(s): 1.5, 1.6, 3.2, 3.5 3. Answer: B; Content Standard(s): 7; Process Standard(s): 1.5, 1.6, 3.2, 3.5 4. Answer: D; Content Standard(s): 7; Process Standard(s): 1.5, 1.6, 3.2, 3.5 5. Answer: D; Content Standard(s): 7; Process Standard(s): 1.5, 1.6, 3.2, 3.5
1 point The response offers a plausible explanation for why she helps Roger and supports it with ONE detail from the text. 0 points other Example of a top-score-point response: At one point, Mrs. Luella Bates Washington Jones says, You ought to be my son. One reason why she decides to help him is because she sees him as a son. As a result, she treats him like her own child by providing him with food, shelter, and guidanceeven if it is for only one night. She also says, I would teach you right from wrong, which could be another reason why she helps Roger rather than turning him in to the police, which might not teach him the lesson she wants him to learn about being kind and generous toward people. Item No: 3 Content Standard(s): 1, 4, 6 Process Standard(s): 1.6, 2.3, 2.4, 4.1, 4.3 Item 3: The way Mrs. Luella Bates Washington Jones handled the situation with Roger communicates many things about her character. Write a letter to your mayor explaining why she should be nominated for Citizen of the Week. Make sure you describe at least two aspects of her character and that you use details from the selection to support your answer. Scoring Guide: 2 points The response identifies at least TWO characteristics AND supports each with at least TWO details from the selection. Conventions of business letter writing are also observed. 1 point The response offers ONE characteristic AND supports it with AT LEAST ONE detail from the text. Conventions of business letter writing may be lacking. 0 points other Example of a top-score-point response: Dear Mayor _________: I would like to nominate Mrs. Luella Bates Washington Jones for Citizen of the Week because she is a woman who really cares about teaching children right from wrong. Even though she does not have any children of her own, she treats those she meets on the street as if they are her own. For example, one night on her way home from the store, a little boy tried
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ANSWERING CONSTRUCTED-RESPONSE QUESTIONS

Item No: 1 Content Standard(s): 2, 4 Process Standard(s): 1.5, 1.8, 2.3 Item 1: Explain how Roger and Mrs. Luella Bates Washington Jones first meet. Scoring Guide: 2 points The response accurately identifies how they meet AND explains it in some detail. 1 point The response identifies what happened but offers NO explanation. 0 points other Example of a top-score-point response: Roger and Mrs. Luella Bates Washington Jones first meet when Roger tries to steal her purse. However, because the purse was so heavy and because Roger was so skinny, the weight of the purse caused Roger to fall. As a result, Mrs. Luella Bates Washington Jones was able to catch Roger, and she takes the opportunity to teach him a lesson. Item No: 2 Content Standard(s): 2, 4 Process Standard(s): 1.5, 1.6, 2.3, 2.4, 4.3 Item 2: Why does Mrs. Luella Bates Washington Jones decide to help Roger even after he tried to steal from her? Use details from the selection to support your answer. Scoring Guide: 2 points The response offers a plausible explanation for why she helps Roger and supports it with TWO details from the text.
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to steal her purse. She caught him and instead of taking him to jail, she took him home with her and treated him as if he were her own son by providing him with a place to wash up and a warm home-cooked meal. She is an extremely kind and compassionate woman who displayed her generosity and kindness in order to provide the boy with a good model for how to treat others. She also taught him to never steal again by giving him $10 to buy a pair of blue suede shoes. This seems like an odd way to teach him not to steal, but she wanted to make the point that asking for something is much better than stealing. As she herself told the boy, Well, you didnt have to snatch my pocketbook to get some suede shoesYou could of asked me. Sincerely, Joanna Frye Item No: 4 Content Standard(s): 1, 4, 6 Process Standard(s): 1.6, 1.8, 2.3, 2.4, 3.6 Item 4: Imagine that you are Roger in this story. Write a one-paragraph thank-you letter to Mrs. Luella Bates Washington Jones. Scoring Guide: 2 points The response accurately reflects Rogers perspective AND supports it with a detail from the story. Conventions of personal letter writing are also observed. 1 point The response accurately reflects Rogers perspective but does NOT support it with a detail from the story. Conventions of personal letter writing may be lacking. 0 points other Example of a top-score-point response: Dear Mrs. Luella Bates Washington Jones, I tried to say, Thank you, mam, to you the other night, but for some reason, I could not get the words out of my mouth. Even if I had said those words to you, I wanted to say something other than just Thank you. So, I thought Id write this letter to tell you that I really learned a lot from you that night we spent together. No one has ever treated me the way you did. Most people would have taken me to jail, but you fed me and gave me money instead. You are the nicest lady I have ever met. Like you said, I will never forget you.
Your friend (hopefully), Roger P.S. Thank you for not taking me to jail. And thank you for my new blue suede shoes. I love em!
RESPONDING
TO
WRITING PROMPTS
1. Content Standard: 4; Process Standard: 2.1. Responses will vary. Check to make sure that students understand how to organize an essay response before they begin drafting. 2. Content Standard: 4; Process Standard: 2.4. Responses will vary. Use the Writing Scoring Guide on page 183 to evaluate responses.
ANALYZING
WRITING PROMPT
1. Content Standard: 4; Process Standards: 2.1, 4.2 Purpose: to persuade Audience: townspeople and school board Topic: access to Internet during school hours Narrowed topic: responses will vary 2, Content Standard: 4; Process Standard: 2.1 Purpose: to inform Audience: students Topic: movie and literary versions Narrowed topic: responses will vary
PLANNING YOUR RESPONSE

1. Content Standard: 4; Process Standards: 1.4, 1.6, 1.8, 2.1. Responses will vary. Check to make sure that students understand how to organize an essay response before they begin drafting. 2. Content Standard: 4; Process Standards: 1.4, 1.6, 1.8, 2.1. Responses will vary. Check to make sure that students understand how to organize an essay response before they begin drafting.
DRAFTING YOUR RESPONSE

Content Standard: 4; Process Standard: 2.4. Responses will vary. Students drafts should show clear evidence of an introduction, a body, and a conclusion and should use transitions to connect ideas. You may wish to have students review each others drafts or to collect and review the drafts yourself. Students will be asked to revise these drafts on the worksheet called Revising Your Response.
REVISING YOUR RESPONSE

Content Standard: 4; Process Standard 2.2. Responses will vary. Note the kinds of changes students make to their drafts. Use the Writing Scoring Guide on page 184 to evaluate final responses.
MAP PRACTICE
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Grade 9 MAP Practice Tests

UNIT 1 TEST READING
1. Answer: B; Content Standard(s): 3; Process Standard(s): 1.5, 3.3 2. Answer: C; Content Standard(s): 3; Process Standard(s): 1.5, 1.6, 3.5 3. Answer: A; Content Standard(s): 3, 7; Process Standard(s): 1.5, 1.6, 1.7 4. Answer: D Content Standard(s): 3; Process Standard(s): 1.5, 1.7, 3.5 5. Answer: A; Content Standard(s): 3, 7; Process Standard(s): 1.5, 1.7 Item No.: 6 Content Standard(s): 3 Process Standard(s): 1.5 Item 6: Contestants who participate in the National Storytelling Youth Olympics have a very busy schedule. List three activities and the days that those activities take place. Scoring Guide: 2 points The response includes THREE activities along with the days on which they take place. 1 point The response includes TWO activities along with the days. 0 points other Example of a top-score-point: If contestants arrive on Thursday, they can tell stories at local schools. On Friday, contestants and/or parents meet with the storytelling coaches during dinner. Finally, on Saturday, contestants compete and present their stories to friends, families, and judges. Examples of acceptable responses: Friday: play games, tell stories, eat dinner Saturday: eat lunch, do a sound check, get familiar with the surroundings, compete, watch winners presented, celebrate with ice cream party Item No.: 7 Content Standard(s): 3 Process Standard(s): 1.5, 1.6, 1.7
Item 7: Joe Bowman won the title of Grand Torch Bearer in 1999 with The Pirate, which is based on a song that he rewrote as a story. What three qualities can you infer about Joe Bowmans character based on this information? Use details from the text to support your answer. Scoring Guide: 2 points The response identifies THREE qualities AND supports each with details from the text. 1 point The response identifies TWO qualities AND supports each with details from the text, or it identifies THREE qualities, but some evidence is lacking. 0 points other Example of a top-score-point: To receive the title of Grand Torch Bearer, you must be responsible, be respectful, tell stories well, and display sportsmanship. As a result, one can infer that Joe Bowman possesses these qualities. In addition, to rewrite a song into a story takes a lot of talent, creativity, and imaginationqualities that Joe Bowman must have. Item No.: 8 Content Standard(s): 3, 5 Process Standard(s): 1.8, 2.4, 2.6 Item 8: Imagine that you are a marketing specialist who has been hired to promote the National Storytelling Youth Olympics. Create a flyer that advertises and promotes this event based on the information presented in the passage. Scoring Guide: 2 points The response provides a creative promotion of the event, including at least THREE details from the text. 1 point The response promotes the event, including TWO details from the text. 0 points other Example of a top-score-point: Do you like to tell stories? Do you like to travel? Are you itching to meet new friends from all over the nation? Or how about a chance to tell your friends that you competed in the Olympics? If you answer yes to all these questions, you may just be the perfect candidate to compete in the annual National
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Storytelling Youth Olympics. Check out our online site at http://www.etsu.edu/stories/yourtho.htm for more information. You may well be on your way to becoming an Olympic champion!
WRITING
Use the Writing Scoring Guide on page 184 to evaluate responses.
Scoring guide: 2 points The response is plausible and uses at least TWO details from the poem. 1 point The response is plausible but uses only ONE detail from the poem, or the response uses details from the poem but does not infer from them a plausible explanation for the speakers desire. 0 points other Example of top-score-point response: The speaker deliberately misinterprets the bent branches because he is nostalgic for a time when he swung from birches. This activity seems to symbolize the authors desire to be carefree like he was when he was a young boy. He states that he dreams of becoming a branch swinger whenever Im weary of considerations, / And life is too much like a pathless wood. These lines suggest that when life becomes too complicated or unclear, the speaker likes to escape those burdens by dreaming about the time he used to swing on trees as if he had no care in the world. Item No.: 8 Content Standard(s): 4 Process Standard(s): 1.8, 2.4, 3.6 Item 8: Imagine that you are a birch tree. Write a short journal entry about how it feels to a) experience an ice storm OR b) have young children swing on your branches. Scoring guide: 2 points The response makes reference to at least TWO details from the passage AND employs at least ONE convention of journal writing. 1 point The response makes reference to at least ONE detail from the passage. Conventions of journal writing may be lacking. 0 points other Example of top-score-point response: For choice a): 10/31/03 Wouldnt you know it? Its Halloween and already we get hit with the first ice storm of the season. I hate storms like these. Id much rather have snow than ice because ice will weigh down my branches so low that they will skim the ground. I hate when that happens. Droopy branches make me look sick and
MAP PRACTICE
UNIT 2 TEST READING

1. Answer: C; Content Standard(s): 2, 7; Process Standard(s): 1.5, 1.6, 3.3 2. Answer: C; Content Standard(s): 2; Process Standard(s): 1.5, 1.6 3. Answer: A; Content Standard(s): 2; Process Standard(s): 1.5, 1.6, 3.7 4. Answer: D; Content Standard(s): 2; Process Standard(s): 1.5, 1.6 5. Answer: D; Content Standard(s): 2; Process Standard(s): 1.5, 1.7 Item No.: 6 Content Standard(s): 2 Process Standard(s): 1.5, 1.8 Item 6: Frost explains several reasons why the birches branches bend. List two (real or imaginary) reasons. Scoring guide: 2 points The response identifies TWO reasons why the birches branches are bent. 1 point The response identifies ONE reason why the birches branches are bent. 0 points other Example of top-score-point response: One reason why the branches bent is because ice from an ice storm weighed the branches down. Another more creative reason is that a young boy used the branches to swing on. Item No.: 7 Content Standard(s): 1, 2 Process Standard(s): 1.5, 1.7 Item 7: Why does the speaker want to believe an explanation that is not true? Use details from the text to support your answer.
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depressed when Im really not. However, the ice crystals that form around my branches are pretty. Theyre like a glass shell protecting me until they fall off like broken glass, gathering in a heap at my trunk. For choice b): 6/15/03 Schools out. That means all these kids who have free time will be visiting me. I cant wait. I love it when they climb all over me and swing on my branches. It makes me feel young again. It also makes me feel usefullike Im providing them with entertainment and fun. But Im very picky about the people I like. I only like little kids to swing on my branches because they dont cause strain. And I also like those kids who know how to swing, like that young boy who doesnt launch out too quickly, which prevents my branches from touching the ground. He also knows how far up the branch to climb so that he gets a nice smooth swing. Its those kids who are tall and weigh more than fifty pounds who I dont like. Every time they start swinging, I feel like my branch is going to break off.
Scoring guide: 2 points The response lists THREE details from the text that imply that the Youngs are poor. 1 point The response lists TWO details from the text that imply that the Youngs are poor. 0 points other Example of top-score-point response: The beginning of the story tells us that Della bargained with merchants just to save one or two pennies. Only a poor person would worry about saving pennies. The descriptions of their flat also suggest that they are poor: it certainly had that word [beggar] on the lookout for the mendicancy squad. Finally, Della sold her hair to buy a Christmas present for Jim, which suggests that they are poor. Example of acceptable details: Their income is only $20/week. Della has been saving for months and only has $1.87 to buy a present for Jim. Della wears old clothes. Jim sold his watch to buy Della a present. Item No.: 7 Content Standard(s): 2, 5 Process Standard(s): 1.5, 1.7, 3.3 Item 7: Why do you think O. Henry chose The Gift of the Magi to be the title of this story? Use details from the passage to support your answer. Scoring guide: 2 points The response accurately explains why the author chose this title and includes TWO details from the text. 1 point The response explains why the author chose this title and includes ONE detail from the text. 0 points other Example of top-score-point response: The narrator states at the end that Della and Jim are foolish because they unwisely sacrificed for each other the greatest treasures of their house. But the narrator quickly amends this statement, saying that they are the wisest and are the magi because they possess the art of giving and, therefore, understand and demonstrate the true meaning of Christmas. Because this is a story about two people giving and sacrificing for each other
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WRITING
Use the Writing Scoring Guide on page 184 to evaluate responses.
UNIT 3 TEST READING

1. Answer: C; Content Standard(s): 2; Process Standard(s): 1.5, 1.8 2. Answer: C; Content Standard(s): 2; Process Standard(s): 1.5, 1.6, 1.7 3. Answer: C; Content Standard(s): 2; Process Standard(s): 1.4, 1.5 4. Answer: C; Content Standard(s): 2; Process Standard(s): 1.5, 1.7, 2.5 5. Answer: D; Content Standard(s): 2; Process Standard(s): 1.5, 1.6, 1.7 Item No.: 6 Content Standard(s): 2 Process Standard(s): 1.4, 1.5, 1.7 Item 6: How do you know that the Youngs are poor? Identify three details from the text that convey to us that the Youngs live in poverty.
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MISSOURI ASSESSMENT PROGRAM PRACTICE

EMCParadigm Publishing Saint Paul, Minnesota

Scoring Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167

MISSOURI ASSESSMENT PROGRAM PRACTICE BOOK

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TestTaking Skills Practice Worksheets

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TestTaking Skills Practice Worksheets

TIPS FOR ANSWERING MULTIPLE-CHOICE QUESTIONS

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ANSWERING READING COMPREHENSION QUESTIONS

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USING CONTEXT CLUES

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ANSWERING CONSTRUCTED-RESPONSE QUESTIONS

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Subject #1 Similarity or Difference #1 Similarity or Difference #2 Similarity or Difference #3

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1. Plan your essay here.

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2. Write your essay on the lines below.

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PLANNING YOUR RESPONSE

all things eventually die

didnt have seat belt on

nobody injured, but scary

final tennis match to go to state

car was totalled

Difficult times that led to new understandings of myself

tried physically and mentally

still close friends

afraid we would lose friendship

photo album destroyed insurance did not cover loss

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Method Chronological Order

Comparison and Contrast Order

Cause and Effect Order

Part by Part Order

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DRAFTING YOUR RESPONSE

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Method Make a generalization

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