Ontario Secondary School Literacy Test Section V: Reading

Read the selection below and answer the questions that follow it.

The methods of naming Atlantic basin hurricanes have varied over time, but all have
encountered problems. Originally, a hurricane in the West Indies took its name from
the particular saint who was celebrated on the day on which it occurred. Confusion arose
when there was a recurrence. For example, on September 13, 1876, the day of San Felipe,
a hurricane hit Puerto Rico. More than 50 years later, another hurricane struck on the 5

same day. It was named “San Felipe II.” In 1953 the World Meteorological Organization
(WMO) adopted the alphabetical system of women’s names, retiring names of significant
storms to avoid this duplication. When demands for gender equality arose, the WMO
added men’s names in 1979. The male-female-male-female alphabetic naming pattern
has continued since then. Twenty-one names are designated for each year, skipping the 10

letters q, u, x, y and z. Names of major storms such as Hugo and Katrina are retired, and
the WMO chooses new names to replace the retired ones. Storm activity increases and
decreases in cycles over decades, but today, a new problem has developed. Hurricane
activity has increased so much since 1995 that the WMO may need more than 21 names
for a season. The 2005 season was the busiest on record, with 26 named storms, including 15

13 hurricanes. One proposal is to include the Greek alphabet, which adds 24 more names
to the WMO roster. This idea is the latest in a series of solutions to the challenge of
naming hurricanes.

Written for EQAO.

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Section V: Reading Ontario Secondary School Literacy Test

Multiple-Choice (Record the best or most correct answer on the Student Answer Sheet.)

1 In 1979 the method of naming hurricanes 5 The numbers in lines 15 and 16 emphasize the
changed to respond to
a uncommon names.
a the need for more names.
b pattern of unusual names.
b requests for equal treatment.
c intensity of severe storms.
c confusion with repeated names.
d increasing frequency of storms.
d a desire to use all letters in the alphabet.
6 What is the overall organizational structure
2 What factor determines when a hurricane’s of this selection?
name is retired?
a present to past
a the location of its origin
b general to specific
b the time of year it struck
c problem to solution
c the first letter of its name
d least to most important
d the degree of its destruction

3 The word “designated” as used in line 10

means
Turn the page to complete this section.
a assigned.
b repeated.
c demanded.
d eliminated.

4 Why are the letters q, u, x, y and z (line 11)

shown in italics?
a to highlight their importance
b to indicate the naming pattern
c to distinguish letters from words
d to emphasize their unique sounds

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Ontario Secondary School Literacy Test Section V: Reading

Written Answer

7 State a main idea of this selection and provide one specific detail from the selection that supports it.

Rough Notes
Use the space below for rough notes. Nothing you write in this space will be scored.

End of Booklet 1.

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 Scoring Guide for Reading Open-Response
Section V Information Paragraph Question 7
Q7: State a main idea of this selection and provide one specific detail from the selection that supports it.

Code Descriptor

Blank nothing written or drawn in the lined space provided

Illegible* response is illegible

An illegible response cannot be read.

The response comments on the task (e.g., I don’t know how to answer this.).

Off topic/ response is off-topic, irrelevant or incorrect

Incorrect*
A typical off-topic response has no connection to the selection or the question.

A typical incorrect response provides an answer based on a misunderstanding of the question AND/OR
the ideas in the selection.

Code 10 • response indicates minimal reading comprehension

• response provides minimal or irrelevant ideas and information from the reading selection

The response provides

• only a main idea from the selection
OR
• only one or more details from the selection
OR
• a main idea with one or more irrelevant details from the selection.

Code 20 • response indicates some reading comprehension

• response provides vague ideas and information from the reading selection; it may include
irrelevant ideas and information from the reading selection

The response provides

• a correct main idea and one or more vague details from the selection to support it.
OR
• a vague main idea and one or more specific or vague details from the selection to support it.

The response often requires the reader to make the connection between the main idea and supporting
detail(s).

Code 30 • response indicates considerable reading comprehension

• response provides accurate, specific and relevant ideas and information from the reading
selection

The response provides a correct main idea and one or more specific and relevant details from the
selection to support it.
 Scoring Guide for Reading Open-Response
Section V Information Paragraph Question 7

10

Annotation:

The response provides only a correct main idea from the selection (naming hurricanes
has become a challenge). The last sentence restates the main idea.
 Scoring Guide for Reading Open-Response
Section V Information Paragraph Question 7

20

Annotation:

The response provides a correct main idea (Hurricanes are named different things over
time) with vague detail (they have to give a different name to it). The reader needs to
make the connection between the main idea and the details. The last sentence contains
inaccurate information (have to use all the letters of the alphabet).
 Scoring Guide for Reading Open-Response
Section V Information Paragraph Question 7

30

Annotation:

The response provides a correct main idea (Naming Atlantic Basin hurricanes have
varied over time) with specific and relevant details (On September 13, 1876, (the day of
San Felipe), …50 years later) to support it.